Está en la página 1de 35

# MINISTRY OF EDUCATION MALAYSIA

## Integrated Curriculum for Secondary Schools

Curriculum Specifications

MATHEMATICS
Form 1

## Curriculum Development Centre

Ministry of Education Malaysia
2002
x CONTENTS

Page

WHOLE NUMBERS 1
NUMBER PATTERNS AND SEQUENCES 4
FRACTIONS 10
DECIMALS 15
PERCENTAGES 18
INTEGERS 19
ALGEBRAIC EXPRESSIONS 21
BASIC MEASUREMENTS 23
LINES AND ANGLES 26
POLYGONS 28
PERIMETER AND AREA 30
SOLID GEOMETRY 32
1. Learning Area: Whole Numbers

Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## Students will be taught to: Students will be able to:

Emphasise the Whole
1. Understand the x Count; read and write whole i. Count, read and write whole numbers. number
relationship
concept of whole numbers in words or numerals. ii. Identify place value and value of each between Place value
numbers.
x Students read and write whole digit in whole numbers. rounding and
Digit
numbers while counting from a estimation.
iii. Round whole numbers. Interval
given initial value to a final value in
a certain specified interval. Round
e.g. i. Count on in tens from 20 to Estimate
100. Nearest
ii. Count back in hundreds Larger
from 1200 to 200. Largest
x Estimate values, including that of Smaller
real-life situations by rounding. Smallest
Nearest ten,
hundred,
thousand…
hundred
thousand.

1
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

ii. Solve problems involving addition of
and subtraction of calculations), estimation, mental should begin with
whole numbers. Subtract
whole numbers to and speed computation or pencil- two numbers.
solve problems. and-paper. iii. Subtract whole numbers. Subtraction
x Use calculators to compare and iv. Solve problems involving subtraction Multiply
Emphasise that
verify answers. of whole numbers. Multiplication
subtraction is the
x Students pose and solve problems inverse of Divide
of whole numbers. Regroup
Emphasise that: Algorithm
x The quotient Estimate
3. Perform computations x Explore multiplication and division of a number Estimation
involving using standard algorithm (rules of i. Multiply two or more whole numbers. divided by Mental and
multiplication and calculations), estimation, mental ii. Solve problems involving zero is speed
division of whole and speed computation or pencil- multiplication of whole numbers. undefined. computation
numbers to solve and-paper.
problems. iii. Divide a whole number by a smaller x The quotient Compute
x Use calculators to compare and whole number. of zero
Quotient
iv. Solve problems involving division of any number Undefined
x Students explore the relationship whole numbers. (except zero) Inverse
between multiplication and division. is zero. Sum
x Students pose and solve problems
Difference
related to multiplication and
division of whole numbers.

2
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

4. Perform computations x Students explore combined i. Perform computations involving any Emphasise on Multiply
involving combined operations of whole numbers by combination of addition, subtraction, the order of Multiplication
operations of using standard algorithm (rules of multiplication and division of whole operations and
addition, calculations), estimation, pencil- numbers, including the use of the use of Divide
subtraction, and-paper or calculator. brackets. brackets. Division
multiplication and Estimate
x Solve problems related to real-life ii. Solve problems involving combined
division of whole
situations. operations of addition, subtraction, Compute
numbers to solve
multiplication and division of whole Solve
problems x Students use calculators to numbers, including the use of
compare and verify answers. brackets. Bracket
Order of
operations
Combined
operation
Combination

3
2. Learning Area: Number Patterns and Sequences

Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## Students will be taught to: Students will be able to:

1. Recognise and extend x Relate number sequence to i. Describe the pattern of a given Do not include Number
number patterns and patterns in real-life situations. number sequence. negative sequence
sequences formed by e.g. Odd numbers are used as numbers. Pattern
ii. Extend number sequences.
counting on and addresses of houses on one side of
counting back in the road and even numbers on the iii. Complete missing terms in given Term
intervals of any size. other. number sequences. Sum
x Use calculators to skip count iv. Construct number sequences based Product
(generate number sequences), on given patterns. Difference
explore number patterns, and solve Count on
problems.
Count back
Odd
Even
2. Recognise odd and x Explore general statements about i. Identify and describe odd and even
even numbers and odd and even numbers such as: numbers. Subtract
make general Multiply
a. The sum of odd and even ii. Make general statements about odd
numbers. and even numbers.
them.
b. The product of odd and even
numbers.
c. The difference between odd
and even numbers.

4
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

3. Understand the x Use calculators or computer i. Identify the characteristics of Emphasise that Prime number
characteristics of programmes to explore prime prime numbers. Number 1 is not a
prime numbers. numbers. prime number. Factor
ii. Determine whether a given
x Use sieve of Eratosthenes to number is a prime number. Prime Factor
generate prime numbers less than iii. Determine all the prime numbers
100. less than 100.

4. Understand the x Determine factors of whole i. List factors of whole numbers. Emphasise that 1
characteristics and numbers by exploring and and the number
ii. Determine whether a number is a
use the knowledge of investigating. itself are factors
factor of another whole number.
factors of whole of any number.
numbers.

5. Understand the x Students explore and investigate i. Identify prime factors from a list of
characteristics and to determine prime factors of factors.
use the knowledge of whole numbers. ii. Find prime factor(s) of whole
prime factors of
x State any given whole number as numbers.
whole numbers.
a product of its prime factors. iii. Determine whether a number is a
prime factor of another whole
number.

5
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities
Multiple
6. Understand and use x Students use the divisibility test of i. List the multiples of whole Emphasise that
the knowledge of 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and their numbers. the list of Divisible
multiples of whole combinations. multiples of a
ii. Determine whether a number is Divisibility test
numbers. number is also a
e.g. the multiple of another number.
number Common
30 can be divided by 6.Therefore it sequence. multiple
can be divided by 2 and 3 and
Use small Lowest
vice-versa.
numbers to Common
develop the Multiple (LCM)
concept.
Sequence

6
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

7. Understand the x Students find common multiples i. Find the common multiples of two Emphasise that a
characteristics and and LCM by listing down the or three whole numbers. list of common
use the knowledge of multiples of each given number. multiples is also a
ii. Determine whether a number is
common multiples number
e.g. the common multiple of two or
and Lowest sequence.
three given numbers.
Common Multiple Multiples of 4 : 4, 8, 12, ……
Use small
(LCM) of whole iii. Determine the LCM of two or three
Multiples of 6 : 6, 12, …… numbers to
numbers. given numbers.
develop the
Common Multiples of 4 and 6:
concept
12, 24, 36, 48, ……
which are the multiples of 12.
x Use the method of “prime
factorisation” to find common
multiples and LCM.
e.g.
4=2x2
6=2x3
Therefore the LCM of 4 and 6 is
2 x 2 x 3 = 12.

7
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## x Use algorithm to find the LCM.

2 4, 6

LCM = 2 x 2 x 3 2 2, 3
3 1, 3
= 12
1, 1

8. Understand and use x Students list down all the factors of i. Find common factors of two or three Common
the knowledge of each given number and identify the whole numbers. Factor
common factors and same factors for each number. ii. Determine whether a number is a Highest
Highest Common
x Students explore, identify and common factor of two or three given Common
Factors (HCF) of
determine common factors of whole numbers. Factor (HCF)
whole numbers.
whole number. iii. Determine the HCF of two or three
given numbers.

8
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## x Students find the HCF by listing

down all the factors of each given
number.
x Explore, identify and determine the
HCF of whole numbers.
x Use the method of prime
factorisations to find the common
prime factors and hence HCF.
e.g.
12 = 2 x 2 x 3
18 = 2 x 3 x 3
Common Prime Factors: 2 and 3
The HCF: 2 x 3 = 6
x Use algorithm to find HCF.

9
3. Learning Area: Fractions

Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## Students will be taught to: Students will be able to:

1. Understand and use x Use concrete materials and i. Read fractions. 4 Fraction
drawings to demonstrate the ii. Describe fractions as parts of a 5
fractions as part of a concept of fractions such as: Denominator
whole. Four over five
whole.
a. Folding a ribbon to find one- iii. Represent fractions with Numerator
third of its length. 15
22
b. The number of girls as iv. Write fractions for given fractions
over twenty two
compared to the whole class. diagrams.
Use the terms Lowest terms
c. Folding papers.
numerator and
Arrange
denominator.
2. Understand and use x Use concrete materials and i. Find equivalent fractions for a Order
Use number lines,
the knowledge of drawings to demonstrate the given fraction.
concrete materials or
equivalent fractions. concept of equivalent fractions. ii. Determine whether two given the concept of
x Use paper folding to explain and fractions are equivalent. equivalent fractions
explore: to compare fractions.
iii. Compare the values of two given
3 1 fractions.
Why is the same as .
6 2 iv. Arrange fractions in order.
x Compare the values of two v. Simplify fractions to the lowest
fractions by converting them to terms.
fractions with the same
denominator or the same
numerator.

10
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

3. Understand the x Use concrete materials, drawings i. Recognise mixed numbers. Mixed number
concept of mixed and number lines to represent ii. Represent mixed numbers with Proper
numbers and their mixed numbers. diagrams. fraction
representations.
x Identify the use of mixed numbers iii. Write mixed numbers based on
in everyday situations. Improper
given diagrams.
fraction
iv. Compare and order mixed
numbers on number lines. Number line
Denominator

4. Understand the x Use concrete materials and i. Recognise proper and improper
concept of proper drawings to demonstrate the fractions from given fractions.
fractions and relationship between mixed ii. Change mixed numbers into
improper fractions. numbers and improper fractions. improper fractions.
x Use calculators to explore the iii. Change improper fractions into
relationship between mixed mixed numbers.
numbers and improper fractions.

11
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

5. Understand the x Use concrete materials, drawings i. Perform addition involving: Addition and Mixed
concept of addition and symbols to demonstrate the subtraction involving Number
a. Fractions with common
and subtraction of process of addition and subtraction not more than three
fractions to solve of fractions. numbers.
problems. b. Fractions with different Subtract
x Add and subtract fractions by denominators.
writing the fractions in their Fraction
equivalent forms with common c. Whole numbers and
denominators including the use of fractions. Simple
LCM. fraction
d. Fractions and mixed
x Perform addition and subtraction of numbers. Lowest term
mixed numbers by: e. Mixed numbers. Equivalent
i) Adding and subtracting whole fractions
numbers and fractions ii. Perform subtraction involving:
separately. a. Fractions with common
ii) Writing mixed numbers in the denominators.
form of improper fractions. b. Fractions with different
x Pose and solve problems related to denominators.
everyday situations. c. Whole numbers and
fractions.
d. Fractions and mixed
numbers.
e. Mixed numbers.

## iii. Solve problems involving

and subtraction of fractions.

12
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## 6. Understand the x Use concrete materials, drawings i. Multiply: Emphasise Multiply

concept of and symbols to explore and multiplication of
a. A whole number by a Divide
multiplication and investigate the process of fractions as
fraction or mixed number.
division of fractions multiplication and division of repeated addition of Mixed
to solve problems. fractions. b. A fraction by a whole the fractions Number
number.
x Examples of multiplication: Repeated
c. A fraction by a fraction addition
a. A whole number times a (include mixed numbers).
fraction. Numerator
ii. Solve problems involving
3 multiplication of fractions.
3x
4
Division involving not
more than three
iii. Divide:
numbers including
a. A fraction by a whole whole numbers,
3 9 1 number. fractions and mixed
3x = =2
4 4 4 b. A fraction by a fraction. numbers.
b. A whole number times a mixed c. A whole number by a
number. fraction.
1 d. A mixed number by a mixed
4x1
2 number.

## iv. Solve problems involving

division of fractions.

1 3 12
4x1 = 4 x = =6
2 2 2

13
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities
c. A fraction times a fraction.
5
6

3
4

5 3 15 5
x = =
6 4 24 8

7. Perform computations x Pose problems related to real-life i. Perform computations involving Limit the operations Multiplication
involving combined situations. combined operations of to three numbers Addition
operations of addition, subtraction, including whole
addition, subtraction, x Use concrete materials and multiplication and division of numbers and mixed Subtraction
multiplication and diagrams to demonstrate fractions, including the use of numbers. Division
division of fractions computations. brackets.
Emphasise the order Combined
to solve problems. operation
ii. Solve problems involving of operations,
combined operations of including the use of Mixed number
multiplication and division of number
fractions, including the use of
brackets. Bracket

14
4. Learning Area: Decimals

Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## Students will be taught to: Students will be able to:

1. Understand the x Use concrete materials, drawings, 1 Fraction
relationship between calculators and symbols to explain i. Represent fractions and as Decimal
point three
decimals and the relationship between decimals 10 100
fractions. and fractions. Denominator
decimals and vice-versa. 0.05 read as:
Tenths
ii. Represent fractions with zero point zero
denominators 10,100 and 1000 as five Hundredths
decimals. Thousandths
iii. Read and write decimals to Number line
three point two
thousandths. nine. Place value
iv. Change fractions to decimals and Value of a
vice-versa. digit
Rounding
Decimal point
2. Understand the concept x Use number lines to compare and i. State the place value and value of Emphasise the
of place value and order decimals. each digit in decimals. relationship
value of each digit in between
ii. Compare the values of two given
decimals. rounding and
decimals.
estimation.
iii. Arrange decimals in order.
iv. Round decimals to the nearest whole
number or up to three decimal places.

15
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

3. Understand the concept x Use concrete materials, drawings i. Add decimals. Include whole Add
of addition and and symbols. numbers. Subtract
ii. Solve problems involving addition of
subtraction of
x Solve problems related to everyday decimals. Addition and Decimal
decimals to solve
situations. subtraction Multiply
problems. iii. Subtract decimals.
should begin with
x Use calculators or computers to Divide
iv. Solve problems involving subtraction two decimals.
Limit to three divide
x Use estimation strategies to decimal places.
determine whether the solution is Mentally
reasonable. multiply
Reasonable
Estimation

4. Understand the concept x Relate to everyday situations. i. Multiply two or more decimals. For multiplication
of multiplication and and division,
x Use appropriate calculation ii. Solve problems involving
division of decimals to include whole
methods such as pencil-and - multiplications of decimals
solve problems. numbers.
paper, calculators and computers. iii. Divide:
Begin with one
x Mentally multiply decimals by 10, a. A decimal by a whole number. digit whole
100 and 1000. number
b. A decimal by a decimal.
x Mentally multiply decimals by 0.1,
0.01 and 0.001. c. A decimal by a fraction.

## x Mentally divide decimals by 10,

100 and 1000. iv. Solve problems involving division of
x Mentally divide decimals by 0.1, decimals.
0.01 and 0.001.

16
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

5. Perform computations x Pose problems related to everyday i. Perform computations involving Emphasise the Addition
involving combined situations. combined operations of addition, order of
Subtraction
operation of addition, subtraction, multiplication and division operations
subtraction, of decimals, including the use of including the use Multiplication
multiplication and brackets. of brackets. Division
division of decimals to
ii. Solve problems involving combined Decimal
solve problems.
Include whole Bracket
multiplication and division of decimals,
numbers and
including the use of brackets. Combined
fractions
operation

17
5. Learning area: Percentages

Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## Students will be taught to: Students will be able to:

Percent
1. Understand the x Use concrete materials and i. Express percentages as the number
concept of drawings to demonstrate of parts in every 100. Use the symbol Fraction
percentages and the percentages. % to represent Decimal
ii. Change fractions and decimals to
relationship between percent. Increase
e.g. Use ten by ten grids to discuss the percentages and vice-versa.
percentages and
equivalent percentages of Include Decrease
fractions or decimals.
fractions and decimals. For percentages
Discount
1 larger than 100.
example the fraction has a Profit
2
Loss
decimal equivalent of 0.5, and 0.5 30% of 240 = 72
has a percentage equivalent of Simple
1 3 of 12 = 25% interest
50%. ( = 0.5 or 50%)
2 Dividend
8 is 20% of what
2. Perform number? (40) Commission
computations and x Pose and solve problems involving i. Find the percentage of a quantity.
solve problems Original amount: 15
profit and loss, simple interest, ii. Find the percentage one number is of Increased to: 18
involving percentages. dividend, commission and another. Find percentage of
discount. increase.
iii. Find a number given the percentage.
Original amount: 40
iv. Find the percentage of increase or Decreased to: 10
decrease. Find percentage of
decrease.
v. Solve problems involving
percentages.

18
6. Learning Area: Integers

Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## Students will be taught to: Students will be able to:

Integer
1. Understand and use x Introduce integers in context (e.g. i. Read and write integers. Negative
the knowledge of temperatures, sea levels and floors negative thirty-two. number
ii. Represent integers on number lines.
integers. of building).
iii. Compare the values of two integers. – 5 is less than – 2 Positive
x Students complete sequences of number
iv. Arrange integers in order. –15 is greater than
integers, find the missing terms, Number line
–25
and identify the largest and the v. Write positive or negative numbers to
smallest value of integers from Temperature
represent word descriptions. Words description:
given sets of integers. e.g. Sea level
x Given sets of integers, students i. 30 metres Floors of a
order them on number lines. below sea building
level: – 30 Less than
ii. Weight gain of Greater than
2 kg: 2
Words
description
The number 0 is Missing
neither positive terms
nor negative. Largest
Smallest

19
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## 2. Perform computations x Use number lines to add and i. Add integers.

ii. Solve problems involving addition of subtraction using
x Use concrete materials, drawings, integers. two integers.
integers to solve
and symbols (e.g. coloured chips) Subtract
problems. iii. Subtract integers. – 8 – (– 7) read as
to demonstrate addition and negative eight Subtraction
subtraction of integers. iv. Solve problems involving subtraction minus negative
of integers. Minus
x Use brackets to differentiate seven.
Plus
between operations and the signs – 4 – 2 read as
of numbers. negative four minus Integer
two. Negative
x Solve problems related to real-life
include like and
Like signs
unlike signs.
Unlike signs
e.g
Like signs:
9+5, – 7+ (– 8)

Unlike signs:
3 + (– 4),
(– 9) + 5

Differentiate
between
operations and
signs.
Relate
subtraction of
integers to

20
7. Learning Area: Algebraic Expressions

Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## Students will be taught to: Students will be able to:

x Use examples of everyday An algebraic term
1. Understand the i. Use letters to represent unknown
situations to explain unknowns. is written as 3x Unknown
concept of numbers.
not x3
unknowns. e.g: Glass X contains y numbers of Term
ii. Identify unknowns in given
marbles. A number, e.g 8 is Alphabet
situations.
also a term.
Algebraic
X x term
is a term.
2 Multiplication
Coefficient
Which letter represents the
unknown number? Like terms
Unlike terms
7p :
The coefficient of
2. Understand the x Give a list of terms and students p is 7.
concept of algebraic select algebraic terms with one i. Identify algebraic terms with one
terms. unknown. unknown.
ii. Identify coefficients in given algebraic
terms with one unknown.
iii. Identify like and unlike algebraic
terms with one unknown.
iv. State like terms for a given term.

21
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

3. Understand the
concept of algebraic x Use concrete materials to i. Recognise algebraic expressions. Algebraic
expressions. demonstrate the concept of 4p = p + p + p + p expression
combining like and unlike terms. ii. Determine the number of terms in
given algebraic expressions. Number of
e.g. terms
iii. Simplify algebraic expressions by
Like terms
i. 4s + 8s = 12s combining the like terms.
Unlike terms
ii. 5r – 2r = 3r
Simplify
iii. 7g + 6h cannot be simplified
because they are not like terms.
iv. 3k + 4 + 6k – 3
= 3k + 6k + 4 – 3
= 9k + 1

22
8. Learning Area: Basic Measurements

Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## Students will be taught to: Students will be able to:

1. Understand the x Measure the length of objects i. Measure the length of objects. Emphasise the Length
concept of length to around the school compound. importance of Millimetre
ii. Convert one metric unit to another.
solve problems. using standard
x Students draw a line given its (mm, cm, m and km) Centimetre
length. measurement.
iii. Estimate lengths of objects in Metre
x Measure given lines using different appropriate units. Introduce
Kilometre
standard units. inches, feet,
iv. Use the four operations to solve yards, miles Estimate
problems involving length. and nautical Measure
miles.
Convert
Metric units
2. Understand the x Relate to everyday situations. i. Measure the mass of objects.
concept of mass to Mass
ii. Convert one metric unit to another.
solve problems. Milligrams
(mg, g, kg, tonne).
iii. Estimate masses of objects in Grams
appropriate units. Kilograms
iv. Use the four operations to solve Nautical mile
problems involving mass.
Inch
Feet
Yard

23
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## 3. Understand the x Use calendars, clocks or stop- i. Determine the appropriate

concept of time in watches to discuss the measurement of time for certain events. 1 millennium Time
seconds, minutes, measurement of time for events. = 1000 years Second
ii. Convert measurement of time in
hours, days, weeks,
x Suggest a unit to estimate or different units (seconds, minutes, hours, 1 century Minute
months and years.
measure: days, weeks, months and years). = 100 years Hour
i. The time it will take to eat lunch. iii. Estimate the time intervals of events. Day
1 year
ii. Your age. iv. Use the four operations to solve = 12 months Week
problems involving time. = 52 weeks Month
iii. How long it takes for water to
= 365 days
boil? Year
1 week Century
iv. How long it takes to run 100 = 7 days
Millennium
metres? 1 day
Measurement
= 24 hours
x Involve great events in history. Leap year
1 hour
= 60 minutes
1 minute
= 60 seconds

24
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

4. Understand and use x Use digital and analogue clocks. i. Read and write times in twelve-hour 7.30 read as Twelve hour
times in the twelve- system. seven thirty; system
hour and twenty-four x Read times from train or bus half past seven;
schedules. ii. Read and write times in twenty-four- Twenty-four
hour system to solve thirty minutes hour system
hour system.
problems. x Relate events to everyday past seven and
iii. Convert time in twelve-hour system to thirty minutes to Time Interval
situations.
twenty-four hour system and vice-versa. eight. Time
iv. Determine the interval between two Introduce a.m. Digital clock
given times. and p.m. Analogue
v. Solve problems involving time. 0350 read as clock
three fifty hour
as three fifty
a.m. or three
fifty in the
morning.
nineteen
hundred hours.

25
9. Learning Area: Lines and Angles

Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## Students will be taught to: Students should be able to:

1. Understand the x Students identify angles in the i. Recognise angles. An angle is formed Angle
concept of angles. classroom. (e.g. corners of tables, by two straight Line
ii. Denote and label angles.
blackboards, windows, clock lines that meet at
Protractor
hands, and opened doors). iii. Measure angles using protractors. a point called the
vertex. Label
x Students demonstrate the different iv. Draw angles using protractors.
Denote
types of angles with their arms. v. Recognise, compare and classify line
Right angle
x Guide students on how to use angles as acute, right, obtuse and Vertex ) Angle
protractors to measure angles. reflex. Acute angle
line
vi. Draw acute, right, obtuse and Reflex angle
reflex angles using protractors. Obtuse Angle
Angles can be One whole turn
vii. Determine angles on straight lines
equal 180°. named as  BAC Vertex

viii. Determine one whole turn is 360°. or  A or B A C. Classify
Use degree ( ° ) Compare
as the unit of Degree
measurement of
angles.
One whole turn is
360°.

26
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

2. Understand the x Students identify perpendicular and i. Determine parallel lines. Two lines are Parallel lines
concept of parallel and parallel lines in the classroom (e.g parallel if they
ii. Determine perpendicular lines. Perpendicular
perpendicular lines. edges of books, windows and never intersect.
doors). iii. State that the angles formed by lines
perpendicular lines is 90°. A perpendicular
line is a line that Intersecting
makes a 90° with lines
another line. Complementary
Denote a 90° angle
angle as:
Supplementary
90° angle
Vertically
b opposite angle
3. Understand and use x Students investigate the properties i. Identify intersecting lines.
properties of angles of angles formed by intersecting a d
associated with ii. Determine the properties of
lines. vertical, complementary and c
intersecting lines to
solve problems. supplementary angles.
Vertical-angle
iii. Determine the value of an angle pairs:
on a line, given the adjacent  a = d
angle.  b = c
iv. Solve problems involving angles Sum of adjacent
formed by intersecting lines. angles on a
straight line is
180°
(a + b =180°)

27
10. Learning Area: Polygons

Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities
Polygon
Students will be taught to: Students will be able to:
Triangle
1. Understand the x Use concrete materials such as i. Recognise polygons.
concept of polygons. protractors, rulers, grid papers, ii. Name polygons (triangle, to name vertices.
geo-boards and computer software Pentagon
to explore the concept of polygons. heptagon and octagon). Hexagon
x Students explore the relationship iii. Determine the number of sides, Heptagon
between the sides, diagonals and vertices and diagonals of given Octagon
vertices of polygons. polygons. Vertices
iv. Sketch polygons. Sides
Diagonal
Shape
Symmetry
Line of
2. Understand the x Students explore symmetry by i. Determine and draw the line(s) of symmetry
concept of symmetry. using mirrors, pattern blocks, symmetry of shapes. Shapes include Sketch
folding papers or making inkblot polygons
ii. Complete shapes given part of the
designs. shapes and the line of symmetry.
x Students explore the importance of iii. Draw designs using the concept of
symmetry in everyday situations symmetry.
(e.g. pattern on buildings and tiles).

28
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## Students will be taught to: Students will be able to:

Isosceles
3. Identify and use the i. Determine and draw symmetry line(s) Types of
geometric properties of given triangles. triangles: Equilateral
of triangles to solve Scalene
ii. Draw triangles using protractors and x Isosceles
problems. Acute
rulers. triangle
triangle
x Investigate the relationship between iii. State the geometric properties of the x Equilateral
angles and sides of all types of different types of triangles and name Obtuse
triangle
triangles. the triangles. triangle
x Scalene Right-angled
x Use a variety of methods to find the iv. Determine that the sum of the angles triangle
sum of angles of triangles: e.g triangle
of a triangle is 180°.
aligning corners on a straight line, x Acute triangle Quadrilateral
v. Solve problems involving triangles.
using protractors and geometry x Right-angled Square
computer software. triangle Rectangle
4. Identify and use the x Investigate the relationship between i. Determine and draw symmetry line(s) x Obtuse Parallelogram
geometric properties of angles, sides and diagonals of all of given quadrilaterals. triangle Trapezium
problems.
x Use a variety of methods to find the and ruler.
Types of Diagonal
sum of angles of quadrilaterals: e.g iii. State the geometric properties of the quadrilaterals: Geometric
aligning corners on a point, using different types of quadrilaterals and
protractors and geometry computer x Square properties
software. Align
iv. Determine that the sum of the angles x Rectangle
of a quadrilateral is 360°. Corner
x Rhombus
v. Solve problems involving
x Parallelogram
x Trapezium

29
11. Learning Area : Perimeter and Area

Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

## Students will be taught to: Students will be able to:

Perimeter
1. Understand the concept x Use square chips, tessellation i. Identify the perimeter of a region. Shapes enclosed
grids, geo-boards, grid-papers or by straight lines Formulae
of perimeter to solve ii. Find the perimeter of a region
problems. computer software to explore the and curves. Measure
enclosed by straight lines.
concept of perimeter. Limit to straight Figure
iii. Solve problems involving perimeters.
x Investigate and develop formula to lines. Area
find the perimeter of a rectangle. Square unit
i. Estimate the area of a shape. 2
2. Understand the concept x Use unit squares, tessellation grids, cm read as Region
of area of rectangles to geo-boards, grid-papers or ii. Find the area of a rectangle. square cm. Enclosed
solve problems. computer software to explore the The area of a unit
iii. Solve problems involving areas.
concept of area. square is 1
square unit
x Investigate and develop formula to
find the area of a rectangle.
x Use unit square chips or tiles to Area of a right
investigate, explore and make triangle
1
a. Perimeters of rectangles having = of the area
the same area. 2
of a rectangle.
b. Areas of rectangles having the
same perimeter.

30
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities

3. Understand the x Investigate and develop formulae i. Identify the heights and bases of
concept of area of to find the areas of triangles, triangles, parallelograms and Area
triangles, parallelograms and trapeziums trapeziums. Triangle
parallelograms and based on the area of rectangle. ii. Find the areas of triangles, Trapezium
trapezium to solve
parallelograms and trapeziums. Parallelogram
problems.
iii. Find the areas of figures made up of Height
triangles, rectangles, parallelograms Base
or trapeziums.
Rectangle
iv. Solve problems involving the areas of
Figure
triangles, rectangles, parallelograms
and trapeziums.

## x Solve problems such as finding the

height or base of a parallelogram.

31
12. Learning Area: Solid Geometry

Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities
Students will be able to
Students will be taught to:
x Use concrete materials to i. Identify geometric solids. Geometric solids Face
1. Understand geometric demonstrate the concepts of include Edge
ii. State the geometric properties of
properties of cubes geometric solids. cubes and cuboids. x Cubes Vertex
and cuboids.
x Game: Searching out Solids. iii. Draw cubes and cuboids on: Vertices
x Cuboids
Make up sets of activity cards
a. Square grids. Cube
containing descriptions of solids x Cylinders
such as: Cuboid
b. Blank papers. x Pyramids
a. Exactly two faces that are the Cylinder
iv. Make models of cubes and cuboids x Cones
same shape and size. by: Pyramid
b. All edges have the same x Spheres Cone
a. Combining given faces.
length. Sphere
b. Folding given layouts of solids.
Students compete to search out Surface
solids in the classroom based on
the descriptions.
x Investigate and explore the
relationship between faces, edges
and vertices of cubes and cuboids.
x Compare and contrast between
cubes and cuboids.
Ask students how they are alike or
different.
x Use concrete materials (opened
boxes) to draw the layout of cubes
and cuboids.

32
Learning Objectives Suggested Teaching and Learning Learning Outcomes Points to Note Vocabulary
Activities
3 Volume
2. Understand the x Use unit cubes or other concrete i. Estimate the volume of cuboids. cm read as
concept of volume of materials to let students explore cubic cm. Cubic cm
ii. Find the volume of cuboids.
cuboids to solve the concept of volumes. The volume of a Unit cube
problems iii. Solve problems involving volume of unit cube is 1 Cuboid
x Investigate and develop formula to cuboids. cubic unit
find the volume of cuboids.

33