SK Year 2 Mathematics DLP (Part 2)

RECORD THE TIME


Let’s record the time Morning

and the activities.










Exercise
Blow balloons

MY SCHOOL
TELEMATCH
Evening Afternoon













Treasure hunt
Lunch



Play congkak




Time Activity
Record the
7:45 in the morning Exercise times and

Blow balloons the activities

12:00 in the afternoon for Sunday.

3:25 in the afternoon

Treasure hunt



TEACHER’S • Ask pupils to talk about and record their daily activities in school and 5.1.4
NOTES
after school.
• Discuss pupils’ sequence of events during weekends or school
holidays. 45




TB-UNIT 5-ENG.indd 45 12/12/17 1:10 PM

LET’S ANSWER CHILDREN’S DAY



Look at the Children’s Day
activities in the pictures.

Complete the table.

Time Activity







































Example
Family Day


LET’S EXPLORE Time Activity
8:45 in the morning Exercise
1 Plan an activity.
9:00 in the morning Blow and burst
2 Record the time and balloons

activity. 9:30 in the morning Three-legged
race
3 Talk about your activity.


TEACHER’S • Prepare tables in MS Word and guide pupils to record time in the 5.1.4
NOTES
table such as their class time table, Teacher’s Day celebration,
46
46 school sports day, television programmes, and family day.
• Carry out Let’s Explore activity in pairs.
AB 119-120


TB-UNIT 5-ENG.indd 46 12/12/17 1:11 PM

RELATIONSHIP IN TIME


1 Hour and Minute














:
:
EVERY SATURDAY: 3 00 - 4 00 in the afternoon
(1 HOUR)






The minute hand moves 1 complete circle of 60 minutes.






















When the hour So, 60 minutes is
hand moves the same as
from 3 to 4, 1 hour. 60 minutes
it is 1 hour. = 1 hour






What time is 1 hour
after 12 o’clock?



TEACHER’S • Emphasise that when the minute hand moves, the hour hand also 5.2.1
NOTES
moves.
• Discuss activities that can be carried out within an hour.
• Review quarter hour, half an hour, three quarters of an hour, and relate 47
them to 1 hour.



TB-UNIT 5-ENG.indd 47 12/12/17 1:11 PM

2 Day and Hour


1 complete circle 12 00 noon
:
of the hour hand

is 12 hours.






12 hours 12 hours











:
12 00 midnight


The hour hand moves
2 complete circles a
day. So, there are
24 hours in a day.

12 hours + 12 hours = 24 hours
24 hours = 1 day










LET’S ANSWER


Complete these.

a 1 hour = minutes b 1 day = hours

c Quarter of an hour = minutes


d hour = 30 minutes

TEACHER’S • Use a timeline to explain the 24 hours in a day. 5.2.1
NOTES
• Discuss the time in a day such as dusk, daylight, and half a day as
48
48 well as activities associated with those times.
• Discuss the countries that experience longer daytime than night-time.
AB 121


TB-UNIT 5-ENG.indd 48 12/23/17 1:13 PM

SOLVE IT



1 When Alex arrived
at school, the
minute hand

showed 4. What

time did he arrive?
The time
he left



Method I use a
clock model.





The time
he arrived



Alex arrived at his school at 7:20 in the morning.



2 Naveena and her family arrived at a banquet hall at

8:00 in the evening. Dinner started 25 minutes later.

State the time the dinner started.

Method 5

10
Count on in

fives from 12. 15
Stop at 5.
20

25

Dinner started at 8:25 in the evening.



TEACHER’S • Guide pupils to solve problems through simulation using clock models 5.3.1 49
NOTES
and timelines.






TB-UNIT 5-ENG.indd 49 12/12/17 1:11 PM

3 The clock shows the start of
a storytelling activity.

The activity was carried out

for an hour.



















Start



a State in words the time the activity started.


The activity started at two o’clock.



b At what time did the activity end?



Method

1 hour is 1 complete circle

of the minute hand.










The activity ended at 3 o’clock. End







TEACHER’S • Guide pupils to solve problems using timelines. 5.3.1
NOTES
50

AB 122


TB-UNIT 5-ENG.indd 50 12/12/17 1:11 PM

LET’S ANSWER



Solve the problems.


1 The gotong-royong started
at 9:30 in the morning.

State the time in words.







2 A chess game started

at 4:00 in the afternoon.

When it ended, the minute
hand was pointing at

number 8. What is the

time?




3
Nani participated in a
colouring competition

which took 1 hour. How

many minutes is that?






4 A group of Year 2 pupils

visited Mega Aquaria. They
entered at a quarter past

three in the afternoon. Write

the time in numerals.



TEACHER’S • Guide pupils to solve problems using clock models and timelines. 5.3.1 51 51
NOTES







TB-UNIT 5-ENG.indd 51 12/12/17 1:11 PM

LET’S HAVE FUN


Wheel of Time




Materials/Resources

clock face cards, A4 paper,

coloured pencils


Participants

2 to 3 pupils per group


Method

Use the clock face cards for the Clock face card

activities as in the examples shown.


Activity 1 Activity 2

Pupil A moves the minute hand. Pupil B shows the time.

Pupil B states how many minutes. Pupil A states the time.

10 minutes. Five

minutes
past

two.








Activity 3 Activity 4
Pupil A states the time. Pupil A shows the time.

Pupil B moves the hour Pupil B writes the time in numerals.

hand. Pupil C moves the Pupil C writes the time in words.
minute hand.



TEACHER’S • Prepare complete and sufficient clock face cards for each group. 5.1.1
NOTES
• Encourage pupils to switch roles in asking and answering the questions.
52 • Instil moral values of cooperation and tolerance. 5.1.2
52
5.1.3
AB 123-124


TB-UNIT 5-ENG.indd 52 12/12/17 1:11 PM

LENGTH, MASS, AND


VOLUME OF LIQUID






Akilʼs height is
100 centimetres.




This textbook has a
mass of 300 grams.





































The volume
of water is
400 millilitres.













TEACHER’S • Discuss with pupils the use of length, mass, and volume of liquid in 6.1 53
TEACHER’S
NOTES
NOTES
daily life such as the length of cloth to make clothes, mass of body,
6.2
53
and volume of water consumed in a day.
6.3
TB-UNIT 6-ENG.indd 53 12/12/17 1:12 PM

RECOGNISE UNITS OF CENTIMETRE

AND METRE



1
This is a 15-centimetre ruler.
Each graduation is 1 centimetre.
1 centimetre



0 cm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15









2 The symbol for
centimetre is cm.



0 cm 1 2
1 centimetre

is written as cm

1 cm.
The length of the

nail and the width

of the finger is
1 centimetre.




3


150 centimetres The length of the




tape is .






TEACHER’S • Ask pupils to look at the ruler graduations. Guide them to identify the 6.1.1
NOTES
length as well as the use of the cm symbol in daily life.
54
54 • Emphasise that the cm unit is used to measure short objects accurately.
Introduce related terms to length such as high, short, and wide.



TB-UNIT 6-ENG.indd 54 12/12/17 1:12 PM

4 a This is a metre ruler. Its length
is equal to 100 centimetres.

1 centimetre








The symbol for

metre is m.
m


b

1 metre is
written as 1 m.
c


4 metres •4 metres •
The length of the

tape is .

LETʼS ANSWER



1 State the most suitable unit of length, cm or m.


a b c




8




25 5


2 Write the symbol for each unit of length.

a 2 centimetres b 57 centimetres

c 3 metres d 40 metres

TEACHER’S
TEACHER’S • Discuss the use of the unit metre in daily life which involves height, 6.1.1
NOTES
NOTES
width, distance, and others.
55
• Emphasise that the unit metre is used to measure length of longer
objects. Carry out simulations to observe graduations of a measuring 55
AB 125
tape.
TB-UNIT 6-ENG.indd 55 12/12/17 1:13 PM

MEASURE LENGTH OF OBJECTS

AND DRAW STRAIGHT LINES



1



0cm 1 2 3 4 5 6 7 8 9


0cm 1 2 3 4 5 6 7 8 9 10 11 12 13 1
Measure
accurately.
Start
from 0.


9:00






Scan
me

0cm 1 2 3 4 5 6 7 8 9
9:00


Object Pencil Rubber Leaf

Length 12 cm cm cm





2 a b c











Which is the correct method to
measure the paper above? Discuss.



• Guide pupils to measure the length of objects around them using
TEACHER’S rulers or measuring tapes. Emphasise measuring lengths in cm or m 6.1.2
TEACHER’S
NOTES
NOTES
without involving decimals.
56
56 • Ask pupils to record the length of objects, such as the height of a plant
one week after germination of its seed.
• Surf http://www.mathworksheets4kids.com/length/object-ruler-cm1.pdf
TB-UNIT 6-ENG.indd 56 12/12/17 1:13 PM

3 a

















The width of the classroom door is 128 cm.





b


















The length of the mural is 2 m.




c Try to

measure
other objects.












The length of the frame is m.


TEACHER’S • Guide pupils to measure lengths and mark distances of objects 6.1.2
NOTES
around the school in cm and m.
57
• Carry out activities in groups and ask group leaders to record their
findings. 57



TB-UNIT 6-ENG.indd 57 12/12/17 1:13 PM

4 a I draw a 30 cm straight line.












Mark dots at Join the two dots Write 30 cm.

0 and 30. with a ruler.



Draw a 1 m straight line.e.
b We draw a 1 m straight lin











Mark dots at Join the two dots Write 1 m.

0 and 100. with a ruler.







Draw the length of a comb as a

straight line on a paper. Measure

the length of the straight line. 0 cm 1 2 3 4 5 6 7 8 9 10 11 12 13



LETʼS ANSWER



1 State the length of the pen. 2 Draw a straight line:
a 9 cm. b 2 m.







TEACHER’S • Emphasise that the position of the ruler cannot be shifted when 6.1.2
TEACHER’S
NOTES
NOTES
drawing the line.
58 • Guide pupils to draw straight lines of more than 1 m.
58
• Surf http://www.mathworksheets4kids.com/length/tape-cm1.pdf
AB 126-127
TB-UNIT 6-ENG.indd 58 12/12/17 1:13 PM

ESTIMATE LENGTH OF OBJECTS


1 Ainiʼs estimation is almost

This crayon is accurate. The actual length
about 10 cm of the crayon is 9 cm.
long.



The length
of this
brush is
less than
20 cm.














2
Try to show
1 cm like this.


0 cm 1 2






1 cm












Name other objects that
measure less than 15 cm.



TEACHER’S • Carry out group activities to estimate lengths of other objects. 6.1.3 59
NOTES
• Guide pupils to estimate and measure actual lengths of objects.
Discuss the difference in measurement.
AB 128



TB-UNIT 6-ENG.indd 59 12/12/17 1:13 PM

LET’S EXPLORE



Method

1 Measure the length of 2 Use the pencil to estimate
a pencil. the length of an exercise

book.

3 Measure the actual

length of the exercise
book.






4 Use the pencil to estimate

the length of other objects.



5 Measure the objects.

Record the actual length.
6 Compare both lengths.


Estimated Actual
Object
length/height length/height

Length of exercise book cm cm

Height of bottle cm cm

Length of watch cm cm

LETʼS ANSWER

3 cm
Estimate the length of each object.


a 5 cm b

cm cm


TEACHER’S • Guide pupils to carry out Let’s Explore in groups. Ask a representative 6.1.2
TEACHER’S
NOTES
NOTES
from each group to present their groupʼs work.
60
60 • Carry out activities to estimate lengths of objects in metres based on 6.1.3
the length of a 1-metre ruler.

TB-UNIT 6-ENG.indd 60 12/12/17 1:13 PM

RECOGNISE UNITS OF GRAM AND
KILOGRAM



1 The mass
of this milk powder
is 1 kilogram.













This bread
has a mass of
400 grams.




400 grams is written as 400 g.

1 kilogram is written as 1 kg.



The symbol The symbol for
for gram is g. kilogram is kg.
g kg







2 a b c 3 kilograms

120 grams



450 grams


450 grams is 120 grams is 3 kilograms is
written as 450 g. written as . written as .



TEACHER’S • Discuss units of kg and g found in pamphlets or goods brochures. 6.2.1 61 61
NOTES
• Ask pupils to state examples of mass, in kg and g, in daily life.
Emphasise the symbols g and kg.





TB-UNIT 6-ENG.indd 61 12/12/17 1:13 PM

3 a b b














Each graduation is 50 g. Each graduation is 100 g.



c c d d




















Each graduation is . Each graduation is .


LETʼS ANSWER



1 State a suitable mass unit, g or kg.


a b c







2 300 60


2 Write the symbol for the mass unit below.

a 100 grams b 700 grams c 3 kilograms

TEACHER’S
TEACHER’S • Guide pupils to read values of graduations for different weighing scales. 6.2.1
NOTES
NOTES
• Emphasise that 1000 grams is equal to 1 kilogram.
62
62
AB 129

TB-UNIT 6-ENG.indd 62 12/12/17 1:14 PM

WEIGH THE MASS OF OBJECTS



Before an object is
weighed, make sure The mass of the
the needle points to 0. oranges is 2 kg.


















The mass of the
apples is 800 g.






Which has more mass,

biscuits or cotton?





LETʼS ANSWER


Say the mass of each object.



a b c
















TEACHER’S
TEACHER’S • Emphasise that the mass of an object does not depend on its size. 6.2.2 63
NOTES
NOTES
For example, when comparing the mass of a sponge and a stone.
63
AB 130


TB-UNIT 6-ENG.indd 63 12/12/17 1:14 PM

ESTIMATE THE MASS OF OBJECTS



1 I estimate the
mass of 2 ciku
The mass of is about 110 g.
this ciku is
60 g.



















Your estimation is almost accurate.
The actual mass is 120 g.


2



























The mass of plasticine Estimate the The mass of the

to make an elephant mass of this elephant model
model is 300 g. elephant model. is 200 g.

TEACHER’S
TEACHER’S • Divide pupils into several groups to estimate the mass of objects in 6.2.3
NOTES
NOTES
the classroom. Ask pupils to conclude using less or more.
64 • Surf http://www.commoncoresheets.com/Math/Weight/Metric%20
64
Estimating%20Weight/English/1.pdf
AB 131
TB-UNIT 6-ENG.indd 64 12/12/17 1:14 PM

LET’S EXPLORE



Method

1 Weigh a big 2 Estimate the mass 3 Weigh the small

marble. of a small marble. marble to find
its actual mass.















4 Use the big marbleʼs mass to estimate the mass of
other objects.


5 Weigh the objects. Record the actual mass.

6 Compare both mass.

Object Estimated mass Actual mass

Small marble g g

Aluminium can g g

Magazine g g


LETʼS ANSWER


Estimate the mass of each object.

a b








240 g g 10 kg kg


• Guide pupils to estimate and weigh mass of objects in groups.
TEACHER’S • Discuss with pupils the importance of estimating the mass of objects 6.2.2
TEACHER’S
• Emphasise using suitable weighing tools in estimating mass and
NOTES
NOTES
finding actual mass in g and kg.
65
6.2.3
in their daily lives. 65
TB-UNIT 6-ENG.indd 65 12/12/17 1:14 PM

RECOGNISE UNITS OF MILLILITRE

AND LITRE


1







The volume
of milk is
1 litre. The volume of
this orange juice
is 350 millilitres.



350 millilitres is written as 350 mℓ.
1 litre is written as 1 ℓ.


The symbol for The symbol
millilitre is mℓ. for litre is ℓ. Write fifteen
litres.







mℓ ℓ












Say the volume of
liquid in mℓ or ℓ.










TEACHER’S • Discuss the volume of liquid, in millilitre and litre, found in daily life. 6.3.1
NOTES
Ask pupils to look at the size of containers and their volumes.
66 • Emphasise the correct way of writing the symbols ℓ and mℓ .





TB-UNIT 6-ENG.indd 66 12/12/17 1:15 PM

2 a This is a 100 mℓ b This is a
beaker. Each 250 mℓ
graduation is 20 mℓ. beaker.





20 mℓ

Each graduation is

mℓ.


c This is a 100 mℓ d
measuring cylinder. Each

graduation is 10 mℓ.



This is a 1 ℓ

measuring
cylinder.

Each graduation

is mℓ.




LETʼS ANSWER


1 State a suitable volume 2 Write the symbol for

unit, mℓ or ℓ. the volume units below.

a b a 200 millilitres

b 600 millilitres


150 c 4 litres

d 9 litres

10


TEACHER’S • Guide pupils to read graduations on different measuring tools 6.3.1 67
NOTES
of different sizes.
67
• Emphasise that 1000 millilitres is equal to 1 litre.
• Make sure that the symbols for millilitre and litre are written correctly.
AB 132


TB-UNIT 6-ENG.indd 67 12/12/17 1:15 PM

MEASURE VOLUME OF LIQUID


1 You need to take 10 mℓ

of vitamins daily.























2




















The volume of Look at the volume of liquid
water is 500 mℓ. at eye level. The volume of
milk is 200 mℓ.
















TEACHER’S • Guide pupils to measure the volume of liquid using suitable 6.3.2
TEACHER’S
NOTES
NOTES
measuring tools. Instil moral values such as cautiousness in taking
68 liquid medicine to avoid overdosage.
68
• Emphasise that the reading of the volume of liquid must be seen
at eye level.
TB-UNIT 6-ENG.indd 68 12/12/17 1:15 PM

3 I measure
1 ℓ of liquid.













I measure
2 ℓ of liquid.







2 litres of milk is to be

filled into 2 containers

as shown in the picture.
What is the volume of

milk in each container?
2 ℓ 1 ℓ

LETʼS ANSWER


What is the volume of liquid in each container?


a b c





















TEACHER’S • Guide pupils to measure volume of liquid using a variety of 6.3.2
TEACHER’S
NOTES
NOTES
measuring tools.
69
• Emphasise the use of appropriate measuring tools to measure the
volume needed. For example, 100 mℓ beaker to measure the volume 69
AB 133 of water within the range of 20 mℓ to 100 mℓ.
TB-UNIT 6-ENG.indd 69 12/12/17 1:15 PM

ESTIMATE VOLUME OF LIQUID



1 The volume of this
water may be

500 mℓ. I estimate it is
less than 700 mℓ.
Correct, Ikram.
Our estimation is Its volume is
almost exact. 600 mℓ.






























2
I estimate

The the volume

volume of of the juice
1 jug of in this water
this juice container is
is 1 ℓ. more than
1 ℓ.









• Guide pupils to estimate the volume of liquid in mℓ and ℓ in different
containers.
TEACHER’S • Ask pupils to make conclusions using more or less. 6.3.3
TEACHER’S
NOTES
NOTES
7070 • Surf http://www.mathworksheets4kids.com/capacity/jug-1liter-1.pdf
• Surf http://www.mathworksheets4kids.com/capacity/more-less-
AB 134
metric1.pdf
TB-UNIT 6-ENG.indd 70 12/12/17 1:16 PM

LET’S EXPLORE



Method

1 Prepare the 2 Estimate the 3 Measure the

liquid as volume of the actual volume
shown in the red liquid. of the red liquid.

picture. Record it. Record it.




250 mℓ 250 mℓ






4 Repeat steps 2 and 3 for the green liquid.

5 Compare the two volumes.


Liquid Estimated volume Actual volume 250 mℓ

Red liquid mℓ mℓ

Green liquid mℓ mℓ





LETʼS ANSWER


Estimate the volume of the liquid.
a b













400 mℓ mℓ ℓ 5 ℓ



TEACHER’S • In groups, guide pupils to estimate and measure the actual volume 6.3.2 71 71
TEACHER’S
NOTES
NOTES
of the liquid. Ask pupils to compare the estimated volume and the
6.3.3
actual volume.


TB-UNIT 6-ENG.indd 71 12/12/17 1:16 PM

SOLVE IT


1 Sarina uses 8 cm of red thread. She also uses 10 cm of

blue thread. State which thread is longer.


Method









10 cm is longer than 8 cm.


The blue thread is longer.





2 2 Take 10 millilitres

once a day.









All right, sir.



Mark the volume of the medicine to be taken.

State its volume.

Method mℓ 30

25 I mark the volume
20 of the medicine.
15
10
5
10 mℓ


The volume of the medicine is 10 mℓ. His brotherʼs height is about 80 cm.


TEACHER’S • Use simulation or build a model to solve the problem. 6.4.1
NOTES
72
72




TB-UNIT 6-ENG.indd 72 12/12/17 1:16 PM

3 Cable Car Ticket Price


Adult RM20


Child RM15

Child Free

(less than 90 cm tall)


Kamalʼs height is 1 m. His younger
brother does not need to pay.

Estimate his brotherʼs height.




Method






Kamalʼs brother
does not need Mark the
to pay. So, his estimated height
height must be of Kamalʼs
less than 90 cm. brother.

























His brotherʼs height is about 80 cm.


TEACHER’S • Guide pupils to find information such as what is given and what is 6.4.1 73
NOTES
asked for.
73
• Emphasise that 100 cm is equal to 1 m.




TB-UNIT 6-ENG.indd 73 12/23/17 2:32 PM

4 Nisha

Saiful Julia ? kg












Nishaʼs mass is more than Julia’s. Her mass is less
than Saiful’s. What could be Nishaʼs mass?


Method Julia Saiful



27 28 29 30 kg



Nishaʼs mass

Nishaʼs mass could be 28 kg or 29 kg.





5 Sue Chin wants to clean her bicycle.
Choose the container she should use.

Why?


Method
8 ℓ 80 mℓ






1 ℓ 1 ℓ 1 ℓ 1 ℓ 1 ℓ 1 ℓ 1 ℓ 1 ℓ

80 mℓ



Sue Chin should use an 8 ℓ container

because it holds more water.

TEACHER’S • Provide more questions in worksheets or question cards. 6.4.1
NOTES
74
74
AB 135-136


TB-UNIT 6-ENG.indd 74 12/12/17 1:16 PM

9:00





Scan

LETʼS ANSWER me
9:00
Solve the problems.


1 Mother measures the objects shown in

the table.


Object Wire Coloured tape Ribbon
Length 5 cm 18 cm 30 cm


Draw a straight line for the length of each object.



2 The picture shows the mass of grapes bought

by Ermaʼs father. State the mass of the grapes.




3 I want to drink I want to make
350 mℓ
2 ℓ of apple juice.
of apple juice.



Nori Gobi

State which container they should use.




a b c d








4 The height of a lorry is 3 m.

Can the lorry pass through the
tunnel shown in the picture?

Give a reason.



TEACHER’S
TEACHER’S • Solve the problems given using suitable methods. 6.4.1 75
NOTES
NOTES
• Provide more questions in worksheets or question cards.
75



TB-UNIT 6-ENG.indd 75 12/26/17 10:09 AM

LET’S HAVE FUN


Match Me
mℓ

Materials/ glue, scissors, triangle two hundred grams metre kilogram kg gram

Resources diagram, A4 paper 400 mℓ
2 kilograms centimetre 4 cm cm g 200 g
m
Participants 2 pupils per group


Method



1 Make copies of the triangle diagram below.

2 Cut the triangle into 9 pieces.


3 Join the matching pieces

of each measurement.

4 The first group that mℓ

matches the pieces

correctly is the
winner.

two hundred metre kilogram kg gram

grams







400 mℓ


2 kilograms centimetre 4 cm cm g 200 g







m



6.1.1, 6.1.2,
TEACHER’S
TEACHER’S • Provide sufficient materials for this group activity. 6.2.1, 6.2.2,
NOTES
NOTES
• Make copies of the triangle diagram.
76
76 6.3.1, 6.3.2
AB 137-138
TB-UNIT 6-ENG.indd 76 12/23/17 2:34 PM

SHAPES







Shapes Song




Let us learn the 3-D shapes

3-D shapes, 3-D shapes

Cuboid, cube, and pyramid
Cone and cylinder too










Twelve sides lengths are all the same

Six faces sizes all the same
We can see these in dice

A cube, we call its name








A cuboid has a different shape

Six faces sizes not the same
Has squares and also rectangles 9:00

Has twelve sides too




Scan
9:00
me







TEACHER’S • Sing the song to the tune of The Mulberry Bush. While singing, pupils 7.1.1 77
NOTES
show 3-D shapes using real objects.
77
• Teacher is encouraged to add lyrics for other 3-D shapes.




TB-UNIT 7-ENG.indd 77 12/12/17 1:14 PM

IDENTIFY 3-D SHAPES


1 Has 6 flat surfaces.

All faces are the same size.
Has 8 vertices. Has 12 edges.
The dice has a cube shape.

Monday 10/9/2018

Has 8 vertices. Has
12 edges too. 6 faces are
rectangles. This rubber
has a cuboid shape.




















Look at a cube and a cuboid.
Talk about the differences.




Characteristics Object Shape

• 6 flat square faces
• 8 vertices

• 12 straight edges
Cube

• 6 flat rectangular

faces
• 8 vertices
• 12 straight edges Cuboid


TEACHER’S • Carry out exploration activities in the classroom to identify 3-D shapes 7.1.1
NOTES
by describing their characteristics.
78 • Carry out question and answer activity with pupils on other objects.





TB-UNIT 7-ENG.indd 78 12/12/17 1:14 PM

2 • 4 flat triangular faces
• 1 flat square face
• 5 vertices
• 8 straight edges


What is this shape?









Pyramid.












• 1 flat face Has
• 1 curved face 1 curved face.
• 1 vertex 2 flat faces.
This is a

cylinder.








LET’S ANSWER


Name the 3-D shapes as described.


a
1 vertex 1 flat face 1 curved face




b 2 flat square 8 vertices 4 flat rectangular

faces faces



TEACHER’S • Encourage pupils to build mind maps of the characteristics of 3-D shapes 7.1.1
NOTES
for cubes, cuboids, cones, pyramids, and cylinders.
• Carry out simulations to explain flat faces, curved faces, vertices, and
straight edges. 79
AB 139


TB-UNIT 7-ENG.indd 79 12/12/17 1:14 PM

IDENTIFY BASIC SHAPES



I have 2 square
I have 6 faces and 4
square faces. rectangular faces.



3-D shape Name Basic shape Number


Cube 6



4
Cuboid
2


Pyramid 4


1

1
Cylinder
2


1
Cone

1





LET’S ANSWER


State the basic shapes for each 3-D shape.


a b c d e










TEACHER’S • Carry out simulations by asking pupils to name basic shapes 7.1.2
NOTES
in 3-D shapes. State that a cone’s basic shapes are a circle and a sector.
80 • Carry out group activities to make various patterns using basic shapes
and ask pupils to talk about them.
AB 140


TB-UNIT 7-ENG.indd 80 12/12/17 1:14 PM

RECOGNISE NETS OF 3-D SHAPES


1 Open the box.
What did you I got I got 6

get? 6 squares. rectangles.

This is Oh, this is a
a cube net.
cuboid net.























2 This cuboid net has

This is 4 rectangles. Another
a cube net, 2 are squares.
too.




















Try to make other nets of a cube
and a cuboid. Talk about it.



TEACHER’S • Explain that net is a flat shape obtained by unfolding a 3-D shape. 7.1.3
NOTES
Carry out simulations to relate it to basic shapes to enhance pupil’s
understanding.
• Prepare a variety of cube and cuboid nets. Ask pupils to talk about 81
the nets.


TB-UNIT 7-ENG.indd 81 12/12/17 1:15 PM

3 Pyramid net






















This is also
Pyramid a pyramid

net.




A pyramid net has 4 and 1 .


4 Cone net

A cone net has

1 and 1 .























Is this a cone net? Why?




TEACHER’S • Carry out activities to explore various 3-D shapes by cutting and 7.1.3
NOTES
joining nets to determine the shapes. Tracing activities can be done
82 for nets of 3-D shapes which have flat faces.





TB-UNIT 7-ENG.indd 82 12/12/17 1:15 PM

5 Cylinder net

a b













A rectangle and Join the rectangle

2 circles. together.



c d














Join the 2 circles. This is a cylinder.




LET’S ANSWER



Name the 3-D shape for each net below.


a b c






d e








TEACHER’S • Ask pupils to explore various nets on the Internet. Print and collect 7.1.3 83
NOTES
nets as a group folio.
• Surf https://www.mathworksheets4kids.com/solid-shapes/net-
shape1.pdf
AB 141-142


TB-UNIT 7-ENG.indd 83 12/12/17 1:15 PM

IDENTIFY 2-D SHAPES


1




The picture frame surface has
4 corners. All the sides are of
the same length.




That is a
square.



























The surface
of this book is
not a square.



















TEACHER’S • Ask pupils to talk about surfaces of other objects or 2-D patterns in the 7.2.1
NOTES
picture above based on descriptions of characteristics.
84 • Emphasise that 2-D shapes are found on the surfaces of 3-D objects
84
in daily life.



TB-UNIT 7-ENG.indd 84 12/12/17 1:15 PM

2 Characteristics
Name of
Number of Number of Number of Shape
straight sides curved sides corners shapes

4 0 4




0 4 Rectangle



3 3



0 1 Circle


Complete the
table above.












LET’S ANSWER



What is the 2-D shape for
the given characteristics?

a 3 b No


corners corners


3 How many squares,
straight No rectangles, and triangles

sides straight are there in the diagram
sides
above?


• Summarise characteristics of 2-D shapes based on the surfaces of
real-life 3-D objects.
TEACHER’S • Use a variety of 2-D patterns for pupils to identify 2-D shapes. 7.2.1
NOTES
For example, mural patterns, gift wrappers, and carpets.
• Emphasise to pupils that a corner is also known as vertex. Vertex can 85
AB 143 be used in 2-D and 3-D shapes.



TB-UNIT 7-ENG.indd 85 12/12/17 1:16 PM

DRAW 2-D SHAPES





I am tracing
a circle.



I am

drawing I am drawing 2-D
6 squares. shapes on grid paper.













































What 3-D shapes can we
trace to get triangles?
Talk about it.




TEACHER’S • Guide pupils to trace 3-D surfaces correctly on paper. Ask pupils to 7.2.2
NOTES
state the 2-D shapes obtained.
86





TB-UNIT 7-ENG.indd 86 12/12/17 1:16 PM

LET’S EXPLORE




Materials/Resources Participants

Microsoft Word 2 pupils per group



Method


1 Open Microsoft Word.

2 Click Insert and Shapes.
9:00
Choose a rectangle from Basic Shapes and click.
3 Draw a rectangle.

4 Click on the rectangle. Click Format and Shape Fill. Scan

Choose colour and click. me

5 Type name of shape. 9:00

6 Repeat steps 2 to 5 for other 2-D shapes.











LET’S ANSWER


Join the dots according to the sequence of the letters.

Use a ruler. Name the shape.

a b c

B B C B C




A C A D A D





TEACHER’S • Carry out activities to draw and name 2-D shapes from paper foldings 7.2.2 87
NOTES
and dot paper.
• Carry out a contest to build as many 2-D shapes as possible using
geoboards.
AB 144


TB-UNIT 7-ENG.indd 87 12/12/17 1:16 PM

SOLVE IT


1 Sarjit uses recycled materials to make a money box.
He pastes coloured paper on six flat faces of the same

size. What is the shape of the money box?


Method Guess and check.




Check 1 Pyramid Check 2 Cube has

has 5 6 flat faces

flat of the
faces. same size.
Wrong Correct




The money box is a cube.




2 Liza draws a pattern. She draws a 2-D shape with one

curved side. What shape has she drawn?



Method





A triangle has A rectangle has A circle has a
no curved side. no curved side. curved side.



✗ ✗ ✓






The shape drawn is a circle.



TEACHER’S • Use various strategies such as drawing a diagram and simulation 7.3.1
NOTES
to solve the problems given.
88 • Emphasise to pupils to read the problems carefully and to underline
important information.



TB-UNIT 7-ENG.indd 88 12/12/17 1:16 PM

3 Rini unfolds a 3-D shape. She gets 2 circles and
1 rectangle. What is the 3-D shape?



Method Draw a diagram.








2 circles and
1 rectangle are the basic

shapes of a cylinder.












The 3-D shape is a cylinder.




LET’S ANSWER



Solve the problem.

1 The picture shows

6 faces traced from a
3-D shape. What is the

3-D shape?


2 Mother sells jelly in a container. The container has
2 flat faces. It also has 1 curved face. Name the

3-D shape of the container.





TEACHER’S • Train pupils to solve problems by drawing, making mental images, 7.3.1 89
NOTES
simulations, and using real-life objects to reinforce their understanding.
89

AB 145-146


TB-UNIT 7-ENG.indd 89 12/12/17 1:16 PM

LET’S HAVE FUN


My Money Box




Materials/Resources net card, stickers of shapes,

scissors, glue, sticky tape
Method


1 Prepare the materials. 2
Cut the net.















3 4
Fold and join the net
Remove the stickers.
using sticky tape.
















Display it at the
Paste the stickers to
5 6
decorate the money box. mathematics corner.
















TEACHER’S • Prepare a cylinder net or other 3-D shapes net using hard paper such as 7.1
NOTES
box paper and cardboard, sufficient pattern stickers, and other materials.
90
90 • Guide pupils to work in pairs and instil values such as accuracy,
cooperations, and tidiness.
AB 147-148


TB-UNIT 7-ENG.indd 90 12/12/17 1:17 PM

DATA










T uesday






R
E
C
E
S
S







Who likes to
drink vanilla milk?
Raise your hand.





































TEACHER’S • Carry out question and answer activity with pupils and perform 8.1.1 91
NOTES
simulations to collect data such as month of birth and favourite colour.






TB-UNIT 8-ENG.indd 91 12/12/17 1:17 PM

COLLECT DATA


1 Wednesday 24/10/2018
Collecting Data How many

colours do the
flowers have?










Three colours.














2 Group the flowers according to their colours.




I use I draw
tally. pictures.




















Which method do
you prefer? Why?




TEACHER’S • Carry out simulations on how to collect and arrange data. 8.1.1
NOTES
• In groups, ask pupils to collect data such as favourite food and games.
92





TB-UNIT 8-ENG.indd 92 12/12/17 1:17 PM

3 Method 1 Method 2



Flower Tally Number
colour Count
the
Red 12 squares.
Yellow
Blue 7 has 9.



Yellow 9



This is how we collect
data on colours of flowers.

Red Blue Yellow
9:00
Collect data on types of
2-D shapes in this pattern.


Scan
9:00
me!








LET’S ANSWER


Collect data on the sports houses of your classmates.

Complete the table.

Sports house Tally Number
Red

Blue
Green
Yellow



TEACHER’S • Compare methods of collecting data and ask pupils to determine 8.1.1
NOTES
the easiest method.
• Carry out suitable data collection activities outside the classroom
such as on colours and types of cars. 93
AB 149-150


TB-UNIT 8-ENG.indd 93 12/12/17 1:17 PM

RECOGNISE BAR CHARTS


1 This is a bar chart on the favourite toys of a group of pupils.









Vertical axis


Favourite Toys Title


8

7 This is a vertical
Number of pupils 5 bar chart.
6






4

3


2


1


0
Robot Doll Toy car
Horizontal
Types of toys axis




a
6 pupils like robots.
4 pupils like dolls.
b
c
pupils like toy cars.
The most favoured toy is .
d

TEACHER’S • Carry out question and answer activity on what pupils can see 8.2.1
NOTES
in the bar chart.
94 • Ask pupils to talk about bar charts they have seen before.
• Emphasise that a bar chart uses bars to represent data.



TB-UNIT 8-ENG.indd 94 12/12/17 1:17 PM