Mathematics_Year_3_Part_2 (1)

2 Hasni’s father takes 7 hours 56 minutes
to stamp 7 pieces of batik cloth of the
same pattern. What is the time taken
to stamp one piece of batik cloth?

Given time taken to stamp 7 pieces of
Find batik cloth is 7 hours 56 minutes
Method
time taken to stamp one piece
of batik cloth

7 hours 56 minutes

???????
7 hours 56 minutes ÷ 7 =

1 hour 8 minutes
7 7 hours 5 6 minutes
–7 –56

00

7 hours 56 minutes ÷ 7 = 1 hour 8 minutes

The time taken to stamp one piece
of batik cloth is 1 hour 8 minutes.

Saiz sebenar How many pieces of batik cloth can
be completed in 204 minutes?
46
TEACHNOETRE’SS • Ask pupils to check their answers by multiplication or using a calculator. 5.9.2

3 The time taken to bake a fruit cake is 48 minutes.
How long does it take to bake 4 similar fruit cakes?
Give the answer in hours and minutes.

Method 4 × 48 minutes
= hours minutes

Multiply 48 minutes 3
by 4. Then convert
4 8 minutes
the answer to ×4
hours and minutes.
1 9 2 minutes

192 minutes = 180 minutes + 12 minutes
= 3 hours + 12 minutes

= 3 hours 12 minutes

4 × 48 minutes = 3 hours 12 minutes

The time taken to bake 4 similar fruit cakes
is 3 hours 12 minutes.

LET’S TRY 30 minutes

Solve the problems.

a Look at the picture. Calculate the
difference in time taken by Dashini to
read a storybook and watch television. 45 minutes

b The time taken for a car to travel non-stop from Johor Bahru
to Kuala Lumpur is 5 hours 30 minutes. If Mr Tan stops at
Pagoh for 20 minutes and at Ayer Keroh for 15 minutes, what
is his total travelling time?

c Haikal plays badminton 6 days a week and the total time is

720 minutes. How many minutes does he play badminton

every day? Saiz sebenar

A1B04 TEACHNOETRE’SS • Provide more problem solving exercises of various levels of difficulty. 5.9.2

47

FUN TIME

Let’s sing along.

OOLOnenntee’seyyayeelealaarrrer––mishheotomwwwbemlemvreaatnhmnyayotm,mntohonsnt.thhss??
OOLOneOnOLnteOe’neOsneOLnwteOwe’neasnweenmteelmel’aeesmeerhilekhinelkanhiokonrmu–luo–euluutitesurmerherhteermo–so––me–iweiwshmbshhvehoesooemsmobmwirwinwxwexabtattrhdymnymmenmatayrhmyastaaya,atendhnndisntncya,.ayyayouytymn,stmssesede?i?sincnsc.ou.ountnteeddsss?s???
Sunday Monday Tuesday
Wednesday
Thursday Friday

Saturday

1 hour 1 minute
= 60 minutes = 60 seconds

SCAN THIS

Saiz sebenar • Guide pupils to sing the song to the melody of “The Farmer in the Dell”. 5.2.1
• Divide pupils into two groups. Groups take turns to ask and answer 5.2.2
48 10A5B-106 TEACHNOETRE’SS questions until the last verse.

LENGTH, MASS, AND
VOLUME OF LIQUID

Come rhyme with me.

Ride along on my scooter
My Modenas Elegan I call her

From centimetre to metre
Divide one hundred for the answer.

Text a wish in telegram
Happy Mother’s Day, mother

From kilogram to gram
Multiply one thousand for the answer.

Every pupil must remember
The largest planet is Jupiter

From litre to millilitre
Multiply one thousand for the answer.

SCAN THIS

TEACHNOETRE’SS • Guide pupils through the rhyme above. Saiz sebenar
• Instil values such as appreciating mother’s deeds and love our country.
• Introduce other measuring tools. 6.1.1

6.2.1 49

6.3.1

CONVERT UNITS OF LENGTH

1

Finish

3m

9 m 20 cm

a How many centimetres before the tortoise reaches
the finishing line?

To convert m to cm, 1 m is equal
multiply by 100. to 100 cm.

3 m = cm Method 2 1 m = 100 cm

Method 1 100 cm
3 m = 3 × 100 cm 100 cm
+ 100 cm
= 300 cm 300 cm

3 m = 300 cm
It is 300 cm before the tortoise reaches the finishing line.

b Convert 9 m 20 cm to cm.

9 m 20 cm = cm

9 m 20 cm 9 m = 900 cm How do you convert
20 cm 9 m to 900 cm?

9 m 20 cm = 900 cm + 20 cm
= 920 cm

9 m 20 cm = 920 cm

Saiz sebenar

50 TEACHNOETRE’SS • Carry out simulation activities to convert units of metre to centimetre 6.1.1
using objects or flash cards.
• Emphasise to pupils to multiply by 100 when converting m to cm.

• Surf https://www.homeschoolmath.net/worksheets/measurements/PDFs/

To convert cm to m,

2 What is the length of this rope in m? divide by 100.

400 cm = m

400 cm = (400 ÷ 100) m 400 cm
=4m

400 cm = 4 m The length of the rope is 4 m.

3 Convert the height of the
orangutan to m and cm.

150 cm 150 cm = m cm

150 cm = 100 cm + 50 cm
= 1 m + 50 cm

= 1 m 50 cm

150 cm = 1 m 50 cm

4 What is the height and width of the
picture frame in m and cm?

210 cm = m cm

106 cm = m cm

LET’S TRY 200 cm

Convert the following units. c

ab

cm cm m
m cSmaiz sebenar
d 7 m 23 cm = cm e 808 cm =
6.1.1
A1B07 TEACHNOETRE’SS • Guide pupils to convert cm to m by dividing by 100.
• Surf http://www.metric-conversions.org 51

ADDITION OF LENGTH

1 Zebra
enclosure

390 m 453 m

Giraffe 372 m 560 m Horse
enclosure stable

Elephant enclosure

Find the distance from the horse stable to the giraffe
enclosure pass the zebra enclosure.

453 m + 390 m = m

1

453m
+390m

843m

453 m + 390 m = 843 m

The distance from the horse stable to the giraffe
enclosure pass the zebra enclosure is 843 m.

2 112 cm + 365 cm + 78 cm = cm

11

1 1 2 cm
3 6 5 cm
+ 7 8 cm

5 5 5 cm

Saiz sebe1n1a2r cm + 365 cm + 78 cm = 555 cm

52 TEACHNOETRE’SS • Train pupils to add units of length by providing situations involving length, 6.1.2
height, and distance.

• Provide various questions based on the diagram above.

3 What is the distance from to ? 54 cm 83 cm
Write your answer in m and cm.

54 cm + 97 cm + 83 cm 97 cm
= m cm

1 234 cm = 200 cm + 34 cm
= 2 m + 34 cm
5 4 cm = 2 m 34 cm
9 7 cm
+ 8 3 cm

2 3 4 cm

54 cm + 97 cm + 83 cm = 2 m 34 cm

The distance from to is 2 m 34 cm.

4 87 cm + 1 m 64 cm + 1 m 32 cm = m cm

1

8 7 cm

1 m 6 4 cm 183 cm

+ 1 m 3 2 cm

2 m 1 8 3 cm 100 cm 83 cm

+1 –100 100 cm = 1 m
3 m 8 3 cm

87 cm + 1 m 64 cm + 1 m 32 cm = 3 m 83 cm

LET’S TRY cm

1 Add.
a 45 m + 109 m = m b 38 cm + 62 cm =
c 84 cm + 79 cm + 105 cm = m cm
d 30 m 27 cm + 11 m 36 cm = m cm

2 Add 37 m 85 cm and 2 m 15 cm. Give the answer in cm.Saiz sebenar

A1B08 TEACHNOETRE’SS • Guide pupils to regroup from centimetre to metre. 6.1.2 53
• Emphasise that if the total units of centimetre exceeds 100, convert 100 cm

to 1 m.

SUBTRACTION OF LENGTH

1

Mount Murud, Sarawak Mount Ledang, Johor
2 423 m 1 276 m

What is the difference in height between Mount Murud
and Mount Ledang?

2 423 m – 1 276 m = m

11
3 1 13

2 423m
–1 276m

1 147m

2 423 m – 1 276 m = 1 147 m

The difference in height between Mount Murud
and Mount Ledang is 1 147 m.

2 How much longer is Perodua Bezza 364 cm
than Perodua Axia? Perodua Axia

415 cm – 364 cm = cm

3 11

4 1 5 cm
– 3 6 4 cm

5 1 cm

415 cm – 364 cm = 51 cm

Perodua Bezza is 51 cm longer 415 cm
Saiz sebentahran Perodua Axia. Perodua Bezza

54 TEACHNOETRE’SS • Use information about the height of buildings, distance of places, 6.1.3
depth of oceans or straits to find the differences.

3 Subtract 23 m 77 cm from 30 m 58 cm.

30 m 58 cm – 23 m 77 cm = m cm

2 9 15 8 58 cm cannot subtract 77 cm.
So, convert 1 m to 100 cm.
3 0 m 5 8 cm
– 2 3 m 7 7 cm 100 cm + 58 cm = 158 cm

6 m 8 1 cm

30 m 58 cm – 23 m 77 cm = 6 m 81 cm

4 6 m – 3 m 24 cm – 96 cm = cm

Convert 6 m to 600 cm.
Convert 3 m 24 cm to cm.
3 m 24 cm = 300 cm + 24 cm

= 324 cm

9 1 17 Discuss other methods
5 1010 to get the answer.
2 7 6 cm
6 0 0 cm – 9 6 cm
– 3 2 4 cm
1 8 0 cm
2 7 6 cm

6 m – 3 m 24 cm – 96 cm = 180 cm

LET’S TRY cm

1 Subtract.
a 421 m – 157 m = m b 930 cm – 485 cm =
c 13 m 78 cm – 6 m 90 cm = m cm

d 50 m – 24 m 70 cm – 89 cm = cm

2 Subtract 3 m 16 cm from 10 m. Give the answer in cm.

3 Find the difference between 90 m 5 cm and 72 m 80 cmS.aiz sebenar

A1B09 TEACHNOETRE’SS • Guide pupils to regroup from metre to centimetre. 6.1.3 55
• Carry out activities to compare the height or length between two objects

found in the classroom, and find the difference.

MULTIPLICATION OF LENGTH

1

A child's crash Malaysians are Keep your The seat belt in Red means
helmet is not an said to be polite. distance. the back seat is stop.
not a decoration.
accessory but Is it true?
a requirement. Use it.

15 m 15 m 15 m 15 m

What is the distance from the first pole to the fifth pole?

4 × 15 m = m

2

1 5m
×4

60m

4 × 15 m = 60 m
The distance from the first pole to the fifth pole is 60 m.

21 5 × 84 cm = cm Convert the answer

2 to m and cm. 4 m 20 cm.

8 4 cm 420 cm = 400 cm + 20 cm
×5 = (400 ÷ 100) m + 20 cm

4 2 0 cm = 4 m + 20 cm

= 4 m 20 cm

5 × 84 cm = 420 cm

Saiz sebenar TEACHNOETRE’SS • Do multiplication on units of length through simulation activities 6.1.4
or given pictures.
56

3

6 m 80 cm ?

a Find the length of a row of terrace houses.

6 × 6 m 80 cm = m cm

6 m 8 0 cm
×6

3 6 m 4 8 0 cm
+ 4 –400

4 0 m 8 0 cm

6 × 6 m 80 cm = 40 m 80 cm
The length of a row of terrace houses is 40 m 80 cm.

b 40 m 80 cm = cm

40 m 80 cm = 40 m + 80 cm
= (40 × 100 cm) + 80 cm

= 4 000 cm + 80 cm
= 4 080 cm

40 m 80 cm = 4 080 cm

LET’S TRY b 1 0 8 cm c 6 m 3 4 cm
×9 ×3
Multiply.
a 27m

×4

d 5 × 18 m = cm e 6 × 9 m 25 cm = m Scamiz sebenar

AB110 TEACHNOETRE’SS • Train pupils to multiply using repeated addition, number lines, 6.1.4
and times tables.
• Explain to pupils the method of regrouping centimetre to metre. 57

DIVISION OF LENGTH

1

The overall length of the coaches of a train is 14 m.
Find the length of one coach.

14 m ÷ 7 = m

2m Is the length of 2 m
7 14m the same as 200 cm?
–14

0

14 m ÷ 7 = 2 m

The length of one coach of a train is 2 m.

21 760 cm ÷ 4 = cm 3 Divide 1 040 cm by 5.

1 9 0 cm 1 040 cm ÷ 5 = cm
4 7 6 0 cm
–4 cm
5 1 0 4 0 cm
36
–36 What is the
answer?
00
–0

0

Saiz sebe7n6ar0 cm ÷ 4 = 190 cm

58 TEACHNOETRE’SS • Explain the concept of division involving length or distance through 6.1.5
simulation activities.

4 The length of a horse stable is
17 m 40 cm. What is the length
of each section of the stable?

17 m 40 cm ÷ 3 = m cm

5 m 8 0 cm 2 m is equal to 200 cm.
3 1 7 m 4 0 cm
17 m 40 cm ÷ 3 = 5 m 80 cm
–15 +200 The length of each section of the
2 240 horse stable is 5 m 80 cm.
–24
00
–0
0

5 960 cm ÷ 8 = m cm

1 2 0 cm 120 cm = 100 cm + 20 cm
8 9 6 0 cm = 1 m + 20 cm
–8 = 1 m 20 cm

16 960 cm ÷ 8 = 1 m 20 cm
–1 6

00
–0

0

LET’S TRY b 6 3 3 0 cm c 7 9 m 1 7 cm

1 Divide.

a 4 112m

d 31 m ÷ 5 = m cm e 864 cm ÷ 8 = m cm

2 Divide 2 m by 4. State the answer in cm. Saiz sebenar

AB111 TEACHNOETRE’SS • Remind pupils to convert the unit if the answer required is in a different unit 6.1.5
from the question.
59
• Use suitable situations in school to carry out simulation activities such as
multiplying and dividing length.

CONVERT UNITS OF MASS

1 This turnip is Please weigh two
and a half kilograms
4 kilograms.
of fish for me.

1 kg = 1 000 g
Half kg = 500 g

2 kg 500 g

4 kg

a Convert 4 kg to g.

4 kg = g To convert kg to g,
multiply by 1 000.
4 kg = 4 × 1 000 g
= 4 000 g

4 kg = 4 000 g

b State 2 kg 500 g in g.

2 kg 500 g = g

2 kg 500 g 2 kg = 2 000 g Convert 2 kg

to 2 000 g.

500 g

2 kg 500 g = 2 000 g + 500 g
= 2 500 g

Saiz sebena2r kg 500 g = 2 500 g

60 TEACHNOETRE’SS • State the relationship between kilogram and gram units through 6.2.1
simulation activities and using scales.
• Emphasise that pupils must convert kilogram to gram by multiplying

by 1 000.

2 What is the mass of a Rafflesia flower in kg? To convert g to kg,

divide by 1 000.

7 000 g = kg

7 000 g = (7 000 ÷ 1 000) kg
= 7 kg

7 000 g 7 000 g = 7 kg
The mass of a Rafflesia flower is 7 kg.

3 Convert the mass of an ostrich egg 4
to kg and g.
1 950 g
1 400 g = kg g What is the mass

1 400 g = 1 000 g + 400 g 1 400 g of this cake in
= 1 kg + 400 g kg and g?

= 1 kg 400 g

1 400 g = 1 kg 400 g

The mass of an ostrich egg
is 1 kg 400 g.

LET’S TRY

Convert the following units.

a b c

1 kg 1 kg SUGAR 2 000 g 1 325 g 1 325 g
kg kg g
2 000 g

g

d 6 kg 8 g = g e 9 010 g = kg gSaiz sebenar

AB112 TEACHNOETRE’SS • Emphasise to pupils that to convert gram to kilogram, divide by 1 000. 6.2.1
• Surf http://wwwhomeschoolmath.net/worksheets/measuring.php
61

ADDITION OF MASS

1 Calculate the total mass of the durians.
34 kg + 47 kg = kg

1

3 4 kg

+ 4 7 kg

8 1 kg

47 kg 34 kg + 47 kg = 81 kg
34 kg The total mass of the durians is 81 kg.

2 What is the total mass of the mangosteens?

28 kg + 19 kg + 7 kg = kg

2 28 kg

2 8 kg
1 9 kg
+ 7 kg

5 4 kg

28 kg + 19 kg + 7 kg = 54 kg 7 kg 19 kg

The total mass of the mangosteens is 54 kg.

Banana

Durian Chips

3 Calculate the total mass of Chips and .
685 g 975 g

685 g + 975 g = g Durian Banana
Chips Chips
11

685g

+ 975g 685 g 975 g
1 660g
State the answer

685 g + 975 g = 1 660 g in kg and g.

Durian Banana
Chips
The total mass of and is 1 660 g.Saiz sebenarChips
685 g 975 g

62 TEACHNOETRE’SS • Guide pupils to add units of mass based on situations and through 6.2.2
simulation activities.
• Explain that the addition of units of mass is the same as addition

of whole numbers.

4 Add 1 250 g, 786 g and 5 964 g. State the answer in kg.

1 250 g + 786 g + 5 964 g = kg 8 000 ÷ 1 000 = 8

2 21 8 000 g is
equal to 8 kg.
1 250g
786g

+5 964g

8 000g

1 250 g + 786 g + 5 964 g = 8 kg

5 2 kg 450 g + 1 kg 950 g + 2 kg 780 g = kg g

1 2 000 g is
equal to 2 kg.
2 kg 4 5 0 g
1 kg 9 5 0 g
+ 2 kg 7 8 0 g

5 kg 2 1 8 0 g
+2 –2 000

7 kg 1 8 0 g

2 kg 450 g + 1 kg 950 g + 2 kg 780 g = 7 kg 180 g

LET’S TRY

Add.

a 72 kg + 18 kg = kg b 435 g + 262 g = g

c 2 364 g + 75 g + 3 561 g = kg

d 30 kg 510 g + 920 g = kg g

e 6 kg 217 g + 1 kg 830 g + 2 kg 96 g = kg g Saiz sebenar

A1B13 TEACHNOETRE’SS • Guide pupils to regroup from gram to kilogram. 6.2.2

63

SUBTRACTION OF MASS

1

2 350 g

100 kg 66 kg
39 g
350 g

a Find the difference in b How much more is the
mass between mass of than the
and . mass of ?

100 kg – 66 kg = kg 2 350 g – 350 g = g

9 2 350g
0 1010 – 350g

1 0 0 kg 2 000g
– 6 6 kg

3 4 kg

100 kg – 66 kg = 34 kg 2 350 g – 350 g = 2 000 g

The difference in mass The mass of is 2 000 g
between and more than the mass of .
is 34 kg.

Saiz sebenar TEACHNOETRE’SS How much less is the mass 6.2.3
of than the mass of ?
64
• In groups, carry out activities of subtracting units of mass based on situations
given using question cards.

• Train pupils to compare mass between objects and find the difference.

2 7 kg 90 g – 5 kg 780 g = kg g

0 10
6 1 0 90

7 kg 9 0 g
– 5 kg 7 8 0 g

1 kg 3 1 0 g

7 kg 90 g – 5 kg 780 g = 1 kg 310 g

3 8 kg 62 g – 2 350 g = 2 350 g = 2 kg 350 g

8 kg 62 g = 8 000 g + 62 g 8 kg 6 2 g
= 8 062 g – 2 kg 3 5 0 g

7 10 6 kg 3 1 2 g

8 062g
–2 350g

5 712g

Which answer is correct? Why?

100g 20g

100g 50g

MMIINNDD The mass of may be g.
CCHHAALLLLEENNGGEE

LET’S TRY

1 Subtract.
a 102 kg – 47 kg = kg b 3 150 g – 765 g = g

c 15 kg 650 g – 9 kg 340 g = kg g

d 30 kg 8 g – 19 kg 632 g = g

2 Find the difference between 8 kg 100 g and 7 kg 550 g.

3 Subtract 4 201 g from 9 kg 60 g. Saiz sebenar

AB114 TEACHNOETRE’SS • Guide pupils to regroup from kilogram to gram. Explain how to subtract 6.2.3 65
according to the concept of kilogram and gram units, or according to place
value.

MULTIPLICATION OF MASS

1

RICE

OATS 15 kg STRAWBERRY
JAM
1 250 g
482 g

a Calculate the mass of b What is the mass of 7 jars
8 similar packets of rice. of strawberry jam?

8 × 15 kg = kg 7 × 482 g = g

4 51

1 5 kg 482g
×8 ×7

1 2 0 kg 3 374g

8 × 15 kg = 120 kg 7 × 482 g = 3 374 g

The mass of 8 similar The mass of 7 jars of
packets of rice is 120 kg. strawberry jam is 3 374 g.

c Calculate the mass of 4 packets of oats.

4 × 1 250 g = kg 5 000 g = ? kg
5 kg 5 000 ÷ 1 000 = 5
12
Convert 5 000 g
1 250g to kg.
×4

5 000g

4 × 1 250 g = 5 kg

Saiz sebenar The mass of 4 packets of oats is 5 kg.

66 TEACHNOETRE’SS • Multiply units of mass through simulation activities or based on 6.2.4
the situation given.

• Multiply using repeated addition, number lines, or times tables.

2 9 × 2 kg 300 g = kg g

2 kg 3 0 0 g Why do we subtract
×9 2 000 g and add 2 kg?

1 8 kg 2 7 0 0 g Explain.
+ 2 –2 000

2 0 kg 7 0 0 g

9 × 2 kg 300 g = 20 kg 700 g

3 3 × 3 kg 172 g = g 2

Convert 3 kg 172 g to g. 3 1 72 g
3 kg 172 g = (3 × 1 000 g) + 172 g ×3

= 3 000 g + 172 g 9 516 g
= 3 172 g

3 × 3 kg 172 g = 9 516 g

Which weights 350 g ?
are suitable to 350 g
MMIINNDD be placed on 350 g 1 kg 500 g 200g 100g 50 g
CCHHAALLLLEENNGGEE the scales?

LET’S TRY b 583g c 1 094g
×5 ×3
Multiply.
a 2 6 kg

×4

d 5 × 2 000 g = kg e 6 × 4 kg 129 g = kg g

f 9 × 1 kg 108 g = g g 7 × 1 050 g = kg Sgaiz sebenar

AB115 TEACHNOETRE’SS • Focus on how to regroup from gram to kilogram. 6.2.4

67

DIVISION OF MASS

1 Calculate the mass of a packet of green peas.
15 kg
15 kg ÷ 5 = kg

3 kg
5 1 5 kg

–15
0

15 kg ÷ 5 = 3 kg

The mass of a packet of green peas
is 3 kg.

2 What is the mass of anchovies 1 5 0 g
600 g
in each bowl? 4 600g

600 g ÷ 4 = g –4
20

600 g ÷ 4 = 150 g –20
00

The mass of anchovies in –0

each bowl is 150 g. 0

3 Calculate the mass of 625g

Saiz sebenar 5 kg a packet of mussels. 8 5 000g
5 kg ÷ 8 = g –4 8
68
20

–16

5 kg ÷ 8 = 625 g 40

The mass of a packet –40
of mussels is 625 g. 0

TEACHNOETRE’SS • Explain the concept of division involving mass by doing simulation 6.2.5
activities.
• Discuss nett mass, which means the mass of an item without the mass of

its container.

4 30 kg 612 g ÷ 3 = kg g

1 0 kg 2 0 4 g Try to divide 30 kg 612 g by 6.
3 3 0 kg 6 1 2 g What is the answer?

–30 –6 30 kg 612 g ÷ 3 = 10 kg 204 g
0 01
–0
12
–12
0

5 8 kg 400 g ÷ 7 = kg g

1 kg 2 0 0 g

7 8 kg 4 0 0 g Convert 1 kg to 1 000 g.
–7 +1 000 1 000 g + 400 g = 1 400 g

1 1 400

–1 4

00

–0

00

–0

0 8 kg 400 g ÷ 7 = 1 kg 200 g

8 400 g ÷ 7 = Does this question give
the same answer?
Discuss.

LET’S TRY b 6 780g c 3 9 kg 2 1 0 g

Divide.
a 4 3 2 kg

d 45 kg ÷ 5 = g e 25 kg 200 g ÷ 7 = kg Saiz sgebenar

AB116 TEACHNOETRE’SS • Remind pupils to convert the unit if the answer required is in a different 6.2.5 69
unit from the question.
• Provide more questions in various forms such as number sentences,
vertical forms, and situations.

CONVERT UNITS OF VOLUME OF LIQUID

1 This date milk
is 1 litre.

1ℓ 1ℓ

1 ℓ = 1 000 mℓ

1 litre equals
1 000 millilitres.

2 What is the volume of coconut water in mℓ?

2 ℓ = mℓ

2 ℓ = 2 × 1 000 mℓ To convert ℓ to mℓ,
= 2 000 mℓ multiply by 1 000.

2 ℓ = 2 000 mℓ

2 ℓ The volume of coconut water is 2 000 mℓ.

3 Convert 4 ℓ 360 mℓ to mℓ.

4 ℓ 360 mℓ = mℓ Try to convert
5 ℓ 93 mℓ to mℓ.
4 ℓ 360 mℓ = 4 ℓ + 360 mℓ
= 4 000 mℓ + 360 mℓ

= 4 360 mℓ

Saiz sebe4naℓr 360 mℓ = 4 360 mℓ

70 TEACHNOETRE’SS • State the relationship between the units of litre and millilitre by simulation 6.3.1
activities and using measuring tools.

• Make a scrapbook about the volume of liquid using sales brochures.

4 What is the volume of water in ℓ? To convert mℓ to ℓ,
8 000 mℓ = ℓ divide by 1 000.

8 000 mℓ = (8 000 ÷ 1 000) ℓ
=8ℓ

8 000 mℓ = 8 ℓ

The volume of water is 8 ℓ.

8 000 mℓ

5 Convert the volume of fabric softener to ℓ and mℓ.

2 350 mℓ = ℓ mℓ

2 350 mℓ 2 000 mℓ = 2 ℓ SFoaftbernicer
350 mℓ
2 350 mℓ = 2 ℓ + 350 mℓ 2 350 mℓ
= 2 ℓ 350 mℓ

2 350 mℓ = 2 ℓ 350 mℓ

The volume of fabric softener is 2 ℓ 350 mℓ.

LET’S TRY

Convert the following units.

a 3 ℓ = mℓ b 10 ℓ = mℓ

c 5 000 mℓ = ℓ d 9 000 mℓ = ℓ

e 1 ℓ 940 mℓ = mℓ f 7 ℓ 50 mℓ = mℓ

g 2 ℓ 3 mℓ = mℓ h 4 ℓ 68 mℓ = mℓ

i 6 150 mℓ = ℓ mℓ j 3 070 mℓ = ℓ Samizℓsebenar

AB117 TEACHNOETRE’SS • Emphasise that to convert litre to millilitre, multiply by 1 000, and to convert 6.3.1 71
millilitre to litre, divide by 1 000.

ADDITION OF VOLUME OF LIQUID

1 What is the total volume of water in the barrel?

35 ℓ + 9 ℓ = ℓ I pour another
9 ℓ of water.
1

35ℓ
+ 9ℓ

44ℓ

35 ℓ + 9 ℓ = 44 ℓ 35 ℓ

The total volume of water
in the barrel is 44 ℓ.

2 12 ℓ + 30 ℓ + 8 ℓ = ℓ 3 670 mℓ + 340 mℓ = mℓ

1 1

1 2ℓ 6 7 0 mℓ
30ℓ + 3 4 0 mℓ
+ 8ℓ
50ℓ 1 0 1 0 mℓ

12 ℓ + 30 ℓ + 8 ℓ = 50 ℓ 670 mℓ + 340 mℓ = 1 010 mℓ

State 1 010 mℓ
in ℓ and mℓ.

MMIINNDD How much water, in mℓ,
CCHHAALLLLEENNGGEE should be added to the

beaker to make it 2 ℓ?

Saiz sebenar TEACHNOETRE’SS • Guide pupils to add volume of liquids based on situations 6.3.2
and simulation activities.
72

4 Calculate the total volume of drinks. ℓ 3 850 mℓ 4 120 mℓ 2 030 mℓ

3 850 mℓ + 4 120 mℓ + 2 030 mℓ = Bandung Corn Sugarcane
drink drink juice
11

3 8 5 0 mℓ
4 1 2 0 mℓ
+ 2 0 3 0 mℓ
1 0 0 0 0 mℓ

(10 000 ÷ 1 000) ℓ = 10 ℓ

3 850 mℓ + 4 120 mℓ + 2 030 mℓ = 10 ℓ
The total volume of drinks is 10 ℓ.

5 5 ℓ 720 mℓ + 2 ℓ 80 mℓ + 980 mℓ = ℓ mℓ

1

5 ℓ 7 2 0 mℓ
2 ℓ 8 0 mℓ
+ 9 8 0 mℓ
7 ℓ 1 7 8 0 mℓ
+1 –1 000

8 ℓ 7 8 0 mℓ

5 ℓ 720 mℓ + 2 ℓ 80 mℓ + 980 mℓ = 8 ℓ 780 mℓ

LET’S TRY

1 Add.

a 67 ℓ + 25 ℓ = ℓ b 38 ℓ + 9 ℓ + 27 ℓ = ℓ

c 304 mℓ + 961 mℓ = mℓ

d 1 055 mℓ + 3 498 mℓ + 447 mℓ = ℓ

e 6 ℓ 730 mℓ + 9 ℓ 407 mℓ = ℓ mℓ

2 Total up 5 ℓ 50 mℓ and 2 750 mℓ. State the answer in mℓS.aiz sebenar

AB TEACHNOETRE’SS • Guide pupils to regroup from millilitre to litre in addition. 6.3.2 73
118 • Provide more of exercises in various forms, such as number sentences,
vertical forms, and situations.

SUBTRACTION OF VOLUME OF LIQUID

1 Find the difference between the two volumes of petrol below.

85 ℓ – 47 ℓ = ℓ

7 15 85 ℓ 47 ℓ

85ℓ
–47ℓ

38ℓ

85 ℓ – 47 ℓ = 38 ℓ

The difference between the two volumes of petrol is 38 ℓ.

2 How much more is the volume of sunflower oil than olive oil?

3 500 mℓ – 1 250 mℓ = mℓ

4 10 SUNOFLILOWER OLIVE
OIL
3 5 0 0 mℓ 3 500 mℓ
– 1 2 5 0 mℓ 1250 mℓ

2 2 5 0 mℓ

3 500 mℓ – 1 250 mℓ = 2 250 mℓ

The volume of sunflower oil is 2 250 mℓ more than olive oil.

3 9 ℓ 480 mℓ – 2 ℓ 760 mℓ = ℓ mℓ

0 14
8 1 480

9 ℓ 4 8 0 mℓ
– 2 ℓ 7 6 0 mℓ

6 ℓ 7 2 0 mℓ

Saiz sebe9naℓr 480 mℓ – 2 ℓ 760 mℓ = 6 ℓ 720 mℓ

74 TEACHNOETRE’SS • Train pupils with mechanical questions in simple form using vocabulary 6.3.3
that means subtract.

10 ℓ

4 What is the remaining volume of water in the
big bottle after the small bottle is filled?

10 ℓ – 4 095 mℓ = mℓ

9 99 4 095 mℓ
0 10 101010

1 0 0 0 0 mℓ
– 4 0 9 5 mℓ

5 9 0 5 mℓ

10 ℓ – 4 095 mℓ = 5 905 mℓ
The remaining volume of water in the big bottle is 5 905 mℓ.

5 5 ℓ 200 mℓ – 1 680 mℓ = ℓ mℓ

11 What is the balance if
0 1 10 3 ℓ 520 mℓ is subtracted
4 1200
from 5 ℓ 200 mℓ?
5 ℓ 2 0 0 mℓ
– 1 ℓ 6 8 0 mℓ

3 ℓ 5 2 0 mℓ

5 ℓ 200 mℓ – 1 680 mℓ = 3 ℓ 520 mℓ

LET’S TRY

Subtract. ℓ b 1 100 mℓ – 480 mℓ = mℓ
a 90 ℓ – 36 ℓ =

c 71 ℓ – 64 ℓ = mℓ d 8 ℓ – 3 ℓ 150 mℓ = mℓ

e 9 ℓ 750 mℓ – 4 ℓ 10 mℓ = ℓ mℓ

f 5 ℓ 620 mℓ – 2 ℓ 700 mℓ = ℓ mℓ

g 6 ℓ 30 mℓ – 5 640 mℓ = mℓ

h 10 ℓ – 8 920 mℓ = ℓ mℓ Saiz sebenar

AB119 TEACHNOETRE’SS • Remind pupils to convert the unit if the answer required is in a different 6.3.3 75
unit from the question.

MULTIPLICATION OF VOLUME OF LIQUID

1 What is the volume of 6 similar bottles
of fresh milk?

6×2ℓ= ℓ

2ℓ MILK
×6
2ℓ
12ℓ

6 × 2 ℓ = 12 ℓ

The volume of 6 similar bottles of fresh milk is 12 ℓ.

2 4 × 250 mℓ = mℓ

2 OJruaincgee OJruaincgee OJruaincgee OJruaincgee

2 5 0 mℓ 250 mℓ 250 mℓ 250 mℓ 250 mℓ
×4

1 0 0 0 mℓ

4 × 250 mℓ = 1 000 mℓ

3 3 × 3 ℓ 120 mℓ = ℓ mℓ

3 ℓ 1 2 0 mℓ What is 9 ℓ 360 mℓ in mℓ ?
×3

9 ℓ 3 6 0 mℓ

3 × 3 ℓ 120 mℓ = 9 ℓ 360 mℓ

Saiz sebenar TEACHNOETRE’SS • Train pupils to multiply volume of liquids by using repeated addition or 6.3.4
times tables.
76

4 Find the volume of 7 similar bottles of shampoo.

7 × 650 mℓ = ℓ mℓ SHAMPOO

3 4 550 mℓ = 4 000 mℓ + 550 mℓ 650 mℓ
= 4 ℓ + 550 mℓ
6 5 0 mℓ
×7 = 4 ℓ 550 mℓ

4 5 5 0 mℓ

7 × 650 mℓ = 4 ℓ 550 mℓ
The volume of 7 similar bottles of shampoo is 4 ℓ 550 mℓ.

5 8 × 2 ℓ 450 mℓ = ℓ mℓ

4 3 000 mℓ
equals 3 ℓ.
2 ℓ 4 5 0 mℓ
×8

1 6 ℓ 3 6 0 0 mℓ
+ 3 –3 000

1 9 ℓ 6 0 0 mℓ

8 × 2 ℓ 450 mℓ = 19 ℓ 600 mℓ

1 ℓ 200 mℓ SHAMPOO Try calculating the
1 ℓ 200 mℓ volume of these
5 bottles of shampoo.
Give the answer in ℓ.

LET’S TRY

Multiply.

a 4 × 12 ℓ = ℓ b 3 × 750 mℓ = mℓ
ℓ mℓ
c 2 × 4 ℓ 500 mℓ = ℓ d 6 × 925 mℓ =

e 7 × 1 ℓ 420 mℓ = ℓ mℓ

f 9 × 2 ℓ 400 mℓ = ℓ mℓ Saiz sebenar

A1B20 TEACHNOETRE’SS • Carry out multiplication of volume of liquid using pictures from sales 6.3.4 77
brochures to enhance pupils’ understanding.

DIVISION OF VOLUME OF LIQUID

1 What is the volume of 24 ℓ of water is
water in each pail? filled equally in

24 ℓ ÷ 3 = ℓ 3 pails.

24 ℓ

8ℓ
3 24ℓ
–24

0

24 ℓ ÷ 3 = 8 ℓ

The volume of water in each pail is 8 ℓ.

2 900 mℓ ÷ 2 = mℓ 3 1 ℓ 20 mℓ ÷ 6 = mℓ

4 5 0 mℓ 1 ℓ 20 mℓ = 1 000 mℓ + 20 mℓ
2 9 0 0 mℓ = 1 020 mℓ
–8
1 7 0 mℓ
10 6 1 0 2 0 mℓ
–1 0 –6

00 42
–0 –42

0 00
–0
900 mℓ ÷ 2 = 450 mℓ
0
If 900 mℓ of glue is filled
equally in 4 bottles, what 1 ℓ 20 mℓ ÷ 6 = 170 mℓ

is the volume of glue
in each bottle?

Saiz sebenar TEACHNOETRE’SS • Carry out simulation activities using graduated containers. 6.3.5

78

4 7 ℓ 500 mℓ ÷ 5 = ℓ mℓ 5 11 ℓ ÷ 8 = ℓ mℓ

1 ℓ 5 0 0 mℓ 1 ℓ 3 7 5 mℓ
5 7 ℓ 5 0 0 mℓ
8 11 ℓ 0 mℓ
–5 +2 000
2 2 500 – 8 +3 000
–2 5
00 3 3 000
–0
00 –2 4
–0
0 60

7 ℓ 500 mℓ ÷ 5 = 1 ℓ 500 mℓ –56

A watermelon with a 40
mass of 4 kg has an
estimated 3 600 mℓ –40
volume of water.
MMIINNDD What is the estimated 0
CCHHAALLLLEENNGGEE volume of water
in a watermelon 11 ℓ ÷ 8 = 1 ℓ 375 mℓ
with a mass of 1 kg?
Discuss other
methods to find

the answer.

LET’S TRY mℓ b 840 mℓ ÷ 3 = mℓ
ℓ mℓ d 9 ℓ 120 mℓ ÷ 6 = ℓ mℓ
1 Divide. f 6 ℓ ÷ 8 = mℓ
a 32 ℓ ÷ 4 = ℓ
c 1 ℓ 10 mℓ ÷ 5 =
e 9 ℓ 240 mℓ ÷ 7 =

2 Divide 9 873 mℓ by 9. State the answer in ℓ and mℓ. Saiz sebenar

AB121 TEACHNOETRE’SS • In groups, carry out quizzes orally or in writing. 6.3.5

79

CREATE STORIES

1 15 m + 28 m = 43 m

Aishah bought 15 m of white cloth and
28 m of printed cloth to make curtains.
The total length of cloth is 43 m.

21 3 × 250 g = 750 g

Mother uses 3 blocks of butter to make
biscuits. The mass of a block of butter is
250 g. The total mass of the butter used
is .

31 1 ℓ 200 mℓ ÷ 4 = 300 mℓ

1 ℓ 200 mℓ The volume of sugarcane juice in a jug
is ℓ mℓ. The sugarcane juice
is poured equally into glasses.
Each glass is filled with mℓ of
sugarcane juice.

LET’S TRY b 8 × 625 mℓ = 5 000 mℓ

Create stories.

a 2 m 70 cm – 1 m 65 cm = 1 m 5 cm

c 4 kg 750 g + 1 kg 250 g = 6 kg d 13 ℓ 500 mℓ ÷ 9 = 1 ℓ 500 mℓ

Saiz sebenar

80 12A2B-123 TEACHNOETRE’SS • Guide pupils to create stories based on the number sentences using daily 6.4.1
situations.

• Carry out a story creating competition. Interesting stories with appropriate
pictures will be presented to the class.

SOLVE THE PROBLEMS 235 cm
84 cm
1 The picture shows the length of blue ribbon
and red ribbon that Anis uses to make ribbon
flowers. Calculate the total length of ribbons
used, in m and cm.

Given 235 cm of red ribbon, 84 cm of blue ribbon

Find the total length of ribbons used in m and cm

Method 235 cm + 84 cm = m cm

1 319 cm 300 cm = 3 m
19 cm
2 3 5 cm
+ 8 4 cm 391 cm = 3 m 19 cm

3 1 9 cm

235 cm + 84 cm = 3 m 19 cm
The total length of ribbons used is 3 m 19 cm.

2 Lily’s mass is 32 kg. Her mass is 3 kg more than Akmal’s
mass. What is Akmal’s mass?

32 kg

Method Lily’s mass

Akmal’s mass 3 kg
?

32 kg – 3 kg = kg

2 12 Akmal’s mass is 29 kg. Saiz sebenar

3 2 kg
– 3 kg

2 9 kg

TEACHNOETRE’SS • Guide pupils to solve problems by drawing diagrams. 6.4.2

81

3 Tini prepared two different drinks as shown in the table below.

Drink Volume a Calculate the volume of the
bandung drink in ℓ.
Barley 3 ℓ 400 mℓ
b Tini poured the bandung drink
Bandung 5 times the volume into 8 jugs. What is the volume,
in ℓ and mℓ, of the bandung
drink of barley drink drink in ℓ jug?

a Method 5 × 3 ℓ 400 mℓ = ℓ

3ℓ 4 0 0 mℓ I check by
× 5 repeated addition.

1 5 ℓ 2 0 0 0 mℓ 5 × 3 ℓ 400 mℓ = 17 ℓ
+ 2 –2 000 The volume of bandung
drink is 17 ℓ.
1 7 ℓ 0 mℓ

b Method 17 ℓ ÷ 8 = ℓ mℓ

2 ℓ 1 2 5 mℓ

8 17 ℓ 0 mℓ
– 16 + 1 0 0 0

1 1 000

–8

20

–16

40

–40

0

17 ℓ ÷ 8 = 2 ℓ 125 mℓ

Saiz sebenar The volume of bandung drink in 1 jug is 2 ℓ 125 mℓ.

82 12A4B-126 TEACHNOETRE’SS • Train pupils to solve daily problems involving addition, subtraction, 6.4.2
multiplication, and division using various suitable strategies.

LET’S TRY Fruit Mass
Pineapple 983 g
Solve the problems. Jackfruit 4 kg 450 g

a i. Calculate the total mass of the
pineapple and jackfruit.

ii. How much more is the mass of
the jackfruit than pineapple?

b Lina made 2 ℓ 520 mℓ of cocoa drink. She poured the drink
equally into 8 cups. Calculate the volume, in mℓ, of the cocoa
drink in each cup.

c The length of The length of this

this yellow hose green hose is

is 1 m 35 cm. 4 times the length

of the yellow hose.

i. State the length of the yellow hose in cm.
ii. What is the length, in m and cm, of the green hose?

FUN PROJECT

Tools/Materials Method

pictures from sales 1 Paste pictures related to length,
brochures and the mass, and volume of liquids.
Internet, glue,
coloured paper, 2 Create questions involving
pen, scissors addition, subtraction,
multiplication, and division.

Participants 3 Decorate the scrapbook.

3 pupils per group 4 Present your group’s workS.aiz sebenar

TEACHNOETRE’SS • Provide exercises in worksheets and question cards. 6.4.2 83
• Guide pupils to form questions from pictures chosen in the Fun Project.

FUN TIME

Let’s sing together. Find the answers.

If you’re ready and you’re smart look at the board 2 m 5 cm
Let’s think carefully and try to work it out = 205 cm
Two hundred and five, I figure it out
Yes that’s the answer, say it loud.

If you’re ready and you’re smart let’s count together

It’s so easy come on let’s all remember 32 cm
Thirty-two, yes it’s true 8 256 cm
That’s the answer, yes it’s true

Now I need you to answer my questions, too.

Answer 1 125ℓ 2 4 × 70 g = g
my – 43ℓ

questions. ℓ

3 1 380 cm + 920 cm = m

Saiz sebenar SCAN THIS 6.1
6.2
84 1A27B-128 TEACHNOETRE’SS • Sing the song to the melody of “If You Are Happy and You Know It”. 6.3
• Guide pupils to answer the questions.
• Teachers are encouraged to add other questions.

SHAPES

RECOGNISE PRISMS AND NON-PRISMS

1 Ladies and gentlemen,

on this triangular prism
is Onyet!

Wow! The elephant is
dancing on a cube.

A cube is a square prism.

The clown is standing
on a cuboid.

TEACHNOETRE’SS • Guide pupils to relate real objects with 3-D shapes to learn more about Saiz sebenar
square prisms, rectangular prisms, and triangular prisms.
7.1.1

85

21 a I am a cube. You
can also call me
square prism. vertex SQUARE

flat PRISM
surface
✿ 6 flat surfaces
edge of equal size
✿ 8 vertices
✿ 12 edges

base

b I am a cuboid or

rectangular prism.

flat surface vertex RECTANGULAR
PRISM

edge ✿ 6 flat surfaces

✿ 8 vertices

✿ edges

SCAN THIS base

c I am a vertex TRIANGULAR
flat surface PRISM
triangular prism.
✿ flat surfaces
edge ✿ vertices
✿ 9 edges

base

Talk about the same characteristics in prisms.

Saiz sebenar

86 12A9B-130 TEACHNOETRE’SS • Ask pupils to name objects around them that have the characteristics of 7.1.1
prisms. 7.1.2

• Emphasise that a prism is named based on the same shape of the two
opposite surfaces.

3 When a prism is

cut, it still has the
same shape.

SCAN THIS

A PRISM:
✿ has 5 or more flat surfaces.
✿ has 2 opposite surfaces of the same shape and size,
each called the base.
✿ has no curved surfaces.

4 A pyramid has vertices, All of these
edges, and flat surfaces. shapes are
These sphere, non-prisms.
cone, and

cylinder shapes
have curved
surfaces.

Sphere Cylinder Pyramid Cone

Let’s see why these four shapes are non-prisms.

Characteristics 5 or 2 opposite no curved

of prism more flat surfaces of surfaces

surfaces the same

Shape shape (base)

Sphere ✗✗ ✗
Cone ✗✗ ✗
Pyramid ✓✗ ✓
Cylinder ✗✓ S✗aiz sebenar

A1B31 TEACHNOETRE’SS • Carry out activities of cutting objects like cuboid-shaped cakes, polystyrene 7.2.1
in the shape of triangular prisms, and cube-shaped sponges to look at two
opposite surfaces of equal shape (cross-section). 87

FUN PROJECT

Build a mind map or chart as given below:

triangular pyramid
prism non-prism

square prism SHAPE cone
prism cylinder

rectangular sphere
prism

Below are nets of three-dimensional shapes.

MMIINNDD Jeny joins the prism net together.
CCHHAALLLLEENNGGEE Liza joins the non-prism net together.

Name the shapes that Jeny and Liza form.

LET’S TRY c

Name the prisms below.

ab

Saiz sebenar

88 TEACHNOETRE’SS • Prepare suitable mind maps and pictures of prisms and non-prisms. 7.2.1
Ask pupils to paste prism and non-prism shapes on the mind map.

BA 2

RECOGNISE REGULAR POLYGONS

1 A regular polygon

is a two-dimensional
shape.

pentagon
5 straight sides

regular
polygon

hexagon octagon
6 straight sides 8 straight sides

heptagon
7 straight sides

REGULAR POLYGON
✿ has 3 or more straight sides of equal length.
✿ has 1 flat surface.
✿ has no curved sides.

AD Which diagram
is a regular
B
CE polygon? Why?

Saiz sebenar

TEACHNOETRE’SS • Explain that regular polygons must have straight sides of equal length. 7.3.1
Polygons with sides of unequal lengths are irregular polygons.
• Use geoboards and dotted paper to build regular polygons and then 89
name them.

2 a A pentagon has 5 corners. A hexagon has
6 corners and 6 sides.
It also has 5 sides.

pentagon corner hexagon

straight
side

flat surface

b heptagon c octagon If the base

corners corners of this prism

straight straight is traced out,
sides sides what shape is

formed?

Which regular polygon is formed
MMIINNDD when the six triangles above are
CCHHAALLLLEENNGGEE combined together?

LET’S TRY

Name the polygons that have the following characteristics.

a 6 corners b 8 corners c 7 straight sides

6 straight sides 8 straight sides 7 corners

Saiz sebenar

90 13A2B-133TEACHNOETRE’SS • Carry out activities to build polygon frames using matchsticks and straws. 7.3.1
• Carry out quizzes to identify polygons based on pictures of situations.

CREATE PATTERNS

1 I want to make patterns This is a flower pattern.
from these pentagons. I used 6 pentagons.

2 We made fish
and butterfly
We pasted
colourful polygons. patterns.

What is the LET’S TRY
shape used in
this pattern? Try and make your
favourite pattern.

Saiz sebenar

AB 155 TEACHNOETRE’SS • Carry out a contest to make patterns based on pupils’ creativity. 7.3.2
134,
91

AXIS OF SYMMETRY

1 If this picture is folded along This blue line is called
the axis of symmetry.
the blue line, both parts will
overlap each other exactly.

AXIS OF

SYMMETRY

A straight line
that divides
any shape or
diagram into
two equal parts
of the same
shape and size.

2 This picture

of a house
has 1 axis of
symmetry.

Regular pentagon has 5
axes of symmetry because
there are 5 straight sides.

Look at the picture.
Is the blue line an
axis of symmetry?

Saiz sebenar • Emphasise that the axis of symmetry occurs with three-dimensional and
two-dimensional shapes. Discuss the axes of symmetry of heptagon
A1B35 TEACHNOETRE’SS and octagon. 7.4.1

92 • Carry out activities to explore the axis of symmetry using various shapes
inside and outside the classroom.

FUN PROJECT

Tools/Materials paper shirt,
pen, ruler

Method

1 Fold the paper shirt until one part
overlaps exactly on the other part.

2

Unfold the paper shirt. Draw
a line along the fold.

3 Label the axis of symmetry.

Axis of symmetry

LET’S TRY

How many axes of symmetry do these shapes have?

ab cd

TEACHNOETRE’SS • Guide pupils to explore axes of symmetry by drawing lines of symmetry Saiz sebenar
on picture cards of various shapes, by folding and cutting paper, as well as
using MS Word. 7.4.1

• Modify and use various materials or objects to find axes of symmetry. 93

SOLVE THE PROBLEMS

1 Puan Salina sticks three pictures on the Which one is a prism?
whiteboard. She asks Azian to choose
a picture of a prism. Which picture
is chosen by Azian? Why?

Given pictures of a cone, cuboid, and sphere

Find picture of a prism

Method make a checklist table

Characteristics 5 or 2 opposite no curved

of prism more flat surfaces of the surfaces
surfaces same shape
Shape (base)

Cone ✗✗✗

Cuboid ✓✓✓

Sphere ✗✗✗

A cuboid is a rectangular prism.

Azian chooses because it has 6 flat surfaces,

its opposite surfaces are of the same shape,

and it has no curved surfaces.

2 Wong cuts a shape. It has 2 corners more than a
pentagon. What is the shape?

Method trial and error 1 trial and error 2

hexagon heptagon

6 corners, 1 corner more 7 corners, 2 corners
than a pentagon more than a pentagon
NO
YES

Saiz sebenar The name of the shape is heptagon.

94 TEACHNOETRE’SS • Give more problem-solving questions using checklist tables or trial and error 7.5.1
method to reinforce pupils’ understanding.

3 Chin has three picture cards.

He asks Zaki to select a picture card that has more
than one axis of symmetry. Which picture card does
Zaki take?

Method draw axis of symmetry

1 axis of symmetry 2 axes of symmetry
1 axis of symmetry

Zaki takes the picture card of a handkerchief.

LET’S TRY

Solve the problem.

Jaslina has three flash cards.
She chooses a regular polygon card.
Which card has she chosen?
Give your reasons.

A1B36 TEACHNOETRE’SS • Encourage pupils to explore other ways to determine axis of symmetry Saiz sebenar
such as folding picture cards.
• Emphasise that there are shapes that have more than one axis of symmetry. 7.5.1

95