Panduan PdP Matematik Tahun 4 Versi DLP

NUMBERS AND OPERATIONS: YEAR 4

Topic Money 60 minutes
Content Standard 3.7 Problem solving

Learning Standard 3.7.1 Solve problems of basic operations and mixed operations
within RM100 000 in daily life situations.

Activity 1:

a. Pupils divided into few groups which are not more than three pupils in a group.
b. Prepare two type of item with price tag in numerals and word.

buy

pay

RM4 433.90 RM29 888.00 RM34 321.90

c. Pupils will create stories based on the card shown.
Example of the answers prepared by teacher.

My dad bought a diamond ring which cost RM4 433.90 and a gold chain with
ruby on it which cost RM29 888.00 as a gift for my mum’s birthday. My dad

spent all in total of RM34 321.90 to buy the above gifts.

d. Pupils will present their answers in front of class.

Activity 2:

a. Based on activity 1, pupils are asked to identify various problem solving strategies.

b. Teacher will guide pupils to solve the problem using Polya Models and use the following
problem solving steps:
 Understand the problem.
 Plan a solving strategy.
 Carry out the strategy.
 Check the answer.

My dad bought a diamond ring which cost RM4 433.90 and a gold chain with
ruby on it which cost RM29 888.00 as my mum’s birthday gift. How much did

my dad spent in total to buy the above gifts?

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NUMBERS AND OPERATIONS: YEAR 4

Understand the problem
Plan a solving strategy

Carry out the strategy by adding the 2 value of money
RM4 433.90 + RM29 888.00 =

Check the answer by refers to Activity 1
RM4 433.90 + RM29 888.00 = RM34 321.90

c. Repeat the above activity by solving the addition, subtraction, multiplication and division
problem solving questions.

Mr. Johan save RM1000 every month. How much did
save in total in a year?

Mr. Chew paid RM850 to buy 5 pairs of sports shoes.
How much did it cost a pair of sports shoe?

My mother has a savings of RM3350. While my
father has a savings of RM5050. Find the total

savings of both of them.

Assessment:
Based on the pupils' ability to solve the daily situation problems involving basic operations
and addition and substraction mixed operations.
Values and Attitudes:
Apply collaboration especially when in group.

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Time 60 minutes
Content Standard 4.1 12-hour system and 24-hour system
Learning Standard
4.1.1 Know the relationship between 12-hour
system and 24-hour system.

Activity 1:
a. Pupils look at the wall clock that distributed to each group.

Example:

b. Explain to the pupils: 24 hours = 1 day
c. Continue the activity by rotating the hour hand 3 times, four times and so on and ask

pupils to discuss in groups.

d. In groups, pupils look at the month of February in a calendar.
e. Ask pupils to state all the days in the calendar.

Explain to the pupils: 7 days = 1 week
Ask pupils how many weeks are there in February and discuss.
f. In groups, pupils look at the calendar for the Year 2012.
g. Ask pupils to state all the months in the calendar.

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MEASUREMENT AND GEOMETRY: YEAR 4

h. Explain to the pupils: 1 year = 12 months

Activity 2:
a. Divide pupils into 3 groups and each group will get a formula card as below :

Group 1: day Multiplication hours
1 2 4 24
Group 2: 2 4 8 48
3 6 12 72
4 8 16 96
5 10 20 120
6 12 24 144
7 14 28 168
8 16 32 192
9 18 36 216

week multiplication day
1 7 7
2 14 14
3 21 21
4 28 28
5 35 35
6 42 42
7 49 49
8 56 56
9 63 63

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MEASUREMENT AND GEOMETRY: YEAR 4

Group 3:

Year Multiplication Months
1 12 12
2 24 24
3 36 36
4 48 48
5 5 10 60
6 6 12 72
7 7 14 84
8 8 16 96
9 9 18 108

b. Ask pupils to discuss in group about the formula cards and relate it with the two
durations of time given.

c. Repeat the activities till the groups able to finish all the materials provided.

Activity 3:
a. Show flash cards to pupils and ask them to answer.

Example:
7 days

b. Repeat the activities by using the other flash cards.
12 months, 24 hours, 3 days, 2 weeks, 2 years.

c. Strengthen the activities by using these flash cards.
9 days

d. Show the process to find the answers in weeks and days by using the formula card as
below :

Week Multiplication Day 9 days more than 7 days but less
1 7 7 than 14 days. So, subtract 9 – 7
2 14
3 14 21 and the answer is 1 week 2 days.
4 21 28
5 28 35
6 35 42
7 42 49
8 49 56
9 56 63
63

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MEASUREMENT AND GEOMETRY: YEAR 4

e. Strengthen the activity by using this flash card to find the duration in hours for 2 days
and 2 hours.

Day Multiplication Hour In the formula card, 2 days show
1 24 24 48 hours, then we need to add 48
2 48 48 with 2 equals to 50 hours. So, 2
3 6 12 72 days and 2 hours equal to 50
4 8 16 96 hours.
5 10 20 120
6 12 24 144
7 14 28 168
8 16 32 192
9 18 36 216

f. Strengthen pupils’ understanding in relationship between days and hours, weeks and
days, days and months by giving extra activities and formula cards.

Activity 4:
a. To know pupils’ mastery, each pupil is given Worksheet 1.

b. Discuss the answers and do the corrections immediately if there is any.

Assessment:
Based on the pupils’ ability to answer the questions correctly in Worksheet 1

Pupils will be guided to answer the incorrect questions correctly.

Attitude and Values:
Co-operation, punctuality and do not waste time during group activity.

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MEASUREMENT AND GEOMETRY: YEAR 4
Worksheet 1

Name:_______________________________ Class: _____________

Solve.
a. 3 days = _____ hours
b. 2 days 7 hours = ____ hours
c. 3 days 10 hours = ____ hours
d. 24 hours = ____ days
e. 52 hours = ___ days ___ hours
f. 76 hours = ___days ___ hours
g. 1 week = ___ day
h. 2 weeks 2 days = ___ days
h. 3 weeks 5 days = ___ days
i. 14 days = ___ weeks
j. 18 weeks = ___ weeks ___ days
k. 23 days = ___ weeks ___ days

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Time

60 minutes

Content Standard 4.1 12-hour system and 24-hour system

Learning Standard 4.1.1 Know the relationship between 12-hour system
and 24-hour system.

Activity 1:
a. Display the clock face and state the time shown.

b. Discuss the time shown.

In the morning In the evening In the morning At night

3:00 a.m. and 3:00 p.m. 10:10 a.m. and 10:10 p.m.

c. Explain 12-hour system and 24-hour system. 24-hour
System 0001 hours till 1159 hours
12-hour

Time

After midnight till before 12:01 a.m. till
noon 11:59 a.m.

Noon 12:00 noon 1200 hours

After noon till before 12:01 p.m. till 1201 hours till 2359 hours
midnight 11:59 p.m

Midnight 12:00 midnight 2400 hours

Note: a.m. means ante meridiem. It shows the time after 12 midnight and before 12 noon
p.m. means post meridiem. It shows the time after 12 noon and before 12 midnight

d. Guide pupils to give the answer in the 24-hour system based on the clock face shown
previously.

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MEASUREMENT AND GEOMETRY: YEAR 4

Activity 2:

a. Show schedule of 24-hour system and 12-hour system.
Example 1:

24-hour system 12-hour system

0100 hours 1:00 a.m.

0200 hours 2:00 a.m.

0300 hours 3:00 a.m.

0400 hours 4:00 a.m.

0500 hours 5:00 a.m.

0600 hours 6:00 a.m.

0700 hours 7:00 a.m.

0800 hours 8:00 a.m.

0900 hours 9:00 a.m.

1000 hours 10:00 a.m.

1100 hours 11:00 a.m.

1200 hours 12:00 noon

1300 hours 1:00 p.m.

1400 hours 2:00 p.m.

1500 hours 3:00 p.m.

1600 hours 4:00 p.m.

1700 hours 5:00 p.m.

1800 hours 6:00 p.m.

1900 hours 7:00 p.m.

2000 hours 8:00 p.m.

2100 hours 91:00 p.m.

2200 hours 10:00 p.m.

2300 hours 1:00 p.m.

2400 hours 12:00 midnight

b. Based on the example, pupils mention the time that match to the 12-hour system and
24-hour system.

Activity 3:
a. Distribute the time cards to each pupil.

b. Pupils find the same time card that show the time in a 12-hour system with a 24-hour
system.

c. The first pair who can find the time pairs are considered as the winner.

Example of time cards

2320 Hours 11:20 p.m.

d. Repeat activity a, b and c.
e. Train pupils to conduct the activities through an organized and disciplined discussion.

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MEASUREMENT AND GEOMETRY: YEAR 4
Activity 4:
a. Distribute Worksheet 1 and Worksheet 2 to each pupil to know their perfomance level.
b. Discuss the answers and do the corrections immediately if there is any.
Assessment:
Based on pupils’ ability in answering the questions correctly.
Attitude and Values:
Thoroughly, co-operatively and helpful during the group activity.

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 2

Name:_______________________________ Class: _____________

Match.

0005 hours 7:45 p.m

1945 hours 5:35 a.m.

0000 hours 12:05 p.m.

0535 hours 12:00 midnight
1205 hours 1:25 p.m.

1159 hours 8:40 p.m.
2040 hours 12:05 a.m.

1325 hours 11:59 a.m.

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 3

Name:_______________________________ Class: _____________

Complete the table.

12-hour System 24-hour System
2:40 a.m. 0325 hours

11:20 a.m. 2245 hours
8:30 p.m.
12:05 a.m.

0945 hours
2325 hours

11:59 p.m.

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Time 60 minutes
Content Standard 4.2 Duration

Learning Standard 4.2.1 Determine duration involving hours and minutes within 24
hours.

Activity 1:

a. Teacher shows the pictures of situation at the bus ticket counter and an example of bus
ticket.

b. Ask pupils to state the information on the ticket and display at the ticket counter.

c. Information about the bus schedule from Kuala Lumpur to Ipoh shown below:

Departure time: 1430 hours (2:30 p.m.)

Arrival time: 1745 hours (5:45 p.m.)

d. Pupils show the departure time and arrival time on the clock face given.

e. Pupils spin the hour and minute hands according to the time given and state the
duration of the trip.

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MEASUREMENT AND GEOMETRY: YEAR 4
f. Guide the pupils to find the duration of a the trip through calculation.

Arrival time – Departure time
Example 1:
1745 hours – 1430 hours = 3 hours 15 minutes
Example 2:
5:45 p.m. – 2:30 p.m. = 3 hours 15 minutes
g. Find the arrival time

Departure time + Duration
Example
2:30 p.m. + 3 hours 15 minutes
Arrival time = 5:45 p.m.
h. Find the departure time

Arrival time – Duration
5:45 p.m. – 3 hours 15 minutes
Departure time = 2:30 p.m.

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MEASUREMENT AND GEOMETRY: YEAR 4

Activity 2:

a. Show the incomplete flight schedule.
b. Distribute the flight schedule to each group.

Example:

Destination Departure Time Arrival Time Duration
45 minutes
Kelantan 6:35 a.m. 11:45 p.m.
3:30 p.m. 2 hours 15 minutes
Johor Bharu 35 minutes
2215 hours 2 hours
Sabah
1 hour 30 minutes
Langkawi 1330 hours

Indonesia

Singapore 1630 hours

c. Pupils complete the flight schedule.
d. Each group will show the relevant calculations and check their answers together with

teacher.

Activity 3:
a. To know pupils’ mastery, each pupil is given Worksheet 1 and Worksheet 2.
b. Discuss the answers and do the corrections immediately if there is any.

Assessment:
Based on pupils’ ability in answering the questions correctly.

Attitude and values:
Co-operation, punctuality and do not waste time during group activities.

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 1

Name:_______________________________ Class: _____________

Solve.

1. 0510 hours – 0345 hours = ___________

2. 2235 hours – = 25 minutes

3. 1525 hours – = 1 hour 10 minutes

4. 12:45 p.m. – 3:50 p.m. =

5. 10:15 a.m. – = 4 hours 15 minutes

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MEASUREMENT AND GEOMETRY: YEAR 4

Name:_______________________________ Worksheet 2

Class: _____________

Complete the table below.

Pupil Start time End time Duration

A 8:30 in the morning 10:00 in the morning

B 9:00 in the morning 12:30 at noon

C 10:45 in the morning 2:15 in the afternoon

D 3:20 in the afternoon 5:00 in the afternoon

E 8:00 at night 11:15 at night

5 students were asked to prepare a poster titled 'SAYANGI MALAYSIAKU' to be
displayed in their respective classes. Calculate the time taken for each pupil to
complete the poster.

Answer the following questions.

1. The pupil who takes the shortest time to complete the poster is
________________________

2. The pupil who takes the longest time to complete the poster is
________________________

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Time 60 minutes
Content Standard 4.3 Estimation of time

Learning Standard 4.3.1 Give an estimation of time in hours and minutes based
on the given reference set related to daily situation.

Activity 1:

a. Question and Answer session between teacher and pupils about the activities done in a
day.

b. Show the picture of the activities. Ask the pupils to state the estimated time of these
activities.

Example:

Activity

Activity Sleep Watering the plants Playing football
8 hours 20 minutes 3 hours 15 minutes
Estimation of
time

c. Encourage pupils to give appropriate estimation of time and it’s justifications.

d. Continue the activity by asking pupils to provide examples of activities with the relevant
estimation of time.

Activity 2:
a. Teacher shows a situation card to pupils.

Example: Ali took 15 minutes to arrange 100 books on a shelf.

What is the estimated time that Ali needs to arrange 250
books on the shelves?

b. Pupils choose the appropriate card with the estimation of time. Encourage pupils to
justify each choice given.

25 2 hours 40
minutes minutess

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MEASUREMENT AND GEOMETRY: YEAR 4

Example: Mr Fairuz drove from Kuala Lumpur to Jitra, Kedah for 452 km. The
distance for travelling from Kuala Lumpur to Ipoh is 205 km and it
took 2 hours and 30 minutes.

What is the estimated time needed to travel from Ipoh to Jitra?

Distance from Ipoh to Jitra = 452 km – 205 km
= 247 km

Estimated time = 3 hours
Justification: Travel distance from Ipoh to Jitra is further than the distance from

Kuala Lumpur to Jitra. Then, Mr. Fairuz needs at least an addition of 30
minutes that is almost 3 hours driving duration.
c. Explain that any relevant time estimated are acceptable. Ask pupils to give justification for
the stated time.

Activity 3:

a. Show the activity table carried out by Siti and the time taken by her as a set of
references.

Type of activity Time taken

Wash a car. 40 minutes

Wrap a gift box 15 minutes

Jogging around the park for 4 km 1 hour 10 minutes

Read a novel with 326 pages 2 hours

b. Based on the table above, each group asked to complete Siti’s activity table and fill in
the appropriate estimated time.

Type of activity Estimation of time Justification
Wash 3 cars.

Wrap 10 gift boxes

Jogs 5 rounds around the park

Read a novel with 950 pages

c. Pupils are also required to provide relevant justification.
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MEASUREMENT AND GEOMETRY: YEAR 4
d. Discuss the findings of each group. Encourage pupils to share their opinions with

different groups.
e. Continue the activity with various set of references to encourage pupils for making

estimation of time by providing appropriate justification.
Activity 4:
a. Distribute Worksheet 1.
b. Pupils are guided to determine estimated time period based on the situation and provide

justification.
Assessment:
Based on the student's ability to estimate the duration of each activity with relevant justification.
Attitude and values:
Pupils need to appreciate the time and think before doing any action.

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MEASUREMENT AND GEOMETRY: YEAR 4
Worksheet1

Name:_______________________________ Class: _____________

Situation 1:
Aisha took 40 minutes to arrange 20 flower pots around the park.

1. Give an estimated time if there are 70 pots that need to be arranged by
Aishah.

2. Justify the estimated time you have provided.

Situation 2:
Zaquan needs 3 minutes to solve a mathematics question given.

1. Give the estimated time if Zaquan needs to complete 15 mathematics
questions.

2. Justify the estimated time you have provided.

Situasi 3:
Encik Fadhil drove from Taiping to Manjung which was 80 km for
1 hour 18 minutes.

1. If he continues his journey for another 240 km, what is his estimated driving
time?

2. Justify the estimated time you have provided.

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Time 60 minutes
Content Standard 4.4 Relationship involving units of time
Learning Standard
4.4.1 State the relationship between millennium,
centuries, decades and years.

Activity 1:
a. Pupils make an observation at the pictures of the historic buildings given.
b. Pupils observe the construction dates shown.

Leaning Tower of Teluk Intan Penang Bridge,1985 Sultan Abdul Samad
1885 Building, 1897

c. Pupils state the age of the buildings at present.

d. Teacher explains the relationship between the time given as follows.

Time Relevancy Law

1 decade = 10 years
1 century = 100 years
1 millennium = 1000 years

e. Show examples of the relationship between years, decades and centuries.

Example 1
Age difference between Penang Bridge and Leaning Tower.
= 1985 – 1885
= 100 years
= (100 ÷ 100) century
= 1 century

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MEASUREMENT AND GEOMETRY: YEAR 4

Example 2
Age difference between Sultan Abdul Samad Building and Penang Bridge
1985 – 1897
= 88 years
= 80 years + 8 years
= (80 ÷ 10) decades + 8 years
= 8 decades 8 years.

Contoh 3 (100 years = 1 century)
Age of Leaning Tower in 2018
2018 – 1885 = 133 years

= 100 years + 33 years
= 1 century 33 years

Activity 2:

a. Distribute photo cards of 5 country landmarks and historic buildings to each group.
b. Pupils will arrange the pictures according to the dates it were built.
c. Pupils complete the table below:

Example:

No. Name of the buidling Year built Current age (2018)
1 Fort Cornwallis 1810 2018 – 1810

= 208 years

= (200 ÷ 100) century + 8 years

= century years

2 Kellie’s Castle 1915

3 Kuala Lumpur Tower 1984

4 Kota A Famosa 1511
5 Petronas Twin Tower 1993

d. Pupils show their group work.

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MEASUREMENT AND GEOMETRY: YEAR 4

Activity 3:

a. Distribute 10 time unit cards to each group.

50 years 30 years 25 years 60 years 2 decades 5 years

5 decades 3 decades 18 years 6 decades 1 decade dan 8 years

b. Pupils will arrange the cards on the bridge map according to the corresponding time units
of the decade and the year.

c. Each group is required to build a bridge map showing 10 matching time units that involve
centuries and years.

d. Pupils will move to each group and check out other groups work.
(Gallery Walk)

Activity 4:
a. Teacher distributes Worksheet 1 and Worksheet 2 to each pupil.
b. Discuss pupils’ work.

Assessment:
Based on the pupils’ ability to answer the questions correctly in Worksheet 1 and
Worksheet 2.
Pupils will be guided to answer the incorrect questions correctly.

Attitude and Values:

Co-operation, appreciate the history of the country and do not waste time during group
activity.

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MEASUREMENT AND GEOMETRY: YEAR 4

Name:_______________________________ Worksheet 1
_____________
Class:

A. Convert the following units of time. b. 45 years = _____ decades _____ years
45 years = (40 ÷10 ) decades + 5 years
Example: = 4 decades 5 years
a. 7 decades = _____ years
= 7  10 years
= 70 years

1. 9 decades = ____ years 2. 60 years = ____ decades

3. 24 decades 6 years = ____ years 4. 52 years = ____ decades ____ years

B. State each of the following in the given units of time.

Example: b. 467 years = ____ centuries ____ years
= (400 ÷ 100 ) decades + 67 years
a. 5 centuries = ____ years = 4 centuries 67 years
= 5  100 years
= 500 years

1. 7 decades = _____ years 2. 800 years = _____ decades

3. 3 decades 12 years = _____ years 4. 971 years = ____ decades ____ years

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Name:_______________________________ Worksheet2

Class: _____________

Choose the correct answer. C. 370 years
1. 3 decades 7 years = D. 3 700 years

A. 37 years
B. 307 years

2. Which of the following is not correct? C 12 decades = 120 years
D. 30 decades = 300 years
A. 5 centuries = 50 years
B. 8 centuries = 800 years

3. decades 6 years = 506 years ?
What number should be written in
C. 500
A. 5 D. 5000
B. 50

4. 8 centuries years = 820 years

A. 2 years C. 200 years
B. 20 years D. 2000 years

5. Malaysia celebrated independence in 1957. In what year did our nation celebrated

independence after 6 decades?

A. 1963 C. 2017

B. 2007 D. 2028

6. The diagram below shows the retirement age of Mr. Ahmad.

Start working age Retirement age

Working period 60 years old
2 decades 8 years

At what age did Mr. Ahmad start working?

A. 28 years old C. 32 years old
B. 30 years old D. 38 years old

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Time

Content Standard 4.4 Relationship involving units of time 60 minutes

Learning Standard 4.4.2 Convert units of time involving:
(i) hours and days,
(ii) days and weeks,
(iii) months and years,
(iv) years, decades and centuries.

Activity 1:

a. Pupils make observations on wall clocks distributed to each group.
Example:

b. Explain to pupils.

24 hours = 1 day

c. Continue the activity by discussing the clock turn three times, four times and so on and
ask the pupils to have a discussion in the group.

d. Pupils make observations of the February calendar which distributed to each group.

e. Ask pupils to name the days on the calendar.

f. Explain to pupils that:

7 days = 1 week

Ask the pupil to state how many weeks are there in February and discuss.
f. Pupils make observations on the 2012 calendar that are distributed to each group.

h. Ask pupils to name the months in the calendar.
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MEASUREMENT AND GEOMETRY: YEAR 4

i. Explain to pupils that:

1 year = 12 months

Activity 2:
a. Divide the pupils into three groups, each group will be given the following formula card:

Group 1:

day Multiplication hour
table

1 2 4 24
2 4 8 48
3 6 12 72
4 8 16 96
5 10 20 120
6 12 24 144
7 14 28 168
8 16 32 192
9 18 36 216

Group 2:

week Multiplication day
table
1 7 7
2 14 14
3 21 21
4 28 28
5 35 35
6 42 42
7 49 49
8 56 56
9 63 63

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MEASUREMENT AND GEOMETRY: YEAR 4

Group 3:

year Multiplication month
table
1 12 12
2 24 24
3 36 36
4 48 48
5 5 10 60
6 6 12 72
7 7 14 84
8 8 16 96
9 9 18 108

b. Ask pupils to discuss in groups about the materials that are distributed and relate them to
the two time periods given.

c. Each group repeat the activity, till they complete their disscussion on all the given
materials.

Activity 3:
a. Show the flash card to the pupils and ask them to answer.

Example:
7 days

b. Repeat the activity in (a) by using another flash card.
12 months, 24 hours, 3 days, 2 weeks, 2 years.

c. Reinforce the activity by showing this flash card.
9 days

d. Show the process of finding answers in weeks and days using formulas such as below:

week multiplication day 9 days are more than 7 days but
table
1 7 7 less than 14 days. For that we
2 14 14 subtract 9 – 7 equals to 1 week 2
3 21 21
4 28 28 days
5 35 35
6 42 42
7 49 49
8 56 56
9 63 63

e. Reinforce the activity with this flash card to find the time period in hours for 2 days 2
hours.

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MEASUREMENT AND GEOMETRY: YEAR 4

day multiplication hour In the formula card 2 days shows
table 48 hours, add 48 + 2 equals to 50
hours, so 2 days 2 hours equals to
1 2 4 24 50 hours.
2 4 8 48
3 6 12 72
4 8 16 96
5 10 20 120
6 12 24 144
7 14 28 168
8 16 32 192
9 18 36 216

f. Strengthen pupils’ understanding to relate time periods for days and hours, weeks and
days, years and months by providing additional activities and use formula card to
strengthen their understanding.

Activity 4:
a. To see the pupils’ mastery, distribute Worksheet 1 until Worksheet 3 to each pupil.

b. Discuss the answers and do the corrections immediately if there is any.

Assessment:
Based on the pupils’ ability to answer the questions correctly in Worksheet 1 until
Worksheet 3.

Pupils will be guided to answer the incorrect questions correctly.

Attitude and Values:
Co-operation, punctuality and do not waste time during group activity.

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet1

Name:_______________________________ Class: _____________

Solve. b. 2 days 7 hours = ______ hours

a. 3 days = _________ hours

c. 3 days 10 hours = _______hours d. 24 hours = _______ days

e. 52 hours = ______days _____ hours f. 76 hours = _____ days ____ hours

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 2

Name:_______________________________ Class: _____________

Solve:

a. 1 week = _____ days b. 2 weeks 2 days = _____ days

c. 3 weeks 5 days = _____ days d. 14 days = ______ weeks

e. 18 days = ____ weeks___ days f. 23 days = ____ weeks ___ days

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 3

Name:_______________________________ Class: _____________

Solve. 2. 1 year 3 months = ____ months
1. 2 years = _______ months

3. 2 year 5 months = ____ months 4. 12 months = _____ year

5. 23 months = ___ years ___ months 6. 39 months = ___ years __ months

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Time

Content Standard 4.5 Basic operation involving time. 60 minutes
Learning Standard
4.5.1 Solve addition and subtraction number
sentence up to three units of time :
(i) hours and days,
(ii) days and weeks,
(iii) months and years,
(iv) years, decades and centuries.

Activity 1: 2 days 13 hours
a. Display a card as shown:

Display another card 5 days 6 hours

b. Ask pupils to find the total duration of both displayed cards.

day hour
2 13
+5
7 6
19

c. Repeat activities a and b involving week and day, year and month.

d. Proceed the activities involving conversion of units.

Example:

day hour

3 12

+2 15

5 27

+ 1 – 24

63

1

3 days 12 hours
+ 2 days 15 hours

27 hours

+ 1 day –24 hours
6 days 3 hours

Explain how to get 6 days 3 hours

e. Repeat the activity (d) involving week and day, year and month. The formula card can be
used to see the relationship between units of time.

Activity 2:

a. Do the addition activity as below. Ask pupils to discuss how to solve it.
Example:

2 days 8 hours + 1 day 9 hours + 2 days 8 hours =

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MEASUREMENT AND GEOMETRY: YEAR 4

b. Strengthen pupils’ understanding by asking them to solve these questions:

i. 2 weeks 3 days + 1 week 4 days + 1 week 5 days =
ii. 3 weeks 6 days + 1 week 5 days + 4 days =
iii. 1 year 6 months + 2 years 7 months + 3 years 5 months =
iv. 1 year 8 months + 1 year 9 months + 2 years 6 months =

c. Ask pupils to do the above activities in groups and choose group’s representative to explain
how they get the answers.

Activity 3:
i. a. Do enhancement activities if there is any pupil make mistakes in addition.

Example:

2 days 8 hours
1 day 9 hours
+ 2 days 8 hours
5 days 25 hours

b. Explain to the pupils that time duration involving two different units which are day and

hour. 25 hours are more than 24 hours, so it has to convert to day by subtracting
25 hours – 24 hours = 1 day 1 hour.

day hour

28

19

+2 8

5 25

+ 1 – 24

61

c. Guide the pupils immediately if there is any mistake.

d. Repeat the enrichment activity by asking pupils to do this activity on mahjong paper.

4 weeks 2 days
1 week 6 days
+ 2 weeks 5 days

e. Check the pupils’ answer or ask one pupil to explain how to get the correct answer.

f. Strengthen pupils’ skill with the following activity.

1 year 6 months
1 year 9 months
+ 1 year 11 months

g. If pupils have achived this learning operation involving addition of three different time
and involving conversion of unit, teacher can move to the next learning standard.

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h. Teacher can give question as below:

2 days 18 hours
hours
+ 1 day 16 hours
13 days 34 hours
(‒24) hours

4 days 10

i. Ask pupils to explain the solution given above.The above question can be solved by
asking pupils to discuss in their group.

Activity 4:
a. Distribute worksheet 1 until 3 to each pupil.

b. Discuss pupils’ answer.

Assessment:
Based on the pupils’ ability to answer the questions in the worksheets correctly.

Attitude and Values:
Cooperation, punctuality and do not waste time during group activities.

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Worksheet 1

Name:_______________________________ Class: _____________

Solve. b. 5 days 16 hours + 4 days 16 hours =
a. 1 day 13 hours + 2 days 10 hours =

c. 1 day 20 hours + 2 days 8 hours = d. 1 day 9 hours + 1 day 12 hours +
2 days 2 hours =

e. 1 day 10 hours + 2 days 13 hours + f. 2 days 15 hours + 1 day 14 hours +

1 day 15 hours = 1 day 16 hours =

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Worksheet 2

Name:_______________________________ Class: _____________

Solve: b. 2 weeks 5 days + 2 weeks
6 days =
a. 1 week 3 days + 2 weeks
2 days =

c. 3 weeks 2 days + 1 week d. 1 week 5 days + 1 week +
6 days = 2 weeks 1 day =

e. 1 week 4 days + 6 days + f. 1 week 3 days + 1 week
2 week 3 days = 5 days + 2 weeks 6 days =

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Worksheet 3

Name:_______________________________ Class: _____________

Solve: b. 3 years 10 months + 2 years
6 months =
a. 2 years 7 months + 1 year
4 months =

c. 2 years 8 months + 3 years d. 1 year 1 month + 1 year
8 months = 6 months + 2 years 3 months =

e. 1 year 2 months + 2 years f. 1 year 6 months + 1 year
10 months + 2 years 5 months = 7 months + 2 years 8 months =

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Time

Content Standard 4.5 Basic operation involving time. 60 minutes

Learning Standard 4.5.2 Solve multiplication and divisions number
sentences involving time :
(i) hours and days,
(ii) days and weeks,
(iii) months and years,
(iv) years and decades,
(v) years and centuries,
Up to two-digit number.

Activity 1:

a. Shows clock face and events.

b. Show the day and night by moving the hour hand.
night
12 hours

day
12 hours
c. Display a card to show the conversion of time
Example:

1 day = 24 hours
2 days = 48 hours
4 days = _______hours
d. Explain how to convert 4 days to hours.
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MEASUREMENT AND GEOMETRY: YEAR 4

i. Multiply: 4 days  24 hours = 96 hours
ii. Pattern:

1 day = 24 hours
2 days = 48 hours
4 days = 96 hours
iii. Repeated addition: 24 + 24 + 24 + 24 = 96 hours

e. Ask pupils to arrange the name of day cards.

Friday Saturday

3 9

Wednesday Thursday

Monday Tuesday

Sunday

f. Display card of conversion time.

1 week = 7 days

2 weeks = 14 day
6 weeks = 6 weeks  7 days

= 42 days

g. Ask pupils to arrange the month cards

JANUARY FEBRUARY

APRIL

MAY JUNE

JULY AUGUST

SEPTEMBER OCTOBER

NOVEMBER

1 year = 12 months
2 years = 24 months
4 years = 4 x 12 months

= 48 months

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MEASUREMENT AND GEOMETRY: YEAR 4

Activity 2:

a. Ask pupils to take cards related to units of time.

2  3 hours 4  2 hours 5  4 hours

b. Ask pupils to choose answer cards and match it.

2  3 hours 8 hours

4  2 hours 20 hours

5  4 hours 6 hours

c. Pupils shows the method to get the answer (i).

Pu6philoAurs Pupil B

2 3 hours
 3 hours + 3 hours

6 hours

d. Ask other pupils to show the calculation for (ii) and (iii).

2  3 hours 8 hours

4  2 hours 20 hours

5  4 hours 6 hours

e. Teacher shows how to multiply time with combination of units

8  2 days 4 hours = day hour

2 4
 8

Answer: 17 days 8 hours 116 32 1 day
+ ‒ 24

17 8

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f. Give several questions with different units of time.
Example questions:
i. 7  2 days 3 hours =
ii. 5  8 weeks 6 days =
iii. 6  9 years 5 months =

g. Discuss this statement with pupils.
7  3 day 8 hours =
State the remainder in hours.
Give the reason.

Activity 3:
a. Each pupil will get a piece of answer card.
b. Put one multiplication question on the whiteboard.

Example :
4  4 days 5 hours =

c. Ask pupil that holding the answer card to match it with the correct question card.
16 days 20 hours

d. Pupil that match the answer card will read it and others will verify the answer.
e. Repeat the activities from (b) to (d) till finish.

Activity 4:
a. Distribute the worksheet that contains cross multiplication puzzle as in Worksheet 9 and

Worksheet 10.
b. Explain how to complete the cross multiplication puzzle.
c. Give pupils enough time to complete it.
d. Discuss pupils’ solution.

Assestment:
Based on pupils’ ability to read, say and match any answer in multiplication card.

Attitude and values:
Cooperation, helping each other and listen to the teacher’s instruction.

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Worksheet 1

Name:_______________________________ Class: _____________

Solve. 2. 4  6 weeks =
1. 7  8 hours =

3. 9  12 years = 4. 6  32 months =

5. 5  2 days 7 hours = 6. 9  8 days 7 hours =

7. 3  7 weeks 4 days = 8. 8  2 years 8 months =

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Worksheet 2

Name:_______________________________ Class: _____________

Solve. 2. 5  45 days 14 hours =
1. 8  6 weeks 3 days =

3. 7  33 years 9 months = 4. 4  70 weeks 6 days =

5. 6  14 days 23 hours = 6. 9  15 years 8 months =

7. 3  4 days 12 hours = 8. 6  12 years 11 months =

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Measurement and Geometry

Content Standard 5.1 Length 60 minutes

Learning Standard 5.1.1 Recognise units of length involving
milimetre and kilometre.

Activity 1:
a. Show two cards to the pupils.
b. Ask them to say the units.

km mm

c. Guide pupils to say “millimetre” and “kilometre” based on the units displayed.

d. Pupils repeat teacher’s pronunciation.

e. Explain to pupils that the both units are used to measure:
i. mm is used to measure the shorter objects like paper clips and the width of a
book.
ii. km is used to measure the distance of two places which is further.

Activity 2:
a. Show a map of Peninsular Malaysia.
b. Display a short object.

c. Ask questions spontaneously to the pupils.

i. What is the suitable unit can be used to measure distances?
ii. What is the suitable unit can be used to measure short objects?
iii. What is the suitable unit can be used to measure the distance from Kuala

Lumpur to Port Dickson?
iv. What is the suitable unit can be used to measure the length of a needle?
d. Pupils answer the questions.

e. Explain the concept of measuring length and distance correctly.
“mm” for the shorter measurement.
“km” for the longer measurement.

(Vary the questions accordingly)

Activity 3:

a. Prepare two boxes containing the measurement cards and picture cards or real objects.

b. Each pupil takes one of the materials that prepared randomly.

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MEASUREMENT AND GEOMETRY: YEAR 4
c. Pupils estimate and match the measurement cards with the picture cards or objects.

mm km
mm km

mm km

d. Repeat the activity until all the materials matched.
Activity 4:
a. Distribute Worksheet 1 to each pupil.
b. Discuss pupils’ work.
Assessment
Based on pupils’ ability to answer the questions in Worksheet 1.
Attitudes and Values
Co-operation and courage in completing the task given.

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Worksheet 1

Name:_______________________________ Class: _____________
Match the objects with the suitable unit.

mm
km

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Measurement and Geometry 60 minutes
Content Standard 5.1 Length

Learning Standard 5.1.2 State the relationship between units of length involving
milimetre and centimetre, and metre and kilometre.

Activity 1:
a. Show pupils how to measure the length of an exercise book.

b. Guide pupils to state the measurement of the exercise book in
centimetre.

c. Pupils measure their exercise book using a ruler individually.
d. Pupils convert centimetre to millimetre.

Activity 2:
a. Show the relationship on the ruler scale.
b. State the relationship between the measurements involved.

1 cm 10 mm

100 cm 1 m

1000 m 1 km
11

c. Distribute a box containing questions to the pupils in pair. Pupils need to pick a question
paper and convert the units.

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MEASUREMENT AND GEOMETRY: YEAR 4

d. Sample of questions:

1. 2 km = _________ m 6. 85 cm = _____mm
2. 30 mm = ________ cm 7. 2000 m = _____ km
3. 4000 m = ________km 8. 300 m = ______cm
4. 15 cm = _______mm 9. 55 mm = ______cm
5. 400 cm = ________m 10. 34 km = ______ m

e. Discuss pupils’ answer.
Activity 3:
a. In groups, pupils measure the objects in the classroom.
b. Sample of objects:

Length of a desk Length of a table Height of a chair
Width of a desk Width of a table

Length of a classroom door Length of a whiteboard.

c. Pupils state the relationship between centimetre and milimetre, centimetre and metre.

Activity 4
a. In groups, a pupil chooses few coloured envelope.
b. In the envelope, there are several pictures that pupils need to do the conversion of

length involving few units.

Example: Distance between school to Afiq’s house.

Afiq’s house School

2 kilometre
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