Panduan PdP Matematik Tahun 4 Versi DLP

MEASUREMENT AND GEOMETRY: YEAR 4

State the answer in metre.

2 km  1000 = 2000 m

Example: Amin runs the distance ofb100m to and fro for 5 times. State the answer in
km.

100 m  10 = 1000 m
1000 m = 1 km

c. Pupils complete the relationship of length given by he teacher.

Activity 5
a. Distribute worksheet 1 to pupils.
b. Discuss pupils’ answers.

Assesment
Pupils able to state the relationship of length correctly.

Attitude and values
Co-operation, attempt and try.

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MEASUREMENT AND GEOMETRY: YEAR 4
Worksheet 1

Name:_______________________________ Class: _____________

1. Complete.
a) 6 cm = ______________ mm
b) 30 mm = _______________ cm
c) 5 cm 9 mm = _______________ mm
d) 47 mm = ________ cm __________ mm

2. Complete.
a) 4 km = ___________m
b) 18 000 m = ___________ km
c) 71 km 900 m = ___________ m
d) 58 002 m = ___________ km __________ m

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Measurement and Geometry 60 minutes
Content Standard
Learning Standard 5.1 Length

5.1.3 Convert units of length involving milimetre
and centimetre, and metre and kilometre

Activity 1:

a. Explain the relationship between millimetre and centimetre, metre and kilometre.

b. In pairs, pupils measure the thickness of a dictionary, an eraser, length of a pencil and a
bookmark.

c. Emphasizes to pupil that measuring starts at 0 mm.
d. Pupils state answers in milimetre then convert their answers to centimetre.

Object Milimetre (mm) Centimetre (cm)
Thickness of a dictionary
Length of a pencil
Thickness of an eraser
Length of a bookmark

Activity 2
a. Emphasize the relationships between units of length.

10 mm = 1 cm 100 cm = 1 m 1000 m = 1 km

b. Distribute a card with 10 questions of unit conversion to each group. Pupils are given
5 minutes to anwer the questions.

c. Pupils who finish within the time will be rewarded.
d. Discuss the answers with pupils.

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MEASUREMENT AND GEOMETRY: YEAR 4
Activity 3

a. Distribute a worksheet individually.
b. Pupils answer within the time given.
Assessment
Based on the ability of pupils to compete between groups and answers on worksheet.
Attitude and values
Apply the value of cooperating and courage in completing the task given.

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 1

Name:_______________________________ Class: _____________

Convert the length measurement.
a) 43 mm = _____ cm _____ mm
b) 6 572 m = _____ km _____ m
c) 7 cm 8 mm = _______ cm
d) 59 km 13 m = _______ m
Convert.

a) 7 cm 2 mm = ________ mm b) 8 cm 9 mm = ________ mm
Example:
7 cm 2 mm = (7  10) mm + 2 mm
= 72 mm

c) 310 mm = _________ cm d) 6 km 95 m = ________m

e) 5760 m = ______ km _____m f) 29 000 m = __________ km

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Measurement and Geometre

Content Standard 5.1 Length 60 minutes

Learning Standard 5.1.4 Measure objects in milimetre
5.1.5 Estimate distance in kilometre

Activity 1:

a. Display a picture of pens, a cable and a road.
Example:

i. What is the suitable unit to measure the objects shown?
ii. Pupils classify the tools to measure in the table given.

b. Display the tools for measuring. Example: ruler, string, rope, paper clip and measuring
tape.

Pupils cut the picture of the measuring tools and paste them on Worksheet 1 according
to the suitable unit.
c. Distribute Worksheet 1 to pupils.
Activity 2:
a. Explain to pupils about the measuring tools according to suitable units.
Why units are recorded on the measuring tools?
b. Discuss answer of Worksheet 1 with pupils.
c. Ask pupils to explain the classification that has been made.

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MEASUREMENT AND GEOMETRY: YEAR 4

Activity 3:
a. Each group will be given a measurement table. Refer to Worksheet 2.

Pupils will be given a measuring tool for example : ruler.
b. Pupils measure the length of the objects in milimetre (mm) listed by teacher in the table.
c. Discuss pupils’ answer.
d. Each group will be given a map as in Worksheet 3.
e. Pupils are required to answer the questions based on the map given.

Activity 4:
a. Each group will be distributed a task sheet consists of 10 questions. Observe the activity

that is being held by pupils.
Example of questions:
Measure:
i. Thickness of a desk.
ii. Height of a desk.
iii. Thickness of the Mathematic text book.
iv. Length of a pencil.
v. Thickness of the classroom door.
Estimate the distance:
i. House to school.
ii. House to hospital.
iii. Post office to house.
iv. Fire station to house.
v. The nearest shop to house.
b. The fastest group with the most accurate anwers will be the winner.
Assesment
Pupils’ abilities to discuss in groups and solve questions.
Attitudes and values
Co-operation, effort, indepedence and logical.

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 1

Name:_______________________________ Class: _____________

Cut and paste the pictures in the table given using the suitable length measurement.

milimetre (mm) Kilometre (km)

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MEASUREMENT AND GEOMETRY: YEAR 4

Name:_______________________________ Worksheet 2
_____________
Class:

Using the suitable measuring tool, write your answer in the space provided.

___________________ mm ___________________ mm

___________________ mm ___________________ mm

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MEASUREMENT AND GEOMETRY: YEAR 4

___________________ mm ___________________ mm

___________________ mm ___________________ mm

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MEASUREMENT AND GEOMETRY: YEAR 4
Worksheet 3

Name:_______________________________ Class: _____________

Taman Firdaus

LRT STATION

SETIAWANGSA

Ali’s house

Mosque

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MEASUREMENT AND GEOMETRY: YEAR 4
Answer the questions based on the map given.
1. Estimate the distance in kilometre (km) if Ali’s House to Mosque is 3 km.

i. What is the distance from Ali’s house to LRT Setiawangsa Station?
___________________________________________

ii. What is the distance from Ali’s house to the field?
___________________________________________

iii. What is the distance from Ali’s house to the nearest petrol station?
___________________________________________

iv. What is the distance from Ali’s house to McDonalds restaurant?
___________________________________________

v. What is the distance from Ali’s house to Post Office Malaysia?
___________________________________________

vi. What is the distance from Ali’s house to the police station?
___________________________________________

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Measurement and Geometry 60 minutes
Content Standard 5.1 Length

Learning Standard 5.1.6 Solve addition number sentences up to three units of
length involving millimetre and centimetre, and metre and
kilometre

Activity 1:

a. In pairs, measure two things that have different measurement.
Example: pencil and book

b. Say the measurement in centimetre.
c. Write the measurement on the whiteboard.

Aktivity 2:
a. Based on the measurements obtained, pupils find the total of both measurements.

Example:
Add up both measurements.

15 cm + 25 cm =
i. Find the total in standard written method.
ii. Show your calculation on the whiteboard.

1 1 9 cm
8 3 cm

+ 3 6 4 cm

b. Pupils add using standard written method.
c. Repeat activity (b) with other measurements as shown in Worksheet 1.
d. Pupils show their calculations on the whiteboard.

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MEASUREMENT AND GEOMETRY: YEAR 4

i. By using the same card, teacher explains the addition of length involving conversation of
units.
Example:

90 mm + 75 mm = 165 mm
= 16.5 cm

36 cm + 25 cm = 61 cm
= 610 mm

ii. Add length involving mixed units.

Example:

65 cm + 154 mm = mm

56 mm + 97 mm + 25 cm = cm

iii. Repeat above activities with other numbers.

iv. Continue activitiy by adding length involving centimetre and metre.

Example:

cm mm

3 7
+4 8
15
7 -10
+1 5

8

v. Addition involving kilometre and metre.

Example:

km m

2 450
+3 750
1200
5 -1000
+1
200
6

Activity 3:

a. Divide pupils into 6 groups and prepare 6 stations in the class.

b. Each group is required to go to each station in sequence and answer the questions
provided.

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MEASUREMENT AND GEOMETRY: YEAR 4
Refer to Worksheet 1.

i. Answer questions provided in each station. Refer to the group name on the envelope
given.

ii. Group 1 is required to answer the questions in Envelope 1.
Action
a. Distribute Worksheet 2 and Worksheet 3.
b. Discuss the answer with the pupils.
Assessements
Based on pupils’ ability to answer questions in the worksheets given and activities at each
station.
Attitudes and Values
Implement values of cooperation and compromise in group activities.

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MEASUREMENT AND GEOMETRY: YEAR 4
Worksheet 1

Name:_______________________________ Class: _____________

90 mm + 75 mm =
1 323 mm + 6 720 mm =

158 cm + 143 cm =
36 cm + 25 cm =

56 cm + 70 cm + 5 cm =
480 mm + 194 mm + 12 mm =
563 mm + 276 mm + 404 mm =

119 cm + 83 cm + 364 cm =

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 2

Name:_______________________________ Class: _____________

STATION 1
Group 1: 91 cm + 424 cm =
Group 2: 524 cm + 462 cm =
Group 3: 763 cm + 378 cm =
Group 4: 460 cm + 96 cm =
Group 5: 114 cm + 279 cm =
Group 6: 868 cm + 419 cm =

STATION 2
Group 1: 1020 mm + 582 mm =
Group 2: 849 mm + 734 mm =
Group 3: 999 mm + 765 mm =
Group 4: 394 mm + 255 mm =
Group 5: 818 mm + 2543 mm =
Group 6: 6 724 mm + 617 mm =

STATION 3
Group 1: 703 cm + 935 cm + 490 cm =
Group 2: 671 cm + 588 cm + 303 cm =
Group 3: 840 cm + 567 cm + 934 cm =
Group 4: 1 245 cm + 3 470 cm + 468 cm =
Group 5: 3 754 cm + 2 958 cm + 7 723 cm =
Group 6: 5 048 cm + 339 cm + 4 285 cm =

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MEASUREMENT AND GEOMETRY: YEAR 4

STATION 4
Group 1: 3 470 mm + 2 711 mm + 920 mm =
Group 2: 679 mm + 1 078 mm + 5 642 mm =
Group 3: 6 921 mm + 532 mm + 1 149 mm =
Group 4: 2 930 mm + 1 283 mm + 5 423 mm =
Group 5: 3 024 mm + 1 162 mm + 3 599 mm =
Group 6: 5 514 mm + 3 098 mm + 1 527 mm =

STATION 5 mm
Group 1: 98 cm + 3 451 mm + 6 378 mm = mm
Group 2: 2 904 mm + 348 cm + 4 452 mm = mm
Group 3: 583 cm + 837 cm + 6 775 mm = mm
Group 4: 6 941 mm + 783 cm + 5 060 mm = mm
Group 5: 520 cm + 347 cm + 2 816 mm = mm
Group 6: 373 cm + 6 325 mm + 481 cm =

STATION 6 cm
Group 1: 98 cm + 3451 mm + 6378 mm = cm
Group 2: 2904 mm + 348 cm + 4452 mm = cm
Group 3: 583 cm + 837 cm + 6775 mm = cm
Group 4: 6941 mm + 783 cm + 5060 mm = cm
Group 5: 520 cm + 347 cm + 2816 mm = cm
Group 6: 373 cm + 6325 mm + 481 cm =

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 3

Name:_______________________________ Class: _____________

Solve:

1. 1 437 mm + 8 491 mm + 3 208 mm = mm

2. 870 cm + 499 cm + 328 cm = mm

3. 3 491 mm + 832 cm + 204 cm = mm

4. 956 cm + 7 903 mm + 3 492 mm = cm

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 4

Name:_______________________________ Class: _____________

Solve it: 2. 8 cm 5 mm + 7 cm 8 mm =
1. 3 cm 4 mm + 6 cm 9 mm =

3. 7cm 6 mm + 9 cm 5 mm = 4. 2 cm 3 mm + 5 cm 7 mm =

5. 2 km 280 m + 1 km 900 m = 6. 1 km 350 m + 2 km 800 m =

7. 3 km 700 m + 2 km 500 m = 8. 5 km 200 m + 7 km 850 m =

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Measurement and Geometry 60 minutes
Content Standard 5.1 Length

Learning Standard 5.1.7 Solve subtraction number sentences up to two units of
length of one unit og length involving milimetre and
centimetre, and metre and kilometre.

Activity 1:
a. Show two pictures of pencils with different length and a ruler.

Pencil A Pencil B

i. Pupils make an observation.
ii. Pupils state the length of both pencils.
iii. Pupils find the difference between the two pencils.
Suggested communication:
i. Look at the diagram given.
ii. What is the length of Pencil A?
iii. What is the length of Pencil B?
iv. Find the difference of length between the two pencils.
b. Discuss with pupils about running event in the Annual Sports Day.
i. State the type of running events in the Annual Sports Day.

Example: 50 m, 100 m, 200 m, 800 m dan 1 500 m
c. Ask pupils to find the difference between long distance running and short

distance running.
Example: 1 500 m – 50 m =

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MEASUREMENT AND GEOMETRY: YEAR 4
Activity 2:
a. Each group will be given question cards.

100 mm – 19 mm – 20 mm =
4 cm 8 mm – 2 cm 6 mm =
3 km 200 m – 1 km 500 m =
b. Pupils solve the subtract operation in standard written method.
c. Pupils state the balance they get for each question card.
d. Continue the activity by throwing a dice in order to choose a question card.
Example:

Kad 6
Question card no. 6:

6 km 250 m – 3 km 800 m =
e. Pupils explain the way to find the balance in Card 6.
f. Repeat activity (d) untill all the questions has been discussed.

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MEASUREMENT AND GEOMETRY: YEAR 4

Activity 3:
a. Show simple conversion of units.

Example 1:
8 cm 18 mm – 3 cm 19 mm = ____ cm

(1 cm = 10 mm)

cm mm

7 10

8 +18
3 19
49

Example 2:
6 km 50 m – 4 km 200 m =_______ m

(1 km = 1000 m)

km m

51 50
00
60 50

42
18

b. Distribute Worksheet 1 to each group for enrichment activity.

Activity 4:
Distribute Worksheet 2. Pupils must answer all the questions.

Assessment
Assessment is based on pupils’ ability to master the skill and continue to the next skill.

Attitude and Values
Apply the value of thoroughness, cooperation and courageous.

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MEASUREMENT AND GEOMETRY: YEAR 4
Worksheet 1

Name:_______________________________ Class: _____________
Solve it:

1. 8 km 700 m – 4 km 250 m = _____________
1 km = 1000 m

km m

2. 4 cm 3 mm – 2 cm 6 mm = ______________
1 cm = 10 mm
cm mm

3. 7 cm 2 mm – 2 cm 4 mm = __________ mm
1 cm = 10 mm
cm mm

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 2

Name:_______________________________ Class: _____________

Answer all the questions.

1. 7 cm 9 mm – 5 cm 4 mm = 2. 6 cm 4 mm – 2 cm 3 mm =

3. 8 cm 6 mm – 3 cm 8 mm = 4. 5 cm 3 mm – 1 cm 9 mm =

5. 6 km 500 m – 3 km 200 m = 6. 7 km 850 m – 2 km 655 m =

7. 8 km 100 m – 2 km 300 m = 8. 9 km 250 m – 4 km 353 m =

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Measurement and Geometry 60 minutes
Content Standard 5.1 Length

Learning Standard 5.1.8 Solve multiplication number sentencesinvolving unit of
length and one-digit number involving milimetre,
centimetre, metre and kilometre.

Activity 1:
a. Show a pen with 11 cm length.

b. A pupil measures a pen using a ruler and write the length of the pen on the whiteboard.

11 cm

c. Teacher asks pupils:
i. What is the total length of 3 similar pens?
ii. Calculate the total length of 7 similar pens.

d. Repeat the same activity using provided measurement.

Example: 17 cm

e. Repeat activity (c) to show the multiplication.

Activity 2:
a. Display the table on the whiteboard.

b. Pupils complete the table.
1 cm = _____ mm
1 km = _____ m
10 mm = ____ cm
1000 m = _____ km

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MEASUREMENT AND GEOMETRY: YEAR 4

i. Pupils measure the book using appropriate measuring tools.
ii. Pupil finds the total length of 8 similar books.

Example of method:

Length of a book = 30 cm
Number of books = 8

30 cm  8 = 240 cm

1st method:

30 cm
8

240 cm

2nd method: Use pattern.

1 book 30 cm
2 book 60 cm
4 book 120 cm
8 book 240 cm

iii. Show one measurement to the pupils.

Example: 10 cm 3 mm

iv. Discuss with the pupils if the same measurement repeatedly displayed for 6 times.

v. Pupils solve it:

Multiply in standard written method.

cm mm
10 3
 6

60 18
+1 –10

61 8

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MEASUREMENT AND GEOMETRY: YEAR 4

Use pattern to get the answer..
1st measurement: 10 cm 3 mm
2nd measurement: 20 cm 6 mm
3rd measurement: 30 cm 9 mm
6th measurement: 60 cm 18 mm

+ 1 cm – 10 mm
61 cm 8 mm

Activity 3:
a. Prepare several envelopes with different colours.
b. Divide the pupils into several groups.
c. Each group chooses an envelope.

Example: Blue envelope.
8  13 cm

d. Each group solves the questions inside the envelope and brief about the steps used.
e. Pupils choose the answer on the whiteboard in milimetre unit.
f. Groups with all correct answers will be rewarded.

Activity 4:
a. Pupils complete Worksheet 1 and Worksheet 2.
b. Discuss the answers.
Assessment
Assesment based on the pupils’ ability to answer the questions in the worksheet provided.
Pupils need to do the corrections for the incorrect answer.
Attitudes and Values
Apply the cooperation values during group activity.
Emphasize on pupils to be careful when doing conversion unit.

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MEASUREMENT AND GEOMETRY: YEAR 4
Worksheet 1

Name:_______________________________ Class: _____________

Find the product and convert unit.
1. 18 cm  7 =________ mm

2. 13 cm  9 = ______mm

3. 112 mm  8 = ______cm

4. 215 mm  6 =_______cm

5. 310 mm  4 = ________cm

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MEASUREMENT AND GEOMETRY: YEAR 4
Worksheet 2

Name:_______________________________ Class: _____________
Find the product and convert unit.

1. 75 km  3 =________m

2. 27 km  6 =_________m

3. 2 300 m  7 = ________ km

4. 3 560 m  4 =________ km

5. 4 365 m  5 =_________km

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Measurement and Geometry 60 minutes
Content Standard
Learning Standard 5.1 Length

5.1.9 Solve division number sentences involving
unit of length and one-digit number involving
milimetre, centimetre, metre and kilometre.

Activity 1:

a. Teacher divides pupils into several groups of 5 members.
b. Each group gets a question card.

Example:

You are given a ribbon. Measure the length of the ribbon, cut and
divide it equally among your friends.

c. The group members measure the lengh of the ribbon and cut the ribbon equally.

d. The group members write a number sentence.

Example:

Number sentence : 30 cm ÷ 5 = 6 cm

Activity 2
a. Pupils are divided into 5 groups.

b. Teacher prepares 5 stations. Each station has 1 problem solving question involving
division of length.

c. Each group has to answer the question in every station.

d. The winner will be rewarded.

Station A

79 km 200 m
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MEASUREMENT AND GEOMETRY: YEAR 4
Yusri’s house is in between shopping mall and petrol station. What is the
distance from Yusri’s house to petrol station?

79 km 200 m ÷ 2 = 39 km 600 m
Station B

Length of the wood = 1 m 20 cm
The wood was cut into 4 equal parts. What is the length, in cm, each part of
the wood?

1 m 10 cm ÷ 4 = 3 m 9 cm
= 120 cm ÷ 4
= 30 cm

Station C

The length of the ribbon is 2 m 1 cm. The ribbon was cut into 3 equal parts.
What is the length, in cm, each part of the ribbon?

2 m 1 cm ÷ 3 = 201 cm ÷ 3
= 67 cm

Station D

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MEASUREMENT AND GEOMETRY: YEAR 4
During National Day, Jalur Gemilang run will be held for 10 km 500 m.
4 runners should run leading Jalur Gemilang with a same distance.
What is the distance, in m, that each runner runs?

10 km 500 m ÷ 4 = 2 km 625 m
Station E
Maya attends an extra class 4 times a week. The total distance from her
house to the school in one week is 16 km 560 m. What is the distance, in m,
from Maya’s house to her school?

16 km 560 m ÷ 8 = 2 km 70 m
Activity 3
a. Distribute Worksheet 1.
b. Pupils answer the questions in the time given.
Assessment
Assessment is based on pupils’ ability answer the questions in the worksheet provided.
Attitudes and Values
Implement values of cooperation and courage in completing the worksheet.

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MEASUREMENT AND GEOMETRY: YEAR 4
Worksheet 1

Name:_______________________________ Class: _____________

Solve the problems.
1. The length of a ribbon is 2 m 1 cm. The ribbon was cut into 3 equal parts. What is the

length, in cm, one piece of the ribbon?

2. A string of 54 cm 5 mm should be cut into 5 equal parts. What is the length, in mm, one
piece of the rope?

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Measurement and Geometry 60 minutes
Content Standard 5.2 Mass
Learning Standard
5.2.1 Solve mixed operations number sentences
Activity 1: of addition and subtraction of mass involving
gram and kilogram.

a. Teacher shows a picture of a market. Teacher explains the situation at the market
between the seller and the buyer.

Azim bought 3 kg of onion crackers. Then, he wants to buy corn grain.
Pak Cik Kamal weighs 800 g of corn grain but Azim asked to reduce
150 g from it. What is the total mass bought by Azim?

b. Teacher asks pupils to solve the problem.

c. Pupils solve the problem with number sentence.

3 kg + 800 g – 150 g = 3 kg 650 g

Activity 2:
a. Pupils divided in several groups.

b. Teacher prepares number cards, mass cards, symbol cards and envelopes.

Example: 3 kg 450 g += 9 kg
2 kg 370 g – 10 kg 80 g

c. Put 1 set of of the cards inside the envelope.
d. Teacher distributes the envelope to each group.
e. Pupils arrange the cards to form a complete number sentence.
f. The fastest group with the correct number sentence will be given 5 marks. Other group

will get 3 marks.
g. Repeat the step in Activity (2) with another set of cards.
h. Group with the highest mark is the winner.

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MEASUREMENT AND GEOMETRY: YEAR 4
Activity 3
a. Pupils will be given Worksheet 1 and complete within time given.
b. Teacher and pupils discuss the answers together.
Assessment
Based on pupils’ ability to answer the questions.
Attitude and Values
Instill values of cooperation and courage in completing the worksheet.

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MEASUREMENT AND GEOMETRY: YEAR 4
Worksheet 1

Name:_______________________________ Class: _____________

Problem solving involving addition and subtraction.
1. A bag of rambutan is 54 kg 672 g while a bag of langsat is 72 kg 650 g. The total

weight of both fruits that had been sold was 60 kg 129 g. What is the weight of
the fruit left, in g?
2. The diagram shows weight of a cheese.

Rina used 175 g of the cheese. Then, she bought another 2 kg 780 g of cheese.
What is the weight of the cheese that she has in kg and g currently?

3. Cindy bought 50 kg of rice. After a month, the mass of rice reduced by
13 kg 500 g. Then, Cindy bought another 20 400 g of rice. Find the weight of the
rice, in kg and g, that Cindy have currently.

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Measurement and Geometry 60 minutes
Content Standard 5.2 Mass

Learning Standard 5.2.2 Solve mixed operations number sentences of
multiplication and division of mass involving gram and
kilogram

Activity 1:
a. Teacher shows a situation to the pupils.

Cikgu Suraya bought 2 boxes of raisin that shows below. Cikgu Suraya divides the
raisins among 12 pupils. What is the total mass of raisin that each pupil will get in
gram?

600 g 600 g

b. Based on the problem solving question given, teacher asked the pupils to get the
information as below:
What is given?
What is the question ask for?
What is the operation involved?
Solving problem?
Check

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MEASUREMENT AND GEOMETRY: YEAR 4

c. Then, pupils solve the problem.

600g 100g
2 12 1 2 0 0 g

1200g 12
00
0
00
0
0

Activity 2:

a. Teacher divides the pupils into several groups.

b. Teacher prepares number card, mass card and symbol card.

c. Teacher puts 1 set of of the cards inside the envelope.

Example:

5 1 kg 500 g  ÷ 8 2 kg 400 g

d. Each group will get an envelope consist same set of number cards.
e. Pupils arrange the cards to form a complete number sentence.
f. The fastest that form correct number sentence will be given 5 marks. Other groups will

get 3 marks.

Activity 3
a. Pupils complete Worksheet 1 within time given.
b. Discuss the answers together.

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

Attitude and Values
Instill values of cooperation and courage in completing the worksheet.

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MEASUREMENT AND GEOMETRY: YEAR 4
Worksheet 1

Name:_______________________________ Class: _____________

1 388 g
1. The diagram shows the mass of a bunch of grapes. Hassan bought 6 bunch of

grapes with the same size. He divides the grapes equally to 8 of his friends.
Each of the friend get the same mass of the grapes. What is the mass of the
grapes, in grams, received by each friend?
2. Kumar bought 4 packets of salt. The mass of each packet is 3 kg 420 g. He
packed all the salt into 9 small packets equally. Calculate the mass of each of
the small packets salt, in g.

3. Maya bought 3 packets of the sugar. She filled the
sugar equally into 5 containers. Calculate the
mass of the sugar in each container, in gram.

1 kg 250 g

4. Nabila brought 4 green beans for an experiment. The mass of each packet is
250 g. Then, science teacher divides the green beans equally to 10 students.
What is the mass of green beans for each student?

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Measurement and Geometry 60 minutes
Content Standard 5.3 Volume of liquid

Learning Standard 5.3.1 Solve mixed operations number sentences of addition and
sutraction of volume of liquid involving milimitre and litre

Activity 1:
a. Teacher shows simulations to pupils.
b. Pupils are asked to focus during the simulations.
c. Teacher shows a jug of syrup with volume of 3 ℓ 250 mℓ.
d. Next, teacher add 1ℓ 750 mℓ of syrup in the same jug.

e. Then, teacher pours the syrup into a glass and ask a selected pupil to drink the syrup.

f. The volume of the syrup left is 1ℓ 220 mℓ.
g. Teacher asks pupil to measure the volume of the syrup that the selected pupil drunk.

1 ℓ 750 mℓ The volume of syrup
3 ℓ 250 mℓ
that has been drunk
1 ℓ 220 mℓ

Balance

Activity 2
a. Teacher paste number sentences in front of the class.

3 ℓ 510 mℓ 2ℓ 325 mℓ

1 ℓ 680 mℓ + ‒ =

b. Pupils are divided into several groups. Each group asked to make a problem statement
from the word given.

c. Then, pupils need to solve the problem.

Risya and Zanaria pour 3 ℓ 510 mℓ dan 2ℓ 325 mℓ of soybeans into a jug. 1 ℓ 680 mℓ of the
soybeans are served to quests. What is the volume of the soybeans left in ℓ and mℓ ?

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MEASUREMENT AND GEOMETRY: YEAR 4
3 ℓ 510 mℓ + 2ℓ 325 mℓ - 1 ℓ 680 mℓ = 4ℓ 155 mℓ
d. Pupils who can make a problem statement and solve the problem correctly will get 5
marks.
Activity 3
a. Pupils answer the questions in Worksheet 1.
b. Discuss pupils works.
Assessment
Based on pupils’ ability to answer the questions in Worksheet 1.
Attitude and Values
Instill values of cooperation, creative and inovative in solving problem.

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Worksheet 1

Name:_______________________________ Class: _____________

1. A tank contains 45 ℓ of water. 18 ℓ 745 m ℓ of water has been used. Then,
9 ℓ 900 mℓ of water is added again into the tank. Calculate the volume,
in ℓ and mℓ, the water in the tank.

2. WKK Restaurant has 18 ℓ 50 mℓ of olive oil. 16 ℓ 180 mℓ of olive oil was used and
the stock was added again with 12 ℓ of oil. What is the volume of olive oil,
in ℓ and mℓ, in the restaurant?

3. The volume of cordial in the two containers is 3 ℓ 600 m ℓ and 5 ℓ 745 m ℓ. Meena
make a drink with 4 235 mℓ of the cordial. Calculate the balance volume,
in ℓ and mℓ.

4. There are two pails which contain 28 ℓ 50 mℓ of water each. Darwin used
32 450 mℓ of water to watering the plants. What is the volume, in mℓ, of water
left?

5. There are 6 ℓ 250 mℓ of white paint and 2 890 m ℓ of green paint. Aish used
4 ℓ 100 m ℓ of the total paint to paint the living room. What is the volume, in mℓ,
of remaining paint?

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Topic Size and measurement 60 minutes
Content Standard 5.3 Liquid volume

Learning Standard 5.3.2 Solve operational number sentences involving
multiplication and division of liquid volume
involving units in milimeter and liter

Activity 1:

a. Teacher shows a simulation to pupils.

b. Teacher prepares 2 bottles of orange juice. Each bottle contains 1200 mℓ of orange
juice.

c. Teacher prepares 12 glasses in front of class. Teacher pours the orange juice equally
into the glasses.

d. Teacher asks the volume of orange juice in each glass.
e. Individually, pupils calculate the volume of orange juice in mℓ.

1 200 mℓ 1 200 mℓ
1 200 mℓ  2 ÷ 12 = 200 mℓ

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Activity 2:
a. Teacher gives a problem solving question to solve an operational number sentence of

addition and subtraction of volume involving units in mℓ and ℓ.

b. Individually, pupils are given two selected answers. Pupils select the correct answer.

A restaurant prepares 4 ℓ 720 mℓ cooking oil for a cooking competition. The
oil was given to 8 groups which were competing. Calculate the volume of the
cooking oil received by 5 groups. Choose the correct number sentence and
solve it.

4 ℓ 720 mℓ ÷ 5 × 8 = 5 × 4 ℓ 720 mℓ ÷ 8 =

Activity 3:
a. Pupils complete task sheets given by teacher.

Assessment
Based on the pupils’ ability to solve the questions.

Values and attitude
Instil values of co-operation, creativity and innovation in solving given tasks.

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Size and measurement 60 minutes
Content Standard 5.4 Problem solving

Learning Standard 5.4.1 Solve daily problems involving size and measurement

Activity 1:
a. Pupils create a story based on the number sentence given as follows.

56 cm + 70 cm – 5 cm = 121 cm
b. Question and answer between teacher and pupils.

Activity 2:
a. Divide pupils into groups of three each.

b. Prepare several envelopes of different colors which contain three situational cards
involving length, mass and volume and mahjong paper.

c. Each group chooses only one envelope and one mahjong paper.

Example: Blue envelope Ammar runs a distance of 2 km 300 m. Azim runs 1
km 800 m whereas Amirah runs a distance of 800 m.
What is the total distance of the three pupils? State
the difference in the run of the furthest and the
nearest.

Mei Lin buys 8 packets of soya beans Aina dan Nini respectively fills 2 ℓ 500
where each packet has a mass of 2 kg mℓ and 4ℓ 325 mℓ of corn water into a
450 g. She packs the soya beans into 5 small container. 3 ℓ 680 mℓ of corn
small packets equally. Calculate the
mass, in g, of the soya beans in each water is served to guests. What is the
small packet. remainder, in ℓ and mℓ, of the volume

of corn water?

d. Pupils solve the questions in the envelope chosen by writing the ways used to find the
answer on the mahjong paper provided.

e. Pupils present the group product respectively and discuss.

f. Groups with all correct answers will be rewarded.

Activity 3:
a. Pupils complete task sheets 1 and 2.

Assessment
Based on the pupils’ ability to solve the questions in the Task Sheets.

Values and attitude
Instil values of co-operation, creativity and innovation in solving given tasks.

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Task Sheet 1

Name:_______________________________ Class: _____________

Solve the problems below.
1.

124 cm 116 cm

Ahmad Gopal Ah Seng

Ahmad Gopal Ah Seng

The diagram above shows the height of two pupils, Ahmad and Ah Seng.
Gopal’s height is not shown. Gopal is 32cm taller than Ahmad. Find the

total height of Ahmad and Gopal, then find the difference in the total

height of the two of them with Ah Seng.

2. A roll of ribbon with length 12 m 750 cm must be cut into 5 equal sections. What is the
length, in cm, of one section of the ribbon?

3. A tank contains 56 ℓ of water. 23 ℓ 475 mℓ of the water is used. Then, 11 ℓ 900 mℓ water
is added into the tank. Calculate the current water volume in ℓ and mℓ.

4. In conjunction with National Day, a Jalur Gemilang run of 8 km 500 m will be
organised. 5 pupils will run with the Jalur Gemilang along the distance. What is
the distance, in m, that each pupil will cover?

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Space 60 minutes
Content Standard 6.1 Angles

Learning Standard 6.1.1 Identify and name right angles, acute angles
and obtuse angles in rectangles, squares and
triangles.

Activity 1:
a. Display pictures of rectangles, squares and triangles.

b. Explain about angles.

Angles are found at every corner.
Corners are formed when two sides meet.

c. Pupils state the number of angles in rectangles, squares and triangles.

d. Pupils form groups.

e. Teacher distributes materials for each group.
i. Word cards for right angles, acute angles and obtuse angles
ii. Pictures of right angles, acute angles and obtuse angles
iii. Explanations of right angles, acute angles and obtuse angles.
iv. Pictures of rectangles, squares and triangles.
v. Manila cards
vi. Gum

f. Each group pastes name of angles, pictures of angles and explanations of

Acute Angle Right Angles Obtuse Angles. 90˚

Smaller than right angles and obtuse Larger than acute angles and
angles right angles

More than 90˚ Lesser than 90˚

f. Each group pastes the names of angles, pictures of angles and explanations of angles.
g. Group representatives paste the group outcome on white board.

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MEASUREMENT AND GEOMETRY: YEAR 4
h. Teacher guides pupils in discussing the result of the outcome.
f. Bend the arms and show the angles using hands.
Activity 2:
a. Teacher pastes several pictures of rectangles, squares and triangles on the board.

b. Pupils come to the front to write the names of acute angles, right angles and obtuse
angles on rectangles, squares and triangles.

c. Teacher discusses results of answers.
Activity 3:
a. Teacher distributes rectangular papers to each pupil.
b. Pupils draw right angles and label them.

Right Angles

c. Pupils fold A4 papers from one of the corners and draw a line.

d. Pupils mark the acute angles and obtuse angles and label them.
Right Angle

Obtuse Angle Acute Angle
e. Pupils paste outcomes in their exercise books.

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MEASUREMENT AND GEOMETRY: YEAR 4
Activity 4:
a. Pupils complete Worksheet 1.
b. Discuss answers.
Assessment:
Pupils must answer 6 out of 8 questions correctly.
Values and attitude:
Co-operation, leadership and attentiveness.

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