Panduan PdP Matematik Tahun 4 Versi DLP

MEASUREMENT AND GEOMETRY: YEAR 4

Task Sheet 1

Name:_______________________________ Class: _____________

Name the following angles.

1. 2.
a
a
b b

a.__________________________ a.__________________________
b. __________________________ b. __________________________
4.
3.
a a

b b

a.__________________________ 6. a.__________________________
b. __________________________
b. __________________________
ab
5.
a.__________________________

b. __________________________
a

b a.__________________________
7. b. __________________________
8.
b
a

a b

a.__________________________ a.__________________________
b. __________________________ b. __________________________

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Space 60 minutes
Content Standard 6.2 Parallel lines and perpendicular lines
Learning Standard
6.2.1 Rocognize and names parallel lines and
perpendicular lines

6.2.2 Draw parallel lines and perpendicular lines

Activity 1:

a. Teacher brings pupils to the school field.
b. Pupils observe 100 m running lanes.
c. Pupils explain the features of the running lanes.

i. The width of the first lane with the second, third, fourth
and so on.

ii. The distance between the lanes are also the same.

d. Pupils draw pictures of the running lanes on paper and talk about the running lanes with
teacher’s guidance.

Activity 2:
a. Pupils look at the sides of a white board.
b. Pupils talk about the sides of a white board.
c. Pupils listen to teacher’s explanation.

Side a and side b are Same
opposites. distance

The distance between side a
and side b is the same.

The two lines of side a and
side b are parallel.

Parallel lines are
 On opposite sides of each other
 Two lines which are drawn in the same direction
 The distance between the two lines are same
 The two lines do not meet

d. Teacher shows several other objects like class cupboard, classroom window frame,
classroom door or pupils’ desks.

e. Pupils talk about the parallel lines based on the objects.

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MEASUREMENT AND GEOMETRY: YEAR 4

f. Pupils draw parallel lines on a paper.
g. Pupils check classmate’s work
Activity 3:
a. Teacher brings pupils to the badminton/basketball/volleyball court.
b. Pupils talks about the lines found on the courts.
c. Teacher explains about the perpendicular lines.
d. Pupils sketch the court on paper.
e. Pupils draw the perpendicular lines on the sketch.
f. Pupils and teacher discuss the outcome.

Perpendicular lines are
 Two straight lines that intersect

at right angles.
Activity 4:
a. Pupils complete the Worksheet 1.
b. Discuss the answers.
Assessment :
Pupils must answer 6 out of 8 questions correctly.

Values and attitude:
Co-operation, courage and and attentiveness

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 1

Name:_______________________________ Class: _____________

A. State the types of lines below:

1. 2.
a p

b q
Line a and line b: Line p and line q:

__________________________________ __________________________________
__ 4. __
3.

mn

r Line m and line n:
Line r and line s:

___________________________ __________________________________
_________ __

B. Count the number of perpendicular lines on the shapes below.
1. 2.

C. Draw parallel and perpendicular lines.

1. Parallel lines 2. Perpendicular lines

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Space 60 minutes
Content Standard 6.3 Perimeter and Area

Learning Standard 6.3.1 Determine perimeter of polygon shapes until eight sides

Activity 1:
a. Pupils are divided into several groups.
b. Teacher prepares a few stations

i. Station 1: Textbook (Measure the cover of textbook)
ii. Station 2: A4 paper
iii. Station 3: The surface of pupils’ desks
iv. Station 4: Drawing paper
v. Station 5: Chess board
vi. Station 6: Writing book (Measure the cover of writing book)

c. Each group moves and measure the objects according to the stations.
d. Group representatives present the results of each object.
e. Teacher introduces the concept of perimeter.

Perimeter is the total length of the sides of a shape

Activity 2:
a. Pupils complete Worksheet 1.
b. Discuss the answers.

Assessment :

Pupils must answer 6 out of 8 questions correctly.

Values and attitude:
Co-operation and leadership.

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 1

Name:_______________________________ Class: _____________

Calculate the perimeter of each diagram below.

1. 3 cm 2. 6 cm

3 cm 3 cm 2 cm 2 cm
3 cm
6 cm

3. 4. 15 cm
4 cm 5 cm 10 cm

5. 6.
3 cm Length of each side is 4 cm

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Space 60 minutes
Content Standard 6.3 Perimeter and Area

Learning Standard 6.3.2 Determine the width of squares, rectangles, right angled
triangles,equilateral triangles and isosceles triangles using
the square grids of 1 square unit and summarize.

Activity 1:

a. Pupils sit in pairs.
b. Teacher distributes worksheet ( grid paper).

a. b. c. d. e.

c. Pupils calculate and jot down the number of squares found in each shape a,b c, d dan e.
d. Pupils use different method to get the number of squares that are found in each shape

with the teacher’s guidance (length  width)
e. Teacher introduces the concept of area and the formula of width for the squares and

rectangles
Area is the total surface of that shape.

Area of a square and rectangle = length  width

Activity 2:
a. Teacher shows square and state the area of the square.

Area = length  width
4 cm = 4 cm  4 cm

= 16 cm²

b. Teacher folds the square to form a triangle.
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MEASUREMENT AND GEOMETRY: YEAR 4

4 cm The area of a triangle is actually

the area of a square that is

divided into two.

c. Teacher introduces the formula for area of a triangle and gives several examples.

Area of square = length  width

Area of triangle = length  width

2

= 1  length  width or 1  base  height
2
2

Activity 3:
a. Pupils complete Worksheet 1.
b.Discuss the answers.

Assessment :
Pupils must answer 5 out of 6 questions correctly.

Values and attitude:
Co-operation, attentiveness and courage.

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MEASUREMENT AND GEOMETRY: YEAR 4

Worksheet 1

Name:_______________________________ Class: _____________

Calculate the area of the diagrams below.

1. 2.

9 cm 3 cm

5 cm

5 cm

3. 4.
3 cm 4 cm

10 cm 14 cm

5. 6.
10 cm 2 cm

16 cm

6 cm

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Space 60 minutes
Content Standard 6.4 Volume of solids

Learning Standard 6.4.1 Determine the volume of cubes and cuboids using 1 unit
cubes and summarize.

Activity 1:
a. Teacher shows the picture of an empty box.

b. Teacher asks pupils how to find the space that fills the empty box.

c. Pupils give their ideas.
d. Teacher shows small cubes and fills the empty box.

e. Pupils state the number of cubes that are used to fill the empty box.
24 units of cubes can fill the
empty box.
So, the volume of the box is
24 unit³

f. Pupils use easier method to find the number of cubes in the box, with teacher’s
guidance.

g. Teacher introduces the concept and the formula for volume of cubes and cuboids.

Volume is the space fill by an object of three matras.

Volume of cubes and cuboids = length  breadth  height

h. Teacher shows several examples to pupils.

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MEASUREMENT AND GEOMETRY: YEAR 4
Activity 2:
a. Pupils complete Worksheet 1.
b.Discuss the answers.
Assessment :
Pupils must answer 4 out of 5 questions correctly.
Values and attitude:
Attentiveness and dare to try

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MEASUREMENT AND GEOMETRY: YEAR 4

Name:_______________________________ Worksheet 1

Calculate the volume of the cubes and cuboids Class:____________
1. 2.

unit cubes. unit cubes

Volume = unit³ Volume = unit³
3. 4.

6 cm 18 cm 6 cm
6 cm 3 cm

6 cm

5. Calculate the volume in the cubes and cuboids below.

5 cm
5 cm

5 cm

16 cm 4 cm
2 cm

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MEASUREMENT AND GEOMETRY: YEAR 4

Topic Space 60 minutes
Content Standard 6.5 Problem solving

Learning Standard 6.5.1 Problem solving involving space.

Activity 1:

a. Teacher gives an example of question involving problem solving.
b. Pupils listen to teacher’s explanation about the steps to solve problems.

Activity 2:

a. Pupils get into groups.
b. Teacher prepares questions on problem solving in an envelope.
c. Each group will get an envelope.
d. Each group must solve the questions in the envelope and show the steps to solve the

problems on A4 paper provided.
e. The time given is 3 minutes. The whistle is blown when when time is up.
f. After the whistle is blown, envelopes with the questions is given to the another group.
g. The time given is another 3 minutes for the second question. Activity e, f and g must be

repeated until all the groups get to answer the questions in all the envelopes.
h. Upon completion, the questions and answers will be pasted on the white board.
i. Pupils and teacher will discuss the answers.

Activity 3:
a. Pupils complete Worksheet 1.
b. Discuss answers.

Assessment :

Pupils must answer 5 out of 7 questions correctly.

Values and attitude:

Co-operation, attentiveness and dare to try.

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MEASUREMENT AND GEOMETRY: YEAR 4

Name:_______________________________ Worksheet 1

Solve the following problems. Class:____________

1. Name the angle between the wall and floor of your
house.

2. The wall clock shows 5:00 p.m. sharp. Name the
angle between the hour hand and the minute
hand.

3. Mother uses 16cm of ribbon to wind around a
square pillow case. How long is the ribbon used
for one side of the pillow case?

4. The length of a room is 7 m and the width is 5 m.
What is the area of the room?

5. The length and width of a box is 16 cm and 10 cm
respectively. Find the volume of the box, if the
length of the box is half of the height of the box.

6. If the area of a square is
144 cm², find the perimeter of the square.

7. Amin buys a rectangular poster with an area of
72 cm². Find the length of the poster if the width is
8 cm.

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RELATIONSHIP AND ALGEBRA: YEAR 4

Topic Coordinates, Ratio and Proportion 60 minutes
Content Standard 7.1 Coordinates in the first quadrant.

Learning Standard 7.1.1 Introduction to x-axis, y-axis and origin (O).

Activity 1:
a. Pupils state the position of vertical and horizontal objects around them.
b. Pupils name the objects in the vertical position for example posts, trees and fences.
c. Pupils name the objects in horizontal positions for example floor and surface of a table.
d. State objects that are ‘L’ shaped for example the letter L, set square L and corners of the

whiteboard.
Activity 2:
a. Enrich pupils’ knowledge with the simulation of magnetic alphabet cards movements.

PT

b. Teacher moves P towards T horizontally .

c. Draw a horizontal line to the right and name it.

( horizontal line)
Name the line x-axis and graduate it as below:

x
0 1 2 3 4 56 7
d. Teacher moves P towards T vertically.

T

P

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RELATIONSHIP AND ALGEBRA: YEAR 4

e. Draw a vertical line and name it.
(vertical line)

f. Name the line y-axis and graduate it as below :
y

6
5
4
3
2
1
0

g. Combine x-axis and y-axis in the first quadrant ( L shape)

h. Teacher explains that the intersection of the x-axis and y-axis is the origin (O).

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RELATIONSHIP AND ALGEBRA: YEAR 4

Activity 3: x

a. Place cards P, Q, R, S, and T.

y

9S

8
7
6

5 PR

4

3Q

2

1T

1 2 3 4 56 7

b. Discuss and state the position of P.

Point x-axis y-axis
Example
3 units to the 5 units upwards
P right

Q
R
S
T

c. Pupils read the position of the letters correctly.

d. Repeat the activity using other letters cards.

Activity 4:
a. Pupils complete Worksheet 1 and 2.

b. Discuss the answers.

Assessment :
Based on the pupils’ ability to answer the questions in the worksheets, pupils are able to
move on to the next skill.
Values and attitudes:
Attentiveness and perseverance.

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RELATIONSHIP AND ALGEBRA: YEAR 4

Name: _______________________________ Worksheet 1
Class: ________________

Complete the table below based on the grid given.

y

7 C F
D
6B E

5 78
4
3

2A

1

x

1 23 45 6

Point x-axis y-axis
A
B
C
D
E
F

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RELATIONSHIP AND ALGEBRA: YEAR 4
Mark the following points on the grid below.

Points x-axis y-axis

H 5 4
J 3 2
K 6 1
L 1 5
M 0 2
N 7 0

y

7 x
6
5
4
3
2
1

O
1 23 45 67 8

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RELATIONSHIP AND ALGEBRA: YEAR 4

Topic Coordinates 60 minutes
Content Standard 7.1 Coordinates in the first quadrant.

Learning Standard 7.1.2 Determine the coordinates of a point in
the first quardrant and also inversely.

.

Activity 1:

a. Show the Cartes plane of the first quadrant to the pupils.
Example:

y

x

O
b. Ask pupils to recall the name of the axes.

Example:
i. What is the name of the horizontal axis?

(x-axis)
ii. What is the name of the vertical axis?

(y-axis)

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RELATIONSHIP AND ALGEBRA: YEAR 4

Activity 2:
a. Show the Cartes plane with the point of origin (O) .

Example:

y

x
O

Point of origin

b. Ask the pupils to state the use of the point of origin O?
Example :
The point of origin is the intersection between x-axis and y-axis. The coordinates of each
axis starts from the point of origin.

c. Pupils state the coordinate of the point on the Cartes plane below.
Example:

y

.5 x

4 coordinates
(2, 3)
3
2
11
1O 1 2 3 4 5

x-ax1is y-axis
23

d. Guide pupils to state the coordinates

i. On the x-axis 2
ii. On the y-axis 3
iii. Coordinate (2, 3)

e. Repeat activity (c) and (d) for the question below:
Question: state the coordinate of the point.

y

5 . x

4 34 5 Coordinates
(4,1)
3 y-axis
2 1
11
1O 1 2

x-axis 1
4

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RELATIONSHIP AND ALGEBRA: YEAR 4

Coordinate plane game.

 Form groups.
 Teacher prepares a Cartesian Plane.
 Ask pupils to throw rubber bands on the Cartesian plane
 Each group records the coordinates.
 The group with the most correct answers is the winner.

7 LPelakcaetkwainthdethnugmanbptaackkustiefkoann
6 jpikoalypsatydraenpaepbaonaprdolisterin.
5
4
3
2
1

O1 2 3 4 5 67

Suggestion:

Teacher can also draw the Cartesian Plane on other surfaces such as cement surfaces.
Replace thumbtacks with small skittles. Replace rubber bands with hoops. Throw hoop
on the skittle. Record the coordinates.

Activity 3 :
a. Place the points at Cartesan Plane and state the coordinates of the points as below:

x-axis y- axis Coordinates
4 3 (4, 3)

b. Guide the pupils to count from the point of origin on horizontal axis up to 4 and draw
lines in vertical form.

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RELATIONSHIP AND ALGEBRA: YEAR 4
c. Guide the pupils to count from the point of origin in vertical form up to 3 and draw a line

in horizontal form.

d. The point that intersect between x-axis and y-axis called coordinates (4, 3)

Activity 4:
a. Pupils complete Worksheets 1 to 5.
b. Discuss the answers.
Assessment:
Based on the pupils’ ability to answer the questions in the worksheets, pupils are able to
move on to the next skill.
Values and attitudes:
Attentiveness and perseverance

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RELATIONSHIP AND ALGEBRA: YEAR 4

Name: _______________________________ Worksheet 1
Class: ________________

State the coordinates x and y.

Question Coordinates Coordinate Coordinate
xy

1 (3, 4) 3 4

2 (1, 5)

3 (5, 3)

4 (2, 1)

5 (4, 2)

6 (6, 4)

7 (3, 9)

8 (4, 1)

9 (1, 2)

10 (7, 4)

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RELATIONSHIP AND ALGEBRA: YEAR 4

Name: _______________________________ Worksheet 2
Class: ________________

State the coordinates .

Question Coordinate Coordinate Coordinates
xy (2, 3)

12 3

24 5

33 1

42 6

56 3

65 4

77 1

83 6

94 2

10 1 5

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RELATIONSHIP AND ALGEBRA: YEAR 4

Worksheet 3

Name: _______________________________ Class: ________________

Mark the points on the Cartesian plane and state the coordinates.

Points Coordinate Coordinate Coordinates
xy

A1 6 (1, 6)

B2 5

C6 1

D3 8

E6 2

F7 3

G8 6

H1 4

I4 3

y J7 9

10 x
9
8

.7

6A

5
4
3

2
1

0 1 2 3 4 5 6 7 8 9 10

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RELATIONSHIP AND ALGEBRA: YEAR 4

Name: _______________________________ Worksheet 4
Class: ________________

Mark the points on the Cartesian plane.

Points Coordinates
A (2, 4)
B (3, 9)
C (6, 1)
D (7, 3)
E (5, 2)
F (4, 1)
G (3, 8)
H (5, 4)
I (4, 8)
J (1, 9)

y

10
9

8

7

6

.5

4A

3

2

1

x

0 1 2 3 4 5 6 7 8 9 10

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RELATIONSHIP AND ALGEBRA: YEAR 4

Worksheet 5

Name: _______________________________ Class: ________________

State the coordinates of the following points in the table below.

y

10

9. .8 B

7 F
C
.6
.5 D

. . .4 E H
.3 A J

.2 G
.1 I
x
O
1 2 34 5 67 8 9 10

Points Coordinates
A (2, 3)
B
C
D
E
F
G
H
I
J

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RELATIONSHIP AND ALGEBRA: YEAR 4

Topic Coordinates, Ratio and Proportion 60 minutes
Content Standard 7.2 Ratio

Learning Standard 7.2.1 Represent the relationship between two quantites based on
the ratio 1:1 up to 1:10, 1:100 and 1:1000.

Activity 1:
a. Show two types of balls and ask questions.

Example: 1. How many footballs are there?
2. How many netballs are there?
3. How many balls are there altogether?

b. Show one football and one netball. Introduce ratio.

1. The ratio of the number of football to the number of netball is

1:1 or 1
1

2. The ratio of the number of netball to the number of football is

1:1 or 1
1

c. Repeat activity (1) with different number of balls.

Example:
1 : 2 , 1 : 3 up to 1:10

Activity 2:
a. A piece of paper is distributed to each group.
b. A picture slide is shown. Pupils state the ratio number based on the picture shown.

c. Discuss the answers.

Activity 3:
a. Pupils complete Worksheet 1.

b. Discuss the answers.

Assessment:

Based on the pupils’ ability to answer the questions in the worksheets, pupils are able to
move on to the next skill.

Values and attitudes:

Attentiveness and perseverance

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RELATIONSHIP AND ALGEBRA: YEAR 4

Name: _______________________________ Worksheet 1
Class: ________________

1. What is the ratio:
a. Bird to butterflies?
b. Goose to hens?
c. Goose to fish?
d. Bird to hens?
e. Bird to ducks?

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RELATIONSHIP AND ALGEBRA: YEAR 4

Topic Coordinate, Ratio and Proportion 60 minutes
Content Standard 7.3 Proportion

Learning Standard 7.3.1 Determine an unknown value using unitary method.

Activity 1:
a. Pupils observe the picture card.

Picture card 1

b. Question and answer session with teacher based on the picture card 1.

Example:

1. How many apples are there altogether?
2. How many children are there in the picture?
3. How many apples does each child get?
4. How many apples do three children get?

5 children → 15 apples
1 child → 15 ÷ 5 = 3 apples
Hence, 2 children → 2 × 3 = 6 apples

Activity 2:

a. Pupils solve a question displayed on the white board using diagram.

The price of 3 pencils are RM1.20. What is the price of 7 similar pencils?

b. A few pupils are chosen to present the answer.

Activity 3:

a. Form groups.
b. Each group is given a station to start with.
c. In their respective station, pupils answer questions in given time.
d. The groups move on from one station to the other.
e. Discuss the answer.
f. The group that answers all the questions correctly is the winner.

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RELATIONSHIP AND ALGEBRA: YEAR 4
Activity 4:
a. Pupils complete Worksheets 1.
b. Discuss the answers.
Assessment:
Based on the pupils’ ability to answer the questions in the worksheets, pupils are able to
move on to the next skill.
Values and attitudes:
Attentiveness and perseverance

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RELATIONSHIP AND ALGEBRA: YEAR 4

Name: _______________________________ Worksheet 1
Class: ________________

Answer all the questions.

1. Minah took 12 hours to sew 4 baju 2. Pak Abu planted 36 banana plants in
kurung. What is the time needed for 6 rows. How many banana plants
Minah to sew 6 similar baju kurung? are there in 3 rows?

3. The price of 7 apples is RM35.00. 4. Mary, Mei Ling, Suraya and Kamala
What is the price of 11 apples? have the same number of stamps
and the total number of the stamps
are 36 pieces. How many stamps do
Mary and Kamala have?

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RELATIONSHIP AND ALGEBRA: YEAR 4

Topic Coordinate, Ratio and Proportion 60 minutes
Content Standard 7.4 Problem Solving

Learning Standard 7.4.1 Solve problems involving coordinate, ratio
and proportions in daily situations.

Activity 1
a. Prepare 6 stations. 4 stations for ratio and proportions and 2 stations for coordinates.

Pupils are divided into groups of 6.
b. Each group is given 3 minutes to solve the problem at each station.
Example:

Mark the point
1. Ah Ming (1,1)
2. Ahmad (1,5)
3. Alex (6,5)
4. Muthu (6,1)

What is the shape of the polygon formed when the points are joined?

Activity 2:
a. Pupils complete Worksheets 1.
b. Discuss the answers.

Assessment:
Based on the pupils’ ability to answer the questions in the worksheets, pupils are able to
move on to the next skill.

Values and attitudes:

Attentiveness and perseverance

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RELATIONSHIP AND ALGEBRA: YEAR 4

Worksheet 1

Name: _______________________________ Class: ________________

Answer the following questions.

1. Najwa has 5 siblings, 1 is a boy and the others are girls.

i) What is the ratio of boy to girls?

_____________________________________________

2. Muhaizi has 1 ruler, 7 blue pens, 3 black pens and 5 pencils.

i) What is the ratio of ruler to pens?

_____________________________________________

ii) What is the ratio of ruler to pencils?

_____________________________________________

iii) What is the ratio of ruler to blue pens?

_____________________________________________

3. Puan Ismizah teaches 4 classes. Each class has 25 pupils. What is the ratio of the
teacher to the number of pupils?

3. Umar is at a parking lot. There are few cars parked there. Umar parked his car at

coordinate (6, 5) dan Anish parked at coordinate (3, 2).
i. Draw x-axis and y-axis on the Cartesan plane. Mark the origin (O).
ii. Mark the positions of Umar and Anish’s car based on the coordinates.

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RELATIONSHIP AND ALGEBRA: YEAR 4

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STATISTICS AND PROBABILITY: YEAR 4

Topic Data Handling 60 minutes
Content Standard 8.1 Pictographs and bar charts

Learning Standard 8.1.1 Construct pictographs and bar charts of
ungrouped data.

Activity 1:
a. Pupils observe the slide presentation.

Table shows the number of cars Expenses in RM
sold in the month of January,
February, March and April

represents 10 cars

House Food Fuel Others
Rent

Types of Expenses

b. Pupils name the type of chart. Pupils explain how pictographs and bar charts are
constructed.

Activity 2:
a. Form groups.

b. Teacher explains the tasks.

Group Task
1 and 2 Colour of school bags
3 and 4 Mode of transportation to school

c. Pupils complete the table with the information gathered.

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STATISTICS AND PROBABILITY: YEAR 4

Example: Tallies Quantity

Colour
Blue
Red
Black
Purple

d. Group 1 and 3 are assigned to construct a pictograph while group 2 and 4 are assigned
to construct a bar chart.

Details to be stated in a complete pictograph.
i. Title
ii. Indicator
iii. A suitable pictorial representation
iv. Table construct

Details to be stated in a complete bar chart.
i. Type of data selected for each axis.
ii. Scale for each axis.
iii. Bars representing data gathered
iv. Title

a. Each group presents their chart.

Activity 4:
a. Pupils answer questions on Worksheet 1
d. A few pupils are selected to present their answers to the whole class and discuss.

Assessment:
Based in the ability of pupils to answer questions in the worksheet, pupil can move up to the
next learning standard.
Values and Attitude:
Listen to instruction and practise co-operations.

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STATISTICS AND PROBABILITY: YEAR 4

Worksheet 1
Name: ____________________________________ Class: _______________
Complete the table below based on the picture given. Construct a pictograph and a
bar chart on the space given.

Colour Tallies Quantity

Pictograph Quantity

Colour
Blue
Red
Black
Purple

Bar chart

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STATISTICS AND PROBABILITY: YEAR 4

Topic Data Handling
Content Standard
Learning Standard 8.1 Pictographs and bar charts 60 minutes

8.1.2 Interpret the pictographs and bar charts
constructed.

Activity 1:
a. Pupils look at the slide presentation shown

Expenses in RM

b. Pupils state the type of chart and House Food Fuel Others
information obtained from the chart. Rent

Types of Expenses

Activity 2:
a. Pupils observe the table shown,

The table shows the number of cars sold during the month of
January, February, March and April.

January
February
March
April

represents 10 cars

b. Pupils intepret the pictograph to answer the following questions.
1. What is the difference between the sales of cars in January and February?
2. Which month had the highest sale?
3. What is the total number of cars sold for the whole of 4 months?

c. Pupils observe Table 2 shown.

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STATISTICS AND PROBABILITY: YEAR 4

Table shows the number of books read by
Dania, Fatin, Afiq Zikry dan Daniel in 2018.

d. Pupils intepret the bar chart to answer the following questions:
1. What is the difference between the highest and the lowest number of books
read?
2. Who reads the most?
3. What is the total number of books read by all four pupils?

Activity 3:
a. Form groups.
b. Teacher prepares a few bar charts and pictographs with sets of questions. Pupils

answer questions. Activity can be conducted in stations.
c. Answers of each groups are discussed.
Activity 4:

a. Distribute worksheet to each pupils.
b. Discuss pupils answer.
c. A few pupils are chosen to present their answers and discuss.
Assessment:
Based on the worksheet, may proceed to the next leaning standard.
Values and Attitude:
Obeying instructions and co-operation.

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STATISTICS AND PROBABILITY: YEAR 4

Name: ____________________________________ Worksheet 1
Answer all questions. Class: _______________

Favourite Sports Games of Pupils in Class 5 Tanjung

Number of
Pupils

Football Badminton Sepak takraw Tennis Ping Pong

Games

1. What is the most favourite game of class 5 Tanjung?
_______________________________________________________.

2. What is the least favourite game of class 5 Tanjung?
_______________________________________________________.

3. What is the difference between the number of pupils who favour badminton to
sepak takraw?
_______________________________________________________.

4. How many pupils are there in 5 Tanjung?
_______________________________________________________.

5. How many pupils chose tennis as their favourite game?
_______________________________________________________.

6. State in ascending order, the favourite games of pupils in class 5 Tanjung.
_______________________________________________________.

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STATISTICS AND PROBABILITY: YEAR 4

Topic Data Handling 60 minutes
Content Standard 8.2 Problem Solving

Learning Standard 8.2.1 Solve problems involving data handling in daily situations.

Aktivity 1:
a. Pupils study the pictograph shown.

Favourite Food of Year 4 SK Bidara Pupils During Recess

Nasi lemak

Fried Rice

Porridge

Fried Mee

Cheesy Bun

Represents 10 pupils

b. Question and answer session.
Activities:
a. Form groups.
b. Distribute to each group:

i. A task with ungrouped data and questions based on the data is given.
(Example: ungrouped data of the number of pets).

ii. A4 paper or poster sheet.
c. Each group constructs a pictograph or bar chart based on the data.
d. Answer questions based on the pictograph and bar chart.
e. Each group presents their answers.

Activity 3:
a. Form groups and prepare 4 stations.
b. Each station has a pictograph or bar chart with different data.

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STATISTICS AND PROBABILITY: YEAR 4

Example of Station 1.

Number of Cakes Sold

350

300
300

250 200
150
200

150
100

100

50

0 Julai Ogos September
Jun

1. What is the title of this bar chart?
2. Which month has the highest sale?
3. Calculate the percentage of cakes sold in June.
4. What is the difference between the number of cakes sold in July and

September?
c. Each group moves to the stations alternately in the time given.

d. Group which solves all tasks in each station considered as the winner.

Activity 4:
a. Pupils answer questions on Worksheet 1.
b. Discuss the asnwers.

Assessment:
Based on the pupils’ ability to complete the worksheet, pupils may proceed to the next skill.

Values and Attitudes:
Listen to instructions and cooperations.

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STATISTICS AND PROBABILITY: YEAR 4

Name: ________________________________ Worksheet 1
Answer the questions. Class: _______________
1.

Number of pupils according to race in Year 4 Arif
Number of Pupils

Race

Malay Chinese Indian Others

Refer to the bar chart.

a. State the total number of pupils in 4 Arif.
a. Which two races have equal number of pupils?

b. Calculate the percentage of other races.
c. Find the difference between the number of Malays and the other races.

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STATISTICS AND PROBABILITY: YEAR 4
2. The pictograph below shows laptops sold by Company A, B, C and D in January.

A
B
C
D

Represents 8 laptops
a. How many laptops were sold by Company B in January?

b. Find the difference between the number of laptops sold by Company A and C.

c. Laptops sold by all four companies in February increased 25% compared to January.
State the total number of laptops that were sold by all four companies in February. Find
the difference between the number of laptops sold in January and February.

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