Maths

I. Topic:

• Ordering and Numbering

Learning Objectives:

• Investigate a simple general statement by finding examples which do or do not satisfy it

Activities:

• Teacher check up students understanding by giving some questions.

• Students answer orally.

Examples:

Round 3568 to the nearest 10, 100 or 1000.

Put the following numbers in size order, using ‘less than’ or ‘more than’: 3647, 9540, 234, 9990

Source:

• Cambridge Primary Mathematics p. 4-5

II. Topic:

• Ordering and Numbering

Learning Objectives:

• Round four-digit numbers to the nearest 10, 100 or 1000.

• Investigate a simple general statement by finding examples which do or do not satisfy it

Activities:

• Teacher remind the students of the rules of rounding: to round a number to the nearest hundred look at the tens digit, if it less than 5 the hundreds digit remains unchanged and the number is rounded down to the nearest hundred, if it is 5 or more round up.

• Teacher ask and discuss with students with vary numbers.

• Teacher gives learners discuss the question in pairs and take feedback.

• Teacher and students discuss questions in Cambridge Primary Mathematics p. 4-5

Source:

• Cambridge Primary Mathematics p. 4-5

III. Topic:

• Ordering and Numbering

Learning Objectives:

• Order and compare numbers up to a million using the > and < signs.

• Investigate a simple general statement by finding examples which do or do not satisfy it

Activities:

• Remind students how to round using a number line to show that 2549 rounded to the nearest thousand is 3000

• Teacher challenge students to confidently round numbers to the nearest 10, 100 and 1000; and order and compare numbers using the < and > signs.

• Teacher help students order six-digit numbers. Make sure students understand that the first digit represent the largest part of the number.

• Inform students that they can partition the number first of they need to.

• Students can collects some examples from newspapers or magazines or price tag of numbers that are likely to be rounded.

Source:

• Cambridge Primary Mathematics p. 4-5

Pertemuan I

Topic:

• Sequences

Learning Objectives:

• Recognise and extend number sequences.

• Explore and solve number problems and puzzles

Activities:

• Ask students to imagine a grid of squares that is four squares wide. The number 1 is in the top left-hand corner, 2 is next to 1, and the numbers continue in order.

• Teacher ask questions:

Where would 5 be?

What about 7?

What about 9?

How did you work it out?

• Choose other numbers, encouraging students to explain each time how they worked out the number’s position in the grid.

Source:

• Cambridge Primary Mathematics 6 -7

Pertemuan II

Topic:

• Sequences

Learning Objectives:

• Recognise and extend number sequences.

• Explore and solve number problems and puzzles

• Count on or back in thousands, hundredths, tens and ones to add or subtract

• Use appropriate strategies to add or subtract pairs of two- and three- digit numbers and numbers with one decimal place, using jottings where necessary

Activities:

• Possible suggestions might include counting the squares from left to right; or using multiples of the first digit in a column to fill the rest of the column.

• Ask students to draw the grids for themselves if they cannot visualise the pattern easily.A

• Teacher and students discuss questions on Cambridge Primary Mathematics 6 -7

• Teacher revise how to count on or back in thousands, hundredths, tens and ones to add or subtract. Students can use number line to make them easier to count.

• Teacher assess students’ understanding and fluency of addition and subtraction two three-digit numbers.

Source:

• Cambridge Primary Mathematics p. 6 -7

Pertemuan III

Topic:

• Addition and Subtraction (1)

Learning Objectives:

• Count on or back in thousands, hundredths, tens and ones to add or subtract

• Use appropriate strategies to add or subtract pairs of two- and three- digit numbers and numbers with one decimal place, using jottings where necessary

Activities:

• Challenge students to use any suitable method to add the following pairs of numbers:

32 + 60

254 + 40

543 + 300

80 + 128

• Ask pairs of learners to describe their methods to each other. Then students try out each other’s strategies and decide which works the best for different problems.

• Teacher asks some questions to check their understanding.

• Teacher and students discuss the questions in Cambridge Primary Mathematics 8 - 9

Source:

• Cambridge Primary Mathematics 8 - 9

Pertemuan I

Topic:

• Adding More Numbers

Learning Objectives:

• Find the total of more than two- or three- digit numbers using a written method.

• Know multiplication and division facts for the 2X to 10X tables.

Activities:

• Teachers explain that we are going to extend what we are did in the last session by adding together three or more-digit numbers.

• Teacher can give some questions to revise students understanding.

• Teacher and students discuss what strategies learners do to find the feedback to add the numbers

• Teacher and students discuss Activity in Cambridge Math Learners Book p. 10 - 11

Source:

• Cambridge Primary Mathematics p. 10 - 11

Pertemuan II

Topic:

• Multiplication and Division facts

Learning Objectives:

• Multiply or divide three-digit numbers by single-digit number.

• Choose an appropriate strategy for a calculation and explain how they worked out the answer.

Activities:

• Teacher asks students to work in Pairs to draw and complete their own multiplication grids, checking that they agree on the numbers.

• Teacher gives pairs of students to discuss what they notice.

• Teacher remind students of the word ‘inverse’ and that multiplication and division are inverse operations.

• Students can recognise multiples up to the tenth multiple.

• Teacher and students discuss Activity in Cambridge Math Learners Book p. 13 – 15

Source:

• Cambridge Math Learners Book p. 13 – 15

Pertemuan III

Topic:

• Multiplication and Division facts

Learning Objectives:

• Recognise multiple of 6, 7, 8 and 9 up to the tenth multiple.

Activities:

• Challenge students to tell teacher what they notice about this set of numbers:

28 36 40 12 48 4

• Ensure that students can give multiples from other tables: call out numbers and ask learners to tell teacher what multiples of are; or ask learners to list two or three multiples of 6, 7, 8, 9 or 10.

Source:

• Cambridge Math Learners Book p. 13 – 15

Pertemuan I

Topic:

• Written methods of multiplication

Learning Objectives:

• Multiply two-digit numbers with one decimal place by single-digit numbers, e.g. 3.7 X 7.

• Estimate and approximate when calculating – using rounding and check working

Activities:

• Teachers challenge students to find the product of 639 and 5 and accepted any methods.

• Teacher and students discuss the methods learners have used for this calculation.

• Teacher show how to use the grid method to multiply decimals.

• Students can estimate and then find the product of a three-digit number and a single-digit number.

• Teacher and students discuss Activity in Cambridge Math Learners Book p. 16 – 17

Source:

• Cambridge Math Learners Book p. 16 – 17

Pertemuan II

Topic:

• More Multiplication

Learning Objectives:

• Multiply two – digit by two – digit numbers.

• Consider whether an answer is reasonable in the context of a problem.

Activities:

• Teacher remind students of the need to estimate before multiplying. Teachers encourage them to always consider if their answer seems reasonable based on their original estimation.

• In pairs, challenge students to use any suitable method to calculate:

48 x 24 35 x 19 27 x 16

• Discuss the method used, including any methods that are particularly suitable for these numbers.

• Students confidently find the product of two-digit numbers.

• Teacher and students discuss Cambridge Math Learners Book p. 18

Source:

• Cambridge Math Learners Book p. 18

Pertemuan I

Topic:

• Multiples and squares

Learning Objectives:

• Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000.

Activities:

• Ask students to look at their completed multiplication grids from previous activities.

• Explain to students that if we read across (or down) the multiplication grid from 1 to 10, we can see sequences of numbers, example: 5, 10, 15, 20, 25, etc

• Ask students to use their multiplication grid to help them identify and learn multiples of 6, 7, 8, and 9 up to the tenth multiple.

• Teacher gives some questions about multiplication of 6, 7, 8 and 9 and asks students to answer one by one.

Source:

• Cambridge Primary Math Learners Book p. 20-21

Pertemuan II

Topic:

• Multiples and squares

Learning Objectives:

• Deduce new information from existing information to solve problems.

Activities:

• Tell students that they can use what they know about other times tables to help them recognise and remember multiples of the 6x, 8x, and 9x tables.

• Teacher and students discuss Cambridge Math Learners Book p. 20-21

Source:

• Cambridge Primary Math Learners Book p. 20-21

Pertemuan I

Topic:

• Multiples and squares

Learning Objectives:

• Recognise odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to 1000.

Activities:

• Ask students to look at their completed multiplication grids from previous activities.

• Explain to students that if we read across (or down) the multiplication grid from 1 to 10, we can see sequences of numbers, example: 5, 10, 15, 20, 25, etc

• Ask students to use their multiplication grid to help them identify and learn multiples of 6, 7, 8, and 9 up to the tenth multiple.

• Teacher gives some questions about multiplication of 6, 7, 8 and 9 and asks students to answer one by one.

Source:

• Cambridge Primary Math Learners Book p. 20-21

Pertemuan II

Topic:

• Multiples and squares

Learning Objectives:

• Deduce new information from existing information to solve problems.

Activities:

• Tell students that they can use what they know about other times tables to help them recognise and remember multiples of the 6x, 8x, and 9x tables.

• Teacher and students discuss Cambridge Math Learners Book p. 20-21

Source:

• Cambridge Primary Math Learners Book p. 20-21

Pertemuan I

Topic:

• Geometry

Learning Objectives:

• Recognise perpendicular and parallel lines in 2D shapes, drawings and the environment.

• Recognise reflective and rotational symmetry in regular polygons.

Activities:

• Teacher introduces to the vocabulary; - parallel, - perpendicular, - right angle, - equilateral, -isosceles, - scalene, - 2D shapes, - 3D Shapes, cuboid, - cube, - net

• Teacher gives example of properties of the vocabulary

• Teacher asks students to give another example

• Discuss Math learner’s book page 26-27

Source:

• Cambridge Primary Math Learners Book p. 26-27

Pertemuan II

Topic:

• Triangles

Learning Objectives:

• Identify and describe properties and classify as isosceles, equilateral or scalene.

Activities:

• Teacher shows the picture of different type of triangle.

• Ask students to identify the regular triangle (equilateral) and irregular triangle (isosceles, scalene, and right-angled triangle) and what these properties mean about.

• Ask students to draw different type of triangle in to their math note book.

Source:

• Cambridge Math Learners Book p. 28-29

Pertemuan III

Topic:

• Triangles

Learning Objectives:

• Explain methods and justify reasoning orally and in writing; make hypotheses and test them out.

Activities:

• Teacher asks students questions to investigate; “How many lines of symmetry does a triangle have?”

• Students create a triangle from paper to show their investigation.

• Discuss Math Learners Book page 28-29

Source:

• Cambridge Primary Math Learners Book p. 28-29

Pertemuan I

Topic:

• Cubes and Cuboids

Learning Objectives:

• Visualise 3D shapes and from 2D drawing and nets, e.g. different nets of an open or closed cube.

Activities:

• Teacher ask students to take some objects around them that shape cube and cuboid.

• Ask students to look at the shape and tell the difference faces and edges.

• Ask students to draw nets of cube and cuboid

• Discuss Math learner book page 30-31

Source:

• Cambridge Primary Math Learners Book page 30-31

Pertemuan II

Topic:

• Coordinates

Learning Objectives:

• Read and plot coordinates in the first quadrant

• Deduce new information from existing information to solve problems.

Activities:

• Display a grid to the students.

• Tell students that to understand the positions, all mathematicians agree that the number that tells us the position along the horizontal paths will be given first. So, we read along and then up.

• Tell students, we called line in the grid as ‘axis’. The horizontal axis known as the x-axis and the vertical axis known as the y-axis.

• Discuss questions from math learners book page 32-33

Source:

• Cambridge Math Learners Book page 32-33

Pertemuan III

Topic:

• Translation and Reflection

Learning Objectives:

• Predict where a polygon will be after reflection where the mirror line is parallel to one of the sides, including where the line is oblique.

• Understand translation as movement along straight line, identify where polygons will be after translation and give instructions for translating shapes.

Activities:

• Teacher ask students to open Math learners book page 34

• Discuss the words translation and reflection

• Teacher can demonstrate with paper and mirror

• Ask students to copy the grid from math learner book page 35 into their math notebook

• Ask them to reflect the each line and shape and colored it.

• Teacher share Translation, rotation and reflection online worksheet. Translation, rotation and reflection

• Discuss the answer

Source:

• Cambridge Primary Math Learners Book p. 34-35

• Translation, rotation and reflection

Pertemuan I

Topic:

• Measure

Learning Objectives:

• Read, choose, use and record standard units to estimate and measure length, mass and capacity to suitable degree of accuracy.

Activities:

• Teacher give note that the ‘mass’ of an object is the quantity of matter that makes it and we talk about it in terms of how heavy or light an objects is.

• Teacher explain the difference between ‘mass’ and ‘weight’.

• Discuss with students about the unit of mass

Source:

• Cambridge Primary Math Learners Book page 36

Pertemuan II

Topic:

• Measure

Learning Objectives:

• Understand everyday systems of measurement in length, weight, capacity temperature and time use these to perform simple calculations.

• Compare readings on different scales.

Activities:

• Teacher explain how to convert mass from kg to g

• Teacher and students discuss questions from math learners book page 37

• Teacher demonstrate how to round the mass to the nearest kilogram when the needle lies between numbered and un-numbered division.

• Teacher allow students to find object, measure and compare the mass of the object. By doing this they record their explanation in max 2 minutes video. This project can be done in two weeks.

Source:

• Cambridge Primary Math Learners Book page 37

Pertemuan III

Topic:

• Telling the time

Learning Objectives:

• Tell and compare the time using digital and analogue clocks using 24- hour clock.

Activities:

• Teacher revise students about time

• Teacher asks their activity at the time given

• Teacher use an analogue teaching clock to assess students’ understanding of how an analogue clock shows the time.

• Students can play online game about telling time.

Source:

• Cambridge Math Learners Book page 38

• Games telling time

Pertemuan I

Topic:

• Telling time

Learning Objectives:

• Understand everyday systems of measurement in length, weight, capacity temperature and time use these to perform simple calculations.

Activities:

• Teacher explain that one thing that digital clock can do that analogue clock do not, is how whether the time is in the morning, afternoon, evening or night.

• Teacher remind learners that they will use ‘am’ or ‘pm’ and give examples of times that relevant to learners, such as the time that school starts and finishes.

Source:

• Cambridge Math Learners Book page 38

Pertemuan II

Topic:

• Timetables

Learning Objectives:

• Read timetables using 24 hour clock

Activities:

• Teachers tell students they are going to be working with transportation timetable and will use 24-hours clock notation.

• Teacher ask if the students have checked transportation timetable before.

• Teacher display a timeline to show how the journey can be represented on a diagram, and how diagram can be used to calculate the time difference. Teacher asks learners to explain what method they used and why.

Source:

• Cambridge Math Learners Book page 40

Pertemuan III

Topic:

• Timetables

Learning Objectives:

• Choose an appropriate strategy for a calculation and explain how they worked out the answer.

Activities:

• Teacher asks learners to work out the interval in weeks and days. Students will check their answer by counting the weeks and days on calendar.

• Students continue doing Activity 41

Source:

• Cambridge Math Learners Book page 41

Pertemuan I

Topic:

• Area (1)

Learning Objectives:

• Understand area measured in square centimeters (cm2)

Activities:

• Teacher remind students that area is the size of a surface which is measured using squares, and perimeter is the total distance around a shape which is measured using units of length.

• Teacher ask pairs of students to draw a rectangles that cover an area of 36cm2 on their math notebook.

Source:

• Cambridge Primary Math Learners Book page 42-43

Pertemuan II

Topic:

• Area (1)

Learning Objectives:

• Deduce new information from existing information to solve problems.

Activities:

• Teacher ask students to make the outline of some 2D shapes by cutting drinking straws or string into 7 cm lengths and arranging into regular polygons.

• Students share their general statements to explain their experiment. Teacher encourage them to use clear language and accurate mathematical vocabulary including ‘polygon’,‘length’, ‘width’ ‘perimetre’, ‘regular’, ‘multiply’.

Source:

• Cambridge Primary Math Learners Book page 42-43

Pertemuan III

Topic:

• Area (1)

Learning Objectives:

• Measure and calculate the perimeter of regular and irregular polygons.

Activities:

• Teacher revise last lesson.

• Teacher and students continue doing Activity page 42-43.

Source:

• Cambridge Primary Math Learners Book page 42-43

Pertemuan I

Topic:

• Perimeter (1)

Learning Objectives:

• Measure and calculate the perimeter of regular and irregular polygons.

Activities:

• Display an image of a rectangle, square, and a few other regular or irregular polygons with five or more sides. Ask students: What is the difference in finding the perimeters of the square and rectangle with the other images?

• Allow for responses and discussion. Ask students if they know how to find the perimeter of a star (display a star). Ask students to define perimeter. Allow for responses and discussion.

• Introduce Perimeters of Polygons to the class. Distribute Perimeters of Polygons content pages . Read and review the information with the students.

• Distribute Activity page (slide 7-8). Read and review the instructions. Let students do in their math notebook.

Source:

• Polygons content

• Cambridge Primary Mathematics Learner’s Book p. 44-45

Pertemuan II

Topic:

• Perimeter (1) (Continue)

Learning Objectives:

• Measure and calculate the perimeter of regular and irregular polygons.

Activities:

• Display an image of a rectangle, square, and a few other regular or irregular polygons with five or more sides. Ask students: What is the difference in finding the perimeters of the square and rectangle with the other images?

• Allow for responses and discussion. Ask students if they know how to find the perimeter of a star (display a star). Ask students to define perimeter. Allow for responses and discussion.

• Introduce Perimeters of Polygons to the class. Distribute Perimeters of Polygons content pages. Read and review the information with the students.

• Distribute Activity page (slide 7-8). Read and review the instructions. Let students do in their math notebook.

• Discuss question on Cambridge Primary Mathematics Learner’s Book p. 44-45

Source:

• Cambridge Primary Mathematics Learner’s Book p. 44-45

• Polygons content

Pertemuan III

Topic:

• Review

Learning Objectives:

• Asses students

Activities:

• Teacher share GForm.

• Students answer the questions independently.

Source:

• Cambridge Primary Math Learners Book page 42-43

Pertemuan I

Topic:

• Sequences

Learning Objectives:

• Describe and continue number sequences, e.g. -30, -27, …, …., -18, …; identify the relationship between numbers.

Activities:

• Display this sequence of numbers: 1, 2, 4, 8, 16, 32, ...

• Ask the students “What can they tell about the sequence?”

• Challenge students to continue the sequence.

• Display the sequence again: 8, 4, 2, 1, … , …

• Challenge the students to work out the next two terms in the sequence and explain how they know.

Source:

• Cambridge Primary Mathematics Learner’s Book p. 46-47

Pertemuan II

Topic:

• Sequences

Learning objectives:

• Recognise and extend number sequences.

Aktivities

• Remind students that sequences do not have to be a list or pattern of numbers, they can be a pattern of shapes as well.

• Using A4 or A5 paper demonstrate how to make an isosceles triangle by folding it. Us this exercise as an opportunity to make links with shape and to revise the properties of isosceles triangles.

• Ask students to put their first triangle together to make a second larger triangle, the arrangement has three triangles at the bottom and one on top. Once complete, challenge students to make an even larger third triangle.

• Ask questions related to the diagrams/sequences. For example:

1. How many triangles do you need in order to make the second triangle?

2. How many triangles do you need in order to make the third triangle?

3. How many more triangles did you have to add?

Source:

• Cambridge Primary Mathematics Learner’s Book p. 46-47

Pertemuan III

Topic:

• General Statements

Learning objectives:

• Partition any number up to one million into thousands, hundreds, tens and units.

Activities:

• Tell students to draw place value table that shows the place value of each digit in the number 123 045.

• Ask: “How do you say this number?”

“What does the digit 1 rerpresent?”

• Repeat with other numbers.

• Discuss question in Mathematics Learner’s Book p. 48

Source:

• Cambridge Primary Mathematics Learner’s Book p. 48

Pertemuan I

Topic:

• General Statements

Learning Objectives:

• Investigate a simple general statement by finding examples which do or do not satisfy it.

Activities:

• Write this general statement for the class to see: ‘If I divide a number by 10, every digit moves one place to the right.’

• Ask students to provide examples that match the statement.

• Ask learners provide examples of general statements:

Odd + odd + odd = odd

Even + even + even = even

Odd – odd – odd = odd

Even – even – even = even

Odd – even = odd

Odd – odd = even

Even – odd = odd

Even – even = even

Odd x odd = odd

Even x even = even

Even x odd = even

Odd x even = even

• Discuss questions in Cambridge Primary Mathematics Learner’s Book p. 48

Source:

• Cambridge Primary Mathematics Learner’s Book p. 48

Pertemuan II

Topic:

• Decimal system

Learning objectives:

• Use decimal notation for tenths and hundredths and understand what each digit represents.

• Order numbers with one or two decimal places and comparing using the > and < signs.

Activities:

• Remind students that with money we say the number after decimal point in terms of an amount of cents, such as 50 cents. But with other decimal numbers we do not say the numbers after decimal point this way. We read the amount after the decimal point as individual digits because these numbers are less than 10.

• Explain that the first digit after the decimal point is called a ‘tenth’ and we get this by dividing the unit/ones digit by 10.

• Relate this back to previous work on place value where values are 10 times larger as you move left and 10 times smaller as you move right along the place value.

• Repeat for other decimals, emphasizing the language. Show students a decimal place value chart.

• Write some numbers that include 2 decimal places on the chart, then invite learners to say the numbers.

Source:

• Cambridge Primary Mathematics Learner’s Book p. 51-52

Pertemuan I

Topic:

• Decimal facts

Learning Objectives:

• Round a number with one or two decimal places to the nearest whole number.

• Derive quickly pairs of decimals with a total of 10, and with a total of 1.

Activities:

• Challenge students with some questions. Examples: “What number must I add to zero point three to make 1?”

• Repeat with other decimals and record the facts systematically:

0.1 + 0.9 = 1

0.2 + 0.8 = 1 etc

• Ask learners what method they used to find the pairs above; if it is not mentioned, make sure that the students can see the digits in the ‘tenths’ place value of each pair are the number pairs to 10.

• Challenge students to find complements to 100 (or number pairs to 100) by starting the chant:

‘I say 58, you say … ‘

‘I say 7, you say …’ etc

Source:

• Cambridge Primary Mathematics Learner’s Book p. 53

Pertemuan II

Topic:

• Multiplication Strategies

Learning objectives:

• Multiply multiples of 10 to 90, and multiples of 100 to 900, by a single-digit number.

• Know multiplication and division facts for the 2x to 10x tables.

Aktivities:

• Remind students of multiplication strategies they have learned previously (stage 4): repeat addition, doubling and doubling again, partitioning, using array and the grid method.

• Revise students by giving them some multiplication questions and they try to solve it with mental strategy.

• Write 3 x 4 on the jam board and sketch sets of squares to represent the multiplication using repeated addition of 3.

• Allow time for students to build similar sets of examples, starting with any table facts.

• Ask learners how the number pairs to 100 might be useful for learning decimal facts to total 10. If necessary, demonstrate. For example:

58 + 42 = 100 so 5.8 + 4.2 = 10 (divide by 10)

7 + 93 = 100 so 0.7 + 9.3 = 10 (divide by 10)

• Challenge students to find the missing numbers in these calculations:

4.4 + ____ = 10

___ + 0.6 = 10

10 – 3.7 = ____

Source:

• Cambridge Primary Mathematics Learner’s Book p.54-55

Pertemuan I

Topic:

• Doubling and Halving

Learning Objectives:

• Double any number up to 100 and halve even numbers to 200 and use this to double and halve numbers with one or two decimal place, e.g. double 3.4 and halves 8.6

Activities:

• Teacher writes five numbers less than 100 and asks learners to find the doubles.

• Teacher gives numbers on board and asks the learners about the half of that numbers.

• Let learners take turn to answer the questions from the teacher.

• Play game at Doubling and Halving Games

Source:

• Doubling and Halving Games

Pertemuan II

Topic:

• Doubling and Halving

Learning objectives:

• Double multiples of 10 to 1000 and multiples of 100 to 10000, e.g. double 360 or double 360 or double 3600, and derive the corresponding halves.

Aktivities:

• Teacher encourage learners to use what they know about multiplying and dividing by 10, 100, and multiples of 10 and 100, to help using decimal numbers.

• Discuss questions on Cambridge Primary Mathematics Learners Book p. 56 – 57

Source:

• Cambridge Primary Mathematics Learners Book p. 56 – 57

Pertemuan III

Topic:

• Subtraction

Learning objectives:

• Explain methods and justify reasoning orally and in writing; make hypotheses and test them out.

Activities:

• Teacher remind learners of the two ways of thinking about subtraction: ‘taking away’ and ‘finding the difference’.

• Teacher tell learners that it is often more efficient to ‘take away’ when learners subtracting small numbers and find differences when they have numbers that are close to each other.

• Discuss questions Cambridge Primary Mathematics p. 58-59

Source:

• Cambridge Primary Mathematics Learners Book p. 58-59

Pertemuan I

Topic:

• The Decimal System

Learning Objectives:

• Use decimal notation for tenths and hundredths and understand what each digit represents.

Activities:

• Teacher remind learners about place value of number in decimal system.

• Students play game online

Source:

• Decimal Numbers Game

Pertemuan II

Topic:

• Positive and Negative Numbers

Learning objectives:

• Order and compare negative and positive numbers on a number line and temperature scale.

• Calculate a rise or fall in temperature.

Aktivities:

• Teacher asks students about Positive and Negative Numbers.

• Teacher gives some questions to compare negative numbers.

• Teacher asks students to draw number line showing positive and negative number in their math notebook.

• Learners continue doing their Learners book p. 49 -50

Source:

• Cambridge Primary Mathematics Learners Book p. 49-50

Pertemuan III

Topic:

• Positive and Negative Numbers

Learning objectives:

• Order and compare negative and positive numbers on a number line and temperature scale. ; LO: 5Nn10 calculate a rise or fall in temperature.

Activities:

• Teacher and students revise again last lesson about positive and negative numbers.

• Let students take online quiz about positive and negative numbers Positive and Negative Numbers quiz

• After they take the online quiz, have discussion to check which questions that is very difficult for the students.

Source:

• Positive and Negative Numbers quiz

Pertemuan I

Topic:

• Subtraction

Learning Objectives:

• Solve single and multi-step word problems: represent them.

Activities:

• Teacher gives link to the learners to play subtraction game. 3-Digit Subtraction Word Problems Game Online

• Try to have discussion with learners how to solve the words problem

Source:

• . 3-Digit Subtraction Word Problems Game Online

Pertemuan II

Topic:

• Adding and Subtraction money

Learning objectives:

• Add or subtract any pair of three- and/or four-digit numbers, with the same number of decimal places, including amounts of money.

Aktivities:

• Teacher tell learners that now they are going to learns about adding money by showing calculation displayed vertically.

• Teacher write number and ask learners to read the numbers. E.q: 23.15 and $23.15

• Teacher give some examples of word problems that involved money and ask learners to solve the calculation.

• Teacher display calculation and ask learners to use the best method to solve the calculation.

Source:

• Cambridge Primary Mathematics Learners Book p. 62-63

Pertemuan III

Topic:

• Multiplication and Division

Learning objectives:

• Calculate differences between near multiples of 1000, e.g. 5026 – 4998, or near multiples of one, e.g. 3.2 – 2.6.

• Multiply or divide three-digit numbers by single-digit numbers.

• Multiply two-digit numbers by single-digit numbers.

Activities:

• Remind learners of the written methods of multiplication and divisions they learned in an earlier session (chapter 3) Make sure learners are comfortable with all the written methods and can see how the work.

• Ask learners to use digits 3, 4, 5 and 6 to make as many different multiplication as they can in the form __ __ x __ __

• Asses learners with questions:

- what is the largest possible answer?

- What is the smallest possible answer?

• Teacher share link to learners and ask them to solve the words problem about multiplication. Multiplication and Division - Level 1

• Discuss questions Cambridge Primary Mathematics p. 64-65

Source:

• Cambridge Primary Mathematics Learners Book p. 64-65

• Multiplication and Division - Level 1

Pertemuan I

Topic:

• Examining Data

Learning Objectives:

• Deduce new information from existing information to solve problem.

Activities:

• Teacher and learners read and discuss some data in Math learners Book p. 70-71

• Learners present their work to the class.

Source:

• Cambridge Primary Mathematics Learners Book p. 70-71

Pertemuan II

Topic:

• Examining Data

Learning Objectives:

• Deduce new information from existing information to solve problem.

Activities:

• Teacher and learners read and discuss some data in Math learners Book p. 70-71

• Learners present their work to the class.

Source:

• Cambridge Primary Mathematics Learners Book p. 70-71

Pertemuan III

Topic:

• Examining Data

Learning objectives:

• Use ordered lists and tables to help solve problems systematically.

• Draw and interpret frequency tables, pictograms and bar line charts, with the vertical axis labelled for example in twos, fives, tens, twenties or hundreds. Consider the effect of changing the scale on the vertical axis.

Activities:

• Draw a bar chart to represent the data of An activity weekend.

• Challenge learners to tell the class what would happen if they changed the scale on the vertical axis to go up in 5s or 10s.

• Ask learners;

- What are the advantages/disadvantages of showing data in a table or on a bar line graph?”

Source:

• (Examining data handout)

Pertemuan I

Topic:

• Probability

Learning Objectives:

• Explain methods and justify reasoning orally and in writing; make hypotheses and test them out.

Activities:

• Play game on probability game to assess their understanding of probability.

• Discuss the probability that an even will or will not happen.

Source:

• probability game

Pertemuan II

Topic:

• Probability

Learning objectives:

• Describe the occurrence of familiar events using the language of chance or likelihood.

Aktivities:

• Display a probability line (see learners book p. 72, vocabulary column).

• Teacher and learners discuss words that can be used such as: no chance, poor chance, good chance, certain, impossible, unlikely, likely, certain etc.

• Provide opportunities for learners to experience activities that involve the ideas of fairness and chance. Some possible examples include:

1. Pairs of learners flip one coin one each, the learner(s) who get a tail win a 100 score – this is fair because both learners have an equal chance of getting a tail.

2. As above but this time it the learners who is first to get a tail that wins a 100 score – this is unfair because the learner who goes first has an advantage.

• After playing the games learners should discuss their opinion.

Source:

• Cambridge Primary Mathematics Learners Book p. 72-73

Pertemuan III

Topic:

• Line Graphs

Learning objectives:

• Construct simple line graphs, e.g. to show changes in temperature over time.

• Deduce new information from existing information to solve problem.

Activities:

• Share Line Graph photocopy master and look together at the line graph showing the cooling of a hot drink over an hour.

Ask: - What does the vertical axis show?

- What does the horizontal axis show?

- What do the crosses show?

• Explain that a line graph is a graph that uses plotted points connected by lines to show how the values of something changes.

• Tell the learners that the points on the line between measured values are called intermediate points. These are the values we would expect to get if we measured the temperature at the times in-between recorded values. Point to the line at 5 minutes. “This is an intermediate point. What value do we expect the temperature to have here?”

• Invite learners to suggest other other intermediate points – any point on the line where there is no cross.

Source:

• Line Graph

Pertemuan I

Topic:

• Line Graph

Learning Objectives:

• Understand where intermediate points have and do not have meaning, e.g. comparing a line graph of temperature against time with a graph of class attendance for each day of the week.

Activities:

• Review last lesson about line graph.

• Discuss the question in maths learners book p. 74 -77

Source:

• Cambridge Primary Mathematics Learners Book p. 74-77

Pertemuan II

Topic:

• Finding the mode

Learning objectives:

• Find and interpret the mode of a set of data.

Aktivities:

• Tell students they are going to be finding the mode of set of data. Explain to them what is meant by the mode. It is measure of ‘average’, a term they might have come across before.

• Ask students how they found the mode. Draw out that it can be easier to find the mode when they list the numbers in size order.

• Use dice or spinner (wheel spinner online) to generate a list of 10 numbers, then ask, “What is the mode of these numbers?”

• Repeat until students understand that there might be:

no mode, ex: 1,1,2,2,3,3,4,4,5,5

one mode, ex: 1,1,1,1,2,2,3,4,5,6

two modes, ex: 1,1,1,1,2,2,2,2,5,6

three modes, ex: 1,1,1,2,2,2,3,3,3, 4, and so on

Source:

• wheel spinner online

Pertemuan III

Topic:

• Finding the mode

Learning objectives:

• Use ordered lists and tables to help to solve problems systematically.

Activities:

• Discuss with learners different ways of dividing the class into groups. For example, favourite football team, TV programme or computer game.

• Limit the number of choices to four or five, then collect data from the class to establish which is the most common (the mode).

• Discuss the question in maths learners book p. 78 -79

Source:

• Cambridge Primary Mathematics Learners Book p. 78 -79

Pertemuan I

Topic:

• Multiplication (Enrichment)

Learning Objectives:

• Revising last topic about multiplication

Activities:

• Teacher share link to the students: meteor multiplication

• Students play the game about multiplication

Source:

• meteor multiplication

Pertemuan II

Topic:

• Multiplication (Enrichment continue)

Learning objectives:

• Revising last topic about multiplication

Aktivities:

• Teacher share link to the students: meteor multiplication

• Students play the game about multiplication

Source:

• meteor multiplication

Pertemuan III

Topic:

• Probability (Enrichment)

Learning objectives:

• Revising last topic about probability

Activities:

• Teacher share link to the students: live worksheet probability

• Let students do the exercise.

• Revise with students the difficult questions

Source:

• live worksheet probability

Pertemuan I

Topic:

• Multiplication (Enrichment)

Learning Objectives:

• Revising last topic about multiplication

Activities:

• Teacher share link to the students: meteor multiplication

• Students play the game about multiplication

Source:

• meteor multiplication

Pertemuan II

Topic:

• Multiplication (Enrichment continue)

Learning objectives:

• Revising last topic about multiplication

Aktivities:

• Teacher share link to the students: meteor multiplication

• Students play the game about multiplication

Source:

• meteor multiplication

Pertemuan III

Topic:

• Probability (Enrichment)

Learning objectives:

• Revising last topic about probability

Activities:

• Teacher share link to the students: live worksheet probability

• Let students do the exercise.

• Revise with students the difficult questions

Source:

• live worksheet probability

Meeting 1

Topic:

• Using calendar

Learning objectives:

• Use a calendar to calculate time intervals in days and weeks.

Activities:

• Begin by reviewing students' understanding of measuring time.

• Display a current year calendar and ask learners some questions related to the day and date and explain how the number of days in February changes in a leap year.

• Give learners a copy of the Investigating weeks and months photocopy master to complete.

• Ask learners to explain how they work out their answers.

Source:

• Cambridge Mathematics Learners Book p. 84-85

Meeting 2

Topic:

• Using Calendars

Learning objective:

• Calculate time intervals in months or years.

Activities:

• Begin by reviewing students' understanding of using calendars.

• Ask learners to continue doing Learners' book p. 84 – 85.

• In pairs, ask learners to make a game for up to four players about time traveller.

Source:

• Cambridge Mathematics Learners Book p. 84-85

Meeting 3

Topic:

• Area (2)

Learning objective:

• Use the formula for the area of a rectangle to calculate the rectangle’s area.

Activities:

• Begin the lesson by asking learners to calculate the area of their book, measuring each side to the nearest centimeter.

• Give learners a copy of the Investigating rectangle photocopy master and discuss ideas as a class.

Source:

• Cambridge Mathematics Learners Book p. 86-87

Meeting 1

Topic:

• Area (2)

Learning objective:

• Choose an appropriate strategy for a calculation and explain how they worked out the answer.

Activities:

• Begin the lesson by giving the learners a copy of the Investigating rectangles photocopy master.

• Explain that the rectangles on the sheet are made of 1 cm squares.

• Ask learners to discuss with a partner how they could work out the width and length of rectangle A in centimetres.

• Ask one or two learners to explain to the whole class.

• Ask learners to continue doing their Learners book.

Source:

• Cambridge Primary Mathematics Learner’s book p. 86-87

Meeting 2

Topic:

• Perimeter (2)

Learning objective:

• 5Ma1 Measure and calculate the perimeter of regular and irregular polygons.

Activities:

• Begin the class by remind the learners that ‘perimeter” is the total length of the sides around a 2D shape.

• Review learners understanding by asking some question related to perimeter.

• In pairs, using a set of 12 sticks that are the same length learners can investigate the different rectangles they can make, and work out the area of the rectangles in squared stick together.

• Continue doing their learner’s book.

Source:

• Cambridge Primary Mathematics Learner’s book p. 88-89

Meeting 3

Topic:

• Perimeter (2)

Learning objective:

• 5Ma1 Measure and calculate the perimeter of regular and irregular polygons.

Activities:

• Learners measure and calculate the perimeters of regular polygons, rectangles and triangles. They revisit measuring to the nearest millimeter and draw rectangles to match criteria about area and perimeter.

Source:

• Cambridge Primary Mathematics Learner’s book p. 88-89

Meeting 1

Topic:

• Perimeter (2)

Learning objectives:

• Explain methods and justify reasoning orally and in writing; make hypotheses and test them out.

Activities:

• Review understanding by asking learners to think about and answer some questions related to perimeter.

• Teacher and learners discuss the questions in Math Learners Book p. 88-89

Source:

• Cambridge Primary Mathematics Learner’s book p. 88-89

Meeting 2

Topic:

• Perimeter (2)

Learning objective:

• Explain methods and justify reasoning orally and in writing; make hypotheses and test them out.

Activities:

• Practice with learners to draw lines and measure to the nearest millimeter.

• Ask learners to compare their measurements and calculations. Remind learners of the approximate nature of measurement. Tell them that how close their measurements are to their calculations should tell them how good they are at drawing and measuring lines to the nearest millimeter.

Source:

• Cambridge Primary Mathematics Learner’s book p. 88-89

Meeting 3

Topic:

• Perimeter (2)

Learning objective:

• Explain methods and justify reasoning orally and in writing; make hypotheses and test them out.

Activities:

• Ask learners to choose two numbers and draw a rectangle on the white board. Learners should work out the perimeter.

• Ask learners’ partner to check each other’s calculations and measurements.

Source:

• Cambridge Primary Mathematics Learner’s book p. 88-89

Meeting 1

Topic:

• Using Mental Strategies

Learning objectives:

• Add or subtract near multiple of 10 or 100. E,g 4387 – 299

• Deduce new information from existing information to solve problem.

Activities:

• • Begin the lesson by writing some calculation on classroom screen and ask learners how they work out the answer.

  • Review and discuss learner’s chosen methods, which may include (other methods are valid)):

1. use place value so each digit moves two places to the left

2. doubling strategy (double 400) + (double 20) + (double 8)

3. multiply by 10 and halves

4. multiply by 100 and halves

5. halving strategy (half of 900) + (half of 60)

6. using number line

• • Teacher and learners continue discussing last lesson.

  • Learners use some methods to solve some calculation.

Source:

• Cambridge Primary Mathematics Learner’s book p. 90-91

Meeting 2

Topic:

• Working with decimals

Learning objective:

• 5Nn7 Round a number with one or two decimal places to the nearest whole number.

Activities: :

• Begin the lesson by giving a decimal number to discuss.

• Use the stopwatch that show 0.90 and ask learners the next number would be. Accept all the answer and then discuss. Draw a number line to demonstrate

• Write numbers on white board and ask learners work with partner to round the numbers to the nearest whole number.

• Ask learners to take turn to create their own decimal number and let their partners to round it.

Source:

• Cambridge Primary Mathematics Learner’s book p. 92-93

Meeting 3

Topic:

• Working with Decimals

Learning objective:

• Order numbers with one or two decimal places and compare using > and < signs.

Activities:

• Begin the class by writing some decimal number on white board and ask learners to order it start from the smallest to the biggest number.

• Discuss questions on the Cambridge Primary Mathematics Learner’s book p. 92-93

Source:

• Cambridge Primary Mathematics Learner’s book p. 92-93

Meeting 1

Topic:

• Percentages

Learning objectives:

• 5Nn16 Recognise equivalent between the decimal and fraction forms of halves, tenths and hundredth and use this to help order fractions, e.g. 0.6 is more than 50% and less than 7/10.

• 5Nn15 Recognise equivalence between ½, ¼, and 1/8, 1/3 and 1/6, 1/5 and 1/10.

Activities:

• Begin the lesson by giving some challenges to learners to describe the amount shaded in diagram and don’t forget to explain that the diagram is made up of 100 squares arranged in 10 rows of 10.

• If 50% is not offered as an answer, ask if anyone can give the answer as a percentage.

• Write down some percentages and ask learners to calculate.

• Remind learners that fractions had equivalent decimals.

Source:

• Cambridge Primary Mathematics Learner’s book p. 94-95

Meeting 2

Holiday

Meeting 3

Topic:

• Working With Decimals

Learning objectives:

• 5Nc2 Derive quickly pairs of decimals with a total of 10, and with a total of 1.

Activities:

• Teacher writes number 0.3 for the class to see then ask learners:

1. How does you say this number?

2. What is the value of the digit 3?

3. What do you need to add to 0.3 to make 1?

4. What do you need to add to 0.3 to make 10?

• Repeat with other numbers.

Source:

• Cambridge Primary Mathematics Learner’s book p. 92-93

Meeting 1

Topic:

• Equivalent fractions, decimals, and percentages

Learning objective:

• 5Nn17 Change an improper fraction to a mixed number, e.g. 7/4 to 1 ¾, order mixed numbers and place between whole numbers on a number line.

Activities:

• • Display a number line that begins 0, ends at 1, and is marked 10 divisions.

  • Ask learners:

1. Where on the number line would you place 1/10, 3/10, and ½?

2. Where would you place 0.5, 0.7, and 0.6?

3. Can you write ½ as a decimal?

4. Can you write 0.7 as a fraction?

• • Explain to learners that if we think of 1 on the number line as ‘a whole’ or 100%, we can use the number line to show percentages.

  • Give learners time to practice writing fractions, decimals, and percentages on number lines from 0 to 1.

Source:

• Cambridge Primary Mathematics Learner’s book p. 96-97

Meeting 2

Topic:

• Addition and subtraction (2)

Learning objective:

• 5Nc19 Add or subtract any pair of three-and/or four-digit-numbers, with the same number of decimal places, including amounts of money.

Activities:

• Learners discuss in pairs how they would calculate 5927 + 3148

• Take feedback by asking:

1. Did you find an estimate first?

2. How did you find the answer?

• Consider different written method

Source:

• Cambridge Primary Mathematics Learner’s book p. 100-101

Meeting 3

Topic:

• Percentages

Learning objective:

• 5Nn19 Understand percentage as the number of parts in every 100 and find simple percentages of quantities.

Activities:

• Remind learners that fractions had equivalent decimals. Explain that they can also be written as a percentage.

• Reminds learners that we can simplify some fractions by finding their simplest equivalent fraction. Demonstrate how we can convert a percentage into its equivalent simplest fraction.

Source:

• Cambridge Primary Mathematics Learner’s book p. 94-95

Meeting 1

Topic:

• Fraction and division

Learning objectives:

• 5Nc24 Start expressing remainders as a fractions as a fraction of the divisor when dividing two-digit numbers by single-digit numbers.

• 5Ps10 Solve a larger problem by breaking it down into sub-problems or represent it using diagrams.

Activities:

• Begin the lesson by asking the learners some questions and discuss the answer.

• For example: Four children share five apples. How many apples does each child get?

5:4 = 5/4 = 1 ¼ apples (The apples can be cut into pieces so it makes sense to talk about ¼ apple).

• Consider the calculation 5:4. Ask learners, “Which of the calculation five divided by four?

5:4 4/5 4:5 5/4

• Remind learners that the order matters, so 5:4 is not equal to 4:5

• Ask learners to work in pairs

¼ of $12 1/3 of $15

¾ of $ 12 2/3 of $ 15

Source:

• Cambridge Primary Mathematics Learner’s book p. 102-103

Meeting 2

Topic :

• Weather and climate

Learning objectives :

• 5Rm1 Understand the main points of a range of short, simple texts on general and curricular topics by using contextual clues

• 5Wo2 Write, with some support, factual and imaginative description at text level which describe people, places and objects

Activities :

• Teacher will remind students what they have learned and what they are going to learn and do a short presentation on rainforest.

• Then students will take turn reading about rainforest and answer the questions.

• Then the whole class will discuss on how to look after the world by looking at different pictures that the teacher present.

• Then students will write a list of things that they will do to protect the world especially the rainforest.

Resources :

• Cambridge global English learner’s book p. 112-113,

• English handout

Meeting 3

Topic:

• Weather and climate

Learning objectives:

• 5Wo2 Write, with some support, factual and imaginative description at text level which describe people, places and objects

• 5Lm1 Understand, with limited support, the main points of extended talk on a range of general and curricular topics

• 5Ug4 Use a growing range of adverbs, including adverbs of degree too, not enough, quite, rather on a growing range of general and curricular topics.

• 5S4 Respond, with limited flexibility, at both sentence and discourse level to unexpected comments on a range of general and curricular topics.

Activity :

• Teacher will review the previous lesson and discuss about weather reports.

• Then, they will listen to a recording and answering some questions.

• Next , they will learn about adverb of degree and write a weather report for a country of their choice.

Resource:

• Cambridge learner’s book p. 114-115

• Weather Outlook

Meeting 1

Topic:

• Ratio and proportion

Learning objective

• 5Nn21 Use fraction to describe and estimate a simple fraction, e.g. 1/5 of the beads are yellow.

Activities:

• Display the Ratio and proportion photocopy master for the whole class to see. Point out the bracelet.

• Ask: “How many beads are there?” and “How many are black beads are there? / How many white beads?”

• Read out the proportion statements. Tell learners that finding the proportion is the same as finding the fraction of the whole.

• Challenge learners with another ratio and proportion

Source:

• Cambridge Primary Mathematics Learner’s book p. 106-107

Meeting 2

Topic:

• REVIEW

Learning objective:

Activities:

• Learners solve some mathematics problem from the GForm

Source:

• GForm

Meeting 3

Topic:

• Ratio and proportion

Learning objectives:

• 5Nn22 Use ratio to solve problems, e.g. to adapt a recipe for 6 people to one for 3 or 12 people.

• 5Ps10 Solve a larger problem by breaking it down into sub-problems or represent it using diagrams.

Activities:

• Begin the class with discussion last lesson.

• Ask learners to do questions in math learners book p. 106-107

Source:

• Cambridge Primary Mathematics Learner’s book p. 106-107

Meeting 1

Topik:

• Lingkungan Tempat Tinggalku

Tujuan Pembelajaran:

• Mengetahui jenis pekerjaan dan kegiatan masyarakat terkait dengan kegiatan ekonomi.

Aktivitas:

• Siswa mengamati gambar lalu membaca narasi teks tentang “Kabupaten Tabanan” yang dibaca secara bergantian dan bersambung oleh seluruh siswa.

• Guru mengajak siswa bertanya jawab tentang kegiatan ekonomi.

• Siswa mengetahui jenis pekerjaan dan kegiatan masyarakat terkait dengan kegiatan ekonomi penduduk berdasarkan tempat tinggal.

• Siswa menyelesaikan 2 soal latihan di buku handout yang tersedia.

Sumber:

• Handout

Meeting 2

Topic:

• Geometry

Learning objective:

• Identify and describe properties of triangle and classify as isosceles, equilateral or scalene.

Activities:

• Teacher challenge students to explain and describe properties of triangle.

• Ask students to draw and classify triangle

• Ask students to answer some questions from learners’ book p. 112-113

Source:

• Cambridge Primary Mathematics Learner’s book p. 112-113

Meeting 3

Holiday (beginning of fasting)

Meeting 1

Topic:

• 3D Shapes and nets

Learning objectives:

• 5Gs3 Create patterns with two lines of symmetry, e.g. on a pegboard or squared paper.

• 5Gs4 Visualise 3D shapes from 2D drawing and nets, e.g. different nets of an open or closed cube.

Activities:

• Teacher reminds students about the work they did before (chapter 5) on the nets of cuboids; they were able to visualize how a 2D net could be folded to make a 3D shape.

• Give the pictures of prisms and pyramids to the students. Ask pairs of students to discuss whether they know the name of the shape, have them identify how many faces are there and what shapes the faces are.

• Share the definitions from the vocabulary for ‘prism’ and ‘pyramid’. Ask the students to sort the selection of shapes into prisms and pyramids.

• Show students the triangles that meet at a point on the pyramids, and the rectangles that join the other two identical polygons on the prisms.

• Ask students to draw a table of 3D shapes properties and they will complete the table by visualizing the shapes, then checking them with real 3D shapes.

• Students discuss the results as a class, clearing up any errors or misunderstanding.

Source:

• Math Learners Book p.116-117

Meeting 2

Topic:

• Symmetry in polygons

Learning Objective:

• 5Gs2 Recognize reflective and rotational symmetry in regular polygons.

Activities:

• Introduce to students vocabulary rotational symmetry and order of rotational symmetry

• Explain that when a picture or shape looks the same in another position when it is turned, then it has ‘rotational symmetry’.

• Ask learners to suggest how many times they clap when you rotate the plate until it comes back to its original position. Learners share their ideas and reasoning with the class.

• Students and teacher discuss the questions in math learners’ book p. 114-115

Source:

• Math Learners Book p. 114-115

Meeting 3

Topic:

• 3D Shapes and nets

Learning objective:

• 5Pt5 Recognise the relationship between different 2D shapes and 3D shapes, e.g. a face of a cube is a square.

Activities:

• Teacher and students make a project to help students visualize how a net relates to its 3D shape.

1. The students fold up a real net into the 3D shape, paying close attention to the actions they perform to turn the net into the shape and which part of the net ends up where on the 3D shape.

2. The students lays the net flat in front of them. They imagine holding an identical net in their hands and fold it, using the same actions as they used in step 1, into an imaginary 3D shape.

3. The students looks at the flat net. Without actions they visualize how the net would fold into its 3D shape, paying close attention in their mind to how each section of the net becomes a face of the shape. Draw around their net on a new sheet of paper, then cut it out and fold to test the net folds up successfully.

Source:

• Math Learners Book p.116-117

Meeting 1

Topic:

• Co-ordinates and transformations

Learning objective:

• 5Gp1 Read and plot coordinates in the first quadrant.

Activities:

• Ask students to draw coordinates grid on their math notebook. Tell them to mark any 10 coordinates on the grid.

• Remind them that coordinate are given with the horizontal value first, then the vertical value.

• Call out pairs of coordinates on the grid (record the coordinates called on a copy of the grid so they can be checked later.)

• Learners should check to see whether the coordinates called are the ones marked on their own grid and circle those that match.

• Students try to answer the questions on math learners’ book p. 118-119

Source:

• Math Learners Book p.118-119

Meeting 2

Topic:

• Volume, capacity and mass

Learning objective:

• 5Ps4 Deduce new information from existing information to solve problems.

Activities:

• Ask students to prepare a piece of paper.

• Ask them to write a capacity measurement on that paper between 0 – 2 litres, in either litres or millilitres.

• Ask students to hold up their paper when the teacher called an amount of volume. Example: - greater than 1 litre

  • less than 1500ml

  • less than 1.2 litres etc

Source:

• Math Learners Book p.120-121

Meeting 3

Holiday

Meeting 1

Topic:

• More about time

Learning objectives:

• 5Mt1Recognise and use the units for time; seconds, minutes, hours, days, months and years.

Activities:

• Discuss with learners what they know about telling, measuring and using time.

• Make sure the discussion includes telling the time on 12-hour and 24-hour digital clocks, comparing digital times with analogue time, using timetables and calendars, and measuring time in seconds and minutes.

• Show students resources, work and display they have used during stage 5 to remind them about what they have learned.

• Ask pairs of students to discuss what future stage 5 learners might find useful to help them understand the work about time covered in stage 5.

• Ask the pairs to make poster or information sheet to give to the next group of stage 5.

Resource:

• Math Learners Book p. 122-123

Meeting 2

Topic:

• More about time

Learning objectives:

• 5Mt1Recognise and use the units for time; seconds, minutes, hours, days, months and years.

• 5Mt4 Calculate time interval in seconds, minutes and hours using digital and analogue formats.

Activities:

• In this activity, students pretend to plan a holiday.

• Ask students to work out when (day/date) based on current year they will go.

• Work out what date they will come return from their holiday

• Ask them to calculate their flight. Including time of departure, time of arrival and the length of their flight. Etc

Resource:

• Math Learners Book p. 122-123

Meeting 3

Holiday (Good Friday)

Meeting 1

Topic:

• Area and Perimeter

Learning objectives:

• 5Pt1 Understand everyday systems of measurement in length, weight, capacity, temperature and use these to perform simple calculations.

• 5Ma1 Measure and calculate the perimeter of regular and irregular polygons.

Activities:

• Draw a large rectangle on the GSlide for the whole class to see.

• Ask:

1. “What do we mean by the perimeter of this shape?”

2. “What do we mean by the area of the shape?”

• Remind the learners that ‘area’ is the size of a surface and is measured in square centimetres, and the ‘perimeter’ is the length all the way around a 2D shape.

• Ask two or three students to describe and demonstrate how to calculate the area and the perimeter of a rectangle, making sure that they discuss the units that they are measured in.

• Students work out areas of rectangles and measure and calculate in the context of cookery.

• Students use multiplying two-digit numbers by two-digit numbers and measurement of length to the nearest millimetre.

• Teacher and students discuss the questions in Math Learners Book p. 126.

Resource:

• Math Learners Book p. 126-127

Meeting 2

Topic:

• Area and Perimeter

Learning objectives:

• 5Ma3 Use the formula for the area of rectangle to calculate the rectangle’s area.

Activities:

• Ask students to write how they calculate the area of rectangle, or draw a diagram to explain the calculation.

• Share ideas and discuss how effectively the formula ‘length multiplied by width equals area’ is communicated in each one.

• Teacher and students discuss the questions in Math Learners Book p. 127.

Resource:

• Math Learners Book p. 126-127

Meeting 3

Holiday

Meeting 1

Topic

• Review past paper

Learning objective :

• Paper 1 revision

Activities :

• Teacher discuss the past paper 1 question 1-10 with the students

Source:

• Math past paper questions 1-10 in paper 1.

Meeting 2

Topic

• Review past paper

Learning objective :

• Paper 1 revision

Activities :

• Teacher discuss the past paper 1 question 1-20 with the students

Source:

• Math past paper questions 11-20 in paper 1.

Meeting 3

Topic

• Review past paper

Learning objective :

• Paper 1 revision

Activities :

• Teacher discuss the past paper 1 question 21-30 with the students

Source:

• Math past paper questions 21-30 in paper 1.

Meeting 1

Topic

• Review past paper

Learning objective :

• Paper 2 revision

Activities :

• Teacher discuss the past paper 2 question 1-16 with the students

Source:

• Math past paper questions 1-16 in paper 2.

Meeting 2

Topic

Review past paper

Learning objective :

• Paper 2 revision

Activities :

• Teacher discuss the past paper 2 question 16-26 with the students

Source:

• Math past paper questions 16-26 in paper 2.

Meeting 3

Topic

• Review past paper

Learning objective :

• Paper 3 revision

Activities :

• Teacher discuss the past paper 3 with the students

Source:

• Math past paper 3.