each activities

8/10/2019 Each Activities

1/22

(I) Concept of Area and Finding Area Using Non-Standard Unit

For this activity, pupils will fnd the area o non-overlap pentomino pieces

using 8x8 square grid paper.

Materials :A set of complete 12 pentomino pieces for each group of players, 8x8

square grid paper.

Instructions:

1. Students are divided into group of four.2. Each pair will e given a set of complete 12 pentomino pieces and a square grid

paper.

!12 pentomino pieces"

!8x8 square grid paper"#. $efore the activity start, teacher gives the instruction for this activity.


2/22

%. Each player ta&es turns to place one pentomino piece on the 8x8 square grid and

no pentomino piece is allowed to overlap another piece.'. (he first player who is not ale to place a pentomino piece is the loser.). (eacher chec&s on students* progress from time to time.+. After the activity, teacher will also call some students to present their finding to

the class.8. An example to this solution is shown in the diagram elow,

(II) Finding the area using the formula A = ! "


3/22

For this activity, pupils find the area cover by rubber bands in geoboard by counting the

nails surrounded.

Materials -eooard, ruerands

Instructions:

1. Students sit in groups of three.2. Each group will e provided with a geooard and some ruer ands.

!-eooard" !uer ands"#. (eacher distriutes tale with the length and readth of the shape that need to

find the area.%. Students will ma&e a shape according to the length and readth given in the

tale, as shown elow using the ruer and.Eg

ength (unit) "readth (unit) Area (unit#)

) #

2 '

% #

2 #

'. (he length is the numer of the nails in the hori/ontal line of the shape.). (he reath is the numer of the nails in the vertical line of in the shape.

+. Students count the total numer of nails inside the area ordered y the ruer

and, as shown elow,


4/22

8. (he total numer of nail inside the area ordered y the ruer ands will e

recorded in the tale.

ength (unit) "readth (unit) $otal num%er of nails

) #2 '

% #

2 #

0. (eacher emphasis that the total numer of nails recorded is the area for that

shape.1.Students transfer their findings into numerical form.11. (eacher stress that writing the unit is important and need to e given attention.

(III) Compare masses of t&o o%'ect using standard units

At the end of the lesson student will be able to compare the masses of two objects.

Materials: ruits !apples, orange, papaya, pineapple etc", two weighing


5/22

scales.

Instruction:

1. (eacher start the teaching activity y introduce the terms 3heavier than4 and

3lighter than4 y demonstrate it y using two weighing scale measure twodifferent o5ect !apple and orange".

2. After that, student will e seated in a group of four.#. Each group will e given ' orange, a papayas, # mangoes, ) apples, a pineapple

and two weighing scale.%. (hey have to measure and record masses of two o5ects at the same time y

using two weighing scales according to the tale.'. (hen they had to compare the masses of oth of the o5ect that they had found

using the vocaulary heavier then or lighter and record it down in the tale elow.

Fruit A ighter heaier then Fruits "

' apples ' orange

# mangoes A pineapple

# apples and 2 orange A papayas

2 apple and a papayas 2 orange

A pineapple # mangoes

). After every group of student has finish measure and record the masses of the

fruit, teacher will compare their results.+. 6f there have incorrect answer teacher will correct it.

(I*) Conersion of unit of mass

At the end of the lesson student will be able to convert Kilogram to gram and vice verse.

Materials: $ig ag of sands !weigh of each ag 7 1g", eighing Scale.

Instruction:

1. Students will e wor&ing in group for this activity.2. (eacher start the activity y placing a ig ag of 1 g sand on the weighing

scale.


6/22

#. (eacher will then guide the student to read the scale of the weighing scale y

refers to the scale elow

ength of scale s+m%oli,e

Short 1 g

9edium ' g

:ong 1 &g ; 1 g

%. After teacher have shown students how to read the scale of the weighing scale,

students are allow to explore it y putting the ig sand ag in the pan one at one

time.'. Students will have to record down the reading in the tale as shown next page.

Num%er of %igsand %ag eight (g) eight (.g)

1

2

#

%

'

)

+

). After that, students are required to find the pattern ase on their findings in the

tale. or example

Num%er of %igsand %ag eight (g) eight (.g)

1 1 1

2 2 2

1&g;1g

1g

'g


7/22

# # #

% % %

' ' '

) ) )

+ + +

+. $ased on the tale, students &now that 1 &ilogram equal to 1 gram, 2

&ilogram equal to 2 gram, # &ilogram equal to # gram and so on.8. rom here, students have to find the relationship etween gram and &ilogram.0. (hen, students are required to present their findings from the tales to everyone.1.:astly, teacher will conclude the lesson ased on their discovery of the formula in

conversion &ilogram to gram and vice


8/22

!rinted net of a cube on A! paper."

2. =upils will first colour the faces of the net.#. After colouring, pupils will cut out the net and followed y folding them and fit

them together to ma&e the respective solid. 6n this example, a cue.%. =upils will fold and score the edges along a ruler to get a straight fold.'. (hey then paste the tas ehind each of the respective faces in ma&ing the solid.). As pupils wor& in group, each of the group memers will help each other in the

process of ma&ing a solid.+. (eacher will wal& around, chec& and provide guidance to the students in need of

help.

(as


9/22

1!ample of nets


10/22

!>et of a cue;square prism"

!>et of a cuoid;rectangular prism"

1!ample of nets


11/22

!>et of a cylinder"

1!ample of nets


12/22

!>et of a cone"

!>et of a pyramid"

1!ample of nets


13/22

!>et of a triangular prism"

(*I) Understand the olume of cu%es and cu%oids:


14/22

For this activity, teacher will introduce the volume of cubes and cuboids by counting the

number of small cubes in a solid.

Materials: (ransparent cue container, transparent cuoid container, small unit of

cues !1cm#"

Instructions:

1. (eacher will first provide small unit cues and a transparent cuoid and cue

container.

2. =upils will fill unit of cues into the container one y one until the first layer is uilt

as illustrated in the diagram elow.

1

cm

1

cm

1

cm

Small unit of cubes with length,

breadth, and height are 1 cm

Transparent cuboid

Transparent cube


15/22

#. Students are as&ed how many cues are needed to ma&e 1 layer in a cuoid

container. !6n this case, 2% unit cues"

%. =upils will continue to fill up the container with unit cues layer y layer until the

container is full li&e the diagram shown elow.

'. (eacher will then as& pupil the numer of unit cues needed to fill the container.

). rom the correct respond given y students, teacher will explain to the students

that the numer of unit cues that fill in the container is the volume of the

container in cuic units, that is, cm#.

+. Students will repeat the activity using a transparent cue container.

8. =upils will record their findings in a tale.

ength "readth 2eight Shape $otal unit cu%es

8 # ) ?uoid 1%%

?ue

(*II) Understand3 read and &rite time in hours and minutes according to 4#-hour

s+stem5

Breadth

Height

Length


16/22

"his activity is a reinforcement activity for year four students. "hey have learnt to read

and write time in hours and minutes according to #$%hours system on their previous

lesson.

Materials: >umer cards!1 to 12", toy hand!hour hand and minute hand", poison ox,

activity sheets.

Instructions:

45 (eacher explains to pupils that they will have an activity aout read the time.#5 1% pupils are requested to ma&e a human cloc& as guided y teacher. 12

pupils e the numer, one pupil e an hour hand, and other one pupil will e a

minute hand./5 Everyone of them will e having a name respectively.

65 (he rest of the pupils will ma&e a circle75 (eacher has prepared some activity sheets for the rest of the pupils.85 (he activity sheets are placed inside a @poison box*, wherey every piece of

them is written down the time in the form of word, as an example, three

fifteen.< Examples of activities

a&e up ive minutes past six

Eat lunch Balf past one

(a&e $ath ive twenty

Co revision Eight thirty

95 ith the aid of music, this group of students will pass the ox around when

music is on and have to stop passing when music has stop.

12

1

2

!

"#

$

%

1

&

1

1

'

(inute)s handHour)s hand


17/22

5 (he person who is holding the ox when the music stop has to draw an

activity sheet out randomly.;5 Be;she then has to read out the time to the @Buman ?loc&*.4ext, the @hour hand* and @minute hand* will move their hand to show the hourand minute according to the time they read.

4#5 6f they show correctly, the pupils in @poison box& group will have to say aloud

&o&>is the time go to ???????@ !according to the activity they draw". 6f

wrong, + pupils would say no no no3 &rong &rong &rong>5@

(*III) Use and appl+ .no&ledge of time to find the duration 5


18/22

"his is an activity for year five pupils whereby they have already 'nown what the

meaning of duration is and way to find it. (ence, the following activity serves as a

reinforcement activity.

Instructions:

1. (eacher prepared a with a real life activity to let pupils fill in the entire lan& y

counting out the duration.2. (eacher gives time to pupils to complete the following activities.#. Dpon completion, teacher requests some pupils come out to present their tale.%. ther pupils will act as teacher assistance to chec& on the start time, end time

and duration to ma&e sure they are correct.'. (eacher will guide the pupils throughout the activity.). $elow is an example of the tale

(I) Collect and Brgani,e data

Complete the following:

Activities Start Time End Time Duration

Walking to the canteen 5 minutes

Walking around the school

compound

15 minutes

Stud for revision

!memgulangka"i#

1 hr 15 minutes

Do homework $% minutes

&ead Sifir '5 minutes

Talking with friends 1% minutes $%

seconds

Dut 1% minutes


19/22

)hat is your Favourite*

Materials:Animals diagram, vote stic&ers, tale sheet, top animals chart !mah5ong

paper;9anila ?ard , magic =en, mar&er =en"

Instructions:

1" (eacher prepares a chart, which shows ) F 8 types of animals* pictures.2" (hen, every pupils will e given a star stic&er, and they will vote their favourite

animal y stic& the star stic&er on the picture of that animal.#" After all they have finished their voting process, teacher collects idea from

students aout the way to conclude which animal is receiving the most stic&ers.%" (eacher guides the learning area to the way of organi/e the data, which

summari/e up the result of the voting survey into numers and record into data

!tale form".'" (eacher provides every students a tale sheet, and chooses a student go to the

front to lead the process of calculating votes.)" (he leader will count the votes 1 y 1, when finish calculate a &ind of animals,

the others pupils need to record down at their tale sheet.+" ?ontinue with the lesson with analysis the result that gather, let students wor& in

groups, and uild the 3(= Animals in ?lass4 from first until last.8" inally, teacher conclude the =G= section y as&ing

a. hich animal received the most votesH. Assuming that horse got most votes y the pupils, what means y thatHc. hat should we do when there are same amount of votes for 2 &inds of

animalsH

0" (eacher can prepare and let students try another category of items li&e fruits,hoies and else.

$eaching Aids:

a) Animals diagram


20/22

?hic&en 9on&ey Elephant ?at Borse 9ouse

7 vote stic&ers

%) $a%le sheet

No Animals *otes

1 ?hic&en 2

2 9on&ey #

# Elephant )% ?at 0

' Borse 1#

) 9ouse

c) $op Animals Chart (Students design them self)

9ah5ong paper; 9anila ?ard , magic =en, mar&er =en

() Brgani,ing and Interpreting 0ata from ta%les and charts

+rganie and -nterpret Data from tables and chart


21/22

Materials: (ale sheet, 6(= Cata Bandling Software, mah5ong paper ; manila card,

mar&er pen, ruler

Instructions:

1" irst of all, teacher will refresh student*s memory aout the vocaulary relating todata organi/ing in graphs.

2" (hen, students will e divided into groups, and each group will get a tales with

data.#" Students are required to analyse the tale given, and uild out a ar chart.%" $efore the students act out the progress, teacher shows some example of ar

chart and explains what ar chart is.'" After students done constructing their ar chart, teacher shows an 6(= data

handling software, the constructing ar chart function y using computer and

pro5ector.

)" (hen, each group sends a representative to &ey in the data for 1 aspect toconstruct the ar chart.+" After done the ar chart, each group compare their result with the correct answer,

and teacher guide students to correct their answer if there are any errors.8" $y using the ar chart too, teacher explores the mode, range, average, maximum

and minimum value with students.0" Students will discuss in group again, and find out the data needed y guidance

with teacher.1"(eacher post another question to all students y giving them a ar chart, and let

them analysis the ar chart to get the selected data including mode, range,

average, maximum and minimum value.

$eaching aids

1" $a%le sheet

No Faourite Su%'ect Amount


22/22

4 $ahasa 9elayu /

# Science 7

/ 9athematics 8

6 English 6

7 -eography 4

8 Sport ;

2" I$ 0ata 2andling Soft&are

#" 9ah5ong =aper ; 9anila ?ard, 9ar&er =en. uler

each activities

Documents