Year 6: Topic 1: Whole Numbers

Topic 1: WHOLE NUMBERS
Learning Area: NUMBERS UP TO SEVEN DIGITS

LEARNING OBJECTIVES
Pupils will be taught to

1 Develop number sense
up to seven digits.
SUGGESTED TEACHING AND

LEARNING ACTIVITIES
Teacher pose numbers in

numerals, pupils name the
respective numbers and write
the number words.
LEARNING OUTCOMES
VOCABULARY
Write numbers in words and

numerals.
million
Pupils will be able to
(i) Name and write numbers

up to seven digits.
Seven-digit numbers are

numbers from 1 000 000 up
to 9 999 999.
Teacher says the number

names and pupils show the
numbers using the calculator or
the abacus, then, pupils write
the numerals.
Provide suitable number line
scales and ask pupils to mark
the positions that represent a
set of given numbers.
of the digits in any whole

number of up to seven
digits.
conversion
place value
explore
5 801 249 = 5 000 000

+ 800 000 + 1 000 + 200
+ 40 + 9
multiple of 10
or
(ii) Determine the place value
digits
Emphasise reading and

writing numbers in extended
notation for example
5 801 249 = 5 millions

+ 8 hundred thousands
+ 1 thousands
+ 2 hundreds + 4 tens
+ 9 ones.
Given a set of numbers, pupils
represent each number using
the number base blocks or the
abacus. Pupils then state the
place value of every digit of the
given number.
Year 6
POINTS TO NOTE
To avoid confusion, initials

for place value names may
be written in upper cases.
number patterns
simplest form
extended notation
round off

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
Year 6
POINTS TO NOTE
VOCABULARY
(iii) Express whole numbers in

a) decimals
b) fractions
of a million and vice versa.
Write numbers in partial

words and numerals, for
example
)a 800 000 is 0.8 million
)b 6 320 000 is 6.32 million
)c 1.4 million is 1 400 000
)d 5.602 million is 5 602 000
)e 3 500 000 is 3
)f
3
4
1
2
million
million is 8 750 000
For fractional number words,

denominators are in
multiples of 10 (10 to 90, 100
and 1000) and reduce
fractional terms to its
simplest form.
Limit decimal terms up to 3
decimal places.
Given a set of numerals, pupils
compare and arrange the
numbers in ascending then
descending order.
(iv) Compare number values

up to seven digits.
(v) Round off numbers to the

nearest tens, hundreds,
thousands, ten thousands,
hundred thousands and
millions.
2
Explain to pupils that

numbers are rounded off to
get an approximate.

LEARNING OBJECTIVES
LEARNING OUTCOMES

LEARNING ACTIVITIES
2 Add, subtract, multiply

and divide numbers
involving numbers up to
seven digits.
Pupils practice addition,

subtraction, multiplication and
division using the four-step
algorithm of
(i) Add any two to five
VOCABULARY
Addition exercises include

addition of two numbers to
four numbers with and
without regrouping.
simpler
Provide mental addition

practice either using the
abacus-based technique or
using quick addition
strategies such as estimating
total by rounding, simplifying
addition by pairs of tens,
doubles, etc.
sequences

numbers to 9 999 999.
1) Estimate the solution.

2) Arrange the numbers
involved according to place
values.
3) Perform the operation.
4) Check the reasonableness
of the answer.
(ii) Subtract
a) one number from a
bigger number less than
10 000 000
b) successively from a
bigger number less than
10 000 000.
Limit subtraction problems to

subtracting from a bigger
number.
Provide mental subtraction
using quick subtraction
strategies.
Quick subtraction strategies
to be implemented are
)a estimating the sum by
rounding numbers
)b counting up and counting
down (counting on and
counting back).
Year 6
POINTS TO NOTE
simulating
analogy

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
(iii) Multiply up to six-digit

numbers with
a) a one-digit number
b) a two-digit number
c) 10, 100 and 1000.
Limit products to less than

10 000 000.
Provide mental multiplication
other multiplication
strategies.
Multiplication strategies to be
implemented include
factorising, completing 100,
lattice multiplication, etc.
a) a one-digit number
Division exercises include

quotients with and without
remainder. Note that r is
used to signify remainder.
b) 10, 100 and 1000
Emphasise the long division

technique.
(iv) Divide numbers of up to

seven digits by
c) two-digit number.
Provide mental division

other division strategies.
Exposed pupils to various
division strategies, such as
)a divisibility of a number
)b divide by 10, 100 and
1 000.
Year 6
VOCABULARY

LEARNING OBJECTIVES

LEARNING ACTIVITIES
Pose to pupils problems in

numerical form, simple
sentences, tables and pictures.
Pupils create stories from given
number sentences.
Teacher guides pupils to solve
problems following Polyas fourstep model of
1) Understanding the problem
2) Devising a plan
LEARNING OUTCOMES
POINTS TO NOTE
(v) Solve
a) addition,
b) subtraction,
Use any of the common

strategies of problem
solving, such as
)a Try a simpler case
)b Trial and improvement
c) multiplication,
)c Draw a diagram
d) division
)d Identifying patterns and

sequences
problems involving
numbers up to seven digits.
)e Make a table, chart or a

systematic list
3) Implementing the plan
)f Simulation
4) Looking back.
)g Make analogy
)h Working backwards.
Year 6
VOCABULARY

LEARNING OBJECTIVES

3 Perform mixed
operations with whole
numbers.

LEARNING ACTIVITIES
Explain to pupils the conceptual

model of mixed operations then
connect the concept with the
procedures of performing
operations according to the
order of operations.
LEARNING OUTCOMES
VOCABULARY
Mixed operations are limited

to not more than two
operators, for example
compute
(i) Compute mixed operations

problems involving addition
and multiplication.
)a 427 890 15 600 25 =

)b 12 745 + 20 742 56 =
Teacher pose problems

verbally, i.e., in the numerical
form or simple sentences.
(ii) Compute mixed operations

(iii) Compute mixed operations
problems involving
subtraction and division.
problems involving
brackets.
Order of operations
B brackets
O of
D division
M multiplication
A addition
S subtraction
Examples of mixed
operations with brackets
)a (1050 + 20 650) 12 =
)b 872 (8 4) =
2) Devising a plan
)c (24 + 26) (64 14) =

4) Looking back.
(iv) Solve problems involving

mixed operations on
numbers of up to seven
digits.
Year 6
POINTS TO NOTE
mixed operations
bracket
horizontal form
vertical form

LEARNING OBJECTIVES

1 Add three mixed
numbers with denominators
of up to 10.

LEARNING ACTIVITIES
Demonstrate addition of mixed

numbers through
1) paper folding activities
LEARNING OUTCOMES
VOCABULARY
An example of addition of
three mixed numbers with
the same denominator of up
to 10.
mixed numbers
3 71 1 72 2 37
multiplication tables
(i) Add three mixed numbers

with the same denominator
of up to 10.
2) fraction charts
3) diagrams
4) number lines
5) multiplication tables
number sentences involving
mixed numbers.
(ii) Add three mixed numbers

with different denominators
of up to 10.
An example of addition of
three mixed numbers with
different denominators of up
to 10.
2 31 1 61 2
1
4
Write answers in its simplest

form.
(iii) Solve problems involving

addition of mixed numbers.

2) Devising a plan
4) Looking back.
7
Year 6
POINTS TO NOTE
equivalent fractions
simplest form

LEARNING OBJECTIVES

2 Subtract mixed
numbers with denominators
of up to 10.

LEARNING ACTIVITIES
Demonstrate subtraction of
mixed numbers through
1) paper holding activities
LEARNING OUTCOMES
VOCABULARY
An example of subtraction
involving three mixed
numbers with the same
denominator of up to 10.
mixed numbers
(i) Subtract involving three

mixed numbers with the
same denominator of up to
10.
2) fractions charts
3) diagrams
4
5
1 52 1 51
4) number lines
5) multiplication tables
number sentences involving
mixed numbers.
(ii) Subtract involving three

mixed numbers with
different denominators of
up to 10.
An example of subtraction
involving three mixed
numbers with different
denominators of up to 10.
7 87 3
1
4
1 21
Write answers in its simplest

form.
Pose to pupils, problems in the
real context in the form of
1) words,
(iii) Solve problems involving

subtraction of mixed
numbers.
2) tables,
3) pictorials.
Year 6
POINTS TO NOTE
equivalent fractions
simplest form
multiplication tables

LEARNING OBJECTIVES

3 Multiply any mixed
numbers with a whole
numbers up to 1000.

LEARNING ACTIVITIES
Use materials such as the

hundred squares to model
multiplication of mixed
numbers. For example,
2 21 100 ?
LEARNING OUTCOMES
Year 6
POINTS TO NOTE
VOCABULARY
Model multiplication of mixed

numbers with whole
numbers as grouping sets of
objects, for example
mixed numbers
(i) Multiply mixed numbers

with a whole number.
1
3
300 means 3
1
3
groups of sets of 300.

Suppose we have a set of
100 objects. Two groups or
sets will contain 200 objects,
i.e. 2 100 200
.Therefore, 2
contain 2
1
2
1
2
groups will
100 250
objects.
Limit the whole number
component of a mixed
number, to three digits. The
denominator of the fractional
part of the mixed number is
limited to less than 10.
Present calculation in clear and

organised steps.
5
100
2
5
50
1
250
2 21 100
portions
simplest form

LEARNING OBJECTIVES

4 Divide fractions with a
whole number and a
fraction.

LEARNING ACTIVITIES
Teacher models the division of

fraction with another fraction as
sharing. The following
illustrations demonstrate this
idea
1
21 1
2
LEARNING OUTCOMES
(ii) Divide fractions with

a) a whole number
b) a fraction.
Limit denominators for the

dividend to less than 10.
Limit divisors to less than 10
for both the whole number
and fraction.
Some models of division of a
fraction with a fraction
1
4
1
2
3
4
1
2
1
4
1
4
Half a vessel of liquid poured

into a quarter-vessel makes two
full quarter-vessels.
a) a whole number
1
4
b) a fraction.
1
2
1
2
1
2
3
4
1
4
1
2
1
2
2
2
1
1
2
or
1
2
1
4
41 2 21 2
41 2 1
or
(iii) Divide mixed numbers with
VOCABULARY
Half a vessel of liquid poured

into a half-vessel makes one full
half-vessel.
1
1
2
Year 6
POINTS TO NOTE
1
2
10
1
4
1
2
1
4
2 1
1
2
1
2

LEARNING OBJECTIVES

1 Perform mixed
operations of addition and
subtraction of decimals of
up to 3 decimal places.

LEARNING ACTIVITIES
Pupils add and/or subtract

three to four decimal numbers
in parts, i.e. by performing one
operation at a time in the order
of left to right. Calculation steps
are expressed in the vertical
form.
The abacus may be used to
verify the accuracy of the result
of the calculation.
LEARNING OUTCOMES
Year 6
POINTS TO NOTE
VOCABULARY
Some examples of mixed

operations with decimals.
decimal number
(i) Add and subtract three to

four decimal numbers of up
to 3 decimal places,
involving
0.6 + 10.2 9.182 =

8.03 5.12 + 2.8 =
a) decimal numbers only
126.6 84 + 3.29 =
b) whole numbers and

decimal numbers.
or
10 4.44 + 2.126 7 =
2.4 + 8.66 10.992 + 0.86 =
0.6 + 0.006 +3.446 2.189 =
An example of how
calculation for mixed
operations with decimals is
expressed.
126.6 84 + 3.29 = ?
1 2 6 .
+
8 4
2 1 0 .
11
3 .
2 9
2 0 7 .
3 1
decimal places

LEARNING OBJECTIVES

1 Relate fractions and
decimals to percentage.

LEARNING ACTIVITIES
Use the hundred-squares to

model conversion of mixed
numbers to percentage. For
3
example, convert 1 10
to
LEARNING OUTCOMES
percentage.
percentage.
100
100
100%
VOCABULARY
Fractions can be modeled as

parts of a whole, groupings
of sets of objects, or division.
To relate mixed numbers to
percentages, the numbers
have to be viewed as
fractions. Mixed numbers
have to be converted to
improper fractions first, to
give meaning to the
relationship mixed numbers
with percentages. For
example
simplest form
(i) Convert mixed numbers to
3
30
10 100
1 21
3 3 50 150
100%
2 2 50 100
30%
The shaded parts represent

130% of the hundred-squares.
(ii) Convert decimal numbers

of value more than 1 to
percentage.
Limit decimal numbers to

values less than 10 and to
two decimal places only.
An example of a decimal
number to percentage
conversion
2.65
12
Year 6
POINTS TO NOTE
265
265%
100
multiples
percent
percentage

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
Demonstrate the concept of

percentage of a quantity using
the hundred-squares or multibased blocks.
(iii) Find the value for a given
VOCABULARY
Finding values for

percentage of a quantity,
shall include the following,
simplest form
percentage of a quantity.
Quantity value of
)a 100
)b less than 100
)c more than 100,
Percentage value of
)a less than 100%
The shaded parts of the two

hundred-squares is 128% of
100.
)b more than 100%.

Sample items for finding
values for percentage of a
quantity are as follows:
Guide pupils to find the value

for percentage of a quantity
through some examples, such
as
)a 9.8% of 3500
45% of 10
)b 114% of 100
450
10 45
100
)c 150% of 70
)d 160% of 120
13
Year 6
POINTS TO NOTE
multiple
income
expenses
savings
profit
loss
discount
dividend
interest
tax
commission

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES

percentage of a quantity.
(iv) Solve problems in real
Pose to pupils, situational

problems in the form of words,
tables and pictorials.
1 Use and apply number
sense in real context
involving money.
Provide to pupils a situation

involving money where mixed
operations need to be
performed. Then, demonstrate
how the situation is
transformed to a number
sentence of mixed operations.
POINTS TO NOTE

context involving
relationships between
percentage, fractions and
decimals.
(i) Perform mixed operations

with money up to a value of
RM10 million.
Solve problems in real life

involving percentage
calculation of income and
expenditure, savings, profit
and loss, discount, dividend
or interest, tax, commission,
etc.
Mixed operations exercise
may also include brackets,
for example
RM8000 + RM1254 RM5555 =
RM125.05 RM21 RM105.95 =
(RM100 + RM50) 5 =
Pupils solve mixed operations

involving money in the usual
proper manner by writing
number sentences in the
vertical form.
Year 6
VOCABULARY
(RM125 8) (RM40 8) =
RM1200 (RM2400 6) =
mixed operation
bracket
savings
income
expenditure
investments
cost price
selling price
profit
14

LEARNING OBJECTIVES

LEARNING ACTIVITIES
Pose problems involving

money in numerical form,
simple sentences, tables or
pictures.
LEARNING OUTCOMES
Year 6
POINTS TO NOTE
VOCABULARY
Discuss problems involving

various situations such as
savings, income,
expenditure, investments,
cost price, selling price,
profit, loss and discount.
loss
calculation
a) months
Some basic ideas of points

in time so that calculation of
duration is possible, are as
follows:
b) years
For duration in months,

from March until October.
calendar
(ii) Solve problems in real

context involving
computation of money.

discount
computation

2) Devising a plan
4) Looking back.
1 Use and apply

knowledge of time to find
the duration.
Pupils find the duration from

the start to the end of an event
from a given situation with the
aid of the calendar, schedules
and number lines.
(i) Calculate the duration of an

event in between
c) dates.
For duration in years and

months, from July 2006
to September 2006.
For duration in years,
months and days,
)a from 25th March
2004 up to 25th June
15
compute
date
schedule
duration
event
month
year

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE

2004, or
)b from 27th May 2005
till 29th June 2006.
(ii) Compute time period from

situations expressed in
fractions of duration.
An example of a situation
expressed in a fraction of
time duration

computation of time in
sentences, tables or pictures.
(iii) Solve problem in real

context involving
computation of time
duration.

2) Devising a plan
4) Looking back.
16
2
3
of 2 years.
Discuss problem involving

various situations such as
event, calendar etc.
Year 6
VOCABULARY

LEARNING OBJECTIVES

LEARNING ACTIVITIES
1 Use and apply

fractional computation to
problems involving length.
Use scaled number lines or

paper strips to model situations
expressed in fractions.
1
2
LEARNING OUTCOMES
situation expressed in
fraction.
of 4 km.
1
2
The term fraction includes

mixed numbers.
proper fraction
An example of computing
length from a situation
expressed in fraction is as
follows:
3
5
of 120 km
In this context, of is a
multiplication operator, so,
km
0
VOCABULARY
(i) Compute length from a
3
360
120
72
5
5
17
Year 6
POINTS TO NOTE
length
measurement
centimetre
metre
kilometre

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE

3
5

computation of length in
(ii) Solve problem in real

context involving
computation of length.

Year 6
VOCABULARY
of 120 km is 72 km.
Problems involving
computation of length may
also include measuring,
conversion of units and/or
calculation of length.
The scope of units of
measurement for length
involves cm, m and km.

2) Devising a plan
4) Looking back.
1 Use and apply
problems involving mass.
Use the spring balance,

weights and an improvised
fractional scale to verify
computations of mass.
(i) Compute mass from a

fraction.
mass from a situation
expressed in fraction is as
follows:
2
1
2
of 30 kg
5
30
2
150
2
75
2 21 30
18
proper fraction
mixed number
mass
conversion
weight
gram
kilogram

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
1
2
Year 6
VOCABULARY
of 30 kg is 75 kg.
1
4
1
2
3
4
50 g
1
100 g

computation of mass in

context involving
computation of mass.

Problems involving
computation of mass may
also include measuring,
conversion of units and/or
calculation of mass.
measurement for mass
involves g and kg.

2) Devising a plan
1 Use and apply
problems involving volume
of liquid.
4) Looking back.
Use the measuring cylinder and
an improvised fractional scale
to verify computations of
volumes of liquid.
(i) Compute volume of liquid

from a situation expressed
in fraction.
volume of liquid from a
fraction is as follows:
proper fraction
mixed number
volume of liquid
conversion
19

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
0
100
ml
1
4
1
2
3
4
of 400
3
1200
400
8
8
150
25 ml

volume of liquid in numerical
form, simple sentences, tables
or pictures.
3
8
3
8

context involving
computation of volume of
liquid.

Year 6
VOCABULARY
litre
millilitre
of 400 is 150 .
Problems involving
computation of volume of
liquid may also include
measuring, conversion of
units and/or calculation of
volume of liquid.
measurement for volume of
liquid involves m and .

2) Devising a plan
4) Looking back.
1 Find the perimeter and

area of composite twodimensional shapes.
Pupils construct twodimensional composite shapes

on the geo-board or graph
paper. Pupils then measure the
perimeter of the shapes.
(i) Find the perimeter of a twodimensional composite

shape of two or more
quadrilaterals and triangles.
20
A perimeter is the total

distance around the outside
edges of a shape.
Limit quadrilaterals to
perimeter
square,
rectangle

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
VOCABULARY
squares and rectangles, and

triangles to right-angled
triangles.
triangle
Teacher provides a twodimensional composite shape

with given dimensions. Pupils
calculate the perimeter of the
shape.
Year 6
POINTS TO NOTE
Given below are examples of

2-D composite shapes of two
or more quadrilaterals and
triangles.
quadrilateral
composite
two-dimensional
geo-board
length
breadth
area
Pupils construct twodimensional composite shapes

on the geo-board or graph
paper. Pupils then find the area
of the shapes.
(ii) Find the area of a twodimensional composite

quadrilaterals and triangles.
21
To calculate area of 2-D

shapes, use the following
formulae
Area A, of a square with
sides a in length.
quadrilateral
triangle
grid
geo-board

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
Year 6
VOCABULARY
A aa
Teacher provides a twodimensional composite shape

calculate the area of the shape.
Area A, of a rectangle with

length l and breadth b.
A l b
Area A, of a triangle with
base length b and height h.
A
Pose problems of finding
perimeters and areas of 2-D
shapes in numerical form,
pictures.
1
2
b h
(iii) Solve problems in real

contexts involving
calculation of perimeter and
area of two-dimensional
shapes.

2) Devising a plan
4) Looking back.
1 Find the surface area
and volume of composite
three-dimensional shapes.
Pupils draw net according to

the given measurements, cut
out the shape and fold to make
a three-dimensional shape.
Next, unfold the shape and use
the graph paper to find the
(i) Find the surface area of a

three-dimensional
composite shape of two or
more cubes and cuboids.
Use only cubes and cuboids

to form composite 3-D
shapes. Examples of these
shapes are as below
cube
cuboid
three-dimensional
volume
22

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
Year 6
POINTS TO NOTE
VOCABULARY
area. Verify that the area is the

surface area of the 3-D shape.
length
breadth
Teacher provides a threedimensional composite shape

calculate the surface area of
the shape.
Pupils construct threedimensional composite shapes

using the Dienes blocks. The
volume in units of the block is
determined by mere counting
the number of blocks.
height
(ii) Find volume of a threedimensional composite

cubes and cuboids.
Teacher provides a threedimensional composite shape

calculate the volume of the
shape.
For a cuboid with length l,

breadth b and height h, the
volume V of the cuboid is
V=lbh
b
l
23

LEARNING OBJECTIVES

LEARNING ACTIVITIES
LEARNING OUTCOMES
Pose problems of finding

surface area and volume of 3-D
shapes in numerical form,
pictures.
(iii) Solve problems in real

contexts involving
calculation of surface area
and volume of threedimensional shapes.

2) Devising a plan
4) Looking back.
24
POINTS TO NOTE
Year 6
VOCABULARY

LEARNING OBJECTIVES

1 Understand and
compute average.

LEARNING ACTIVITIES
Arrange four stacks of coins as

in the diagram below. Pupils
tabulate the number of coins in
each stack. Ask pupils what
would be the number of coins
in each stack if the coins were
evenly distributed. Pupils share
among the class on how they
arrive at the average number.
LEARNING OUTCOMES
VOCABULARY
Average is the common

central value for a set of
items in between the lowest
and the highest value of the
items. The formula to
calculate average is
average
(i) Calculate the average of up

to five numbers.
average
total item values

number of items
An example
Find the average value of
these numbers1.2, 3.65,
0.205, 4, 5.8.
1.2 3.65 0.205 4 5.8

5
14.855
5
2.971
Teacher demonstrates how the

average is calculated from a
given set of data.
Limit the value of averages

to three decimal places.
25
Year 6
POINTS TO NOTE
decimal place
item
value

LEARNING OBJECTIVES

LEARNING ACTIVITIES

average in numerical form,
pictures.
LEARNING OUTCOMES
VOCABULARY
Use quantities objects or

people, money, time, length,
mass, volume of liquid, etc.,
as context for problems.
average
(ii) Solve problems in real

contexts involving average.
Include compound units for

calculation of average when
dealing with money and
time.

An example problem
2) Devising a plan
The table below is the time

clocked by four runners of a
team running the mile. What
is the average time made by
the team to run the mile?

4) Looking back.
26
Year 6
POINTS TO NOTE
Runner
time
2 hr 10 min
2 hr 5 min
1 hr 50 min
1 hr 40 min
decimal place
quantity
Topic 11: DATA HANDLING

Learning Area: ORGANISING AND INTERPRETING DATA
LEARNING OBJECTIVES

1 Organise and interpret
data from tables and
charts.

LEARNING ACTIVITIES
Teacher prepares some

templates in the form of circular
fraction charts and a suitable
data set. Teacher then guides
pupils to select the right
template to begin constructing
the pie chart.
LEARNING OUTCOMES
VOCABULARY
Scope data sets for pie chart

construction, convertable to
proper fractions with
denominators up to 10 only.
For example
pie chart
Name
Dolls Own
maximum
Aishah
minimum
Bee Lin
Chelvi
Doris
(i) Construct a pie chart from

a given set of data.
Circular Fraction Chart Templates
The Owners of 10 Dolls
Total number of dolls owned

by the girls is 10.
Aishah has
Doris
40%
10%
Chelvi
Aishah
30%
3
10
of the total
number of dolls, Bee Lin has

1
5
, Chelvi
has
20%
Bee Lin
Year 6
POINTS TO NOTE
2
5
1
10
, while Doris
of the total number
of dolls.
Percentage may be used in
the legend.
frequency
mode
range
Topic 11: DATA HANDLING

Learning Area: ORGANISING AND INTERPRETING DATA
LEARNING OBJECTIVES

LEARNING ACTIVITIES
Teacher provides a pie chart

and guides pupils to extract
information from the chart to
construct a data table. Remind
the meaning of frequency,
mode, range, etc.
LEARNING OUTCOMES
Year 6
POINTS TO NOTE
VOCABULARY
Introduce the term mean as

an average value.
average
(ii) Determine the frequency,

mode, range, mean,
maximum and minimum
value from a pie chart.
mean
Extract information from a

given pie chart to construct a
data table.
Pupils discuss and present

their findings and
understanding of charts and
tables.
Mathematics test scores

of 100 pupils
The electronic spreadsheet

may be used to aid the
understanding of charts and
tables.
10%
10%
30%
E
D
10%
C
B
40%
From the data table,

What is the most common
score? (mode)
The highest mark for
students who scored A is 85
and the lowest is 80. For the
score of E, the highest mark
is 29 while the lowest is 17.
INTEGRATED CURRICULUM FOR PRIMARY SCHOOLS
MATHEMATICS YEAR 6
CONTRIBUTORS
Advisor
Mahzan bin Bakar
SMP, AMP
Director
Curriculum Development Centre
Hj. Zulkifly bin Mohd Wazir

Deputy Director
Editorial
Advisors
Cheah Eng Joo

Principal Assistant Director
(Science and Mathematics)
Abd Wahab bin Ibrahim

Assistant Director
(Head of Mathematics Unit)
EDITORS
Rosita Mat Zain
Lim Chiew Yang
Assistant Director
Liew Sook Fong
Wong Sui Yong
Haji Zainal Abidin bin Jaafar
Assistant Director
SK Undang Jelebu, Kuala Klawang, Negeri Sembilan
Susilawati Ehsan
SK Felda Mata Air, Padang Besar (U) Perlis
Assistant Director
Mohd Ali Henipah bin Ali
SK Rahang, Seremban, Negeri Sembilan

SK Temiang, Seremban, Negeri Sembilan
Nor Milah bte Abdul Latif

Daud bin Zakaria
SK Sg Jejawi, Teluk Intan, Perak
Assistant Director
Bashirah Begum bte Zainul Abidin
Mazlan Awi
Haji Ahmad bin Haji Omar
SK Teluk Mas, Pokok Sena, Kedah
Assistant Director
SK Bukit Nikmat, Jerantut, Pahang
Sugara Abd. Latif
SK Seri Tunjong, Beseri Perlis
Assistant Director
Aziz Naim
Assistant Director
Romna Rosli
Assistant Director
WRITERS
Aziz Naim
Romna Rosli
Abd Rahim bin Ahmad

Maktab Perguruan Sultan Abdul Halim Sungai Petani
Mat Shaupi bin Daud

Bebi Rosnani Mohamad
SK Indera Mahkota, Pahang
Cheah Pooi See

SJK(C) Kampung Baru Mambau, Negeri Sembilan
Rafishah Bakar
SK Tengku Budriah, Arau, Perlis
Osman bin Kechik

SK Mutiara Perdana, Bayan Lepas, Pulau Pinang
LAYOUT AND ILLUSTRATION

Sahabudin Ismail
SK Kebor Besar, Manir Terengganu

Year 6: Topic 1: Whole Numbers

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Topic 1: WHOLE NUMBERS

Learning Area: NUMBERS UP TO SEVEN DIGITS

Pupils will be taught to

SUGGESTED TEACHING AND

Teacher pose numbers in

Write numbers in words and

Pupils will be able to

(i) Name and write numbers

Seven-digit numbers are

Teacher says the number

of the digits in any whole

5 801 249 = 5 000 000

(ii) Determine the place value

Emphasise reading and

5 801 249 = 5 millions

To avoid confusion, initials

Topic 1: WHOLE NUMBERS

Pupils will be taught to

SUGGESTED TEACHING AND

Pupils will be able to

(iii) Express whole numbers in

Write numbers in partial

million is 8 750 000

For fractional number words,

(iv) Compare number values

(v) Round off numbers to the

Explain to pupils that

Topic 1: WHOLE NUMBERS

Pupils will be taught to

SUGGESTED TEACHING AND

2 Add, subtract, multiply

Pupils practice addition,

(i) Add any two to five

Addition exercises include

Provide mental addition

Pupils will be able to

1) Estimate the solution.

Limit subtraction problems to

Topic 1: WHOLE NUMBERS

Pupils will be taught to

SUGGESTED TEACHING AND

Pupils will be able to

(iii) Multiply up to six-digit

Limit products to less than

Division exercises include

b) 10, 100 and 1000

Emphasise the long division

(iv) Divide numbers of up to

Provide mental division

Topic 1: WHOLE NUMBERS

Pupils will be taught to

SUGGESTED TEACHING AND

Pose to pupils problems in

Pupils will be able to

Use any of the common

)d Identifying patterns and

)e Make a table, chart or a

3) Implementing the plan