SUKATAN PELAJARAN PENDIDIKAN PEMULIHANMATHEMATIC IN ENGLISH

BIL.

SKILLS ACTIVITIES RESOURCES / AIDS

1. PRE – NUMBER1.1. To classify concrete and

semi-concrete object.i. Colourii. Sizesiii. Shapesiv. Types

i ) Colour.a). To recognize colourb). To name colour.c). To join colours card.d). To sort out colour.e). To match colour with object.f). To colour according to instruction.

ii) Sizesa). To compare the sizes of concrete object show.b). To recognize big / small sizes, tall, short, long/short. c). To name sizes.d). To sort out semi-concrete object according to sizes.e) To match the same sizes.f) To colour the same sizes.

iii) Shapesa) To sort out objects according to shapes.b) To name the shapes.c) To match the shaped card with concrete object.d) To colour same shapes.

iii). Typesa) To name objects according to types.b) To group semi concrete objects according to types.c) To classify picture objects according to types.d) To colour / draw objects according to types.

Primary colour card.Colour pencil.Concrete objects of various shapes.Worksheet.Computer software.

Concrete objects of various sizes.Card of different sizes.Worksheet.Computer software.

Concrete objects of various shapes.Shapes cards.Worksheet.Video.

Various types of picture:a. Living and non living things.b. sex.c. food.d. vehicles.e. animals.

Worksheet

2 NUMBERS CONCEPT

2.1. To state quantity by comparison.

2.1.1 Many or few.

2.1.2 Equal or not equal

2.1.3 More or less

i. To classify group. a. Many or more. b. Few or less. c. Equal amount. d. Not equal amount.

ii. To colour groups. a. Many or more. b. Few or less. c. Equal amount. d. Not equal amount.

iii. To match the groups with the same amount. a. To name the groups. b. Many or more. c. Equal amount.

d. Not equal amount.

Concrete objects.

Picture.

Worksheets.

3.. RECOGNIZE NUMBERS.

3.1. Value of numbers. 3.1.1. 1 to 5. 3.1.2. 6 to 9

3.2. To recognize numbers 1 to 9. 3.2.1. Recognizing numbers In words form.

3.3. Numbers 1 to 10.i) Ascending orderii) Descending orderiii) Between numbers

i. To count real objects. a. Prepared objects. b. Objects in the classroom.

ii. To group objects according to numbers in the instruction.

iii. To determine of to name numbers of objects spontaneously.

iv. To count objects one by one using fingers.

v. To match numbers with the value and vice versa using concrete of semi - concrete objects.

vi. To write on the air, sand, tray, etc……

vii.To trace sequential numbers kinesthetically.

viii.To trace numbers in order with colour pencil using template.

ix. To write numbers on dotted lines.

x. To form numbers on dotted lines.

xi. To group ( sort out ) the same numbers.

xii. Numbers games.a. domino b. snake and ladders c. dart.

xiii. To write numbers 1 to 10.

xiv. Counting and writing matching numbers.

xv. Writing numbers in word form.

Real object.

Counters, pencils and erasers.

Numbers cards.

Kinesthetic cards.

Stencil numbers.

Worksheet.

Picture cards.

Domino cards.

4. TO RECORNIZE ZERO “0” i. To reduce concrete objects / materials one by one in group to introduce zero value.

ii. To show zero symbol with numbers cards.

iii.To emphasize the use of zero in number 10, 20, 30 40 and 50 as one place value ( ones ).

iv. Addition involving zero.a. In horizontal layout within ten.b. In vertical layout within ten.

v.Subtraction involving zero. a. In the horizontal layout within ten. b. In vertical layout within ten.

“ 0 “ cards.

Concrete objects.

Glass or transparent box.

Double numbers cards in ten.

Audio visual.

Computer software.

5. ADDITOIN WITHIN TEN.

5.1 To recognize addition concept.

5.2 To write the Mathematical sentence for addition by the process of regrouping.

5.3 To complete the Mathematical sentence for addition involving numbers to 10.

5.4 To add spontaneously addition facts involving numbers to 10.

5.5 Problem solving

i. To state the numbers of objects in the groups.

ii. To state two groups of counters and the total.

iii. To make two groups of objects and putting numbers cards on the group after counting the objects.

iv. To write the mathematical sentence for the process of regrouping.

v. To introduce symbols “ plus “ and “ equal to “ in mathematical sentence based on the picture.

vi. To write the mathematical sentence based on the picture.

vii. To complete the mathematical sentence based on the picture.

viii. To complete the mathematical sentence for the operation of addition.

ix. To add spontaneously addition facts involving numbers to 10.

x. Solving daily problems involving addition within 10.

Counters.

Rubber bands.

Boxes.

Number cards.

Cuisenaire rod.

Computer software.

Audio – visual

Symbol cards (+) (=)

Numbers card.

6. SUBTRACTION WITHIN 10

6.1 To recognize subtraction concept.

6.2 To write the mathematical sentence by the process of separation.

6.3 To complete Mathematical sentence for subtraction involving number up to 10.

6.4 To subtract spontaneously the basic facts of subtraction numbers up to 10.

6.5 Problem solving .

i. To state number of objects in the group.

ii. To separate one big group of concrete objects two small group.

iii. To separate one big group into two small group using concrete objects and numbers cards.

iv. To write subtraction statements based on the picture.

v. To write the subtraction statement by introducing subtraction and balance.

vi. To introduce symbol ‘ minus ‘ and “ equal to “ in mathematical sentence based on the picture.

vii. To write the mathematical sentence for subtraction based on the picture.

viii. To change the mathematical sentence for subtraction for vertical layout.

Ix. To subtract spontaneously basics facts of subtraction involving numbers to 10.

Counters of concrete materials

Real objects.

Symbols cards ( - ) ( = )

Flash cards of basics of subtraction.

x. Solving daily involving subtraction within 10.

7. RECOGNIZING NUMBERS11 TO 50

7.1 To name and determine the value of numbers.

7.2 To write numbers.

7.3 To complete numbers by Enumerating.( counting one by one ).

7.4 To write numbers in words

7.5 To determine the place value of tens and ones.

7.6 To write numbers in horizontal layout.

i. To counts objects ( counters ). a) Ascending. b) Descending

ii. To name each group according to the number of object

iii. To match suitable number cards with the group of objects of vice versa.

iv. To write the numbers mentioned.

v. To write numbers according to the numbers of object or picture.

vi. To write the numbers in sequence.

Concrete objects.

Bottle caps.

Seeds, beads, ice-cream sticks etc…..

Numbers cards 1 – 50

Picture cards.

Counters.

Abacus.

8. ADDITION WITHIN 18

8.1 To write the mathematical Mathematical sentence for the operation of addition by the process of regrouping.

8.2 To complete the Mathematical sentence for addition involving numbers to 18.

8.3 To add spontaneously basics facts of addition.

8.4 To write the sum in vertical layout involving numbers to 18.

8.5 Problem solving.

i. To state the number of objects in the group. (> 9 )

ii. To combine two groups of objects and to state the total

iii. To make two groups of objects and place the numbers cards after counting all the objects in the group.

iv. To write the mathematical sentence for the process of combination using symbols.

v. To write mathematical sentence for addition based on picture.

vi.To complete the mathematical sentence.

v. To write the mathematical sentence for addition based on picture.

vi. To complete the mathematical sentence.

vii. To change the mathematical sentence for addition from horizontal layout to vertical layout or layout.

viii. To solve daily problem involving the operation of addition within 18.

Counters.

Numbers cards.

Picture cards.

Flash cards

9. SUBTRACTION WITHIN 18

9.1 To write the mathematical

i. To state the numbers of objects in groups within 18.

ii. To separate a big group of concrete into two small

Counters.

Number cards.

sentence.

9.2 To complete the mathematical sentences

9.3 To subtract spontaneously basics subtraction facts.

9.4 To write the sum in Vertical layout.

9.5 Problem solving

group.

iii. To write the mathematical statement based on picture using subtraction and balance.

iv. To write the mathematical sentence by introducing the symbol ( - ) and ( = ).

v. To write the mathematical sentence based on pictures

vi. To complete the mathematical sentence for subtraction

vii.To write of subtraction in vertical layout.

viii. Solving daily problems involving subtraction within 18.

Worksheet.

Numbers line

Concrete objects

Word cards.

Symbols cards ( - ) ( = )

Mathematical sentence cards.

10.

11.

ADDITION WITHIN 50, WITHOUT REGROUPING.

10.1 To add any two numbers, one digit and in multiples of tens and vise versa.

10.2 To add any two numbers one digit and two digits and vice versa.

10.3 To add any two numbers, Two digits.

10.4 Problem solving

ADDITION WITHIN 50 BY REGROUPING.

11.1 To add any two numbers, two and one digit and vice versa. 11.1.1 Horizontal layout.

i. To add one numbers in multiples of tens with a one digit numbers.

a) To add one digit number with zero.b) To add one digit number with one digit numberc) To add one digit number with one digit number

in multiples of tens and vice versa.d) To change the mathematical sentence from

horizontal layout into vertical layout

ii. To add two digit numbers with a one digit number.a) To show the value of two numbers by using a

counters in tens and ones.b) To combine two groups of counters on the place value cards according to its value.c) To replace and numbers cards.d) To solve the operation in vertical layout.

iii. To add two two-digits numbers without regrouping.a) To shoe the value of two number with counters

in tens and ones.b) To combine two groups of counters on the

place value cards according to the place value.c) To replace counters with numbers cards.d) To change the mathematical sentence for

addition in vertical layout.e) To solve daily problems involving addition

within 50 without regrouping.

i. To add any two numbers, two digits with one digits add vive versa.

a) To show the value of two numbers with counters in tens and ones.

b) To start two groups of counters on the place value card according to the place value.

c) To replace numbers with numbers card.d) To change the addition from horizontal to vertical

Flash cards.

Worksheets

Counters

Place value cards of tens and ones

Counters.

Symbols card ( + ) ( = )

Numbers card.

Counters cards.

11.1.2 Vertical layout.

11.2 To add any two numbers of two digits with two digits.

11.2.1 Horizontal layout.

11.2.2 Vertical layout.

11.3 Problem solving

layout.

ii. To add any two numbers, two digits with two digits.a) To show the value if two numbers with counters

in tens and ones.

b) To combine two groups of counters on the place value card according to the place value.

c) To replace the counters with numbers cardd) To change and solve the mathematical sentence

for addition from horizontal and vertical layout.

iii. To solve daily problem involving addition of any two digits within 50 by regrouping.

12. SUBTRACTION WITHIN 50 WITHOUT REGROUPING.

12.1 To subtract any one digits numbers from two digits number.

12.1.1 Horizontal layout. 12.2.2 Vertical layout.

12.2 To subtract any two digits from two digit numbers in horizontal and vertical layout.

12.2.3 To subtract any numbers in multiples of tens from two digits numbers in horizontal and vertical layout.

12.2.4 Problem solving.

i. To subtract any two numbers, two digits with two digits.

a) To place the counters on the place cards.b) To take out the numbers of counters to be

subtract.c) To repeat the process by using numbers cards.d) To solve the subtraction in horizontal and

vertical layout.

ii. To subtract any two digits numbers from two digits numbers.

iii. To subtract any numbers in multiples of tens from two digit numbers.

iv. To solve daily problems involving subtraction within 50 without regrouping.

Counters.

Symbol cards ( - ) ( = ).

Numbers cards.

Place value cards.

Counters cards.

Mathematical sentence cards.

Numbers cards.

13. SUBTRACTION WITHIN 50 BY REGROUPING

13.1. To subtract any one digit numbers from two digits numbers .in horizontal and vertical layout.

13.2 To subtract any two numbers of two digit with two digits numbers in horizontal and vertical layout.

To revise basics facts of subtraction orally and in written form.

i . Two digits with one digits ( by regrouping )

a) To show the value of two digits using counters in tens and ones.

b) To untie one bundle of tens and to place them in “ones” place value.

c) To take out the numbers of counters to be subtraction.

d) To replace numbers with one cards.e) To change and solve the mathematical sentence

of addition from horizontal and vertical layout.

Picture cards.

Symbols cards.

Place value cards.

Counters.

Counters cards.

Numbers cards.

Symbol cards (-) (=)

13.3 To subtract any one digit from any numbers in multiples of tens in horizontal and vertical layout.

13.4 To subtract any two digit numbers from numbers in multiples of tens in horizontal and vertical layout.

13.5 Problem solving.

ii. To subtract any two numbers of two digit with two digit numbers.

a) To place counters on the place value card.b) To untie one bundle of tens and to place them in

ones place value.c) To take out the number of counters to be

subtracted.d) To repeat the process (b) and (c) by using

number cards.e) To solve the subtraction in horizontal and

vertical layout.

iii. To subtract one digit number from a number in multiples of tens.

a) To place the counters on the place value cards.b) To untie a bundle of tens and place them in ones

place value.c) To take out the number of counters to be

subtracted.d) To repeat process (a) , (b) and (c) by using a

cards.e) To solve the subtraction in horizontal and vertical

layout.

iv. To subtract two digit number from a number in multiples of tens.

a) To place the sticks on the place value cards.b) Untie a bundle of tens and place them in ones

place.c) Take out the numbers of counters to be

subtracted.

v. To solve daily problems involving subtraction of any two, numbers two digits numbers from numbers in multiples of tens within 50.

14. TO RECOGNIZE NUMBERS 51 TO 99

14.1 To name and determine The value :51 to 60 81 to 9061 to 70 91 to 9971 to 80

14.2 Writing numbers:51 to 60 81 to 9061 to 70 91 to 9971 to 80

14.3 To complete numbers by enumerating.

14.4 To write the numbers in word form.

14.5 To determine the place value of tens and ones.

14.6 To write the mathematical sentence in in horizontal layout.

14.7 Problem solving

i. To count in tens using bundle of tens. ii. To say number cards that are shown.

iii. To match the bundle of counters with numbers cards.

iv. To recognize the place value of tens and ones using the counters.

v. Point to the number mentioned.

vi. To write the number according to the number or of items or picture.

vii. To add any two digits number with one digit number without involving zero.a) Vertical layout.b) Horizontal layout.

viii. To add two digits number with two digits number involving zero.

ix. To solve daily problem involving the addition of numbers within 100 without regrouping.

Counters.

Bundles of tens.

Picture cards.

Place value cards.

15.

16.

ADDITION WITHIN 100 BY REGROUPING.

15.1 To add any one digit numbers with two digits two digits number of vice versa in horizontal and vertical layout.

15.2 To add any two digits numbers in horizontal and vertical layout.

SUBTRACTION WITHIN 100 WITHOUT REGROUPING.

16.1 To subtract any one digits numbers from two digits number.

16.1.1 Horizontal layout.

i. To add any two digit number with one digit number or vice versa without involving zero.

ii. To add any two digit number with one digit number involving zero within 50

iii. To add any two digit number with one two digit number by regrouping involving zero within 100

To revise basics facts of subtraction orally and in written form.

i . Two digits with one digits ( by regrouping )

a. To show the value of two digits using counters in tens and ones.

b. To untie one bundle of tens and to place them in

Worksheets.

Counters.

Symbol cards ( - ) ( = ).

Numbers cards.

Place value cards.

Counters cards.

162.2.2 Vertical layout.

16.2 To subtract any two digits from two digit numbers in horizontal and vertical layout.

16.2.3 To subtract any numbers in multiples of tens from two digits numbers in horizontal and vertical layout.

16.2.4 Problem solving.

“ones” place value.c. To take out the numbers of counters to be

subtraction.d. To replace numbers with one cards.

e. To change and solve the mathematical sentence of addition from horizontal and vertical layout.

Mathematical sentence cards.

Numbers cards.

17. SUBTRACTION WITHIN 100 BY REGROUPING.

17.1 To subtract any one digit number from two digit in horizontal and vertical layout.

17.2 To subtract any two digit number from two digit number in vertical layout.

17.3To subtract any one digit number from number in multiples of tens.

17.4To subtract any two digit numbers from any number in multiples of tens.

17.5 Problem solving.

i ) To subtract one digit number from two digit numbers without regrouping.

ii ) To subtract one digit number from two digit numbers by regrouping.

iii ) To subtract two digit numbers from two digit numbers without regrouping.

iv ) To subtract two digit numbers from two digit numbers by regrouping.

v ) To subtract one digit number from any numbers in multiples of tens.

vi ) To subtract one digit number from any number in multiples of tens.

vii) To solve daily problems involving subtraction.

Subtraction of two digit from one digit cards.

Subtraction of multiples of tens from tens cards.

Subtraction mode cards.

18. MULTIPLICATION

18.1 To recognize the concept of multiplication.

18.2 To write the mathematical sentence for multiplication.

18.2.1 Multiplication table of 2 to 5.

18.2.2 Multiplication table of 6 to 9.

18.3 To complete the mathematical sentence.

18.3.1 Multiplication table of 2 to 5.

18.3.2 Multiplication table of 6 to 9.

18.4 To multiply spontaneously.

18.5 Problem solving.

i. To group objects with the same number in group.

ii. Skip counting using concrete objects.

iii. Counting in 2”s in sequence ( orally and in written ) by filling in the blanks.

iv. To state the number value of objects in each collection.

i. To complete the missing parts in the diagram.

ii. To count the total number of object in each collection based on the mathematical sentence.

iii. To complete the mathematical sentence for multiplication.

iv. To complete the basic facts of multiplication ( multiplication table 2 to 5 ) based on the picture.

v. To read the mathematical sentence for multiplication from the flash cards.

a) In the correct order of multiplication table.b) At random.

vi. To complete the mathematical sentence for multiplication orally from the flash cards.

c) In the correct order of multiplication table.d) At random.

vii. To complete the basic facts of multiplication without the flash cards.

viii. To solve daily problems involving multiplication.

Concrete objects.

Numbers liners.

Cuisenaire rods.

Worksheets.

Basics facts cards.

Word cards.

19. DIVISION UP TO 45/5

19.1 To recognize division by the process of distribution of items according to numbers determined.

19.2 To write and to complete the mathematical sentence for the basics division facts up to 45 / 5

19.3 Problem solving

i. To recognize division by the process of distribution of items in twos.

ii. To recognize division by the process of distribution or items in threes.

iii. To recognize division by the process if distribution of items in fours.

iv. To recognize division by the process if distribution of items in fives.

i. To recognize division by the process of equal distribution, one group of concrete objects to two groups of ones, twos and threes.

ii. To recognize division by concrete objects and symbols

iii. To complete the mathematical sentence of division up to 25 / 5.

iv. To write the mathematical sentence of division which can be divided by 2.

v. To write the mathematical sentence of division which can be divided by 3.

vi. To write the mathematical sentence of division which can be divided by 4.

vii. To write the mathematical sentence of division which can be divided by 5.

i. To solve daily problem involving division.

Concrete objects.

Numbers cards.

Concrete objects.

Numbers cards.

Symbols ( -:-) (=) cards.

Bowls / plate.

Counters.

Mathematical sentence.

20. MONEY

20.1 To recognize coins.

20.2 To recognize the symbols of cent.

20.3 To state the comparative value of coins, 1cent, 5 cent, 2o cent, 50 cent and

i. To recognize coins 1 cent, 5 cent, 10 cent, 20 cent, 50 cent and RM1.00.

ii. To name the coins 1 cent, 5 cent, 10 cent, 20 cent, 50 cent and RM1.00.

iii. To trace coins and to write the value.

iv. To record the value of coins in group.

i. To compare the equal value of coins of different denominations.

Imitation coins.

Real coins.

Toys for role play.

Picture cards of coins.

1cent, 5cent,20cent

50cent, RM1.00

RM1.

20.4 To recognize and to write the currency symbol of Ringgit Malaysia (RM).

20.5 To state the comparative value of notes. RM!, RM2, RM5 and RM10.

20.6 To solve daily problems related to daily expenditure and fares transacted using cent involving total and balance.

i. To recognize and to name notes from RM1 to RM10.

ii. To write the notes value using words, number , and Ringgit Malaysia.

iii. To write the value of notes using number and symbols form.

i. To compare equal value of RM with coins. a) Coins if the same denominations. b) Coins of different denominations.

ii. To change cent to Ringgit Malaysia. a) Coins if the same denominations. b) Coins of different denominations.

iii. To compare the equal value of RM5 and RM10 to different denominations.

i. To calculate the sum related to : a) Daily expenditure. b) Purchases. c) Fares.

Real notesRM1.00RM2.00RM5.00RM10.00

Coins

Symbol cards RM2.00

Imitation notes.RM1.O0RM2.00RM5.00RM10.00

Price tags.

Bus tickets

21. TIME

21.1 To recognize time of day.

21.2 To state the time in hour.

21.3 To state time in fractions.

21.4 To read information From calendar.

21.5 Problem solving

I . To tell the general time of day.a) To name the different time of day. Day – morning, afternoon, evening. Night – night, midnight.b) To record day and night activities.

ii. To name the parts if the clock. Minute hand – hour hand. Numbers - 1 to 12.a) To state time in hours only.b) To show time in hours only.c) To write time in hours only.

i. To divide the clock face to 4 quarters.a) To tell time in hour and fraction.b) To prepare daily time table.c) to get information from the time table.

To solve daily problems involving general time of day.

Picture showing parts of day.

Picture showing activities done in different of day.

Clock face (without hand)

Clock face.