DSK Mathematics Year 1 DLP PDF
DSK Mathematics Year 1 DLP PDF
MATHEMATICS
YEAR ONE
STANDARD DOCUMENT
(KSSR)
BASIC CORE MODULE
MATHEMATICS
YEAR ONE
Copyright reserved. Except for use in a review, the reproduction or utilisation of this work in any form or by any electronic,
mechanical, or other means, now known or hereafter invented, including photocopying, and recording is forbidden without the
prior written permission from the Director of the Curriculum Development Division, Ministry of Education Malaysia, Level 4-8,
Block E9, Parcel E, Kompleks Kerajaan Parcel E,Pusat Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya
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CONTENTS
CONTENTS
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RUKUN NEGARA
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vii
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INTRODUCTION
FRACTION
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MONEY UP TO RM10
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AIMS
FOCUS
TIME
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LENGTH
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MASS
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OBJECTIVES
VOLUME OF LIQUID
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SPACE
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10
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ASSESSMENT
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RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung citacita untuk mencapai perpaduan yang lebih erat
dalam kalangan seluruh masyarakatnya; memelihara
satu cara hidup demokratik; mencipta masyarakat
yang adil bagi kemakmuran negara yang akan
dapat dinikmati bersama secara adil dan saksama;
menjamin satu cara yang liberal terhadap tradisitradisi kebudayaannya yang kaya dan berbagaibagai corak; membina satu masyarakat progresif
yang akan menggunakan sains dan teknologi
moden;
MAKA KAMI, rakyat Malaysia, berikrar akan
menumpukan seluruh tenaga dan usaha kami untuk
mencapai cita-cita tersebut berdasarkan atas prinsipprinsip yang berikut:
RUKUNEGARA
DECLARATION
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INTRODUCTION
AIMS
The Aim of the Primary School Standard Curriculum for
Mathematics is to develop pupils understanding on the concept of
numbers, basic calculation skills, understanding simple
mathematical ideas and are competent in applying mathematical
knowledge and skills effectively and responsibly in everyday life.
FOCUS
.
Mathematical teaching and learning process gives priority to mastering knowledge and understanding to enable pupils to apply concepts,
principles and the mathematical processes they have learned. Emphasis on the development of mathematical thinking is built and
developed through the teaching and learning in the classroom based on the following principles, which are, problem solving,
communication, reasoning, making connections, making representations and the application of technology in mathematics.
.
NATIONAL CURRICULUM
FRAMEWORK
The
Standard curriculum is
based
on
six pillars, namely Communication; Spiritual, Attitudes
and Values; Humanity; Physical Development and
Aesthetic; Personal Experience; and Science and
Technology. The six pillars are the main domain that
supports each other and are integrated with critical
thinking, creative and innovative thinking. This
integration aims to develop balanced, knowledgeable
and competent human capital as shown in the
adjacent figure.
AIMS
II
OBJECTIVES
CONTENT ORGANISATION
Communicating
Reasoning
Relating
Problem Solving
Representing
Perception, interest,
appreciation,
confidently resilient
and perseverance.
Personality,
interaction, procedure,
intrinsic.
Mathematical skills
Analytical skills
Problems solving skills
Research skills
Communication skills
Information Communication Technology skills
Whole Numbers
Addition
Subtraction
Multiplication
Division
Mixed Operations
Fractions
Decimals
Percentage
Money
Coordinate
Ratio and Proportion
Time
Length
Mass
Volume of Liquid
Three Dimensional Shapes
Two Dimensional Shapes
Data Management
Likelihood
Analysing Skills
SKILLS
Problem solving skills refer to following abilities:
Construct problems precisely and identify the main issues.
Present solutions clearly and explicate assumptions.
Solving difficult problems by analysing simple and specific
problems.
Open-minded and using different approaches in solving the
same problem.
Solving problems confidently even though the solutions are not
envisioned
Asking for assistance if required.
Mathematics Skills
Mathematical skills refer to the following abilities:
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Research Skills
PROCESS
Communication
Communication about mathematical ideas can help pupils clarify
and strengthen the understanding of mathematics. By sharing the
understanding of mathematics in writing and orally with classmates,
teachers and parents, pupils will be able to increase their
confidence and facilitate their teachers in monitoring the progress of
their mathematics skills.
Communication Skills
Communication plays a vital role in ensuring the meaningful
learning of mathematics. Through communication, mathematical
ideas can be expressed and understood better. Mathematical
communication, whether oral, written, in symbols and visual
representations (using charts, graphs, diagrams etc), can help
pupils understand and apply mathematics more effectively.
Reasoning
Relating
Reasoning is fundamental in understanding mathematics more
effectively and making the delineation of mathematics more
meaningful. The development of mathematical reasoning is closely
related to intellectual development and communication of the pupils.
Reasoning has the ability to expand not only the capacity of logical
thinking but also increase the capacity of critical thinking, which is
also the basis for a deeper and meaningful and in-depth
understanding of mathematics. To achieve this objective, pupils
should be trained and guided to make a conjecture, prove the
When
these mathematical
ideas are related
with everyday
experience inside and outside the school, pupils will be more aware
of the use, importance, strength and beauty of mathematics. In
addition, pupils have the opportunity to use mathematics
contextually in other fields and in their daily lives. Mathematical
models are used to describe real life situations mathematically.
Pupils will find this method can be used to find solutions to
problems or to predict the likelihood of a situation based on the
mathematical model.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Problem Solving
Problem solving is the main focus in the teaching and learning of
mathematics. Thus, teaching and learning need to involve problem
solving skills comprehensively and across the whole curriculum.
The development of problem solving skills needs to be given proper
emphasis so that pupils are able to solve various problems
effectively. These skills involve the following steps :
Understanding and interpreting problems;
Planning the strategy;
Carrying out the strategy; and
Checking the solutions.
Representing
Mathematics is often used to represent the world that we live in.
Therefore, there must be similarities between aspects of the
represented world and aspects that are represented by the world.
The abstract relationship between these two worlds can be depicted
as follows:
Personal values refer to the values that are related with the
formation of individual traits and personality such as
honesty, systematic, perserverence, hardworking and steadfast,
creative, confidence, conscientious, good time managers,
independent, trustworthy, efficient, responsible, patience and
dedication.
Learning Standard
Specific statement of what pupils should know and do in terms of
knowledge or concepts and the ability to show their proficiency in
measureable knowledge acquisition, skills and values.
ENTREPRENEURSHIP IN MATHEMATICS
An effort to build the entrepreneurship characteristics and practice it
to make it as a culture among pupils. The entrepreneurship
characteristics and practices can be formed by:
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ASSESSMENT
Assessment is an integral part of the teaching and learning process.
It has to be well-planned and carried out continuously as part of
classroom activities. By focusing on a broad range of mathematical
activities, the strengths and weaknesses of pupils can be assessed.
Different methods of assessment can be conducted using various
assessment techniques including oral and written work as well as
demonstrations. These may be carried out in the form of interviews,
open-ended questions, observations and research. Based on the
results, teachers can rectify the pupils misconceptions and
weaknesses and at the same time improve their teaching skills. As
such, teachers can take subsequent effective measures in
conducting remedial and enrichment activities to upgrade pupils
performance.
Problem solving
Making decisions.
Career and Life Skills: Needs more than thinking skills and
knowledge. Students develop life and career skills to face complex
and working environment in a world that is becoming more
challenging. These are:
Communication Skills
Information and Communication Technology
Cooperation
Entrepreneurship
Leadership
Lifelong learning
Flexibility
Ability to Adapt
Initiative and Self-direction.
STUDENTS PROFILE
MOE has outlined 10 Pupil Profiles that each student needs to have
in order to compete globally. Student Profiles are characterised as:
Balanced: They are balanced physically, emotionally, spiritually
and intellectually to achieve personal satisfaction, as well as show
empathy, compassion, and respect for others. Able to contribute
towards the harmony of family, community and country.
Principled: They are honest and have integrity, equality, fair and
respect individual, group and community dignity. They are
responsible for their actions, consequences and decisions.
Informative:
They gain knowledge and form wide and
balanced understanding across various knowledge disciplines.
They explore knowledge effectively and efficiently in the context of
local and global issues. They understand ethical issues/laws related
to the information that was gained.
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Year 1
LEARNING STANDARD
(i)
(i)
(i)
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Year 1
CONTENT STANDARD
LEARNING STANDARD
(i)
1.6 Estimate.
(i)
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Year 1
CONTENT STANDARD
LEARNING STANDARD
(i)
Round off whole numbers to the nearest tens by using number lines.
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Year 1
CONTENT STANDARD
LEARNING STANDARD
2.1
2.2
Identify symbols.
(i) Use and vary the relevant vocabulary in context of addition and subtraction.
(ii) Introduce the symbols of addition, subtraction and equal sign.
(iii) Use the symbols of addition, subtraction and equal sign to write number
sentence based on situation given.
2.3
(i)
2.4
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3. FRACTIONS
3.1
Year 1
CONTENT STANDARD
LEARNING STANDARD
(i)
Identify one over two and one over four as half and quarter using
concrete materials, pictures and folded papers.
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4. MONEY UP TO RM10
Year 1
CONTENT STANDARD
LEARNING STANDARD
4.1
4.2
(i)
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5. TIME
Year 1
CONTENT STANDARD
LEARNING STANDARD
5.1
(i)
(ii)
(iii)
(iv)
5.2
(i) Identify and state half and quarter based on the clock face.
(ii) Say and write time in hour and half an hour using analogue clock.
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6. LENGTH
6.1
Year 1
CONTENT STANDARD
LEARNING STANDARD
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Year 1
7. MASS
7.1
CONTENT STANDARD
LEARNING STANDARD
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8. VOLUME OF LIQUID
8.1
Year 1
CONTENT STANDARD
LEARNING STANDARD
(i)
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Year 1
9. SPACE
STANDARD CONTENT
STANDARD LEARNING
9.1
Identify three-dimensional
shapes.
(i)
Name the shapes: cuboid, cube, cone, square based pyramid, cylinder and
sphere.
(ii) Describe face, edge and vertex of three-dimensional shapes.
(iii) Arrange objects according to the pattern.
(iv) Build three-dimensional models and describe them.
9.2
Identify two-dimensional
shapes.
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