DRAF

KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

MATEMATIK
TAHUN 4
(EDISI BAHASA INGGERIS)
 STANDARD DOCUMENT

KURIKULUM STANDARD SEKOLAH RENDAH

(PRIMARY SCHOOL CURRICCULUM STANDARD)
(KSSR)

MATHEMATICS
YEAR FOUR

CURRICULUM DEVELOPMENT DIVISION

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Copyright © 2008 Curriculum Development Centre

First published 2012

Second published 2013
© Ministry of Education Malaysia

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 iii NUMBERS AND OPERATIONS

WHOLE NUMBERS UP TO 100 000 25
RUKUN NEGARA v ADDITION IN THE RANGE OF 100 000 26
NATIONAL PHILOSOPHY OF EDUCATION vi SUBTRACTION IN THE RANGE OF 100 000 27
MULTIPLICATION 28
INTRODUCTION 1 DIVISION 29
THE RATIONALE OF MATHEMATICS EDUCATION 1 MIXED OPERATIONS 30
FRACTIONS 31
AIMS 1 DECIMALS 32
FOCUS 2 PERCENTAGE 34
MONEY 35
NATIONAL CURRICULUM’S FRAMEWORK 2
STRUCTURE OF PRIMARY SCHOOL 3 MEASUREMENT AND GEOMETRY
MATHEMATICS EDUCATION TIME 37
LENGTH 39
OBJECTIVES 3
MASS 41
MATHEMATICS CURRICULUM’S FRAMEWORK 3 VOLUME OF LIQUID 42
SPACE 43
CONTENT STANDARD AND LEARNING STANDARD 10
STRATEGIES IN TEACHING AND LEARNING 10 RELATIONSHIP AND ALGEBRA
COORDINATE 44
HIGHER ORDER THINKING SKILLS (HOTS) 11
RATIO AND PROPORTION 45
21st CENTURY SKILLS 13
ELEMENTS OF ADDED VALUES 14 STATISTIC AND PROBABILITY
DATA HANDLING 46
ASSESSMENT 16
SCHOOL BASED ASSESSMENT 16

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iv
 RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-
cita 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 tradisi-
tradisi kebudayaannya yang kaya dan berbagai-
bagai 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 prinsip-
prinsip yang berikut:

• KEPERCAYAAN KEPADA TUHAN

• KESETIAAN KEPADA RAJA DAN NEGARA
• KELUHURAN PERLEMBAGAAN
• KEDAULATAN UNDANG-UNDANG
• KESOPANAN DAN KESUSILAAN

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 RUKUNEGARA
DECLARATION

OUR NATION, MALAYSIA, being dedicated

 to achieving a greater unity of all her peoples;
 to maintaining a democratic way of life;
 to creating a just society in which the wealth of
the nation shall be equitably shared;
 to ensuring a liberal approach to her rich and
diverse cultural traditions;
 to building a progressive society which shall be
orientated to modern science and technology;

WE, her peoples, pledge our united efforts to attain

these ends guided by these principles:
 Belief in God
 Loyalty to King and Country
 Upholding the Constitution
 Rule of Law
 Good Behaviour and Morality

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 Pendidikan di Malaysia adalah suatu usaha
berterusan ke arah memperkembangkan lagi
potensi individu secara menyeluruh dan
bersepadu untuk mewujudkan insan yang
seimbang dan harmonis dari segi intelek,
rohani, emosi dan jasmani berdasarkan
kepercayaan dan kepatuhan kepada Tuhan.
Usaha ini adalah bagi melahirkan rakyat
Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia,
bertanggungjawab dan berkeupayaan
mencapai kesejahteraan diri serta
memberikan sumbangan terhadap
keharmonian dan kemakmuran keluarga,
masyarakat dan negara.

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viii
INTRODUCTION
“Sekolah Unggul Penjana Generasi Terbilang” (“Ideal Schools
Generating an Illustrious Generation”) is the vision of the Malaysian
Ministry of Education. The education purpose in Malaysia is to
develop individual potential through quality education by preparing
committed citizens and a generation that has the ability to think.
Ministry Of Education continuously reviews the curriculum to ensure
that the implementation of the curriculum in schools equips pupils
with knowledge, skills and values to face current and future
challenges.
Mathematics is a discipline that trains the mind to think logically and
systematically in problem solving and decision making. Inherently,
mathematical nature promotes meaningful learning and challenge the
mind. Due to this, mathematics is one of the most important
disciplines in any endeavor for human development. Based on the
National Philosophy of Education and to ensure the relevancy of the
curriculum, the Primary School Standard Curriculum for Mathematics
is adapted and restructured. This restructuring takes into account the
ongoing continuity to the next level. Measures taken are consistent
with the need to provide the knowledge and mathematical skills to
pupils from various backgrounds and abilities. With the knowledge
and skills, they are able to explore the knowledge, make adaptations,
modifications and innovations in managing changes and dealing with
future challenges.
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THE RATIONALE OF MATHEMATICS EDUCATION
Mathematics is the best platform to develop individual intellectual
proficiency in making logical reasoning, space visualization, abstract
thinking skills and analyzing. Pupils develop numeracy skills,
reasoning, thinking and problem solving ways of thinking through
learning and application of mathematics.
Mathematics provides opportunities for students to perform creative
tasks and experience the fun and excitement of learning something
new. Such experiences increase interest and are the driving forces
for students to learn mathematics outside the classroom and at the
higher level of education.
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’S
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.

STRUCTURE OF PRIMARY SCHOOL

MATHEMATICS EDUCATION

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PRIMARY SCHOOL MATHEMATICS EDUCATION  Communicate using mathematical ideas clearly and use correct
STRUCTURE symbols and terminologies.
 Use mathematical knowledge and skills to be applied and
Each pupil in Malaysia has the opportunity to go through at adapted to various strategies to solve problems.
least six years of basic education in schools. This  Think, reason, and explore mathematically in daily life.
includes three years of Level I studies and three years of Level II  Use various representations to deliver mathematical ideas and
studies. Subsequently, pupils can pursue education at a associations.
higher level of education.  Appreciate and internalise the beauty of mathematics.
 Use various mathematical instruments effectively including ICT to
build conceptual understanding and apply mathematical
LEVEL AIMS knowledge.

I Primary School Mathematics Curriculum Level I aims MATHEMATICS CURRICULUM FRAMEWORK

to build understanding, mathematics and basic
application skills.
The Mathematics curriculum framework shows a mathematical
II Primary Mathematics Curriculum Level II aims to build programme that could be utilized at the primary level. Mathematical
understanding, mathematical skills and more complex Learning is planned with the aim of moulding pupils’ mathematical
application skills that can be used in effectively thoughtful learning.
overcoming the challenges in the pupils’ daily life.

MATHEMATICAL THOUGHTFUL LEARNING

OBJECTIVES
The primary school mathematics curriculum will enable pupils to:
 Understand and apply the concepts and mathematical skills in
various contexts.
 Expand the use of basic operations of addition, subtraction,
multiplication and division basic skills related to Numbers and
Operations, Measurement and Geometry, Relationship and
Algebra, and Statistic and Probability.
 Identify and use the relationship in mathematical ideas, between
mathematical fields with other fields and with daily life.
The definition of “fikrah” (thoughtful learning) according to the fourth
edition of the Kamus Dewan (2005) has the same
meaning with thinking and reasoning. In the context of mathematics
education, thoughtful learning refers to the desired quality of pupils to
be delivered through the national mathematics education system.
Pupils who are mathematically inclined are those capable of
doing mathematics and understanding mathematical ideas, and
responsibly applying the mathematical knowledge and skills in their
daily lives based on attitudes and values of mathematics.

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MATHEMATICS CURRICULUM DESIGN
 Numbers and Operations
 Measurement and Geometry
 Relationship and Algebra
 Statistics and Probability
CONTENT ORGANISATION
The Mathematics Curriculum encompasses four learning areas:
 Numbers and Operations
 Measurement and Geometry
 Relationship and Algebra
 Statistics and Probability

The contents of the KSSR Mathematics are as follows:

NUMBERS AND OPERATIONS MEASUREMENT AND GEOMETRY

 Communicating  Whole Numbers  Time

 Perception, interest,  
 Reasoning appreciation,
Addition Length
 Relating  Subtraction  Mass
confidently resilient
 Problem Solving  Multiplication  Volume of Liquid
and perseverance.
 Representing  Division  Three Dimensional Shapes
 Personality,
 Mixed Operations  Two Dimensional Shapes
interaction, procedure,
 Fractions
 Mathematical skills intrinsic.
 Decimals
 Analytical skills
 Percentage
 Problems solving skills
 Money
 Research skills
 Communication skills
 Information Communication Technology skills RELATIONSHIP AND ALGEBRA STATISTICS AND PROBABILITY

 Coordinates  Data Handling

 Ratio and Proportion  Likelihood

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Pupils should develop and explore mathematical ideas in depth
through various learning opportunities and experiences. Awareness
should be fostered and developed among pupils that mathematical
ideas are intertwined, and mathematics is comprehensive; not
isolated bits of knowledge. With such awareness and understanding,
comprehending of mathematical ideas become more meaningful, and
thus can enhance the capability of pupils to apply mathematics.
Opportunities and a variety of learning experiences provided should
actively engage the pupils in learning mathematics, help them to form
a deep understanding of mathematical concepts, and establish a
more meaningful understanding of various mathematical ideas.
Based on the understanding and comprehension developed, pupils
are able to relate and apply mathematical ideas, and subsequently,
make pupils more confident in exploring and applying mathematics.
The use of teaching aids, technological equipment and the
implementation of assignments / practical / project work should be
encompassed in the learning experiences provided for pupils.
SKILLS
Skills in mathematics that should be developed and instilled in pupils
including numeracy, measuring and constructing, data handling and
interpretation, arithmetic manipulation, algebra manipulation, using
alogarithm, and using mathematical instruments and ICT.
Mathematics Skills
Mathematical skills refer to the following abilities:
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• Using correct standard mathematical language and applying
logical reasoning.
• Stating mathematical ideas concisely.
• Creating, testing, and proving conjecture.
• Extracting meaning from a mathematical writing.
• Using mathematics to explain physical world.
Analysing Skills
Analysing skills refer to the following abilities:
• Thinking clearly.
• Giving attention and concentrating to each aspect.
• Manipulating precise, concise and detail ideas.
• Understanding complex reasoning.
• Constructing and persevering logical arguments.
• Debating illogical arguments.
Problem Solving 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.
Research Skills PROCESS
Research skills refer to the following abilities:
• Refering to notes, textbooks and other sources. Communicating
• Accessing books in the library. Communication about mathematical ideas can help pupils clarify and
• Using database. strengthen the understanding of mathematics. By sharing the
• Gaining information from various individuals. understanding of mathematics in writing and orally with classmates,
• Thinking. teachers and parents, pupils will be able to increase their confidence
and facilitate their teachers in monitoring the progress of their
Communication Skills mathematics skills.

Communication skills referring to the following abilities: Communication plays a vital role in ensuring the meaningful learning
• Listening effectively. of mathematics. Through communication, mathematical ideas can be
• Writing mathematical ideas clearly and precisely. expressed and understood better. Mathematical communication,
whether oral, written, in symbols and visual representations (using
• Writing essays and reports.
charts, graphs, diagrams etc), can help pupils understand and apply
• Doing presentations. mathematics more effectively.

Communication among themselves or with peers, parents, adults and

Information Communication Technology Skills
Information communication technology skills refer to the ability in
using and handling mathematical instruments such as abacus,
calculators, computers, educational software, websites on the internet
and educational packages for:
• Developing and understanding mathematical concepts in-depth.
• Doing, testing and proving conjecture.
• Exploring mathematical ideas.
• Solving problems.
teachers can help pupils to reflect, clarify and strengthen their ideas
and understanding on mathematics. To ensure the process of
generating, sharing and increasing understanding, pupils should be
given the opportunity to debate their mathematical ideas analytically
and systematically. Communication involves a variety of perspectives
and these points of view can help pupils to increase their
understanding of mathematics.
An important aspect of effective communication in mathematics is the
ability to provide information effectively, understand and apply the
correct mathematical notation. Pupils need to use mathematical
language and symbols correctly to ensure that mathematical ideas
can be explained accurately. Mathematical communication also
involves the use of the various media like charts, graphs

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manipulatives, calculators, computers and others. Pupils should be
able to use the various different media to explain mathematical ideas
and solve mathematical problems.
Effective communication requires a sensitive environment towards
the pupils’ needs to feel comfortable in a conversation, ask questions,
answer questions and explain the statements to classmates and
teachers. Pupils should be given the opportunity to communicate
actively in various situations, for example communicating during
activities in pairs, groups or providing explanations to the entire class.
Assessment of the ability of pupils to communicate in mathematics
effectively should show evidence that they are able to generate,
explain and share their mathematical ideas through various forms of
communication in various environments. Pupils, who are always
given opportunities and encouragement to speak, read, write and
listen during the teaching and learning of mathematics will be able to
communicate to learn mathematics and learn to communicate
mathematically.
Reasoning
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
conjecture, give a logical explanation, analyse, consider, evaluate,
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and justify all mathematic activities. In addition, teachers need to
provide space and opportunities for the discussion of mathematics
which is not only engaging but also allows each pupil to be involved
well.
Reasoning can be done inductively through mathematical activities
that involve the identification of mathematical patterns and making
conclusions based on the patterns.
Reasoning element in teaching and learning prevents pupils from
assuming mathematics as only one set of procedures or algorithms
that need to be followed to obtain a solution, without actually
understanding the true concepts of mathematics. Reasoning does not
only change the paradigm of pupils from just learning to thinking, but
also gives an intellectual empowerment when pupils are guided and
trained to make a conjecture, prove the conjecture, provide a logical
explanation, analyse, evaluate and justifiy all mathematic activities.
This training will produce pupils who are self-confident and resilient in
line with the aspiration to mould mathematics thinkers with high
capabilities.
Relating
In implementing the mathematics curriculum, the opportunities for
making connections need to be established so that pupils can link
conceptual and procedural knowledge and also able to relate topics
in mathematics particularly and mathematics in other areas in
general. This will enhance the pupils’ understanding of
mathematics and makes mathematics clearer, more meaningful and
interesting to them.
Mathematics curriculum generally consists of several discrete areas The various uses of general strategies in problem solving including
such as calculation, geometry, algebra, measurement and problem steps in solving need to be expanded more in the use of this subject.
solving. Without relating these areas, pupils will have to learn and In carrying out learning activities to build problem solving skills,
remember too many concepts and skills separately. Instead, problems based on human activities should be introdued. Through
recognizing how the concepts or skills in different fields relate to each these activities, pupils can use mathematics when facing new
other, mathematics will be seen and studied as a disciplined and situations and reinforce themselves in dealing with various challenges
comprehensive knowledge and can be easily understood. every day. Some of the problems solving strategies that can be
considered are:
When these mathematical ideas are related with everyday experience
inside and outside the school, pupils will be more aware of the use, 1. Try an easier problem;
importance, strength and beauty of mathematics. In addition, pupils 2. Try and error;
have the opportunity to use mathematics contextually in 3. Draw a diagram;
other fields and in their daily lives. Mathematical models are used to
4. Identifying patterns
describe real life situations mathematically. Pupils will find this
method can be used to find solutions to problems or to predict the 5. Create a table, chart or a systematic list;
likelihood of a situation based on the mathematical model. 6. Simulation;
7. Using analogy;
8. Work backwards;
Problem Solving 9. Logically reasoning; and
10. Using algebra
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
Representing
development of problem solving skills needs to be given due
emphasis so that pupils are able to solve various problems Mathematics is often used to represent the world that we live in.
effectively. These skills involve the following steps: Therefore, there must be similarities between aspects of the
 Understanding and interpreting problems; represented world and aspects that are represented by the world.
 Planning the strategy; The abstract relationship between these two worlds can be depicted
 Carrying out the strategy; and as follows:
 Checking the solutions.

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Representation can be regarded as a facilitator that allows the
relationship between the real world and the world of mathematics.
Formula, table, graph, equation etc. are mathematical objects used to
represent various conglomerates and real world relationships.
Representation can be defined as any configuration of letters, images
or concrete objects that can reflect or represent other delegates. The
representation system is naturally divided into internal and
external. The internal representation of the system exists in the mind
of individual, whereas the external representation is
easily shared and viewed by others. Internal representation consists
of ideas that help in describing the human process of learning and
solving problems in mathematics, and external representation
consists of items such as diagrams, the formal language, and
notational symbols. Using multiple representations in order to
show a concept helps to develop better understanding and also to
strengthen one's ability in solving problems.
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Representation is necessary for pupils’ understanding in
mathematical conceptual relationship. It allows pupils to communicate
approaches, debates and understanding of mathematics to
themselves and others. It also allows pupils to recognize the
relationships between related concepts and apply mathematics to
realistic problems.
Representation is an important component in the development of
mathematical understanding and quantitative thinking. As a whole,
without representation, mathematics is an abstract, mostly
philosophic, and unapproachable by most of the population. With
the representation, ideas can be formed into a mathematical
model, important relationship can be elaborated, understanding can
be stimulated through a construction and sequencing of suitable
experiences and observations.
ATTITUDES AND VALUES
The aim of the nurturing of values and attitudes in Mathematics
curriculum is to produce competent individuals with virtuous moral
standards. In addition, the appreciation of attitudes and values can
shape a well mannered and noble younger generation.
Understanding and awareness of the attitudes and values in the
Malaysian society should be directly or indirectly fostered in line
with universal values.
Values and attitudes are instilled through learning experiences
provided by teachers. It involves an element of trust, interest,
appreciation, confidence, efficiency and endurance. Instilling of
values and attitudes also include personal aspects, interaction,
procedural and intrinsic.
In mathematics, attitudes and values need to be mould through
appropriate context. Attitudes in mathematics refer to the affective
aspects of mathematical learning that covers, among others:
• positive response towards mathematics and the usefulness
of mathematics
• Interest and joy in learning mathematics.
• Appreciation of the beauty and mathematical ability.
• Confidence in using and applying mathematics.
• Steadfast and perseverance in solving problems related to
mathematics.
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.
Interaction values are related with the instillation of good behavior in
the classroom context. The value refers to theemphasized values in
the interaction during mathematical activities such as appreciation
for mathematics, teamwork, discussion and sharing of ideas,
tolerance, fair, open minded, and respect.
Procedural values associated with specific activities in mathematics
such as reasoning, making representations, solving problems,
communication, making connection, and using technology.
Intrinsic values associated with the formation of mathematical
content and its discipline such as the epistemology, cultural
and historical values.
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CONTENT STANDARD AND LEARNING STANDARD
Primary School Mathematics Standard Curriculum is formulated with
emphasis on Content Standards and Learning Standards should
be known and can be done by pupils. This standard is presented
in modular form divided into topics based on areas of learning.
Content Standard
General statements of the cognitive domain (knowledge) and
affective (attitudes and values) can be achieved by pupils through a
subtopic.
Learning Standard
Specific statement of what pupils should know and do in terms of
knowledge or concepts and the ability in order to show their
proficiency in measureable knowledge acquisition, skills and values.
Learning Standard does not show the steps of teaching and
learning. It gives teachers space and opportunity to prepare a
condusive learning environment creatively. Thus, pupils are able to
form concepts and develop skills, attitudes and values in
mathematics.
STRATEGIES IN TEACHING AND LEARNING
Mathematical thoughtful learning is transferred into teaching and
learning practices. Teaching and learning is guided by the principle of
mastery learning and the learning occurs in access and self-
directed and in accordance with its own pace.
Teaching and learning strategies should be pupil-centred to enable HIGHER ORDER THINKING SKILLS (HOTS)
them to interact and master the learning skills through their own
experience. Pupils-centered inquiry or discovery approach with the
The National Curriculum aims to produce pupils who are well
aid of appropriate technology is comprehensively and
balance, resilient, curious, principled, informed and patriotism with
effectively used to make the experience of learning
thinking skills, communication skills and teamwork. 21st century skills
mathematics fun, meaningful, useful and challenging.
in line with the six aspirations required by each pupils to be able to
compete at a global level outlined in the National Education Blueprint
Teaching and learning of primary school mathematics encourage the
that every pupils will have leadership skills, bilingual proficiency,
use of diverse methods. Teachers can choose appropriate teaching
ethics and spiritual, social identity, knowledge and thinking skills.
and learning approach and methods depending on pupils’
abilities. The effectiveness of teaching and learning depends on the
Thinking skills were emphasized in the curriculum since 1994 to
processing techniques and the use of teaching aids and technology
introduce Critical and Creative Thinking Skills (CCTS). This thinking
that can stimulate and encourage pupils to think critically
skills focuses from lower level to higher level of thinking. Beginning in
and creatively, innovative, communicate, and interact.
2011 the Standard Curriculum for Primary School (KSSR) has
emphasis on Higher Order Thinking Skills (HOTS).
The inculcation of attitudes and values should be considered when
planning the teaching and learning of a distinctive skill. Moral values
Higher Order Thinking Skills (HOTS) is the ability to apply knowledge,
could be instilled appropriately according to the well planned lesson.
skills and value in creating reasoning and reflection to solve
problems, make decisions, innovate and create something. HOTS is
Elements of history, patriotism, environmental and science can be
referring to applying skills, analyze, evaluate and create as the
applied accordingly to the appropriate topics to allow pupils to
following table.
appreciate mathematics and encourage their interest on a particular
topic. Elements of this history can be a specific event about a
mathematician or a brief history of a concept or symbol.

Problem solving is an important aspect that must be embedded

in teaching and learning of mathematics to enhance pupils’ analytical
thinking and creative. Solutions presented for problems should be
appropriate with the pupils’ level. In addition, pupils are also
encouraged to communicate and courageously make decisions.

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 before. Routine problem solving emphasize the use of a set of
HOTS Description prosedures known or determine to solve the problem.

Application Using knowledge, skills and values in different
situations to complete a piece of work.
Analysis Ability to break down information into smaller
parts in order to understand and make
connections between these parts.
Evaluation Ability to consider, make decisions using
knowledge, experience, skills, and values and
justify decisions made.
Creation Produce an idea or product using creative and
innovative methods.
The non-routine problem requires analysis and mathematical
reasoning; many non-routine problem can be solve by more than one
solution.
The balance of mathematical problem solving should be implemented
for both type of questions to ensure that every pupils can complete
well and effectively.
Routine and non-routine problems can be explained as follows:
ROUTINE QUESTION NON-ROUTINE QUESTION

Proficiency is written explicitly in the curriculum of each subject. • Does not require • Requires higher order thinking skills
students to use • Improves reasoning skills
HOTS can be applied in the classroom through activities in the form higher order • Responses and procedures to be used are
of reasoning, inquiry learning, problem solving and projects. Teachers not immediately obvious
thinking skills.
and pupils have to use their thinking tools such as thinking maps, • Encourages more than one solution and
mind maps and Thingking Hats and high level of questioning inside • Operation that
strategy
should be used is
and outside of the classroom to encourage pupils to think. • There is more than one answer
clear
• More challenges
Higher order questions promote learning because it requires pupils to • Capable of producing pupils who are
apply, analyze, synthesize and evaluate information not merely creative and innovative
memorizing facts. • Solution requires more than just making
decisions and choosing mathematical
There are two kinds of questions in mathematics that is the routine operations
and the non-routine questions. • Need more time to resolve
• Encourage group discussion in finding
Routine questions are problems that can be solve with methods that solution
are commonly used by pupils by replicating the steps that are learned

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21st CENTURY SKILLS; Values: Is the guideline for students to become individuals that have
noble characters and are capable of making decisions and actions
A student must be equipped with skills, knowledge and values that
like carrying out responsibilities to family, society and country
need to be mastered to survive in life and career of the 21st century.
encompass:
The Ministry of Education Malaysia (MOE) has identified the skills  Spirituality
and values that each student needs to have to face the 21st century.  Humanity
Skills and values are split into 3 aspects:  Patriotism
 Integrity
Thinking skills: Prepares pupils to face life that is becoming more  Responsibility
challenging as well as the current working environment. The skills  Oneness
are:
 Creativity
STUDENT PROFILE
 Critical thinking
 Reasoning The critical factor that contributes to social growth, culture and
 Innovative economy of a country is the development of model individuals that
 Problem solving are innovative and highly skilled. With that, each student that is
 Making decisions produced must be balanced physically, emotionally, spiritually and
intellectually as is stated in the National Education Philosophy.
Career and Life Skills: Needs more than thinking skills and
knowledge. Students develop life and career skills to face life that is MOE has outlined 10 Student Profiles that each student needs to
complex and working environment in a world that is becoming more have to compete at a global stage. Student Profiles are
challenging. These are: characteristics that each student has:
 Communication Skills
 Information and Communication Technology Balanced: They are balanced physically, emotionally, spiritually and
 Cooperation intellectually to achieve personal satisfaction, as well as show
 Entrepreneurship empathy, compassion, and respect for others. Able to contribute
 Leadership towards the harmony of family, community and country.
 Lifelong learning
 Flexibility Thinker: They think critically, creatively and innovatively; able to
 Ability to Adapt handle complex problems and make ethical decisions. They think
 Initiative and Self-direction about learning and themselves as students. They come up with
questions and are open to perspective, values and individual

13
traditions and societal traditions. They are confident and creative in
handling new learning fields.
Resistant: They are able to face and overcome difficulties,
challenges with wisdom, confidence, tolerance and empathy.
Communicator: They confidently voice and express their thoughts,
ideas and information. The though and idea are conveyed verbally, in
written form or using various media and technology in a creative
manner.
Teamwork: They can work together effectively and harmoniously
with others. They take on responsibility while respecting and
appreciating the contributions given by all team members. They
obtain interpersonal skills through collaborative activities, and make
them better leaders and team mates.
Curious: They develop natural curiosity to explore strategies and
new ideas. They learn skills that are needed to carry out inquiry and
research, as well as behave independently in learning. They enjoy
continuous lifelong learning experiences.
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.
Caring: They show empathy, compassion and respect towards
needs and feelings of others.
14
Attentive: They are committed to the country and ensure the
sustainability of nature.
Patriotism: They portray love, support and respect towards the
country.
ELEMENTS OF ADDED VALUES
CREATIVITY AND INNOVATION
There are many definitions of creativity. According to the Kamus
Dewan, 1997 creativity means the capability or the ability to create.
Whereas according to PPK, 1999 creativity means the ability to digest
and produce new and original ideas. The idea is developed through
inspiration or combination of existing ideas.
Creativity should be embedded effectively in teaching and learning in
which teachers need to be creative and innovative in their role as
triggers of ideas and produce pupils who are knowledgeable, able to
master and practice the good attitudes and values as well as to
expand pupils’ creativity and innovation.
This is important as creativity and innovations need to be developed
among pupils at an early stage of schooling. This is to enable them to
know their potential and personal preferences as well as trigger the
hidden potential in themselves.
Creative and innovative teaching and learning can be applied through
problem solving, logical reasoning, communication, making
connections and the use of technology, where pupils:
 Build a mathematical model through the patterns and
relationships.
 Apply mathematical skills in estimation, measurement and
visualization of data in everyday situations.
 Make interconnections between mathematics skills with other
disciplines of knowledge.
 Apply mathematical knowledge to find solutions to routine and
non-routine problems.
 Make a conjecture (extrapolation, projections, cause and effect).
The process of building creatively and innovatively can be initiated
from the preparation phase, imagination, development and action in
planning a preparation of teaching and learning in the classroom.
Through this process, pupil-centered teaching and learning is formed
to instigate the creative skills among pupils.
ENTREPRENEURSHIP IN MATHEMATICS
An effort to build the entrepreneurship characteristic and practice until
it becomes a culture among pupils. The entrepreneurship
characteristic and practice can be formed by:
 Practicing the entrepreneur’s attitude
 Applying the entrepreneur’s thinking
 Applying the knowledge and skills of business management
 Formulating either entrepreneurship concept, process or product
 Practice moral values and good ethics in entrepreneurship
15
Therefore, this element can be applied in the appropriate learning
areas of mathematics such as in numbers and operations,
measurement and geometry, statistic and probability in primary
schools.
INFORMATION COMMUNICATION AND TECHNOLOGY (ICT)
Explosion of progress in various technologies now and in future make
this element important in classroom teaching and learning. Exposure
of ICT application in Mathematics teaching and learning can be
applied successfully in:
 Learning about ICT
Pupils are taught about ICT knowledge and skills in handling
hardware and software.
 Learning through ICT
Use ICT to access information and knowledge through media
such as CD-Rom, DVD-Rom, Internet and etc.
 Learning with ICT
Teachers and pupils use ICT as their teaching and learning aids
 ICT teaching and learning
This can be as an access to make learning more interesting and
fun. Pupils can be exposed to various kinds of latest
communication information and the effective use will produce a
quality teaching and learning.
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’ misconception 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.
16
SCHOOL BASED ASSESSMENT
School Based Assessment (SBA) is a major component of the
learning process (T&L) that it served to enhance student
learning,improve teaching and be able to give valid information about
what has been done or archieved in aprocess of (T&L) .SBA carried
out by the teacher and the school completely starting from the
planning, construction items and instruments.
SBA carried out by the teacher and the school completely starting
from the planning, construction items and assessment
instruments,administration,inspection or scoring,recording and
reporting.
SBA is important to determine the effectiveness of teachers and
schools in an effort to produce a balanced and harmonious
human.SBA is an ongoing activity that charge high commitment and
clear direction from the teacher and the school for each student to
develop potential to its maximum.
SBA has the following characteristic:-
 Holistic which can provide overall information on he achievement
of knowledge,skills and practice of virtue.
 Namely continuous assessment activities go hand in hand with
(T&L) process.
 Flexible assessment methods varied according to suitability and
readiness of pupils.
 Referring to the performance standards developed by standard
curriculum.
SBA can be carried out:- PERFORMANCE STANDARDS
 Formative assessment carried out in line with (T&L)process.
 Sumative assessment conducted at the end of the laerning Performance standard is a statement of the level of development of
unit,semester or year. pupil’s learning as measured based on the standard and indicates the
position of the pupil in the development or progression of learning.
STANDARD ASSESSMENT REFERENCE Developments in the standard is divided into two, that is, horizontal
development (construct) and vertical development (performance
Standard Assessment Reference was introduced, namely the level). The performance of pupil is indicated by one or more qualifiers
Standard Performance to see the progress and growth of learning using the words or phrases that correctly describe the standards in
and pupil’s achievement. It is the process of obtaning information the form of the learning outcomes.
about the extent of student’s knowing,understanding and can do or
mastered what is learned based on the performance standards PERFORMANCE STANDARD FRAMEWORK
established in accordance with the stages in achievement in standard
based curriculum and assessment document. PERFORMANCE
DESCRIPTOR
LEVEL
Standard Assessment Reference does not compare the performance 1 Know
of a student by another student but reports student’s performance in
2 Know and understand
learning and to highlight the progress and growth of students in
3 Know,understand and able to do.
learning refers to the standard statement.
Know,understand and able to do with good
4
manner.
Students are assessed fairly and equitably as individuals in society Know,understand and able to do with admirable
5
based on ability, capability, talent, skills and potential without manner.
comparison to others.The school was able to obtain a complete Know,understand and able to do with exemplery
6
response in the form of qualitative and quantitative data that covers manner.
all aspects of a person’s pupils to enable those responsible to
identify, understand,appreciate, recognize and honour the students Performance level is a label used to indicate benchmarks which are
as individuals who are useful,important and has the potential to arranged in a hierarchy used for individual report purposes.
contribute to national development and nation according to their
respective capabilities and abilities. Standard is a statement about a domain which refers to specific
benchmarks and is generic in nature to provide a holistic picture of
the individual .

17
THE GENERAL DESCRIPTOR OF PERFORMANCE LEVEL INTERPRETATION OF PERFORMANCE FOR
MATHEMATICS

Performance There are 3 groups should be evaluated to determine the level of

DESCRIPTOR students as follows :-
Level
1. Knowledge
Pupils know the basics or can perform basic 2. Skills and Process
1 skills or to respond to the basic subject matter. 3. Attitudes and values in mathematics.

Pupils demonstrate an understanding of the 1. KNOWLEDGE

2 changing forms of communication or translate
and explain what they have learned.
Pupils use knowledge to perform a skill in a
3 particular situation.
Pupils carry out a civilized skills with procedure
4 mathematics.
or systematically.
Pupils perform a skill in a new situation
following the procedure systematically and
5
consistently with a positive attitude.
Pupils are able to use existing knowledge and
skills to use in a new situation in a systematic,
6 positive,creative and innovative and exemplary.
(Overall interpretation of performance level of mathematics)
Performance
Interpretation
Level
1 Know basic knowledge of mathematics.
Know and understand basic knowledge of
2
Know and understand basic mathematical
3 knowledge to perform basic mathematical
operations and conversions.
Know and understand the mathematical
4 knowledge and perform the calculation steps in
daily routine problems.
Master and apply knowledge&skills of
5 mathematics in solving daily routine problems
using various strategies.
Master and apply knowledge&skills of
6 mathematics in solving daily non- routine
problems creatively and innovatively.

18
Note:
There are 12 titles in year six. Each title has designed its own level of 2. MATHEMATICAL SKILLS AND PROCESS
interpretation.The instructions below designed as example guide for
each title of group knowledge. a. Problem Solving
INDICATOR: Performance
Learning Area DESCRIPTOR
Learning Year Level
Topic Performance Standard
Able to state the steps of problem solving
1
without performing the process.

Able to solve routine problems with

2
guidance.

Able to solve rotine problems involving one

3
step calculation without guidance.

4 Able to solve complex routine problems.

Able to solve complex routine problems

5
using various strategies.
Pupil’s Performance level (1 to 6)
Able to solve non routine problems
6
creatively and innovatively
Learning Standard
Content Standard Performance level intrepretation

19
b. Reasoning c. Relationship

Performance Performance
DESCRIPTOR DESCRIPTOR
Level Level

Able to give justification for mathematics activity Able to relate skills learnt in other topics and
1 1
logically and with guidance. daily life with guidance.

Able to give justification for mathematics activity Able to relate skills learnt in other topics and
2 2
logically without guidance. daily life without guidance.

Able to show the correct justification for Able to relate concept and procedure to solve
3 3
mathematics activity involving one calculation. mathematical sentence.

Able to show the correct justification for Able to relate concept and procedure to solve
4
4 mathematics activity involving more than one daily routine problems.
calculation.
Able to relate concept and procedure to solve
5
Able to show the correct justification for daily routine problems using various strategies.
5 mathematics activity involving routine problem
solving. Able to relate concept and procedure to solve
6 daily non routine problems creatively and
Able to explain the correct justification for innovatively.
6 mathematics activity involving non routine
problem solving creatively and innovatively.

20
d. Representation e. Communication

Performance Performance
DESCRIPTOR DESCRIPTOR
Level Level

1 Able to use representation with guidance. Able to state mathematical idea verbally or in
1 written using mathematical symbol or visual
Able to use representation to show representation.
2
mathematical understanding without guidance.
Able to explain mathematical idea verbally or in
2 written using mathematical symbol or visual
Able to explain mathematical concept and
3 representation.
prosedures using representation.
Able to use correct mathematical language,
3
Use representation to solve daily routine symbol or visual representation.
4
problems.
Able to explain mathematical idea systematically
4 using correct mathematical language, symbol or
Use various representation to solve daily routine
5 visual representation.
problems in various strategy.
Able to explain mathematical idea systematically
Use representation to solve daily non routine 5 using correct mathematical language, symbol or
6
problems creatively and innovatively. visual representation to solve routine problems.
Able to explain mathematical idea systematically
using correct mathematical language, symbol or
6
visual representation to solve non routine
problems creatively and innovatively.

21
f. Thinking Skills g. Soft skills

Performance Performance
DESCRIPTOR DESCRIPTOR
Level
Level
Able to state mathematical knowledge and
1 1 Show interest and want to learn
skills.

Able to explain mathematical knowledge and 2 Try to understand a problem

2
skills.
Able to use mathematical knowledge and skills
3 4
in different situations to carry out a task.
Able to break down the information into small
4 portion for better understanding about the
relationship between the division.
Able to make judgements and decisions using
5 the knowledge, experience, skills and give
justification.
Able to produce a product or idea or creative
6
and innovative methods.
3 Can communicate and interested in learning
Can work in team to solve problems.
5 Able to lead and guide the peer.
Could become mentor and role-model to their
6
peer
Note:
Soft skills include aspects of generic skills that involve the
psychomotor and effective elements related to non-academic skills
such as positive values, leadership, teamwork, communication,
continuous learning ability to work (employability) and preparation for
the working world.

22
 3. Attitude and Value in Mathematics
h. Skills in using technologies Attitude and Values

Performance Performance
DESCRIPTOR DESCRIPTOR
Level Level

1 Know and can state mathematical tools. Pupils able to state one of the items of attitude and
1
values in Mathematics with teacher’s guidance.
Ability to use and handle basic mathematical Pupils able to explain one of the items of attitude and
2
tools. 2 values in Mathematics by giving reasonable
example.
Ability to use and handle basic mathematical
3 tools, establish and understand mathematical Pupils able to show attitude and values in
concepts and explore mathematical ideas. 3 Mathematics for a given situation with teacher’s
guidance.
Able to use mathematical tools to solve daily Pupils able to demonstrate attitude and values
4 4
routine problems. related to mathematics in various situation.
Pupils always practice attitude and values related to
Able to use mathematical tools to solve routine 5
5 mathematics in teaching and learning process.
problems using variety of strategies. Pupils always practice attitude and values related to
6 mathematics in daily life and become adviser and
Able to use mathematical tools to solve non- example to other peers.
6
routine problems creatively and innovatively.
Every mathematic teacher should implement a (T&L) process with
reference to the content standard and standard learning content.
Teachers’ wisdom is needed to determine (T&L) process
implemented effectively and appropriately. In a similar situation,
teachers should access students’ ability to determine the level and
ability by a list of performance standards which have been prepared
in accordance with topics of learning. Teachers should provide
opportunities for every pupil to be able to achieve a better ability to
carry out the guidance and strengthening process.
23
NUMBERS AND OPERATIONS
1. WHOLE NUMBERS UP TO 100 000 Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

1.1 Value of (i) Read, say and write any given

numbers. numbers up to 100 000 in words 1 State any numbers up to100 000.
and numerals.
(ii) Name the place value and digit
value for any number.
(iii) Write any number in expanded Determine the place value and digit value of any numbers
notation according to place value 2
up to 100 000.
and digit value.
(iv) Determine the value of numbers up
to 100 000 by arranging numbers
according to ascending and Estimate and round off any numbers to the nearest tens,
3
descending order. hundreds, thousands and ten thousands.

1.2 Estimation of (i) Estimate number of objects by stating

quantity. the reasonable quantity based on a
given set of references. 4 Classify and complete the number pattern.

1.3 Numbers in (i) Classify the pattern of a given

pattern. number sequence.
(ii) Complete the given number pattern. Solve routine problems for any number by using various
5
strategies.
1.4 Application of (i) Round off any numbers up to the
numbers. nearest ten thousands.
(ii) Identify numbers that can represent a
given number rounded off up to the Solve daily non-routine problems for any numbers
6
nearest ten thousands. creatively and innovatively.

25
NUMBERS AND OPERATIONS
Year 4
2. ADDITION UP TO 100 000
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

2.1 Addition of any (i) Add any two, three and four
two up to four numbers up to five digits with the 1 Identify unknown and write number sentences.
numbers. total up to 100 000 including making
estimation.
Add any two up to four numbers up to five digits without
2
regrouping.
2.2 Problem solving. (i) Solve daily problems involving
addition up to three numbers. Add any two up to four numbers up to five digits with
3
regrouping.

2.3 Usage of (i) Identify an unknown involving Solve daily routine problems involving addition up to three
unknown in addition of two numbers. 4
numbers.
addition. (ii) Form number sentences involving
addition of two numbers.
Solve daily routine problems involving addition using
5
various strategies.

Solve daily non-routine problems involving addition

6
creatively and innovatively.

26
NUMBERS AND OPERATIONS
3. SUBTRACTION UP TO 100 000 Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

3.1 Subtraction of (i) Subtract any two numbers up to

any two 100 000. 1 Identify unknown and write number sentences.
numbers.

3.2 Subtraction of (i) Subtract consecutively two numbers

two numbers from any number up to 100 000. 2 Subtract any two numbers up to 100 000.
consecutively
from any
number. Subtract consecutively two numbers from any number up to
3
100 000.
3.3 Problem solving. (i) Solve daily problems involving
subtraction of two numbers.
Solve daily routine problems involving subtraction of two
3.4 Usage of (i) Identify unknown involving 4
numbers.
unknown in subtraction of two numbers.
subtraction. (ii) Form number sentences involving
subtraction of two numbers. Solve daily routine problems involving subtraction using
5
various strategies.

Solve daily non-routine problems involving subtraction

6
creatively and innovatively.

27
NUMBERS AND OPERATIONS Year 4
4. MULTIPLICATION UP TO 100 000
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

4.1 Multiplication of (i) Multiply any numbers up to four Multiply any numbers up to four digits with one-digit number
two numbers. digits by one-digit number, and the 1
without regrouping.
product up to 100 000.
(ii) Multiply any numbers up to three
digits by two-digit number, and the Multiply any numbers up to four digits with one-digit number
2
product up to 100 000. with regrouping.
(iii) Multiply any numbers with 100 and
1000, and the product up to Multiply any numbers up to three digits with two-digit
3
100 000. number, 100 and 1000.
(iv) Multiply any numbers with numbers
up to two-digit, 100 and 1000, and
Solve daily routine problems involving multiplication of two
the product up to 100 000 including 4
numbers.
making estimations.

Solve daily routine problems involving multiplication using

4.2 Problem solving. (i) Solve daily problems involving 5
various strategies.
multiplication of two numbers.

Solve daily non-routine problems involving multiplication

6
creatively and innovatively.

28
NUMBERS AND OPERATIONS Year 4
5. DIVISION UP TO 100 000
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

5.1 Division of two (i) Divide any number up to 100 000 by Divide any numbers up to 100 000 with one-digit number
1
numbers. one-digit number, two-digit number, without remainder.
100, and 1000.
Divide any numbers up to 100 000 with one-digit number with
2
remainder.
5.2 Problem solving. (i) Solve daily problems involving
division of two numbers. Divide any numbers up to 100 000 with two-digit number,
3
100 and 1000.

Solve daily routine problems involving division of two

4
numbers.

Solve daily routine problems involving division using

5
various strategies.

Solve daily non-routine problems involving division creatively

6
and innovatively.

29
NUMBERS AND OPERATIONS
6. MIXED OPERATIONS Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR
Do mixed operations involving addition and subtraction
6.1 Addition and (i) Add and subtract any numbers
without regrouping, multiplication and division of any
subtraction. within 100 000. 1
numbers by one-digit number without remainder within 100
000.
6.2 Multiplication (i) Multiply and divide any number by
and division. one-digit number and two digit Do mixed operations involving addition and subtraction with
number within 100 000. 2 regrouping, multiplication and division of any numbers with
one-digit number with remainder within 100 000.

6.3 Problem solving. (i) Solve daily problems involving
addition and subtraction.
3
(ii) Solve daily problems involving
multiplication and division.
Do mixed operations involving addition and subtraction
without and with regrouping, and division of any numbers
with numbers up to two-digit without and with remainders
within 100 000.

Solve daily routine problems using mixed operations

4 involving addition and subtraction, multiplication and
division.

Solve daily routine problems using mixed operations

5 involving addition and subtraction, multiplication and division
with various strategies.

Solve daily routine problems using mixed operations

6 involving addition and subtraction, multiplication and division
creatively and innovatively.

30
NUMBERS AND OPERATIONS
Year 4
7. FRACTIONS
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

7.1 Improper (i) Recognise, name and write improper

fraction and fractions and mixed numbers with State improper fractions and mixed numbers with
1
mixed denominator up to 10 using: denominator up to 10.
number. (a) Objects,
(b) Diagrams.
(ii) Convert improper fractions with
denominator up to 10 to mixed 2 Convert improper fractions with denominator up to 10 to
numbers and vice-versa. mixed numbers and vice-versa.

7.2 Addition of (i) Add up to three proper fractions with:

fraction. (a) same denominator up to 10, Add up to three proper fractions, subtract up to two
(b) different denominator up to 10. 3 fractions using mixed operations involving addition and
subtraction with same denominator up to 10.
7.3 Subtraction of (i) Subtract up to two proper fractions
fraction. from a proper fraction with:
(a) same denominator up to 10, Add up to three proper fractions, subtract up to two
(b) different denominator up to 10. 4 fractions using mixed operations involving addition and
subtraction with different denominator up to 10.
7.4 Addition and (i) Add and subtract proper fractions with:
subtraction of (a) same denominator up to 10,
fraction. (b) different denominator up to 10. Solve daily routine problems involving fractions using
5
various strategies.
7.5 Problem (i) Solve daily problems involving addition
solving and subtraction of two proper fractions.
involving
fraction. Solve daily non-routine problems involving fractions
6
creatively and innovatively.

31
NUMBERS AND OPERATIONS
8. DECIMALS Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

8.1 Decimal (i) Recognise, name and write decimals

numbers up to using diagrams. State any decimal numbers based on concrete materials
1
three decimal (ii) Say and write decimal numbers up to and diagrams.
places. three decimal places in words and
numerals.
8.2 Value of (i) Convert fractions of thousandths to 2 Convert fractions of thousandths to decimals and vice-
decimals. decimals and vice-versa. versa.
(ii) Compare values of two decimal
numbers up to three decimal places.
Add and subtract decimal numbers up to three decimal
8.3 Addition of (i) Add two decimal numbers up to three places; multiply and divide decimal numbers with one-digit
3
decimal decimal places. number, 10, 100 and 1000, and the answer up to three
numbers. decimal places.
(i) Subtract two decimal numbers up to
8.4 Subtraction of three decimal places.
decimal Solve daily routine problems involving decimal numbers
numbers. (i) Multiply decimal numbers by one-digit 4 up to three decimal places in addition, subtraction,
number, and the product up to three multiplication and division.
8.5 Multiplication of
decimal places.
decimal
(ii) Multiply decimal numbers up to three
numbers.
decimal places by 10, 100 and 1000.
5 Solve daily routine problems involving decimal numbers up
to three decimal places using various strategies.

6 Solve daily non-routine problems involving decimal numbers

up to three decimal places creatively and innovatively.

32
NUMBERS AND OPERATIONS
8. DECIMALS Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

8.5 Division of (i) Divide decimal numbers by one-digit

decimal numbers. number, and the quotient up to three
decimal places.
(ii) Divide decimal numbers by 10, 100
and 1000, and the quotient up to three
decimal places.

8.6 Problem solving (i) Solve daily problems involving

involving addition, subtraction, multiplication
decimals. and division.

33
NUMBERS AND OPERATIONS
9. PERCENTAGE Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

9.1 Value of (i) Convert decimals up to two decimal State the decimals and percentage based on concrete materials
1 and diagrams.
percentage. places to percentage and vice-versa.
.
2 Convert percentage to decimals.

3 Convert decimals up to two decimal places to percentage.

Solve daily routine problems involving the conversion of decimal to

4 percentage and vice-versa.

Solve daily routine problems involving the conversion of decimal to

5 percentage and vice-versa using various strategies.

Solve daily non-routine problems involving conversion of decimal

6 to percentage and vice-versa creatively and innovatively.

34
NUMBERS AND OPERATIONS
10. MONEY UP TO RM100 000 Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

10.1 Value of money (i) State combinations of money with

State
up to value up to RM100 000 based on
a) currencies of ASEAN and major countries in the world,
RM100 000. daily situations. 1
b) payment instrument,
(ii) Round off money to the nearest
c) equivalent value of RM1 to currencies of other countries
ringgit.

10.2 Addition of (i) Add up to three values of money

money. with the sum up to RM100 000. 2 State any combined value of money up to RM 100 000.

10.3 Subtraction of (i) Subtract up to two values of money a) Do addition of money up to three values with the sum up
money. from one value of money up to to RM 100 000,
RM100 000. b) Do subtraction up to two values from one value of
money up to RM 100 000,
10.4 Addition and (i) Add and subtract values of money 3 c) Do multiplication and division of money by numbers up to
subtraction of up to RM100 000. two digits, 100 and 1000,
money. d) Do mixed operations involving addition and subtraction
up to RM100 000.
10.5 Multiplication of (i) Multiply values of money by
money. numbers up to two-digit, 100 and Solve daily routine problems involving addition, subtraction,
1000 up to RM100 000. 4
multiplication and divison of money.

10.6 Division of (i) Divide values of money by number

money. up to two-digit, 100 and 1000 up to Solve daily routine problems involving addition, subtraction,
5
RM100 000. multiplication and divison of money with various strategies.

Solve daily non-routine problems involving addition,

6 subtraction, multiplication and divison of money creatively
and innovatively.

35
NUMBERS AND OPERATIONS
10. MONEY UP TO RM100 000 Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

10.7 Problem (i) Solve daily problems including

0 solving. transaction of items and services

involving addition, subtraction,
multiplication, and division of money

10.8 Foreign (i) Recognise currencies of ASEAN and

currencies. major countries in the world.
(ii) State the equivalent value of RM1 to
currencies of other countries.

10.9 Payment (i) Recognise various payment

instrument. instruments.

36
MESUREMENT AND GEOMETRY
11. TIME Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

11.1 Relationship in (i) State the relationship between units

time. of time involving: 1 State the relationship between units of time.
(a) day and hour,
(b) week and day,
(c) year and month.
Add, subtract, multiply, and divide units of time without
11.2 Addition of (i) Add up to three units of time 2
conversion of units.
time. involving:
(a) day and hour,
(b) week and day,
(c) year and month, Add, subtract, multiply, and divide units of time with
3
with and without conversion of units. conversion of units.

11.3 Subtraction of (i) Subtract up to two units of time from

time. one unit of time involving:
(a) day and hour, 4 Solve daily routine problems involving time.
(b) week and day,
(c) year and month,
with and without conversion of units.
5 Solve daily routine problems involving units of time using
11.4 Multiplication of (i) Multiply units of time involving: various strategies.
time. (a) day and hour,
(b) week and day,
(c) year and month, Solve daily non-routine problems involving units of time
by one digit with and without 6
creatively and innovatively.
conversion of units.

37
MESUREMENT AND GEOMETRY
11. TIME Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

11.5 Division of (i) Divide units of time involving:

time. (a) day and hour,
(b) week and day,
(c) year and month,
by one digit with and without
conversion of units.

11.6 Problem (i) Solve daily problems involving

solving addition, subtraction, multiplication
involving time. and division of time.

38
MEASUREMENT AND GEOMETRY
12. LENGTH Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

12.1 Units of length. (i) Recognise units of length:

(a) milimetre (mm), 1 State the relationship between the units of length.
(b) kilometre (km).
(ii) State the relationship between:
(a) centimetre and milimetre,
(b) kilometre and metre,
2 a) Measure objects in unit of millimetre.
and vice-versa.
b) Estimate distance in unit of kilometre.
12.2 Measurement (i) Measure objects in unit of millimetre.
and estimate (ii) Estimate distance in unit of
length. kilometre. 3 Add, subtract, multiply and divide involving units of length.
(i) Add up to three units of length
12.3 Addition of involving:
length. (a) centimetre and millimetre,
(b) kilometre and metre, 4 Solve daily routine problems involving units of length.
with and without conversion of units.

(i) Subtract up to two units of length

12.4 Subtraction of from one unit of length involving:
length. (a) centimetre and millimetre,
(b) kilometre and metre,
with and without conversion of units.
5 Solve daily routine problems involving units of length using
various strategies.
Solve daily non-routine problems involving units of length
6
creatively and innovatively.

39
MEASUREMENT AND GEOMETRY
12. LENGTH Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

12.5 Multiplication of (i) Multiply units of length involving:

length. (a) centimetre and millimetre,
(b) kilometre and metre,
by one digit number with and without
conversion of units.

12.6 Division of (i) Divide units of length involving:

length. (a) centimetre and millimetre,
(b) kilometre and metre,
by one digit number with and without
conversion of units.

12.7 Problem (i) Solve daily problems involving

solving addition, subtraction, multiplication
involving and division of length.
length.

40
MEASUREMENT AND GEOMETRY
13. MASS Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR

13.1 Mixed (i) Add and subtract mass involving

operations kilogram and gram, with and without 1 Add, subtract, multiply and divide involving units of mass.
involving mass. conversion of units.
(ii) Multiply and divide mass involving
kilogram and gram, with and without Able to do mixed operations involving addition and
conversion of units. 2 subtraction, multiplication and division involving kilogram
and gram without conversion of units.
13.2 Problem (i) Solve daily problems involving
solving mixed operations of mass.
Able to do mixed operations involving addition and
involving mass.
3 subtraction, multiplication and division involving kilogram
and gram with conversion of units.

Solve daily routine problems involving mixed operations of

4
mass.

5 Solve daily routine problems involving mixed operations of

mass using various strategies.

Solve daily non-routine problems involving mixed operations

6
of mass creatively and innovatively.

41
MEASUREMENT AND GEOMETRY
14. VOLUME OF LIQUID
CONTENT STANDARD LEARNING STANDARD
LEVEL
14.1 Mixed operations (i) Add and subtract volume of liquid
involving volume involving litre and millilitre, with and
of liquid. without conversion of units.
(ii) Multiply and divide volume of liquid
involving litre and millilitre, with and
without conversion of units.
14.2 Problem solving (i) Solve daily problems involving
involving volume mixed operations related to volume
of liquid. of liquid.
42
Year 4
PERFORMANCE STANDARD
DESCRIPTOR
1 Add, subtract, multiply and divide involving volume of liquid.
Do mixed operations involving addition and subtraction,
2 multiplication and division involving litre and millilitre without
conversion of units.
Do mixed operations involving addition and subtraction,
3 multiplication and division involving litre and millilitre with
conversion of units.
Solve daily routine problems using mixed operations
4
involving volume of liquid.
5 Solve daily routine problems using mixed operations
involving volume of liquid with various strategies.
Solve daily non-routine problems using mixed operations
6
involving volume of liquid creatively and innovatively.
MEASUREMENT AND GEOMETRY
15. SPACE Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

15.1 Angles. (i) Recognise and name right angles,

acute angles and obtuse angles for State the types of angle and line on two-dimensional basic
1
rectangle, square and triangle. shapes.

15.2 Parallel and (i) Recognize and name:

perpendicular (a) parallel lines, State the meaning of perimeter, area and volume with
2
lines. (b) perpendicular lines, formula.
on two-dimensional basic shapes.

15.3 Perimeter and (i) Determine perimeter of rectangle,

3 Calculate perimeter, area and volume.
area. square, triangle and polygon.
(ii) Determine area of rectangle, square,
and triangle using square grid and
formula. Solve daily routine problems involving angles, lines,
4
perimeter, area, and volume.
15.4 Volume. (i) Determine volume of cube and
cuboid using unit of one cubic
centimeter ( ) cubes and formula. Solve daily routine problems involving angles, lines,
5
perimeter, area, and volume using various strategies.

Solve daily non-routine problems involving angles, lines,

6
perimeter, area, and volume creatively and innovatively.

43
RELATIONSHIP AND ALGEBRA
16. COORDINATES Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

16.1 Coordinates in (i) State vocabulary to explain the

the first meaning of horizontal axis and 1 State vocabulary related to horizontal axis and vertical axis.
quadrant. vertical axis.
(ii) Name the objects based on the
position on the horizontal axis and
vertical axis on grid paper. State object based on the position on the horizontal axis and
2
(iii) Determine and state the position of vertical axis.
objects on the horizontal axis and
vertical axis on grid paper.
Determine the position of objects on the horizontal axis
3
and vertical axis.

4 Solve daily routine problems involving coordinates.

Solve daily routine problems involving coordinates using

5
various strategies.

Solve daily non-routine problems involving coordinates

6
creatively and innovatively.

44
RELATIONSHIP AND ALGEBRA
17. RATIO AND PROPORTION Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

17.1 Proportion. (i) Determine a value using unitary

method in daily life. 1 State the meaning of unitary.

2 Compare the value for one unit.

3 Find the value using unitary method.

4 Solve daily routine problems involving unitary method.

Solve daily routine problems involving unitary method using

5
various strategies.

Solve daily non-routine problems involving unitary method

6
creatively and innovatively.

45
STATISTICS AND PROBABILITY
18. DATA HANDLING Year 4
CONTENT PERFORMANCE STANDARD
LEARNING STANDARD
STANDARD LEVEL DESCRIPTOR

18.1 Data. (i) Read and get information from:

(a) pictograph, 1 Name types of graph: pictograph, bar chart, and pie chart.
(b) bar chart,
(c) pie chart.
(ii) Compare information from:
(a) pictograph, 2 State information from pictograph, bar chart and pie chart.
(b) bar chart,
(c) pie chart.

Compare the information from pictograph, bar chart or pie

3
chart.

4 Solve daily routine problems involving data representation.

Solve daily routine problems involving data representation

5
using various strategies.

Solve daily non-routine problems involving data

6
representation creatively and innovatively.

46
 Terbitan:
KEMENTERIAN PENDIDIKAN MALAYSIA