KURIKULUM STANDARD SEKOLAH RENDAH MATHEMATICS YEAR ONE

Transcription

1 MINISTRY OF EDUCATION MALAYSIA KURIKULUM STANDARD SEKOLAH RENDAH MATHEMATICS YEAR ONE

2

3 STANDARD DOCUMENT KURIKULUM STANDARD SEKOLAH RENDAH (PRIMARY SCHOOL STANDARD CURRICULUM) (KSSR) BASIC CORE MODULE MATHEMATICS YEAR ONE CURRICULUM DEVELOPMENT DIVISION i

4 Copyright 2008 Curriculum Development Centre First published 2009 Second published 2010 Third published 2011 Fourth published 2012 Fifth 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, Putrajaya ii

5 CONTENTS CONTENTS RUKUN NEGARA NATIONAL PHILOSOPHY OF EDUCATION INTRODUCTION 1 THE RATIONALE OF MATHEMATICS EDUCATION 1 AIMS 1 FOCUS 2 NATIONAL CURRICULUM S FRAMEWORK 2 STRUCTURE OF PRIMARY SCHOOL 3 MATHEMATICS EDUCATION OBJECTIVES 3 MATHEMATICS CURRICULUM S FRAMEWORK 3 CONTENT STANDARD AND LEARNING STANDARD 10 STRATEGIES IN TEACHING AND LEARNING 10 ELEMENTS OF ADDED VALUES 11 ASSESSMENT 13 iii v vii NUMBERS AND OPERATIONS WHOLE NUMBERS UP TO ADDITION AND SUBTRACTION 18 FRACTION 19 MONEY UP TO RM10 20 MEASUREMENT AND GEOMETRY TIME 21 LENGTH 22 MASS 23 VOLUME OF LIQUID 24 SPACE 25 iii

6 iv

7 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: KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG v

8 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 vi

9 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. vii

10 viii

11 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 challenges 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. 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. 1

12 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.. 2

13 PRIMARY SCHOOL MATHEMATICS EDUCATION STRUCTURE Each pupil in Malaysia has the opportunity to go through at least six years of basic education in schools. This includes three years in level I studies and three years in level II. After which, pupils can pursue education at a higher level. LEVEL AIMS I Primary School Mathematics Curriculum Level I aims to build understanding, mathematics and basic application skills. II Primary Mathematics Curriculum Level II aims to build understanding, mathematical skills and more complex application skills that can be used in effectively overcoming the challenges in the pupils daily life. 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 addition, subtraction, multiplication and division basic skills related to Numbers and Operations, Measurement and Geometry, Relationship and Algebra, and Statistics and Probability. Identify and use the relationship in mathematical ideas, between mathematical fields with other fields and with daily life. Communicate using mathematical ideas clearly and use correct symbols and terminologies. Use mathematical knowledge and skills to be applied and adapted to various strategies to solve problems. Think, reason, and explore mathematically in daily life. Use various representations to deliver mathematical ideas and associations. Appreciate and internalise the beauty of mathematics. Use various mathematical instruments effectively including ICT to build conceptual understanding and apply mathematical knowledge. MATHEMATICS CURRICULUM FRAMEWORK The Mathematics curriculum framework shows a mathematical programme that could be utilized at the primary level. Mathematical Learning is planned with the aim of moulding pupils mathematical thoughtful learning. MATHEMATICAL THOUGHTFUL LEARNING 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. 3

14 MATHEMATHICS 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 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 RELATIONSHIP AND ALGEBRA Time Length Mass Volume of Liquid Three Dimensional Shapes Two Dimensional Shapes STATISTICS AND PROBABILITY Coordinate Ratio and Proportion Data Management Likelihood 4

15 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: 5 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 concentration to each aspect. Manipulating precised, concised and detailed 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.

16 Research Skills Research skills refer to the following abilities: Refering notes, textbooks and other sources. Accessing books in the library. Using database. Gaining information from various individuals. Thinking. Communication Skills Communication skills referring to the following abilities: Listening effectively. Writing mathematical ideas clearly and precisely. Writing essays and reports. Doing presentations. 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. 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 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. Communication among themselves or with peers, parents, adults and 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 6

17 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 in learning 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, 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 elements 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 selfconfident 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 pupils understanding of mathematics and make mathematics clearer, more meaningful and interesting to them. 7

18 Mathematics curriculum generally consists of several discrete areas such as calculation, geometry, algebra, measurement and problem solving. Without relating these areas, pupils will have to learn and remember too many concepts and skills separately. Instead, recognizing how the concepts or skills in different fields relate to each other, mathematics will be seen and studied as a disciplined and comprehensive knowledge and can be easily understood. 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. 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. The various uses of general strategies in problem solving including steps in solving need to be expanded more in the use of this subject. In carrying out learning activities to build problem solving skills, problems based on human activities should be introdued. Through these activities, pupils can use mathematics when facing new situations and reinforce themselves in dealing with various challenges every day. Some of the problems solving strategies that can be considered are: 1. Try an easier problem; 2. Try and error; 3. Draw a diagram; 4. Identifying patterns 5. Create a table, chart or a systematic list; 6. Simulation; 7. Using analogy; 8. Work backwards; 9. Logically reasoning; and 10. Using algebra 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: 8

19 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 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. 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. 9

20 In mathematics, attitudes and values need to be moulded through appropriate context. Attitudes in mathematics refer to the affective aspects of mathematical learning that covers: 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 the emphasized values in the interaction during mathematical activities such as appreciation for mathematics, teamwork, discussion and sharing of ideas, tolerance, fair, open-minded, and respectful. CONTENT STANDARD AND LEARNING STANDARD Primary School Mathematics Standard Curriculum is formulated with emphasis on Content Standard and Learning Standard should be known and can be done by pupils. This standard is presented in a 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 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 conducive learning environment creatively. Thus, pupils are able to form concepts and develop skills, attitudes and values in mathematics. 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. 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 selfdirected and in accordance with its own pace. 10

21 Teaching and learning strategies should be pupil-centred to enable them to interact and master the learning skills through their own experience. Pupils-centered inquiry or discovery approach with the aid of appropriate technology is comprehensively and effectively used to make the experience of learning mathematics fun, meaningful, useful and challenging. Teaching and learning of primary school mathematics encourage the use of diverse methods. Teachers can choose appropriate teaching and learning approach and methods depending on pupils abilities. The effectiveness of teaching and learning depends on the processing techniques and the use of teaching aids and technology that can stimulate and encourage pupils to think criticaly and creatively, innovatively, and interact. The inculcation of attitudes and values should be considered when planning the teaching and learning of a distinctive skill. Moral values could be instilled appropriately according to the well planned lesson. Elements of history, patriotism, environment and science can be applied accordingly to the appropriate topics to enable pupils to appreciate mathematics and stimulate their interest on a particular topic. Elements of 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 creativity. Solutions presented for problems should be appropriate accordance to the pupils level. In addition, pupils are also encouraged to communicate and courageously make decisions. 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 practise 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 to 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 patterns and relationships. Apply mathematical skills in estimation, measurement and visualization of data in everyday situations. Make interconnections between mathematical skills with other disciplines of knowledge. Apply mathematical knowledge to find solutions for routine and non-routine problems. Make a conjecture (extrapolation, projections, cause and effect). 11

22 The process of building a creative and innovative skills 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 characteristics and practice it to make it as a culture among pupils. The entrepreneurship characteristics and practices can be formed by: Practicing the entrepreneurs 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. Therefore, this element can be applied in the appropriate learning areas of mathematics such as in numbers and operations, measurement and geometry, statistics and probability in primary schools. INFORMATION COMMUNICATION AND TECHNOLOGY (ICT) Explosion of progress in various technology now and in future make this element important in teaching and learning in classroom. Exposure of ICT application in teaching and learning Mathematics 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, DVD, 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 are exposed to various kind of latest communication information and its effective usage will produce a quality teaching and learning. 12

23 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. SKILLS FOR THE 21st CENTURY A student must be equipped with skills, knowledge and values that need to be mastered to survive in life and career of in 21st century. The Ministry of Education Malaysia (MOE) has identified the skills and values that each student needs to have to face the 21st century. Skills and values are split into 3 aspects: Thinking skills: Prepares students to face life challenging as well as the current working environment. The skills are: Creativity Critical thinking Reasoning Innovative 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. Values: Is the guideline for students to become noble individuals who are capable of make decisions and take actions like carrying out responsibilities to family, society and country. The values are: Spirituality Humanity Patriotism Integrity Responsibility Oneness. 13

24 STUDENTS PROFILE The critical factor that contributes to social growth, culture and economy of a country is the development of model individuals who are innovative and highly skilled. With that, each student would be well balanced physically, emotionally, spiritually and intellectually as stated in the National Education Philosophy. 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. Thinker: They think critically, creatively and innovatively; able to handle complex problems and make ethical decisions. They think about learning and themselves as students. They come up with questions and are open to perspective, values and individual 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 can confidently voice and express their thoughts, ideas and information. The thoughs and ideas can be 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. Attentive: They are committed to the country and ensure the sustainability of nature. Patriotism: They portray love, support and respect towards the country. 14

25 NUMBERS AND OPERATIONS 1. WHOLE NUMBERS UP TO 100 Year 1 CONTENT STANDARD Pupils are guided to State the quantity intuitively. (i) LEARNING STANDARD Pupils will be able to... State the quantity by comparing many or few, equal or unequal and more or less by: (a) groups of more and less objects, (b) comparing two groups of objects by matching, (c) using two groups of objects with different pattern. 1.2 Name and determine the value. (i) Name numbers up to 100: (a) counting objects in groups, (b) name the number to represent the quantity of objects in a group, (c) determine more or less group by comparing two groups of objects within one to nine, (d) name the numerals. (ii) Determine the value of numbers up to 100: (a) show the quantity of numbers mentioned by using real objects, pictures, number lines and abacus 4:1, (b) match groups of object with the numbers, (c) compare the value of two numbers and state the relation using more than and less than, (d) arrange group of objects, picture cards and number cards in ascending and descending order, (e) compare two numbers and say any number in between. 1.3 Write numbers. (i) Write numbers up to 100 in: (a) numerals, (b) words. 15

26 NUMBERS AND OPERATIONS 1. WHOLE NUMBERS UP TO 100 Year 1 CONTENT STANDARD Pupils are guided to Complete any number sequence. LEARNING STANDARD Pupils will be able to... (i) Count numbers within 100 by: (a) ones, (b) twos, (c) fives, (d) tens, in ascending and descending order by using various objects and number line. (ii) Complete any number sequence within 100 by: (a) ones, (b) twos, (c) fives, (d) tens, in ascending and descending order. 1.5 Determine the place value of any number. (i) State the place value for numbers up to 100. (ii) State the digit value for numbers up to 100. (iii) State the place value and digit value for numbers by using abacus 4: Estimate. (i) Give reasonable estimation for the number of objects by: (a) stating the quantity, (b) using more than and less than. 16

27 NUMBERS AND OPERATIONS 1. WHOLE NUMBERS UP TO 100 Year 1 CONTENT STANDARD Pupils are guided to... LEARNING STANDARD Pupils will be able to Round off whole numbers. (i) Round off whole numbers to the nearest tens by using number lines. 1.8 Complete the number pattern. (i) Identify pattern for a given number series. (ii) Complete various simple number patterns. 17

28 NUMBERS AND OPERATIONS 2. ADDITION AND SUBTRACTION CONTENT STANDARD Pupils are guided to Identify pair of numbers to form a related number. LEARNING STANDARD Pupils will be able to... (i) State possible pairs of numbers for the given total. (ii) State the total of two numbers. (iii) List combinations of two numbers for the given total. Year 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 Add and subtract within 100. (i) Add and subtract in the range of basic facts: (a) state spontaneously basic facts of addition. (b) state spontaneously basic facts of subtraction. (c) state the inverse relationship between addition facts dan subtraction facts. (d) use certain strategies to construct and state basic facts of addition and subtraction. (e) use abacus 4:1 to represent calculation in addition and subtraction. (ii) Add and subtract within 100: (a) perform the calculation of addition and subtraction. (b) use abacus 4:1 to represent calculation in addition and subtraction. (c) use mental calculation strategies in addition and subtraction. 2.4 Create story and solve problems involving addition and subtraction in real life situations. (i) Create story involving addition and subtraction within 100. (ii) Solve problems involving addition or subtraction using simulation model. (iii) Solve problems involving addition or subtraction in real life situations. 18

29 NUMBERS AND OPERATIONS 3. FRACTIONS Year 1 CONTENT STANDARD Pupils are guided to Identify concept of one half and one quarter. (i) LEARNING STANDARD Pupils will be able to... Identify one over two and one over four as half and quarter using concrete materials, pictures and folded papers. 19

30 NUMBERS AND OPERATIONS 4. MONEY UP TO RM10 Year 1 CONTENT STANDARD Pupils are guided to Identify ringgit and sen. LEARNING STANDARD Pupils will be able to... (i) Identify coins and notes of Malaysian currency. (ii) Represent the value of money in: (a) sen up to RM1, (b) ringgit up to RM10. (iii) Represent value of money using abacus 4:1. (iv) Convert money in: (a) coins up to RM1, (b) notes up to RM Add and subtract money. (i) Add and subtract: (a) sen up to RM1, (b) ringgit up to RM10. (ii) Add and subtract involving money using abacus 4:1. 20

31 MEASUREMENT AND GEOMETRY 5. TIME Year 1 CONTENT STANDARD Pupils are guided to 5.1 Name days and months and explain the activities according to schooling days. LEARNING STANDARD Pupils will be able to (i) State time in a day. (ii) State the sequence of events in a day (schooling days only). (iii) Name days of a week in sequence. (iv) Name months of a year. 5.2 Say and write time. (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. 21

32 MEASUREMENT AND GEOMETRY 6. LENGTH Year 1 CONTENT STANDARD Pupils are guided to Use relative units for measuring length. LEARNING STANDARD Pupils will be able to... (i) Measure length of objects using non-standard units. (ii) Compare the length of two or more objects using non-standard units. (iii) Use and vary the vocabulary in the context of length. 22

33 MEASUREMENT AND GEOMETRY 7. MASS Year 1 CONTENT STANDARD Pupils are guided to... LEARNING STANDARD Pupils will be able to Use relative units of mass. (i) Measure mass of objects using non-standard units. (ii) Compare the mass of two or more objects using non-standard units. (iii) Use and vary the vocabulary in the context of mass. 23

34 MEASUREMENT AND GEOMETRY 8. VOLUME OF LIQUID Year 1 CONTENT STANDARD Pupils are guided to Use relative units of volume of liquid. LEARNING STANDARD Pupils will be able to... (i) Carry out activities related to the volume of liquid using non-standard units. (ii) Compare two or more liquid containers using non-standard units. (iii) Use and vary the vocabulary in the context of volume of liquid. 24

35 MEASUREMENT AND GEOMETRY 9. SPACE Year 1 STANDARD CONTENT Pupils are guided to Identify three-dimensional shapes. STANDARD LEARNING Pupils will be able to... (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. (i) Name the shapes: square, rectangle, triangle and circle. (ii) Describe straight line, edge, corner and curved line of two-dimensional shapes. (iii) Arrange two-dimensional shapes according to the pattern. (iv) Create design based on two-dimensional shapes. 25

36 26

37

38 CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION MALAYSIA Level 4-8, Block E9 Precinct 1 Federal Government Administrative Centre PUTRAJAYA Tel: Faks: