Hsp maths y1

MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Primary Schools

Curriculum Specifications

MATHEMATICS
YEAR 1

Curriculum Development Centre
Ministry of Education Malaysia
2002

Topic: WHOLE NUMBERS
Learning Area: Numbers 0 to 10

LEARNING SUGGESTED TEACHING & LEARNING POINTS VOCABULARY
OBJECTIVES LEARNING ACTIVITIES OUTCOMES TO NOTE

Pupils will be Pupils will be able to:
taught to:
1. Say and use • Pupils say numerals familiar i. Say the number Emphasise equal number
the number to them: eg. their age, house names 1 to 9. and unequal numerals
names in number, bus number, page quantities of count
familiar number, numbers on telephone ii. Recognise numerals objects. one
contexts. and clock face. 1 to 9. two
Numbers should be three
• Teacher represents (models) iii. Count a group of introduced as a four
each number using objects in objects 1 to 9. representation of five
the classroom: eg: 1 book, 4 quantity of objects. six
chairs, 1 nose and 2 eyes. seven
Pupils should count eight
• Pupils listen and repeat each systematically to nine
number after teacher through keep track of the say
rhymes, songs, and stories. count. How many?
For example: Five Little Ducks count in ones
and The Three Bears. Oversome things
difficulties and group
• Pupils recite the sequence;
recognise recitation sing
One, two ... nine through
errors.
rhymes, songs and stories.
Count a collection of
objects in different
arrangments.

1


taught to:

• Pupils recite the sequence; The purpose of
One, two ... nine through counting is to tell
rhymes, songs and stories. how many there
are.
• Pupils count objects in the
classroom. The last number
name spoken is the
• Pupils count in other contexts, answer to questions
such as clapping sounds or such as “how many
hopping movements. are there?”

Check for accuracy.

2



taught to:
2. Read and • Pupils write numbers “in the i. Write numerals 1 to Pupils should begin
write numbers air”, using sand, playdough, 9. writing numerals by
from 1 to 9. tracing with finger cut-out tracing the digits.
numerals and by joining dots. ii. Read number words
one to nine. Technique of writing
• Pupils write numerals using numerals 1 to 9.
the correct technique. iii. Write number words
one to nine.
• Pupils sing number rhymes,
songs, and read stories.

• Pupils read and spell number
words one to nine.

• Pupils match numerals with
number words.
Emphasise the
correct technique
of writing numerals.

3



taught to:
3. Say and use • On a number track marked 1 i. Arrange numbers 1 to Arrange in order a number
the number to 9, pupils skip, hop or jump 9: complete set of count
names in to: a. count on in ones. numbers (first one
order. - count on in ones; objects, then dot two
- count back in ones; b. count back in ones. patterns, then three
numerals): from 1 four
• Pupils respond to questions to about 5, then to five
such as: 10. six
What number comes after 4? seven
What number comes before eight
7? nine
What number comes next? How many?
count on
• Look at and point to a number
count back
track.
count on in
- Say aloud every other
ones
number, starting at one,
count back in
starting at two …
ones
after
before
next
in order
group

4



taught to:
• Put in order, smallest first, a
set of numbers 1 to 9, with
three or four of the numbers
removed.
Which numbers are missing?

3 7 5 8 2

5



taught to:
4. Read and • Pupils listen to and say/recite i. Say the number Pupils to number
write numbers number rhymes, songs and names 0 and 10. understand the count
from 0 to 10. stories. idea that a group one
e.g: Ten Green Bottles, and ii. Recognise 0 and 10 in with nothing is two
One, two … counting. called zero. three
four
• Pupils tell the number of Pupils to recognise five
things that obviously are not “zero” as the six
in the classroom. cardinal number seven
e.g: How many cars are there associated with eight
in this room? “none”, through nine
How many tigers? etc. stories and when ten
counting back. zero
• Pupils to count fingers or iii. Count a group of
objects to 10. all gone
other objects to 10.
nothing
no more
• Pupils recite the sequence
say
zero, one … ten.
How many?
number words
match

6



taught to:
• Pupils write numerals iv. Write numerals 0 and Technique of
correctly, by tracing from top 10. writing the numeral
to bottom in a continuous line 0.
where possible, first 0 and

0
then 10.

• Pupils read and spell number
words zero to ten. v. Read number words
zero to ten.
• Pupils write number words
zero to ten. Emphasise the
vi. Write number words correct technique
zero to ten. of writing numerals.

7



taught to:
5. Understand • Pupils count on in ones from i. Arrange numbers Arrange in order a few
and use the 0 to 10. from 0 to 10; complete set of more
vocabulary of a. count on in ones. numbers (first less
comparing 0 1 2 3 4 5 6 7 8 9 10 objects, then dot same
and arranging b. count back in patterns, then same as
numbers ones. numerals): from 0 not the same
• Pupils count back in ones before
or quantities. to 10.
from 10 to 0. c. count on from a after
given number. Find out by next
10 9 8 7 6 5 4 3 2 1 0
counting which of between
d. count back to a the two groups has small
given number. more or fewer smaller
objects. smallest
• Pupils compare two numbers ii. Compare two large
using concrete objects such numbers and say Know that a larger
as books, rulers, Cuisenaire which is more or less. number following largest
rods or connecting blocks. another number in arrange
e.g. iii. Identify one more or the counting order
one less. sequence is larger. put
put away

8



taught to:
• Pupils respond to questions
such as:
a. Which is more?
b. Which is less?
c. Which is 1 more?
d. Which is 1 less?
e. Which is equal
f. Which is not equal?

9

Learning Area: Addition with the Highest Total of 10


taught to:
1. Use the • Model concept of addition i. Find one more than a Addition is one more
vocabulary using concrete and number from 1 to 9. combining sets to add
involved in manipulative materials. make a total. plus
addition with sum
the highest • Pupils repeat after teacher: Introduce the equals
total of 10. 5 and 1 more is 6; symbols of addition number
5 and 1 is 6; ‘+’ and equals ‘=’ to sentence
5 plus 1 is 6; record calculations.
5 add 1 is 6.
Relate ‘+’ to:
and; plus; add; and
more.

Adding zero to a
number leaves the
number unchanged.

10



taught to:
2. Understand • Write the number sentence i. Find the total of two Find totals by one more
addition as for addition: numbers. counting all objects add
combining e.g. 5 + 1= 6 and by counting on. plus
two groups Repeat with different numbers. ii. Write number total
of objects. sentences for addition. Read number sum
sentence, equals
• Pupils say how many there
2 + 1 = 3 as “two number
are by counting all objects.
plus one equals sentence
e.g.
three” or “two plus
Combine a group of 3 cakes
one is equal to
with a group of 4 cakes to get
three”.
7 cakes.
3 cakes + 4 cakes = 7 cakes

11



taught to:
• Pupils find total by using iii. State all possible Emphasise mental plus
fingers or other objects. pairs of numbers that calculation. add
total up to a given equals
• Pupils make all possible
number. total
combinations of a specified
number
number using chips or other
iv. Recall rapidly the sentence
objects.
total of two numbers. combinations
e.g. 6
recall rapidly
mental
calculation

Try with other numbers.
• Pupils list all possible
combinations of two numbers
that equal to a given total.
e.g. Total is 8
0+8=8
1+7=8
2+6=8
3+5=8
4+4=8

12



taught to:
3. Use and apply • Pupils recall all possible pairs i. Solve simple problems Use and apply plus
knowledge of of numbers to find a total. in real life situations. knowledge of add
addition in addition in a variety total
real life. • Pupils solve problems by of contexts including sum of
simulating or modelling the real life. How many
situation. altogether?
e.g: I have 2 brothers and 4 Pupils must know
sisters. How many ice- by heart all possible
creams do I have to buy combinations of two
for them? numbers that total
2+4= up to 10.

e.g Siti buys 5 eggs. How Addition involves
many more eggs must basic facts with the
she buy to make 9? highest total of 10.

2+ =9 Select problems
according to pupils’
e.g How many must be ability and
added to three to make proficiency in
eight? language.
+3=8

13

Learning Area: Subtraction within the Range of 10


taught to:

1. Use the • Model concept of subtraction i. Find one less than a Relate subtraction subtract
vocabulary using concrete and number. to “taking-away” take away
involved in manipulative materials. and counting how take out
subtraction many are left. What is left?
of numbers • Pupils take out 1 bead at a time
0 to 10. from a group of 10 beads to Introduce the
find the balance. symbols of
e.g. 10 –1 = 9 subtraction ‘–‘ and
9–1=8 equals ‘=’ to record
8–1=7 calculations.
7–1=6…
Relate ‘–‘ to:
2. Understand • Pupils write number i. Write number take away;
subtraction as sentences. sentences for less than; and
“take away”. e.g. subtraction. what is left.
There are 6 books. Devi takes
away 2 books. How many Subtracting zero
books are left? from a number
leaves the number
6–2= unchanged.

14



taught to:
e.g. Read number
I have 8 sweets. I give Chan sentence,
3 sweets. How many sweets 5 – 3 = 2 as “five
do I have left? minus three equals
two” or “five minus
8–3= three is equal to
two”.

15



taught to:
3. Use and apply • Pupils recall all possible pairs i. Solve simple problems Use and apply take away
knowledge of of numbers to find a difference. in real life situations. knowledge of remove
subtraction in subtraction in a How many left?
real life. • Pupils solve problems by variety of contexts
simulating or modelling the including real life.
situation.
e.g. Select problems
My father’s car has 4 tyres. according to pupils’
One tyre is missing. How ability and
many tyres are left? proficiency in
language.
4–1=

16

Learning Area: Numbers to 20


taught to:
1. Say and use • Pupils recite the sequence i. Say the number names Numbers should be number
the number eleven, twelve, … twenty. 11 to 20. introduced as a count
names in representation of eleven
familiar • Pupils recognise numerals ii. Recognise numerals quantity of objects. twelve
contexts. they see on flash cards. 11 to 20. thirteen
Overcome fourteen
• Pupils count objects in the iii. Count a group of difficulties and fifteen
classroom or outside. objects 11 to 20. recognise recitation sixteen
e.g. chairs, leaves, flowers … errors. seventeen
eighteen
• Pupils count on and back in nineteen
ones using number ladder or twenty
number line up to 20. say
How many?
group
2. Read and • Pupils match numerals with i. Write numerals 11 to ones
write numbers number words up to 20. 20. tens
from 11 to 20. number ladder
• Computer based teaching and ii. Read number words number line
learning activities are eleven to twenty.
encouraged.
iii. Write number words
eleven to twenty.

17



taught to:
3. Know what • Represent 13 with objects. i. Say what each digit in Emphasise the number
each digit in a number represents. representation of count
a number each digit in eleven
represents. numbers. twelve
thirteen
fourteen
• Pupils say what each digit in fifteen
a number represents. sixteen
e.g. 13 seventeen
Digit 1 in 13 represents 10 eighteen
and 3 represents 3. nineteen
twenty
• Ask Pupils: say
Say which number is the How many?
same as: group
One ten and seven ones (17); ones
One ten and 1 one (11); tens
Two tens and no ones (20).

18



taught to:
4. Say and use • Pupils count on in ones: i. Arrange numbers 11 to Encourage pupils count on
the number eleven, twelve, … twenty. 20; to say the numbers count back
names in a. count on in ones. correctly. count in ones
order. • Pupils count back in ones; hold it in your
twenty, nineteen, eighteen, … b. count back in ones. head
eleven.

• Pupils count on from a c. count on from a
given number. given number.
e.g.
Start with twelve. Hold it in
your head. Count on to fifteen.
Twelve, thirteen, fourteen,
fifteen.

• Pupils count back from a d. count back to a
given number. given number.
e.g.
Count back four numbers from
sixteen. Fifteen, fourteen,
thirteen, twelve.

19



taught to:
1. Say and use • Pupils recite the number i. Say the number names Encourage pupils ten
the number sequence to 100. to 100. to pronounce the twenty
names in numbers correctly. thirty
familiar • Pupils recognise numerals ii. Recognise numerals For example: forty
contexts. they see on flash cards. to 100. eighty-five fifty
sixty
• Pupils count objects in tens iii. Count a group of seventy
and ones using multi based objects to 100. eighty
blocks and Cuisenaire rods. ninety
one hundred
• Pupils count on and back in twenty-one,
ones using the hundred grid, twenty-two …
number ladder or number line one hundred
up to 100. thirty-one, thirty-
two … one
hundred
forty-one, forty-
two … one
hundred
fifty-one, fifty-two
… one hundred

20



taught to:
2 Read and write • Pupils match numerals with i. Write numerals to 100. Check on sixty-one, sixty-
numbers to number words up to 100. pronunciation of two … one
100. ii. Read number words number names. hundred
• Computer based teaching and to one hundred. seventy-one,
learning activities are Overcome seventy-two …
iii. Write number words
encouraged. difficulties in one hundred
to one hundred.
spelling and check eighty-one,
for accuracy. eighty- two …
one hundred
ninety-one,
ninety- two …
one hundred
Cuisenaire rods
hundred grid
missing number

21



taught to:
3. Say and use • Pupils count on and count i. Arrange numbers to Encourage Pupils count on
the number back in ones using objects 100; to say the numbers count back
names in such as ice-cream sticks, correctly. count in ones
order. straws, hundred grid or a. count on in ones hold it in your
diagrams. to 100. head

• Pupils count on and count b. count back in ones
back in tens using objects, from 100.
Cuisenaire rods, multi based
blocks or hundred grid. c. count on in tens
from 0.
• Pupils count on and count
back in tens from a given
d. count back in tens
number using objects,
from 100.
Cuisenaire rods, multi based
blocks or hundred grid.
e. count on and count
e.g.
back in tens from
Count on in tens from 1;
a given number.
1, 11, 21 … 91
e.g.
Count back in tens from 88;
and stop at 38;
88, 78 … 38

22



taught to:
• Fill in the missing numbers on
a hundred grid or number line.

• Complete series of numbers.

23



taught to:
4. Understand • Teacher introduces ordinal i. Say ordinal numbers Pupils to arrange
and use numbers through activities, from first to tenth. understand and use order
ordinal such as: in practical contexts first
numbers in a. 10 pupils to line up in a ii. Use ordinal numbers in ordinal numbers to second
different straight line. Each pupil different contexts. denote position. third
contexts. says his number: fourth
One, two … ten. The pupil Emphasise the fifth
who says ‘one’ is the first relationship sixth
in the line. Repeat with the between cardinal seventh
second to tenth pupil. and ordinal eighth
numbers up to ninth
b. Order winners in a running ‘tenth’. tenth
race from the first to tenth last
place. cardinal
ordinal
c. Order brothers or/and
sisters in the family.

24



taught to:
• Pupils to use ordinal numbers
in different contexts.
e.g. Find the seventh page of
your story book?
Whose desk is ninth in
this row?

e.g. What is the number of
the third house from the
right?

2 4 6 8

25



taught to:
1. Use the • Model concept of addition i. Find one more than a Addition can be add
vocabulary using concrete and number. done in any order. plus
involved in manipulative materials. one more
addition Adding zero to a total
• Pupils answer to oral number leaves the groups
questions in many ways. number unchanged. recall
e.g. 1 more than 10 is __. basic facts
__ is 1 more than 14. Find totals by
counting all objects
and by counting on.
2. Understand • Pupils make all possible i. Find total of two
addition as combinations of two groups numbers.
combining two of objects to make a total of
groups of up to 18. ii. Write number
objects. e.g. sentences for addition.
8 bags + 4 bags = 12 bags
6 balls + 5 balls = 11 balls

• Write the number sentence
for addition:
e.g. 8 + 7= 15
Repeat with different numbers.

26



taught to:
3. Know by heart • Pupils list all combinations of i. Recall rapidly basic Emphasise mental add
basic facts of two numbers within basic facts of addition. calculation plus
addition. facts. one more
total
• Activities such as using flash altogether
cards and saying aloud can be groups
carried out. recall
basic facts
4. Use and apply • Pupils recall all pairs of i. Solve simple problems Use and apply
knowledge of numbers that give totals up to in real life situations. knowledge of
addition in 18. addition in a variety
real life. of contexts including
• Pupils solve problems by real life.
simulating or modelling the
situation. Select problems
e.g. according to pupils’
Abu has 8 balloons and Osu ability and
has 6. How many balloons are proficiency in
there altogether? language.

27



taught to:
1. Use the • Model concept of subtraction i. Find one less than a subtract
vocabulary using concrete and number. take away
involved in manipulative materials. take out
subtraction. minus
• Pupils answer rapidly to oral difference
questions in many ways. balance
e.g. 14 is 1 less than __. How many left?
1 less than 13 is __. What is left?

2. Understand • Pupils find the difference i. Find the difference Relate subtraction
subtraction between two groups of between two numbers. to:
as “take objects. - taking-away;
away” or - counting how
ii. Write number
“difference” • Pupils find all possible pairs many are left.
sentences for
between of numbers for a given
subtraction.
two groups difference. Relate the symbol
of objects. ‘–‘ to: remove, take
e.g. – = 2 away, less and what
is left.
– = 5 Subtracting zero
from a number
leaves the number
unchanged.

28



taught to:
3. Know by • Pupils list all combinations of i. Recall rapidly basic Find the difference pair of numbers
heart basic two numbers within basic facts of subtraction. by counting up to difference
facts of facts. and counting back state
subtraction. from the larger equals
• Activities such as using flash number. recall rapidly
cards and saying aloud can mental
be carried out. Emphasise mental calculation
calculation.

• Pupils list all possible pairs of ii. State all possible pairs Pupils must know
numbers for a given difference. of numbers with a by heart all possible
difference equals to a pairs of numbers
e.g. Difference is 3
given number. for a given
3–0=3
difference.
4–1=3
5–2=3 iii. Recall rapidly the
difference of two Emphasise mental
6–3=3
numbers. calculation.
7–4=3
8–5=3
9–6=3
10 – 7 = 3

29



taught to:
4. Use and apply • Pupils recall basic facts of i. Solve simple problems Use and apply subtract
knowledge of subtraction. in real life situations. knowledge of take away
subtraction in subtraction in a take out
• Pupils solve problems by
real life. variety of contexts minus
simulating or modelling the
including real life. difference
situation.
balance
e.g.
Select problems How many left?
Ajit has 18 oranges. He gives
according to pupils’ what is left?
away 9. How many oranges
are left? ability and
proficiency in
e.g. language.
There are 9 chairs. Pupils take
away a few chairs so that there
are 5 chairs left. How many
chairs were taken away?

9 – =5
e.g.
Think of a number and take
away 3. The answer is 6,
what is the number?

–3=6

30

Topic: MONEY
Learning Area: Money to RM10


taught to:
1. Understand • Pupils trace, colour and i. Recognise coins and Explain ringgit how many
and use the exchange coins. notes of Malaysian symbol as ‘RM’ and how much
vocabulary currency. sen symbol as ‘sen’ buy
related to • Pupils use sample coins and pronounce it sell
money. and notes to find total value ii. Represent the value of correctly. sort
of money. money in ‘RM’ and e.g: the same
‘sen’. a. 40 sen price
• Pupils do simulation of real life pronounce as cost
situation in the classroom iii. Exchange forty sen; pay
such as: a. coins up to RM1; b. RM2 pronounce coins
- classroom shop; and as two ringgit; notes
- school canteen; and b. notes up to RM10. and total
- buying grocery. c. RM3.45 exchange
iv. Add and subtract pronounce as value
a. coins up to RM1; three ringgit and
and forty-five sen.
b. notes up to RM10.
Exchange coins up
to RM1 using only 1
v. Solve simple problems
sen, 5 sen, 10 sen,
involving money in real
20 sen and 50 sen
life situations.
and in any
combination.

31

Topic: TIME
Learning Area: Introduction to Time


taught to:
1. Understand • Pupils colour pictures of i. Say time of the day Time of the day is time
and use the events in a day. correctly. morning, noon, morning, noon
vocabulary afternoon, evening, afternoon,
related to • Pupils tell what they do in ii. Say in sequence night and midnight. evening, night,
time. a day. events of the day. midnight
Events of the day wake-up
• Discuss events on each day
such as brushing bath
of the week.
teeth, breakfast, brush teeth
• Sing related songs. iii. Name the days of the
lunch, dinner, etc. breakfast
lunch
week in sequence.
• Pupils tell special events in Use analogue and dinner
Malaysia and when they are digital clocks. go to school
celebrated. today, tomorrow
e.g. Teacher’s Day Emphasise the yesterday,
Merdeka Day difference between day after,
New Year the hour hand and day before
Hari Raya the minute hand. Monday
Deepavali Tuesday
Harvest Day Wednesday
Thursday
Friday
Saturday
Sunday

32

Topic: TIME
Learning Area: Introduction to Time


taught to:
• Pupils tell and write time. iv. Name the months of January
e.g. the year in sequence. February
March
11 12 1 v. Read and write time April
10 2
9 3 to the hour. May
8 4 June
7 6 5 10:00 July
August
7 o’clock 10 o’clock September
(seven o’clock) (ten o’clock) October
November
December

33

Topic: SHAPE AND SPACE
Learning Area: Three-Dimensional Shapes (3-D Shapes)


taught to:
1. Understand • Pupils identify solid shapes in i. Name solid shapes. Informal shape
and use the real life such as; around the classification and solid
vocabulary school and in the classroom. pupils able to edge
related to articulate (say) the face
3-D shapes. • Pupils build models using one reasons for straight
type of solid shape and in classification. curve
combination with other solid corner
shapes using readily available cube
solid shapes, match boxes, cuboid
cans, playdough and plasticine. cone
cylinder
pyramid
sphere
2. Describe and • Identify a covered solid shape i. Describe features of Exclude technical make
classify by sense of feeling. solid shapes. terms. build
common draw
3-D shapes. • Computer software can be ii. Sort solid shapes.
used to draw and make three
dimensional designs.
iii. Make models. Limit to joining 3-D
shapes.

34

Topic: SHAPE AND SPACE
Learning Area: Two-Dimensional Shapes (2-D Shapes)


taught to:
1. Understand • Pupils sort, name, colour i. Name two-dimensional Encourage pupils square
and use the and trace flat shapes. shapes. to form creative triangle
vocabulary designs. circle
related to • Pupils match flat shapes rectangle
2-D shapes. with names. star
side
face
2. Describe and • Pupils talk about the shapes i. Describe features of Exclude technical corner
classify and patterns on curtains, two-dimensional terms. flat
common clothes etc. shapes. smooth
2-D shapes.
• Pupils cut flat shapes and ii. Sort two-dimensional Based on the same
use it to make designs. shapes. shapes but of
e.g. different colour and
a. Use squares and size.
rectangles to make a man.
b. Arrange triangles to form iii. Make designs with Limit to joining cut-
any pattern. two-dimensional out 2-D or 3-D
shapes. shapes.
• Computer software may be
used to draw and make two-
dimensional designs.

35

Hsp maths y1

Recommended

Recommended

More Related Content

What's hot

What's hot (7)

Similar to Hsp maths y1

Similar to Hsp maths y1 (20)

Recently uploaded

Recently uploaded (20)

Hsp maths y1