VERSI BAHASA INGGERIS

3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1

INTRODUCTION

The preparation of the 3rd Edition Aligned Document for KSSR

(Semakan 2017) is part of an effort to enhance the effectiveness iii) The combination of several Learning Standard and
of curriculum implementation. This curriculum alignment Content Standards.
involves updating and restructuring the content of existing Level
I Mathematics Subject. The content of the 3rd Edition Aligned Document for KSSR
(Semakan 2017) Mathematics Level I is organized into three
This document is provided as an option for teachers in the
main columns which are Content Standards (CS), Learning
implementation of primary school curriculum. Mathematics
Standard (LS), and Notes. The Notes column contains
teachers can use the existing Dokumen Standard Kurikulum
descriptions and intentions for specific content in the curriculum.
dan Pentaksiran KSSR (Semakan 2017) (DSKP) or the 3rd
The Notes column also contains guides for teachers in the
Edition Aligned Document for KSSR (Semakan 2017). This
implementation of teaching and learning which emphasizes
aligned document can be used together with Module Bimbingan
mastery of basic concepts and encourages thinking skills.
(MOBIM) or various supporting materials according to pupils'
Project-based learning methods are also suggested in the
abilities.
Notes column to help pupils learn specific topics.

CONTENT ORGANIZATION
CLASSROOM-BASED ASSESSMENT

This update covers several aspects including: Classroom-Based Assessment (PBD) is the process of
i) Changes in the implementation of content for skills that gathering information about pupil’s progress. It is planned,
need to be learned in some topics, implemented, recorded, and reported by the teacher. The
ii) The use of more concise and straightforward terms and assessment of pupil’s Performance Level should be referred to
sentences for Learning Standard writing; and the Performance Standards provided in the DSKP.
MATHEMATICS
YEAR 1
 3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1 (Year 1)

LEARNING AREA: NUMBERS AND OPERATIONS

TOPIC: 1.0 WHOLE NUMBERS UP TO 100

CONTENT STANDARD LEARNING STANDARD NOTES

1.1 Quantity intuitively 1.1.1 State the quantity by comparing. Compare two groups of objects by one-to-one matching
to state:
• many or few
• equal or not equal
• more or less

1.2 Number value 1.2.1 Name the numbers up to 100:

(i) Count objects in groups. Use concrete materials and pictorials when counting
objects.

(ii) State the number for a group of Begin with naming numbers up to 10, then followed by up
objects to represent its to 20, up to 50 and up to 100 according to the
quantity. development of the pupil’s ability.
Example:
10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
20, 19, 18, 17, 16, 15, 14, 13, 12, 11, 10

(iii) Write numbers in numerals and Use concrete materials and pictorials to count and write
words. numbers in numerals and words.
Example:
10 ten
11 eleven

1.2.2 Compare the quantity of two groups Compare the quantity of two groups of objects using
of objects. concrete materials and pictorials.
Example:
34 is larger than 24

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1 (Year 1)

CONTENT STANDARD LEARNING STANDARD NOTES

1.3 Place value 1.3.1 State the place value and digit value • Begin with numbers up to 10, then followed by up to 20,
of any number. up to 50 and up to 100.
• Use concrete materials and various of representations to
state the place value and digit value.
Example 1:
Write 12 according to place value and digit value.
1 2
Place value tens ones
Digit value 10 2

Example 2:
Partition the number according to place value and digit
value.
Place value: 1 tens + 2 ones
Digit value: 10 + 2
• The word partition can be replaced with other suitable
words according to the development of the pupil’s ability.
Example:
Classify, separate or categorise.
1.4 Number patterns 1.4.1 Identify and complete the pattern Begin with number pattern up to 10. Then, when pupils
for a given set of numbers. mastered it, continue with number patterns up to 20, up to
50 and up to 100.
Example 1:
State the patterns as in ones, in twos, in fives, and in
tens
Number pattern in ones: 14, 15, 16, 17, 18
Number pattern in twos: 32, 34, 36, 38, 40
Number pattern in fives: 25, 30, 35, 40, 45
Number pattern in tens : 10, 20, 30, 40, 50

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1 (Year 1)

CONTENT STANDARD LEARNING STANDARD NOTES

Example 2:
Complete the patterns as in ones, in twos, in fives and in
tens.
Number pattern in ones: 34, 35, 36, ....., .....
Number pattern in twos: 20, 22, ..... , 26, .....
Number pattern in fives: 15, ..... , 25, ..... , 35
Number pattern in tens: ..... , 80, ..... , 60, 50
1.5 Combination of numbers 1.5.1 State combinations of one digit • Combination of numbers is a basic concept for addition.
numbers. • Begin the combination of numbers up to 10 first. Then
when pupils mastered it, proceed to combinations of
numbers up to 20, 50 and 100.
• Use daily life situations to introduce combinations of
numbers.
Example:
Amir has 2 pencils.
Yen has 4 pencils.
There are 6 pencils in total.
2 and 4 is 6.
• Encourage mental calculation to state combinations of
two numbers within the range of basic facts.
Example:
0 and 8 make 8
1 and 7 make 8
2 and 6 make 8
3 and 5 make 8
4 and 4 make 8
5 and 3 make 8
6 and 2 make 8
7 and 1 make 8
8 and 0 make 8

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1 (Year 1)

LEARNING AREAS: NUMBERS AND OPERATIONS

TOPIC: 2.0 BASIC OPERATIONS

CONTENT STANDARD LEARNING STANDARD NOTES

2.1 The concepts of addition 2.1.1 Introduce symbols for addition, • Use and vary appropriate sentences in the context of
and subtraction subtraction and equal to. addition and subtraction.
• Using body gestures or object to form addition,
subtraction and equals to symbols.
Example 1:
Introduce words related to addition in context.
Total, all, sum of and etc.
Example 2:
Introduce the words related to subtraction in context.
Difference, remaining, balance and etc.
Example 3:
Introduce words related to equal to.
Is, so and etc.

2.1.2 Using addition and subtraction • Construct number sentences based on the given
symbols and equal to for writing situation with the correct use of symbols.
number sentences based on given • Situations can be delivered verbally or using concrete
situation. materials and pictorials.
Example 1:
Ali has 4 apples.
Abu gave 2 apples to Ali.
How many apples does Ali have?
4 and 2 is 6.
4+2=6
Example 2:
There are 6 apples.
Ali ate 2 apples.
How many apples are left?
6−2=4

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1 (Year 1)

CONTENT STANDARD LEARNING STANDARD NOTES

2.2 Add within 100 2.2.1 Add in the range of basic facts. Use concrete materials and pictorials to add numbers
within the range of basic facts.
Example:
9 + 9 = 18
6 + 8 = 14

2.2.2 Add two numbers with the sum • After the pupil has mastered the addition operation
within 100. within the basic facts, then proceed to the sums up to 50
and 100, according to the development of the pupil’s
ability.
Example:
25 + 4 = 29
36 + 14 = 50
• Use concrete materials or pictorials about daily life
situations and pupils' experiences to express sentences
verbally.
Example based on daily life situations:
There are 15 male pupils and 20 female pupil.
The total number of pupils is 35.
2.3 Subtract within 100 2.3.1 Subtract in the range of basic facts. Use concrete materials and pictorial to subtract numbers
within the range of basic facts.
Example:
16 − 8 = 8
10 − 4 = 6

2.3.2 Subtract two numbers within 100. • After the pupil has mastered the subtraction operation
within the range of basic facts, then proceed to
subtraction up to 50 and 100, according to the
development of the pupil's ability.
Example:
46 − 25 = 21

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1 (Year 1)

CONTENT STANDARD LEARNING STANDARD NOTES

• Use concrete materials or pictorials that related with daily

life situations and pupils’ experience to express
sentences verbally.
Example:
Class A has 26 pupils. 7 pupils are female.
So, there are 19 male pupils.
2.4 Repeated addition 2.4.1 Write number sentences of • Repeated addition is a basic concept of multiplication.
repeated addition in twos, fives and • Use concrete materials and pictorials to introduce
tens. repeated addition.
• Using daily life situations to write number sentence of
repeated addition.
Example:
There are 5 boxes of donut.
Each box has 4 donuts.
How many donut in total?
4 + 4 + 4 + 4 + 4 = 20
There are 20 donuts in total.
2.5 Repeated subtraction 2.5.1 Write repeated subtraction number • Repeated subtraction is a basic concept of division.
sentences of twos, fives and tens. • Using concrete materials and pictorials to introduce
repeated subtraction.
• Using daily life situations to write number sentences of
repeated subtraction.
Example:
Dad bought 6 pieces of curry puffs.
Dad gave the same amount to his 3 children.
How many curry puffs each child get?
6−2−2−2=0
Each child gets 2 pieces of curry puffs.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1 (Year 1)

LEARNING AREAS: NUMBERS AND OPERATIONS

TOPIC: 3.0 MONEY

CONTENT STANDARD LEARNING STANDARD NOTES

3.1 Notes and coins 3.1.1 Identify coins and notes of Use real currency to introduce Malaysian currency.
Malaysian currency.
3.1.2 Represent the value of money in: Hands-on activities involving combination of notes up to
(i) Sen up to RM1. RM10 and coins up to RM1.
(ii) Ringgit up to RM10. Example:
20 sen and 50 sen is 70 sen. RM1 and RM5 is RM6.
3.1.3 Convert money in: • Use concrete materials and pictorials to convert money.
(i) Coins up to RM1. • Convert money does not involve the combination of
(ii) Notes up to RM10. coins and notes.

3.2 Add and substract 3.2.1 Add and subtract money within • Apply addition and subtraction operations using daily life
operations RM10. situations or experiences with pupils' financial resources
such as from parents, duit raya, gifts, wages or savings.
• Conduct activities to record savings and daily spending
and emphasise the importance of saving at young age.
• Use concrete materials and pictorials for addition and
subtraction :
Example:
(i) 20 sen and 50 sen is 70 sen.
20 sen + 50 sen = 70 sen
(ii) RM1 and RM5 is RM6.
RM1 + RM5 = RM6
(iii) 40 sen - 10 sen = 30 sen

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1 (Year 1)

LEARNING AREA: MEASUREMENT AND GEOMETRY

TOPIC: 4.0 TIME

CONTENT STANDARD LEARNING STANDARD NOTES

Use daily life situations with pictures or verbally to tell

4.1 Days and months 4.1.1 State the sequence of events in a
about time.
day.
Example:
7 in the morning go to school.
10 in the morning go to the canteen
1 in the evening back home.
6 in the evening playing in the field.

4.1.2 Name the days of the week. Use daily life situations either verbally or with pictures to
state the days of the week.
Example 1:
The assembly is on Monday.
The PJK is on Tuesday.
The Mathematic’s Club is on Wednesday.
Example 2:
Today is Thursday.
Yesterday was Wednesday.
Tomorrow is Friday.
The day after tomorrow is Saturday.

4.1.3 Name the months of the year. • Use daily life situations either verbally or with pictures
to state the months of the year.
• Use a calendar to express events by month of the year.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1 (Year 1)

CONTENT STANDARD LEARNING STANDARD NOTES

4.2 Clock face 4.2.1 Identify the hour hand on the clock Use real analogue clocks and pictorials to introduce the
face. hour hand and minute hands.
Example:
The short needle is the hour hand.
The long needle is the minute hand.
The numbers 1 to 12 can be seen on the clock face.
4.2.2 State and write the time in hours, State and write time in hours using concrete materials
half an hour and a quarter hour and then followed by illustrative materials.
using an analogue clock. Example:
2 o’clock.
Half past 2.
Quarter past 2.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1 (Year 1)

LEARNING AREA: MEASUREMENT AND GEOMETRY

TOPIC: 5.0 MEASUREMENT

CONTENT STANDARD LEARNING STANDARD NOTES

5.1 Relative units for to 5.1.1 Measure the length and mass of Use of non-standard units and non-standard objects to
measure length, mass objects and the volume of liquids measure an object.
and volume of liquids using non-standard units.
Examples of non-standard units:
Hand span, cubit, crotch, arm span
Examples of measuring lengths with non-standard
objects:
Measure the length of the book with an eraser or a
pencil or a paper clip etc.

5.1.2 Compare the length, mass and Use daily life situations verbally or in stories when
volume of liquids of two or more comparing two or more measurements.
objects using non-standard units. Example:
Longer than, shorter than, less than, more than, much,
little, most, least, same, lightest, heaviest, hardest,
light, lighter or heavier.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1 (Year 1)

LEARNING AREA: MEASUREMENT AND GEOMETRY

TOPIC: 6.0 SPACE

CONTENT STANDARD LEARNING STANDARD NOTES

6.1.1 Name the shape of a cuboid, cube, Relate three-dimensional shapes to shapes from everyday
6.1 Three-dimensional
cone, square pyramid, cylinder and life.
shapes
sphere. Example:
A cuboid shape can be seen on the tissue box.

6.1.2 State the number of faces, edges Use materials that exist in three-dimensional shapes to
and vertices of a three-dimensional show the number of faces, sides and vertices.
shape.

6.1.3 Arrange objects according to the Use concrete materials and pictorials to arrange three-
pattern. dimensional shapes into patterns.

6.1.4 Build new models from combinations Use situations from everyday life to build new shapes from
of three-dimensional shapes. three-dimensional materials.
Example:
Robots, houses and etc.
6.2 Two-dimensional shapes 6.2.1 Name the shapes of square, Relate two-dimensional shapes to shapes in everyday life.
rectangle, triangle and circle. Example:
You see the rectangular shape on classroom doors,
textbooks, and so on.
6.2.2 State straight lines, side, angle corner Use concrete materials and pictorials to show the number
and curved side of two-dimensional of straight lines, sides, angles and curves.
shapes.
6.2.3 Arrange two-dimensional shapes Use concrete materials and pictorials to arrange two-
according to the pattern. dimensional shapes according to a pattern.

6.2.4 Create pattern based on two- Arrange and combine several two-dimensional shapes to
dimensional shapes. create a pattern.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Mathematics Level 1 (Year 1)

LEARNING AREA: STATISTICS AND PROBABILITY

TOPIC: 7.0 DATA MANAGEMENT

CONTENT STANDARD LEARNING STANDARD NOTES

7.1 Collect, classify and 7.1.1 Collect data based on daily life Use daily life situations to find information.
arrange data situations.
Example:
favourite colour, favourite food, favourite animal, etc
7.2 Pictograph 7.2.1 Read and obtain information from • Read and name information about real-life situations
pictographs. shown in pictographs.
• The indicator provided involves one unit of picture
representing one value.
• Emphasize on how to read information from pictographs
using the given indicators.

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MATHEMATICS
YEAR 2
 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

LEARNING AREAS: NUMBERS AND OPERATIONS

TOPIC: 1.0 WHOLE NUMBERS UP TO 1000

CONTENT STANDARD LEARNING STANDARD NOTES

1.1 Number value 1.1.1 Name the value of numbers up to

1000:
(i) Count in hundreds up to 1000 Use concrete materials and pictorials to count.
and write in numerals and Example 1:
words. 100, 200, 300, 400, 500, 600, 700, 800, 900, 1000.
One hundred, two hundred, three hundred, four
hundred, five hundred, six hundred, seven hundred,
eight hundred, nine hundred, one thousand.
Example 2:
10 Hundred is one thousand.
One thousand is written as 1000.

(ii) Count in ones and in tens up to Use pictorials or representations to count.

1000 and write in numerals and Example 1:
words. Counting in ones, in fives and in tens.
100, 101, 102, 103, 104, 105 410, 415, 420, 425, 430,
435 300, 310, 320, 330, 340, 350
Example 2:
Count the picotials given.
100, 200, 300, 400, 410, 420, 430, 431, 432
Example 3:
Write in numbers and words.
In numerals: 430
In words: four hundred and thirty
Example 4:
Match numbers with words.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

CONTENT STANDARD LEARNING STANDARD NOTES

1.1.2 Compare the values of two Use an object representation to compare the values of two
numbers. numbers.
Example 1:
Compare the hundreds place value between 294 and
315.
300 is greater than 200.
315 is greater than 294.
Example 2:
Compare the tens place value between 154 and 187.
150 is smaller than 180.
154 is smaller than 187.
Example 3:
Compare the ones place value between 472 and 477.
477 is greater than 472.
472 is smaller than 477.

1.1.3 Complete the numbers in ascending Example 1:

and descending order. 144, 154, ....., 174, 184, .....
Example 2:
412, 512, 612, ....., ....., 912
1.2 Place value 1.2.1 State the place value and digit value • Use concrete materials and pictorials to show place
of any number. value and digit value.
Example 1:
Write 136 according to place value and digit value.
1 3 6
Place value hundreds tens ones
Digit value 100 30 6

Example 2:
Partition the numbers according to place value and digit
value.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

CONTENT STANDARD LEARNING STANDARD NOTES

Place value: 1 hundred + 3 tens + 6 ones

Digit value: 100 + 30 + 6
• Partition can be replaced by other suitable words,
according to the development of the pupil’s ability.
Example:
Classify, separate and categorise.

1.3 Number pattern 1.3.1 State any number pattern of by State the number patterns of by ones, by tens and by
ones, up to by tens and by hundreds in ascending and descending order.
hundreds.
Only need to complete the number patterns by ones, by
1.3.2 Complete various simple number twos, by fives and by tens without stating the number
patterns. pattern.
1.4 Estimate 1.4.1 Give a reasonable estimate for the • Estimation is made by stating the quantity based on a
quantity of objects. reference set using the terms of less than or more than.
• Use concrete materials and pictorials as a reference set
to estimate the number of objects.
Example:
Suppose the number of candies in container A is 100.
What is the estimated number of candies in container
B?
Estimate by the students: Container B is more than
100.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

CONTENT STANDARD LEARNING STANDARD NOTES

1.5 Round off numbers 1.5.1 Round off whole numbers to the • Use either number lines or simulation to introduce the
nearest tens and hundreds. concept of rounding off.
• Use nearer or furthest comparison during simulations or
number lines to introduce the concept of nearest in
round off numbers.
Example of simulation:
Pupils stand in a line.
Lily is closer to Diana.
Hong is furthest from Sani.
Sani is closer to David.
• Round off can be made using the number line.
Example of number line:
Round off 23 to the nearest tens.
23 is between 20 and 30.
23 is nearer to 20.
20 is the nearest tens to 23.
23 when rounded off become 20.

tens tens
nearest tens furthest tens

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

LEARNING AREAS: NUMBERS AND OPERATIONS

TOPIC: 2.0 BASIC OPERATIONS

CONTENT STANDARD LEARNING STANDARD NOTES

2.1 Add within 1000 2.1.1 Add up to three numbers within • Use Dienes block to add hundreds with ones, hundreds
the sum of 1000. with tens, hundreds with hundreds according to the
development of the pupils’ ability.
Example 1:
Use number combinations to introduce the addition
operation..
120 and 40 is 160.
120 + 40 = 160
Example 2:
115 + 4 = 119
115 + 2 + 1 = 118
115 + 20 + 30 = 165
115 + 100 + 500 = 715
• Use the standard written method to show addition.
• Use real-life situations to solve addition problems.
Example:
Store A sells 70 pairs of socks, 135 pairs of pants and
200 pairs of shirts.
Calculate the amount successfully sold.
70 + 135 + 200 = 405
70 205
+ 135 + 200
205 405

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

CONTENT STANDARD LEARNING STANDARD NOTES

• Use concrete materials or pictorials about daily life

situations and pupils' experiences to state sentences
verbally.
Examples based on daily life situations:
Aida has 285 oranges.
Dad gave her 80 oranges.
The total number of oranges are 365.
2.2 Subtract within 1000 2.2.1 Subtract up to three numbers • Use Dienes block to subtract the hundreds with ones,
within 1000. hundreds with tens, hundreds with hundreds according
to the development of pupil’s ability.
Example:
387− 2 = 385
387 − 1 − 4 = 382
387 − 40 = 347
387 − 20 − 40 = 327
387 − 200 = 187
387 −100 – 100 = 187
• Use standard written method to show the subtraction
operation.
• Solve subtraction problems in real everyday situations
problems.
Example:
A school has 850 pupils. At the end of 2024, a total of
167 Year 6 pupils will transfer to secondary school.
How many pupils are left?
850 − 167 = 683

850
− 167
683

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

CONTENT STANDARD LEARNING STANDARD NOTES

• Use concrete materials or pictorrials about daily life

situations and pupils’ experiences to state problem
solving sentences verbally.
Example:
There are 480 durian.
A total of 190 durians were sold.
The number of unsold durians is 290.
2.3 Multiply within 1000 2.3.1 Multiply within the range of basic • Use repeated addition to introduce the basic concept of
facts. multiplication.
Example:
2+2+ 2=6
3× 2=6
• Basic facts include multiplying one-digit number by one-
digit number.
Example:
3×2=6
• Shows the relationship between a × b = b × a
Example:
3×2=6
2×3=6
So, 3 × 2 = 2 × 3
• Provide daily life situations or illustrated situations to
solve multiplication problems.
Example:
There are 5 people in each car.
How many people are in 3 cars?
5 × 3 = 15
2.3.2 Multiply a single digit number by 10. Example:
3 × 10 = 30
8 × 10 = …..
….. × 10 = 60

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CONTENT STANDARD LEARNING STANDARD NOTES

2.4 Divide within 1000 2.4.1 Divide within the range of basic • Division as sharing, grouping, repeated subtraction and
facts. inverse multiplication.
• Basic division facts including with remainder and without
remainder.
Example 1:
Divide the 12 balloons equally among 3 people.
12 ÷ 3 = 4
Example 2:
17 ÷ 5 = 3 remainder 2 (Use the standard written
method)
• Provide daily life situations or illustrated situations to
solve division problems.
Example:
24 pencils are divided equally into 2 different boxes.
How many pencils are in one box?
24 ÷ 2 = 12

2.4.2 Divide any two-digit number by 10. Example 1:

30 ÷ 10 = 3
60 ÷ …. = 6
…..÷ 10 = 9
Example 2:
There are 50 books.
The books are distributed equally to 10 people.
How much does each person get?
50 ÷ 10 = 5

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

LEARNING AREAS: NUMBERS AND OPERATIONS

TOPIC: 3.0 FRACTIONS AND DECIMALS

CONTENT STANDARD LEARNING STANDARD NOTES

3.1 Concept of one over 3.1.1 Identify one over two, one over four, • Emphasize the concept of fractions by introducing the
two and one over four in two over four and three over four. concept of whole and parts.
proper fraction • Encourage paper folding activities to introduce one over
two, one over four, two over four and three over four.
• Introduce one over two, one over four, two over four and
1 1 2 3
three over four as , . . .
2 4 4 4

3.2 Proper fraction 3.2.1 State, write and name proper Use concrete materials, pictorials and paper folds to
fractions with numerators 1 to 9 explain the concept of proper fractions. Use a diagram to
and denominators 1 to 10. represent the given fraction.
3.2.2 Compare the value of the two Compare two fractions based on paper folds, fraction
proper fractions given. tables, and diagrams.

3.3 Decimals 3.3.1 Convert fractions of tenths into Use diagrams and number lines to explain the concept of
decimals. decimals.
3.3.2 Represent diagrams according to State and write decimals numbers from zero point one to
the decimal numbers given. zero point nine according to the shading on the diagram
and on the number line.

3.3.3 Compare the value of two given • Compare the values of two decimals based on paper
decimals. folds, number lines and diagrams.
• Compare the values of fractions with the values of
decimals using diagrams and number lines.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

LEARNING AREAS: NUMBERS AND OPERATIONS

TOPIC: 4.0 MONEY

CONTENT STANDARD LEARNING STANDARD NOTES

4.1 Notes and coins 4.1.1 Identify notes of Malaysian Use concrete materials and pictorials to introduce money
currency up to RM100. RM1, RM5, RM10, RM20, RM50 and RM100, then 10 sen,
20 sen and 50 sen.

4.1.2 Determine the value of money up Use concrete material and pictorials to determine the value
to RM100. of money.
Example:
RM20 is the same value as 2 pieces of RM10 or 4
pieces of RM5 or 20 pieces of RM1
4.2 Add values of money 4.2.1 Add up to three values of money • Begin addition activities involves two values of money,
within the sum of RM100. then followed by three values of money.
• Use daily life situations verbally and word problems to
introduce addition of money.
Example 1:
In January, Amy saved RM29.
In February, Amy saved RM13.
How much is Amy saving?
RM29 + RM13 = RM42
Example 2:
Mom bought a bookshelf worth RM22, a chair priced at
RM32 and table priced at RM24.
How much does mom have to pay?
RM22 RM54
+ RM32 + RM24
RM54 RM78

RM22 + RM32 + RM24 = RM78

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CONTENT STANDARD LEARNING STANDARD NOTES

4.3 Subtract values of 4.3.1 Subtract up to three values of • Subtract two values of money, then followed by three
money money within RM100. values of money.
• Use daily life situations to introduce the subtraction of
money.
Example 1:
David has RM54.
He has bought a book worth RM23.
What is the remaining amount?
RM54 - RM23 = RM31
Example 2:
Sara has RM85.
He has bought a shirt that cost RM15 and a pair of pants
that cost RM27.
What is the balance?

RM85 - RM15 - RM27 =

RM85 RM70
− RM15 − RM27
RM70 RM43

RM85 − RM15 − RM27 = RM43

4.4 Multiply values of 4.4.1 Multiply values of money and the • Multiply the value of money using number sentences.
money product up to RM100. • Use daily life situations to introduce multiplication of
money.
Example 1:
Raju receives RM5 of pocket money everyday.
How much money did Raju receive for 5 days?
RM5 × 5 = RM25

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

CONTENT STANDARD LEARNING STANDARD NOTES

4.5 Divide values of money 4.5.1 Divide values of money within • Use sample notes to divide money values while solving
RM100. number sentences.
• Use daily life situations to create number sentences.
Example 1:
Richard saved RM80 for 10 weeks.
How much money did Richard save each week?
RM80 ÷ 10 = RM8
Example 2:
The price of 6 kilograms of durian is RM48.
How much does 1 kilogram of durian cost?
RM48 ÷ 6 = RM8

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

LEARNING AREA: MEASUREMENT AND GEOMETRY

TOPIC: 5.0 TIME

CONTENT STANDARD LEARNING STANDARD NOTES

5.1 Time in hours and 5.1.1 Read and write time in hours and • Use a real analogue clock and pictorial representation to
minutes minutes. read the minute graduations on the clock face.
• Introduce quarter hour, half an hour and 1 hour using the
minute hand and hour hand of an analogue clock.
• Use a daily life situations or pictorials to read and write
time in hours and minutes.
Example:
Ten minutes past seven.
7:10

5.1.2 Record time in hours and minutes. Record time of pupils' daily life situations involving hours
and minutes.
Example:
Going to school at 7:00 a.m.
Recess at 10:30 a.m.
Return from school at 1:00 p.m.
Play at 6:00 p.m.
Go to sleep at 10:00 p.m.
5.2 Relationship in time 5.2.1 State the relationship between days Use a.an nalogue clocks or pictorials to show that 1 hour
with hours and hours with minutes. equals to 60 minutes and 1 day equals to 24 hours.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

LEARNING AREA: MEASUREMENT AND GEOMETRY

TOPIC: 6.0 MEASUREMENT

CONTENT STANDARD LEARNING STANDARD NOTES

6.1 Length
6.1.1 Recognise unit of length. • Introduce the concept of length as a measure of
distance between two points.
• Introduce units of centimetres (cm) and metres (m) by
using appropriate measuring instrument.
Example:
Ruler and tape measure.

6.1.2 Measure length. Use concrete materials to measure and read lengths.
Example:
Textbooks, desks, erasers, pencils and etc.

6.1.3 Estimate length. Estimate based on a set of reference of concrete materials

and pictorials.
Example:
The length of book A is 20 cm.
What is the approximate length of book B?
Student’s estimate: Less than 20 cm or
More than 20 cm.
6.2 Mass 6.2.1 Recognise unit of mass. Introduce the units kilogram (kg) and gram (g) by using a
suitable measuring instrument.
Example:
Scales

6.2.2 Weigh objects. Use concrete materials to weigh and read the weight of
objects.
Example:
Textbooks, school bags and etc.

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CONTENT STANDARD LEARNING STANDARD NOTES

6.2.3 Estimate mass. Estimate based on a set of reference of concrete materials

and pictorials.
Example:
Given the mass of a watermelon is 800 g.
What is the approximate mass of 3 watermelons?
Pupils’ estimate: More than 800 g or
Less than 800 g.
6.3 Liquid volume 6.3.1 Recognise volume of liquid. • Introduces units litres (𝑙) and millilitres (𝑚𝑙) using an
appropriate measuring tools.
Example:
Measuring cups, graduated cylinders, water bottles.
• Write volume of the liquid in correct units.

6.3.2 Measure volume of liquid. • Use concrete materials to measure and read volume of
liquid.
• Measure, mark and record volume of a liquid determined
using 𝑚𝑙 and 𝑙.

Estimate based on a set of reference of concrete materials

6.3.3 Estimate volume of liquid.
and a pictorials.
Example:
Assume the fruit juice in container A is 3 litres.
What is the estimated volume of fruit juice in container
B?
Estimate by the students:
Less than 3 𝑙 or
More than 3 𝑙.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

LEARNING AREA: MEASUREMENT AND GEOMETRY

TOPIC: 7.0 SPACE

CONTENT STANDARD LEARNING STANDARD NOTES

7.1 Three-dimensional 7.1.1 Identify three-dimensional shapes • Three-dimensional shapes including cube, cuboid,
shapes based on descriptions. pyramid with a square base, cylinder and cone.
• State the characteristics in terms of faces, sides and
vertices.
7.1.2 Identify basic shapes of three- Use concrete materials followed by pictorials to introduce
dimensional shapes. various nets of three-dimensional shapes.

7.1.3 Identify various nets of three- • Use hands-on activities to demonstrate various nets of
dimensional shapes. three-dimensional shapes.
• Name the correct three-dimensional shapes based on
the given nets.
7.2 Two-dimensional 7.2.1 Identify two-dimensional shapes • Two-dimensional shapes including square, rectangle,
shapes based on descriptions. triangle and circle.
• Identify two-dimensional shapes using pictorial
represantations.
• State the characteristics in terms of straight sides,
curved sides and vertices.

7.2.2 Draw basic shapes of two- Use concrete materials of three-dimensional shapes to
dimensional shapes. draw two-dimensional basic shapes.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

LEARNING AREA: STATISTICS AND PROBABILITY

TOPIC: 8.0 DATA MANAGEMENT

CONTENT STANDARD LEARNING STANDARD NOTES

8.1 Collect, classify and 8.1.1 Collect data based on daily-life Use daily life situations to collect data, classify and arrange
arrange data situations. data.
Example:
Favourite colour, favourite food, favourite animal and etc.
8.2 Bar chart 8.2.1 Read and obtain information from • Introduce horizontal and vertical axes.
bar chart. • Explains information shown on horizontal and vertical
axes.
• Solve problems involving daily life situations based on the
bar chart provided.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 2)

36
MATHEMATICS
YEAR 3
 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

LEARNING AREA: NUMBERS AND OPERATIONS

TITLE: 1.0 WHOLE NUMBERS UP TO 10 000

CONTENT STANDARD LEARNING STANDARD NOTES

1.1 Number value 1.1.1 Name numbers up to 10 000: • Use concrete materials and pictorials to represent
counting in ones, in tens, in hundreds and in thousands.
Example: Dienes block and etc.

(i) Count in thousands up to • Count in thousands in ascending order up to 10 000.

10 000 and write in numerals Example 1:
and words.
1000 2000 3000 4000 5000
One Two Three Four Five
thousand thousand thousand thousand thousand

6000 7000 8000 9000 10 000

Six Seven Eight Nine Ten

thousand thousand thousand thousand thousand

Example 2:
10 blocks of Dienes of 1000 is 10 000.

Example 3:
Count and write the values in numerals and words.

1000 1000 1000 500 20 7

In numerals : 3527
In words: Three thousand five hundred and twenty seven

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CONTENT STANDARD LEARNING STANDARD NOTES

(ii) State the place value and digit Example 1:

value of any number. Write 3527 according to place value and digit value.

3 5 2 7
Place value Thousands Hundreds Tens Ones
Digit value 3000 500 20 7

Example 2:
Partition 3527 by place value and digit value.
Partition by place value:
3 thousands + 5 hundreds + 20 tens + 7 ones
Partition by digit value:
3000 + 500 + 20 + 7
• Partition can be replaced with other words that are more
suitable according to the development of the pupil's
ability.
Example:
Classify, separate and categorise.

1.1.2 Compare number value up to three • Use concrete materials and pictorials to compare
numbers. number value up to three numbers using word of more
than, less than, smaller than and larger than.
Example 1:
Compare place value of thousands for 5300 and 7500.
5300 less than 7500.
7500 more than 5300.

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CONTENT STANDARD LEARNING STANDARD NOTES

Example 2:
Compare using the place values for 2971, 2716 and
6771.
Thousands Hundreds Tens Ones
2 9 7 1
2 7 1 6
6 7 7 1

6771 is more than 2716 and 2971.

6771 is the largest.
2716 is the smallest.
2971 is more than 2716.
Example 3:
Compare 1720, 2720 and 3720 using number line.

1720 2720 3720

1720 is the smallest.
3720 is the largest.
• Arrange and complete numbers in ascending and
descending order.
Example 1:
Arrange 2971, 2716 and 6771 in ascending and
descending order.
Arrange in ascending order: 2716, 2971, 6771
Arrange in descending order: 6771, 2971, 2716
Example 2:
Fill in the blanks.
4235, 4240, ......, ......, 4255

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CONTENT STANDARD LEARNING STANDARD NOTES

1.2 Estimate 1.2.1 Give reasonable estimation for the Estimation made based on reference set and using word of
quantity less than or more than.
Example:
The mass of jar A is 2500 𝑔.
Estimate mass of jar B and jar C.
Pupils’ estimation: Jar C is more than 2500 𝑔.
Pupils’ estimation: Jar B is less than 2500 𝑔.
1.3 Round off numbers
1.3.1 Round off whole numbers up to Round off can be made using number line.
nearest thousands. Example 1:
Round off 6400 to the nearest thousands.
6400 is between 6000 and 7000.
6400 is closer to 6000.
6400 rounded off to the nearest thousands is 6000.
Example 2:
Round off 2637 to the nearest thousands.
2637 is between 2000 and 3000.
2637 is closer to 3000.
2637 rounded off to the nearest thousands is 3000.
1.4 Number pattern 1.4.1 Identify number patterns of given Sequence of numbers can reach up to six numbers.
numbers in ascending and Example:
descending order from ones up to Ascending order: 4000, 5000, 6000, 7000, 8000
tens, hundreds and thousands. Descending order: 8700, 8600, 8500, 8400, 8300

1.4.2 Complete various simple number Example:

patterns. 6580, ……, 6560, 6550, ……, ……
9100, 9200, ……, ……, 9500, 9600

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

LEARNING ARES: NUMBERS AND OPERATIONS

TOPIC: 2.0 BASIC OPERATIONS

CONTENT STANDARD LEARNING STANDARD NOTES

2.1 Add and subtract within 2.1.1 Solve addition and subtraction Use daily life situations to add and subtract progressively
10 000 problems up to three numbers and according to the development of pupil's ability.
the sum within 10 000, involving Example 1:
daily life situations. Store A has 2347 cans of milk.
Store B has 653 cans of milk.
How many cans of milk altogether?
Thousands Hundreds Tens Ones
2 3 4 7
+ 6 5 3
3 0 0 0

Example 2:
Linda has 5064 apples.
Mary has 28 more apples than Linda.
How many apples do they have?
5064 + 28 = ….

5064
+ 28
5092

Example 3:
Shop A has 3426 face masks.
The number of face masks that have been sold is 392.
How many face masks are left?

3426 − 392 = ......

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CONTENT STANDARD LEARNING STANDARD NOTES

3426
− 392
3034

2.1.2 Solve mixed operations of addition Use daily life situations to solve mixed operation problems.
and subtraction within 10 000, Example:
involving daily life situations. Company A prepares 2060 gifts.
580 gifts were added due to the overwhelming response.
1550 gifts given to lucky visitors.
How many gifts are left?

2060 + 580 − 1550 =

2060 2640
+ 580 − 1550
2640 1090

2060 + 580 – 1550 = 1090

2.2 Multiplication and 2.2.1 Solve multiplication and division of Use illustrated situations and word problems of
division within 10 000 any numbers up to four digits with a multiplication and division progressively according to the
one-digit number, 10, 100 and development of the pupil's ability.
1000, with the product up to
10 000 involving daily life
situations.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

LEARNING AREA: NUMBERS AND OPERATIONS

TOPIC: 3.0 FRACTIONS, DECIMALS AND PERCENTAGES

CONTENT STANDARD LEARNING STANDARD NOTES

3.1 Fractions 3.1.1 State equivalent fractions of proper • Use daily life situations and diagrams to introduce
fraction involving denominator up to equivalent fractions.
10. Example:
Raju has a pizza.
He cut the pizza into two equal parts. Then, he cut the
pizza again into four equal parts.
2 4
1
2 4
1 1
is equivalent to 2 pieces of
2 4
1 2
=
2 4

The same pizza is cut again into eight equal parts.

1 1
is also equivalent to 4 pieces of 8
2
1 4
=
2 8
1 2 4
So, is equivalent to and
2 4 8

1 2 4
= =
2 4 8
• Use fraction charts to reinforce the concept of equivalent
fractions.
• Introduce proper fractions.
Example:
1 2 4
. and are examples of proper fractions.
2 4 8

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

CONTENT STANDARD LEARNING STANDARD NOTES

3.1.2 Convert proper fractions to simplest • Use equivalent fractions to introduce proper fractions in
form, denominators up to 10. the simplest form.
• Use fraction charts and division operations to convert
proper fractions to the simplest form.
Example:
6
The simplest fraction of 10 .
6 ÷2 3
=5
10 ÷ 2

3.1.3 Add and subtract two proper • Use the fraction strip and number line to add two proper
fractions. fractions progressively according to the development of
the pupil's ability.
• Use the same denominator to add and subtract proper
fractions, followed by different denominators
progressively according to the development of the pupil's
ability.
Example 1:
2 1
Add and .
5 5
2 1 3
+ =
5 5 5

Example 2:
5 1
Subtract from .
6 3

5 1 5 1×2
− = −
6 3 6 3×2
5 2
= −
6 6
3 ÷3 1
= =
6 ÷3 2

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

CONTENT STANDARD LEARNING STANDARD NOTES

3.1.4 Identify improper fractions and mixed Use concrete materials and pictorials to show the
numbers involving denominators up relationship between improper fractions and mixed
to 10. numbers in daily life situations.
Example:
There are two types of pizza.
1 pizza = whole
quarter pizza = part

1 is a whole number
1 1
1 quarter = 1 = proper fraction
4 4

1 quarter = mixed number

5
= improper fraction
4

3.1.5 State the fractions of hundredths in • Use daily life situations to introduce the relationship
decimals. between hundredths and decimals.
Example 1:
There are 100 Year 3 pupils.
16 of them wear glasses.
16 out of 100 = 16 percent
16
= = 0.16
100

= zero point one six

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CONTENT STANDARD LEARNING STANDARD NOTES

3.2 Decimals 3.2.1 Compare the values of two decimal Use diagrams and number lines to show the value of
numbers up to two decimal places. numbers in decimals.

3.2.2 Add and subtract two decimals • Use diagrams and number lines to add and subtract
involves up to two decimal places, decimals progressively according to the development of
with the sums up to zero point nine the pupil's ability.
nine. • Add and subtract two decimals involving daily life
situations.
3.3 Percentages 3.3.1 Represent percentages in hundred • Introduce percentages and its symbol based on daily life
grid and vice versa. situations.
• Use the hundred grid to represent decimals and vice
versa.

3.3.2 State and write one percent up to

one hundred percent.
3.4 Relationship between 3.4.1 State the relationships between Represent hundredths with decimals, percentages and vice
fractions, decimals and fractions, decimals and versa.
percentages percentages.
Example:
28
= 0.28
100
28
= 28%
100
28
28% = = 0.28
100

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

LEARNING AREA: NUMBERS AND OPERATIONS

TOPIC: 4.0 MONEY

CONTENT STANDARD LEARNING STANDARD NOTES

4.1 Add and subtract money 4.1.1 Solve addition and subtraction Example 1:
problems up to three values of RM215+RM94 = RM309
money and the summing up to Example 2:
RM10 000. Dad bought a bike for RM560 and a helmet for RM78.
How much did dad pay?
RM560+RM78 = RM638

4.1.2 Solve of mixed operation problems

of addition and subtraction within
RM10 000 involving daily life
situations.
4.2 Multiplication and 4.2.1 Solve multiplication and division Use daily life situations to solve number sentences
division of money problems involving the values of involving multiplication and division of money according to
money with a one-digit number, 10, the development of the pupil's ability..
100 and 1000 and the product up to
Example 1: RM240 × 5 = RM .....
RM10 000.
Example 2: RM24.20 × 7 = RM .....
Example 3: RM13.70 × 100 = RM .....
Example 4: RM36.80 × 1000 = RM .....
Example 5: RM180 ÷ 6 = RM .....
Example 6: RM29.40 ÷ 10 = RM .....
4.3 Foreign currencies 4.3.1 Recognise currencies of ASEAN • Use real money or pictures to introduce the currencies of
countries. ASEAN countries.(actitivies such as folio preparation or
simple project can be implemented)
• State that the value of each country's currency is
different.

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CONTENT STANDARD LEARNING STANDARD NOTES

4.4 Savings and 4.4.1 Explain needs and wants as a • Use daily life situations to introduce the meaning of
expenditure basis for saving and needs and wants, saving and expenditure/spending.
expenditure/spending. • Do not need to do calculations to show the difference
between saving and expenditure/spending.
Examples of needs:
Food to provide an energy, house as living place or
vehicle to move from one place to another and etc.
Examples of wants:
Watches, toys, ice cream and etc.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

LEARNING AREA: MEASUREMENT AND GEOMETRY

TOPIC: 5.0 TIME

CONTENT STANDARD LEARNING STANDARD NOTES

5.1 Time in hours, minutes 5.1.1 Read and record time for any • Use class timetables and calendars to read activities.
and seconds. activity. Example 1:
Every Monday, 7:30 am to 8:00 am there is an assembly.
Example 2:
Christmas is celebrated on 25th December every year.
Example 3:
In 2024, February has 29 days.
• Record the time for an activity in a daily life situation and
make connections between week and day, year and
month.
Example:
Record activities done by pupils during school holidays.
o The school holidays at the end of the year is 5
weeks which is for 1 month and 1 week.
o 1 week has 7 days.
o 1 month has 30 or 31 days except in February.
o 1 day has 24 hours.
o 1 year has 12 months.
• Use an analogue clock to show the relationship between
hours, minutes and seconds.
5.1.2 Convert time involving hours and • Use daily life situations to show the conversion of hours
minutes and minutes and seconds. to minutes, minutes to seconds and vice versa.
• Use an analogue clock to introduce hour, minute and
second hands and show the relationship between hours
and minutes, minutes and seconds.
Example 1: 1 hour = 60 minutes
Example 2: 3 hours = 3 x 60 minutes = 180 minutes

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CONTENT STANDARD LEARNING STANDARD NOTES

Example 3: 1 minute = 60 seconds

Example 4: 1 hour 20 minutes = ..... minutes

5.2 Addition and subtraction 5.2.1 Solve the number sentences • Solve the number sentences involving addition and
of time involving addition and subtraction subtraction of units of time in daily life situations.
up to three units of time involving Example 1:
hours, minutes and seconds. 5 hours + 1 hour + 2 hours = ..... hours
Example 2:
30 minutes + 40 minutes + 5 minutes = ..... minutes
Example 3:
15 seconds + 23 seconds + 10 seconds = ..... seconds
Example 4:
9 hours 15 minutes + 3 hours 26 minutes
= ..... hours ..... minutes
Example 5:
23 minutes 14 seconds + 18 minutes 43 seconds
= ..... minutes ..... seconds

5.2.2 Solve the number sentences of Solve problems involving mixed operation of addition and
mixed operation of addition and subtraction of time involving daily life situations.
subtraction of units of time involving
hours, minutes and seconds.

5.3 Multiplication and 5.3.1 Solve number sentence of • Use daily life situations to encourage pupils to form
division of time multiplication and division of units number sentences for multiplication and division of time.
of time involving hours, minutes • Solve the number sentences of multiplication and
and seconds by a one-digit division of units of time.
number.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

LEARNING AREA: MEASUREMENT AND GEOMETRY

TOPIC: 6.0 MEASUREMENTS

CONTENT STANDARD LEARNING STANDARD NOTES

6.1 Length 6.1.1 Convert unit of length involving Use a 1-metre ruler to show that 1 metre is equal to 100
metre and centimetre. centimeters. Asking questions verbally about the unit
conversion from metres to centimeters and vice versa.
Example 1:
2 m = 200 cm
400 cm = 4 m

Example 2:
Convert cm to m and cm
128 cm = 100 cm + 28 cm
= 1 m + 28 cm

Example 3:
Convert 9 m 20 cm to cm
9 m 20 cm = 900 cm + 20 cm
= 920 cm

6.1.2 Solve the number sentences Use daily-life situations to solve the number sentences
involving addition and involving addition and subtraction up to three measurements
subtraction up to three length of length.
measurements involving metre Example 1:
and centimetre. 453 m + 360 m = .....

453m
+360m
813m

Example 2:

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

CONTENT STANDARD LEARNING STANDARD NOTES

59 m + 78 m + 143 m = ..... m

59m 137m
+ 78m + 143m
13 7m 280m
Example 3:
453 m − 360 m = ..... m

453m
− 360m
093 m

Example 4:
643 m − 59 m − 78 m = ..... m

643m 584m
− 59m − 78m
584m 506m

Example 5:
482 cm −1 m 33 cm − 1 m 40 cm = ...... m ...... cm

4 m 8 2 cm
− 1 m 3 3 cm
3 m 4 9 cm
− 1 m 4 0 cm
2m 9 cm

6.1.3 Solve the number sentences of Solve the number sentences involving mulplication and
mulplication and division of division of length progressively.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

CONTENT STANDARD LEARNING STANDARD NOTES

length with a one-digit number Example 1:

involving metres and 4 × 95 cm = ..... cm
centimetres. Example 2:
8 × 3 m 20 cm = ..... m ..... cm
Example 3:
60 m 70 cm = ..... cm
Example 4:
360 cm ÷ 4 = ..... cm
Example 5:
Divide 2080 cm by 5
2 080 cm ÷ 4 = ..... cm
Example 6:
13 m 50 cm ÷ 3 = ..... cm
6.2 Mass 6.2.1 Convert unit of mass involving Use concrete materials and pictorials to show that 1 kilogram
kilogram and gram. is equal to 1000 grams. Ask questions verbally about the unit
conversion from kilograms to grams and vice versa.
Example 1:
3 kg = 3000 g
5000 g = 5 kg
Example 2:
Convert g to kg and g.
1347 g = 1000 g + 347 g
= 1 kg 347 g
Example 3:
Express 3 kg 700 g in g
3 kg 700 g = 3000 g + 700 g
= 3700 g

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

CONTENT STANDARD LEARNING STANDARD NOTES

6.2.2 Solve the number sentences • Solve the number sentences involving addition and
involving addition and subtraction up to three units of mass.
subtraction up to three units of • Solve problems of mass involving addition and subtraction
masses involving kilogram and up to three units of mass in daily life situations.
gram.

• Solve the number sentences involving multiplication and

6.2.3 Solve the number sentences division up to three units of mass.
involving multiplication and
• Solve problems of mass involving multiplication and
division up to three units of
division up to three units of mass in daily life situations.
masses involving kilogram and
gram.
6.3 Volume of liquid 6.3.1 Convert units of volume of liquid • Use concrete materials and pictorials to show the
involving litre and millilitre. relationship 1 litre equals 1000 millilitres. Asking questions
verbally about unit conversion from litres to millilitres and
vice versa.
• Use a beaker, measuring cylinder, measuring cup or water
bottle to indicate the correct quantity.
• Use simulations or hands-on activities to demonstrate unit
conversion or basic operations.

6.3.2 Solve the number sentences • Solve the number sentences involving addition and
involving addition and subtraction up to three volumes of liquid involving litre and
subtraction up to three volumes millilitre progressively.
of liquid involving litre and • Solve problems involving addition and subtraction
millilitre. involving litre and millilitre in daily life situations.

6.3.3 Solve the number sentences • Solve the number sentences involving multiplication and
involving multiplication and division up to three volumes of liquid involving litre and
division by a one-digit number millilitre progressively.
involving litre and millilitre. • Solve problems involving multiplication and division
involving litre and millilitre in daily life situations.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

LEARNING AREA: MEASUREMENT AND GEOMETRY

TOPIC: 7.0 SPACE

CONTENT STANDARD LEARNING STANDARD NOTES

7.1 Prisms and non-prism 7.1.1 Recognise square prisms, Use concrete materials to introduce square prisms,
rectangular prisms and triangular rectangular prisms and triangular prisms. Then, show the
prisms. relationship between the cube and the cuboid with the prism.
Example:
A cube is a square prism.
A cuboid is a rectangular prism.

7.1.2 State the characteristics of • Use concrete materials and pictorials to state verbally or
square prisms, rectangular write the number of surfaces, vertices and edges.
prisms and triangular prisms Example:
according to surfaces, bases, A rectangular prism has 6 flat surfaces, 8 vertices 12 edges
vertices and edges. and 2 bases.
• Explain the characteristics of a prism:
- Has 5 or more flat surfaces.
- Has 2 opposite surfaces of the same shape and size
each called the base.
- Has no curved surfaces.

7.1.3 Compare prisms and non-prisms Use concrete materials and pictorials to make comparisons
based on surfaces, bases, between prisms and non-prisms, consisting of spheres, cones,
vertices and edges. pyramids and cylinders.

7.2 Regular polygon shape 7.2.1 Recognise the regular polygon Use concrete materials and pictorials to recognize the shape
such as pentagon, hexagon, of a regular polygon based on its characteristics.
heptagon and octagon. Example:
The pentagon has 5 straight sides.

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CONTENT STANDARD LEARNING STANDARD NOTES

7.2.2 Create patterns based on regular Use daily life situations in hands-on activities to explore the
polygons. patterns that can be produced using regular polygons.
Example:
Situation in the playground, has butterflies, trees and the
sun.

7.3 Axis of symmetry 7.3.1 Recognise and draw the axis of • Use hands-on activities to introduce the axis of symmetry.
symmetry. • Use regular polygons to introduce an axis of symmetry.
• Draw and state the number of axes of symmetry.
• Making a connection between the number of axes of
symmetry and the number of straight sides of a regular
polygon.
Example:
Pentagon has 5 axes of symmetry because there are 5
straight sides that can divide the pentagon to five equal
halves.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

LEARNING AREA: RELATIONSHIP AND ALGEBRA

TOPIC:8.0 COORDINATES

CONTENT STANDARD LEARNING STANDARD NOTES

8.1 Coordinates in the first 8.1.1 Identify the position of an object Use classroom situations and compass to identify the position
quardrant based on the reference point of objects based on the reference points.
using the relevant vocabulary. Example:
To the right, to the top, to the east, and to the north.

8.1.2 Identify the object based on its Introduce the horizontal and vertical axis, followed by
position at the horizontal and simulating daily life situations to identify objects.
vertical axes. Example:
Move three steps to the right.
Then, move 5 steps to the north.
Finally, state the object in that position.

8.1.3 Determine the position of an

Use pictures or simulations to find the position of the object on
object at the horizontal and
the horizontal and vertical axis.
vertical axes.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

LEARNING AREA: STATISTICS AND PROBABILITY

TOPIC: 9.0 DATA MANAGEMENT

CONTENT STANDARD LEARNING STANDARD NOTES

9.1 Collect, classify and sort 9.1.1 Collect, classify and sort data Use daily-life situations to collect, classify and sort data.
data based on daily life situations. Example:
Favourite color, favourite food, favourite animal and etc.

9.2 Pie chart 9.2.1 Reading and obtain information Read a pie chart that represents daily life situations and state
from pie charts. the information shown.
9.2.2 Relate between pictograph, bar Use similar examples to represent data in pictographs, bar
chart and pie chart to represent charts and pie charts to show relationships.
any information.

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 3rd Edition Aligned Document for KSSR (Semakan 2017) Level 1 (Year 3)

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