CURRICULUM SPECIFICATION MATHEMATICS FORM ONE

SMK. BANGSAR, KUALA LUMPUR

Learning Learning Activities Learning Objectives
Area
NUMBERS i. Count; read and write
1. whole numbers in words
Whole or numerals.
Numbers ii. Students read and write
whole numbers while
counting from a given
initial value to a final
value in a certain
specified interval.
iii. Estimate values,
including that of real-life
situations by rounding
i. Explore addition and
subtraction using
standard algorithm (rules
of calculations),
estimation, mental and
speed computation or
penciland-paper.
ii. Use calculators to
compare and verify
answers.
iii. Students pose and solve
problems related to
addition and subtraction
of whole numbers.
i. Explore multiplication
and division using
standard algorithm (rules
of calculations),
estimation, mental and
speed computation or
penciland-Paper.
ii. Use calculators to
compare and verify
answers.
iii. Students explore the
relationship between
multiplication and
division.
iv. Students pose and solve
problems related to
multiplication and
division of whole
numbers.
i. Students explore
combined operations of
whole numbers by using
standard algorithm (rules
of calculations),
estimation, penciland-
paper or calculator.
ii. Solve problems related
to real-life situations.
iii. Students use calculators
to compare and verify
answers.
2011
Learning Outcomes Teaching Aids/
Generic Skills
OPSME
Students will be taught to: Students will be able to:
1. Understand the concept of i. Count, read and write whole i. Mastery
whole numbers. numbers. Learning
ii. Identify place value & value of ii. Constructivi
digit in whole numbers. sm
iii. Round whole numbers. iii. Thinking
Skill
2. Perform computations i. Add whole numbers.
involving addition and ii. Solve problems involving
subtraction of whole addition of whole numbers.
numbers to solve iii. Subtract whole numbers.
problems. iv. Solve problems involving
subtraction of whole numbers.
3. Perform computations i. Multiply two or more numbers.
involving multiplication ii. Solve problems involving
and division of whole multiplication of whole
numbers to solve numbers.
problems. iii. Divide a whole number by a
smaller whole number.
iv. Solve problems involving
division of whole numbers.
4. Perform computations i. Perform computations
involving combined involving any combination of
operations of addition, addition, subtraction,
subtraction, multiplication and division of
multiplication and whole numbers, including the
division of whole use of brackets.
numbers to solve ii. Solve problems involving
problems. combined operations of
addition, subtraction,
multiplication and division of
whole numbers, including the
use of brackets.

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2. i. Relate number sequence
Number to patterns in real-life
Patterns situations.
and ii. Use calculators to skip
Sequences count (generate number
sequences), explore
number patterns, and
solve problems.
i. Explore general
statements about odd and
even numbers such as:
-The sum of odd and
even numbers.
-The product of odd and
even numbers.
-The difference between
odd and even numbers.
i. Use calculators or
computer programmes to
explore prime numbers.
ii. Use sieve of
Eratosthenes to generate
prime numbers less than
100
i. Determine factors of
whole numbers by
exploring and
investigating.
i. Students explore and
investigate to determine
prime factors of whole
numbers.
ii. State any given whole
number as a product of
its prime factors.
i. Students use the
divisibility test of 2, 3, 4,
5, 6, 7, 8, 9, 10, 11 and
their combinations.
e.g.
30 can be divided by
6.Therefore it can be
divided by 2 and 3 and
vice-versa.
i. Students find common
multiples and LCM by
listing down the
multiples of each given
number.
e.g.
Multiples of 4 : 4, 8, 12,
……
Multiples of 6 : 6, 12,
……
Common Multiples of 4
and 6:
12, 24, 36, 48, ……
which are the multiples
of 12.
1. Recognize and extend
number patterns and
sequences formed by
counting on and counting
back in intervals of any
size.
2. Recognize odd and even
numbers and makes
general statement about
them.
3. Understand the
characteristics of prime
numbers.
4. Understand and use the
knowledge of multiples of
whole number.
5. Understand the
characteristics and use the
knowledge of common
multiples and Lowest
Common Multiple
(LCM) of whole
numbers.
6. Understand the
characteristics and use the
knowledge of factors of
whole numbers.
7. Understand the
characteristics and use the
knowledge of prime
factor of whole numbers.
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i. Describe the pattern of a given
number sequence.
ii. Extend number sequence.
iii. Complete missing terms in
given number sequences.
iv. Construct number sequences
based on given patterns.
i. Identify and describe odd and
even numbers.
ii. Make general statements about
odd and even numbers.
i. Identify the characteristics of
prime numbers.
ii. Determine whether a given
number is a prime number.
iii. Determine all the prime
numbers less than 100.
i. List the multiples of whole
numbers.
ii. Determine whether a number is
the multiple of another
number.
i. Find the common multiples of
two or three whole numbers.
ii. Determine whether a number is
the common multiple of two or
three given numbers.
iii. Determine the LCM of two or
three given numbers.
i. List factors of whole numbers.
ii. Determine whether a number is
a factor of another whole
number.
i. Identify prime factors from a
list of factors.
ii. Find prime factor(s) of whole
numbers.
iii. Determine whether a number is
a prime factor of another
whole number.
 ii. Use the method of
“prime factorisation” to
find common multiples
and LCM.
e.g.
4=2x2
6=2x3
Therefore the LCM of 4
and 6 is
2 x 2 x 3 = 12.
iii. Use algorithm to find the
LCM. 8. Understand the i. Find common factors of two or
i. Students list down all the characteristics and use the three whole numbers.
factors of each given knowledge of common ii. Determine whether a number is
number and identify the factors and Highest a common factor of two or
same factors for each Common Factors (HCF) three given numbers.
number. of whole numbers. iii. Determine the HCF of two or
ii. Students explore, three given numbers.
identify and determine
common factors of
whole number.
iii. Students find the HCF
by listing down all the
factors of each given
number.
iv. Explore, identify and
determine the HCF of
whole numbers.
v. Use the method of prime
factorisations to find the
common prime factors
and hence HCF.
e.g.
12 = 2 x 2 x 3
18 = 2 x 3 x 3
Common Prime Factors:
2 and 3
The HCF: 2 x 3 = 6
vi. Use algorithm to find
HCF.
3. Students will be taught to: Students will be able to:
Fractions i. Use concrete materials 1. Understand and use the i. Read fractions.
and drawings to knowledge of fractions as ii. Describe fractions as parts of a
demonstrate the concept part of a whole. whole.
of fractions such as: iii. Represent fractions with
a) Folding a ribbon to diagrams.
find onethird of its iv. Write fractions for given
length. diagrams.
b) The number of girls as
compared to the whole
class.
c) Folding papers
i. Use concrete materials 2. Understand and use the i. Find equivalent fractions for a
and drawings to knowledge of equivalent given fraction.
demonstrate the fractions. ii. Determine whether two given
concept of equivalent fractions are equivalent.
fractions. iii. Compare the values of two
ii. Use paper folding to given fractions.
explain andexplore: iv. Arrange fractions in order.
Why v. Simplify fractions to the lowest
6 term.
3
is the same as

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 2
1
iii. Compare the values of
two fractions by
converting them to
fractions with the same
denominator or the
same numerator.
i. Use concrete materials, 3. Understand the concept of i. Recognize mixed numbers.
drawings and number mixed numbers and their ii. Represent mixed numbers with
lines to represent representations. diagrams.
mixed numbers. iii. Write mixed number base on
ii. Identify the use of given diagrams.
mixed numbers in iv. Compare & order mixed
everyday situations. numbers on number lines.

i. Use concrete materials 4. Understand the concept of i. Recognize proper and

and drawings to proper fractions and improper fractions from given
demonstrate the improper fractions. fractions.
relationship between ii. Change mixed numbers into
mixed numbers and improper fractions.
improper fractions. iii. Change improper fractions into
ii. Use calculators to mixed numbers.
explore the relationship
between mixed
numbers and improper
fractions.
5. Understand the concept of i. Perform addition involving:
i. Use concrete materials,
addition and subtraction a. Fraction with common
drawings and symbols
of fractions to solve denominators.
to demonstrate the
problems. b. Fraction with different
process of addition and
denominators.
subtraction of
c. Whole numbers and
fractions.
fractions.
ii. Add and subtract
d. Fractions and mixed
fractions by writing the
numbers.
fractions in their
e. Mixed numbers.
equivalent forms with
ii. Perform subtraction involving:
common denominators
a. Fraction with common
including the use of
denominators.
LCM.
b. Fraction with different
iii. Perform addition and
denominators.
subtraction of mixed
c. Whole numbers and
numbers by:
fractions.
a) Adding and subtracting
d. Fractions and mixed
whole numbers and
numbers.
fractions
e. Mixed numbers.
separately.
iii. Solve problems involving
b) Writing mixed
combined operations of addition
numbers in the form of
and subtraction of fractions.
improper fractions.
iv. Pose and solve
problems related to
everyday situations.
6. Understand the concept of i. Multiply:
i. Use concrete materials, multiplication and a. A whole number by a
drawings and symbols division of fractions to fraction or mixed numbers.
to explore and solve problems. b. A fraction by a whole
investigate the process
number.
of multiplication and
c. A fraction by a fraction
division of fractions.
(include mixed numbers).
ii. Solve problem involving
multiplication of fraction.

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i. Pose problems related to 7. Perform computations
real-life situations.
ii. Use concrete materials
and diagrams to
demonstrate
computations.
4. Students will be taught to:
Decimals i. Use concrete materials, 1. Understand the
drawings, calculators and
symbols to explain
the relationship between
decimals and fractions.
2. Understand the concept of
i. Use number lines to
compare and order
decimals
i. Use concrete materials, 3. Understand the concept of
drawings and symbols.
ii. Solve problems related
to everyday situations.
iii. Use calculators or
computers to verify
answers.
iv. Use estimation strategies
to determine whether the
solution is reasonable.
i. Relate to everyday 4. Understand the concept of
situations.
ii. Use appropriate
calculation methods such
as pencil-and -paper,
calculators and
computers.
iii. Mentally multiply
decimals by 10,100 and
iii. Divide :
a. A fraction by a whole
number.
b. A fraction by a fraction.
c. A whole number by a
fraction
d. A mixed number by a
mixed number.
iv. Solve problem involving
division of fraction.
i. Perform computations
involving combined operations
involving combined of addition, subtraction,
operations of addition, multiplication and division of
subtraction, fractions, including the use of
multiplication and brackets.
division of fractions to ii. Solve problems involving
solve problems. combined operations of
addition, subtraction,
multiplication and division of
fractions, including the use of
brackets.
Students will be able to: 1
1
i. Represent fractions 10and 100as
relationship between decimals and vice-versa.
decimals and fractions. ii. Represent fractions with
denominators 10, 100 and
1000 as decimals.
iii. Read and write decimals to
thousandths.
iv. Change fractions to decimals
and vice-versa.
i. State the place value and value
place value and value of of each digit in decimals.
each digit in decimals. ii. Compare the values of two
given decimals.
iii. Arrange decimals in order.
iv. Round decimals to the nearest
whole number or up to three
decimal places.
i. Add decimals.
addition and subtraction ii. Solve problems involving
of decimals to solve addition of decimals.
problems. iii. Subtract decimals.
iv. Solve problems involving
subtraction of decimals.
i. Multiply two or more
multiplication and decimals.
division of decimals to ii. Solve problems involving
solve problems. multiplication of decimals.
iii. Divide :
a. A decimal by a whole
number.
b. A decimal by a decimal.
c. A decimal by a fraction.
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 1000.Mentally multiply
decimals by 0.1,and
0.001.
iv. Mentally divide decimals
by 10,100 and 1000.
v. Mentally divide decimals
by 0.1, 0.01 and 0.001.
5. Perform computations
i. Pose problems related to
everyday situations.
1. Understand the concept of
5. i. Use concrete materials
Percentages
and drawings to
demonstrate percentages.
e.g.
Use ten by ten grids to
discuss the equivalent
percentages of fractions
and decimals. For
example the fraction
2
1 has a decimal
equivalent of 0.5, and 0.5
has a percentage
equivalent of50%. (
2
1
0.5 or 50%)
2. Perform computations
6. i. Pose and solve problems
Integers involving profit and loss,
simple interest,
dividend, commission
and discount.
1. Understand and use the
i. Introduce integers in
context (e.g.
temperatures, sea levels
and floors of building).
ii. Students complete
sequences of integers,
find the missing terms,
and identify the largest
and the smallest value of
integers from given sets
of integers.
iii. Given sets of integers,
vi. Solve problems involving
division of decimals.
i. Perform computations
involving combined involving combined operations
operations of addition, of addition, subtraction,
subtraction, multiplication and division of
multiplication and decimals, including the use of
division of decimals to brackets.
solve problems. ii. Solve problems involving
combined operations of
addition, subtraction,
multiplication and division of
decimals, including the use of
brackets.
i. Express percentages as the
percentages and number of parts in every 100.
investigate the ii. Change fractions and decimals
relationship between to percentages and vice-versa.
percentages and fractions
or decimals.
i. Find the percentage of a
and solve problems
quantity.
involving percentages.
ii. Find the percentages one
number is of another.
iii. Find a number given the
percentages.
iv. Find the percentages of
increase or decrease.
v. Solve problems involving
percentages.
i. Read and write integers.
knowledge of integers.
ii. Represent integers on number
lines.
iii. Compare the values of two
integers.
iv. Arrange integers in order.
v. Write positive or negative
numbers to represent word
descriptions.
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 students order them on
number lines.
2. Perform computations
i. Use number lines to add involving addition and i. Add integers.
and subtract integers. subtraction of integers to ii. Solve problems involving
ii. Use concrete materials, solve problems. addition of integers.
drawings, and symbols iii. Subtract integers.
(e.g. coloured chips) to iv. Solve problems involving
demonstrate addition and subtraction of integers.
subtraction of integers.
iii. Use brackets to
differentiate between
operations and the signs
of numbers.
iv. Solve problems related
to real-life situations.
Students will be taught to: Students will be able to:
1. i. Use examples of 1. Understand the concept of i. Use alphabets to represent
Algebraic
everyday situations to unknown. unknown numbers.
Expressions
explain unknowns. ii. Identify unknowns in given
situations.

i. Give a list of terms and 2. Understand the concept of
students select algebraic
terms with one unknown.
i. Use concrete materials to 3. Understand the concept of
demonstrate the concept
of combining like and
unlike terms.
e.g.
4s + 8s = 12s
5r – 2r = 3r
7g + 6h cannot be
simplified because they
are not like terms.
3k + 4 + 6k – 3
3k + 6k + 4 – 3
9k + 1
i. Identify algebraic terms with
algebraic terms. one unknown.
ii. Identify coefficients in given
algebraic terms with one
unknown.
iii. Identify like and unlike
algebraic terms with one
unknown.
iv. State like terms for a given
term.
i. Recognize algebraic
algebraic expressions. expressions.
ii. Determine the number of terms
in given algebraic expressions.
iii. Simplify algebraic expressions
by combining the like terms.

2. i. Measure the length of
Basic objects around the school
Measurement compound.
ii. Students draw a line
given its length.
iii. Measure given lines
using different standard
units.
i. Relate to everyday
situations.
1. Understand the concept of
length to solve problems.
2. Understand the concept of
mass to solve problems.
i. Measure the length of objects.
ii. Make conversions between
metric units.
(mm, cm, m and km)
iii. Estimate lengths of objects in
appropriate units.
iv. Use the four operations to
solve problems involving
length.
i. Measure the mass of objects.
ii. Make conversions between
metric units.
(mg, g, kg and tonne)
iii. Estimate masses of objects in
appropriate units.
iv. Use the four operations to

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 solve problems involving
mass.

i. Use calendars, clocks or 3. Understand the concept of i. Determine the appropriate

stopwatches to discuss
the measurement of time
for events.
ii. Suggest a unit to
estimate or measure:
o The time it will take to
eat lunch.
o Your age.
o How long it takes for
water to boil?
o How long it takes to run
100 metres?
iii. Involve great events in
history.
i. Use digital and analogue 4. Understand and use times
clocks.
ii. Read times from train or
bus schedules.
iii. Relate events to
everyday situations.
time in seconds, minutes, measurement of time for
hours, days, weeks, certain events.
months and years. ii. Convert measurement of time
in different units (seconds,
minutes, hours, days, weeks,
months and years).
iii. Estimate the time intervals of
events.
iv. Use the four operations to
solve problems involving time.
i. Read and write times in
in the twelve-hour and twelve-hour system.
twenty-four hour system ii. Read and write times in
to solve problems. twenty-four-hour system.
iii. Convert time in twelve-hour
system to twenty-four-hour
system and vice-versa.
iv. Determine the interval between
two given times.
v. Solve problems involving time.

Students will be taught to: Students will be able to:

1. i. Students identify angles 1. Understand the concept of i. Recognise angles.

Lines in the classroom. (e.g.
and corners of tables,
Angles blackboards, windows,
clock hands, and opened
doors).
ii. Students demonstrate the
different types of angles
with their arms.
iii. Guide students on how
to use protractors to
measure angles.
i. Students identify 2. Understand the concept of
perpendicular and
parallel lines in the
classroom (e.g edges of
books, windows and
doors).
angles. ii. Denote and label angles.
iii. Measure angles using
protractors.
iv. Draw angles using protractors.
v. Recognise, compare and
classify angles as acute, right
and obtuse.
vi. Draw acute, right and obtuse
angles using protractors.
vii. Determine angles on straight
lines equal 180°.
viii. Determine one whole turn
360°.
i. Determine parallel lines.
parallel and ii. Determine perpendicular lines.
perpendicular lines. iii. State that the angles formed by
perpendicular lines are 90°.

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 i. Students investigate the
properties of angles
formed by intersecting
lines.
2. i. Use concrete materials 1. Understand the concept of
Polygons such as protractors,
rulers, grid papers, geo-
boards and computer
software to explore the
concept of polygons.
ii. Students explore the
relationship between the
sides, diagonals and
vertices of polygons
i. Students explore 2. Understand the concept of
symmetry by using
mirrors, pattern blocks,
folding papers or making
inkblot designs.
ii. Students explore the
importance of symmetry
in everyday situations
(e.g. pattern on buildings
and tiles).
i. Investigate the 3. Identify and use the
relationship between
angles and sides of all
types of triangles.
ii. Use a variety of methods
to find the sum of angles
of triangles: e.g
aligning corners on a
straight line, using
protractors and geometry
computer software.
i. Investigate the 4. Identify and use the
relationship between
angles, sides and
diagonals of all
types of quadrilateral.
ii. Use a variety of methods
to find the sum of angles
of quadrilaterals: e.g
aligning corners on a
point, using protractors
and geometry computer
software.
3. Understand and use
properties of angles
associated with
intersecting lines to solve
problems.
polygons.
symmetry.
geometric properties of
triangles to solve
problems.
geometric properties of
quadrilaterals to solve
problems.
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i. Identify intersecting lines.
ii. Determine the properties of
vertical, complementary and
supplementary angles.
iii. Determine the value of an
angle on a line, given the
adjacent angle.
iv. Solve problems involving
angles formed by intersecting
lines.
i. Recognise polygons.
ii. Name polygons (triangle,
quadrilateral, pentagon,
hexagon, heptagon and
octagon).
iii. Determine the number of sides,
vertices and diagonals of given
polygons.
iv. Sketch polygons.
i. Determine and draw the line(s)
of symmetry of shapes.
ii. Complete shapes given part of
the shapes and the line of
symmetry.
iii. Draw designs using the
concept of symmetry.
i. Determine and draw symmetry
line(s) of given triangles.
ii. Draw triangles using
protractors and rulers.
iii. State the geometric properties
of the different types of
triangles and name the
triangles.
iv. Determine the sum of the
angles of a triangle is 180°.
v. Solve problems involving
triangles.
i. Determine and draw symmetry
line(s) of given quadrilaterals.
ii. Draw a quadrilateral using
protractors and rulers.
iii. State the geometric properties
of the different types of
quadrilaterals and name the
quadrilaterals.
iv. Determine the sum of the
angles of a quadrilateral is
360°.
v. Solve problems involving
quadrilaterals.
3. Students will be taught to: Students will be able to:
Perimeter i. Use square chips, 1. Understand the concept of i. Identify the perimeter of a
and Area tessellation grids, geo- perimeter to solve region.
boards, grid-papers or problems. ii. Find the perimeter of a region.
computer software to iii. Solve problems involving
explore the concept of perimeters.
perimeter.
ii. Investigate and develop
formula to find the
perimeter of a rectangle.
i. Use unit squares, 2. Understand the concept of i. Estimate the area of a shape.
tessellation grids, geo- area of rectangles to ii. Find the area of a rectangle.
boards, grid-papers or solve problems. iii. Solve problems involving
computer software to areas.
explore the concept of
area.
ii. Investigate and develop
formula to find the area
of a rectangle.
iii. Use unit square chips or
tiles to investigate,
explore and make
generalisations about the:
-Perimeters of rectangles
having
the same area.
-Areas of rectangles
having the
same perimeter.
i. Investigate and develop 3. Understand the concept of i. Identify the heights of
formulae to find the area of triangles, triangles, parallelograms or
areas of triangles, parallelograms and trapeziums.
parallelograms and trapezium to solve ii. Find the area of triangles,
trapeziums based on the problems. parallelograms or trapeziums.
area of rectangle. iii. Find the area of figures made
ii. Solve problems such as up of triangles, rectangles,
finding the height or base parallelograms or trapeziums.
of a parallelogram iv. Solve problems involving the
areas of triangles, rectangles,
parallelograms or trapeziums.

4. i. Use concrete materials to i. Identify geometric solids.

1. Understand geometric
Solid demonstrate the concepts ii. State the geometric properties
properties of cubes and
geometry of geometric solids. of cubes and cuboids.
cuboids.
Game: Searching out iii. Draw cubes and cuboids on:
Solids. a. Square grids.
Make up sets of activity b. Blank papers.
cards containing iv. Make models of cubes and
descriptions of solids cuboids by:
such as: a. Combining given
-Exactly two faces that faces.
are the same shape and b. Folding given
size. layouts of solids.
-All edges have the same
length. Students compete
to search out solids in the
classroom based on the

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 descriptions.
ii. Investigate and explore
the relationship between
faces, edges and vertices
of cubes and cuboids.
iii. Compare and contrast
between cubes and
cuboids. Ask students
how they are alike or
different.
iv. Use concrete materials
(opened boxes) to draw
the layout of cubes and
cuboids.
i. Use unit cubes or other 2. Understand the concept of i. Estimate the volume of
concrete materials to let volume of cuboids to cuboids.
students explore the solve problems. ii. Find the volume of cuboids.
concept of volumes. iii. Solve problems involving
ii. Investigate and develop volume of cuboids.
formula to find the
volume of cuboids.
FINAL
EXAM

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