Pecahan Dan Masa

8/11/2019 Pecahan Dan Masa

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KURIKULUM STANDARD SEKOLAH RENDAH(KSSR)

MATEMATIK

(CONTOH MODULPENGAJARAN DAN PEMBELAJARAN)

BAHAGIAN PEMBANGUNAN KURIKULUM


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Chapter 11: Fraction

Learning Outcomes

Recognizing, naming, listing and writing equivalent fractions,

Expressing a fraction in its simplest form, Comparing fractions with respect to half,

Comparing and ordering unlike fractions.

Include addition and subtraction of two related fractions within one whole.

Notes for teachers

The term fraction is derived from a Latin word meaning to break. Fractions are

numbers representing objects that have been broken into parts. If possible, provides opportunity to discuss with children that fractions do not have to

be congruent to be the same part of the whole (consider a set of tangram or using

area model). Students need to understand that different fractions can represent the same amount

(e.g.2

1and

4

2 )

If possible, get the students to discuss the meaning of the word equivalent (equalvalue) and also how equivalent fractions are alike and different.

Pre-Requisite Knowledge

In Primary 2, students have learnt to interpret fraction as part of a whole and able to

read and write fractions. They are also able to compare and order unit and like

fractions. This includes addition and subtraction of like fractions within one whole.


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4

1of a principals salary 2

1 of a mathematics

teacher s salary

Setting up the conflicts / Concrete preparation

Get the students to choice one of the two options and explain their choice. Do

encourage them to explain using model. After this activity, students should be aware

when comparing two or more fractions, they need to be of the same item.

At the same time, we introduce student the terms

Denominator: total number of the parts in a whole

Numerator: number of parts required

Social Construction

From here, we move on to judge the relative size of two or more fractions and to

arrange two or more fractions in order based on their size.

Get the students to choice one of the two options and explain their choice. Do

encourage them to explain using model.

Next, we move on to comparing 4 fractions and arrange them in order based on their

size. Get them to explain how they know about it and what did they observe. Through

Activity 11.1B, students will notice that when comparing fractions having a common

denominator, the greater fraction is the one with the greater numerator. When

comparing fraction having a common numerator, the greater fraction is the one with the

smaller denominator.

Use Fraction Worksheet 11.1 to assess whether pupils can use a short cut to compare

fractions when the numerators/dominators of two fractions are the same.

2

1 of an engineers

4

1 of an engineers


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Setting up the conflicts / Concrete preparation

Get the students to share and explain their answer. Encourage them to explain using

model. After this activity, students should understand that different fractions can

represent the same amount.

At the same time, we introduce student the term equivalent (equal value), related and

like fraction. Also, get them to discuss how equivalent fractions are both alike and

different.

When comparing fractions with no common numerator and denominator, the fractions

have to be converted to like fractions.

Bring students awareness why we need to multiply the same factor for both the

numerator and the denominator.

Social Construction

Use Fraction Worksheet 11.2 to assess whether pupils can find equivalent fractions

using multiplication factor technique.


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Setting up the conflicts

Teachers elicit response from the class. Get them to explain their stand.

From here, get students to notice that when adding related fractions, the related

fractions are changed to like fraction first.

Social Construction

Use Fraction worksheet 11.4 to assess whether students are able to use equivalentfraction method and multiplying factor technique in the addition of two related fractions.

Also, students are required to carry out addition of unrelated fractions. They need to

find the lowest common multiple of the two denominators.

In Fraction worksheet 11.6, students are being assessed whether they are able to

subtract two related or unrelated fraction using the appropriate strategy learned in

Fraction Worksheet 11.4.


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ACCELERATED THINKING IN MATHEMATICSFRACTION ACTIVITY SHEET 11.1A

Name: ______________________________ Date: ________________

4

1of a principals salary 2

1 of a mathematics

teachers salary

Your choice

Why?

Your choice

Why?

4

1 of an engineers salary

2

1 of an engineers salary

Which one would you choice?


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ACCELERATED THINKING IN MATHEMATICSFRACTION ACTIVITY SHEET 11.1B

Name: ______________________________ Date: ________________

Order the fractions from the smallest to largest

Comparing and Ordering Fractions

1 8

1 6

1 2

1 4

3 4

3 8

3 10

3 12

3 7

4 7

2 7

6 7

5 11

7 11

2 11

9 11


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2

1 of a

chocolate bar4

2 of a

chocolate bar

ACCELERATED THINKING IN MATHEMATICSFRACTION ACTIVITY SHEET 11.2A (P3)

Name: ______________________________ Date: ________________

Your answer

Why?

Your answer

Why?

3

2 of a pizza

6

5 of a pizza

Which is greater?


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ACCELERATED THINKING IN MATHEMATICSFRACTION ACTIVITY SHEET 11.4A

Name: ______________________________ Date: ________________

Noah Isabella

12

4

8

5

I agree with

My explanation :

Who answered correctly?

8

3

4

1


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9

8

1,

6

1,

3

1,

2

1

11

1,

9

1,

7

1,

3

1

ACCELERATED THINKING IN MATHEMATICS

FRACTION WORKSHEET 11.1

Name: ______________________________ Date: ________________

Concept: Comparing and ordering unlike fractions

1) Arrange these fractions in order. Begin from the smallest to the greatest.

Example:

9

1

7

1

11

1

3

1

a)105

65

125

85

b)9

7

12

7

10

7

8

7

c)5

2

11

2

3

2

9

2

2) Arrange these fractions in order. Begin from the greatest to the smallest.

Example:

8

1

2

1

6

1

3

1

a)8

3

11

3

5

3

7

3

b) 74

5

4

11

4

9

4

c)9

6

11

6

7

6

8

6


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9

7,

9

5,

9

3,

9

1

101,

103,

104,

107

3) Arrange these fractions in order. Begin from the smallest to the greatest.

Example:

a)7

1

7

6

7

5

7

3

b)8

3

8

7

8

1

8

4

c) 109

10

5

10

7

10

3

4) Arrange these fractions in order. Begin from the greatest to the smallest.

Example:

a)12

7

12

11

12

1

12

5

b)9

2

9

4

9

1

9

7

c)11

8

11

6

11

10

11

2

9

5

9

3

9

7

9

1

101

104

107

103


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ACCELERATED THINKING IN MATHEMATICSFRACTION WORKSHEET 11.2

Name: ______________________________ Date: ________________

Concept: Understanding Equivalent Fractions

1) Shade the part(s) and write the equivalent fractions in the boxes.

Example:

a)

b)

c)

6

3

2

1

4

3

3

1

3

2

3

3


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2) Divide the bar accordingly and shade the part(s) to show the equivalent fractions.Then, write the fraction.

Example:

a)

b)

c)

126

1

93

2

82

1

4

2

2

1

2

2


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3) Shade the pictures or figures according to the given fractions.

a)

6

5

b)

c )

d)

3

1

4) Fill in the missing numerators and denominators.

a) 1053 b) 123

2 c) 931

d)2

6

1 e)

6

4

3 f)

5

2

1

4

3

2

1


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5) Reduce the following fractions to the simplest form (lowest term).

a) 86

b) 102

c) 63

d) 129

e) 128

f) 96

6) Fill in the missing numerators and denominators.

a)10

6

4 b)

9

12

6 c)

1612

3

7) How many more triangles do you need to shade so that the shaded part of the figure

is4

3 ?

Answer: ____________triangles

8) Kelvin cut a piece of rope into 9 equal pieces. How many pieces should he take if he

wants 32

of the rope?

Answer: ____________pieces


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Name: ______________________________ Date: ________________

Concept: Adding fractions with the same denominators

1) Do these sums.

Example:5

4

5

31

5

3

5

1

a)7

4

7

2

b)9

5

9

2

c)11

5

11

4

2) Do these sums. Write the answers in the simplest form.

Example:2

1

36

33

6

21

6

2

6

1

a)8

1

8

5

b)12

5

12

7

c)10

3

10

5

d)9

2

9

1

e)4

1

4

1


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Name: ______________________________ Date: ________________

Concept: Adding fractions with the different denominators


Example:

Denominators Multiples

3 3, 6, 9, 12, 15, ...

6 6, 12, 18, 24,

The LCM of 3 and 6 is 6.

Therefore,6

5

6

1

6

4

6

1

23

22

6

1

3

2

a)10

3

5

2

b)4

3

8

1

c)9

2

3

1

d)61

125

e)6

1

12

1

2

1

f)2

1

8

1

4

1

6

1

3

2


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Example:


4 4, 8, 12, 16, 20,

6 6, 12, 18, 24,

The LCM of 4 and 6 is 12.Therefore,

12

5

12

2

12

3

26

21

34

31

6

1

4

1

a)4

1

3

2

b) 51

2

1

c)3

1

4

1

d)2

1

3

1

e)4

3

6

1

6

1

4

1


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Name: ______________________________ Date: ________________

Concept: Subtracting fractions with the same denominators

Do these sums.

Example:11

5

11

27

11

2

11

7

1) 52

5

3

2)9

2

9

7

3)7

3

7

5

Example:4

3

28

26

8

17

8

1

8

7

1)6

1

6

5

2)10

1

10

9

3)9

2

9

8

4)12

7

12

11

5)4

1

4

3


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Name: ______________________________ Date: ________________

Concept: Subtracting fractions with the different denominators


Example:


4 4, 8, 12, ...

8 8, 16,

The LCM of 4 and 8 is 8.

Therefore,8

3

8

3

8

6

8

3

24

23

8

3

4

3

a)3

1

12

5

b)6

1

12

7

c)5

2

10

7

d)9

2

3

1

e)4

1

2

1

8

7

f)4

1

3

1

12

11

8

3

4

3


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Example:


2 2, 4, 6, 8, 10, 12, 14,

5 5, 10, 15,

The LCM of 2 and 5 is 10

Therefore, 103

10

2

10

5

25

21

52

51

5

1

2

1

a)3

1

2

1

b)2

1

3

2

c)4

1

2

1

d)6

1

4

3

e)3

1

4

3

5

1

2

1


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Name: ______________________________ Date: ________________

Do these sums.

Example:

Ken spent5

1 of his allowance on clothes and

10

7 of his allowance on meals. What

fraction of his allowance did he spend?

10

2

5

1

10

9

10

7

10

2

He spent10

9 of his allowance.

1) Sally used4

1m of string to tie parcel A and

8

5m of string to tie parcel B. How much

string did she use altogether?

clothes meals

?


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2) Judy drank12

5 of a bottle of milk on the first day. She drank

6

1 of it on the second

day. What fraction of the bottle of milk did she drink on two days?

3) Mrs Lim spent41 of her salary last week and

127 of her salary this week. What

fraction of her salary had she spent altogether? (answer in simplest form)

4) Jason coloured8

1 of the paper yellow,

4

1 of the paper orange and

2

1 of the paper

green. What fraction of the paper did he colour?


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Name: ______________________________ Date: ________________

Do these sums.

Example:

A fish tank containing fishes weighs12

11 kg. The fishes weigh

6

1 kg. How much does

the tank weigh? (answer in simplest form)

12

2

6

1

4

3

12

9

12

2

12

11

The tank weighs4

3 kg.

1) The total mass of 2 puppies is10

7 kg. One of them weighs

5

2 kg. How heavy is the

other puppy?

Fishes Fish tank

Fish tank with fishes


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2) A pair of shoes and a shirt cost9

7 of Larrys allowance. The shirt cost

3

2 of Larrys

allowance. What is the fraction of his allowance spending on a pair of shoes?

3) George spent1211 h to complete both his English and Chinese homework. He spent

3

2 h to complete his English homework. How much time did he spend to complete

his Chinese homework? (answer in simplest form)

4) Hazel used8

7 m of ribbon to tie Karens, Josephs and Davids present. She used

4

1

m of ribbon to tie Karens present and 21

m of ribbon to tie Josephs present.How much ribbon did she use to tie Davids present?


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Name: ______________________________ Date: ________________

Do these sums.

Example:

Mrs Tan bought12

7 kg of sugar. She used some for baking cake and left with

3

1 kg of

sugar. How much sugar Mrs Tan used for baking the cake?

12

4

3

1

4

1

12

3

12

4

12

7

Mrs Tan used4

1 kg of sugar for baking the cake.

1) Sandra prepared10

7 kg of flour. She gave some to Karen and left with

5

2 kg. How

much flour Sandra gave Karen?

Left Bake cake

Total


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2) Doris prepared9

8 l of fruit juice. She drank some of it and left with

3

1 l . How much

fruit juice did Doris drink?

3) Clifford poured8

5 kg of sand into the container. While pouring, he split some of it

and left with8

3 kg. How much sand did Clifford spill? (answer in simplest form)

4) Mum bought12

11 m of wire. Steven used

3

1 m and Edward used some of it. How

much wire did Edward use if mum left with 41

m of the wire? (answer in simplestform)


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Name: ______________________________ Date: ________________

Do these sums.

Example:Mum cuts the cake into 9 equal slices. She gave 4 slices to brother and 2 slices to me.a) What fraction of the original piece of cake was given to brother?b) What fraction of the original piece of cake was left?

(answer in simplest form)

a)9

4 of the original piece of cake was given to brother

b)3

1

9

3

3

1 of the original piece of cake was left

1) Mrs Chan cut a pizza into 12 equal pieces. She gave 1 piece to Doris, 2 pieces toLance and 5 pieces to Sam.a) What fraction of the original pizza was given to Lance?b) What fraction of the original pizza was left?


me brother left


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2) Hui Ling has $10. She gave $1 to Morris and $5 Jane.a) What fraction of her money was given to Jane?b) What fraction of her money was left?


3) Karen has 11 mathematics problems to be solved. She attempted 5 questions onthe first day and 4 questions on the second day.

a) What fraction of the mathematics problems was attempted on the first day?b) What fraction of the mathematics problems was left?


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Name: ______________________________ Date: ________________

Do these sums.

Example:

Tim, Michael and Peter shared a pizza. Tim ate2

1 of the pizza and Michael ate

2

1 of

what was left. Peter ate the remaining 4 slices. How many slices of pizza were there atfirst?

4

1 of the pizza 4 slices

4

4 of the pizza 16 slices

?

left

4 slices

4

2

2

1

4

1


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1) John had a box of balls.2

1 of the total number of balls was blue.

4

1 of the remaining

was red. The rest were green balls. There were 3 green balls. How many balls werethere altogether?

2) There are red, green and blue guppies in a pond. 32

of the total number of guppies

was red.3

1 of the remaining was green. The rest were blue guppies. How many

guppies were there altogether if there were 8 blue guppies?


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3) Clifford bought some eggs.3

1 of the eggs was small.

4

1 of the remaining was

medium. The rest were large. How many eggs did Clifford buy altogether if therewere 6 large eggs?

4) Carol bought some durian. 41

of them was grade A. 21

of the remaining was gradeB. The rest were grade C. How many durian did she Carol buy altogether if shebought 9 grade C durians?


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Time

Learning Outcomes

Understand and able to read analog clocks to the hour, half and quarter

hours, 5- and 1-minute intervals.

Able to relate the fraction of the circle traversed by the minute hand to the

fractional part of the distance between two numbers moved by the hour

hand.

Develop some concept of how long second and minute are

Able to determine the time at the end of an interval

Able to solve problems about elapsed time.

Notes for teachers

1. Many students who can read a clock at 2:00 or 5:30 have no idea what

time it is at 1:57 or 5:33. The reason is because in Primary 2, students are

taught to tell and write time from the clock face to the nearest five minutes.

Cases where the minute hand is between two consecutive numbers on a

clock face are excluded.

2. Digital clocks permit students to read time easily but do not relate time

very well. The student must have the knowledge that 1 hour consists of 60

minutes and 1 minute is not a very long time to be aware that 3:59 is

nearly 4 oclock.

3. When we are looking at the hour hand, we focus on where it is pointing.

However, with the minute hand, we focus on the distance that it has

travelled round the clock or yet to go for the hand to get back to the top.

4. Students should realize that at certain time, the hour hand is between two

consecutive numbers on a clock face. For example 8:40, the hour hand

will be between 8 and 9. For the student at this point for time, the precise

placement is not important.

5. Students may have problem counting the intervals (a.m. & p.m.), as they

do not understand what happened on the clock at noon and midnight.


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Telling time

Setting up the conflicts

1. Using the statement below, get the students to identify both aspects of

time.In 2008, Michael Phelps set an Olympic record of 50.58 secon ds in

Men's 100m Butterfly Final

Get them to understand that we use time to specify when an event

occurred or will occurred and also the duration of the event.

2. Using this website, http://www.time-for-time.com/howold.htm , students are

able to find the answers to the questions below.

a) How old are you in years, months, weeks or days?b) Do you know which day are you born in?

c) When is your next birthday in days, hours, minutes and second?

Concrete preparation

1. The following activities enable students to develop some concept of how

long second and minute are:

a) Using the metronome, students listen to 3 sets of ticks at differentspeed. Decide which set of ticks is 1 seconds apart. Next, get students

to count in time with the stopwatch so that they are saying one number

per second. Finally, listen to the 3 sets of ticks again to check if they

have made the right choice.

b) Get students to carry out the following actions one at a time. Begin

when you start the stopwatch and stop when a minute has passed.

Put their heads on the desks and close their eyes

Read their books

Jump up and down

Listen to music

Which activity took the longest/shortest time?

Why the length of these activities does not seems to be the same?
http://www.time-for-time.com/interactive.htmhttp://www.time-for-time.com/interactive.htmhttp://www.time-for-time.com/interactive.htmhttp://www.time-for-time.com/interactive.htm


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2. Go to the following websitehttp://arcytech.org/java/clock/about_clocks.html

a) What is the difference between the numbers inside and outside thecircles?

b) How many minutes made an hour?c) How many hours made a day?d) In which direction are the numbers going around the clock?e) What is the meaning of oclock? f) Can you tell the hours on each of these clocks?

g) Can you tell the minutes on each of these clocks?
http://arcytech.org/java/clock/about_clocks.htmlhttp://arcytech.org/java/clock/about_clocks.htmlhttp://arcytech.org/java/clock/about_clocks.html


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3. Go to the following website http://arcytech.org/java/clock/telling_time.html a) Clocks have both a big hand and a little hand. What is the different

between the big hand and the little hand?b) What happens to the little hand as the big hand moves around the

clock once?c) How many minutes does it take for the big hand to travel once around

the clock?d) How long does it take for the little hand to travel from 1-2?e) The symbol, colon, separates the hours from the minutes. Which side

of the colon tells you the hour?f) When the number of minutes is greater than 30, instead of saying the

number of minutes after the hour, what is the alternative way of sayingit?

g) Try using the three different ways to say the time on each of theseclocks
http://arcytech.org/java/clock/telling_time.htmlhttp://arcytech.org/java/clock/telling_time.htmlhttp://arcytech.org/java/clock/telling_time.htmlhttp://arcytech.org/java/clock/telling_time.html


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http://www.apples4theteacher.com/clocks.html

3. Students can have a small competition with their friend using the following

website. The winner uses the shortest time to match all digit time to analog

correctly.

http://www.teachingtime.co.uk/draggames/sthec2.html

4. Get students to try the activity in the following website

after understanding and able to read an analog clock.

They are supposed to drag the hands of the clock to

show the correct time.

http://www.apples4theteacher.com/java/telling-time/index.html
http://www.teachingtime.co.uk/draggames/sthec2.htmlhttp://www.teachingtime.co.uk/draggames/sthec2.html


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5. Through this activity, students are able to check how well they are able to

relate the fraction of the circle traversed by the minute hand to the

fractional part of the distance between two numbers moved by the hour

hand. Self-learning can be taken place as explanation is provided in each

question for students to understand where their mistake took place.

http://www.studyzone.org/testprep/math4/e/timefrac3p.cfm

6. The activities in the following websites touch on different ways of tellingtime.

http://www.fi.edu/time/Journey/JustInTime/timequiz1.html

http://www.fi.edu/time/Journey/JustInTime/telltime4.htm


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Conversion of Hours and Minutes / Addition / Subtraction

Setting up the conflicts / Social Construction

1. Get 3 pupils to role-play a short skit.

Teacher:John spent 2 h 20 min to complete his Mathematics homework.He spent 1 h 15 min to complete his Science homework. Howlong did he spend to complete both his homework?

Alex: 3 h 35 min

Teacher: What about you Charles?

Charles: I do agree with Alex. John spent 3 h 15 min to complete both hishomework.

Teacher:

Well Done. Lets try another one. Benny spent 2 h 50 min watching cartoon and 1 h 25 min playingcomputer games. How long did he spend watching cartoon andplaying computer games?

Charles: 3 h 75 min

Alex: I hav a different answer. I think the correct answer is 4 h 15 min.

Using the table below, get the audience to indicate if they agree or disagree

with what the characters have said and explain their stand.

AGREE DISAGREE WHY?

Benny

Charles


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2. Get students to discuss the question below. What is the answer? Explain

how they derive the answer.

Brother spent 4 h 30 min to reply his emails and complete his

assignment. If he spent 2 h 45 min replying his emails, how long did he

spend to complete his assignment?

3. Using Time Worksheet 1 and 2 to reinforce their concept of conversion

hours and minutes, addition and subtraction.

Duration in Hours and Minutes

Setting up the conflicts / Social Construction

1. Get students to discuss the first question of Time Worksheet 3, 4 & 5.

They have to produce an explanation, why the solution given was

incorrect, and propose a solution. Following that, as a class, teacher is

able to use the clock available in the website below to check if their

proposed solution is correct. This clock is able to give students a better

understanding of duration of time in hours and minutes as it allow you to

change the time in whatever minute/hour intervals you want. Remind

students to be careful of the a.m. and p.m. as the time crosses 12.00

midnight and noon.

http://www.time-for-time.com/interactive.htm


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2. Your goal is to schedule the following cartoons in any order starting from

9:00 a.m. to noon.

You must follow these rules:

You must show at least 5 cartoons

Leave 3-5 minutes between each cartoon

The cartoons must begin on times that are multiples of 5 (like 11:50,

not 11.53).

Cartoon Title Running Time

Marvin the Moose 22 minutes

Ghouls on the Go, Part 3 32 minutes

Large Invaders From Iceland 26 minutes

Bears on Bikes 14 minutes

Space Station Rodeo 21 minutes

Underwater Rabbit Returns 38 minutes

Lost Cities on Jupiter 17 minutes

Jungle Mouse and the Big Cheese 20 minutes

Use the information given to make the schedule using a table like this.

An example is given to show you how to compete the table:

Carton Start Time End Time

Space Station Rodeo 9:00 a.m. 9:21 a.m.

Bears on Bikes 9:25 a.m.

Extension:

How you would adjust your schedule if you needed a 10-minute break

between cartoons.


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Activ ity Sheet

45

Go to the fo l lowing webs i t ehttp://arcytech.org/java/clock/about_clocks.html

1) What i s the di fference between the numb ers ins ide and outs ide theci rc le?

2) How many minutes made an hour?

3) How many hours m ade a day?

4) In which di rect ion are the numbers going around the c lock?


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5) What is the meaning of oclock?

6) Can you tel l the hours o n each of these c locks?

7) Can you tel l the min utes on each of these c lock s?


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Go to the fo l lowing webs i t e

http://arcytech.org/java/clock/telling_time.html

1) Clock s have bo th a big hand and a l i t t le hand. What is the different between

the big hand and the l i t t le hand?

2) What happens to the l i t t le hand as the big hand m oves around the c lockonce?

3) How m any minu tes does i t take for the big hand to t ravel once around thec lock?

4) How lon g does i t take for the l it t le hand to t ravel f rom 1-2?

5) The symbo l , colon, separates the hours f rom the minutes . Which s ide of the

colon te l ls you the hour?


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Act iv i ty Sheet

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6) When the number of min utes i s greater than 30, ins tead of saying the num ber

of m inutes af ter the hou r, what i s the a l ternat ive way of s aying i t?

7) Draw the hands on th e c locks below to ref lec t the t ime s ta ted.

a. 7 m inutes past 5. b. 6 oclock

c . 35 m inutes to 8. d. 15 m inu tes to 11.


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8) Try tel l ing the t ime on these c locks u s ing two d i fferent ways .

Example

a) 5:55

b) 5 minutes to 6

a)

a)

b )

b )

a)

b )

c )

a)

b )

d )

a)

b )


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Teacher:John spent 2 h 20 min to complete his Mathematics homework. He spent1 h 15 min to complete his Science homework. How long did he spend tocomplete both his homework?

Alex: 3 h 35 min

Teacher: What about you Charles?

Charles: I do agree with Alex. John spent 3 h 35 min to complete both hishomework.

Teacher:

Well Done. Lets try another one. Benny spent 2 h 50 min watching cartoon and 1 h 25 min playingcomputer games. How long did he spend watching cartoon and playingcomputer games?

Charles: 3 h 75 min

Alex: I have a different answer. I think the correct answer is 4 h 15 min.

Please indicate if you agree or disagree with what they have said.

Explain your stand.

AGREE DISAGREE WHY?

Alex

Charles


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Act iv i ty Sheet

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Given that it is 7 a.m. in Singapore, find out from the Internet, the time for the countries

stated below. You could also look at the times on the world map located near the Staff

Meeting room for guidance.

The website is as follows: http://www.worldtimezone.com/index12.html

Tokyo London

Moscow New York Cape Town

Sydney India
http://www.worldtimezone.com/index12.htmlhttp://www.worldtimezone.com/index12.htmlhttp://www.worldtimezone.com/index12.htmlhttp://www.worldtimezone.com/index12.html


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Name: ________________________ Date: ______________

Your goal is to schedule the following cartoons in any

order starting from 9:00 a.m. to noon.You must follow these rules:

You must show at least 5 cartoons

Leave 3-5 minutes between each cartoon

The cartoons must begin on times that are multiples

of 5 (like 11:50, not 11.53).

Cartoon Title Running Time

The Flintstones 22 minutes

George of the Jungle 32 minutes

Star Wars: The Clone Wars 26 minutes

Batman: The Brave & the Bold 14 minutes

The Secret Saturdays 21 minutes

Ben 10: Alien Force 38 minutes

Captain Planet 17 minutes

Transformers: Animated 20 minutes


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Act iv i ty Sheet

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Use the information given to make the schedule

using a table like this. An example is given to

show you how to compete the table:

Cartoon Start Time End Time

The Secret Saturdays 9:00 a.m. 9:21 a.m.

Batman: The Brave & the Bold 9:25 a.m.


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ACCELERATED THINKING IN MATHEMATICSTIME WORKSHEET 1

Name: ______________________________ Date: ________________

Concept: Addition of time given in hours and minutes

1. Fill in the blanks.

Example:

a)

b)

c)

d)

4h 12 min

45min

2h 27 min 5h 27 m in 5h 38 mi n

3h 11min

6h 47mi n

3min

1h 54mi n

5h 4min

7h 48mi n

1h 5min


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9h 52min

5h 29min

4h 6min

1h 55min

6h 48min

2h 19min

e)

f)

g)

2. Fill in the blanks

Example:

a)

b)

c)

8h 24mi n

6h 35min

3h 35mi n

2h 19min

9h 41mi n

4h 3min

12h 39m in 19h 39min 19h 84min

7h 45min

20h 24min


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3h 51min

1h 39min

8h 26min

4h 37min

10hr 23m in

5h 38min

6h 39min

4h 24min

d)

e)

f)

g)

h)

i)

7h 58min

1h 15min

2h 47min

3h 18min


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Name: ______________________________ Date: ________________

Concept: Subtraction of time given in hours and minutes

1. Fill in the blanks.

Example:

a)

b)

c)

d)

6h 43min

27min

1h 50min 1h 55min 2h 55min

5min 1h

3h 38min

15min

4h 29min

7min 2h

7h 32min

21min 3h


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35min 6h

12h 5min

e)

f)

g)

2. Fill in the blanks

Example:

a)

b)

c)

10h 26min

9min 7h

9h 49min

33min 5h

8h 51min

44min 6h

2h 47min 2h 65min 10h 65min

18min 8h

11h 5min

5h 29min

9h 20min

58min 1h

45min 6h

10h 20min


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Solve the problems below. Show your time-line.

1. Huimin left home at 7.40 a.m. After 1 hour 5 minutes, she reached her destination.What time she reached her destination?

2. Zhiwens took 3 hour and 5 minutes to paint his room. He started painting at 9.40

a.m. What time will Zhiwen finish painting his room?


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3. Steven took 4 hour and 20 minutes to travel from Station A to Station B. If he set ofat 10.35 p.m. at Station A, what time will he reach Station B?

4. Simons piano class started at 11 .30 a.m. It lasted for 2 h 15 min. What time did the

lesson end?


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Name: ______________________________ Date: ________________

Concept: Subtraction of time given in hours and minutes

Kelly finished her ballet lesson at 2.55 p.m. the duration of her lesson is 1 hour 5minutes. What time did the lesson start?

The lesson started at 2.49 p.m .

2.49 p.m. 2.54 p.m. 2.55 p.m.

5min 1h


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Solve the problems below. Show your time-line.

1. Jenny took 3 hours and 20 minutes to finish her work. She finished her work at 7.30p.m. What time did she start doing her work?

2. The course ended at 9.45 p.m. the duration of the course is 5 hours 30 minutes.What time did the course start?


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Name: ______________________________ Date: ________________

Concept: Duration of time given in hours and minutes

Sues tuition class began at 3.15 p.m. She left the class at 5.00 p.m. How long was hertuition?

Duration of her tuition

5.00 3.15

1.85

Her tuition was 1 hour and 85 minutes long.


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3. The dinner started at 7.30 p.m. It ended at 9.55 p.m. How long did the dinner last?

4. Mrs Lim started shopping with her friends at 2.40 p.m. They finished their shopping

at 5.10 p.m. How long did they take to shop?


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Name: __ ____________________________ Date: ________________

Solve these problems.

1. Mrs. Ng took 2 h and 25 min to do her laundry. She took 1 h 15 min longer toshop for groceries.a) How long did she take to shop for groceries?b) How long did she complete both tasks altogether?

2. Ron did his homework for 1 hour 20 min. His sister, Rose took twice as longto do hers. How long did both of them take to finish their homework? Giveyour answer in hours and minutes.


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3. Danny took 3 h 28 min to make an aeroplane model. Abel took 49 min lesserto make the aeroplane model.a) How long did Abel take to complete the aeroplane model?b) How many hours and minutes did they use to make the aeroplane

models?

4. Mr. Kheng took 2 h 55 min to paint the tables. He took 1 h 35 min to paint thechairs. Then he painted his room and found that he had taken 8 h 40 min tocomplete all his painting work.a) How long did he take to paint the tables and chairs?b) How long did he take to paint his room?


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