Teachers Guide Sheet 1.

1
Concept Counting, Place Values, Rounding Count, read and write whole numbers. Identify the place value and value of each digit in whole numbers. Round off whole numbers.

Learning Outcomes 1. 2. 3. Teaching Aids

Pictures with many countable objects for Activity 3, sketches of speedometer, kitchen scale and air pump for Activity 5, Table A and number cards for Activity 7. Notes: 1. The concept stated will be taught from Activity 1 to Activity 6. 2. Pupils worksheets for each activity are as follows: Activity 1 Worksheet 1.1 (1) Activity 2 Worksheet 1.1 (2) Activity 3 Worksheet 1.1 (3) Activity 4 Worksheet 1.1 (4) Activity 5 None Activity 6 Worksheet 1.1 (5) Activity 7 None 3. Time allocated for each activity is as follows: Activities 1 and 2 40 minutes Activity 3 40 minutes Activity 4 40 minutes Activities 5 and 6 40 minutes Activity 7 80 minutes Test 1.1 40 minutes

Activity 1

Approach Aim Steps

Competition Read and write numbers in words and numerals 1. Pupils are divided into two groups, A and B. Begin the competition with

2.

3. 4.

5.

numbers not more than three digits. The competition is carried out as follows: a) Group A writes a number in numerals; Group B reads and writes the number in words, and vice versa. b) Group A writes a number in words; Group B reads and writes the number in numerals, and vice versa. c) Teacher gives marks for correct answers. The competition can be repeated using numbers with more digits. After the competition, teacher poses this question to the pupils: State the biggest number that you know. The aim of this question is to make pupils know that biggest number is not found. No matter what number is stated, there is always a number bigger than it. Pupils do Worksheet 1.1(1)

Activity 2
Approach Aim Teaching Aid Steps Individual game Arrange the numbers in order and complete the number line Number cards 1. 2. Teacher introduces numbers in order and number line. Carry out number cards game. Pupils arrange the numbers in ascending order, and vice versa. 3. Pupils do Worksheet 1.1(2). Note: Remind pupils to mark the missing numbers in question 3(c) on the number line too.

Worksheet 1.1 (1)

Counting, Place Value, Rounding 1. Write the following numbers in words. a) 56 __________________________________________________________ b) c) d) e) 2. 134 208 790 2020 __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Write the following as numerals: a) seventy-nine b) c) d) e) one hundred and fifty four hundred and seven

________________ ________________ ________________

nine thousand nine hundred and nine ________________ fifteen thousand and seven ________________

Worksheet 1.1 (2)

Counting, Place Value, Rounding 1. Arrange the numbers below in ascending order. 28 64 10 42 50 75 71 8 53 69 12 99 45 5 13 63 111 7 24 38

____________________________________________________________________ 2. Fill in the blanks with appropriate numbers. (a)

0 (b)

3 (c)

10 (d)

20

40

50

70

0 (e)

10

15

20

30

850

950

1000

1150

1200

3.

Represent each of the following numbers on a number line. (a) 50, 52, 59, 55, 58, 51, 53, 54, 57, 56

(b) 6, 2, 4, 8, 12, 14, 18, 10, 16

(c) 1, 5, 3, 9, 11, 15, 17

Activity 3

Approach Aim Teaching Aids Steps

Individual Count systematically Pictures with many countable objects 1. Teacher shows a picture with objects and asks pupils to count the objects. 2. Pupils do Worksheet 1.1(3) Note: After question 1, discuss with pupils how the arrangements of objects affect the speed of counting. For example, grouped objects in 1(b) can be counted faster than the scattered objects in 1(a) and also objects grouped in smaller groups can be counted faster than those in the bigger groups (objects in 1(c) are in smaller groups and thus they can be counted faster).

Worksheet 1.1 (3)

Counting, Place Value, Rounding 1. Count and write the number of objects. (a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

(i)

(j)

2.

Count and write the number of symbols in each of the following. (a)

(b) (c) (d) 3. Represent the numbers below with symbols . Each symbol (a) 5 represent 1 unit..

(b) 40

(c) 57

(d) 107

Activity 4

Approach Aim Steps

Individual State the place value of any digits in a number 1. 2. Pupils do Worksheet 1.1(4) After question 1, teacher emphasises the meaning of place values units, tens, hundreds, thousands, ten thousands, hundred thousands and millions. Example: For whole number 563, place value of digit 5 is hundreds and its value is 500; place value of digit 6 is tens and its value is 60; place value of digit 3 is units and its value is 3. Emphasise that the value of a digit in a number depends on its position. After questions 2 and 3, hold a discussion in class about the history of numbers and the concept of place values.

3.

10

Worksheet 1.1 (4)

Counting, Place Value, Rounding 1. Complete the table below: Number of Groups Hundreds a) 0 Tens 0 Units 6 Number 6

b)

c)

d)

e)

11

Number of Groups Hundreds Tens Units Number

f)

g)

12

2.

Write the following numbers in the form of the given example. Example: 524 = 500 + 20 + 4 a) 68 = b) c) d) e) f) g) 123 = 107 = 120 = 1008 = 5100 = 8030 =

3.

State the place value and value of the underlined digit in each of the following numbers. Place value of the underlined digit (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) 58 567 456 5678 1567 1139 8930 43 201 56 779 15 832 637 210 832 111 691 000 773 825 _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ Value of the underlined digit _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________

13

Activity 5

Approach Aim Teaching Aids Steps

Discussion in class To know the needs of rounding numbers in daily life Sketches of speedometer, kitchen scale and air pump 1. Teacher describes the situation as follows: On the way to school, a pupil asked his father about the speed of the car by referring to the speedometer. Teacher shows the sketch of speedometer and asks the following question: What is the answer to the nearest ten given by the father?

2.

3.

Teacher gives other daily life examples such as: a) Kitchen scale: Read the mass to the nearest kilogram.

b)

Air pump at petrol station: Read the pressure to the nearest

14

hundred.

4. Teacher discusses the importance of rounding numbers in daily life.

Activity 6

Approach Aim Steps

Individual Round off number to the given place value 1. Teacher shows a few examples on rounding numbers to the nearest ten and hundred. 2. Pupils do Worksheet 1.1(5). 3. Teacher reminds pupils about a few common mistakes. For example, when rounding 176 to the nearest ten, the answer is 180, not 18.

15

Worksheet 1.1 (5)

Counting, Place Value, Rounding 1. Round off the numbers below to the nearest ten and nearest hundred. Nearest ten (a) b) (c) (d) (e) (f) (g) (h) (i) (j) 2. 27 256 253 392 596 1583 2357 5695 3854 29 672 _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ Nearest hundred _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________

Round off the following numbers to the nearest thousand and nearest ten thousand Nearest thousand (a) (b) (c) (d) (e) 67 890 33 099 895 623 750 391 646 464 _____________ _____________ _____________ _____________ _____________ Nearest ten thousand _____________ _____________ _____________ _____________ _____________

16

Activity 7

Approach Aim Teaching Aids

Group work Reinforce the concept of place values and rounding Table A and cards with numbers (one of the digits is underlined) like 12 345 and 39 401. The number of cards must be two times the number of members in each group. 1. Pupils are divided into groups of 4 to 6. Each group is given a Table A and the number cards according to the number of members of the group.
Number Place value of underlined digit Value of underlined digit Rounding off to the nearest ten 12 350 hundred 12 300 thousand 12 000 ten thousand 10 000 hundred thousand -

Steps

12 345

hundreds

300

Table A 2. A member from each group picks one number card and fills the spaces in Table A as shown. Other members of the group can help to check the answers. 3. Repeat step 2 with other members of the group. Start with the first member again after one cycle until all the cards are picked. 4. Display the Table A of each group and check the answers. .

17

Test 1.1
Name: _________________________________________________________ Class: _________________________________________________________ Counting, Place Value, Rounding 1. Represent each of the following numbers on a number line. (a) 17, 16, 13, 14, 15 (b) 23, 27, 25, 31, 29, 33

(c) 150, 230, 110, 310, 190, 270

(d) 20, 25, 15, 30, 40, 50

2.

State the place value of digit 5 in each of the following: (a) 501 _________________ (b) 5101 (c) 2150 (d) 50127 (e) 17 015 _________________ _________________ _________________ _________________

3.

State the place value of digit 3 in each of the numbers below. (a) 435 _________________ (b) 1630 _________________

18

(c) 4103 (d) 13 527 (e) 17 355 4.

_________________ _________________ _________________

Round off the following numbers to the nearest thousand. (a) 25 712 _________________ (b) 1403 (c) 30 189 (d) 5549 _________________ _________________ _________________

5.

Numbers in Column 1 are rounded off to the results as shown in Column 2. State whether the numbers are rounded off to the nearest ten, hundred or thousand. Column 1 (a) (b) (c) (d) 2348 1256 3462 7751 Column 2 2350 1300 3460 8000 Rounded off to the nearest .. _________________ _________________ _________________ _________________

6.

1600 is the result of rounding a number to the nearest hundred. Write three possible answers of the number. _________________ _________________ _________________

19

Teachers Guide Sheet 1.2

Concept Addition Add whole numbers Solve problems involving addition of whole numbers.

Learning Outcomes 1. 2. Teaching Aid

Flash cards for Activity 2 Notes: 1. The concept stated will be taught from Activity 1 to Activity 4. 2. Pupils worksheets for each activity are as follows: Activity 1 None Activity 2 None Activity 3 Worksheet 1.2 (1) Activity 4 Worksheet 1.2 (2) 3. Time allocated for each activity is as follows: Activities 1 and 2 40 minutes Activity 3 40 minutes Activity 4 80 minutes Test 1.2 40 minutes

Activity 1

Approach Aim Steps

Class discussion Introduce the concept of addition 1. Teacher describes the following situation to the class: Ali is given RM2 and his brother is given RM1 everyday as pocket money.. Based on the described situation, pupils are asked to answer the following questions: (a) How much does Alis father spend on their pocket money everyday? (b) What is the total amount spent on their pocket money in three days, four days, five days and ten days? Teacher observes how pupils get their answers and guide them when necessary.
20

2.

3.

Teacher shows two different ways of writing the addition in question 2(a): Sentence form: RM2 + RM1 = RM3 Standard algorithm form: RM 2 + RM 1 RM 3 Pupils write the addition in question 2(b) in two different ways as shown above.

4.

Activity 2
Approach Aim Teaching Aids Steps Competition Understand basic concept of addition Flash cards of addition 1. 2. Teacher divides the class into a few groups. Rules of competition: (a) Teacher shows the flash cards of addition of two numbers from 0 to 9. Example:

1+3
Pupils are requested to give the answer. (b) Each group lists all pairs of one digit numbers where the sum is equal to the number fixed by the teacher (2 to 18). (c) Teacher gives marks to the correct answers. After the competition, teacher should discuss the systematic way of getting all pairs of the numbers. Teacher needs to guide pupils to discover that any numbers added to zero will get the number itself. Exercise on mental calculation is carried out to the class by showing the flash cards and pupils write their answers on the paper. If the performance of pupils is not satisfactory, teacher needs to discuss some other way to add the pair of numbers (0 to 9).

3. 4. 5. 6.

21

Strategy 1: (a)

5 + 7

(b)

= 12

8 + 6

= 14

7.

Strategy 2: Store the bigger number in your mind and display the smaller number with your fingers. Start counting your fingers from the number next to the bigger number. Example: 5+7 7 + ///// = 12 Pupils who could not answer spontaneously will be given an assignment that is to prepare flash cards for self drill. Example :

2+5
8. 9.

Front Back The above activity is carried out in pairs or small groups. For teachers guide, refer to Attachment A for addition of one digit number.

Activity 3

Approach Aim

Individual Perform addition of two numbers given and understand place value in addition 1. Before pupils start Question 1 in Worksheet 1.2 (1), teacher explains that

Steps

can be written as 2. 3. Before pupils do Question 2, teacher emphasises to pupils to write numbers in standard algorithm when doing calculation. Before pupils start doing Question 4, teacher takes ideas from pupils on how they would do addition involving regroup process. Then,
22

teacher shows two examples : Example 1:

Example 2:

4. 5.

Question 4 is the exercise to make sure pupils understand regroups process. If pupils are not mastering addition (regroup process), teacher can use other appropriate way. Below is one of the suggestions that can be used. (a)

(b)

23

Worksheet 1.2 (1)

Addition 1. Find the value of : (a)

(b)

(c)

2.

Find the sum of: (a) 25 + 74

(b) 203 + 364

(c) 813 + 186

(d) 6713 + 3256

3.

Use whole numbers from 1 to 9 and complete the magic rectangle below. The sum of the numbers in each column, row and diagonally is equal to 15.

4.

Calculate: (a)

(b)

24

(c)

(d)

(e)

(f)

(g)

(h)

(i)

(j)

5.

The addition of the numbers below consists of digit 0 to 9. Find the digits which represented by alphabets d, e, f and g.

25

Activity 4

Approach Aim

Class and Individual 1. 2. 3. 1. To write addition of numbers in standard algorithm. To perform addition of any whole numbers. To solve word problems in addition (1 period) Before pupils do the Worksheet 1.2 (2), teacher emphasises on the arrangement of the numbers according to the place value such as:

Steps

2.

but not Before pupils do Question 3, teacher emphasises that an easy way of solving word problems is to write into mathematics sentences as given in the example below. Example : Given that class 3A has 35 pupils and class 3B has 41 pupils. Find the number of pupils in both classes. Teacher emphasises to pupils the steps of problem solving: (a) Determine the requirement of the question. (b) What is given? (c) Plan the strategies (d) Solve the strategies (e) Check the answers. Example: Find: Number of pupils in the two classes Given: Number of pupils in class 3A = 35 Number of pupils in class 3B = 41 Operation: Addition

Solve:

Answer:

Number of pupils in both classes is 76

26

Worksheet 1.2 (2)

Addition 1. Calculate the value: (a) 38 + 6 =

(b) 8 + 17

(c) 567 + 82 =

(d) 43 + 679 =

(e) 7134 + 9 =

(f) 25 + 37 + 269 =

(g) 31 + 5 + 1579 =

2.

The number in the rectangle is the sum of numbers in the circle. Fill in the missing numbers.

27

3.

Shafiq is visiting his grandmother on her 70th birthday. First, he travels by bus 49 km from his house to a small town. Then, he travels 15 km by taxi to his grandmothers house. How far does he travel to reach his grandmothers house?

4.

Mei Lin has RM50.00. In conjunction of her parents wedding anniversary, she spent RM19.00 and RM17.00 to buy presents for her mother and father respectively. How much money has she spent for the presents?

5.

Table below shows the number of lorries passing the highway toll in three years. Year Number of lorries 1989 531 1990 61 977 1991 80 342

How many lorries passed the highway toll in the three years?

28

Test 1.2
Name: _________________________________________________________ Class: _________________________________________________________ Addition 1. Calculate the value of the following: (a) 23 + 45 =

(b) 23 + 49 =

(c) 235 + 5961 =

(d) 1576 + 2424 =

(e) 1026 + 2985 + 12 =

(f) 356 + 6 + 1569 =

29

2.

The table below shows the number of breads sold by Hazim in 5 days. Day Number of Breads Monday 150 Tuesday 50 Wednesday 95 Thursday 157 Friday 199

How many breads has Hazim sold (a) for the first 3 days? (b) after 5 days?

3.

Given the numbers 5 741 and 1 697, (a) state the place value of digit 7 in each number. (b) round off the numbers to the nearest hundred, and then find the sum of the numbers. (c) find the sum of the two numbers, and then round off the sum to the nearest tens.

30

Attachment A
Basic facts of addition

31

Teachers Guide Sheet 1.3

Concept Subtraction Subtract whole numbers Solve problems involving subtraction of whole numbers.

Learning Outcomes 1. 2. Teaching Aid

Flash Cards for Activity 2 Notes: 1. Learning concept is in Activity 1 to Activity 4. 2. Worksheet for pupils are as follow: Activity 1 None Activity 2 None Activity 3 Worksheet 1.3(1) Activity 4 Worksheet 1.3(2) 3. Time allocated for the activities are: Activity 1 and Activity 2 40 minutes Activity 3 40 minutes Activity 4 80 minutes Test 1.3 (after all activities) 40 minutes

Activity 1

Approach Aim

Class (Orally) Introduction of subtraction as a process of finding the difference or finding the remainder. 1. Teacher mentions the situation below and asks questions to pupils: Azmin gets RM5. Azman gets RM2. (a) What is the difference of their pocket money? (b) Azmin spent RM2 to buy books, how much money does Azmin has now? Teacher explains the two ways of solving the problem: (a) Mathematical sentence : RM5 RM2 = RM3 (b) Standard algorithm:

Steps

2.

32

3.

Cindy has RM15. She bought an umbrella and she still has RM8. What is the cost of the umbrella?

Activity 2
Approach Aim Competition 1. 2. To state the difference of a number (0 to 9) subtracted from a number (0 to 18) where the answer is from 0 to 9. To state the pair of numbers (0 to 18) which has the same answer (0 to 9). Teacher divides pupils into groups. Rules of competition: (a) Teacher shows flash cards; each showing a number from 0 to 18 minus a number from 0 to 9. Example:

Steps

1. 2.

18 9

Pupils are required to answer spontaneously. (b) Teacher shows flash cards; each showing a number from 0 to 9. Example:

5
Pupils are required to list down all the pairs of numbers from 0 to 18 minus 0 to 9 which has the same answer as shown on the flash card. For the above example, a few possible pairs of numbers are: (14, 9), (13, 8), (12, 7), (11, 6) (c) Teacher gives marks for correct answers. After the competition, teacher explains: (a) how to get the pairs of number systematically (b) any number minus zero will get the number itself

3.

33

4.

(c) any number minus by itself will get zero If the performance of pupils is unsatisfactory, teacher should discuss a few strategies for subtraction. Suggestion: Using diagram (a) 15 7 = ?

(b) 17 8 = ?

5.

Pupils who could not answer spontaneously are asked to prepare their own flash cards for self drill:

17 8

Front Back And they can carry out this activity in pairs or small groups. 6. For teachers guide, refer to Attachment B for basic facts of subtraction.

Activity 3

Approach Aim

Individual To subtract a whole number from a bigger whole number or a whole number of the same value and to know the place value 1. Before pupils begin Question 1, teacher explains the following:

Steps

can be written as

34

2.

Before pupils begin Question 3, teacher explains the following so that pupils understand the place value.

can be written as

that is equal to

can be written as

35

Worksheet 1.3 (1)

Subtraction 1. Find the value of : (a)

(b)

(c)

(d)

2.

Find the value of: (a)

(b)

(c)

(d)

3.

Find the value of : (a)

(b)

(c)

(d)

4.

Find the value of : (a)

(b)

36

(c)

(d)

(e)

(f)

(g)

(h)

37

Activity 4

Approach Aim

Individual 1. 2. To perform subtraction on any whole number (bigger number smaller number) To solve problems involving addition or subtraction of whole numbers. Before pupils do Question 1 in Worksheet 1.3 (2), teacher needs to explain the importance of place value when doing subtraction.

Steps

1.

but not 2. Before pupils do Question 2, teacher emphasises that an easy way of solving problem is to write into mathematical sentences as given in the example below. Teacher emphasises to pupils the steps of problem solving: (a) Determine the requirement of the question (b) What is given (c) Plan the strategies (d) Solve the strategies (e) Check the answers Example : There are 3850 story books in the library of a secondary school. After a week of reading campaign, 2136 books have been borrowed by the pupils. How many story books are left in the school library? (a) Requirement of the question: Number of story books left in the library (b) What is given: 1. 3850 story books are in the library 2. 2136 books have been borrowed (c) Plan the strategies: Subtraction (d) Solve the strategies: Number of story books left = 3850 2136 = 1714 (e) Check the answers:

38

Worksheet 1.3(2)
Subtraction 1. Find the value of : (a) 321 11 =

(b) 4578 1123 =

(c) 1237 56 =

(d) 257 38 =

(e) 3877 1959 =

(f) 37 321 29 576 =

2.

A housing developer built 1578 houses at Taman Wawasan. 935 houses have been sold. Find the number of houses that are not sold yet.

3.

En. Yap rears 48 chickens. During Chinese New Year, he slaughters 29 chickens. How many chickens are left?

39

4.

In a Mathematics test which consists of 60 questions, 27 questions are wrongly answered by Aminah and 5 questions are not answered. How many questions are answered correctly?

5.

Number of cars allocated for a branch to sell is 600 a year. The table below shows the number of cars sold in the first three months of this year. Month Number of cars sold January 51 February 78 March 35

(a) How many cars are sold for the first three months? (b) How many cars are not sold at the end of March?

6.

Complete the missing numbers below: (a)

(b)

40

Test 1.3
Name: _________________________________________________________ Class: _________________________________________________________ Subtraction 1. Find the values below: (a) 78 41 =

(b) 87 6 =

(c) 143 29 =

(d) 256 67 =

(e) 403 251 =

(f) 6051 661 =

(g) 911 888 999 =

41

(h) 8107 729 =

(i)

8005 729 =

(j)

4144 2639 76 =

2.

A coil of wire is 600 m long. 157 m of wire is used by En. Abd. Wahab to fence his goat farm. (a) What is the length of the wire that is left? (b) Round off the answer to the nearest ten.

3.

En. Kupusamy ordered 650 grade A and 350 grade B eggs from a supplier. 37 grade B eggs are broken. (a)How many eggs are ordered from the supplier? (b)How many grade B eggs can be sold?

42

Attachment B
Basic facts of subtraction

43

Teachers Guide Sheet 1.4

Concept Multiplication Multiply two or more whole numbers Solve problems involving multiplication of whole numbers

Learning Outcomes 1. 2. Teaching Aid

Flash Cards for Activity 2 Notes: 1. Learning concept consists of Activity 1 to Activity 5. 2. Worksheet for pupils are as follows: Activity 1 Worksheet 1.4(1) Activity 2 None Activity 3 Worksheet 1.4(2) Activity 4 Worksheet 1.4(3) Activity 5 Worksheet 1.4(4) 3. Time allocated for the activities are : Activity 1 40 minutes Activity 2 40 minutes Activity 3 40 minutes Activity 4 40 minutes Activity 5 80 minutes Test 1.4 (after all activities) 40 minutes

Activity 1

Approach Aim Steps

Class Introduce the concept of multiplication 1. Teacher asks pupils: Osman saves RM2 a day. What is the amount of money he saved for (a) 5 days? (b) 7 days? (c) 10 days? (d) 30 days? Discuss the following process: (a) 2 + 2 + 2 + 2 + 2 = 5 2 = 10

2.

44

(b) 2 + 2 + 2 + 2 + 2 + 2 + 2 = 7 2 = 14 (c) 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 10 2 = 20 (d) 2 + 2 + 2 + 2 + + 2 + 2 = 30 2 = 60 30 times Teacher should emphasise the relation between addition and multiplication in this discussion. (Multiplication is repeated addition) 3. Pupils complete Worksheet 1.4(1). 4. Teacher discuss that the product of zero with any numbers is always zero. 5. Teacher reminds pupils to master the multiplication tables before proceeding with the following activities.

45

Worksheet 1.4(1)
Multiplication 1. Complete the following tables. 12= 22= 32= 42= 52= 62= 72= 82= 92= 16= 26= 36= 46= 56= 66= 76= 86= 96= 2. 13= 23= 33= 43= 53= 63= 73= 83= 93= 17= 27= 37= 47= 57= 67= 77= 87= 97= 14= 24= 34= 44= 54= 64= 74= 84= 94= 18= 28= 38= 48= 58= 68= 78= 88= 98= 15= 25= 35= 45= 55= 65= 75= 85= 95= 19= 29= 39= 49= 59= 69= 79= 89= 99=

Complete the following. (a) 3 =7 = =4 = = 16 = = 21

(b) 5 6 = 6 (c) 8 2 = 2 (d) 6 3 =

46

3.

Complete the multiplication table below. 1 2 3 4 5 6 7 8 9 36 1 1 6 2 3 4 5 6 7 8 9

47

Activity 2

Approach Aim Steps

Competition Master the basic facts of multiplication 1. 2. Teacher divides the class into a few groups. Rules of competition: (a) Teacher flashes cards that show multiplication of two numbers (0 to 9) as shown below.

26
Pupils are requested to state the result. (b) Teacher flashes cards that show numbers from 0 to 81. Pupils are requested to state all pairs of numbers (0 to 9) where the result of multiplication is equal to the number shown on the card. Teacher gives mark for the correct answers. Make sure that exercises related to multiplication tables are given every day before the lesson starts. For example, exercises in the form of mental test where pupils are asked to write quickly the result of multiplication of any two numbers given. If there are pupils who still have not mastered the multiplication tables until 9, put in more efforts to make sure that they master this skill. It is suggested that teacher let pupils prepare flash cards as follows:

3. 4.

5.

89

72

6.

Front Back Then carry out the self drilling in pairs or in small groups. Teacher uses the multiplication table to show that

ab=ba Example: 7 6 = 6 7 Notes: If pupils are having problems in memorizing the multiplication tables, it is suggested that teacher follows the sequence below to help them: Begin with two times table (multiple, the sum is simple) Followed by five times table (end with 0 or 5)

48

Followed by four times table (multiple of two times table) Followed by eight times table (multiple of four times table) Followed by nine times table (the answers are in interesting pattern, refer to the pattern shown below) Followed by three times table Followed by six times table (multiple of 3), and finally Followed by seven times table (difficult) For nine times table: 1 9 = 10 1 2 9 = 20 2 3 9 = 30 3 4 9 = 40 4 5 9 = 50 5 6 9 = 60 6 OR

Activity 3

Approach Aim

Demonstration and individual Multiply a number (with any number of digits) by another number with one digit 1. Pupils answer the following questions on the board: (a) 21 4 (c) 232 3 2. 3. (b) 23 2 (d) 104 2

Steps

(e) 26 2 (f) 34 3 Teacher discusses the answers with the pupils and corrects the mistakes where applicable. Before pupils start working on Worksheet 1.4(2), teacher shows and explains the way of performing multiplication in standard form.
49

Example: (a) 23 3 = ? tens 2 6 units 3 3 9 2 tens 3 3 6 tens 9

Explain: (i) 3 3 = 9 (ii) 2 tens 3 = 6 tens

(b) 26 2 = ? tens 2 5 units 6 2 2 2 tens 6 2 4 tens 12 5 tens 2

Explain: (i) 2 6 = 12 (1 ten 2) (ii) 1 ten placed at tens place (iii) 2 tens 2 = 4 tens (iv) 4 tens + 1 ten = 5 tens

(c) 38 7 = ? hundreds tens 3 2 6 units 8 7 6

Explain: (i) 8 7 = 56 (5 tens 6) (ii) 5 tens placed at tens place (iii) 3 tens 7 = 21 tens (iv) 21 tens + 5 tens = 26 tens = 2 hundreds 6 tens

Emphasise the importance of place values.

50

Worksheet 1.4(2)
Multiplication Evaluate: 1. (a) 21 3 =

(b) 32 3 =

(c) 54 2 =

(d) 213 3 =

(e) 232 3 =

(f) 634 2 =

2.

(a) 25 7 =

(b) 69 8 =

(c) 78 5 =

(d) 123 9 =

(e) 209 9 =

(f) 435 7 =

51

Activity 4

Approach Aim Steps

Individual Multiply any two whole numbers Pupils do the Worksheet 1.4 (3) after teacher explores the multiplication using algorithm for whole numbers more than one digit. hundreds tens units 2 3 + 2 2 1 6 3 9 3 9 9 thousands hundreds tens units 4 3 4 1 4 3 + 1 7 2 1 7 6 3

52

Worksheet 1.4(3)
Multiplication Solve: 1. (a) 57 10 =

(b) 57 100 =

(c) 205 10 =

(d) 205 100 =

(e) 205 1000 =

2.

(a) 57 20 =

(b) 205 300 =

3.

(a) 23 31 =

53

(b) 23 17 =

(c) 45 52 =

(d) 72 15 =

4.

(a) 123 26 =

(b) 510 38 =

(c) 209 301 =

(d) 99 157 =

(e) 205 506 =

(f) 2135 21 =

54

Activity 5

Approach Aim

Individual To solve problems involving multiplication and to identify problems involving multiplication, addition or subtraction. 1. Teacher explains how to solve the problem as given. More problems solving can be chose from the textbook. Example: Mr. Lee has five children. Every month he gives them RM 27 each for pocket money. How much did he spend in a month? What to find: money how much Mr. Lee spent for his childrens pocket

Steps

What is given: five children RM 27 each child Operation: Conclusion: Multiplication The amount of the money that Mr. Lee spent is = RM 27 5 27 = RM 135 3 135

55

Worksheet 1.4(4)
Multiplication 1. The school cooperative had ordered 75 boxes of pencils from a supplier. Each box contains 12 pencils. How many pencils were ordered by the cooperative?

2.

In an International Sport tournament, athletes that won a gold medal will receive a RM1500 worth of reward. If a country has won 56 gold medals, how much is the worth of the reward that will be given to all the gold medallists?

3.

One day, Harun collects rambutans in his orchard and tied them into 120 groups. Each group has 50 rambutans. (a) How many rambutans did he collect? (b) If he sold 81 groups of rambutans on that day, (i) how many rambutans were sold? (ii) how many rambutans were left?

4.

Two contingents join a parade. The first contingent holds the Malaysian flag. This contingent is made up of 4 lines with 15 participants in each line. The second contingent holds the bunga manggar. This contingent is made up of 2 lines with 20 participants in each line. (a) How many participants hold the Malaysian flag? (b) Which contingent is bigger? (c) Find the difference in the number of participants between the two contingents. (d) How many participants join the parade?

56

5.

Complete the following crossword.

a

Down (a) Round off 348 to the nearest hundred. (b) 8046 705 (c) 10 600 + 19 820 (d) 76 25 Across (e) 532 1000 (f) 28 + 12 + 109 (g) 11 16 (h) 12 5 15 (i) 177 4

57

Test 1.4
Name: _________________________________________________________ Class: _________________________________________________________ Multiplication 1. Evaluate: (a) 21 4 (b) 127 5

(c) 205 7

(d) 35 21

(e) 37 30

(f) 407 15

(g) 5008 32

(h) 61 201

(i)

40 57

(j)

901 1000

2.

Sekolah Menengah Kampung Muhibbah celebrated the Teachers Day. Games were held between the pupils and the teachers. 14 games were held and for each game, 12 prizes were given. How many prizes were given altogether?

58

3.

The table below shows vegetables bought by Siminah in a supermarket. Vegetables Mass Tomato 508 g Water convolvulus (kangkung) 312 g Spinach 645 g Chili 32 g

(a) Calculate the total mass of vegetables, in gram, bought by Siminah. (b) All the vegetables were put into a basket. If the total weight of the vegetables and the basket is 1 800 g, what is the mass of the basket? (c) If the price of one gram of chilli is 4 cents, what is the price of chilli that was bought?

59

Teachers Guide Sheet 1.5

Concept Division Divide a whole number by a smaller whole number Solve problems involving division of whole numbers

Learning Outcomes 1. 2. Teaching Aid

Flash Cards for Activity 2 Notes: 1. The learning concept consists of Activity 1 until Activity 6. 2. Pupils worksheets are as follows: Activity 1 Worksheet 1.5 (1) Activity 2 Worksheet 1.5 (2) Activity 3 Worksheet 1.5 (3) Activity 4 Worksheet 1.5 (4) Activity 5 Worksheet 1.5 (5) Activity 6 Worksheet 1.5 (6) 3. Time provided for each activities are as follows: Activity 1 40 minutes Activity 2 40 minutes Activity 3 40 minutes Activity 4 40 minutes Activity 5 80 minutes Activity 6 80 minutes Test 1.5 (after all activities) 40 minutes

Activity 1

Approach Aim

Play a role and discussion or explanation To introduce the idea of division (i) equal sharing (ii) equal collecting 1. Teacher introduces the idea of division by posing the following question: During Hari Raya, Kamal gets RM12 from his grandfather. (a) If the money is shared equally between him and his two siblings, how much does each person get? (b) How many days will the money lasts, if Kamal spent RM2 per

Steps

60

2.

day? To answer question (a), teacher asks three pupils to play the following roles: A pupil (Kamal) is given RM12. Kamal distributes RM1 each to two others pupils (his siblings). He continues until all RM12 are finished. The teacher then asks Kamal and his two siblings, How much does each get?. Teacher explains to the class: If RM12 were shared equally by 3 people, it means everyone will get RM4. Write: 12 3 = 4 For question (b), teacher receives the answer from pupils first. Then shows: Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 RM 2 12 2 RM 2 10 2 RM 2 82 RM 2 62 RM 2 42 RM 2 22

3.

Write: RM 2 + RM 2 + RM 2 + RM 2 + RM 2 + RM 2 = RM 12 6 days 12 2 = 6 4. Teacher continues the activity by asking pupils to role play these situations: (a) A pupil is given 45 objects and is told to divide equally with two other pupils. How many object does each pupil get? (b) A pupil is given 45 objects and is told to divide the objects equally so that each group has 3 objects. How many groups are there? Discuss situations 4(a) and 4(b) with the pupils: 45 3 has 2 meanings: (a) equal sharing, or (b) equal collecting Discuss that the answer in no. 4 can be obtained (through role playing) but it may take a long time. Therefore we use division operation to do the calculation. Discuss the statement, 12 3 = is the same as 3 = 12. To find the solution for , we can find the number that when multiplied by 3 gives 12, which is 3 4 =12, therefore 12 3 = 4 . Give other examples to show the relation between multiplication and division.

5.

6.

7.

61

Worksheet 1.5 (1)

Division Complete: 2 2 = _______ 4 2 = _______ 6 2 = _______ 8 2 = _______ 10 2 = _______ 12 2 = _______ 14 2 = _______ 16 2 = _______ 18 2 = _______ 6 6 = _______ 12 6 = _______ 18 6 = _______ 24 6 = _______ 30 6 = _______ 36 6 = _______ 42 6 = _______ 48 6 = _______ 54 6 = _______ 3 3 = _______ 6 3 = _______ 9 3 = _______ 12 3 = _______ 15 3 = _______ 18 3 = _______ 21 3 = _______ 24 3 = _______ 27 3 = _______ 7 7 = _______ 14 7 = _______ 21 7 = _______ 28 7 = _______ 35 7 = _______ 42 7 = _______ 49 7 = _______ 56 7 = _______ 63 7 = _______ 4 4 = _______ 8 4 = _______ 12 4 = _______ 16 4 = _______ 20 4 = _______ 24 4 = _______ 28 4 = _______ 32 4 = _______ 36 4 = _______ 8 8 = _______ 16 8 = _______ 24 8 = _______ 32 8 = _______ 40 8 = _______ 48 8 = _______ 56 8 = _______ 64 8 = _______ 72 8 = _______ 5 5 = _______ 10 5 = _______ 15 5 = _______ 20 5 = _______ 25 5 = _______ 30 5 = _______ 35 5 = _______ 40 5 = _______ 45 5 = _______ 9 9 = _______ 18 9 = _______ 27 9 = _______ 36 9 = _______ 45 9 = _______ 54 9 = _______ 63 9 = _______ 72 9 = _______ 81 9 = _______

62

Activity 2

Approach Aim

Competition 1. 2. To state the result of division of one number (0 - 45) by another number (1 - 5) without remainder and the answer is between 0 and 9. State the pairs of numbers (0 81) that give the same quotient (0 9). Teacher divides the class into a few groups. Rules of competition: (a) Teacher flashes cards that show division of a number (0 - 45) to another number (1 - 5) where the result is between 0 and 9 and without remainder. Example:

Steps

1. 2.

24 4
Pupils give their answers. (b) Teacher flashes cards that show division of a number (0 - 81) by another number when the result is between 0 and 9 and without remainder. Example:

56 8
Pupils give their answers. (c) Teacher flashes cards that show a number (0 - 9) and pupils list down pairs of numbers (0 - 81) where the result of division of the two numbers give the same number as the card that is being flashed. Example:

7
The list of pairs of numbers made by pupils: (7, 1), (14, 2), (21, 3), (28, 4), (35, 5), (42, 6), (49, 7), (56, 8), (63, 9). (d) Teacher gives a mark to each correct answer. After the competition, pupils complete Worksheet 1.5(2). Discuss the result of division of 0 8.

3.

Worksheet 1.5(2)

63

Division 1. Calculate the following using mental arithmetic. (a) 56 8 = (b) 54 6 = (c) 25 5 = (e) 9 1 = (g) 72 9 = 88= (d) 24 4 = (f) 20 5 = (h) 64 8 = 08=

(i)

(j)

2.

Fill in the empty boxes. (a) 5 =5 (b) 20 = 10

(c)

6=8

(d)

9=9

(e)

7=9

64

Activity 3

Approach Aim

Explanation Divide any whole number with a smaller number (2 until 9) where the result is without remainder. Teacher asks pupils: 48 348 6 = ?. Teacher will expect many pupils not to be able to answer. Therefore teacher emphasises that to divide a large number, we perform the operation by using standard algorithm. Provide a few examples. Emphasise: (a) which number divides, which number is being divided. (b) quotient (result of division) number that divides (divisor) number that is being divided (dividend). Example: (i) 8 2 = 4

Steps

Make the pupils realise that 4 2 = 8:

(ii) 56 8 =

7 8 = 56

65

(iii) 795 3 =

23=6 6 3 = 18 5 3 = 15 Ask pupils to check the answer: 265 3 795

(iv) 387 9 =

4 9 = 36 3 9 = 27

Check the answer:

43 9 387

66

Worksheet 1.5(3)
Division Solve: Example: 712 4 = Working:

1.

54 3 =

2.

95 5 =

3.

248 2 =

67

4.

987 7 =

5.

256 8 =

6.

3516 6 =

7.

3798 9 =

8.

4671 9 =

68

9.

26 132 4 =

10. 49 348 4 =

69

Activity 4

Approach Aim

Explanation and individual work. Divide any whole number with a smaller number where the result has no remainder (cases involve zero). Teacher gives a few examples. Example: 1. 828 4 =

Steps

2.

5950 5 =

3.

5910 6 =

70

4.

408 4 =

71

Worksheet 1.5(4)
Division Find the value (show the working and check the answer) 1. 612 6 = Working Check answer

2.

756 7 = Working Check answer

3.

832 8 = Working Check answer

72

4.

7248 8 = Working Check answer

5.

490 5 = Working Check answer

6.

2560 5 = Working Check answer

7.

4320 9 = Working Check answer

73

8.

504 4 = Working Check answer

9.

6008 8 = Working Check answer

10. 64 032 8 = Working Check answer

74

Activity 5

Approach Aim

Individual work Divide any whole number by a smaller number where the answer involves remainder. Before pupils work on Worksheet 1.5(5), teacher shows examples of a whole number divided by another smaller whole number where the answer is with or without remainder. Examples: 1. 9 2 = 4 remainder 1

Steps

2.

126 8 = 15 remainder 6

3.

468 39 = 12

4.

6917 123 = 56 remainder 29

75

Worksheet 1.5(5)
Division Solve (show the working and check answer) 1. 16 3 = Working Check answer

2.

45 2 = Working Check answer

3.

100 6 = Working Check answer

76

4.

742 9 = Working Check answer

5.

130 10 = Working Check answer

6.

360 20 = Working Check answer

7.

864 32 = Working Check answer

77

8.

725 27 = Working Check answer

9.

450 100 = Working Check answer

10. 1984 200 = Working Check answer

11. 1794 178 = Working Check answer

78

12. 46 656 108 = Working Check answer

79

Activity 6

Approach Aim

Individual work 1. 2. Solve problems involving division of whole numbers. Determine whether the problem involves addition, subtraction, multiplication or division and then solve it. Teacher gives the example. Example: Zainol and family collect 300 durians in their orchard from 6 a.m. to 10.00 a.m. (a) Calculate the average number of durian collected in one hour. (b) Among the 300 collected durians, 18 of them are rotten while Zainol and family ate 9. How many durians are left for sale? Other examples can be obtained from the textbook.

Steps

1.

2.

80

Worksheet 1.5(6)
Division 1. 24 bottles of drink can be filled into one box. If Kok Leong were asked to fill 120 bottles of drink into boxes, how many boxes are needed?

2.

A van can carry 8 passengers. How many vans are needed to carry 24 people at the same time?

3.

Use one of these operations: +, , or to relate the adjacent numbers in the square on the right until all numbers are related. Among the selected operations, at least three of them have to involve or . Example: 9 10 since 9 + 1 = 10

9 10 5

2 17 20

30 15 28

81

4.

In a sales campaign of a supermarket, customers are given a coupon for each purchase of RM 10.00. The collected coupons can be exchanged with selected items as follows: A watch: 35 coupons A pen: 7 coupons A packet of drink: 5 coupons A packet of tissue: 2 coupons Sarala has collected 85 coupons. (a) What is the minimum amount that she has spent? (b) If Sarala wanted to exchange her coupons with all the listed items, how many coupons should she use? (c) After exchanging her coupons with all the listed items, how many coupons does Sarala have left? (d) If Sarala was only interested in the pens, how many pens can she get in exchange with all her coupons?

82

Test 1.5
Name: _________________________________________________________ Class: _________________________________________________________ Division 1. Calculate (a) 108 6 (b) 7140 7

(c) 328 12

(d) 279 31

(e) 5304 26

(f) 1260 20

(g) 7950 15

(h) 752 547

83

2.

Alisan is asked to fill 5270 litres of milk into a few bottles. If the volume of each bottle is 3 litres, calculate (a) the number of bottles that are filled up with milk. (b) the amount of milk left.

3.

A group of pupils has donated 45 250 ml blood on the Loving Day. If each pupil donates 250 ml, calculate the number of pupils that had donated blood on that day.

84

Teachers Guide Sheet 1.6

Concept Principle of calculation Perform computations involving any combination of addition, subtraction, multiplication and division of whole numbers, including the use of brackets. 2. Solve problems involving combined operations of addition, subtraction, multiplication and division of whole numbers, including the use of brackets. Notes: 1. The teaching of concept is from Activity 1 to Activity 6. 2. The pupils worksheets are as follows: Activity 1 Worksheet 1.6(1) Activity 2 Worksheet 1.6(2) Activity 3 Worksheet 1.6(3) Activity 4 Worksheet 1.6(4) Activity 5 Worksheet 1.6(5) Activity 6 Worksheet 1.6(6) 3. Time allocated for each activity is as follows: Activity 1 40 minutes Activity 2 40 minutes Activity 3 40 minutes Activity 4 40 minutes Activity 5 40 minutes Activity 6 40 minutes Test 1.6 (after all activities) 60 minutes

Learning Outcomes 1.

Activity 1

Approach Aim

Quiz Revise calculations that involve: (a) successive addition or subtraction (b) combined operations of addition and subtraction from left to right. 1. 2. Teacher divides pupils into a few groups (4 in a group). Teacher writes the following questions on the board and each group has to solve them.

Steps

85

3. 4.

5.

(a) 25 + 10 + 4 = (b) 30 5 10 = (c) 32 + 8 7 = (d) 15 9 + 3 = (e) 17 + 2 10 + 5 = (f) 35 17 + 8 7 = Teacher gives mark for the correct answer. Discuss questions where pupils cant obtain the correct answers and emphasize that combined operations of addition and subtraction need to be performed from left to right. No need to discuss a b + c = a + c b. If pupils discover this method and raise the question about it, teacher can explain as follows: We can perform any operation first, either addition or subtraction due to the commute property of addition: a + b = b + a Example: 95+3=? Let a = 9 5 b=3 a+b=95+3 =4+3 =7 b+a=3+95 =3+4 =7

86

Worksheet 1.6(1)
Principle of calculation Calculate: 1. 30 + 40 + 25 =

2.

50 10 12 =

3.

20 + 9 6 =

4.

159 + 27 112 =

5.

53 37 + 3 =

6.

71 28 + 21 =

7.

35 16 + 17 =

8.

103 + 21 11 4 =

9.

63 + 8 7 + 8 =

10. 38 25 8 + 12 =

11. 50 27 + 20 3 =

12. 251 3 + 105 75 =

87

Activity 2

Approach Aim

Quiz 1. 2. 3. Multiply two or more whole numbers. Divide a whole number by a smaller whole number and so on. Revise calculations involving combined operations of multiplication and division working from left to right. Teacher divides pupils into a few groups (4 in a group). Teacher writes the following questions on the board and each group has to solve them. (a) 2 5 4 = (b) 20 5 2 = (c) 2 6 3 = (d) 18 2 3 = (e) 8 2 6 3 = Teacher gives mark for the correct answer. Discuss questions where pupils cant obtain the correct answers and emphasize that combined operations of multiplication and division need to be performed from left to right.

Steps

1. 2.

3. 4.

88

Worksheet 1.6(2)
Principle of calculation Calculate: 1. 54 17 7 + 4 =

2.

49 25 + 9 + 7 =

3.

463=

4.

50 2 5 =

5.

355=

6.

12 6 2 =

7.

4 28 7 =

8.

240 6 3 =

9.

192 3 18 =

10. 150 2 5 3 =

11. 63 3 3 7 =

12. 126 6 15 5 =

89

Activity 3

Approach Aim

Discussion/Explanation Perform calculations involving combined operations following the correct order. 1. Teacher discusses a few examples involving combined operations of +, , and . Examples: Solutions (a) 3 + 2 5 = ? 3+25 =55 = 25 4 + 8 2 = 12 2 =6 4+82 =44 =8 832+1 =52+1 = 10 + 1 = 11 832+1 =53 = 15 832+1 =86+1 =2+1 =3 832+1 =833 =53 = 15 (d) 8 4 2 + 3 1 = ? 8 4 2 + 3 1 = 32 2 + 3 1 = 16 + 3 2 = 19 1 = 18 8 4 2 + 3 1 = 32 5 1 = 32 4 =8

Steps

(b) 4 + 8 2 = ?

(c) 8 3 2 + 1 = ?

90

(e) 18 2 1 + 3 2 = ?

18 2 1 + 3 2 = 9 1 + 3 2 =8+32 = 11 2 = 22 18 2 1 + 3 2 = 9 1 + 3 2 =91+6 =8+6 = 14

2. 3.

4.

Discuss that the above examples have many possible answers. Thus a rule or a principle is needed to standardize the answers. Inform that the rule had already existed and was agreed by the mathematicians that is: Perform multiplication and division from left to right first and then followed by addition and subtraction from left to right. Teacher shows how the previous examples are solved using this rule.

91

Worksheet 1.6(3)
Principle of calculation Calculate: 1. 3 6 + 15 =

2.

20 5 3 + 18 =

3.

200 2 8 2 =

4.

3 6 + 15 5 =

5.

92 8 2 10 2 =

92

Activity 4

Approach Aim Steps

Class Use the principle of calculations which involves a few operations. 1. 2. Teacher revises the principle of calculations through some examples. Teacher discusses pupils assignments on Worksheet 1.6(3) to make sure they have correctly used the rule.

93

Worksheet 1.6(4)
Principle of calculations 1. 20 5 3 + 18 2 = 2. 27 15 + 2 15 3 =

3.

48 12 + 6 5 2 =

4.

18 5 5 8 2 5 3 =

5.

84 7 4 4 1 =

6.

21 7 + 6 9 18 6 3 =

7.

Fill in the blank with appropriate operation (+, , , ) to form a correct equation. (a) 4 [ ]82=8 (b) 4 8 [ ] 2 = 30

(c) 4 [

] 8 2 = 16

(d) 4 8 [

]2=0

94

8.

Complete each column and row to form an equation using the operations (+, , , ) and numbers (1, 7, 8, 12) once only for each equation. The first column has been completed.

8 7 + 1 12 = 13

=3

= 44

= 11

= 11

95

Activity 5

Approach Aim Steps

Class and individual Perform calculations involving the use of brackets. 1. Teacher discusses the need of brackets in mathematical calculations using daily life examples. Example: Ali received RM10 from his father and RM14 from his grandmother. He is requested to equally divide the money among himself and his three brothers. From this example, the situation is: 10 + 14 4 If we follow the principle of calculations, division will perform before the addition but the actual situation is addition is suppose to perform first. Thus another rule as below is needed: Perform operation or operations within the brackets before all other operations. Thus the solution for the example is: (10 + 14) 4 = 24 4 =6 Teacher discusses that brackets are also used as the notation of multiplication. Example: 3 5 7 10 can be written as 3(5)(7)(10) Teacher gives a few examples as follows (a) 2 (15 + 20) written as 2(15 + 20) (b) (3 + 12) (11 7) written as (3 + 12)(11 7)

2.

3.

96

Worksheet 1.6(5)
Principle of calculations Calculate: 1. 3(6 + 15)

2.

3(6 + 15) 7

3.

3(20 5) + 18

4.

3(20 5) + 18 2

5.

(200 2)(8 2)

6.

2(92 8) (10 2)

7.

18 5 + 5(5 2) (10 5)

8.

48 12 + (6 5)

9.

127 15(15 + 2) 3

10. (64 40) 8 + (28 24)

11. (18 5) (10 2) 10 (5 3)

12. 21 (7 6) + (9 + 18) (6 + 3)

97

Activity 6

Approach Aim Steps

Class Solve problem involving a few operations and brackets. 1. Teacher uses daily life examples for the discussion. Step by step solution of the example is shown. Example: Hock Lee and family attended a stage performance. Tickets for adult, children and senior citizen are RM15, RM10 and RM5 respectively. Hock Lees family consists of a grandmother, parents and two younger sisters. How much did they pay for the tickets? What is given: Prices of tickets adult: RM15 children: RM10 senior citizen: RM5 What is needed: Total amount paid for the tickets Strategy: Total amount paid for the tickets = Grandmothers ticket price + mothers ticket price + fathers ticket price + three childrens tickets prices Solution: Total amount paid for the tickets = RM 5 + (2 RM 15) + (3 RM 10) = RM 5 + RM 30 + RM 30 = RM 65 15 + 15 + 10 + 10 + 10 + 5 = 65

Check answer:

98

Worksheet 1.6(6)
Principle of calculations Solve the following problems. 1. Five children are given the same amount of money by their parent that is RM 10 from the father and RM 5 from the mother. What is the total amount of money that they received?

2.

Shops A and B are selling mangosteens. Each basket in shop A contains 300 mangosteens while each basket in shop B contains 200 mangosteens. If 37 baskets of mangosteens from shop A and 65 baskets of mangosteens from shop B are sold, calculate the total number of mangosteens sold by the two shops.

3.

The table on the right shows the number of durians in two baskets. Each good durian is sold for RM 4. If Hong Kuans capital is RM 200, how much profit does he get if all good durians are sold?

Basket Number of durians Number of spoilt durians

A 50 2

B 57 3

4.

8 buses are hired to send the supporters of a football team to the venue of a competition. Each bus carries the same number of passengers. When two of the eight buses broke down, the supporters in the two buses travelled in the rest of the buses. If each bus has to bring an additional 15 passengers, calculate the number of passengers in each of the broken down buses.

99

Test 1.6
Name: _________________________________________________________ Class: _________________________________________________________ Principle of calculations 1. Calculate: (a) 51 23 + 7 (b) 24 12 3

(c) 56 21 19

(d) 60 5 +10

(e) (32 + 64) 8

(f) (96 + 48) (24 15)

(g) 8(11 3) + 9

(h) 74 + 16 12 7

(i)

100 + 72 4 5 18

100

2.

Complete the table below, (a) Number 31 315 2136 4384 (b) i) Arrange the numbers 1903, 1891, 1897, 1906, 1900 and 1894 in ascending order. ----------------, ---------------, ---------------, ---------------, ---------------. ----------------ii) Then represent the numbers on a number line. i) Place value for 3 ii) Round off to the nearest ten

3.

Calculate: (a) 8697 + 846

(b) 30 193 678

(c) 1521 603

(d) 17 329 43

101

4.

The table below shows the mass of fish obtained by a wholesaler, En. Hashim, from four fishermen. Company A Fisherman Mass of fish Sameon Ardi 92 kg 78 kg Company B Kok Kiang 103 kg Seng Kong 84 kg

(a) Sameon and Ardi are the partners of company A while Kok Kiang and Seng Kong are the partners of company B. What is the difference between the mass of fish of the two companies? (b) En. Hashim distributes equally the fish to five fish sellers. Calculate the mass of fish each of them obtained. (c) En. Hashim paid RM 3 per kilogram to each fisherman. What is the total amount that he has paid?

102

Answer Worksheet 1.1 (1) 1. (a) Fifty-six (c) Two hundred and eight (e) Two thousand and twenty 2. (a) 79 (c) 407 (e) 15 007

(b) One hundred and thirty-four (d) Seven hundred and ninety

(b) 150 (d) 9909

Worksheet 1.1 (2) 1. 5, 7, 8, 10, 12, 13, 24, 28, 38, 42, 45, 50, 53, 63, 64, 69, 71, 75, 99, 111 2. (a) 1, 5 (c) 30, 60 (e) 900, 1050, 1100 (a) (b) 2, 5 (d) 5, 25

3.

(b)

(c)

Worksheet 1.1 (3) 1. (a) 12 (c) 12 (e) 123 (g) 241 (i) 120 2. (a) 25 (c) 82 (a) (b) (c)

(b) (d) (f) (h) (j)

12 25 30 107 201

(b) 51 (d) 96

3.

103

(d)

Worksheet 1.1 (4) 1. Hundreds (b) (c) (d) (e) (f) (g) 2. (a) (c) (e) (g) Number of Groups Tens Ones 1 2 2 3 6 0 3 5 0 5 1 6 Number 12 23 60 135 105 216 (b) 100 + 20 + 3 (d) 100 + 20 (f) 5000 + 100

1 1 2 60 + 8 100 + 7 1000 + 8 8000 + 30

3. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) 58 567 456 5678 1567 1139 8930 43 201 56 779 15 832 637 210 832 111 691 000 773 825 Place Value of the Underlined Digit Tens Hundreds Tens Thousands Hundreds Ones Ones Thousands Ten thousands Hundreds Tens Ten thousands Thousands Hundred thousands Value of the Underlined Digit 50 500 50 5000 500 9 0 3000 50 000 800 10 30 000 1000 700 000

Worksheet 1.1 (5) 1. (a) (b) (c) (d) (e) (f) (g) 27 256 253 392 596 1583 2357 Nearest Tens 30 260 250 390 600 1580 2360
104

Nearest Hundreds 300 300 400 600 1600 1400

(h) (i) (j) 2. (a) (b) (c) (d) (e) Test 1.1 1. (a)

5695 3854 29 672

5700 3850 29 670

5700 3900 29 700

67 890 33 099 895 623 750 391 646 464

Nearest Thousands 70 000 30 000 900 000 750 000 650 000

Nearest Ten Thousands 70 000 30 000 900 000 800 000 650 000

(b)

(c)

(d)

2.

(a) Hundreds (c) Tens (e) Ones (a) Tens (c) Ones (e) Hundreds (a) 30 000 (c) 30 000 (a) Tens (c) Tens 1644, 1590, 1618

(b) Thousands (d) Ten thousands

3.

(b) Tens (d) Thousands

4.

(b) 1400 (d) 6000 (b) Hundreds (d) Thousands

5.

6.

Worksheet 1.2 (1) 1. (a) 56 (c) 5699

(b) 996

105

2.

(a) 99 (c) 999

(b) 567 (d) 9969

3. 8 1 6 4. (a) (c) (e) (g) (i) 3 5 7 4 9 2 (b) (d) (f) (h) (j) 62 3 735 603 9033 13 010

82 561 804 1400 14 002

5.

d = 4, e = 9, f = 13, g = 0

Worksheet 1.2 (2) 1. (a) 44 (c) 649 (e) 7143 (g) 1615 2.

(b) 25 (d) 722 (f) 331

(Answer might be varied) 3. 5. 64 km 142 850 lorries 4. RM 14

Test 1.2 1. (a) 68 (c) 6196 (e) 4023 2. 3. (a) 295 (a) Hundreds, Ones (c) 7400

(b) 72 (d) 4000 (f) 1931 (b) 651 (b) 7400

106

Worksheet 1.3 (1) 1. (a) 34 (c) 124 2. (a) 499 (c) 3322 (a) 29 (c) 58 (a) (c) (e) (g) 15 15 98 507

(b) 11 (d) 0 (b) 200 (d) 0 (b) 12 (d) 325 (b) (d) (f) (h) 12 108 579 1005

3.

4.

Worksheet 1.3 (2) 1. (a) 310 (c) 1181 (e) 1918 2. 4. 5. 6. 643 houses 28 questions (a) 164 (a)

(b) 3455 (d) 219 (f) 7745 3. 19 chickens

(b) 436 (b)

Test 1.3 1. (a) 37 (c) 114 (e) 152 (g) 910 889 (i) 7276 2. 3. (a) 543 (a) 1000

(b) (d) (f) (h) (j)

81 189 5390 7378 1429

(b) 540 (b) 963

Worksheet 1.4 (1) 1. 12=2 22=4 13=3 23=6

107

14=4 24=8

15=5 2 5 = 10

32=6 42=8 5 2 = 10 6 2 = 12 7 2 = 14 8 2 = 16 9 2 = 18 16=6 2 6 = 12 3 6 = 18 4 6 = 24 5 6 = 30 6 6 = 36 7 6 = 42 8 6 = 48 9 6 = 54 2.

33=9 4 3 = 12 5 3 = 15 6 3 = 18 7 3 = 21 8 3 = 24 9 3 = 27 17=7 2 7 = 14 3 7 = 21 4 7 = 28 5 7 = 35 6 7 = 42 7 7 = 49 8 7 = 56 9 7 = 63

3 4 = 12 4 4 = 16 5 4 = 20 6 4 = 24 7 4 = 28 8 4 = 32 9 4 = 36 18=8 2 8 = 16 3 8 = 24 4 8 = 32 5 8 = 40 6 8 = 48 7 8 = 56 8 8 = 64 9 8 = 72

3 5 = 15 4 5 = 20 5 5 = 25 6 5 = 30 7 5 = 35 8 5 = 40 9 5 = 45 19=9 2 9 = 18 3 9 = 27 4 9 = 36 5 9 = 45 6 9 = 54 7 9 = 63 8 9 = 72 9 9 = 81

(a) 3 7 = 7 3 = 21 (c) 8 2 = 2 8 = 4 4 = 16 1 2 3 4 5 6 7 8 9

(b) 5 6 = 6 5 = 30 (d) 6 3 = 3 6 = 9 2 = 18

3. 1 1 2 3 4 5 6 7 8 9 2 2 4 6 8 10 12 14 16 18 3 3 6 9 12 15 18 21 24 27 4 4 8 12 16 20 24 28 32 36 5 5 10 15 20 25 30 35 40 45 6 6 12 18 24 30 36 42 48 54 7 7 14 21 28 35 42 49 56 63 8 8 16 24 32 40 48 56 64 72 9 9 18 27 36 45 54 63 72 81

Worksheet 1.4 (2) 1. (a) 63 (c) 108 (e) 696 2. (a) 175 (c) 390

(b) 96 (d) 639 (f) 1268 (b) 552 (d) 1107

108

(e) 1811 Worksheet 1.4 (3) 1. (a) 570 (c) 2050 (e) 205 000 2. 3. (a) 140 (a) 713 (c) 2340 (a) 3198 (c) 62 909 (e) 103 730

(f) 3045

(b) 5700 (d) 20 500

(b) 61 500 (b) 391 (d) 1080 (b) 19 380 (d) 15 543 (f) 44 835

4.

Worksheet 1.4 (4) 1. 900 3. (a) 6000 (b) (i) 4050 (ii) 1 950 (a) (b) (c) (d) 60 Malaysian Flag Contingent 20 100

2. 84 000

4.

5.

Down (a) 300 (b) 7341 (c) 30 420 (d) 51 (e) 29 738 Across (d) 532 000 (f) 149 (g) 176 (h) 900 (i) 708

Test 1.4 1. (a) 84 (c) 1435 (e) 1110 (g) 160 256 (i) 2 280 2. 168

(b) (d) (f) (h) (j)

635 735 6105 12 261 901 000

109

3.

(a) 1497 g (c) 128 g

(b) 303 g

Worksheet 1.5 (1) 22=1 42=2 62=3 82=4 10 2 = 5 12 2 = 6 14 2 = 7 16 2 = 8 18 2 = 9 66=1 12 6 = 2 18 6 = 3 24 6 = 4 30 6 = 5 36 6 = 6 42 6 = 7 48 6 = 8 54 6 = 9 Worksheet 1.5 (2) 1. (a) 7 (c) 5 (e) 9 (g) 8 (i) 1 2. (a) 1 (c) 48 (e) 63

33=1 63=2 93=3 12 3 = 4 15 3 = 5 18 3 = 6 21 3 = 7 24 3 = 8 27 3 = 9 77=1 14 7 = 2 21 7 = 3 28 7 = 4 35 7 = 5 42 7 = 6 49 7 = 7 56 7 = 8 63 7 = 9

44=1 84=2 12 4 = 3 16 4 = 4 20 4 = 5 24 4 = 6 28 4 = 7 32 4 = 8 36 4 = 9 88=1 16 8 = 2 24 8 = 3 32 8 = 4 40 8 = 5 48 8 = 6 56 8 = 7 64 8 = 8 72 8 = 9

55=1 10 5 = 2 15 5 = 3 20 5 = 4 25 5 = 5 30 5 = 6 35 5 = 7 40 5 = 8 45 5 = 99=1 18 9 = 2 27 9 = 3 36 9 = 4 45 9 = 5 54 9 = 6 63 9 = 7 72 9 = 8 81 9 = 9

(b) (d) (f) (h) (j)

9 6 4 8 0

(b) 2 (d) 81

Worksheet 1.5 (3) 1. 18 3. 5. 128 32

2. 4. 6.

19 141 586

110

7. 9.

422 6533

8.

519

10. 12 337

Worksheet 1.5 (4) 1. 102 3. 5. 7. 9. 104 98 480 751

2. 4. 6. 8.

108 906 512 126

10. 8004

Worksheet 1.5 (5) 1. 5 remainder 1 3. 5. 7. 9. 16 remainder 4 13 27 4 remainder 50

2. 4. 6. 8.

22 remainder 1 82 remainder 4 18 26 remainder 23

10. 9 remainder 184 12. 432

11. 10 remainder 14 Worksheet 1.5 (6) 1. 5 boxes 2. 3. 3 9 2 since 9 7 = 2 2 30 since 2 15 = 30 30 15 since 30 2 = 15 15 17 since 15 + 2 = 17 17 10 since 17 7 = 10 10 5 since 10 2 = 5 5 20 since 5 4 = 20 20 28 since 20 + 8 = 28 28 15 since 28 13 = 15 (a) 850 (c) 36

4.

(b) 49 (d) 17

Test 1.5 1. (a) 18 (c) 27 remainder 4 (e) 204

(b) 1020 (d) 9 (f) 63

111

(g) 530 Worksheet 1.6 (1) 1. 95 3. 5. 7. 9. 23 19 36 72

(h) 1 remainder 205

2. 4. 6. 8.

28 74 64 109

10. 17 12. 278

11. 40 Worksheet 1.6 (2) 1. 34 3. 5. 7. 9. 72 3 16 1152

2. 4. 6. 8.

40 5 4 120

10. 180 12. 21

11. 441 Worksheet 1.6 (3) 1. 33 3. 5. 192 71

2. 4.

23 21

Worksheet 1.6 (4) 1. 14 3. 5. 7. 0 10 (a) + (c)

2. 4. 6.

22 6 51

(b) (d)

112

8. 8 7 + 1 12 = 13 + 7 8 + 12 1 = 68 + 1 + 12 7 8 = 77 + 12 1 8 7 = 89 = 11 = 11 = 44 =3

Worksheet 1.6 (5) 1. 63 3. 5. 7. 9. 33 792 38 92

2.

4. 24 6. 8. 163 5

10. 7 12. 10

11. 12 Worksheet 1.6 (6) 1. 75 3. 208

2. 4.

14 100 45

Test 1.6 1. (a) 35 (c) 1157 (e) 12 (g) 73 (i) 172 2.

(b) (d) (f) (h)

96 22 16 6

(a) (i) 31 tens, 315 hundreds, 2136 tens, 4384 - hundreds (ii) 31 30, 315 320, 2136 2140, 4384 4380
113

(b)

3.

(a) 9543 (c) 917 163 (a) 3 kg (c) RM 1071

(b) 29 515 (d) 403 (b) 71.4 kg

4.

114