Jelajahi eBook

Kategori

Jelajahi Buku audio

Kategori

Jelajahi Majalah

Kategori

Jelajahi Dokumen

Kategori

95%(19)95% menganggap dokumen ini bermanfaat (19 suara)

5K tayangan124 halamanBuku teks Matematik DLP Tahun 3 KSSR Semakan

© © All Rights Reserved

PDF, TXT atau baca online dari Scribd

Buku teks Matematik DLP Tahun 3 KSSR Semakan

© All Rights Reserved

95%(19)95% menganggap dokumen ini bermanfaat (19 suara)

5K tayangan124 halamanBuku teks Matematik DLP Tahun 3 KSSR Semakan

© All Rights Reserved

Anda di halaman 1dari 124

mendukung cita-cita hendak:

Mencapai perpaduan yang lebih erat dalam kalangan

seluruh masyarakatnya;

Memelihara satu cara hidup demokrasi;

Mencipta satu masyarakat yang adil di mana kemakmuran negara

akan dapat dinikmati bersama secara adil dan saksama;

Menjamin satu cara yang liberal terhadap

tradisi-tradisi kebudayaannya yang kaya dan pelbagai corak;

Membina satu masyarakat progresif yang akan menggunakan

sains dan teknologi moden.

MAKA KAMI, rakyat Malaysia,

berikrar akan menumpukan

seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut

berdasarkan prinsip-prinsip yang berikut:

KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN

KEDAULATAN UNDANG-UNDANG

KESOPANAN DAN KESUSILAAN

(Sumber: Jabatan Penerangan, Kementerian Komunikasi dan Multimedia Malaysia)

STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL (REVISED 2017)

DUAL LANGUAGE PROGRAMME

YEAR 3

PART 1

Writers

Marzita binti Puteh

Chan Yook Lean

Gobi a/l Krishnan

Translators

Kamariah binti Bujang

Wan Noor Adzmin binti Mohd Sabri

Editors

Asmahanim binti Ab Rahman

Nor Azita binti Umar

Nurul Shaheza binti Zamri

Graphic Designers

Aini binti Abd. Hamid

Awaludin bin Mohd Arof

Illustrator

Wong Chi Ming

Kuala Lumpur

2018

KEMENTERIAN

PENDIDIKAN

MALAYSIA

KK 513-221-0102021-49-2217-20101 The Ministry of Education would like to

ISBN 978-983-49-2217-7 express its appreciation for the contributions

made by the following:

First Printing 2018

© Ministry of Education Malaysia 2018 • The Panel of Evaluators,

Textbook Division,

All Rights Reserved. No parts of this publication Ministry of Education.

may be reproduced or transmitted in any form

or by any means, electronic or mechanical, • Officers of the Textbook Division and

including photocopying, recording or any Curriculum Development Division,

information storage and retrieval system Ministry of Education.

without permission in writing from the Director

General of Education, Ministry of Education • The Panel of Evaluators,

Malaysia. Negotiation is subject to the Dewan Bahasa dan Pustaka.

calculation of royalty or honorarium. • Officers of the English Language Teaching

Centre (ELTC),

Published for the Ministry of Education Malaysia

by: Teacher Education Division,

Dewan Bahasa dan Pustaka, Ministry of Education.

Jalan Dewan Bahasa, • Bank Negara Malaysia.

50460 Kuala Lumpur.

Telephone: 03-21479000 (8 hunting lines) • SK Taman Tun Dr. Ismail 1,

Facsimile: 03-21479643 Kuala Lumpur.

Website: http://www.dbp.gov.my

• SK Pengkalan Rinting, Johor.

Design and Typeset:

• All parties involved in the process of

Dewan Bahasa dan Pustaka

publishing this book.

Text Typeface: Azim

Text Size: 16 point

Printed by:

Percetakan Rina Sdn. Bhd.,

Lot 45, Persiaran Mewah,

Bandar Tun Razak,

56000 Cheras,

Kuala Lumpur.

CONTENTS

1 PREFACE v

1 NUMBERS UP TO 10 000 1

RECOGNISE AND WRITE NUMBERS 2

MIND CHALLENGE 3

EXPLORE NUMBERS 5

COMPARE NUMBERS 9

FUN PROJECT 10

ARRANGE AND COUNT NUMBERS 11

FUN PROJECT 14

ESTIMATE MORE OR LESS 15

ROUND OFF NUMBERS 17

MIND CHALLENGE 19

NUMBER PATTERNS 20

SOLVE THE PROBLEMS 22

FUN TIME 26

2

ADDITION, SUBTRACTION, MULTIPLICATION,

AND DIVISON 27

ADDITION 28

MIND CHALLENGE 31

MORE ADDITION 32

MIND CHALLENGE 35

ADD THREE NUMBERS 36

MIND CHALLENGE 37

SUBTRACTION 39

MORE SUBTRACTION 43

MIND CHALLENGE 47

SUBTRACT SUCCESSIVELY 48

FUN PROJECT 50

ADDITION AND SUBTRACTION 51

CREATE STORIES 53

SOLVE THE PROBLEMS 54

RECOGNISE UNKNOWN 57 Saiz sebenar

iii

MULTIPLICATION 60

MIND CHALLENGE 62

MORE MULTIPLICATION 63

DIVISION 66

MORE DIVISION 70

MIND CHALLENGE 72

CREATE STORIES 73

SOLVE THE PROBLEMS 74

RECOGNISE MORE UNKNOWN 77

MIND CHALLENGE 79

FUN TIME 80

3

FRACTIONS, DECIMALS, AND PERCENTAGES 81

PROPER FRACTIONS 82

MIND CHALLENGE 82

EQUIVALENT FRACTIONS 83

FRACTIONS IN THE SIMPLEST FORM 85

MIND CHALLENGE 86

IMPROPER FRACTIONS AND MIXED NUMBERS 87

ADDITION OF FRACTIONS 90

MIND CHALLENGE 92

SUBTRACTION OF FRACTIONS 93

RECOGNISE FRACTION OF HUNDREDTHS

AND DECIMALS 96

MIND CHALLENGE 98

COMPARE DECIMALS 99

ADDITION OF DECIMALS 100

SUBTRACTION OF DECIMALS 102

RECOGNISE PERCENTAGES 104

MIND CHALLENGE 106

FUN PROJECT 107

CREATE STORIES 108

SOLVE THE PROBLEMS 110

FUN TIME 11 4

Saiz sebenar

iv

PREFACE

The Mathematics Year 3 textbook package is written in accordance to the Standard-

Based Curriculum for Primary School (KSSR), in line with the revised curriculum which

will be implemented in 2019. The writing of this textbook is tailored to meet the needs of

pupils to understand mathematical skills starting from the easiest to the most abstract

level. The textbook package is published to produce pupils who are able to apply

mathematical knowledge and skills, effectively and responsibly in their daily lives.

This textbook package contains three components, namely Textbook Part 1,

Textbook Part 2 and Activity Book. The topics contained in the Textbook are as follows:

Textbook Pa k Part 2

rt 1 Textboo

• Numbers M one y

•

up to 10 000 • Time , Mass, and

h

• Addition, • Lengt of Liquid

Subtraction, Volume

s

Multiplication, • Shape

and Division • Locat

ion

• Fractions, • Data

Decimals,

and Percentages

The textbooks focus on the goals of mathematics concepts and skills. The

presentation of the textbooks is tailored to incorporate related reasoning questions

so that pupils can communicate and think critically and creatively. Each lesson is

reinforced with formative exercises to be carried out either orally or in writing in ”Let’s

Try”. Suggestions on extended activities are given in the ” Teacher’s Notes”. Recreational

elements are also included in the ” Fun Project” and ” Fun Time” to create an active and

enjoyable learning environment. Several Higher Order Thinking skills (HOTs) questions

are provided in the ”Mind Challenge” sections to encourage pupils to think creatively.

Video and audio on learning activities, as well as additional questions are also included

in the QR Code. To access this, teachers are required to download the QR Code &

Barcode Scanner application on the Play Store. Moral values are also implemented

indirectly through pictures and learning activities.

The Activity Book provides reinforcement, remedial, and enrichment activities

to reinforce and enhance pupils’ understanding of the skills learnt in the textbooks.

Teachers are encouraged to provide additional activities and exercises according to

pupils’ needs and abilities.

It is hoped this textbook package provides a meaningful and enjoyable learning

experience as well as to foster pupils’ interest in mathematics. Teachers may refer to the

following explanation to discover and understand the ways in which the book is Saiz

used.sebenar

v

NUMBERS UP TO 10 000

2 a A pentagon has 5 corners. A hexagon has

It also has 5 sides. 6 corners and 6 sides.

Learning topics. pentagon

corner

hexagon

Stimulus page encourages pupils side

flat surface

to communicate.

Today our factory will produce

two thousand seven hundred and • Total workers 105.

Pupil-centred activities.

b c

eighty packets of milk chocolate. heptagon octagon

Questions of Higher Order

TODAY’S PRODUCTS

• 2 780 packets of milk

If the base

chocolate corners corners of this prism

• 1 130 packets of is traced out,

straight straight

strawberry chocolate

what shape is

formed?

MIND

MIND when the six triangles above are

2 2 858 is larger than 2 855. Show this on the number line. CHALLENGE

CHALLENGE

one thousand combined together?

one hundred two thousand

The more

1 130 and thirty seven hundred

and eighty

2 780

Saiz sebenar 2 854 2 855 2 856 2 857 2 858 2 859 2 860 larger the

to the

right, the Hands-on LET’S TRY

activities to

CHER

’S • Ask pupils to say the numbers found in the picture above. 1.1.1 (i)

T EA

NOT

ES

• Integrate entrepreneurship. number. Name the polygons that have the following characteristics.

• Carry out an activity of saying the numbers on number line.

1.1.1 (ii) 1 2 858 is on the right side of 2 855.

2 858 is larger than 2 855. a 6 corners b 8 corners c 7 straight sides

Say two numbers that are larger than 2 860. reinforce pupils’ Saiz sebenar

6 straight sides 8 straight sides 7 corners

understanding.

CHER

’S

• Carry out activities to build polygon frames using matchsticks and straws.

AB 3 TEA NOTES 7.3.1

-13 • Carry out quizzes to identify polygons based on pictures of situations.

FUN PROJECT

90 132

2 Ask your friend to take 4 cards too.

3 Form the largest four digit number.

.

4 Compare the two numbers. Formative Mascot stimulates

critical and

DSKP. LET’S TRY

1 State which value is larger.

exercises creative thinking to

a

or to assess generate ideas.

1 a

2

I am a cube. You

b

or understanding

vertex SQUARE

of learned skills.

can also call me

square prism. PRISM 2 Which number is smaller?

flat ✿ 6 flat surfaces a 3 408 3 296 b 5 670 6 712

surface of equal size Saiz sebenar

• Carry out activities to compare any two numbers using base ten blocks and

edge ✿ 8 vertices N T I ME

FU

’S

CHER

AB T EA

NOT

ES counters. 1.1.2 (iii)

10 6 • Guide pupils to identify the numbers between, the numbers before, and the

✿ 12 edges numbers after when comparing any two numbers.

• Prepare number cards from 0 to 9 for the Fun Project.

SNAKES AND LADDERS

Tools/Materials dice, markers Participants 3 players

base

Method

b I am a cuboid or

rectangular prism. 1 The first player throws the dice. Move the marker according

vertex RECTANGULAR to the number on the dice.

PRISM

flat surface edge

✿ 6 flat surfaces

✿ 8 vertices

teaching and learning activities. a If the marker lands in a box with a question, answer the

question. If the answer is correct, go up the box at the

top of the ladder. If the answer is wrong, stay in the box

✿ edges at the foot of the ladder.

b If the marker lands in the box with a snake head, slide down

to the bottom of the snake’s tail.

SCAN THIS base

2 The next player takes his/her turn. Repeat step 1.

c I am a

triangular prism.

vertex TRIANGULAR

PRISM

Learning Recreational 3 The first player who reaches the FINISH box wins.

activities to

✿ vertices

flat surface ✿ 9 edges activities via foster pupils’

base

Talk about the same characteristics in prisms.

QR Code. interest in

Saiz sebenar

86

AB 0

13

129-

T EA

CHER

NOT

’S

ES

• Ask pupils to name objects around them that have the characteristics of

prisms.

• Emphasise that a prism is named based on the same shape of the two

opposite surfaces.

7.1.1

7.1.2 mathematics.

Saiz sebenar

CHER

’S

• Ask players to move their markers backwards if the number on the

AB

6

T EA

NOT

ES 1.1.11.5.1

1.8.1

(i), 1.2.1,

26 15-1

dice exceeds the 25th box.

• Instil tolerance and honesty while playing the game. 1.1.2 (iii), 1.4.1,

1.6.1, 1.7.2

rks

SELF-ASSESSMENT Ma

N U M B ERS

Match.

UP TO 10 000a

Reinforcement activities n

MIND TEASER

8 000

Ma

rks

to enhance skills learnt. RECOGNISE AND WRITE NUMBERS

ba

Ma

rk s

eight

thousand and one

g

500

Across

y 2 Digit value of thousands is 3 000, 1

Activity 1 The digit value for

c hundreds is 900, and ones is 5.

9 in 9 500 is . 3 State

010 the number. 2

1 Say and match the numbers.

3 3 470, M, 3 670, 3 770.

d Round off 8 456 to s What is the value for M?

the nearest thousand. r

51 000 3 4

three thousand k 2 505 2 510 P

four hundred

1 023 eight hundred e

five hundred

1 810, 1 910, ★, 2 110

The value of ★ is

nine thousand .

e

State the value for P.

8 8 What

001 is the digit value

5 6 7

f

Complete

1 706 = + 700 + 6 m 9

of 9 in 9 126?

9 000

= 9 000 + 800 8

p

of basic skills. one thousand

g Estimate

1 000

900

800

700

600

500

t

9 10

the volume.

400

300

2 010

3 800

200

and twenty-

100

three

Enrichment activities 2 Tick (✓) the correct words and numerals.

Write down the letters that are touched by the

lines in the exercise above.

What do we call something that we don’t understand

or know about? Down

1 Count in thousands. What is the number after 5 000?

Saiz sebenar

b two thousand and fifty-one 9 000 3 010 8 001 2 010 1 000 500 8 000

4 Which number is larger, 7 426 or 7 459?

creative thinking. c three thousand four hundred and

2 501

3 416

6 5 thousands15

+ 3 ones + 0 tens + 0 hundreds =

7 Round off 4 053 to the nearest ten.

sixteen Saiz sebenar

Saiz sebenar 1.1.1 (i) 10 Write eight thousand and fourteen in numeral.

1

TB 1-2

1.1.1 (ii) Saiz sebenar

1.1.1 (iii)

16

vi

NUMBERS UP TO 10 000

two thousand and six.

two thousand seven hundred and • Total workers 105.

eighty packets of milk chocolate.

TODAY’S PRODUCTS

• 2 780 packets of milk

chocolate

• 1 130 packets of

strawberry chocolate

one thousand

one hundred two thousand

1 130 and thirty seven hundred 2 780

and eighty

Saiz sebenar

T EA

CHER

’S • Ask pupils to say the numbers found in the pictures. 1.1.1 (i)

ES

NOT

• Integrate entrepreneurship. 1.1.1 (ii) 1

• Carry out an activity of saying the numbers on number line.

RECOGNISE AND WRITE NUMBERS

1

Say your number.

Three thousand Four

five hundred and thousand

eighty-nine. One two hundred

thousand. and thirty. SELVAM

Saiz sebenar

CHER

’S • Carry out games or competitions of saying and reading numbers in words

AB T EA

NOT

ES 1.1.1 (i)

from newspapers, computer screen or flash cards.

2 1-2 1.1.1 (ii)

1.1.1 (iii)

3 4

Write the number

in words.

statement.

5

Complete these.

nine thousand

and two thousand

twenty-seven and ninety

9 027 6 514

0 3 6 0

From the number cards, form as many four

MIND

MIND

CHALLENGE

CHALLENGE

digit number as you can. Write the numbers in

words and numerals.

Saiz sebenar

T EA

CHER

’S • Emphasise when writing numbers in words or saying the numbers, the 1.2.1

AB NOT

ES

”0” in between the digits in the number is not written or spoken. Example,

2

3 006 is pronounced as three thousand and six.

3

• Guide pupils to create other bridge maps as above.

LET’S TRY

1 Read the sentences. Write the numbers in words.

a There are about 3 000 birds in

Kuala Lumpur Bird Park.

Source: https://www.pressreader.com/malaysia/harian-metro/

20170701/281895888260508

in Malaysia.

Source: http://omegabiru.blogspot.my/2011/04/rama-rama-kupu-kupu.html

elephants.

Source: http://www.astroawani.com/berita-malaysia/mohon-peruntukan-rm19-

juta-kawal-gangguan-gajah-liar-72335

eight thousand

3 245 and sixteen

three thousand two 8 016 nine thousand three

hundred and forty-five hundred and seven

3 Write the numbers in numerals.

a one thousand b eight thousand two

five hundred hundred and three

c four thousand and sixty d three thousand and four

4 Write the numbers in words.

a 2 380 b 9 518 c 1 642 d 1 090

Saiz sebenar

CHER

’S • Provide more exercises using cards or worksheets.

T EA

NOT

ES 1.1.1

• Surf https://www.mathworksheets4kids.com/blocks/thousands-1.pdf

4 1.2.1

BA 2

EXPLORE NUMBERS

10 hundreds

1 Show one are 1 000. 10 hundreds

thousand. = 1 thousand

SCAN THIS

2 Five thousand.

3

2 050

two thousand

and fifty 1 000 1 000 10 10 10 10 10

Saiz sebenar

T EA

CHER

’S • Guide pupils to show quantities using counters, counting frames, and abacus. 1.1.2 (i)

ES

NOT

Carry out activities in groups or individually.

5

• Surf http://www.homeschoolmath.net/teaching/pv/place_value_thousands.

php

4

6 210? Discuss.

5 thousand one

thousand.

hundred and

eight.

6

Say the

number of 3 001

objects.

1 000 1 000 1 000

3 000

3 010

Saiz sebenar

CHER

’S • Carry out activity of matching groups of objects with number using

AB T EA

NOT

ES 1.1.2 (i)

3 flash cards.

6 1.1.2 (ii)

7

thousands hundreds tens ones

1 2 4 7

thousands hundreds tens ones

What is its digit value?

Digit 1 2 4 7

Place value thousands hundreds tens ones

Digit value 1 000 200 40 7

Partition 1 247.

Partition based 1 2

thousands + hundreds + 4 tens + 7 ones

on place value

Partition based

on digit value

1 000 + 200 + 40 + 7

8 value for each digit in 6 035.

Place value thousands hundreds tens ones

Partition based

on place value 6 thousands + 0 hundreds + + 5 ones

Partition based

on digit value + 0 + + 5

Saiz sebenar

T EA

CHER

’S • Guide pupils to determine the place value and digit value for any given 1.4.1

ES

NOT

numbers. Relate the partition to place value and digit value. 1.4.2 7

• Emphasise that the digit value is the value of a digit based on its position

in the number.

9 7 000 + 10 + 800 + 2

7 8

2 ones + + +

thousands 1 tens hundreds

7 812

partitioned correctly? Discuss.

bead on each rod is up, what will the

number be? Partition the number.

LET’S TRY

1 Choose the correct number card for the number shown.

a 1 003 b 4 650

2 917 Digit 7 is in the place. Digit is in the tens

place and its value is .

3 Complete these.

a 1 836 + + + 6 ones b 9 019 1 tens + + +

c 4 507 4 000 + + d + 7 000 + 7 230

Saiz sebenar • Carry out games to guess the number based on the place value,

digit value, and number partition.

’S

CHER • Collect information on numbers in newspaper articles. Then, conduct 1.4.1

AB T EA

NOT

ES

8 4-5 activities to state the place value, digit value, and number partition. 1.4.2

• Emphasise that when partitioning numbers based on a digit value that

involves digit 0, the digit 0 can be ignored.

COMPARE NUMBERS

1 Sales in conjunction with National Day.

caps flags badges key chains

a Which item was sold more, caps or flags?

Four digit numbers

967 1 835

are larger than three

digit numbers.

three digits four digits

More flags were sold.

Next,

thousands hundreds tens ones compare the

equal 1 8 3 5 hundreds

thousands value.

value 1 2 4 9

1 249 is smaller than 1 835.

1 249 or 1 217? Discuss.

• Emphasise that a number with more digits has larger value. Saiz sebenar

• Emphasise that for two numbers with equal number of digits, pupils should

’S

CHER

T EA

ES

compare the thousands value first, followed by hundreds, tens, and ones 1.1.2 (iii)

NOT

values. 9

• Surf https://www.superteacherworksheets.com/place-value/hungry-

alligators3.pdf?up=1466611200

2 2 858 is larger than 2 855. Show this on the number line.

The more

to the

right, the

2 854 2 855 2 856 2 857 2 858 2 859 2 860 larger the

number.

2 858 is on the right side of 2 855.

2 858 is larger than 2 855.

FUN PROJECT

1 Take 4 cards from the number

cards 0 to 9.

2 Ask your friend to take 4 cards too.

3 Form the largest four digit number.

.

4 Compare the two numbers.

LET’S TRY

1 State which value is larger.

a

or

b

or

a 3 408 3 296 b 5 670 6 712

Saiz sebenar • Carry out activities to compare any two numbers using base ten blocks and

CHER

’S counters.

AB T EA

NOT

ES 1.1.2 (iii)

• Guide pupils to identify the numbers between, the numbers before, and the

10 6

numbers after when comparing any two numbers.

• Prepare number cards from 0 to 9 for the Fun Project.

ARRANGE AND COUNT NUMBERS

1 Replanting Project

Mangroves Oil palms Rubber trees Coconut trees

Source: http://www.utusan.com.my/utusan/info.asp?y=2006&dt=1227&pub= Utusan_

Malaysia&sec=Laporan_Khas&pg=lk_13.htm

Arrange from the

Arrange from the largest number to the

smallest number to the smallest number.

largest number.

3 100

3 000 3 000

2 900 2 900

2 800 2 800

Descending order: 3 100 , 3 000 , 2 900 , 2 800

Count in hundreds.

The largest number is 3 100.

Saiz sebenar

T EA

CHER

’S • Discuss how to preserve nature. 1.1.2 (iv)

ES

NOT

• Emphasise that the number value becomes larger in ascending order 1.3.1 11

and becomes smaller in descending order.

2 Count on in ones 5 821, 5 822, 5 823, 5 824.

from 5 821.

a

P R A C T I C E

M A K E S

P E R F E C T

Count on in tens

from 5 840.

from 5 821.

5 840

5 851

5 835

5 841

5 830

5 831

5 825

5 821

in sixes in the boxes.

5 826 5 832 5 838

e Count back

in twos 5 841 5 845 5 847

Saiz sebenar

’S

• Ask pupils to count in twos up to tens based on the picture above.

CHER

T EA

NOT

ES • Discuss the relation between counting in threes, sixes, and nines, as well as 1.3.1

12 the relation between counting in twos, fours, and eights. 1.3.2

3 7 930

5 730

5 830 6 130

4 930

3 930

Count back in thousands: 7 930, , , 4 930, 3 930.

LET’S TRY

1 Arrange the numbers in ascending order and descending order.

a

2 Complete these.

a

1 720 2 720 5 720

b

4 564 4 567 4 573

c 6 209 6 009 5 909

Saiz sebenar

CHER

’S • Carry out simulation activities involving various number arrangements 1.1.2 (iv)

AB T EA

NOT

ES

1.3.2

FUN PROJECT

Tools/Materials coloured paper, pens, glue, scissors

Method

2

Write the number in numerals

and words.

3

Write the place value and

digit value.

4

Write the larger or smaller

number.

5

Write the number before and

the number after.

6

Cut, paste, and decorate your project.

7

Present your work.

Saiz sebenar

T EA

CHER

’S

ES

• Guide pupils to do the 21st Century Learning activities. Provide a topic 1.1.1(i)

NOT

14 and ask pupils to share ideas with their friends. Pupils then present 1.1.1(ii)

their work. 1.1.2(iii)

1.4.1

ESTIMATE MORE OR LESS

1

Container 1 Container 2 Container 3

1 500 g

The mass of flour in container 2 is more or less

half the mass of flour in container 3.

The mass of flour in container 3 is more than 1 500 g.

2 a

1 200 mℓ

1 200 m ℓ more or less 600 mℓ

b 100 cm

? cm

CHER

’S • Introduce words that are similar to estimation such as more or less, more

T EA

ES

1.5.1

NOT than half, or more than.

• Guide pupils to estimate the quantity of other objects. Emphasise that

15

quantity means the amount or number of an object.

3

1 320 pieces

of this picture.

There is more or

less 500 pieces

left.

LET’S TRY

Estimate the quantity. Say more than, less than or more or less.

a b

Saiz sebenar

CHER

’S • Carry out simulation activities of estimating quantity such as estimating the 1.5.1

AB T EA

NOT

ES

number of objects, mass, length, and volume of liquid.

16 9

ROUND OFF NUMBERS

1 Round off 1 362 to the nearest ten.

1 365

1 364

1 366

1 363

1 367

1 362

1 368

1 361

1 369

1 360 1 370

1 362 is between 1 360 and 1 370.

1 362 is nearer to 1 360.

Saiz sebenar

T EA

CHER

’S

• Practise more rounding off numbers based on the picture above. 1.6.1

ES

NOT

• Emphasise that the number in the middle of two consecutive hundreds 17

must be rounded off to the larger hundred.

THE HIGHEST BRIDGE

RAWANG BYPASS HIGHWAY

3

The highest highway bridge in

Malaysia was opened on

29 November 2017.

5 820 cm

Round off 5 820 to the nearest thousand.

5 820 6 000

If the hundreds digit is 5, 6, 7, 8 or 9,

nearest add 1 to the thousands value.

thousand The 8, 2 and 0 digits become 0.

5 820 when rounded off to the nearest

thousand becomes 6 000.

Round off the height

of the mountain to the

nearest thousand.

4 095 metres

Method 1

4 095

3 or 4, maintain the thousands

nearest digit. Change the hundreds,

thousand tens, and ones digit to 0.

4 095 when rounded off to the nearest thousand becomes .

Saiz sebenar

• Reinforce the rounding off concept through simulation activity such as

’S

AB 1 T EA

CHER

ES comparing the number of steps, to the right or to the left, from the position 1.6.1

1 NOT

18 10- of the number to the rounding off value.

• Emphasise that when rounding off any number to the nearest thousand,

the digits involved are thousands digit and hundreds digit.

5 TOTAL BOOKS READ FOR NILAM PROGRAMME 2017

SKTTDI 1

August 1 984 September 1 950

October 2 034 November 1 901

Source: SKTTDI 1 school data

List the numbers that become 2 000 when rounded off to the

nearest thousand.

1 901

1 984 2 034

1 901, 1 950, 1 984 and 2 034 are nearer to 2 000.

1 901, 1 950, 1 984 and 2 034 become 2 000 when

rounded off to the nearest thousand.

4 83 digit in a number. The number

becomes 4 000 when rounded off to

MIND

MIND the nearest thousand. What are the

CHALLENGE

CHALLENGE

possible hundreds digits?

LET’S TRY

1 Round off 7 302 and 8 519 to the:

a nearest ten. b nearest hundred. c nearest thousand.

thousand. By referring to the number line, write those five numbers.

Saiz sebenar

CHER

’S

• Emphasise that the number in the middle of two consecutive thousands 1.6.1

AB T EA

NOT

ES

NUMBER PATTERNS

Adding

1 What is the number pattern below? fives.

+5 +5 +5 +5 +5

2 Subtracting sixes.

–6 –6 –6 –6

+ 10

+ 10 + 10

4 140 4 160 4 180

The number pattern is .

b Complete

these.

6 269 6 260 6 242

–9 –9 –9 –9

The number pattern is .

Saiz sebenar

T EA

CHER

’S • Emphasise that the numbers become larger in ascending number 1.7.1

ES

NOT patterns and become smaller in descending number patterns.

20 1.7.2

4 What are the numbers in the empty boxes?

Cash in Cash out Say the

5 Balance (RM)

(RM) (RM) numbers in

4 070

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah

the empty

1 000 5 070

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah boxes. What

1 000

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah is the pattern?

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah

1 000

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah

1 000 8 070

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah

The number pattern is .

LET’S TRY

Fill in the blanks. State the number patterns.

a

1 726 1 732 1 750

b 3 140 4 140 5 140

d

c 6 945 6 931 6 917

6 910 7 328

7 228

Saiz sebenar

CHER

’S

• Prepare a set of cards or use number lines with various number patterns

AB T EA

NOT

ES 1.7.1

12 to reinforce pupils’ understanding of number patterns. 21

• Encourage pupils to form ascending order and descending order number

1.7.2

patterns.

SOLVE THE PROBLEMS

1 Juli’s and Stacy’s computer game scores.

b Whose score is smaller? Explain.

2 6 0 5

2 7 1 9

The digit with the same value is 2.

So, 2 605 is smaller than 2 719.

2 605 is Juli’s score.

Juli’s score is smaller.

answer?

The two numbers above will

become 3 000 when rounded

Saiz sebenar

off to the nearest .

CHER

’S • Show various strategies to solve problems such as simulation and drawing

T EA

NOT

ES 1.8.1

diagram.

22

2 Below are the positions of several chalets.

The yellow chalet is the first chalet. The purple chalet is the

sixth chalet. What is the number of the purple chalet?

+2 +2 +2 +2 +2

The chalet numbered 1 314 is the fourth

chalet when arranged

in descending order. Explain.

Saiz sebenar

T EA

CHER

’S

ES

• Guide pupils to solve the problems using a number line or simulation 1.8.1

NOT

to prove the answers. 23

• Emphasise steps of problem solving such as finding important information.

3

nearest ten, the total

number of audience

became 1 500.

What was the total number

of audience in yesterday’s

charity show?

of audience?

Method

the nearest ten becomes 1 500.

is 1 495 to 1 499 and

1 501 to 1 504.

is 1 520. Round off the number to the

nearest thousand.

Saiz sebenar

CHER

’S

• Emphasise that working backwards is the way to get answers based on

AB T EA

NOT

ES 1.8.1

14 the last information given.

24 13-

LET’S TRY

Solve the problems.

Recycled Tins

a The table shows the number of recycled

Class Total number

tins collected by year 3 pupils. of tins

i. Write the number of tins in words. Bijak 1 123

ii. Which total number of tins is more? Cerdas 976

b Amir used all the digits on the left to form a four

0 digit number. The digit 5 is in the hundreds place.

5 i. What is the number?

4 8 ii. Partition the number according to digit value.

stickers stickers sold in four days.

Monday 1 006 i. Round off 998 to the nearest

Tuesday 998 thousand.

Wednesday 1 010 ii. Arrange the numbers in

Thursday 1 002 the table in ascending order.

d

SCAN THIS

threes starting from pot A. What is the number for pot E?

Saiz sebenar

T EA

CHER

’S

• Provide more exercises in problem solving.

NOT

ES 1.8.1

• Encourage pupils to use various strategies of problem-solving such as 25

working backwards and making models.

N T I ME

FU

Tools/Materials dice, markers Participants 3 players

Method

1

The first player throws the dice. Move the marker according

to the number on the dice.

Ifa the marker lands in a box with a question, answer the

question. If the answer is correct, go up the box at the

top of the ladder. If the answer is wrong, stay in the box

at the foot of the ladder.

b If the marker lands in the box with a snake head, slide down

to the bottom of the snake’s tail.

2

The next player takes his/her turn. Repeat step 1.

3 The first player who reaches the FINISH box wins.

Saiz sebenar

CHER

’S

• Ask players to move their markers backwards if the number on the

AB T EA

NOT

ES 1.1.11.5.1

1.8.1

(i), 1.2.1,

16 dice exceeds the 25th box.

26 15- 1.1.2 (iii), 1.4.1,

• Instil tolerance and honesty while playing the game.

1.6.1, 1.7.2

ADDITION, SUBTRACTION,

MULTIPLICATION, AND

DIVISION

A TRIP TO THE ZOO

Boys 110

Girls 90

Year 3 40

Year 4 160 200 pupils are

Teachers 20 involved in this trip. Number of passangers 40 people

Syarikat Zain

Taman Maju

Kuala Lumpur

LAU

AZLIN

4 times the number of year 3 pupils.

200 × 2 = 400

CHAN

Everyone gets

2 sandwiches.

Saiz sebenar

CHER

’S • Ask pupils to talk about the pictures. Relate the operations involved

T EA

NOT

ES 2.1, 2.2

such as addition, subtraction, multiplication, and division.

2.3, 2.4 27

ADDITION

Birds 1 382

Elephants 6

Crocodiles 15

Monkeys 104

1 382 + 6 =

Method 1

Count on

in ones.

+1 +1 +1 +1 +1 +1

adding from ones.

1 3 8 2

+ 6

1 3 8 8

1 382 + 6 = 1 388

The total number of birds and elephants is 1 388.

Saiz sebenar

CHER

’S • Relate to daily situations such as the number of fruit yields in an orchard.

T EA

NOT

ES 2.1.1

• Guide pupils to add using counters.

28 • Emphasise that to add in vertical form, digits should be arranged according

to the correct place value.

2 Add 1 382 and 15.

1 382 + 15 =

Method 1

8 tens + 1 tens = 9 tens

2 ones + 5 ones = 7 ones

Method 2

1 3 8 2

thousands hundreds tens ones + 1 5

1 3 9 7 1 3 9 7

Method 3

+ 10

+2 +2 +1

1 382 + 15 = 1 397

The answer is reasonable.

104 + 1 382 =

1 382 1 400

1 04 104 100

+ 1 382

1 400

1 486 + 100

1 500

104 + 1 382 = 1 486

Saiz sebenar

CHER

’S • Emphasise that addition starts from ones, followed by tens, hundreds,

T EA

NOT

ES 2.1.1

and thousands.

• Encourage pupils to use simulations, number lines, representations, and

29

diagrams to add any two numbers.

Butterflies at

4 5 054 + 3 741 = Taman Bunga Indah

Type of

Method 1 Number

Butterfly

5 054

+ 3 74 1 5 054

8 795

3 741

Method 2

SCAN THIS

Rayner Liza

6 073 6 073

+3 910 +3 910

9 983 9 980

Saiz sebenar

CHER

’S • Practise more on adding two numbers with an abacus using little friends

AB 8 T EA

NOT

ES 2.1.1

1 of 5, for example 4 and 1, 3 and 2.

30 17-

• Carry out quizzes such as quick calculation.

ZOO TICKETING COUNTER

6

5 602

tickets have

been sold. Today’s promotion is

up to 5 648 tickets only.

5 602 + = 5 648

5 6 0 2 tens ones I look for the

+ 4 6 0 4 2 6 number pairs.

5 6 4 8

4 8

5 602 + 46 = 5 648

46 more tickets need to be sold.

0 8 2 7 1 6 5

Arrange the digits above +

MIND

MIND to get the total of 7 958.

CHALLENGE

CHALLENGE 7 9 5 8

LET’S TRY

1 Add.

a 3 496 b 21 c 4 1 53

+ 3 + 6 075 + 824

3 Complete these.

a 6 075 + = 8 098 b + 2 834 = 9 946Saiz sebenar

CHER

’S • Surf https://www.ezschool.com/play/grade3/MultipleChoice/Game/474

AB T EA

NOT

ES 2.1.1

18 • Surf https://www.youtube.com/watch?v=J8KJH7zb5E

31

MORE ADDITION

1

We have fitted 2 148 We need to

pieces of tiles. fit 4 more.

2 148 + 4 =

2 1 4 8

+ 4

12

1

2 1 4 8

+ 0 0 0 4

2 1 5 2

1

2 1 48

2 148 + 4 = 2 152 + 4

The total number of tiles used 2 152

is 2 152 pieces.

Saiz sebenar

CHER

’S • Ask pupils to add four digit numbers and one digit numbers by counting

T EA

NOT

ES 2.1.1

on using number lines.

32 • Emphasise that when the total of ones digit becomes 10 or more, carry

out regrouping.

2 Add 6 472 and 143.

6 472 + 143 =

Method 1

6 4 7 2

+ 1 4 3

11 5

1

6 4 7 2

+ 1 4 3

6 6 1 5

Method 2

Add 143.

5 Add 1 hundreds.

The little friend of 1 is 4.

1 4

Up 5 hundreds, down

Up 6 472. 4 hundreds.

SCAN THIS

The little friend of 3 is 2. The big friend of 4 is 6.

3 2 Up 5 ones, down 4 6 Down 6 tens, carry

2 ones. 1 hundreds.

6 472 + 143 = 6 615 Saiz sebenar

CHER

’S • Guide pupils to get information from newspapers such as the data of

T EA

NOT

ES 2.1.1

UPSR examination results and add any two numbers.

• Remind pupils that addition using an abacus starts from thousands,

33

followed by hundreds, tens, and ones values.

3 3 215 + 1 997 =

Method 1

1 1 1

3 215

+ 1 997

5 212

Method 2

1 997 plus 3 equals 2 000.

3 215 + 1 997 = 3 215 minus 3 equals 3 212.

–3 +3

3 212 + 2 000 = 5 212 Think!

3 215 + 2 997 =

4 7 654 + = 8 021

1 1 1 thousands hundreds tens ones

7 6 5 4

+ 0 3 6 7 1 7 0 1 6 3 1 5 6 4 7

8 0 2 1 8 10 12 11

Saiz sebenar

CHER

’S • Guide pupils to use simpler number analogies to find an unknown value.

AB 1 T EA

NOT

ES 2.1.1

2 • Surf http://www.worksheets.eldhelper.com/4_Digit_Addition.htm

34 19-

5 + 3 900 = 5 100

1 000 + 100 + 100 = 1 200

+ 1 000

+ 100 + 100

the answer a four digit number?

to 10 000.

MIND

MIND 3 402 6 593

CHALLENGE

8 768 1 230

CHALLENGE

LET’S TRY

Find the total.

a 5 172 b 843 c 3 702 d 8 2 76

+ 1 9 + 6 094 + 4 985 + 1 7 24

g 1 479 + = 3 890 h + 3 600 = 5 000

i What is the sum of 1 273 and 8 539? Saiz sebenar

CHER

’S • In groups, provide more exercises using question cards or worksheets.

AB T EA

NOT

ES 2.1.1

21 Provide various questions based on the level of difficulty.

• Surf http://www.aaaknow.com/lessonFull.php?slug=add4dVert

35

ADD THREE NUMBERS

Colour Score

8

27

a What is Rishi’s total score? 542

1 130

8 + 542 + 3 420 = 3 420

1

8 550 Rishi Izan

+542 +3 420

550 3 970

Lim’s total score is 1 680.

Rishi’s total score is 3 970. What are Lim’s three scores?

b Calculate Izan’s total score. + + = 1 680

27 + 1 130 + 3 420 =

3 420 4 550

+ 1 1 30 + 27

4 550 4 577

27 + 1 130 + 3 420 = 4 577

CHER

’S • Carry out group activities of adding any three numbers. Then, ask pupils

T EA

NOT

ES 2.1.2

to check the answers using calculator.

36

Bun and Cake Orders

2

Corn Vanilla Chocolate Cupcake Waffle Cheese

Bun Bun Bun Bun

2 406 302 54 3 547 169 49

buns ordered?

2 406 + 302 + 54 =

1 Make it

2 4 0 6 10 first.

3 0 2 10

+ 5 4

2 7 6 2

The total number of corn, vanilla, and chocolate buns

ordered is 2 762.

Add the two

b 169 + 3 547 + 49 =

same digits first.

1 2

1 6 9 9 + 7 + 9 = 18 + 7

3 5 4 7 = 25

+ 4 9 6+4+4+2=6+8+2

3 7 6 5 = 16

169 + 3 547 + 49 = 3 765

of ? + + 6 759 =

MIND

MIND

CHALLENGE

CHALLENGE

Saiz sebenar

CHER

’S • Relate to various daily situations in newspapers or pamphlets involving

T EA

NOT

ES 2.1.2

addition.

• Emphasise that to add according to the vertical form, digits must be

37

positioned in the correct place value.

3 7 500 mℓ + 675 mℓ + 1 680 mℓ = mℓ

1 1

7 500 8 175

+ 675 + 1 680

7 500 mℓ 8 1 75 9 855

675 mℓ 1 680 mℓ

1 1

3 084 + 20 + 1 000 1 020

+ 896

3 980 3 980 4 000 5 000

to find the answer.

LET’S TRY

Find the total.

a 4 820 b 26 c 8 009

1 52 5 1 64 1 47

+ 7 + 302 + 593

Saiz sebenar

CHER

’S • Surf https://www.edhelper.com/4_Digit_Addition.htm

AB 3 T EA

NOT

ES 2.1.2

-2 • Provide more exercises in worksheets.

38 22

Number of Buttons

at Rina Tailor

SUBTRACTION

1 a 8 yellow buttons were taken

out from a box. Calculate the 1 480

number of yellow buttons left. 2 369

2 369 – 8 = 50 370

Method 1 2 369

– 8

2 36 1

Method 2

–1 –1 –1 –1 –1 –1 –1 –1

2 369 – 8 = 2 361

The number of yellow buttons left is 2 361.

b What is the difference, in number, between the blue buttons

and the green buttons?

1 480 – 50 = Calculate the

difference between

the blue buttons

148 – 5 = 143 and the red buttons.

1 480 – 50 = 1 430

1 480 – 50 = 1 430

The difference between the blue buttons

and the green buttons is 1 430. Saiz sebenar

CHER

’S • Guide pupils to subtract without regrouping by simulation using number

T EA

NOT

ES 2.2.1

lines and base ten blocks.

39

2 How much more is 4 927 than 805?

4 927 – 805 =

Method 1

4 1 2 2

Method 2

Subtract ones

Method 3

7 ones – 5 ones = 2 ones

Subtract tens

4 9 2 7 2 tens – 0 tens = 2 tens

– 0 8 0 5 Subtract hundreds

9 hundreds – 8 hundreds

4 1 2 2

= 1 hundreds

Subtract thousands

4 thousands – 0 thousands

4 927 – 805 = 4 122 = 4 thousands

4 927 is 4 122 more than 805.

Saiz sebenar

CHER

’S • In groups, guide pupils to subtract using number lines and draw diagrams.

T EA

NOT

ES 2.2.1

40

3 How much less is 3 441 than 8 472?

8 472 – 3 441 = I check

by adding.

Method 1

5 031

8 472 + 3 44 1

– 3 441

8 472

5 031

Method 2

SCAN THIS

Down 3 thousands.

Subtract 4 tens. 5

• The little friend

of 4 is 1. 4 1

The answer is 5 031. • So, up 1 tens and

down 5 tens.

Down 1 ones.

8 472 – 3 441 = 5 031

Calculate the difference

3 441 is 5 031 less than 8 472. of values between

the abacus and the

counting frames.

Saiz sebenar

CHER

’S • Use various vocabulary for subtraction such as find the balance,

AB 5 T EA

NOT

ES 2.2.1

-2 difference, and how much less.

24

• Emphasise on subtracting a small number from a larger number.

41

4 4 765 – = 2 432

– 2 3 3 3 4 7 6 5

2 4 3 2

2 2 3 4 3 3 3 2

4 765 – 2 333 = 2 432

5 – 6 014 = 3 573

Method 1 Method 2

3 573

9 587 + 6 014 Use

addition.

– 6 014 9 587

3 573

LET’S TRY

1 Subtract.

a 4 587 − 5 = b 6 890 − 70 =

c 5 643 − 530 = d 9 615 − 7 212 =

2 Complete these.

a 7 851 − = 1 230 b − 5 346 = 2 123

4 Red Beads

How many more are the red

8 960 Blue Beads beads than the blue beads?

Saiz sebenar 2 740

CHER

’S • Guide pupils to subtract using coloured chips to represent thousands,

AB T EA

NOT

ES 2.2.1

25 hundreds, tens, and ones values.

42 • Ask pupils to check their answers using addition.

• Encourage pupils to use an abacus to subtract.

MORE SUBTRACTION

MonthNumber of pupils Number of pupils transferred

February 1 245 0

March ? 7

What is the number of pupils in March 2018?

1 245 – 7 =

Method 1

–1 –1 –1 –1 –1 –1 –1

Method 2

7 ones.

thousands hundreds tens ones

• Change 1 tens to 10 ones. 3 15

5 ones + 10 ones = 15 ones 1 2 4 5

• Subtract ones. – 7

15 ones – 7 ones = 8 ones 1 2 3 8

• Subtract tens, hundreds,

and thousands.

1 245 – 7 = 1 238

The number of pupils in March 2018 is 1 238. Saiz sebenar

CHER

’S • Guide pupils to regroup to subtract. Emphasise that the digit value is

T EA

NOT

ES 2.2.1

regrouped when the value is insufficient to subtract.

• Encourage pupils to check their answers using addition.

43

2 The table shows the number

of passengers on a train from

Sungai Buloh to Kajang.

Passenger Number

Adult 1 283

Teenager 790

Calculate the difference between adult passengers

and teenage passengers.

1 283 – 790 =

1 18

1 2 8 3

– 7 9 0

Subtract ones.

Change 1 hundreds to 10 tens. 3

11

0 1 18

1 2 8 3

– 7 9 0

Subtract tens. 9 3

Change 1 thousands to 10 hundreds.

11

0 1 18

1 2 8 3

– 7 9 0

4 9 3

Subtract hundreds.

1 283 – 790 = 493

The difference between adult passengers and

teenage passengers is 493.

Saiz sebenar

CHER

’S • Emphasise that subtraction needs to be done starting from ones place

T EA

NOT

ES 2.2.1

value followed by tens, hundreds, and thousands.

44 • Surf www.mymrt.com.my>sbk>route-map. Create questions based on

the information for pupils to solve.

3 8 000 – 1 203 =

Method 1

7 10

8 0 0 0

– 1 2 0 3

9

7 10 10

8 0 0 0

– 1 2 0 3

9 9

7 10 10 10

8 0 0 0

– 1 2 0 3

6 7 9 7

Method 2 8 000 – 1 203 = Subtract 1 from 1 203 as well.

–1 –1

7 999 – 1 202 =

7 999

– 1 202

6 797

CHER

’S • Guide pupils to subtract using representatives such as coloured chips

T EA

NOT

ES 2.2.1

and abacus.

• Provide exercises involving subtraction using number puzzles.

45

4 4 910 – 1 362 =

Subtract 1 362.

Down 1 thousands.

Down 3 hundreds.

Up 4 910.

lower beads. beads are not enough.

2 8 The big friend of 2 is 8. 6 4 The big friend of 6 is 4.

So, remove 1 tens. So, remove 1 hundreds.

Up 8 ones. Up 4 tens.

10

Let’s check. 8 0 10

4 910

– 1 362

SCAN THIS

3 548

The answer is 3 548.

Think!

4 910 – 1 372 =

Saiz sebenar

CHER

’S • Surf the Internet to obtain an abacus module that shows examples of

AB 8 T EA

NOT

ES 2.2.2

-2 subtraction in detail.

46 26

• Surf http://www.zapmeta.com.my/video?q=abacus+subtraction

5 2 400 – = 1 970 6 – 891 = 1 305

1 5 –2=3

1 970 2 000 2 400 1 305 5 =3+2

+ 891

– 30 – 400

2 1 96

400

+ 30

430 2 196 – 891 = 1 305

using digits 1, 2, 4,

5 and 6. Find the – 3

MIND

MIND largest difference

CHALLENGE

CHALLENGE

between them.

LET’S TRY

1 Calculate.

a 5 134 b 9 425 c 4 086

– 5 – 1 73 – 1 902

2 Subtract.

a 4 723 − 8 = b 5 369 − 97 =

c 5 456 − 670 = d 7 000 − 3 028 =

3 Find the answers and fill in the blanks.

a 3 247 − = 1 152 b − 1 309 = 4 041Saiz sebenar

CHER

’S • Provide more exercises involving unknowns to enhance pupils’ understanding.

AB T EA

NOT

ES 2.2.1

28 • Guide pupils to use simpler strategies to find unknowns. For example,

2 400 – = 1 970 is simplified to 6 – 1 = 5. So, 6 – 5 = 1 .

47

SUBTRACT SUCCESSIVELY

1 How many young plants are left?

2 458 – 103 – 12 =

Method 1 Method 2

2 458 2 355 2 458

– 103 – 12 – 12

2 355 2 343 2 446

– 1 03

2 343

Method 3

1 0 3 2 4 5 8

+ 1 2 – Is there any other

method to find the

answer? Discuss.

2 343 young plants are left.

Saiz sebenar

CHER

’S • Guide pupils to subtract successively without regrouping first before

T EA

NOT

ES 2.2.2

proceeding to subtraction by regrouping.

48 • Emphasise that the answer carried forward from step 1 to step 2 must

be the same.

2 4 267 – 29 – 301 =

5 17

4 267

– 29

4 238

3 12

4 238

– 30 1

3 937

99

6 101010 4 11

7 000 3 519

– 3 48 1 – 167

3 519 3 352

CHER

’S • Guide pupils to subtract successively using data or information involving

AB 0 T EA

NOT

ES 2.2.2

-3 business transactions.

29 49

FUN PROJECT

whiteboard marker, 2 number sentence cards,

Tools/Materials

rubber, calculator

Examples of a number sentence card

– – =

– – =

Method

2 Pupil B writes three numbers using the digits from 0 to 9

on the card. Calculate the answer.

3 Pupil A checks the answer using a calculator. If the number

sentence and answer are correct, pupil B gets 5 marks.

4 Take turns. Repeat steps 1 to 3.

5 The pupil with the highest score wins.

LET’S TRY

Subtract.

a 8 7 2 9 8 7 2 9 b 7 4 0 5 8 7 2 9

– 1 4 – 6 0 3 – 6 1 – 2 5 4

e 8 506 − 6 492 – 177 =

Saiz sebenar f 9 000 − 347 – 78 =

CHER

’S • Use laminated number sentence cards for the Fun Project.

T EA

NOT

ES 2.2.2

• Carry out reinforcement activities such as mathematics quizzes that

50 include a variety of questions.

ADDITION AND SUBTRACTION

3 hats are worn

How many hats are not worn?

15 + 20 – 3 =

Method 1 Method 2

Add first. The answer

Then, is the same.

subtract.

15 35 15 12

+20 – 3 – 3 +20

35 32 12 32

SCAN THIS

15 + 20 – 3 = 32

32 hats are not worn.

20 Calculate.

– 3 +15 Explain how you

get the answer.

Saiz sebenar

CHER

’S • Carry out addition and subtraction activities using objects and simulation.

T EA

NOT

ES 2.5.1

• Emphasise that pupils should solve number sentence in the order of

operations.

51

2 8 728 – 524 + 39 =

Method 1 Method 2

1

8 728 8 204

– 524 + 39 8 728

+ 39 – 524

8 204 8 243

9 007 – 215 + 640 =

9

Method 1 8 1010 Method 2

9 007

215 9 007

– 215

+640 – 855

8 792

+ 640 855

Which method is

correct? Discuss.

LET’S TRY

1 Solve these.

a 56 b 6 052

+12 –27 – 300 + 81

2 Complete the following using + and – symbols.

a 3 625 574 89 = 3 140

b 6 412

Saiz sebenar 1 302 247 = 7 467

CHER

’S • Provide more simulation methods involving mixed operations to enhance

AB 2 T EA

NOT

ES 2.5.1

3 pupils’ understanding.

52 31-

CREATE STORIES

There are 5 640 males and 3 290 females

taking part in the National Day poster

drawing contest. The total number of

participants is 8 930.

HAPPY NATIONAL DAY

biscuits. 4 800 boxes of biscuits are

donated to pupils. The number of

biscuits left is boxes.

people ride a train from Johor Bahru to Butterworth.

When the train reaches Kuala Lumpur people get off

and people get on the train. The number of passengers

left after leaving Kuala Lumpur is .

LET’S TRY

Create stories based on the number sentences.

a 6 321 + 869 = 7 190 b 4 000 − 2 115 = 1 885

c 625 + 53 – 120 = 558 d 1 805 − 246 + 72 = 1 631

Saiz sebenar

CHER

’S • Guide pupils to create stories based on suitable picture cards

AB 4 T EA

NOT

ES 2.7.1

-3 and number sentences.

33

• Carry out a story making competition using MS Word.

2.7.2 53

SOLVE THE PROBLEMS

postcards and 965 foreign

postcards. Calculate the total

number of her postcards.

965 foreign postcards

Find total number of postcards

Draw a diagram.

Method 965 foreign

3 409 Malaysian postcards postcards

Total

3 409 + 965 =

1 1 Check 3 13 6 14

3 409 4 374

+ 965 – 965

4 374 3 409

The total number of postcards is 4 374.

Saiz sebenar

CHER

’S • Guide pupils to identify important information by underlining it.

T EA

NOT

ES 2.7.3

• Guide pupils to solve problems by simulation using base ten blocks.

54

2 Dev’s father rears 6 000 catfish.

He sells 846 of the catfish.

How many catfish are left?

846 catfish sold

6 000

Method

6 000 – 846 =

9 9 Check 1 1 1

5 1010 10 5 1 54

6 000 + 846

– 846

6 000

5 1 54

The number of catfish left is 5 154.

Saiz sebenar

CHER

’S • Train pupils to determine operations by identifying the keywords

AB 6 T EA

NOT

ES 2.7.3

-3 that mean add or subtract.

35

• Guide pupils to check their answers by addition or using a calculator.

55

3 A school provides 1 340 bottles of mineral water.

The Parent-Teacher Association (PTA) contributes another

960 bottles. 1 550 bottles of mineral water are given to guests.

How many bottles of mineral water are left?

Method

PTA gives 1 340 + 960 – 1 550 =

1 340 bottles of another

12

mineral water 960 bottles 1 1 1 2 10

1 340 2 300

Total + 960 – 1 550

Total

2 300 750

1 550 bottles given Balance

1 340 + 960 – 1 550 = 750

to guests

LET’S TRY

Solve the problems.

a In conjunction with Sports Day, a

school ordered 1 420 blue T-shirts

and 968 red T-shirts. What is the

total number of T-shirts?

b 1 580 participants took part in a patriotic song singing

competition. 27 participants made it to the finals. Calculate

the number of participants who did not make it to the finals.

c Table of durian collection Read the table. Airil’s father

at Airil's father's orchard sent 1 846 durians to the

Durian Number fruit market. Calculate the

D24 4 095

durians left.

Musang King

Saiz sebenar 720

CHER

’S • Discuss methods such as using analogy to solve problems.

AB T EA

NOT

ES 2.7.3

37 • Provide exercises using question cards to enhance pupils’

56 understanding.

RECOGNISE UNKNOWN

1 There are 7 fish Father is going to

in the aquarium. add in some fish.

The total

number

of fish

becomes 10.

An unknown is a quantity

7 plus the unknown is 10.

that is not specified.

Number sentence 7+ = 10

unknown

2 under the chicken coop. There are 16 chicks altogether.

The unknown plus 5 becomes 16.

+ 5 = 16

unknown Saiz sebenar

CHER

’S • Carry out simulation activities to identify the unknown.

T EA

NOT

ES 2.6.1

2.6.2 57

3 I ate several

cupcakes.

12 cupcakes were eaten. cupcakes that were eaten.

12 minus the unknown equals 9.

12 – =9

12 – ¶=9 number sentence

like this.

4 and identify the

CAR PARK AT unknown. Write the

GLOBAL SUPERMARKET number sentence.

NUMBER OF PARKING SPACES OCCUPIED 40

NUMBER OF PARKING SPACES UNOCCUPIED 596

The unknown is .

Number sentence

Saiz sebenar

CHER

’S • Guide pupils to identify the unknown based on stories told or picture cards.

AB T EA

NOT

ES 2.6.1

58 38 2.6.2

LET’S TRY

Identify the unknowns. Write the number sentences.

a

I caught 6 silver

catfish. The rest

are catfish.

altogether.

sells another 90 quail eggs. The number

of quail eggs sold is 105 eggs altogether.

in the basket. 4 were eaten

and 14 were left.

for fish in the lake.

A few fly away

and 12 are left.

Saiz sebenar

CHER

’S • Guide pupils to identify any unknown through various situations

T EA

NOT

ES 2.6.1

in daily life involving addition and subtraction, such as using objects

in the classroom.

2.6.2 59

MULTIPLICATION

12 oranges.

3 × 12 =

Method 1 + 12 + 12 + 12 12

12

+ 12

0 12 24 36

36

Method 2

tens ones tens ones tens ones

1 2

× 3

3 6

Multiply ones 3 × 2 = 2 × 3.

3 × 2 ones = 6 ones Is

3 × 12 = 12 × 3?

Multiply tens

3 × 1 tens = 3 tens

3 × 12 = 36

Saiz sebenar

The total number of oranges in 3 boxes is 36.

CHER

’S • Guide pupils to multiply using counters and squared paper to reinforce

T EA

NOT

ES 2.3.1

their understanding of the multiplication concept.

60

2 4 × 121 =

hundreds tens ones hundreds tens ones hundreds tens ones

1 2 1 1 2 1 1 2 1

× 4 × 4 × 4

4 8 4 4 8 4

Multiply ones Multiply tens Multiply hundreds

4 × 1 ones = 4 ones 4 × 2 tens = 8 tens 4 × 1 hundreds

= 4 hundreds

4 × 121 = 484

2 000 × 2 = 4 000

2 0 1 3

× 2 4 026 is nearer

6 2 × 3 ones to 4 000.

The answer is

2 0 2 × 1 tens

reasonable.

0 0 0 2 × 0 hundreds

+ 4 0 0 0 2 × 2 thousands

4 0 2 6

2 013 × 2 = 4 026

Saiz sebenar

CHER

’S • Provide more exercises without regrouping to reinforce pupils’

T EA

NOT

ES 2.3.1

understanding of the multiplication process.

• Encourage pupils to check their answers using estimation method

61

and calculator.

4 596 × 10 = 5 78 × 100 =

Method 1 Method 1 78

× 100

596 × 1 tens = 596 tens

= 5 960 7 800

× 10 78 × 10 = 780

78 × 100 = 7 800

5 960

596 × 10 = 5 960 78 × 100 = 7 800

6 10 × 1 000 = 7 9× = 9 000

10 9 × 10 = 90

× 1 000 9 × 100 = 900

1 0 000 9 × 1 000 = 9 000

the answer is a four digit number?

MIND

MIND

CHALLENGE

CHALLENGE

12 × 4 =

LET’S TRY

Multiply.

a 40 b 21 c 50 1 d 29

× 8 × 5 × 6 ×10

e 17 × 100 = f 10 × 35 = g 100 × 80 =

h 6×

Saiz sebenar = 6 000 i × 902 = 9 020 j 10 000 = × 1 000

CHER

’S • For multiplication in vertical form, encourage pupils to place larger numbers

AB T EA

NOT

ES 2.3.1

39 on top for easier calculation.

62 • Emphasise the multiplication pattern of any number by 10, 100 and 1 000.

MORE MULTIPLICATION

1

15 × 3 =

tens ones

tens ones tens ones tens ones

1

1 5 1 5

× 3 × 3

15 4 5 SCAN THIS

3 × 5 ones = 15 ones 3 × 1 tens = 3 tens

Change 15 ones to 3 tens + 1 tens = 4 tens

1 tens and 5 ones.

Could I add 15 and 30

15 × 3 = 45 to get the answer?

17

Is this calculation × 5

correct? Explain.

535

Saiz sebenar

CHER

’S • Guide pupils to use number lines and squared paper to multiply

T EA

NOT

ES 2.3.1

two numbers involving regrouping.

63

2 What is the total

number of pupils

Number of passangers’ 44 people

Syarikat Lim

Jalan Damai

Selangor.

in 6 buses?

44 people

6 × 44 =

tens ones

4 4 Multiply ones

× 6 6 × 4 ones = 24 ones

24 24 ones is 2 tens and 4 ones.

2 Multiply tens

4 4 6 × 4 tens = 24 tens

× 6 24 tens + 2 tens = 26 tens

26 4 26 tens is 2 hundreds and 6 tens.

2 2

0 4 4 Multiply hundreds

× 6 6 × 0 hundreds = 0 hundreds

2 6 4 0 hundreds + 2 hundreds = 2 hundreds

6 × 44 = 264

The total number of pupils in 6 buses is 264.

3 109 × 7 =

6

Method 1 109 Method 2 1 0 9 ×

× 7 0 0 6

7 0 3 7

763 7 6 3 SCAN THIS

109 × 7 = 763

Saiz sebenar

CHER

’S • Guide pupils to multiply using lattice and mental calculation methods.

T EA

NOT

ES 2.3.1

• Encourage pupils to check their answers using estimation.

64

4 576 × 8 = 5 4 × 2 193 =

Multiply according 2 1 93

× 500 70 6 to the place value. × 4

8 4 000 560 48 12

360

576 × 8 = 4 000 + 560 + 48 400

= 4 608 +8 000

576 × 8 = 4 608 8 772

4 × 2 193 = 8 772

6

Asin Kaswini Adila

1 2 1 1 1

1 032 1 0 3 2 × 1 032

× 5 0 0 1 1 5 × 5

5 0 5 0

6 000 5 160

5 1 6 0

LET’S TRY

Multiply.

a 30 b 67 c 209 d 2 015

× 2 × 6 × 3 × 4

e 65 × 8 = f 5 × 417 = g 9 × 1 108 =

Saiz sebenar

CHER

’S • Encourage pupils to use times table as a reference.

AB T EA

NOT

ES 2.3.1

40 • Remind pupils about the commutative law in multiplication, that is

a × b = b × a.

65

DIVISION

Calculate the number of small stones

1 We put 24 small in one jar.

stones equally into 24 ÷ 2 =

2 jars. 12

12

24

0 10 20 24

– 2 – 2 – 2 – 2– 2 – 2– 2 – 2 – 2 – 2 – 2– 2

24 ÷ 2 = 12

There are 12 small stones in one jar.

2

1 45 ÷ 3 =

1 Divide tens

3 45 4 tens ÷ 3

– 3 = 1 tens remainder 1 tens

15

Change 1 tens to 10 ones.

10 ones + 5 ones = 15 ones

15

3 45

– 3 Divide ones

15 15 ones ÷ 3 = 5 ones

–15

0

Saiz sebenar 45 ÷ 3 = 15

T EA

CHER

’S • Guide pupils to divide numbers without a remainder using object 2.4.1

ES

NOT simulations, diagrams, and times tables.

66 • Guide pupils to construct a 3 times table for an easier division process.

3

1 628 doughnuts are packed in fours. How many

packets of doughnuts are there?

628 ÷ 4 =

1

4 628

– 4

22

Divide hundreds.

Change the

2 hundreds

remainder to 20 tens.

15

4 628

– 4

22

–20

28

Divide tens.

Change the 2 tens

remainder to 20 ones.

157

4 628

–4

22

There are 157 –20

packets of 28

doughnuts.

–2 8

0

628 ÷ 4 = 157 Divide ones. Saiz sebenar

CHER

’S • Guide pupils to divide numbers starting with hundreds, followed by tens

T EA

NOT

ES 2.4.1

and ones.

67

4 2 100 ÷ 7 =

Calculate

using mental

Method 1 Method 2 calculation.

Talk about it.

30 0 3 × 7 = 21

7 2100 480 ÷ 6 =

– 21 300 × 7 = 2 100

00 7 200 ÷8=

– 0

00

– 0

0

2 100 ÷ 7 = 300

5 5 045 ÷ 5 = 6

Blue Card Green Card

1 009 9 20 90 2

5 5 045 8 7216 8 7216

–5 – 72 – 72

0 0 016 01

– 0 – 16 – 0

04 0 16

– 0 –16

45 0

–45

0

Which calculation

5 045 ÷ 5 = 1 009 is correct?

Saiz sebenar

CHER

’S • Provide questions involving division in the form of games or number puzzles. 2.4.1

AB T EA

NOT

ES

42 • Guide pupils to estimate before calculating the actual answers.

68 41-

7 690 ÷ 10 = 8 8 600 ÷ 100 =

69 86

10 6 9 0 100 8 6 0 0

– 60 – 800

90 600

– 90 –600

0 0

multiplication.

7 000 ÷ 100 = 70 × 10

7 000 ÷ 1 000 = ? 2 040

7 000 ÷ 1 000 = 7

2 040 ÷ 10 = 204

LET’S TRY

Divide.

a 2 36 b 3 603 c 5 840 d 6 1 200

e 80 ÷ 4 = f 5 004 ÷ 9 = g 180 ÷ 10 =

Saiz sebenar

AB CHER

’S • Guide pupils to check their answers using multiplication.

T EA

NOT

ES 2.4.1

42

69

BA 2

MORE DIVISION I put 29 pieces

of chalk equally

1 How many pieces of chalk are into 3 boxes.

there in each box? How many

pieces of chalk are left?

29 ÷ 3 =

remainder

29 ÷ 3 = 9 remainder 2

Each box has 9 pieces of chalk.

There are 2 pieces of chalk left.

2 47 ÷ 4 =

remainder

11

4 47

– 4

07

– 4

3 remainder

T EA

CHER

’S • Carry out simulation activities using objects and representatives. 2.4.1

ES

NOT • Guide pupils to use other division strategies such as repeated subtraction

70 according to pupils’ level of understanding.

3 376 ÷ 6 = 4 8 035 ÷ 9 =

62 9

6 376 9 8 0 35

– 36 –7 2

16 8 3

– 12 – 8 1

4 2 5

–

376 ÷ 6 = 62 remainder 4

8 035 ÷ 9 = 9 remainder

68 70

10 6 8 2 100 7 0 9 0

–60 – 700

82 90

– 8 0 – 0

2 90

7 8 400 ÷ 1 000 =

8

1 000 8 4 0 0

– 8000

400 Solve 5 230 ÷ 1 000.

CHER

’S • Encourage pupils to check their answers using multiplication.

AB T EA

ES 2.4.1

NOT

44

43- 71

8 a 9 768 ÷ 10 = 976 remainder 8

What is your

answer for b 9 768 ÷ 100 = 97 remainder 68

c ?

c 9 768 ÷ 1 000 =

5 9 3 1 7 remainder 1

MIND

MIND

CHALLENGE

2 3

CHALLENGE

LET’S TRY

Divide.

a 2 45 b 3 590 c 7 8 032 d 10 607

e 92 ÷ 5 = f 702 ÷ 8 = g 1 502 ÷ 9 =

Saiz sebenar

AB T EA

CHER

’S

• Provide more exercises to reinforce pupils’ understanding. 2.4.1

ES

NOT

72 44

CREATE STORIES

3 × 24 = 72

1

Puan Zurina distributed

bags of souvenirs to 3 group

leaders. Each group leader

received 24 bags. The total

number of bags is 72.

2

8 × RM1 000 = RM8 000

8 pupils won the robotic

competition. Each pupil received

RM1 000. The total amount of

money received is RM .

675 ÷ 9 = 75 distributed to orphanages.

Each orphanage received

boxes.

3 740 ÷ 100 100 boxes. Each box contains

= 37 remainder 40 37 key chains. The remainder

of the key chains are .

LET’S TRY

Create stories.

a 16 × 4 = 64 b 7 × 1 000 = 7 000

Saiz sebenar

AB T EA

CHER

’S • Guide pupils to create stories based on the pictures and number sentences.

46 NOT

ES

• Provide suitable keywords to help pupils create stories. 2.7.1

45- 73

SOLVE THE PROBLEMS

1 Darren’s mother bought 4 boxes of strawberries. Each box

has 15 strawberries. What is the total number of strawberries?

Given bought 4 boxes of strawberries

A box has 15 strawberries.

Find total number of strawberries

Method I draw

pictures.

15 strawberries 15 strawberries

15 strawberries 15 strawberries

4 × 15 =

2

I use repeated

1 5 addition to check

× 4 the answer.

6 0

4 × 15 = 15 + 15 + 15 + 15

= 30 + 30

= 60

4 × 15 = 60

Saiz sebenar

The total number of strawberries is 60.

T EA

CHER

’S • Guide pupils to solve problems using various methods such as models 2.7.3

ES

NOT

and number lines.

74

• Provide more practise in constructing number sentences orally based on

story cards.

2 Farm Bee Tin’s father Jarjit’s father

Number of 1 670 3 times the number of

cocoa trees trees Bee Tin’s father has

How many cocoa trees are there on Jarjit’s father’s farm?

Method Bee Tin’s father’s farm 1 670

Jarjit’s father’s farm 1 670 1 670 1 670

3 × 1 670 = Check your answer

2 2

using repeated

1 670 addition.

× 3

5 010

3 × 1 670 = 5 010

into 4 containers. How many packets

are there in each container?

Given 96 packets of dodol Find number of packets of

4 containers dodol in each container

24

Method 96 packets of dodol 4 9 6

– 8

? ? ? ? 1 6

– 1 6

96 ÷ 4 = 0

96 ÷ 4 = 24

Saiz sebenar

AB T EA

CHER

’S

• Guide pupils to underline important points and understand the questions.

NOT

ES 2.7.3

49 • Guide pupils to solve problems using number lines and encourage them

47- 75

to check their answers.

4 A factory produces 9 507 bottles of soursop juice

in one day. 8 bottles are packed in each box. So So Soursop sop op

J u J u J u i ce i ce ce

What is the remainder of bottles?

9 507

bottles of 1 188

juice. Each 8 9 507

box has 8 – 8 I check by using

bottles. multiplication.

1 5

Find number of – 8

boxes and 70

remainder –64

of bottles 67

–64

3

9 507 ÷ 8 = 1 188 remainder 3

1 188 boxes of juice are produced. The remainder is 3 bottles.

LET’S TRY

Solve these.

a Rita arranges 18 flowers in a vase. Calculate the total

number of flowers in 6 vases.

b A charity organisation distributes 840 storybooks

equally to 5 orphanages. How many storybooks does

each orphanage get?

c There are 2 008 packets of batteries. Each box has

100 packets of batteries. How many packets of batteries

are not in the boxes?

Saiz sebenar

CHER

’S • Working backwards is an easy way to check whether the answers are 2.7.3

AB T EA

NOT

ES

49 reasonable or not.

76 • Guide pupils to check the answers of division involving remainders.

RECOGNISE MORE UNKNOWN

1 Each comic has the same

number of pages.

Wow! You have

I have read read 150 pages.

3 series of

this comic.

3 comics times the certain number of pages is 150 pages.

3 multiply unknown is equal to 150.

unknown

2 There are

several jars of

biscuits in this

box. The total

number of

biscuits is

1 200 pieces. 100 pieces

100 pieces

Number sentence × 100 = 1 200

unknown

Saiz sebenar

T EA

CHER

’S • Carry out simulation activities using story cards to identify the unknown. 2.6.1

ES

NOT

• Provide a variety of unknown symbols in teaching and learning process.

2.6.2 77

For example ▲ and ★ .

3 Puan Siti hands out 20 pieces of coloured paper

equally to several pupils. Each pupil receives

5 pieces of coloured paper.

20 ÷ =5

these food packs Each class

equally to 4 classes will get 30

of year 3. packs of

food.

The unknown is .

÷ 4 = 30

Saiz sebenar

AB T EA

CHER

’S

• Carry out simulation activities to identify the unknown. Encourage pupils 2.6.1

ES

NOT

78 50 to relate the multiplication with division. 2.6.2

The total mass of

several similar cakes

is 4 000 g. State the

unknown. Write the

MIND

MIND

CHALLENGE

CHALLENGE number sentence.

LET’S TRY

Identify the unknowns. Write the number sentences.

Jamit has several files. He keeps 20 certificates

a

in one file. There are 40 certificates altogether.

Mogan’s

b mother buys a quantity of apples.

She puts 6 apples into each plastic bag and

sells them. She has 30 bags of apples.

of batik and pelekat sarong to several

charities. Each charity received 80 pieces.

d 35 schools take part in the

Muafakat Johor Run. Each

school is represented by

a number of pupils. The total

number of pupils participating

in the run is 3 500.

Saiz sebenar

T EA

CHER

’S

ES

• Guide pupils to identify the unknown based on several situations inside and 2.6.1

NOT

outside the classroom. 2.6.2 79

N T I ME

FU

COLLECT CHIPS

Tools/Materials dice, A4 paper, pencil, 2 markers,

12 red chips, 12 blue chips

Participants 2 players and 1 referee

6 547 3 × 819 =

number of stamps Rani has

is 5 times more than 4 596

Dayang’s stamps. How many 1 264

3 783 8 720 ÷ 4 =

stamps does Dayang have?

5 877

Yap has 1 860 marbles. 2 457

Rina has 247 marbles

less than Yap. How many 286

marbles do they have

7 150 2 107 MISS A TURN

altogether?

Method

1 Throw the dice. The first player moves the marker according

to the number on the dice.

2 Answer the question. Show your calculation to the referee. If it is

correct, put a chip on the answer in the middle.

3 If the marker stops on the flower, put a chip on any answer in

the middle.

4

The next player takes his/her turn. Repeat steps 1 to 3. If the marker

stops on a question answered correctly, throw the dice again.

5 The player with the most chips wins.

Saiz sebenar

CHER

’S • Provide copies of the game for pupils. 1.5.1 2.2.1,

AB 2 T EA

NOT

ES 2.1.1, 2.1.2,

5 • Ask pupils to determine their turns before the game starts. Players

80 51- 2.2.2, 2.3.1, 2.4.1,

should take a set of coloured chips and a marker.

• Instil cooperation, honesty, and trustworthiness while playing. 2.5.1, 2.7.3

FRACTIONS, DECIMALS,

AND PERCENTAGES

Reduced to

1

price

2

20% is 0.7 millimetre.

50%

price cut

RM100

2 only RM50

5

OK

BO

TE

NO

2 of these

5 notebooks

are yellow.

Saiz sebenar

T EA

CHER

’S • Discuss fractions, decimals, and percentages shown in the picture above.

NOT

ES

• Ask pupils to state several daily situations related to fractions, decimals, 3.1.1, 3.2.1

and percentages. 3.3.1, 3.3.2 81

PROPER FRACTIONS

3 of the 4

1 mouses are red.

3 of 4 is

three over four.

is written as

3 numerator

4 denominator

3

is a proper fraction.

4

The numerator is smaller than the denominator.

are not green. Do the red parts have

the same fractions?

Discuss.

MIND

MIND

CHALLENGE

CHALLENGE

LET’S TRY

State the fractions

4 of 5 is four over five. of the balloons:

Four over five is written a red.

as 4 . b blue.

5

Say other

c yellow.

proper fractions. d purple.

Saiz sebenar

• Carry out activities of stating various proper fractions from a group of objects

’S

CHER

AB 4 T EA

NOT

ES where the denominator is up to 10 using flash cards. 3.1.1

-5

82 53 • Explain that the value of a proper fraction is less than 1.

• Surf http://www.mathinenglish.com/worksheetview.php?id=3079&stid

=10020

EQUIVALENT FRACTIONS

The blue parts of the

1 two diagrams have

the same size. 1 1 1 ×2=2

3 3 3×2 6

2 11 1 2

=

6 66 3 6

1 2

is equal to . These

3 6

are equivalent fractions.

EQUIVALENT FRACTIONS

Two different fractions that have equal value.

1 2

For example, is equivalent to .

2 4

2 1

2 Is equivalent to ?

10 5

Method 1

1 2 The green parts of these two

2 parts of are .

10 10 diagrams have the same size.

2 1 1

10 10 10

1

5

Method 2 2 ÷2= 1

10 ÷ 2 5

2=1

10 5

2 1

is equivalent to .

10 5 Saiz sebenar

T EA

CHER

’S • Use the same size and same coloured paper to colour parts that make

NOT

ES

equivalent fractions. 3.1.2

• Reinforce pupils’ understanding of equivalent fractions by simulation using

83

a fraction kit, paper strips, and transparencies.

1

3 What is the equivalent fraction of ?

2

FRACTION CHART

Look at the parts 1

with the same 2

size as 1 . 1

2 3

2 1 1

4 4 4

1 1 1

5 5 5

3 1 1 1

6 6 6 6

4 1 1 11

8 8 8 88

5 1 1 1 1 1

10 10 10 10 10 10

Which fraction is 1 =2 1 =3 1 =4 1 =

1 2 4 2 6 2 8 2

equal to ?

2

The equivalent fractions of

1 2

are , , and .

2 4

Give examples of

equivalent fractions based

on the chart above.

LET’S TRY

Choose and say the following equivalent fractions.

a 2 b 4 c 3 d 6

3 5 4 9

4 1 8 8 4 6 2 3

6 6 5 10 8 8 3 2

Saiz sebenar • Emphasise that to find an equivalent fraction, multiply or divide the

CHER

’S denominator and numerator by the same number.

AB T EA

NOT

ES 3.1.2

55 • Explore the number pattern of the numerator and denominator for

84 equivalent fractions.

• Surf www.mathfox.com/topics/fractions/ for reinforcement exercises.

FRACTIONS IN THE SIMPLEST FORM

2 1

1 equals .

4 2

2 and 4 can be

Which fraction shows the simplest form?

divided by 2.

2 2÷2= 1

4 4÷2 2

1 2= 1

2 4 2

1 2

is the simplest form of .

2 4

3

2 State in the simplest form.

9

3 3÷3= 1

9 9÷3 3

1 3= 1

3 9 3

3 1

in the simplest form is .

9 3

3 4 1

4

Simplify . 8 2

8

4÷4= 1

8÷4 2

4= 1

8 2 Saiz sebenar

T EA

CHER

’S • Emphasise that to simplify a fraction, the numerator and the denominator

NOT

ES

must be divided by the same number. 3.1.3

• Emphasise that the simplest form of fraction has the smallest value for the

85

numerator and denominator, and can only be divided by 1.

There

4 There are 10 hula

are 4 What is the

hoops altogether.

and 6 . simplest form

of fraction for

each of these

coloured hoops?

4

a The fraction of . is

10

4 1 1 1 1 1 1 1 1 1 1

10 10 10 10 10 10 10 10 10 10 10 4 2

2 1 1 1 1 1 10 5

5 5 5 5 5 5

4 2

The simplest form of is .

10 5

6

b The fraction of is .

10 The simplest form

6 6÷ 6

of is .

10 10 ÷ 10

Ailee colour so that it is

MIND

equal to Dina’s?

MIND

CHALLENGE

CHALLENGE Dina Ailee

LET’S TRY

Simplify.

a 2 2÷ b 4 4÷ c 8 8÷

6 6÷

Saiz sebenar 8 8÷ 10 10 ÷

CHER

’S • Surf www.kidsmathtv.com/video-by-topic/fractions-ratios-and-percentages/

AB T EA

NOT

ES 3.1.3

56 to watch a video of fractions in the simplest form.

86

IMPROPER FRACTIONS AND

MIXED NUMBERS

1 How many

parts does

this pie have?

one one 1 1

over four 4

1

One and one over four is written as 1 .

4

1

1 is a mixed number. mixed number

4

1 is a whole number. 1

1

1 whole 4

is a proper fraction. proper

4 number fraction

1

There is 1 pie.

4

2 There are

1 two and one over two

2 chocolate fingers.

2

of mixed numbers.

Saiz sebenar

T EA

CHER

’S • Use various objects such as fraction kits to show mixed numbers.

NOT

ES

• Explain that the value of a proper fraction is less than 1 and the value 3.1.7

of a mixed number is more than 1.

87

3 Two hexagons are divided into 6 equal parts.

What is the fraction of 11 parts?

1 1 The numerator

1 1 1

6 6 6 6 6 is larger

1 1 1 1 1 1 than the

6 6 6 6 6 6 denominator.

6 5

6 6 11 improper

6 fraction

1 11

11 parts of is .

6 6

11

is an improper fraction.

6

11

The fraction of 11 parts is .

6

6

is also an improper fraction. Discuss.

6

2

4 State 2 as an improper fraction.

9

1 1 2

Overlap the transparent plastic.

2 9

2

9

9 9 2 1 20

20 parts of is .

9 9 9 9 9

20 2 20

2 =

Saiz sebenar 9 9 9

CHER

’S • Carry out paper folding activities to show the relationship between mixed

AB T EA

NOT

ES 3.1.7

57 numbers and improper fractions.

88 • Explain that an improper fraction has a numerator larger than or equal to the

denominator.

5 Monday Improper Fractions and Mixed Numbers 4/3/2019

This is an 5 1

improper 2 5 2

2 2 1

fraction. 3 3

9

1 13 3

4 2 2

4 5 5

8 1

1 What can you tell about

7 7

these two fractions?

LET’S TRY

1 Write the mixed numbers and improper fractions.

a b c d

2 1 6 2 9 4 7 14 15

2 3 1

4 6 9 4 5 3 8 7

a Say the improper fractions.

b Say the mixed numbers. Saiz sebenar

CHER

’S • Prepare suitable examples of improper fractions and mixed numbers

AB T EA

NOT

ES 3.1.7

58 involving the denominators up to 10 using shapes for identifying activities.

89

ADDITION OF FRACTIONS

1 +2

1 = The denominator is

5 5

the same. Just add

1 1 1 the numerator.

5 5 5

1 +2 3

=

5 5 5

1 1

2

1 Add and .

4 4

2

1 +1 Simplify .

= 4

4 4 1 +1 2

=

4 4 4

1

4 1 = 2÷2

4÷2

1 2

4 1

=

2

1 +1 1

=

4 4 2

4+ 7

3 =

9 9 Look at the number line.

+?

What are two other fractions

7

which give a total of ?

0 1 2 3 4 5 6 7 9

9 9 9 9 9 9 9

4+ 3 7

=

9

Saiz sebenar 9 9

CHER

’S • Use paper strips, paper discs, transparencies, and picture cards to simulate

AB T EA

NOT

ES 3.1.5 (i)

59 addition. Emphasise that to add fractions of the same denominator, pupils

90 only have to add the numerators.

1 +1 Different denominators.

4 =

2 4 Look at the fraction chart.

1 = 2.

Method 1 Method 2 2 4

1 1

1 1 1

2 2

1 4 4 4

1 1 1 1

2 1

4

4 4 4 4

1 +1 2+1

=

2 4 4 4

1 +1 3 3

= =

2 4 4 4

1 1 2 1

5 2+6= 6 3+6=

=

= form of 3 6 3×2 6

2 6 2×3 6 4 is 2 .

=3+1

6 3 = +1

6 6 6

=4÷2 =

6÷2

2+1

=2 =

3 3 6

1 +1 2

=

2 6 3

Add these.

1 +1 1 + 3 1 +4

= = =

2 8 2 10 3 9

Saiz sebenar

CHER

’S • Guide pupils to construct a fraction chart to find equivalent fractions when

T EA

NOT

ES 3.1.5 (ii)

adding two fractions of different denominators.

• Emphasise that in order to add two fractions of different denominators, they 3.1.5 (iii) 91

must find a common denominator for both.

7 2+ 3 3+1

= =

5 10 4 8

2+ 3 = 2+3 3 + 1 3×2+ 1

=

5 10 10 10 4 8 4×2 8

= 5÷5 6 1

= +

10 ÷ 5 8 8

= 1 =

7

2 8

above. Which one is correct?

Discuss.

=

for this answer. 8 8

MIND

MIND

CHALLENGE

CHALLENGE

LET’S TRY

Solve these.

a 1 +1 = b 2+4= c 5+2=

3 3 7 7 9 9

5 5 3 9 8 2

g 4 1 h 1 + 5 i 1 + 7

+ = = =

5 10 8 8 9 9

Saiz sebenar

CHER

’S • Surf https://solvemymaths.com/2015/02/06/adding-and-subtracting-

AB T EA

NOT

ES 3.1.5

60 fractions-worksheet/

92 • Guide pupils to add fractions of the same denominator involving an

unknown.

SUBTRACTION OF FRACTIONS

There are 2 out of 3 parts of a

1 bread roll. I’m going to take 1 part.

What is the remaining part

of the bread roll?

2– 1 The denominator

=

3 3 is the same.

Just subtract

2– 1 1 the numerator.

=

3 3 3

1

The remaining part of the bread roll is .

3

3 7 4÷4= 1

2 Subtract from .

8 8 8÷4 2

Simplify the

7–3 answer.

=

8 8

7–3 4

7 =

8 8 8

8 1

=

2

7–3 1

=

8 8 2

4 6

3 What is the difference between and ?

7 7

6–4

=

7 7 0 1 2 3 4 5 6 7

7 7 7 7 7 7 7

4 6–4 2

– =

7 7 sebenar

7 7 Saiz

CHER

’S • Emphasise that to subtract fractions of the same denominator, pupils

AB T EA

NOT

ES 3.1.6 (i)

61 should subtract the numerator only.

• Surf www.superteacherworksheets.com/fractions-subtracting.html

93

• Emphasise that answers must be written in the simplest form.

4 1 – 1 1 1 5 1 – 1

= =

2 4 2 2 4 8

1 1 1 1

1 – 1 2– 1 4 4 4 4 1 – 1 2–1

= =

2 4 4 4 1 1 1 1 1 1 1 1 4 8 8 8

1 8 8 8 8 8 8 8 8 1

= =

4 On the 8

fraction

1 – 1 1 1 – 1 1

= chart, =

2 4 4 1 =2 4 8 8

2 4

and

1 = 2.

4 8

6 5– 1

= 5

6 3

6

5 – 1 5 – 1 ×2

=

6 3 6 3×2

5 2

= –

6 6

3÷3

=

6÷3

1

=

2 Simplify the

5– 1 1 answer.

=

6 3 2

1 1

Can you subtract from ?

2 6

Discuss.

Saiz sebenar

CHER

’S • Emphasise that to subtract a fraction, the denominator must be of equal value.

T EA

NOT

ES 3.1.6 (ii)

• Use 2, 4, 6, 8 and 10 times tables to help pupils determine the equivalent

94 fractions. 3.1.6 (iii)

3.1.6 (v)

7 7 – 1 8 2–5

= =

10 2 3 9

7 1 7 1 ×5 2 – 5 2×2 5

– = – = –

10 2 10 2 × 5 3 9 3×2 9

= 7– 5 = –5

10 10 9

= 2 ÷2 =

10 ÷ 2

1 2–5=

=

5 3 9

7 – 1 1

=

10 2 5

9 9 – 3 2

=

10 – 2=

10 10 5 5

9 6 3 4 – 2 2

– = =

10 10 10 5 5 5

9 – 6 = 3 4 – 2= 2

10 10 10 5 5 5

LET’S TRY

Solve these.

a 7–5= b 5– 1 = c 2–2=

8 8 6 6 3 9

d 1 – 3 = e 4– 1

= f – 7 = 1

2 10 5 5 10 10

Saiz sebenar

CHER

’S • Guide pupils to multiply correctly to find the equivalent fractions.

AB T EA

NOT

ES 3.1.6

62 • Guide pupils to subtract fractions of the same denominator involving

an unknown.

95

RECOGNISE FRACTIONS OF HUNDREDTHS

AND DECIMALS

1 How beautiful! The kitchen There are 100 tiles,

tiles are so colourful. 16 of them are blue.

Sixteen hundredths is written as 16 .

100

16 in decimal is 0.16.

It is read as

100 zero point one six.

fraction of 16 0.16 decimal

hundredths 100

decimal point

4 of 100 is 4 .

100

4

4 in decimal is 0.04. 0.040.04

100

100

ones tenths hundredths zero point

four zero four

0 0 4 hundredths

Saiz sebenar

CHER

’S • Ask pupils to state the fractions and the decimals of the white and the green 3.1.4

AB T EA

NOT

ES

63 tiles in the diagram above.

96 3.2.1

• Guide pupils to read out decimal numbers correctly according to their place

value using word cards and number cards.

2

1 Zero point zero eight. I coloured

I coloured 8 of 100 23 of 100

squares. squares.

3

1 This is our

decimal project.

Correct the

incorrect.

zero point

seven two

zero point sixty

4

1 44 of 100

squares are What are the decimal

red. and hundredths fraction

of the white squares?

44 = 0.44

100

Saiz sebenar

CHER

’S • Provide sufficient paper or hundred square grids for colouring activities

T EA

NOT

ES 3.2.2

to represent various decimal numbers.

3.4.1 97

5 Write the fractions and decimals of the coloured parts.

100 100 100

should be coloured?

MIND

MIND

CHALLENGE

CHALLENGE

0.9

LET’S TRY

1 Match the correct word cards to the numeral cards, and read

them out.

zero point 9 sixty-seven

one eight hundredths 0.05

100

nine zero point 67

0.18

hundredths zero five 100

2 Colour the decimal parts and fractions on hundred square grids.

a 3 b 24 c 65

= 0.03 = 0.24 0.65 =

Saiz sebenar

100 100 100

CHER

’S • Provide sufficient hundred square grids to pupils to represent decimals 3.1.4

AB T EA

NOT

ES

64 and fractions of hundredths. 3.2.1

98 • Surf http://www.visnos.com/demos/percentage-fraction-decimals-grid

3.2.2

3.4.1

COMPARE DECIMALS

1 Which mass The red squares

is heavier, are more.

0.45 kg

or 0.2 kg?

0.2 kg

0 4 5

0 2 0 0.45 kg is more

Compare the tenths digits. than 0.2 kg.

4 is larger than 2.

value becoming larger

0 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 0.10 0.11 0.12

value becoming smaller

0.03 comes before 0.07

0.03 is smaller than 0.07

LET’S TRY

Which decimal is larger? Explain.

a 0.1 0.11 b 0.52 0.25 c 0.08 0.8

Saiz sebenar

CHER

’S • Surf www.superteacherworksheets.com/place-value/orfering-cards-set

AB T EA

NOT

ES 3.2.3

65 • Use common objects in daily life for the activity of comparing decimals.

99

BA 2

ADDITION OF DECIMALS

1 What is the total height of this shelf?

0.3 m

0.3 m + 0.5 m = m

0.5 m Colour 3 of

Method 1

the 10 parts.

Colour

another

5 parts.

0.3 + 0.5 = 0.8

digits. Make

sure that the ones tenths

decimal point 0 3

is aligned. + 0 5

0 8 Add the tenths

The total height of the shelf is 0.8 m.

0.25 ℓ + 0.4 ℓ = ℓ

0.25 ℓ 0.4 ℓ

0.4 = 0.40 Method 2

Method 1

Add the blue and 0 2 5

the red squares. + 0 4 0

0 6 5

0.25 ℓ + 0.4 ℓ = 0.65 ℓ

0.25 0.40

Saiz sebenar The total volume is 0.65 ℓ.

T EA

CHER

’S • Emphasise that when pupils write decimal numbers, the decimal points 3.2.4

ES

NOT must be aligned before adding any numbers.

100

3 Add 0.45 and 0.36.

0.45 + 0.36 =

+ 0.10 + 0.10 + 0.10 + 0.06 0.36

Method 1

0.40 0.50 0.60 0.70 0.80 0.90

0.45 0.81

1

0 4 5

Method 2 + 0 3 6

0 8 1

0.09 m ? 7 17

0.87

– 0 . 09

0.87 m 0.78

0.09 m + 0.78 m = 0.87 m

LET’S TRY

Solve these.

a 0 . 2 kg b 0.74 c 0.58

+ 0 . 6 9 kg +0.16 + .

kg 0.90

Saiz sebenar

CHER

’S • Remind pupils that addition of decimal numbers is the same as addition of

AB T EA

NOT

ES 3.2.4

66 whole numbers.

• Provide questions on addition of decimal numbers involving an unknown 101

for reinforcement.

SUBTRACTION OF DECIMALS

0.7 m

1

0.2 m

What is the length of the wooden

plank after it is cut?

0.7 m – 0.2 m = m

ones tenths

0 7

– 0 2 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7

0 5 – 0.1 – 0.1

7 tenths – 2 tenths = 5 tenths

The remaining part of the wooden plank is 0.5 m.

0.54 ℓ – 0.28 ℓ = ℓ

4 14

0.54

– 0 . 28

0.26

T EA

CHER

’S

• Emphasise that to subtract decimal numbers, the decimal points must be 3.2.5

ES

NOT

aligned.

102

• Remind pupils that subtraction of decimal numbers is the same as

subtraction of whole numbers.

3 Calculate the difference between 0.13 kg and 0.6 kg.

0.6 kg – 0.13 kg = kg

We cannot subtract

0.6 = 0.60 3 hundredths from

5 10

0 hundredths.

0.60 Therefore, regroup

– 0. 13 from the tenths to

0.47 the hundredths.

The difference between 0.13 kg and 0.6 kg is 0.47 kg.

0.43 + 0.52 = 0.95

0.95

– 0.5 2

0. 43

LET’S TRY

Solve these.

a 0.39m b 0.7 c 0.59

– 0 . 28 m – 0 . 34 – .

m 0. 43

Saiz sebenar

CHER

’S • Encourage pupils to check their answers using addition.

AB T EA

NOT

ES 3.2.5

67 • Surf http://www.k5learning.com/free-math-worksheets/third-grade-3/

fractions-and-decimals

103

RECOGNISE PERCENTAGES

1

Did you Did you know?

know?

More than sixty

water in its body.

percent of our

Ninety-five percent.

body is water!

2 a

26 of 100 is 26 .

26 100

in percentage is written as 26%.

100

We read it as twenty-six percent.

b 74 of 100 is 74 .

74 100

in percentage is written as .

100

We read it as .

88 91

100 100 Say your test

marks in percentages.

Maylee Danial

3 Aman

Saiz sebenar

3 Aman

CHER

’S • Ask pupils to provide examples of percentage in daily life. 3.1.4

AB T EA

NOT

ES

68 • Surf https://www.teachervision.com/graph-chart-0/blank-100-grid 3.3.1

104 to print hundred square grids for pupils to practise stating percentages

3.3.2

based on the number of coloured squares.

3.4.2

3 Write the percentages and fractions of hundredths.

15% is 15 .

Sixty-four 100

percent.

64 = 64% 15% = 15

100 100

4 35%

forty-seven

percent

3 Alpha are squares green.

42 in decimal

girls. State the 42% is equal 100

percentage in to 42 . is 0.42.

decimal. 100

42%

0.42

42% = 0.42

Saiz sebenar

AB T EA

CHER

’S

• Provide sufficient hundred square grids to represent various fractions 3.3.3

ES

70 NOT

of hundredths and percentages.

69- 3.3.4 105

• Surf https://www.extendoffice.com/documents/excel/2419-excel-grid- 3.4.2

paper-template.html

3.4.3

6 8% =

ones tenths

8% = 8 hundredths

100

8 0 0 8

is 8 hundredths.

100

8 hundredths in decimal is 0.08.

8% = 0.08

7 0.69 =

Which decimals

0.65 0.66 0.67 0.68 0.69 have equal

percentage

65 66 67 68 69 MIND

MIND values? Explain.

CHALLENGE

CHALLENGE

100 100 100 100 100

0.4 0.04 0.40

0.69 = 69%

LET’S TRY

1 Say and write the percentages in words.

a 6% b 27% c

30% d 54%

2 Write the fractions a b c

of hundredths and

percentages of the

coloured parts.

3 State in decimals. a 25% b 3% c 19%

4 State in percentages. a 0.42 b 0.07 c 0.86

5 Colour the hundred square grids.

a 9% b 71% c 40 d 13

Saiz sebenar 100 100

CHER

’S • Surf http://www.mathsisfun.com/converting-decimals-percents.html 3.3

AB T EA

NOT

ES

71

for more exercises on the relationship between percentages and decimals

106 3.4.2

and vice versa.

3.4.3

FUN PROJECT

Tools/Materials MS Word software

Method

a FUN PROJECT

1 2 b

and choose Table. Then, click Select AutoFit to Contents. Click OK.

Insert Table.

3 4 FUN PROJECT

Create your

own design.

Select a colour and click. and percentage for the

coloured square grid. Saiz sebenar

T EA

CHER

’S

• Guide pupils to type fractions in their Fun Project. 3.1.4

ES

NOT

• Carry out activities individually or in pairs. Print pupils’ work and 3.2.2 107

display them at the mathematics corner. 3.3.3

CREATE STORIES

1 kg + 1 kg = 5 kg

1

2 8 8

1 1

kg of flour to kg of mixed dried

2 8

5

fruits. The total mass is kg.

8

9 3 3

2 m– m= m

10 5 10

9

Li Yin has m of ribbon. She uses

10

3 m to decorate a gift box. The length

5

of the ribbon left is m.

water. Another bottle has 0.25 ℓ

of mineral water. The difference in

volume of water for the two bottles

0.6 ℓ 0.25 ℓ is ℓ.

Saiz sebenar

T EA

CHER

’S • Assist pupils to create stories using appropriate terms as keywords.

NOT

ES

Accept any stories that are related to logical mathematics. 3.5.1

108

4 95%

95% = 95

100

in a Mathematics test.

Jason His marks in fraction is .

3 Aman

0.5 cm

0.4 cm is 0.5 cm more than the red

ribbon. The length of the blue

ribbon is 0.4 cm more than the

green ribbon. So, the length of the

0.9 cm blue ribbon is cm more than

the red ribbon.

LET’S TRY

Create stories based on number sentences.

a 2 m+ 1 m= 7 m b 1 ℓ– 3 ℓ= 1 ℓ

3 9 9 2 10 5

c d

0.7 mℓ + 0.05 mℓ = 0.75 mℓ 0.9 kg – 0.38 kg = 0.52 kg

e f

63% = 63 54 = 54%

100 100

Saiz sebenar

CHER

’S

• Provide number sentences involving addition of fractions, subtraction of 3.5.1

AB T EA

NOT

ES

109

SOLVE THE PROBLEMS

1 Danny’s sister is making spaghetti sauce.

1 1

She adds kg of mushrooms and kg of

4 2

minced beef. What is the mass of the mixed

ingredients?

Given 1 kg of mushrooms

4

1

kg of minced beef

2

Find mass of the mixed ingredients

Method 1 1

kg + kg = kg

4 2

1

4

1 2

= 1

2 4

2

I draw a diagram.

It is 3 in total.

3

4 4

1 1×2 = 1 Check.

+ + 2

4 2×2 4 4

= 3

4

1 1

kg + kg = 3 kg

4 2 4

3

The mass of the mixed ingredients is kg.

Saiz sebenar 4

T EA

CHER

’S

• Prepare paper strips and a fraction chart for simulation activities. Carry

NOT

ES 3.5.2

out group activities to solve problems. Provide questions such as the

110

above to reinforce pupils’ understanding.

2

2 Eli wants to make a tablecloth. She only has m of cloth but

9 5

she needs m. How much more length of cloth does she

10

need to buy?

2 length of cloth

Given she has m of cloth Find

5 to buy

9

she needs m of cloth

10

Method 9 m– 2 m=

10 5

5

2 × 2= 4

5 × 2 10 0 1 2 3 4 5 6 7 8 9

10 10 10 10 10 10 10 10 10

– 4

10

answer 5 . 10 ÷ 5 2

10

Check your

answer using

addition.

9 m– 2 m= 1 m

10 5 2

1

Eli needs to buy m of cloth.

2 Saiz sebenar

T EA

CHER

’S • Use fraction chart and refresh pupils’ memory on how to find equivalent 3.5.2

ES

NOT

fractions.

• Encourage pupils to check their answers using reverse operation, such as

111

checking addition by subtraction and vice versa.

3 Haqim caught 0.9 kg of lobsters. Suresh

caught 0.55 kg of lobsters. What is the

difference between the two masses of lobsters?

Suresh’s lobsters is 0.55 kg between the

Method masses of

0.9 kg – 0.55 kg =

lobsters

8 10

0.35 0.90

0.55 – 0.5 5

Draw a

diagram. 0.35

The difference in mass is 0.35 kg.

is 0.38 m more than the bracelet. How long is the necklace?

Length of necklace

?

0.17 m + 0.38 m =

1 4 15

0.1 7 Check 0.55

+0.3 8 – 0.3 8

0.55 0. 1 7

Saiz sebenar

The length of the necklace is 0.55 m.

AB T EA

CHER

’S

• Use simulation strategies using concrete materials so that pupils can

74 NOT

ES 3.5.2

73- understand problems and solve them.

112

• Train pupils to write number sentences based on fractions and decimals

story cards.

5 There are 100 pupils in the Chess Club. 45 pupils are girls.

State the percentage of the boys.

Method First, calculate

Write the information in a table. the number of boys.

9

Pupil Number 0 10 10

Girl 45 100

Boy – 45

Total 100 55

100

55 = 55%

100

LET’S TRY

Solve the problems.

a In a garden, 1 of the area is covered with flowering plants.

4

3 of the area is covered with non-flowering plants.

8

What is the total area covered with plants?

b There are 2 packets of sweets with the mass of 0.17 kg and

0.08 kg. What is the difference in mass between the two

packets of sweets?

Let’s drink milk for

c A cup of milk contains 30% of strong bones and

calcium. State 30% in decimal. teeth!

Saiz sebenar

AB T EA

CHER

’S • Prepare various problem solving questions of fractions, decimals, and 3.5.2

ES

NOT

74 percentages. Ask pupils to solve them in groups using methods such

as bar model to reinforce pupils’ understanding.

113

N T I ME

FU

8 decimal cards

Participants 3 players and a referee

Examples

of cards

Method

1

among 3 players.

2

Each player aims to collect all 3 sets

of matching cards and submit them

to the referee.

3

The referee will then record the number

of matching cards from each player.

4

The first player takes one of the remaining

cards from the second player. If the

player has 3 matching cards, submit them

to the referee.

5

The second player then takes a card from

the third player.

6

Continue playing until all matching cards

are collected.

7

The player with the most number of

matching cards wins.

Saiz sebenar

AB T EA

CHER

’S

ES

• Ask pupils to determine their turns. The referee shuffles a deck of 24 cards 3.4.1

NOT

76 consisting of fractions, decimals, and percentages.

114 75- 3.4.2

• Instil values such as cooperation, honesty, and tolerance while playing.

3.4.3

Dengan ini, SAYA BERJANJI akan menjaga buku ini

dengan baiknya dan bertanggungjawab atas kehilangannya,

serta mengembalikannya kepada pihak sekolah pada

tarikh yang ditetapkan.

Sekolah _______________________________________

Terima