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9 tayangan124 halamanBuku Teks Mathematics Year 1 Part 1 KSSR Semakan 2017 Textbook
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Oct 25, 2020

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Buku Teks Mathematics Year 1 Part 1 KSSR Semakan 2017 Textbook
Buku teks digital

© All Rights Reserved

0 penilaian0% menganggap dokumen ini bermanfaat (0 suara)

9 tayangan124 halamanBuku Teks Mathematics Year 1 Part 1 KSSR Semakan 2017 Textbook
Buku teks digital

© 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)

DUAL LANGUAGE PROGRAMME

TEXTBOOK

Writers

Chan Yook Lean

Wan Yusof bin Wan Ngah

Gobi a/l Krishnan Editors

Ainol Rafezah binti Alias

Nurul Adilah binti Hamdan

Illustrator

Wong Chi Ming

Graphic Designers

Najmi bin Mat Sarit

Mohd Khairin bin Abd. Malek

Translator

Zaitun binti Othman

Kuala Lumpur

2016

Serial No.: 0187

ACKNOWLEDGEMENTS

KK 513-221-0102021-49-1251-20101 The Ministry of Education would like to express

ISBN 978-983-49-1251-2 their appreciation for the contributions made

by the following parties:

First Printing 2016

© Ministry of Education Malaysia 2016 • The Panel of Evaluation,

Textbook Division,

All Rights Reserved. No parts of this book may Ministry of Education Malaysia.

be reproduced or transmitted in any form or by

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

photocopying, recording, or any information Ministry of Education Malaysia.

storage and retrieval system without permission • The Panel of Evaluation,

in writing from Director-General, Ministry of Dewan Bahasa dan Pustaka.

Education Malaysia. Negotiation is subject to the

calculation of royalty or honorarium. • SK Taman Bukit Maluri, Kuala Lumpur.

Published for the Ministry of Education Malaysia by: • SK Pengkalan Rinting, Johor.

Dewan Bahasa dan Pustaka, • All parties involved in the process of

Jalan Dewan Bahasa,

50460 Kuala Lumpur.

publishing this book.

Telephone : 03-21479000 (8 hunting lines)

Facsimile : 03-21479643

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

Dewan Bahasa dan Pustaka

Text Typeface Size: 18 points

Printed by:

Percetakan Rina Sdn. Bhd.,

Lot 45, Persiaran Mewah,

Bandar Tun Razak,

56000 Cheras,

Kuala Lumpur.

CONTENTS

1 NUMBERS UP TO 100 1

MANY AND FEW 2

RECOGNISE 1 TO 10 5

RECOGNISE ZERO 7

WRITE 0 TO 10 8

SMART FUN 11

COMBINATION OF NUMBERS 12

RECOGNISE 11 TO 20 17

WRITE 11 TO 20 20

RECOGNISE 21 TO 100 21

RECOGNISE PLACE VALUE AND DIGIT VALUE 25

MORE OR LESS 28

NUMBERS ARRANGEMENT 32

NUMBER PATTERNS 39

RECOGNISE ESTIMATION 43

RECOGNISE ROUND OFF 45

SOLVE 49

MY PROJECT 53

SMART FUN 54

iii

2 ADDITION AND SUBTRACTION 55

RECOGNISE ADDITION 56

QUICK ADDITION 60

MY PROJECT 62

EASY ADDITION 63

MORE ADDITION 68

RECOGNISE SUBTRACTION 74

MY PROJECT 79

QUICK SUBTRACTION 80

EASY SUBTRACTION 82

MORE SUBTRACTION 88

ADDITION AND SUBTRACTION STORY 93

SOLVE 97

REPEATED ADDITION 108

REPEATED SUBTRACTION 111

SMART FUN 11 4

iv

PREFACE

Mathematics Year 1 textbook package was written based on Standard-based Curriculum

for Primary School (SCPS) in line with the implementation of revised curriculum starting

in 2017. The writing of this textbook was tailored to the needs of the pupils to understand

basic mathematical skills from the easiest level to the most abstract. This textbook

package is published to develop pupils’ abilities to apply mathematical knowledge

and skills, effectively and responsibly in daily life.

The textbook package consists of two components, namely textbooks and activity

books which further divided into two parts. The topics contained in each part of the

book are as follows:

and Activity

k The Tex

Book Part 2

Book Part 1 Activity s

• Fracti

on

• Numbers up n ey

to 100 • Mo

e

• Tim , Mass and

• Addition and h

• Lengt of Liquid

Subtraction Vo lu m e

•S h a p e

• Data

mathematical concept and skills. The presentation of these books was tailored by

incorporating related reasoning questions so that pupils can communicate as well as to

promote them to think critically and creatively. Each lesson of learning was enhanced

with formative exercises to be carried out either orally or in writing, as well as further

activities proposed in the teacher’s notes. In addition, the recreational element in the

lesson was also infused via My Project and Funsmart to create active and fun learning

lessons. Besides that, moral values are instilled indirectly through the learning activities

and pictures.

to strengthen and enhance pupils’ understanding on what they have learned in the

textbooks. Teachers are encouraged to prepare extra activities and exercises according

to pupils’ needs and abilities.

This textbook package is hoped to provide meaningful and fun learning lesson as

well as to increase pupils’ interest in mathematics. To use this textbook, teachers can

refer to the following explanation.

v

Subtopic refers to the

Learning Standard.

Page stimuli encouraging pupils

to communicate.

Pupil-centered activities.

Question of higher-order

thinking skills (HOTS).

Formative exercise to assess

the understanding of the

learned skills.

Content Standard Number

and Learning Standard as in

the Standard-based Curriculum

and Assessment Document.

Mathematical terms and important

words for pupils’ understanding.

pupils’ interest in mathematics.

Mascot stimulates critical

and creative thinking to

generate ideas.

teaching and learning activities.

Reinforcement activities to

enhance skills proficiency.

Remedial activities to

assess the understanding

of basic skills.

Enrichment activities

to test the critical

and creative thinking.

• Writers •

vi

1 NUMBERS UP TO 100

many flowers.

• Ask the pupils to talk about the picture.

• Guide the pupils to define the groups of more and less objects.

1.1.1 • Ask the pupils to say about the objects around them. Relate it with “more” or “less”.

1

MANY AND FEW

1

The flowers and the butterflies are not equal.

b Compare and .

Match one-to-one.

• Explain that comparison is to find the similarity and difference between objects.

• Guide the pupils to identify the groups of more and less objects.

• Ask the pupils to give examples of things around them of the same amount.

AB pages 1 - 2

2

2 Compare the and .

less

more

is less. is more.

more.

SHARPEN

YOUR

MIND

Are there enough fruits for the birds?

Explain.

• Guide the pupils to identify the groups of more and less objects. Use the pairing

1.1.1 objects such as chair and table, cup and dish, fork and spoon, bottle and cap

1.2.1(iii) and so on.

• Ask the pupils to give examples of objects which are not the same in numbers

around them.

AB pages 3 - 5

3

SELF-TEST

1 Which is more, or ?

2 Which is less, or ?

Specify equal or not equal.

4 Choose more or less.

is (more, less). is (more, less).

1.1.1 • Provide more questions in the form of worksheets or question cards.

1.2.1(iii)

4

RECOGNISE 1 TO 10

Count and say the numbers.

1

one

2

two

3

three

4

four

5

five

6

six

1.2.1(i) • Explain that number is an amount of objects. Numeral is a symbol that represents the

1.2.1(ii) number of objects.

1.2.2(i) • Guide the pupils to count objects and say the correct number of the counted objects.

1.2.2(ii) • Avoid pupils counting by memorising.

5

7

seven

8

eight

9

nine

10

ten

SELF-TEST

a b c

1.2.1(i) • Use the abacus or number cards to show a particular number, ask pupil to match the

1.2.1(ii) number with the same counters to represent the number shown.

1.2.2(i) • Provide more questions in the form of worksheets or question cards.

1.2.2(ii)

AB pages 6 - 8

6

RECOGNISE ZERO

All the frogs on the leaves jump into the pond. How many

frogs left on the leaves?

There are 3 frogs

on the leaves. 3

three

2

two

1

one

0

zero

The number of frogs on

No frogs on the leaves. the leaves is zero.

SELF-TEST

a b

1.2.1(i) • Guide the pupils to understand the concept of zero. Explain the meaning of zero is no

1.2.1(ii) object.

1.2.2(i) • Put some counters in one hand, grasp both hands and ask pupils which hand has

1.2.2(ii) zero counter.

• Provide more questions in the form of worksheets or question cards.

AB page 9

7

WRITE 0 TO 10

There

are four

There are starfish.

two crabs.

Write the numbers in

numerals and words.

one

1.2.2(i) • Guide the pupils to write numbers in numerals and words with the correct technique.

1.2.2(ii) • Show to the pupils some counters and ask them to write the numbers and its words to

1.3.1 represent the number of counters.

AB pages 10 - 14

8

six

seven

nine

• Ask a pupil to write a number on the back of another pupil. The pupil will write back

1.2.2(i) the number on paper or writing-board. This method is called “tactile sense” which can

1.2.2(ii) help pupils in their writing skills.

1.3.1

AB pages 15 - 20

9

SELF-TEST

Write the numbers in numerals and words.

a b c d

e f g h

• Ask the pupils to say the number of objects in the picture aloud. Ask them to write

1.2.2(i) the numbers in numerals and words.

1.2.2(ii) • Provide more questions in the form of worksheets or question cards.

1.3.1

AB page 21

10

Smart in number

Let’s sing.

One one one I love my dear mother

Two two two I love my dear father

Three three three let us sing together

One two three I love them all my dear

Four four four I respect my teachers

Five five five let’s write, read and count

Six six six let’s learn happily

Four five six our life will be easy

Seven seven seven let’s study hard

Eight eight eight for our bright future

Nine nine nine let’s help our friends

Seven eight nine let’s practice them all

• Hold a number card and sing with actions and rhythm of the song “Sayang Ibu”.

• Surf https://www.dinkycow.com/play-learn-center/free-handwriting-worksheets/0-

1.2.1 10-numbers

11

COMBINATION OF NUMBERS

1

I have 5

blue cubes.

I have 1 red

cube.

and

Group

5

6

1

Group

Altogether

5 and 1 make 6.

There are 6 cubes altogether.

• Show 2 groups of cubes, which are 1 and 5. Ask the pupils to count them all.

Relate their counting with how they count to get 6 cubes. Help the pupils to see the

1.4.1 relationship between 1 and 5 to make 6.

• Explain that combination of numbers is two values of numbers to make a single

number.

12

What are other combinations of 6?

4

6

4 and make 6.

6

3

and 3 make 6.

and make 6.

• Guide the pupils to see the relationship between the groups and altogether.

The combination of two groups will result as altogether. This combination

1.4.1 is defined as the combination of numbers.

13

2 Let’s learn the combinations

of 10.

1

10

9

1 and 9 is 10.

10

8 There are 10

dragonflies

altogether.

and 8 is 10.

10

7

and 7 is 10.

1.4.1

14

4

10

10 is 4 and .

10

5

10 is and 5.

10

10

10 is 10 and .

Are these

combinations

of 10? Say it.

• Carry out activities in pairs. Ask a pupil to say one number plus one number

between 0 and 10, and his/her partner says the combination of that numbers.

1.4.1 Exchange roles for other combination of numbers. Use the counters to help pupils

understand it quickly.

AB pages 22 - 24

15

SELF-TEST

a How many are there in each group?

5

5 is and .

i ii

5 5

2 Complete these.

a b c

1 4

3 7 9

2

• Diversify the activities using marbles or other counters. Show some counters and hide

some others in a container. Ask the pupils to guess the number of counters in the

1.4.1 container and write the appropriate combination of numbers.

• Provide more questions in the form of worksheets or question cards.

16

RECOGNISE 11 TO 20

Make it 10

and count.

Ten, eleven.

10 1

10

11 11

1 eleven

10 and 1 is 11

10

12 12

2 twelve

10 and 2 is 12

1.2.1 (i) • Ask the pupils to count using counters aloud and stop counting when the number is

1.2.1 (ii) 10, and show that there are some counters which have not been counted.

1.2.2(i) • Explain that we can count by forming the group of 10 first.

1.2.2 (ii)

17

10

3

13 13

thirteen

10 and 3 is 13

10

14 14

fourteen

10 and is 14

5

15 15

and 5 is 15 fifteen

6

16

sixteen

and 6 is

17

7 seventeen

and 7 is

1.2.1 (i) • Show to the pupils how to form a group of 10. Ask the pupils to say clearly the

1.2.1 (ii) combination of 10 and count the next number. For example 10 and 3 is 13.

1.2.2(i) • Emphasise that the number of 11 to 20 have two digits. 10 is also a two-digit number.

1.2.2 (ii)

18

18

10

18

eighteen

18 is and

10

19

nineteen

is 10 and

20 20

twenty

20 is and

SELF-TEST

a b

1.2.1 (i) • Discuss with pupils the objects around them with quantities of more than 10.

1.2.1 (ii) Ask them to list out and write the number of objects.

1.2.2(i) • Provide more questions in the form of worksheets or question cards.

1.2.2 (ii)

AB pages 25 -27

19

WRITE 11 TO 20

I write

eleven.

• Guide the pupils to write 11 to 20 in numerals and words correctly. Carry out writing

1.2.2(i) activity in pairs. Ask a pupil to say a number and another pupil write the number

1.3.1 in numeral and word.

AB pages 28 - 37

20

RECOGNISE 21 TO 100

1 Let’s count .

flowers quickly. and count.

is 21.

Altogether is 21 .

1.2.1(i)

• Carry out activity of saying the numbers based on the flash card.

1.2.1(ii)

1.2.2(i)

21

2 Count and say the numbers.

22 26

twenty-two twenty-

23 27

twenty-three -seven

24 28

twenty-four -eight

25 29

twenty-five -

22 23 25 27

1.2.1(i) • Carry out representing numbers activity by using counters, abacus and so on.

1.2.1(ii)

1.2.2(i)

1.2.2(ii)

22

3 Say the number of objects. Altogether is

thirty-four.

a

30 31 32 33 34

30 and 4 is 34.

b Forty-five. c

40 and is . and is .

4

10 tens

equal

to one

hundred.

1 hundred

10 tens

1.2.1(i) • Guide the pupils to show the numbers of 30 to 100 using base tens blocks. Carry out

1.2.1(ii) activity such as matching counters with its numbers or showing counters and writing

1.2.2(i) numbers of 21 to 100 in numerals and words.

1.2.2(ii)

AB pages 38 - 43

23

SELF-TEST

a b c

10

numerals and words.

1 2 3 4 5 6 7 8 9 10

11 12 14 15 16 17 18 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 36 37 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 55 56 57 58 59

61 62 63 64 65 66 68 69 70

71 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 90

92 93 94 95 97 98 99

77 79 81 84

• Help the pupils to recognise numbers in numerals and words.

1.2.1(i) • Surf https://www.ictgames.com

1.2.1(ii) • Provide more questions in the form of worksheets or question cards.

1.3.1

24

RECOGNISE PLACE VALUE AND DIGIT VALUE

1 3 is 3 ones.

10 is 1 tens.

There are 13 cubes.

digit 1 and digit 3.

tens ones

1 3

Place value for 3 is ones. tens ones

Digit value for 1 is 10. 1 3

Digit value for 3 is 3.

• Guide the pupils to understand the place value of a number by putting the tens

and ones correctly.

1.6.1 • Emphasise the difference between place value and digit value.

• Explain that digit is numbers from 0 to 9 which can form another number.

25

2 24 is 2 tens and 4 ones.

tens ones

tens ones 2 4

Place value for 2 is tens.

Digit value for 2 is 20.

Place value for 4 is ones.

Digit value for 4 is .

3

58 is 5 tens and 8 ones.

tens ones

5 8

Digit value for 5 is 50.

for 8 is ones.

Digit value for 8 is .

67 76 What are the similarities?

What are the differences? Discuss.

• Surf http://www.sheppardsoftware.com/mathgames/placevalue/value.htm

1.6.1

AB pages 44 - 45

26

SELF-TEST

a 14 b 68 c 90 d 100

2 What is the digit value for the red-coloured digit?

a 17 b 26 c 52 d 70

3 Complete the table.

a 49 4 4

9 9

b 80 8 8

0 0

Forty-five. Sixteen.

SHARPEN

YOUR What is the digit for

MIND each place value for

the numbers said?

• Surf https://www.pinterest.com/explore/place-value-worksheets/

• Provide more questions in the form of worksheets or question cards.

1.6.1

27

MORE OR LESS

1

Compare and .

is 1 less.

less is 1 more.

more

is 1 more than .

is 1 less than .

is more than .

is less than .

and the number of worms.

• Explain that “more than” and “less than” are used to compare the number of objects

1.2.1(iii) and numbers.

1.2.2(iii)

28

2 Compare the number of and .

13 11

1 2 3 4 5 6 7 8 9 10 11 12 13

1 2 3 4 5 6 7 8 9 10 11

11 is less than 13.

13 is more than 11.

11 is less than 13.

41 34

41 is 7 more than 34.

41 is more than 34.

• Emphasise that the counting skill is an important step for comparing skills.

1.2.1(iii) • Use counters or base blocks while comparing any numbers to enhance pupils’

1.2.2(iii) understanding.

29

4 Which is less, 38 or 45?

Method 1 38 is 7 steps

left to 45.

So, 38 is less.

38 45

Method 2

tens ones Compare the digit

of tens.

3 tens

is less than

3 8 4 tens.

So, 38 is less.

4 5 38 is less than 45.

65 66 67 68 69 70 71 72 73 74 75

the number line. Talk about it.

• Guide the pupils to make a comparison between two numbers using place value to

1.2.1(iii) compare tens and ones values.

1.2.2(iii)

AB pages 46 - 48

30

SHARPEN

YOUR List the numbers from 70 to 80.

MIND State the numbers that has the digit

of tens less than the digit of ones.

SELF-TEST

of green marbles.

36 32

is more than .

is less than .

.

.

2 Compare the two numbers below. Which number

is more?

a 57 and 53 b 74 and 69 c 88 and 90

• Surf https://www.pinterest.com/pstohrhu/comparing-numbers/

1.2.1(iii) • Provide more questions in the form of worksheets or question cards.

1.2.2(iii)

31

NUMBERS ARRANGEMENT

1 I arrange I arrange

in ascending in descending

order. order.

to a bigger value.

1 2 3 4 5 ? Ascending order

Count back.

5, 4, 3, 2, 1, 0.

Descending

order 0 1 2 3 4 5 ?

Number 2 is between

number 1 and 3.

After number 5 is 6.

So, the number 5

is before 6.

• Carry out the activity to arrange numbers and birth dates of pupils in ascending and

1.2.2(iv) descending order.

1.5.1

1.5.2

32

2

40

25 26

? 41

24

27

?

38 42

What is the

number after 27? 37

What is the number

between 38 and 40?

a

Count on in ones.

24 25 26 27 ? 24, 25, 26, 27, 28.

The number after 27 is 28.

b 37 38 ? 40 41 42

1 more than 38 is .

The number between 38 and 40 is .

• Guide the pupils to relate the concept of “1 more than” with the counting in ones.

1.2.2(iv) For example count in ones from 27 get 28.

1.5.1 • Carry out activities to identify the number before, after and in between any numbers

1.5.2 using the 100-square grid.

AB pages 49 - 52

33

3

Number of bell balls

is added in twos.

Count on in twos.

2, 4, 6, 8, 10.

0 2 4 6 8 10

Number of bell balls

in the fifth box is 10.

What is the missing number?

28 26 24 22 20 18 ?

16 is 2 less than 18.

• Guide the pupils to count in twos. Use body parts such as feet, hands, eyes and ears

1.2.2(iv) to help them master this skill.

1.5.1

1.5.2

AB page 53

34

5 Count on in fives. Say the next numbers.

the number before.

5 10 15 ? ? ?

0 5 10 15 ? ? ?

The next numbers are , and .

missing number?

40 ? 50 55 60 65 70 75

35 40 45 50 ? ? Complete

these numbers

arrangements.

90 85 80 ? 70 ?

1.2.2(iv) • Use 100-square grid to help pupils count in fives starting from any number.

1.5.1

1.5.2

AB page 54

35

7 Count on in tens. What is the number for the fourth

group?

10 20 30 ?

0 10 20 30

The fourth group has rambutans.

missing numbers?

40 ? ? 70 80 90

Less in tens.

90, 80, 70, 60, 50, 40.

Say the 10 20 30

missing

numbers.

80 70 50 40

• Carry out activities in pairs, on counting in tens starting from any numbers. For

1.2.2(iv) example, the first pupil said, “Count in tens from 40”. The second pupil answer,

1.5.1 “40, 50, 60, 70, 80, 90, 100”.

1.5.2

AB page 55

36

9 Count in fours. What are the missing numbers?

a

4 more

? Each number

4 more is 4 more than

? the number

12 before.

8

4 Ascending

0 order

Count back.

b 100 The numbers are

less in fours.

96

92

88

Descending ?

order ?

36 40

20 24 How do you get

two numbers between

24 and 36?

• Guide the pupils to count in fours using calculator. Discuss the changes in ones place

1.2.2(iv) value for each time the pupils count in fours.

1.5.1

1.5.2

AB page 56

37

SHARPEN

YOUR Complete it.

MIND

36 44 48 56

SELF-TEST

in between?

a 4 5 b 13 14 c 29 30

d 36 37 e 40 42 f 56 58

2 Complete it.

a 0 5 15 20

b 20 32 36 40

c 70 50 30 20

d 96 94 92

3 25 45 35 50 30 40

Arrange the number cards in:

a ascending order. b descending order.

• Surf https://www.urbrainy.com/get.1402/extend-number-sequences-8329

1.2.2(iv) • Provide more questions in the form of worksheets or question cards.

1.5.1

1.5.2

38

NUMBER PATTERNS

1 I arrange the 2 red beads and 1 blue bead repeatedly.

2, 1, 2, 1, 2, 1.

This is a

number pattern.

2

What is the number pattern below?

We combine

number 3 and

8 alternately.

• Guide the pupils to identify number pattern and explain about it.

1.9.1 • Start with a simple number pattern and when pupils have understood, ask them to

1.9.2 form their own number patterns.

• Explain that pattern is a particular pattern in a number arrangement.

39

What is the

3 number pattern?

Number 3, 5, and 7

are repeated 3 times.

3 5

7 3 5 7 3

3, 5, 7, 3, 5, 7, 3, 5, 7.

6 1 6 1 6 ?

repeatedly. The next number is 1.

6, 1, 6, 1, 6, 1.

0 0 7 0 ? 7 0 0 ?

• Guide the pupils to identify number patterns using picture cards and complete the

1.9.1 number patterns.

1.9.2

AB page 57

40

5 What are the coloured number patterns?

I coloured the

numbers alternately.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

I coloured it in tens.

Pattern 1 2 4 6 8 10

The number pattern of counting on in twos.

I arrange the number from 100 to 50 in tens.

Pattern 2 100 90 80 70 60 50

The number pattern of counting back in tens.

• Surf http://prek-8.com/math/patterns/easyNumberPatterns.php

1.9.1 • Recall the order of numbers in ascending and descending order. Relate the skills with

1.9.2 the number patterns.

41

6 Identify the house numbers. Complete the patterns.

82 84 86 ? 90 ? 94 96

95 93 91 ? 87 ?

SELF-TEST

3

a 1 2 1 2 1

b 3 4 5 5 3 5

c 8 10 12 18

d 90 80 70 50

• Guide the pupils to identify number patterns using picture cards and complete the

1.9.1 number patterns. Help them to explain the identified number patterns.

1.9.2 • Provide more questions in the form of worksheets or question cards.

AB page 58

42

RECOGNISE ESTIMATION

1 Estimate the number of books which Faris bring.

I bring

10 books.

bring is more than 10.

is smaller than of balls in the

the green box. red box is less

than 16.

16

• Guide the pupils to make reasonable estimation and not by guessing.

1.7.1 • Explain that estimation is the value or the rough number.

43

3 How many buttons are there in the blue jar?

The number of

buttons in the blue

jar is more than the

orange jar.

The number

of buttons in the

blue jar is less

than the red jar.

15 ? 25

SELF-TEST

tomatoes in the blue box. bottles of pomegranate

juice that can fit into the

30 ? box.

“more than” and “less than” must be used.

1.7.1 • Carry out the competition of estimating the candies in a container.

• Provide more questions in the form of worksheets or question cards.

AB page 59

44

RECOGNISE ROUND OFF

1 Help the rabbit to get the carrot. Round off 22 to the

nearest ten.

will the rabbit 30 is far. Carrot at

choose? hole 20 is near.

20 21 22 23 24 25 26 27 28 29 30

20 21 22 23 24 25 26 27 28 29 30

22 is nearer to 20 than 30.

22 rounded off to the nearest ten becomes 20.

Rabbit gets carrot at hole 20.

rabbit is at hole 28?

• Explain that round off is a process of determining number to the nearest place value.

1.8.1

45

2

64 65 66

63 67

62 68

60 61 69 70

a Round off 67 to the nearest ten.

60 67 70

67 is nearer to 70.

67 rounded off to the nearest ten becomes 70.

60 65 70

65 is located in the middle of 60 and 70.

65 rounded off to the nearest ten becomes 70.

to the nearest ten.

• Emphasise to pupils that the number in the middle of two consecutive tens numbers

are rounded off to the largest tens number.

1.8.1

46

3 Which numbers below will become 90 when they are

rounded off to the nearest ten?

80 81 82 83 84 85 86 87 88 89 90

80 81 82 83 84 85 86 87 88 89 90

85, 86, 87, 88 and 89 become 90 when

they are rounded off to the nearest ten.

5, 6, 7, 8 and 9 be rounded off

to the nearest ten? Discuss.

SHARPEN

YOUR

60 when they are rounded off to

MIND the nearest ten.

71 59 63 74 55 65

1.8.1

AB pages 60 - 62

47

SELF-TEST

40 44 45 50

a

44 44 is rounded off to .

b 45 45 is rounded off to .

a 6 b 79 c 25 d 84

3 Choose the numbers that become 10 when they are

rounded off to the nearest ten.

15 11 14 19 8 17

are rounded off to the nearest ten?

33 29 24 39 31 26

• Surf https://www.superteacherworksheets.com/rounding/rounding-rockets-10s_

TZQWQ.pdf

1.8.1 • Provide more questions in the form of worksheets or question cards.

48

SOLVE

a two-digit number

using the number

cards. How many

numbers can be

formed?

Then, write the digit of ones.

Number begins Number begins Number begins

with 7 with 5 with 2

75 57 27

72 52 25

What is the smallest number?

• Guide the pupils to build numbers from different number cards. Encourage them

to determine their own form of tables such as how many columns, rows and labels

1.10.1 that need to be made.

49

2 Ali has 45 marbles.

His marbles are 5

more than Kumar’s

marbles. How many

are Kumar’s marbles?

5

Ali’s marbles more 45

5

Kumar’s marbles less

40 41 42 43 44 45

• Help the pupils to understand the information in the question. Emphasise to the

pupils that they only need to draw a diagram that has important information to

1.10.1 solve the problem.

50

3 Ramesh and Maya are talking.

Maya, my body mass is

more. If I rounded off my

Ramesh, my body body mass, it is also 30 kg.

mass is 30 kg.

Test 2 32 32 is rounded off to 30.

Test 3 33 33 is rounded off to 30.

Test 4 34 34 is rounded off to 30.

Test 5 35 35 is rounded off to 40.

is 31 kg, 32 kg, 33 kg, or 34 kg.

• Guide the pupils to round off the numbers based on the information given in the

questions so that they do not make guesses randomly.

1.10.1

51

4 Mei Lin wants to make a bracelet. She uses the beads as

below.

Method

Mei Lin arranges 4 and 2 repeatedly.

Talk about the pattern.

SELF-TEST

70 and 90. The digit value of ones is 4 more than 5.

What is my number?

• Provide more questions in the form of worksheets or question cards.

1.10.1

AB pages 63 - 66

52

MY Numbers Members In pairs.

and pencils.

Method

1 Write a two-digit number in numeral and word.

2 Complete the task table.

Task table

Number

1.2.2(iii) • Prepare sufficient task tables for all pupils.

1.3.1 • Ask the pupils to check their friend’s task answers.

1.6.1 • Use the example above to create another task.

1.8.1

53

Members 3 pupils and

Who’s number 1 referee.

is larger? Materials 2 set of number

cards, 0 to 9.

Rules

1 Distribute the number cards 2 Create the largest

randomly to each player. number of two digits.

the larger number will get

Round Name Marks

higher mark.

Devi 15

Devi gets the 1 Isma 10

highest mark. Kumar 5

• Provide sufficient number cards. Assign the referee to give number cards to players

and collect the number cards used.

1.2.2(iii) • Apply moral values such as trust and cooperation while carrying out the activity.

• Gives 15, 10 and 5 marks for the correct arrangement of numbers. 0 mark if wrong.

AB pages 67 - 68

54

2 ADDITION AND

SUBTRACTION

• Guide the pupils to determine number of objects in the stimulus picture. Relate the

number of objects with addition and subtraction operation. For example number

2.1 of girls and boys, number of toy cars which are out of the container and so on.

55

RECOGNISE ADDITION

1 There are 4 balls

in the basket.

I put

1 more

ball.

4 1

5

4 add 1 make 5.

• Guide the pupils to understand the concept of addition via simulation and the use

of vocabulary related to the addition concept such as combine, group, altogether,

2.1.1 total and so on.

• Explain that addition is sum of any two numbers.

56

2 How many cats altogether?

2 more cats are coming.

3 and 2 make 5.

3 add 2 is equal to 5.

will be more.

Number 3+2=5

sentence

add + = equal

to

2.1.1 • Carry out the activities using concrete materials and relate it with pupils’ real life to

2.1.2 enhance their understanding.

2.1.3 • Explain that number sentence is the sentence written in numerals and symbols.

AB pages 69 - 72

57

3 Amir has 6 marbles. Lau gives another 2 marbles.

How many are Amir’s marbles altogether?

6+2=

Method 1 Method 2

Count all.

1, 2, 3, 4, 5, 6, 7, 8.

1 2 3 4 5 6 7 8

6+2= 8

0+3=

0

3

3

0+3= 3

The total number of is 3.

• Expose the pupils to various methods to solve addition operation. Use picture cards to

help them in mastering the skills of addition.

2.2.1 • Guide the pupils to use combination of numbers for addition.

• Explain that when 0 is added to a number, the answer is that number itself.

58

5 There are 4 outside the box.

The total of is 7. How many

are there inside the box?

4+ =7

Count on from 4.

5, 6, 7. Get 3 steps.

0 1 2 3 4 5 6 7

4+ 3 =7

SELF-TEST

1 Calculate.

a b

2 Add.

a 6+3= b 4+7= c 2+8=

d 4+9= e 9+9= f 5+ = 12

• Emphasise to the pupils that when adding two quantities, the quantities increase

and the value is bigger.

2.2.1 • Provide more questions in the form of worksheets or question cards.

AB pages 72 - 74

59

QUICK ADDITION = 6

+1 5 +1

0 +1 = 1

+ 1 =7

6

+0 1+ 1= 2 7+ 1 = 8

0+ 0 =5 3 8

0

0= 5+ 2+ 1 = 9+ +1 = 9

=6

1= 4

1+ 0 = 1 + 0 1=

1=

6

5

10

3+

7+0 =7

2+ 0 = 2

4+

3 8+

0 = 0= 0+

8 +2

9+

3+ 2=

4

2

0=

=7

0=

5 +2

4+

1+2=

9

3

6 +2= 8

2+ 2 = 7+ 2 = 9

0+ 5 8+

3= +3 + 2= 2=

3 3

6

1+ 3 10

9+

8 2=

= 5+3 =

2=

4+

2+ 3 = 5

11

6+3 =9

7+ 3 =

=6 8+ 10

3+3 7 3= +4

3= 0+4 =9

9+

11 4

4 + = 5+

3=

+ 4 =10

12

1+ 4 = 5 6

6 7+4 =11

2+ 4 = 8+

4 =7 9+ 4 = 1

4= 2

3+

8

4=

13

4+

• Introduce the addition basic facts. Guide the pupils to complete the

number sentences.

2.2.1 • Carry out a quiz of answering the basic facts spontaneously.

• Discuss the similarities and differences of 3 + 4 = 7 and 4 + 3 = 7.

60

0+

5= +5

1+5 5 10 1 1

=6 5 +5 = +6 6=

2+ 5 = 7 6 + 5 = 11 5 + 12

0+6=6 6=

7+ 5 = 6 +

+ 5 =8 12

1+6=7 7+ 6 = 1 3

3

=9 8 + +5 =

9

5 5 = 14 + 6 =8 8+6

4+ 13 2 9+ = 1 4

6=

6= 9

10

6=

15

2

3+

+7 7 =1

5+

4+

0 +7 =

7 = 13

6 + 7

1+7= 8

7+7= 14

9

2 +7 = 0 8+

7=

=1 15

9+

7

11

3+

7=

7=

16

4+

0 +9 +9 = 14

+8 =9 5 + 9

0+ = 13

8= 8 1+ 9 = = 15

8 5+ 10 6 + 9

1+ 8 = = 14 7+ 9= 16

9 6 + 8 2+ 9 = 1 1 8+

2+ 8 = 1 0 7+ 8 = 1 5 = 12 9=

9

13

17

9+

11 8+ 3+

=

9=

8=

9=

+ 8 16

9+

12

3

4+

18

8=

8=

4+

17

• Carry out the activity of saying number sentences that give the same total

2.2.1 amount spontaneously.

AB pages 75 - 77

61

MY Addition Members 5 pupils in a group.

PROJECT map Materials Papers and

coloured pens.

Method

1 Create addition map for the sum of 1 to 18.

For example:

0+3 1+2

Addition map

3 sum of 3

2+1 3+0

3 Display your map.

SELF-TEST

Match it.

8+3 7+9 8+8 3+2 4+6

16 11 5 8 10

• Guide the pupils to carry out activities to construct addition map for the sum of 1 to 18.

• Provide more questions in the form of worksheets or question cards.

2.2.1

62

EASY ADDITION 25

1 Add 25 and 3.

25 + 3 =

Method 1

Count on 3 steps from 25.

25 26 27 28 29 30

2 5 Add ones.

+ 3 5 ones + 3 ones = 8 ones

8

2 5

+ 0 3 2 tens + 0 tens = 2 tens

2 8

2 5

+ 3

2 8

25 + 3 = 28

• Guide the pupils to count on in ones from a bigger number. Familiarise the pupils

with addition using counters and abacus.

2.2.2 • Guide the pupils to put the digit of ones and tens correctly in the standard written

method.

AB pages 78 -79

63

2 Find the total of 17 and 30.

17 + 30 =

Method 1 17 30

Add ones. Add tens

tens ones tens ones

1 7 1 7

+ 3 0 + 3 0

7 4 7

1 7

+ 3 0

4 7

Method 2 3 steps in tens.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

+ 10

21 22 23 24 25 26 27 28 29 30

+ 10

31 32 33 34 35 36 37 38 39 40

+ 10

41 42 43 44 45 46 47 48 49 50

17 + 30 = 47

• Help the pupils to see the pattern appeared in the 100-square grid. For example,

2.2.2 the number on the right side is larger than the number on the left side.

AB page 80

64

3 Add 2 tens and 6 tens.

20 + 60 =

Method 1 Method 2

Count on from the

larger number, 60.

+ 10 + 10

60 70 80

2 0

+ 6 0

8 0

20 + 60 = 80

4 43 + 52 =

Method 1 Method 2 40 50

43 52

4 3 3 2

+ 5 2

9 5 40 + =

50 90

3 + =

2 5

43 + =

52 95

43 + 52 = 95

• Help the pupils to count in tens. Relate it with addition involving multiples of 10.

• Emphasise the correct steps to add using the standard written method.

2.2.2 Use manipulative and concrete materials in helping pupils to understand.

65

5 How many should be added to 56 to make 79?

56 + = 79

Method 1

Use combination of numbers.

5 6

6 5

+ 2 3 9 7

7 9 3 2

Method 2

Count on in tens from 56 to 76.

Get 20.

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

from 76 to 79. Get 3.

20 and 3 is 23.

56 + 23 = 79

• Guide the pupils to add involving unknown using base blocks to enhance their

understanding.

2.2.2

AB pages 81 - 82

66

SHARPEN

YOUR

MIND Use 8 + 2 = 10 to calculate 12 + 8 = .

Discuss.

SELF-TEST

1 Complete these.

a 2 0 b 5 1 c 4 0

+ 8 + 7 + 3 0

d 2 4 e 8 5 f 3 5

+ 6 3 + 1 4 + 6

9

2 Show two methods of adding.

a 45 + 3 = b 22 + 70 = c 11 + 36 =

3 Solve these.

a 32 + 6 = b 59 + = 89 c 77 + = 99

• Surf http://math.about.com/od/addingsubtracting/ss/2digaddnr.htm

• Provide more questions in the form of worksheets or question cards.

2.2.2

67

MORE ADDITION

Lisa arranges 3 more dolls.

How many dolls are there

altogether?

8+3=

1 2 3 4 5 6 7 8 9 10 11

Method 2

I count on from 8. 9 10 11

9, 10, 11.

8 9 10 11

• Guide the pupils to relate addition with counting process learnt in Unit 1.

2.2.2

68

Method 3

8 3

Firstly,

make 10.

10 and 1

8 + 3 = ? Then, add

10 and 1.

2 1

8 + 2 = 10

+ =

10 1 11

8 + 3 = 11

There are 11 dolls altogether.

• Guide the pupils to understand the method shown. Do exercise to make 10 using

concrete materials and combination of 10.

2.2.2 • Use i-Think map to visualise combinations of 10.

69

2 Add 29 and 6.

29 + 6 =

Count on 6 steps

from 29.

Method 1

29 30 31 32 33 34 35

Method 2

tens ones Add ones.

2 9

+ 6 9 ones + 6 ones = 15 ones

1 5 Convert 15 ones to

1 tens and 5 ones.

tens ones

1 Add tens.

2 9

+ 0 6 2 tens + 0 tens + 1 tens

3 5 = 3 tens

1

2 9

+ 6

3 5

29 + 6 = 35

• Emphasise that the biggest digit in the place value is 9. If it is 10, do regrouping.

• Use manipulative and concrete materials to enhance pupils’ understanding.

2.2.2

AB pages 83 - 84

70

3 18 + 34 =

Method 1 tens ones Add ones.

1 8 8 ones + 4 ones = 12 ones

+ 3 4

1 2 Convert 12 ones to 1 tens

and 2 ones.

tens ones

1 Add tens.

1 8

+ 3 4 1 tens + 3 tens + 1 tens

5 2 = 5 tens

1

1 8

+ 3 4

5 2

Method 2

18 + 34 =

2 32

20 + 32 = 52

18 + 34 = 52

• Guide the pupils to add by regrouping using 10 complement and 100-square grid

such as in page 66.

2.2.2 • Surf http://www.softschools.com/math/addition/2_digit_addition/2_digit_addition_

with_regrouping/

71

4 39 + 47 =

Method 1 Method 2 39 47

30 9 40 7

1

3 9

+ 4 7 Add tens:

8 6

+ =

30 40 70 7 0

Add ones: + 1 6

8 6

+ =

9 7 16

39 + 47 = 86

58 + = 63 Count on from

58 to 63.

Get 5 steps.

58 59 60 61 62 63

58 + 5 = 63

• Guide the pupils to add in the standard written method correctly. Emphasise the step

by step on adding correctly.

2.2.2

AB pages 85 - 87

72

SHARPEN Which

YOUR

15 15

+ 9 + 9

MIND answer 114 24

is correct?

Why?

SELF-TEST

1 Complete these.

a 8 6 b 4 7 c 5 1

+ 5 + 3 8 + 2 9

d 9 + 6 = e 5+7= f 4+8=

1 2

2 Add.

a 66 + 8 = b 54 + 19 = c 32 + 68 =

d = 26 + 74 e + 9 = 16 f 17 + = 84

• Guide the pupils to write addition operation in the standard written method correctly.

• Discuss the mistakes that will occur when pupils do not write and add correctly.

2.2.2 • Provide more questions in the form of worksheets or question cards.

73

RECOGNISE SUBTRACTION

1

There are

6 balls. Nik

takes out

2 balls.

6

4 left. 4 2

b Count the difference of red loops and blue loops.

Blue loops are 2 less.

5

2 The difference of 5 and 3 is 2.

3

The difference of red loops and blue loops is 2.

simulation and using vocabulary related to the concept of subtraction.

2.1.1 • Explain that difference is the values between two groups.

74

2 3 from 12 sandwiches

are sold.

12 less 3 is 9.

12 minus 3 is equal to 9.

12 – 3 = 9 Number sentence

minus – = equal to

9 minus 7 is equal to 2.

9–7=2

2.1.1 • Carry out activity using concrete materials and relate it with our daily life to enhance

2.1.2 pupils’ understanding.

2.1.3 • Explain that balance is the value left when the original value is reduced.

AB pages 88 -91

75

3 Dina’s mother buys 6 . She gives 4 to her

nieces. How many balance of ?

6–4=

Count back 4 steps from 6.

1 2 3 4 5 6

6 – 4 = 2

The balance of is 2.

8–3=

Method 1 Method 2

3

8

5

8 – 3 = 5

• Guide the pupils to do simulation and use representation to enhance their subtraction

skills.

2.3.1 • Relate pupils’ understanding in addition with subtraction.

76

5 How many is the difference of and ?

11 – 4 =

0 1 2 3 4 5 6 7 8 9 10 11

11 – 4 = 7

The difference of and is 7.

12 pieces 5 pieces

How many tarts Mary has taken out?

12 – =5

1 2 3 4 5 6 7 8 9 10 11 12

12 – 7 = 5

Mary has taken out 7 tarts.

• Guide the pupils to solve the problems involving unknown using various suitable

methods.

2.3.1 • Guide the pupils to use combination of numbers to solve subtraction.

AB pages 92 - 93

77

Complete these.

SHARPEN a b

YOUR 8 – = 7 – = 6

MIND = – – =

0 4 8

= – = = – =

– = 5 – 1 = 6

SELF-TEST

– =

– =

3 Solve these.

a 9–2= b 10 – 8 = c 14 – 7 =

d = 15 – 6 e = 17 – 9 f 13 – =8

• Surf https://www.superteacherworksheets.com/subtraction-basic.html

• Provide more questions in the form of worksheets or question cards.

2.3.1

78

MY Knowing me

PROJECT

Method

Write the number sentences of addition or subtraction.

The answers are related to yourself.

Examples: 1 Date of birth on 8. Write 6 + 2 = 8.

2 Age of 7 years old. Write 10 – 3 = 7.

6+2=8 10 – 3 = 7

2.2 • Adjust the information which are needed while carrying out the activity.

2.3 • Ask the pupils to exchange information among them.

2.5

2.6

79

QUICK SUBTRACTION

–1 –2

–0 2 – 2 = 0

0 – 0 = 0 1 – 1 = 0

3 – 2 = 1

1 – 0 = 1

2 – 0 = 2 3 – 1 = 2

5 – 2 = 3

3 – 0 = 3 4 – 1 = 3

5 – 1 = 4 6 – 2 = 4

4 – 0 = 4

5 – 0 = 5 6 – 1 = 5

8 – 2 = 6

7 – 1 = 6

8 – 1 = 7 9 – 2 = 7

–3 7 – 0 = 7 10 – 2 = 8

3 – 3 = 0 8 – 0 = 8 11 – 2 = 9

10 – 1 = 9

5 – 3 = 2 –6

6 – 3 = 3 –4 –5 6 – 6 = 0

7 – 3 = 4 4 – 4 = 0 7 – 6 = 1

8 – 3 = 5 5 – 4 = 1 6 – 5 = 1 8 – 6 = 2

9 – 3 = 6 6 – 4 = 2 7 – 5 = 2 9 – 6 = 3

10 – 3 = 7 8 – 5 = 3

11 – 3 = 8 8 – 4 = 4 9 – 5 = 4 11 – 6 = 5

9 – 4 = 5 10 – 5 = 5

10 – 4 = 6 11 – 5 = 6 13 – 6 = 7

12 – 5 = 7 14 – 6 = 8

12 – 4 = 8 15 – 6 = 9

13 – 4 = 9 14 – 5 = 9

• Guide the pupils to use concrete materials and flash cards to strengthen their

understanding.

2.3.1

80

80

–7 –8 –9

7 – 7 = 0 8 – 8 = 0 9 – 9 = 0

8 – 7 = 1 9 – 8 = 1 10 – 9 = 1

9 – 7 = 2 10 – 8 = 2

11 – 8 = 3 12 – 9 = 3

11 – 7 = 4 13 – 9 = 4

13 – 8 = 5 14 – 9 = 5

13 – 7 = 6 15 – 9 = 6

14 – 7 = 7 15 – 8 = 7 16 – 9 = 7

15 – 7 = 8 16 – 8 = 8

16 – 7 = 9 17 – 8 = 9 18 – 9 = 9

Try to complete these

SELF-TEST subtraction tables.

a 2 b 5

2–0 4–1 8–3 6–1

10 – 4 5 – 3 10 – 8 7 – 2 5 – 4 12 – 7

8 – 6 12 – 9 15 – 9 10 – 5

2 Write the numbers in the box. Create the correct number

sentences.

a 4 3 7 b 11 5 6 c 9 17 8

– = – = – =

– = – = – =

• Help the pupils to understand the basic facts of subtraction and using it.

Ask them to look at the pattern of basic facts of subtraction and relate it

2.3.1

2.3.1 to the basic facts of addition.

• Provide more questions in the form of worksheets or question cards.

AB pages 94 - 96

81

EASY SUBTRACTION

1 There are 19 seri ayu cakes

inside the pan. Mother takes

out 5 cakes. Calculate the

cakes left inside the pan.

19 – 5 =

Method 1

Count back 5 steps from 19.

10 11 12 13 14 15 16 17 18 19

Method 2

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

to the left. 18, 17, 16, 15, 14.

19 – 5 = 14

Number of cakes left are 14.

• Guide the pupils to count back from a larger number. Familiarise them to subtract

using 100-square grid. Guide the pupils to look at the number pattern on the

2.3.2 100-square grid.

82

2 I read 20 from 60 pages. How many

pages are left for me to finish?

Subtract 20 from 60.

60 – 20 =

Method 1

20 30 40 50 60 Count back in

tens from 60.

– 10 – 10

Method 2

tens ones

6 0

– 2 0 Subtract ones.

0 0 ones – 0 ones = 0 ones

tens ones

6 0 Subtract tens.

– 2 0

4 0 6 tens – 2 tens = 4 tens

6 0

– 2 0

4 0

60 – 20 = 40

There are 40 pages left.

• Help the pupils to recall the method of counting in tens. Relate it with addition

involving counting in tens. Use concrete materials to assist them.

2.3.2

83

3 How many is the difference of

green buttons and blue buttons?

37 14 37 – 14 =

Method 1

Match 10 and 4.

Green buttons are 23 more.

Method 2

tens ones

3 7 Subtract ones.

– 1 4 7 ones – 4 ones = 3 ones

3

tens ones Subtract tens.

3 7

3 tens – 1 tens = 2 tens

– 1 4

2 3

3 7

– 1 4

2 3

37 – 14 = 23

The difference of green buttons

and blue buttons is 23.

• Guide the pupils to subtract using the standard written method. Emphasise to

them about the correct steps to do subtraction.

2.3.2 • Explain the method of finding differences using concrete materials such as base

blocks, counters and others.

84

4 How many less is 28 from 59?

59 – 28 =

Method 1

Subtract ones. Subtract tens.

tens ones tens ones

5 9 5 9

– 2 8 – 2 8

1 3 1

5 9

– 2 8

3 1

Method 2

59 – 28 = ? Subtract tens: 50 – 20 = 30

Subtract ones: 9 – 8 = 1

50 9 20 8

Answer: 30 + 1 = 31

59 – 28 = 31

• Encourage the pupils to calculate quickly.

2.3.2

85

5 How many should be subtracted from 86 to make 53?

86 – = 53

Method 1

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

from 86 to 56. Then, count in ones

Get 30. from 56 to 53. Get 3.

30 and 3 make 33.

Method 2 8 6

8 6

– 3 3 3 5 3 3

5 3

86 – 33 = 53

• Guide the pupils to solve the problems involving unknown using 100-square grid and

combination of numbers.

2.3.2 • Help them to see the pattern in the 100-square grid such as pattern in tens to help

them doing quick calculation.

AB pages 97 - 101

86

Form subtraction number sentences using

SHARPEN the given numbers. Each number can be

YOUR used more than once.

MIND

2 3 4 5 6 8 9

List out the number sentences.

SELF-TEST

1 Complete these.

a 5 7 b 6 8 c 4 5

– 6 – 5 – 3 0

d 3 1 e 8 9 f 7 9

– 2 0 – 6 2 – 4 3

2 Solve these.

a 26 – 3 = b = 55 – 14 c 97 – = 62

• Guide the pupils to write subtraction number sentence without regrouping in the

Sharpen Your Mind activity.

2.3.2 • Provide more questions in the form of worksheets or question cards.

87

MORE SUBTRACTION

1 Akid has 15 tops.

He gives 8 tops to Amar.

How many tops Akid’s has now?

15 – 8 =

Method 1 Take away 8

from 15. 7 left.

Method 2 15 – 8 = ?

15 = 10 + 5

5 10

10 – 8 = 2

2 + =

5 7

15 – 8 = 7

Akid has 7 tops now.

• Surf https://www.education.com/worksheet/article/practice-subtraction-monkey/

2.3.2

88

2 Subtract 7 from 63.

63 – 7 =

Method 1

Convert 1 tens to 10 ones.

10 ones + 3 ones = 13 ones

tens ones

Subtract ones.

56 133

– 7 13 ones – 7 ones = 6 ones

6

tens ones

Subtract tens.

56 133

– 0 7 5 tens – 0 tens = 5 tens

5 6

5 13

6 3

– 7

5 6

Method 2

63 – 7 = ? Add 3 and 7 to make 10.

+3 +3 Add 3 to 63 too.

66 – 10 = 56

63 – 7 = 56

• Emphasise to the pupils to write the digits in the correct place values.

2.3.2

89

3 50 – 24 =

Method 1

0 ones + 10 ones = 10 ones

tens ones tens ones

4 10

45 100 5 0

– 2 4 – 2 4

6 2 6

4 10

5 0

– 2 4

2 6

Method 2

Count back in tens.

Then, in ones.

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

50 – 24 = 26

• Guide the pupils to write subtraction operation in the standard written method

correctly.

2.3.2 • Guide the pupils to subtract using 100-square grid.

90

4 Calculate the difference of 28 and 42.

42 – 28 =

Method 1

tens ones tens ones

3 12 3 12 34 122

4 2 4 2

– 2 8 – 2 8 – 2 8

4 1 4 1 4

Method 2

42 28

30 12 20 8

Subtract: 30 – 20 = 10

12 – 8 = 4

Answer: 10 + 4 = 14

42 – 28 = 14

2.3.2

91

5 31 – = 25

Method 1

23 24 25 26 27 28 29 30 31 32 33

Method 2 11 is 5 and 6.

2 11

3 1 5

11

– 6

6

2 5

31 – 6 = 25

SELF-TEST

a 2 3 b 5 2 c 3 1 d 6 0

– 6 – 7 – 1 9 – 4 4

2 Solve these.

a 12 – 8 = b 61 – 5 = c 34 – 15 =

d 95 – 88 = e = 40 – 28 f 26 – = 17

• Surf https://www.ixl.com/math/grade-1

• Provide more questions in the form of worksheets or question cards.

2.3.2

92

ADDITION AND SUBTRACTION STORY

1

There are 5 .

There are 3 .

There are 8 toy cars

altogether.

2

There are 8 flowered hair

clips and ribboned

hair clips. The total number

of hair clips is .

Mei Li has red stickers.

Their total number

of stickers is .

• Guide the pupils to create story using their own words. Carry out activity in pairs.

Pupil show the question card and the other tell the addition story.

2.4.1

93

4

There are 10 eggs on the

table. 3 eggs are broken.

7 eggs are not broken.

5

Safi has 12 pet fish.

are gold fish.

The balance are

guppy fish.

6

Maria makes purple

flowers and yellow

flowers. The difference of

purple flowers and yellow

flowers is .

• Guide the pupils to create story using their own words. Carry out activity in pairs.

Pupil show the question card and the other create the story.

2.4.1

94

7 30 + 34 = 64 Ravi reads 30 comics. Zul

reads 34 comics more than

Ravi. Zul reads 64 comics

altogether.

45 + 50 = 95 gives another RM . The

total amount of Sarah’s money

is RM .

37 – 16 = 21 16 beads to Azi. Selvi’s beads

left are 21.

58 – 13 = 45 Sunday. On Monday, she sells

less buns. On Monday, she

sells buns.

• Guide the pupils to create story from number sentence. Help them to use suitable

words and phrases. Accept the stories based on mathematical logic.

2.4.1 • Provide more questions in the form of worksheets or question cards.

95

SELF-TEST

a

a 18 + 7 = 25 b 36 + 64 = 100

sentences.

a 18 – 10 = 8 b 75 – 32 = 43

• Guide the pupils to create reasonable story based on pictures or number sentences.

• Encourage the pupils to exchange stories among themselves.

2.4.1 • Provide more questions in the form of worksheets or question cards.

96

SOLVE

1 Encik Arif has 7 blue

pens and 5 red pens.

How many pens does

he have altogether?

7 5

Blue pens Red pens I build

a diagram.

Altogether?

Number sentence 7+5=

1 2 3 4 5 6 7 8 9 10 11 12

7 8 9 10 11 12

7 + 5 = 12

Encik Arif has 12 pens altogether.

• Guide the pupils to find the given information correctly. Help them to solve the

problems using suitable methods.

2.4.2

97

2 Lina’s father grows 17 corn

plants. 4 corn plants died.

How many corn plants

are left?

Draw a diagram.

Left Died

Number sentence 17 – 4 =

Method 1 1 7

– 4

1 3

13 14 15 16 17

17 – 4 = 13

• Emphasise the procedure to solve problems, such as collecting informations, writing

2.4.2 number sentence, applying strategy and checking answers.

98

3 Ho has 10 oranges. He

gives 6 oranges to Raju.

How many Ho’s oranges

are left?

Give 6 oranges.

How many are left?

Draw

10 – 6 = pictures.

Method 1 1 0

– 6

4

4 5 6 7 8 9 10

10 – 6 = 4

There are 4 oranges left.

• Guide the pupils to solve problems by counting back and using model.

2.4.2

99

4 Agil brings 21 bananas.

His friends and him eat

16 bananas. How many

bananas are left?

Eaten bananas 16

Left ?

21 – 16 =

1 11

Method 1 2 1

– 1 6

5

Method 2

21 – 16 = 5

There are 5 bananas left.

• Guide the pupils to solve the problem using simple strategy based on their abilities.

• Train the pupils to construct number sentence from the given problem.

2.4.2

100

5 Samir collects 13 stamps.

Muaz collects 4 stamps

more than Samir. Calculate

the number of Muaz’s stamps.

13 Samir’s stamps

Muaz

?

13 + 4 =

Method 1 Count on 4 steps from 13.

13 14 15 16 17

Method 2

13 + 4 = 17

The number of Muaz’s stamps are 17.

• Guide the pupils to understand problems and form the correct number sentences.

Encourage them to check their answers.

2.4.2

101

6

Participants for Teacher’s Day

Year Number of pupils

2016 39

26 more than in 2016. What is the total number of

participants in 2017?

Add 39 and 26.

39 + 26 =

Method 1 1

3 9 Remember!

9 + 6 = 15

+ 2 6

6 5

Method 2

39 + 26 =

40 + =

25 65

1 25

39 + 26 = 65

The total number of participants in 2017 is 65.

• Guide the pupils to find the information and key words in the given problems.

• Emphasise to the pupils to master the basic facts of addition to help them to do

2.4.2 quick calculation.

102

7 There are 14 coloured pencils.

Kumari adds some more coloured

pencils. The total number of

coloured pencils is 23. How many

coloured pencils did she add?

14 ?

23

14 + = 23

Method 1 Count the blue blocks.

14

23

14 to 23. Get 9 steps.

14 15 16 17 18 19 20 21 22 23

14 + 9 = 23

Kumari adds 9 coloured pencils.

Train the pupils to find the value of unknown for the given problem.

2.4.2 • Construct questions involving unknown to enhance pupils’ understanding.

103

8 Some tortoises are inside

the pond. 6 more tortoises

entered the pond. The total

becomes 10. Calculate the

number of tortoises inside

the pond at the beginning.

? 6

10

+ 6 = 10

Method 1

10 is 4

6 and 4. 10

6

Method 2

6 7 8 9 10

4 + 6 = 10

4 tortoises were inside the pond at the beginning.

• Surf http://www.math-exercises-for-kids.com

2.4.2

104

9 Zura prepared 58 ice creams.

She sold some ice creams.

There were 12 ice creams left.

How many ice creams are

sold?

Some are sold. 12 ice creams left.

Calculate the number of ice creams sold.

58 – = 12

Method

5 5 8 8

– 4 6

1 2

4 1 6 2

58 – 46 = 12

• Show various simple daily situations involving subtraction

2.4.2 and finding unknowns to enhance pupils’ understanding.

105

SHARPEN

YOUR Build a number sentence. Discuss.

MIND

Akif has some balloons. 5 of them burst.

How many balloons are left?

SELF-TEST

a A bus is carrying 15 pupils. At a park, 7 other pupils

board the bus. Calculate the total number of pupils.

i 15 = 7 + ii

15 +7=

b Reetha and Dayang have a total number of 56

beads. Reetha has 38 beads. How many are

Dayang’s beads?

i 38 + 56 = 38

ii + = 56

c Mother bought 48 eggs. She cooked 12 eggs.

How many eggs were left?

i 48 – 12 =

ii – 12 = 48

Calculate the number of chicks which are not sick.

i 52 + 6 = 52

ii –6=

• Create a story such as in the Sharpen Your Mind to train pupils to trace incomplete

information in questions.

2.4.2 • Surf http://www.education.com/worksheet/article/subtraction-practice-

balloon/

106

2 Solve the problems.

a There are 16 boys and 12 girls. How many pupils

are there altogether?

b Faiz arranges 35 boxes of

oranges. Ranjit arranges

another 28 boxes.

Calculate the number

of boxes of oranges

altogether.

c In a class, there are 25 pupils. 9 of them are

wearing spectacles. How many pupils are not

wearing spectacles?

d Look at the table. The blue house score is not

written.

i How many more the

yellow house score from

Sport

the red house score? House Score

of blue house and red Red 67

house is 10. How many Blue

is the blue house score?

• Encourage the pupils to talk on how they solve the problems.

2.4.2 • Provide more questions in the form of worksheets or question cards.

107

REPEATED ADDITION

1

What is the total number of postcards?

There are 3 groups of postcards.

Each group has 2 postcards.

So, there are 3 groups of twos.

+2 +2 +2

Total number

of postcards

0 2 4 6

2+2+2=6

3 groups of twos are 6.

totalling up two or more of the same numbers.

2.5.1 • Relate the counting in twos skills with repeated addition.

108

2 How many bananas are there altogether?

Each group has 5 bananas.

+5 +5 +5 +5

0 5 10 15 20

Add in fives

4 times. 5 + 5 + 5 + 5 = 20

4 groups of fives are 20.

There are 20 bananas altogether.

of tens.

10 10 10

+ 10 + 10 + 10

10 + 10 + 10 =

0 10 20 30

3 groups of tens are .

There are biscuits altogether.

• Guide the pupils to carry out collecting, arranging and counting of objects activities

in twos, fives, fours, and tens using objects in their surroundings.

2.5.1 • Guide the pupils to write the repeated addition number sentences correctly.

109

4 What is the total number of balloons?

+4 +4 +4 +4

0 4 8 12 16

+ + + =

groups of fours are .

The total number of balloons is .

Tie up the balloons in twos. How many groups are there?

SHARPEN

YOUR Collect these 20 doughnuts

MIND in equal groups. How many

groups can you get? Explain.

SELF-TEST

a 2 + 2 + 2 + 2 = b 5 + 5 + 5 =

c 10 + 10 + 10 + 10 = d 4 + 4 + 4 =

• Guide the pupils to relate the counting in twos with fours, and the counting in fives

with tens.

2.5.1 • Provide more questions in the form of worksheets or question cards.

110

REPEATED SUBTRACTION

1 2 pau for Davin.

I have 4 pau. 2 remaining pau

for Zaki.

4–2=2 2–2=0

4 I subtract

two times.

– 2 1 time

2

– 2 2 times 0 1 2 3 4

0 –2 –2

4–2–2=0

• Carry out simulation using suitable objects to explain about repeated subtraction

which is subtracting the same quantity repeatedly.

2.6.1 • Emphasise to the pupils about original quantity, number of groups, and an equal

numbers in groups.

111

2 Siva has 10 kebabs.

He gives an equal number

of kebabs to two of his

friends. How many kebabs

will each one get?

0 5 10

–5 –5

10 – 5 – 5 = 0

Each one gets 5 kebabs.

• Guide the pupils to do repeated subtraction in twos, fives, tens and fours using

counters and base blocks.

2.6.1

112

3 Shima has 30 stalks of flowers. She puts an equal

number of flowers into 3 vases. How many flowers

are there in each vase?

0 10 20 30

– 10 – 10 – 10

– – – =0

repeated subtraction that

represents this picture.

SELF-TEST

a Write number sentence of

repeated subtraction.

b How many marbles are there

in each box?

• Train the pupils to subtract the same numbers repeatedly from a given number.

• Provide more questions in the form of worksheets or question cards.

2.6.1

113

Members 3 pupils in a group.

Move up Materials Game board, papers,

and down pencils, dices, few markers

and chips (3 colours).

SORRY! 27

23

MOVE 2

MOVE

+ 1 STEP 88 – 69 STEPS +1

58 BACKWARD ONWARD 2

SORRY!

MOVE 2

START STEPS 29 + 5 END

BACKWARD

36 + 2 63 – 28 30 – 7 8+9

Answers box SORRY!

MOVE

17 + 20 32 + 58 95 14 27 49

6 + 72 1 STEP

BACKWARD

91 38 81 35

9 –4 47 + 48 MOVE

3 STEPS

52 – 25

92 34 5 23 ONWARD

MOVE

4 STEPS

ONWARD 98 – 6 48 19 60 37 BONUS!

82 + 9

THROW

18 90 39 78 17

+3 9 THE DICE

1

0 27 – 13 51

+ TWICE

90 – 4

Rules

1 Throw the dice.

2 Move the marker based on the number shown on the dice.

3 Answer the question in the box.

4 Put the chip on the answer box.

5 Take turn. Repeat rules 1 until 4.

6 The first player who reaches the END box is the winner.

• Ask the pupils to determine the turns before playing. When they reach at 8+9 box, ask

2.2 the player to move their marker backwards if the number on the dice is more than 1.

2.3 • Apply good values such as cooperation, honesty and others while playing.

114

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dengan baiknya dan bertanggungjawab atas kehilangannya,

serta mengembalikannya kepada pihak sekolah pada

tarikh yang ditetapkan.

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