Editors Ainol Rafezah binti Alias Mohamad Arshad bin Sulaiman Nurul Shaheza binti Zamri TEXTBOOK DUAL LANGUAGE PROGRAMME Dewan Bahasa dan Pustaka Kuala Lumpur 2019 Writers Chan Yook Lean Wan Yusof bin Wan Ngah Gobi a/l Krishnan Graphic Designers Najmi bin Mat Sarit Mohd Khairin bin Abd. Malek Aini binti Abd. Hamid Illustrator Wong Chi Ming Translator Zaitun binti Othman
Serial No.: 0187
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 1 1 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 NUMBER ARRANGEMENTS 32 NUMBER PATTERNS 39 RECOGNISE ESTIMATION 43 RECOGNISE ROUND OFF 45 SOLVE THE PROBLEMS 49 MY PROJECT 53 SMART FUN 54 CONTENTS iii
iv 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 STORIES 93 SOLVE THE PROBLEMS 97 REPEATED ADDITION 108 REPEATED SUBTRACTION 111 SMART FUN 114
v PREFACE Mathematics Year 1 textbook package is written in accordance to the Standard-Based Curriculum for Primary School (KSSR) in line with the implementation of the revised curriculum starting in 2017. The writing of this textbook is tailored to meet the needs of the pupils to understand basic mathematical skills from the easiest to the most abstract level. This textbook package is published to develop pupils’ abilities to apply mathematical knowledge and skills, effectively and responsibly in their daily lives. 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: The textbooks focus on the goals of mathematics learning consisting of basic mathematical concepts and skills. The presentation of these books is tailored by incorporating related reasoning questions so that pupils can communicate as well as to promote them to think critically and creatively. Each lesson is 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 elements in the lesson are also infused via My Project and Smart Fun to create active and fun learning lessons. Besides that, moral values are instilled indirectly through the learning activities and pictures. The activity books provide reinforcement, remedial and enrichment activities 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 lessons as well as to increase pupils’ interest in mathematics. To use this textbook, teachers can refer to the following explanation. The Textbook and Activity Book Part 2 • Fractions • Money • Time • Length, Mass and Volume of Liquid • Shape • Data The Textbook and Activity Book Part 1 • Numbers up to 100 • Addition and Subtraction
vi 10 • Prepare materials and shapes that have been divided into equal parts for each group. • Guide the pupils to carry out activities to reinforce the concept of fractions. 3.1.1 3.2.1 Fun with Fractions Method Materials 1 Colour one, two or three parts. 2 Paste the shapes on a fraction chart. Fraction chart Coloured paper Coloured pencils Glue 3 Display your work. Talk about it. Shape cards FRACTIONS One over two One over four Two over four Three over four AB pages 9 - 10 Participants 4 pupils in a group. 3 3.1.1 AB pages 1 - 3 • Conduct activities to understand one over two and one over four using fraction kits or fraction cards. Show to the pupils that each quarter when combined will form one whole (original shape). • Surf http://www.kidsnumbers.com/fractions.php 1 out of 4 equal parts. Each part is one over four or a quarter. Adi eats one over four of a cake. Which cake is it? Discuss. Fold a paper One Draw lines Colour one part Write the fraction Chocolate cake Fruit cake Layered cake Quarter 2 One over four What is one over four? One over four 68 3.1.1 AB page 72 7.2.1 • Trace around one flat face of a 3-D shape to get a 2-D shape. • Explain the meaning of 2-D shapes by comparing it with 3-D shapes. • Provide more questions in the form of worksheets or question cards. 2-D SHAPES 2-D shapes exist on the flat faces of 3-D shapes. What is the 2-D shape shown on the screen? Square Circle Rectangle a b Name these 2-D shapes. 1 3 2 4 SELF-TEST SHARPEN YOUR MIND Triangle 3.1.1 1 • Guide the pupils to talk about objects in the picture that show two equal parts. • Discuss daily life situations which involve fractions. 3 FRACTIONS Ai Lin, mummy has cut this waffle. Two equal parts. I want half. Stimulus page encourages pupils to communicate. Questions of Higher-Order Thinking skills (HOTs). Pupil-centred activities. Mascot stimulates critical and creative thinking to generate ideas. Teacher’s guide to carry out teaching and learning activities. Content Standard and Learning Standard number as in the Standard-Based Curriculum and Assessment Document. Recreational activities to foster pupils’ interest in mathematics. Formative exercises to assess understanding of learned skills. Subtopic refers to the Learning Standard. Mathematical terms and important words for pupils’ understanding. • Writers • 29 Calculate. Write the letter that match the answer. 9 6 8 50 7 30 65 70 4 3 5 sen 5 sen sen + o 90 sen 40 sen sen m 30 sen 40 sen sen + n 70 sen 5 sen sen – e – 60 sen 25 sen sen v – RM 10 RM 5 RM l – RM 7 RM 1 RM + i RM 9 RM 3 RM – r RM 5 RM 2 RM + p RM 2 RM 7 RM + y RM 2 RM 2 RM + t RM 8 RM 5 RM – s 50 sen 20 sen sen a – SELF-ASSESSMENT 5 10 35 65 Reinforcement activities to enhance skills proficiency. Remedial activities to assess understanding of basic skills. Enrichment activities to test critical and creative thinking. Links to the pages in the activity book.
1 1.1.1 • Ask the pupils to talk about the picture. • Guide the pupils to define the groups of more and less objects. • Ask the pupils to talk about the objects around them. Relate it with “more” or “less”. Wow! There are many flowers. 1 NUMBERS UP TO 100
2 • Explain that comparison is to find the similarities and differences 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. 1 a Compare the flowers and butterflies. b Many flowers. A few butterflies. The flowers and the butterflies are not equal. Yellow flowers are as many as red flowers. MANY AND FEW Compare and . Match one-to-one. AB pages 1 - 2
3 1.1.1 1.2.1(iii) • Guide the pupils to identify the groups of more and less objects. Use the pairing objects such as chair and table, cup and saucer, fork and spoon, bottle and cap and so on. • Ask the pupils to give examples of objects which are not the same in numbers around them. 2 3 less more Compare the and . is less. is more. and are not equal. more. . Compare the carrots and rabbits. AB pages 3 - 5 Are there enough fruits for the birds? Explain. SHARPEN YOUR MIND
4 1.1.1 1.2.1(iii) • Carry out activities to determine the groups of more and less. • Provide more questions in the form of worksheets or question cards. 3 Compare the children and butterflies. Are their numbers equal or not equal? 4 Choose more or less. is (more, less). is (more, less). Look at the picture. Answer these questions. 1 Which is more, or ? 2 Which is less, or ? SELF-TEST
5 • Explain that number is an amount of objects. Numeral is a symbol that represents the number of objects. • Guide the pupils to count objects and say the correct number of the counted objects. • Avoid pupils counting by memorising. 1.2.1(i) 1.2.1(ii) 1.2.2(i) 1.2.2(ii) RECOGNISE 1 TO 10 Count and say the numbers. one 1 two 2 three 3 four 4 five 5 six 6
6 • Use the abacus or number cards to show a particular number, then ask the pupils to match the number with the same counters to represent the number shown. • Provide more questions in the form of worksheets or question cards. 1.2.1(i) 1.2.1(ii) 1.2.2(i) 1.2.2(ii) AB pages 6 - 8 eight 8 seven 7 nine 9 ten 10 Say the numbers. a b c SELF-TEST
7 • Guide the pupils to understand the concept of zero. Explain the meaning of zero is no object. • Put some counters in one hand, grasp both hands and ask pupils which hand has zero counter. • Provide more questions in the form of worksheets or question cards. 1.2.1(i) 1.2.1(ii) 1.2.2(i) 1.2.2(ii) RECOGNISE ZERO All the frogs on the leaves jump into the pond. How many frogs are left on the leaves? There are 3 frogs on the leaves. No frogs on the leaves. three 3 two 2 one 1 zero 0 AB page 9 Which container holds zero object? a b The number of frogs on the leaves is zero. SELF-TEST
8 • Explain that numeral is the symbol for the number or amount of objects. • Guide the pupils to write numbers in numerals and words with the correct technique. • Show the pupils some counters and ask them to write the numbers and its words to represent the number of counters. 1.2.2(i) 1.2.2(ii) 1.3.1 WRITE 0 TO 10 AB pages 10 - 14 There are four There are starfish. two crabs. Count the objects. Write the numbers in numerals and words. one
9 • Ask a pupil to write a number on the back of another pupil. The pupil will write back the number on paper or writing-board. This method is called “tactile sense” which can help the pupils in their writing skills. 1.2.2(i) 1.2.2(ii) 1.3.1 AB pages 15 - 20 six seven nine
10 1.2.2(i) 1.2.2(ii) 1.3.1 • Ask the pupils to say the number of objects in the picture aloud. Ask them to write the numbers in numerals and words. • Provide more questions in the form of worksheets or question cards. Count the objects. Say the numbers. Write the numbers in numerals and words. a e b f c g d h AB page 21 https://dbrand.com/winners SELF-TEST
11 1.2.1 • Hold a number card and sing with actions and rhythm of the song “Sayang Ibu”. Smart with Numbers 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 easier 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 practise them all
12 1.4.1 • 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 relationship between 1 and 5 to make 6. • Explain that combination of numbers is two values of numbers to make a single number. COMBINATION OF NUMBERS I have 5 blue cubes. How many cubes are there in each group? Group 5 and 1 make 6. There are 6 cubes altogether. Group Altogether 5 1 6 1 and I have 1 red cube.
13 • Guide the pupils to see the relationship between the groups and altogether. The combination of two groups will result as altogether. This combination is defined as the combination of numbers. 1.4.1 What are other combinations of 6? 4 and make 6. 4 6 and make 6. and 3 make 6. 3 6 6
14 1.4.1 • Explain that 9 and 1 is 10 which is equal to 1 and 9 is 10. 2 Let’s learn the combinations of 10. 1 and 9 is 10. and 7 is 10. and 8 is 10. 10 9 1 10 8 10 7 There are 10 dragonflies altogether.
15 10 is 4 and . 10 is and 5. 10 is 10 and . Are these combinations of 10? Say it. 1.4.1 • 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. Exchange roles for other combination of numbers. Use the counters to help pupils understand it quickly. 4 10 5 10 10 10 AB pages 22 - 24
16 1.4.1 5 is and . i ii a How many are there in each group? b What are other combinations of 5? Separate into two groups. Complete these. 5 5 5 1 3 a b c • 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 container and write the appropriate combination of numbers. • Provide more questions in the form of worksheets or question cards. 4 7 9 2 1 2 SELF-TEST
17 10 and 1 is 11 10 and 2 is 12 1.2.1 (i) 1.2.1 (ii) 1.2.2(i) 1.2.2 (ii) • Ask the pupils to count aloud using counters and stop when the number is 10, and show that there are some counters which have not been counted. • Explain that we can count by forming the group of 10 first. RECOGNISE 11 TO 20 Let’s count and say. Make it 10 and count. Ten, eleven. 10 1 1 10 11 2 10 12 twelve 12 eleven 11
18 and 5 is 15 and 6 is 1.2.1 (i) 1.2.1 (ii) 1.2.2(i) 1.2.2 (ii) 10 and 3 is 13 10 and is 14 and 7 is • Show to the pupils how to form a group of 10. Ask the pupils to say clearly the combination of 10 and count the next number. For example, 10 and 3 is 13. • Emphasise that the number of 11 to 20 have two digits. 10 is also a two-digit number. fifteen 15 seventeen 17 fourteen 14 thirteen 13 sixteen 16 3 10 13 7 10 14 5 15 6
19 • Discuss with the pupils the objects around them with quantities of more than 10. Ask them to list out and write the number of objects. • Provide more questions in the form of worksheets or question cards. 1.2.1 (i) 1.2.1 (ii) 1.2.2(i) 1.2.2 (ii) 18 is and is 10 and 20 is and AB pages 25 -27 twenty 20 eighteen 18 nineteen 19 10 18 10 20 How many objects? Say the combination. a b SELF-TEST
20 1.2.2(i) 1.3.1 • Guide the pupils to write 11 to 20 in numerals and words correctly. Carry out writing activity in pairs. Ask a pupil to say a number and another pupil writes the number in numeral and word. WRITE 11 TO 20 AB pages 28 - 37 I write eleven.
21 1.2.1(i) 1.2.1(ii) 1.2.2(i) • Guide the pupils to count in groups of 10 to specify the number of 21 to 100. • Carry out an activity of saying numbers based on the flash cards. 1 Let’s count . Altogether is 21 . Let’s count these flowers quickly. Make groups of 10 and count. 20 and 1 is 21. RECOGNISE 21 TO 100 Group of 10 Group of 10 We count 10, 20, 21.
22 • Carry out an activity of representing numbers using counters, abacus and so on. 2 26 twenty-two twenty- -seven -eight - twenty-three twenty-four twenty-five 22 23 27 24 28 25 29 Count and say the numbers. 22 23 25 27 1.2.1(i) 1.2.1(ii) 1.2.2(i) 1.2.2(ii) Try to complete this.
23 • Guide the pupils to show the numbers of 30 to 100 using base ten blocks. Carry out activities such as matching counters with their numbers or showing counters and writing numbers of 21 to 100 in numerals and words. 1.2.1(i) 1.2.1(ii) 1.2.2(i) 1.2.2(ii) 4 3 10 tens 1 hundred 30 and 4 is 34. 40 and is . and is . 10 tens is equal to one hundred. AB pages 38 - 43 30 31 32 33 34 Say the number of objects. There are thirty-four altogether. a b Forty-five. c
24 1.2.1(i) 1.2.1(ii) 1.3.1 • Help the pupils to recognise numbers in numerals and words. • Surf https://www.ictgames.com • Provide more questions in the form of worksheets or question cards. 2 What are the missing numbers? Write the numbers in 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 1 Say the number of counters or number represented. 3 Complete the number line. a b c 10 77 79 81 84 SELF-TEST
25 1.6.1 • Guide the pupils to understand the place value of a number by putting the tens and ones correctly. • Emphasise the difference between place value and digit value. • Explain that digit is numbers from 0 to 9 which can form another number. RECOGNISE PLACE VALUE AND DIGIT VALUE Number 13 has digit 1 and digit 3. Place value for 1 is tens. Place value for 3 is ones. Digit value for 1 is 10. Digit value for 3 is 3. 1 tens and 3 ones are 13. 1 tens 1 ones 3 1 3 tens ones There are 13 cubes. 10 is 1 tens. 3 is 3 ones.
26 1.6.1 • Guide the pupils to show the place value using abacus. • Surf http://www.sheppardsoftware.com/mathgames/placevalue/value.htm 2 3 Place value for 2 is tens. Digit value for 2 is 20. Place value for 4 is ones. Digit value for 4 is . Place value for 5 is . Digit value for 5 is 50. for 8 is ones. Digit value for 8 is . tens ones tens 2 ones 4 tens 5 ones 8 24 is 2 tens and 4 ones. 58 is 5 tens and 8 ones. Look at the numbers. What are the similarities? What are the differences? Discuss. 67 76 AB pages 44 - 45
27 1.6.1 • Surf https://www.pinterest.com/explore/place-value-worksheets/ • Provide more questions in the form of worksheets or question cards. 3 Complete the table. What is the digit for each place value for the numbers said? Number Place value Digit value 49 4 8 4 8 9 0 9 0 80 a b 1 Say the place value for the underlined digits. a 14 b 68 c 90 d 100 2 What is the digit value for the red-coloured digits? a 17 b 26 c 52 d 70 Sixteen. Forty-five. hundreds tens ones SELF-TEST SHARPEN YOUR MIND
28 less 1.2.1(iii) 1.2.2(iii) • Explain that “more than” and “less than” are used to compare the number of objects and numbers. MORE OR LESS Compare and . is 1 more than . is 1 less than . is more than . is less than . is 1 less. is 1 more. more Compare the number of fish and the number of caterpillars. 1
29 1.2.1(iii) 1.2.2(iii) • Emphasise that counting skill is an important step for comparing skill. • Use counters or base ten blocks when comparing any number to enhance pupils’ understanding. 2 Compare the number of and . 13 is more than 11. 11 is less than 13. 13 is more than 11. 11 is less than 13. 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 3 Which is more, 41 or 34? 41 34 41 is 7 more than 34. 41 is more than 34.
30 1.2.1(iii) 1.2.2(iii) • Guide the pupils to make a comparison between two numbers using place value to compare the tens and ones values. 4 Which is less, 38 or 45? Compare any two numbers from the number line. Talk about it. 38 is less than 45. 38 is less than 45. Compare the digit of tens. 3 tens is less than 4 tens. So, 38 is less. 65 66 67 68 69 70 71 72 73 74 75 38 45 AB pages 46 - 48 Method 1 Method 2 38 is 7 steps left to 45. So, 38 is less. tens 3 4 8 5 ones
31 1.2.1(iii) 1.2.2(iii) 1 Compare the number of red marbles and the number of green marbles. List the numbers from 70 to 80. State the numbers that has the digit of tens less than the digit of ones. 2 Compare the two numbers below. Which number is more? a 57 and 53 b 74 and 69 c 88 and 90 is more than . is less than . . . • Surf https://www.pinterest.com/pstohrhu/comparing-numbers/ • Provide more questions in the form of worksheets or question cards. 36 32 SELF-TEST SHARPEN YOUR MIND
32 1.2.2(iv) 1.5.1 1.5.2 • Carry out an activity of arranging numbers and birth dates of pupils in ascending and descending orders. 1 NUMBER ARRANGEMENTS 1 2 3 4 5 ? Ascending order Descending order I arrange in ascending order. I arrange in descending order. The number is arranged to a bigger value. Number 2 is between number 1 and 3. Count back. 5, 4, 3, 2, 1, 0. 0 1 2 3 4 5 ? After number 5 is 6. So, the number 5 is before 6.
33 1.2.2(iv) 1.5.1 1.5.2 • Guide the pupils to relate the concept of “1 more than” with counting on in ones. For example, counting on in ones from 27 gets 28. • Carry out activities to identify the number before, after and in between any numbers using the 100-square grid. The number after 27 is 28. 1 more than 38 is . The number between 38 and 40 is . 2 Count on in ones. 24 25 26 27 ? 24, 25, 26, 27, 28. a b 37 38 ? 40 41 42 What is the number between 38 and 40? 25 26 27 37 40 ? 38 42 41 ? 24 AB pages 49 - 52 What is the number after 27?
34 1.2.2(iv) 1.5.1 1.5.2 • Guide the pupils to count in twos. Use body parts such as feet, hands, eyes and ears to help them master this skill. 3 Number of bell balls is added in twos. 4 How many bell balls will be put in the fifth box? Number of bell balls in the fifth box is 10. Mei Ling counts back in twos from 28. What is the missing number? The number 16 is missing. 16 is 2 less than 18. Count on in twos. 2, 4, 6, 8, 10. 28 26 24 22 20 18 ? 0 2 4 6 8 10 AB page 53
35 1.2.2(iv) 1.5.1 1.5.2 • Guide the pupils to count in fives. • Use 100-square grid to help pupils count in fives starting from any numbers. 6 5 Count on in fives. Say the next numbers. Count back in fives from 75 to 40. What is the missing number? The number is missing, 5 less than 50. The next numbers are , and . Each number has 5 more than the number before. 40 50 55 60 65 70 75 Complete these numbers arrangements. 35 40 45 50 ? ? 90 85 80 ? 70 ? 0 5 10 15 5 10 15 AB page 54 ? ? ? ? ? ? ?
36 1.2.2(iv) 1.5.1 1.5.2 • Carry out activities in pairs on counting in tens starting from any numbers. For example, the first pupil says, “Count on in tens from 40”. The second pupil answers, “40, 50, 60, 70, 80, 90, 100”. 8 7 Count on in tens. What is the number for the fourth group? Count back in tens from 90 to 40. What are the missing numbers? Reduce the number by tens. 90, 80, 70, 60, 50, 40. The fourth group has rambutans. The missing numbers are 60 and 50. 10 80 70 50 40 10 20 30 20 30 0 10 20 30 40 70 80 90 AB page 55 ? ? ? Say the missing numbers.
37 1.2.2(iv) 1.5.1 1.5.2 88 92 96 100 Descending order • Guide the pupils to count in fours using a calculator. Discuss the changes in the ones place value when counting in fours. 9 Count on in fours. What are the missing numbers? a b Count back. The numbers are less in fours. Each number is 4 more than the number before. 4 more 4 more Ascending order 0 4 8 12 20 24 36 40 AB page 56 ? ? ? ? How do you get the two numbers between 24 and 36?
38 1.2.2(iv) 1.5.1 1.5.2 • Surf https://www.urbrainy.com/get.1402/extend-number-sequences-8329 • Provide more questions in the form of worksheets or question cards. 1 What is the number after, number before and number in between? 2 Complete it. 3 Arrange the number cards in: a b c d 20 70 0 92 15 94 20 96 5 32 50 40 20 36 30 a ascending order. b descending order. 25 45 35 50 30 40 a d 4 5 36 37 b e 13 14 40 42 c f 30 58 29 56 Complete it. 36 44 48 56 SELF-TEST SHARPEN YOUR MIND
39 • Guide the pupils to identify number patterns and explain about it. • Start with a simple number pattern and when pupils have understood, ask them to form their own number patterns. • Explain that number pattern is a particular number arrangement. 1.9.1 1.9.2 NUMBER PATTERNS 1 2 We combine number 3 and 8 alternately. 2, 1, 2, 1, 2, 1. This is a number pattern. What is the number pattern below? The number pattern is 3, 8, 3, 8, 3, 8, 3, 8. I arrange the 2 red beads and 1 blue bead repeatedly.
40 • Guide the pupils to identify number patterns using picture cards and complete the 1.9.1 number patterns. 1.9.2 3 3, 5, 7, 3, 5, 7, 3, 5, 7. 6, 1, 6, 1, 6, 1. 3 7 5 3 5 3 7 What is the number pattern? Number 3, 5, and 7 are repeated 3 times. 4 What is the next number in the number pattern below? Number 6 and 1 are arranged repeatedly. The next number is 1. Complete it. Explain the pattern. 0 0 7 0 ? 7 0 0 ? 6 1 6 1 6 ? AB page 57
41 1.9.1 1.9.2 • Surf http://prek-8.com/math/patterns/easyNumberPatterns.php • Recall the order of numbers in ascending and descending orders. Relate the skills with the number patterns. 5 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 the numbers alternately. I coloured it in tens. 2 4 6 8 10 The number pattern is counting on in twos. I arrange the numbers from 100 to 50 in tens. Pattern 1 100 90 80 70 60 50 The number pattern is counting back in tens. Pattern 2 What are the coloured number patterns?
42 1.9.1 1.9.2 • Guide the pupils to identify number patterns using picture cards and complete the number patterns. Help them to explain the identified number patterns. • Provide more questions in the form of worksheets or question cards. 3 Identify the number patterns. Complete these. a 1 2 1 2 1 8 10 12 18 90 80 70 50 b 3 4 5 5 3 5 c d 6 Identify the house numbers. Complete the patterns. 82 84 86 90 95 93 91 87 94 96 SELF-TEST AB page 58 ? ? ? ?
43 1.7.1 • Explain that estimation is a process to get the nearest value or quantity. • Guide the pupils to make reasonable estimation and not by guessing. • Explain that estimation is the value or the rough number. 1 RECOGNISE ESTIMATION 2 Estimate the number of balls in the red box. The red box is smaller than the green box. The number of balls in the red box is less than 16. Estimate the number of books that Faris has. The number of books that Faris has is more than 10. I have 10 books. 16
44 1.7.1 • Explain to pupils that the words “about”, “approximate”, “more than” and “less than” must be used when making estimation. • Carry out a competition to estimate the number of candies in a container. • Provide more questions in the form of worksheets or question cards. 3 How many buttons are there in the blue jar? Estimate the number of tomatoes in the blue box. Estimate the number of bottles of pomegranate juice that can fit into the box. The buttons in the blue jar is about 20. 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 ? 30 ? 25 AB page 59 1 2 SELF-TEST