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Mathematics Year 2 Part 1

Mathematics Year 2 Part 1

RUKUN NEGARA

Bahawasanya Negara Kita Malaysia
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:

KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

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

DUAL LANGUAGE PROGRAMME

Year PART
1

Writers Editors
Chan Yook Lean Asmahanim binti Ab Rahman
Rosli bin Maun
Mohd Faizal bin Rus Rzerli
Translator
Zaitun binti Othman

Graphic Designers Illustrator
Najmi bin Mat Sarit Wong Chi Ming
Aini binti Abd. Hamid
Awaludin bin Mohd Arof

Dewan Bahasa dan Pustaka
Kuala Lumpur
2018

Serial No.: 0157 ACKNOWLEDGEMENTS

KK 513-221-0102021-49-1838-20102 The Ministry of Education would like to express
ISBN 978-983-49-1838-5 its appreciation for the contributions made by
First Printing 2017 the following:
Second Printing 2018
© Ministry of Education Malaysia 2017 • The Panel of Evaluators,
Textbook Division,
All Rights Reserved. No part of this publication Ministry of Education Malaysia.
may 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 and Curriculum Development Division,
storage and retrieval system without permission Ministry of Education Malaysia.
in writing from the Director General of Education,
Ministry of Education Malaysia. Negotiation is • The Panel of Evaluators,
subject to the calculation of royalty or honorarium. Dewan Bahasa dan Pustaka.

Published for the Ministry of Education Malaysia by: • Officers of the English Language Teaching
Centre (ELTC),
Dewan Bahasa dan Pustaka, Teacher Education Division,
Jalan Dewan Bahasa, Ministry of Education Malaysia.
50460 Kuala Lumpur.
Telephone: 03-21479000 (8 hunting lines) • SK Taman Bukit Maluri, Kuala Lumpur.
Facsimile: 03-21479643
Website: http://www.dbp.gov.my • SK Iskandar Shah, Perak.

Design and Typeset: • All parties involved in the process of
Dewan Bahasa dan Pustaka publishing this book.

Text Typeface: Azim
Text Size: 18 points

Printed by:
N.A.J. Press Resources (M) Sdn. Bhd.,
Lot 19, Jalan Lada Hitam 16/12,
Seksyen 16,
40000 Shah Alam,
Selangor Darul Ehsan.

CONTENTS 1
2
1 NUMBERS UP TO 1 000 6
RECOGNISE NUMBERS 8
WRITE NUMBERS 13
NUMBER VALUE 16
PLACE VALUE AND DIGIT VALUE 18
PARTITION NUMBERS 22
COMPARE NUMBERS 24
ARRANGE NUMBERS 29
COUNT NUMBERS 32
ESTIMATE NUMBERS 35
ROUND OFF NUMBERS 36
LET’S EXPLORE 40
NUMBER PATTERNS 44
SOLVE IT
LET’S HAVE FUN

iii

2 ADDITION, SUBTRACTION, MULTIPLICATION, 45
AND DIVISION

ADD TWO NUMBERS 46

MORE ADDITION 51

ADD THREE NUMBERS 58

LET’S EXPLORE 61

SUBTRACTION 62

MORE SUBTRACTION 66

SUBTRACT SUCCESSIVELY 73

CREATE STORIES 76

SOLVE IT 78

MULTIPLICATION 8 1

BUILD UP TIMES TABLES 84

LET’S EXPLORE 88

BUILD UP 1, 0 AND 10 TIMES TABLES 91

LET’S EXPLORE 94

DIVISION 95

BUILD UP DIVISION TABLES 99

DIVISION INVOLVING 1, 10 AND 0 104

LET’S HAVE FUN 108

MORE DIVISION 109

CREATE STORIES 116

SOLVE IT 118

LET’S HAVE FUN 122

iv

PREFACE

The Mathematics Year 2 textbook package is written based on the Standard-Based
Primary School Curriculum Year 2 in line with the implementation of the revised
curriculum starting from 2017. The writing of this textbook is tailored to meet the needs
of the pupils to understand basic mathematical skills from the easiest level to the most
abstract level. This 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 consists of three components, namely Textbooks Part 1
and Part 2 and Activity Book. The topics contained in the textbooks are as follows:

T•eNxtubmoobkePrasrt1: ••••T••FeMTLVrSDxieamoohatnclnabtuetgiaeopomtnyheose,skaMoPnfaadLsriDstq,e2uaci:idnmdals
up to 1 000

• Addition,
Subtraction,
Multiplication,
and Division

All of these topics are also contained in the Activity Book.

The textbooks focus on the goals of mathematics learning consisting of basic
mathematical concepts and skills. The presentation of these books is tailored to
incorporate related reasoning questions so that pupils can communicate as well as think
critically and creatively. Each lesson is enhanced with formative exercises to be carried
out either orally or in writing as well as additional activities proposed in the teacher’s
notes. Furthermore, the recreational element in the lesson is infused via Let’s Explore and
Let’s Have Fun to create an active and fun learning environment. Besides, moral values
are instilled indirectly through the learning activities and pictures.

The Activity Book provides reinforcement, remedial, and enrichment activities
to strengthen and enhance pupils’ understanding on what they have learnt in the
textbooks. Teachers are encouraged to prepare extra activities and exercises according
to the pupils’ needs and abilities.

The textbook package is hoped to provide meaningful and fun lessons as well as
to increase pupils’ interest in mathematics. To use this textbook package, teachers can
refer to the following explanation.

v

SHAPES

Shapes Song Learning topics 5 47 ÷ 7 = Remember the
Stimulus page encourages Method 7 times table.
Let us learn the 3-D shapes pupils to communicate
3-D shapes, 3-D shapes 6 6 x 7 = 42
Cuboid, cube, and pyramid 7 47
Cone and cylinder too – 42

5 remainder

47 ÷ 7 = 6 remainder 5

Twelve sides lengths are all the same 6 30 ÷ 8 =
Six faces sizes all the same
We can see these in dice Pupil-centred activities Method 1 Method 2 3 x 8 = 24
A cube, we call its name Questions of Higher Order
Thinking skills (HOTs) 3 30 – 24 = 6.
8 30 remainder The remainder

– 24 is 6. 30 ÷ 8 =
6 3 remainder 6

A cuboid has a different shape 30 ÷ 8 = 3 remainder 6
Six faces sizes not the same
Has squares and also rectangles 00:9 Scan Hands-on There are 20 matchsticks.
Has twelve sides too me activities A matchstick house
such as needs 8 matchsticks.
9:00 projects and How many houses can
games be made? Calculate the
LET’S EXPLORE remainder of matchsticks.

EACHENRO’TSES • Sing the song to the tune of The Mulberry Bush. While singing, pupils 7.1.1 Materials/Resources number cards 1 to 9
show 3-D shapes using real objects.
77 1 23456789
• Teacher is encouraged to add lyrics for other 3-D shapes.
T
T Method R BG 112 EACHENRO’TSES • Guide pupils to divide using concrete materials. 2.4.1
• Surf http://www.helpingwithmath.com/printables/worksheets/division/
T 1 Arrange the 1 47 L
T div0301division08.htm

Learning activities • Surf http://www.helpingwithmath.com/printables/worksheets/division/
via QR code
number cards 258 div0301division09.htm

according to the + 3 6 9
assigned colours. 7 7 4
Content Standard and
2 Change the arrangement of Learning Standard

numbers within the R , B and
G groups. What do you find?

3 Write five number sentences
for the same total.

2 I arranged these I arranged the
mooncakes in LET’S ANSWER
Formative exercises to assess
2 rows. Each row mooncakes in understanding of learned skills

has 4 mooncakes. 4 rows. Each Find the total.

row has a 4 0 b 2 3 0 c 6 2 4
1 1 6 5 4 1 0 8
2 mooncakes. + 2 3 1 + 1 0 5 + 1 9 5

d 73 + 420 + 105 = e = 214 + 485 + 300 ET’S HAVE FUN
f 148 + 217 + 364 = g = 453 + 299 + 147 Lucky Cards

+ 4 + 4 + 2 + 2 + 2 + 2 Materials/Resources

0 4 8 0 2 4 6 8 EACHENRO’TSES • Guide pupils to explore number addition through activities such as 2.1.2 20 fraction and decimal cards
2 times 4 makes 8. 4 times 2 makes 8. Let’s Explore to strengthen their understanding. 61
2 multiplied by 4 4 multiplied by 2
is equal to 8. is equal to 8. Front Back
2 × 4 = 8 4 × 2 = 8
Teacher’s guide to 1 0.8 8
teaching and learning 5 10
activities
2 × 4 is the same as 4 × 2 Participants
2×4=4×2 3 pupils per group
Method

Recreational 1 Place cards face down 2 The second player
activities
to foster on the table. opens one card. If any
pupils’
Form a interest in The first player opens card matches, keep the
number mathematics
sentence. two cards. matching cards.

× = 8

82 EACHENRO’TSES • Guide pupils to do simulation that involves columns and rows 2.3.1
to show the commutative law a x b = b x a.

• Emphasise that the product will be the same even though

the position of the multiplied numbers change.

AB 56-57 • Surf https://www.ixl.com/math/grade-2/count-equal-groups

Mascot stimulates critical and creative 3 Take turns. Repeat 4 The player who collects
thinking to generate ideas step 2. Play until all the most cards wins.

the cards are matched.

18 EACHENRO’TSES • Prepare sufficient cards for the activity. 3.1.1, 3.1.2
• Instil moral values such as honesty, integrity, patience, and tolerance. 3.1.5, 3.2.1
3.2.6, 3.3.1
Links to the pages in the activity book. T

AB 101-102

Reinforcement activities Activity 2 SELF-ASSESSMENT
to enhance skills learnt
Remedial activities Answer the questions. Circle the answers horizontally or
to assess understanding vertically in the number grid below.
of basic skills
Enrichment activities 1 Write the digit value of the underlined digits. 1 State the numbers. 3 What are the numMbeIrNs?D TEASER
to test critical and a. One hundred and a. Cobm. plete the number puzzle.
creative thinking a 361 b 247 c
8 9 5 twenty-four.
vi b. Three hundred and five. a 1 3 b7 c
c. Two hundred.
4 130 230 330 430 530 d
2 What are the numbers?
a. What is the number ef g
after 530?
1 9 1 3b. h
d 920 100 100 100 100 5 What is the digit value
825 that is underlinedi? j k
100 30 8
e 807 f 6 Round off 375 to the Down
nearest ten.

7 Round off 684 to the

nearest huAndcrreods.s

1 2 4 9 2 7 4 a3. One hundred and b. Seven hundred and twenty.
thirty-seven.
c. Three hundred and four.

2 Complete these. 1 0 6 3 2 1 6 c0. What is the number? f. The number for this

9004 1 085 partition 700+5 is .

a My place value b My digit value 1 2 3 4 5 6 7 d9. Complete the pattern. g. The number for
is . is .
is . 0 2 4 8 3 9 7 0 229 236 243 ? 257
My digit h. 6 hundreds + 9 tens + 0 ones
value is 63098006
e. Round off 568 to the j. Round off 351 to the
. My 4 8 1 2 3 4 0 7 nearest ten. nearest hundred.

My place value place 5 0 5 0 1 7 0 h5. What is the k. 462 State the digit
is . value is number? value of 6.

My digit value . i. Count back in fives.VVeerryy

ggoooodd
Good TTrryy 29
aaggaaiinn

is . 850 ? 840 835

1.4.1 Very Good Try k. 675, 683, 691, _____.
good again What is the missing number?
8 TBP1 13-15
30
Very Good Try
good again

NUMBERS UP TO 1000

PETRONAS
TWIN TOWERS
• Has 88 floors.
• About 452 metres high.
• The length of the bridge is
58 metres.
• Has a hall with 865 seats.

Each tower has
eighty-eight floors.

The height is about
four hundred and
fifty-two metres.

T EACHENRO’TSES • Ask pupils to tell stories about the picture. 1.1.1 (i) 1
• Carry out an activity to get pupils to say the numbers involved in the given 1.1.1 (ii)

facts individually or in groups.

RECOGNISE NUMBERS 15/1/2018
1 Monday

Read or say your number.

Three

hundred and Eight hundred
sixteen.
and seven.

Show the number
nine hundred and thirty-five.

2 EACHENRO’TSES • In pairs, provide more reading activities of any number in words. 1.1.1 (i)
T Get pupils to say the number using flash cards to strengthen pupils’ 1.1.1 (ii)

understanding.

2

My number is Mine is three hundred
and twenty-eight.
four hundred and Mine is
fifty-one. two hundred and ten.

Mine is ten and one.

Which number is said
wrongly? Say it correctly.

T EACHENRO’TSES • Get pupils to carry out activities of saying numbers in numerals or words 1.1.1 (i) 3
AB 1 1.1.1 (ii)
in a quiz or question and answer session using calculators, computers,
and others.

3 Letʼs match the number with its word.

six heiugnhdtyre-fdivaend four htwuenndtryed
and

six fhifutyn-deriegdht seven hthurnedered
and and

seven hundred four hundred and
and thirty nineteen

four hundred and
ninety-one

seven hundred
and thirteen

4 EACHENRO’TSES • Carry out number matching activity using words or vice versa in the 1.1.1 (iii)
form of a game. Do it inside or outside the classroom.
T
• Carry out the activity of matching number cards with word cards.

AB 2

603 630

Say these two numbers.
What is the difference?

LET’S ANSWER

1 Read and say the following numbers.

a one hundred and b three hundred and

twenty-three eighty

c two hundred and seven d five hundred and nine

e 819 f 477 g 670 h 908

2 Match.

320 two hundred and thirty

561 seven hundred and four

516 five hundred and sixty-one

230 three hundred and twenty

417 eight hundred and ninety-six
896 five hundred and sixteen

704 four hundred and seventeen

EACHENRO’TSES • Train pupils to say the numbers on a number line. 1.1.1 (i) 5
• Provide more questions in question cards or worksheets. 1.1.1 (ii)
1.1.1(iii)
T

WRITE NUMBERS 17/1/2018
1

Wednesday

Write numbers in numerals.

a one hundred and fifteen b one hundred and fifty

1 15
1 50

2 Letʼs write the numbers in words.

463 four hundred and sixty-three

510 five hundred and ten

709 seven hundred and nine

6 EACHENRO’TSES • Guide pupils to write numbers in numerals and words correctly in the 1.2.1
lined exercise book (three-lined book).

T

3

I have written
two hundred
and thirteen.

Which one is incorrect? Correct it.

LET’S ANSWER

1 Write the numbers in numerals.

a two hundred b three hundred and fifty

c four hundred and sixteen d six hundred and eight

2 Write the numbers in words.

a 543 b 780 c 817 d 902

EACHENRO’TSES • Emphasise to pupils to write numbers according to its value and not the 1.2.1
AB 3-4 individual digits.
T 7
• Carry out an activity of writing numbers in numerals and words on a
drawing paper using crayons and coloured pencils.

NUMBER VALUE One packet contains 10 kuih.
1 4 packets contain 40 kuih.

100 100 100 10 10 five hundred
10 10 and forty

540

100 100
2

What is the total
number of marbles?

50 50

10 10
50

8 EACHENRO’TSES • Use real objects such as ice cream sticks and plastic straws for pupils 1.1.2 (i)
to understand the number value of any given number.

T

3 This shows
a value of
This shows a
value of 526. 435.

526 435

4a

607

If 2 blocks of hundreds are taken
out, what is the number now?

b What is the number?

EACHENRO’TSES • Emphasise the value represented by each base block through 1.1.2 (i)

T simulation. 9

• Guide pupils to determine the object quantity for any given number

value using counters, counting frames, abacus, paper squares, and
others.

5 MathematIcs Corner

Four hundred
and twenty-six.

426

hundreds tens ones What is the number?

6 c
ab

hundreds tens ones

10 EACHENRO’TSES • Provide various numbers and ask pupils to show the numbers using 1.1.2 (i)

T counters, abacus, and counting frames. Carry out activities in groups
or individually.

AB 5

7 Thursday 18/1/2018


Match each group of objects with its number.

125 214 362 345

8 Friday 19/1/2018

Arrange the number cards on the number line.

976 977 978 979 980 981

The numbers are getting larger.

EACHENRO’TSES • Carry out activities of matching groups of objects such as counters, 1.1.2 (ii)
counting frames, and abacus with the number value as a competition
T using flash cards. 11

Do the base
blocks show the
same numbers?
Why?

LET’S ANSWER

1 Show the following numbers using base blocks and

abacus.

a 160 b 517 c 739 d 908



2 What is the number?

ab

100 100

100 20 10 10 10 10

cd

f

ef

hundreds tens ones

12 EACHENRO’TSES • Emphasise that 10 tens is the same as 100 and 10 ones is the same 1.1.2 (i)
T as 10. 1.1.2 (ii)

• Surf https://www.slideshare.net/mazlan81/modul-pp-matematik-

AB 6 nombor-dan-operasi-thn-2

PLACE VALUE AND DIGIT VALUE
1 1, 4 and 2 are the numbers found

in one hundred and forty-two.

What is the
place value
of 1, 4 and 2?

142

1 hundreds 4 tens 2 ones

The place value of 1 is hundreds. hundreds tens ones

The place value of 4 is tens. 1 4 2

The place value of 2 is ones.

2 State the place value of 3, 6 and 0 in 360 .

The place value of 3 is hundreds,
6 is tens, and 0 is ones.

hundreds tens ones

hundreds tens ones 3 6 0

EACHENRO’TSES • Guide pupils to understand the place value using counters, base blocks, 1.4.1
counting frames, and place value charts.
T 13
• Emphasise that place value is the position of digits in a number.

3 There are digits The The
digit value digit value
5, 7 and 9 in 579. of 5 is 500. of 7 is 70.

500 70 9 579

The
digit value
of 9 is 9.

4 What is the digit value of 8, 3 and 1 in 831?
8 3 1 The digit value of 1 is 1.

The digit value of 3 is 30. 831 is 800 + 30 + 1.
The digit value of 8 is 800.

800

831
30 1

14 EACHENRO’TSES • Carry out a question and answer activity about digit value by providing 1.4.1

T various numbers to test pupilsʼ understanding.
• Explain that digit value is a value of a number according to its position

in that particular number.

5 907 Say the place value and
digit value of 9, 0 and 7.

Digit 9 0 7

Place value hundreds tens ones

Digit value 900 07

Digit 9 is in hundreds place and the value is 900.

Digit 0 is in tens place and the value is 0.

Digit 7 is in place and the value is .

7 Form a three digit number:
08 a the largest b the smallest
from the number cards. State
the place value and digit value
of each number.

LET’S ANSWER

Write the place value and digit value for the underlined digits.

Number Place value Digit value

450

612

793

802

15EACHENRO’TSES
• Emphasise that the value for a number is determined based on its digit 1.4.1
value and place value.
T
• Provide more questions in question cards or worksheets.

AB 7-9

PARTITION NUMBERS

1

Partition 182.

1 100
hundreds
8 tens 80

2 ones 182 2

Partition based 182 1 hundreds + 8 tens + 2 ones
on place value 182 100 + 80 + 2
Partition based
on digit value

2

hundreds + tens + Try to
++ complete

this.

16 EACHENRO’TSES • Guide pupils to partition the numbers according to its place value or 1.4.2
digit value.
T
• Carry out a game using number cards and partition cards for pupilsʼ

understanding.

3 Partition 640. 6
600 hundreds

40 Digit 640 Place 4 tens
0 Value Value

0 ones

640 600 + 40 + 0 640 6 hundreds + 4 tens + 0 ones

703 3 ones + 7 hundreds + 0 tens Can you partition
703 3 + 700 703 as shown?

Discuss.

LET’S ANSWER

Partition these numbers. +7
a 297 2 hundreds + 9

b 605 + 0 tens +

c 814 800 + +

d 930 + 30 +

T EACHENRO’TSES • Emphasise the method of writing the place value and digit value 1.4.2
AB 10-11 correctly.
17
• The digit value 0 is not necessarily written when partitioning the number
to digit value.

COMPARE NUMBERS
1 It is 256 altogether.

It is 356 altogether.
I have 100 more.

Determine which number is larger, 256 or 356.

200 300

Firstly, look at the 300 is 100 more
hundreds value. than 200.

300 is larger than 200 .
356 is larger than 256.

18 EACHENRO’TSES • Carry out an activity of comparing two numbers using counters 1.1.2 (iii)
or other suitable objects.
T
• Emphasise to pupils to compare the numbers starting from the

largest place value.

2 418 415 Which number is smaller?

Hundreds hundreds tens ones
value is the
same. Tens The ones
value is also value is not
the same. the same.

4 18

4 15

5 is smaller than 8.
415 is smaller than 418.

Which number is
smaller? Explain.

hundreds tens ones hundreds tens ones

623 643

EACHENRO’TSES • Emphasise that the larger number represents a larger value. 1.1.2 (iii)
AB 12 • Provide various numbers in an activity of comparing numbers
T 19
to strengthen pupilsʼ understanding.

3 Which number is more, 856 846
856 or 846?

hundreds tens ones The hundreds is the same.

8 5 6 Compare the tens.

8 4 6

5 tens is more than 4 tens.
856 is more than 846.

4 Compare 457 with 97.

hundreds tens ones 97 is larger
than 457.
4 5 7

9 7

Is it correct?
Discuss.

Form two numbers of three digits.

1 3 5 The largest digit is placed in tens.
Compare.

20 EACHENRO’TSES • Emphasise that a number with more digits has a larger value. 1.1.2 (iii)

T • Apply the words of ‟larger than”, ‟smaller than”, ‟more than”, and
‟less than” when comparing number values.

5 917 920

Which number is less, 917 or 920?

916 917 918 919 920

917 is placed before 920. The more to the
917 is less than 920. right, the greater

the number.

Where are 703 and 718 located in the
following number line? Compare.

700 705 710 715 720

LET’S ANSWER
1 What is the number? Which number is larger?

ab

hundreds tens ones hundreds tens ones

2 Determine the smaller number.

a 550 505 b 978 996

EACHENRO’TSES • Provide more questions in question cards or worksheets to strengthen 1.1.2 (iii)
AB 13 pupilsʼ understanding.
21
T

ARRANGE NUMBERS
1 RECYCLIng PROGRAMME

2 Jauhari 2 Bestari 2 Potensi 2 Cerdik

206 170 160 215

Which class collected the most cans? 1.1.2 (iv)

Arrange the numbers from
the smallest to the largest.

160 , 170 , 206 , 215

The number is getting larger.
This is an ascending order.

We can also arrange the numbers in a
descending order. The highest value is 215.

215 , 206 , 170 , 160

The number is getting smaller.
This is a descending order.

Year 2 Cerdik collected the most cans.

22 EACHENRO’TSES • Carry out games and simulation using number arrangement.
T • Surf http://www.kidsfront.com/math/l.ascendorderl2.html
• Surf http://www.kidsfront.com/math/l.descendorderl2.html

2 120 , 122 , 124 , 126
Ascending

order

Descending 126 , 124 , 122 , 120
order

3

Discuss the number arrangements above.

LET’S ANSWER
1 Arrange the numbers in ascending order.

809 920 909 816 960
2 What are the numbers? Arrange the numbers in

descending order.

EACHENRO’TSES • Carry out an activity of arranging number cards in ascending and 1.1.2 (iv)
AB 14-15 descending order outside the classroom.
T 23
• Emphasise that the ascending and descending orders follow a pattern.

COUNT NUMBERS We count on in
hundreds from
1a 200. It is 600

200, 300, altogether.
400, 500,

600.

200 300 400 500 600
b
Count. What is the total?

400 500 600 ? ?

2

I count on in tens.
600, 610, 620, 630, 640, 650.

600 610 620 630 640 650

24 EACHENRO’TSES • Carry out an activity of saying and counting numbers using objects, 1.3.1
picture cards, and abacus. 1.3.2

T

3 a Count on in fives.

100 105 110 115 ?
b Count on in sixes. ? 418 ?

400 406

c Count on in eights.

700 708 716 724 732 ? ?

4 155 The numbers are
reduced in ones.
We count back
in ones.

157 156

154

153 152 151

T EACHENRO’TSES • Carry out an activity of counting and completing a number series 1.3.1

using picture cards, number cards, and number lines. Provide various 1.3.2 25
number sequences such as ascending or descending in ones, twos,
threes, fours, sevens, and nines.

5

518 418 318 218

Count back in hundreds.

6 a Count back in twos. 160 158
168 166 164 ?

b Count back in sixes.

290 ? 302 308 314 320 326

c Count back in sevens.
? 686 693 700 707 714 721

26 EACHENRO’TSES • Carry out a game outside the classroom. Each pupil has five 1.3.1
T number cards. Ask them to arrange the numbers in ascending and 1.3.2
descending orders. Provide a few sets of number cards to perform

this activity.

7

845 211 401 411 431 441
837
205
829 202
821 199
813 196

200
400
100
404 408 416 420

Say the missing
numbers.

T EACHENRO’TSES • Carry out an activity of counting and completing the numbers in the 1.3.1
AB 16-18 picture. Conduct a question and answer session with pupils about
number arrangements, in ascending or descending order. 1.3.2 27

LET’S ANSWER
1 Count the numbers. Say whether the following

number sets are in ascending or descending order.
a 222 224 226 228 230 232

b 438 428 418 408 398 388
c 635 640 645 650 655 660
d 970 870 770 670 570 470
2 Complete these.

927 928 929

920 LET’S ANSWER

909 911 913 917

906 906

900
892 902 912

897 812
712

28 EACHENRO’TSES • Provide more questions in question cards or worksheets involving 1.3.1
T counting numbers in ones until tens and hundreds and also 1.3.2
completing number sequences.

ESTIMATE NUMBERS

1

There is about
half a container
of keropok lekor

left.

200

Estimate the keropok lekor in the container.

I estimate it is I estimate it is
less than 200. more than 100.

200 ?

T EACHENRO’TSES • Guide pupils to do estimation according to the given reference set. 1.5.1
Train pupils to use ‟about”, ‟less than”, and ‟more than” when
comparing. 29

• ‟Approximately” can also be used instead of ‟about”.

2 Estimate the numbers in the pictures.
a

50 about 100
b
The
100 number is
c less than

100.

?

50 ?

30 EACHENRO’TSES • Guide pupils to make a reasonable estimation on the number 1.5.1
of objects.
T
• Emphasise that estimation is a process of determining the nearest

value, not random guesses.

3 The green money box has The yellow
money box
about 400 coins of 50 sen.
has about 200

coins of 50 sen.

Discuss the estimated
number of 50 sen coins
in the red money box.

rr LET’S ANSWER
Estimate the number. Use the terms ‟about”, ‟less than”
or “ more than”.

ab

10 ? 100 ?

31EACHENRO’TSES
• Provide more activities on estimation using objects or picture cards 1.5.1

T to strengthen pupilsʼ understanding.
• Surf https://www.ixl.com/math/grade-2/estimate-to-the-nearest-ten

AB 19-20

ROUND OFF NUMBERS
1

230 231 232 233 234 235 236 237 238 239 240

a Round off 232 to the nearest ten.

230 232 235 240

232 is nearer to 230.
232 when rounded off to the nearest ten becomes 230.

b Round off 237 to the nearest ten.

230 235 237 240

237 is nearer to 240. .
237 when rounded off to the nearest ten becomes

What will happen if the
bicycle is at 235?

32 EACHENRO’TSES • Emphasise that pupils need to look at the tens and ones digits to round 1.6.1
off three digit numbers to the nearest ten.
T
• Carry out simulation of rounding off numbers to the nearest ten using

base blocks.

2 Round off 465 to the nearest ten.
Method 1

460 465 470
465 is in the middle of 460 and 470.

Method 2

465 470

If the ones digits are 5,

6, 7, 8 or 9, round it off to
the nearest larger ten.

465 when rounded off to the
nearest ten becomes 470.

3 Round off 734 to the nearest hundred.
734

700 730 750 800

734 is nearer to 700.

734 when rounded off to the nearest hundred
becomes 700.

33EACHENRO’TSES
• Emphasise that if the number is in the middle of two tens successively, 1.6.1
round off the number to the nearest larger ten.
T
• Surf http://www.k5learning.com/worksheets/math/grade-2-round-

3-digit-numbers-nearest-10-a.pdf and http://www.k5learning.com/

AB 21 worksheets/math/grade-2-round-3-digit-numbers-nearest-100-a.pdf

4 Round off 859 to the nearest hundred.

Method 1

859

800 850 860 900
Method 2 859 is nearer to 900.

859 900

If the tens digit is 5, 6, 7,
8 or 9, round it off to the
nearest larger hundred.

859 when rounded off to the
nearest hundred becomes 900.

5 Look at the number line. Which numbers become 360

when rounded off to the nearest ten?

350 351 352 353 354 355 356 357 358 359 360

Numbers that become 360
when rounded off to the nearest ten

are 355, 356, 357, 358 and 359.

34 EACHENRO’TSES • Emphasise that pupils need to observe the hundreds and tens digits 1.6.1
to round off three digit numbers to the nearest hundred.
T
• Provide exercises using various numbers to strengthen pupilsʼ

understanding.

6
550 560 570 580 590 600 610 620 630 640 650

550 to 599 and 601 to 649 when
rounded off to the nearest hundred become 600.

257 can become LET’S ANSWER
260 or 300 when it is
rounded off. Explain. Round off the numbers
to the nearest hundred.
a 421 b 586

c 655 d 907

LET’S EXPLORE

Materials/ coins, a container filled
Resources with numbers, paper, pen

Participants 2 players and a referee

Method

1 Pick a number.
2 Toss a coin. If it is heads, round off Heads Tails
the number to the nearest ten. If it is tails, round
off the number to the nearest hundred.
3 The referee will record 2 points for every correct answer.
4 The player with the highest points wins.

T EACHENRO’TSES • Emphasise that when rounding off numbers to the nearest ten, the 1.6.1
AB 22-23 rounded off value is in multiples of ten. When rounding off numbers to
35
the nearest hundred, the rounded off value is in multiples of hundred.
• Relate the importance of rounding off in daily life such as rounding off

the price of goods and services.

NUMBER PATTERNS I count on
1 in ones.

99 100 101 102 103

What is the number pattern above? The numbers
99 100 101 102 103 are arranged
increasingly in

ones.

The number pattern is increasing in ones.
2

118 120 122 124 126

The number pattern is increasing in twos.
3 What is this number pattern?

316 516
216 416

36 EACHENRO’TSES • Carry out a number pattern simulation by counting objects in the class 1.7.1
in ones to tens and hundreds.
T
• Guide pupils to state the number patterns.

4 The numbers
242 241 240 239 238 are arranged
decreasingly

in ones.

The number pattern is decreasing in ones.

5 430
438 436 434 432 .

The number pattern is decreasing in

6
635 535 435 335 235

The number pattern is .

7 Talk about the number patterns.

a 520 516 512 508 504
b 800 795 790 785 780
c 928 938 948 958 968

T EACHENRO’TSES • Guide pupils to recognise decreasing number patterns based on 1.7.1
several number series. Relate them to counting back in ones to tens
and hundreds. 37

8a The number pattern is increasing in tens.

170 180 190 ? ?

b

This number pattern is increasing in threes.

216 219 222 ? ?

c This is a descending order. So, its number

pattern is decreasing in hundreds.

589 489 389 289 189 ?

What is the next number in
the number pattern above?

Arrange these numbers to form a pattern.

655 , 650 , 675 , 660 , 670 , 665 , 645

38 EACHENRO’TSES • Emphasise that number patterns are related to number arrangements 1.7.2
in ascending and descending orders in ones to tens and hundreds.
T
• Carry out an activity of completing number patterns based on the

AB 24-26 given number lines and number strips.

LET’S ANSWER

1 Complete the following number patterns.

a 100 103 106 109 115

b 465 365 265 165 65

c 807
783 789 795

2 Look at the number grid. The number pattern in the
blue boxes is increasing in threes. State five numbers
for the patterns below.

201 202 203 204 205 206 207 208 209 210
211 212 213 214 215 216 217 218 219 220
221 222 223 224 225 226 227 228 229 230
231 232 233 234 235 236 237 238 239 240
241 242 243 244 245 246 247 248 249 250
251 252 253 254 255 256 257 258 259 260
261 262 263 264 265 266 267 268 269 270
271 272 273 274 275 276 277 278 279 280
281 282 283 284 285 286 287 288 289 290
291 292 293 294 295 296 297 298 299 300

a Increasing number patterns:

i in twos. ii in fives. iii in eights.
iii in sevens.
b Decreasing number patterns:

i in fours. ii in sixes.

EACHENRO’TSES • Provide more questions in worksheets and question cards. 1.7.1 39
• Surf www.fuelthebrain.com/games/line-dry/ 1.7.2

T

SOLVE IT 0

14 7

Izah has three number

cards as above. She puts 7
in hundreds, 4 in ones, and
another card in tens. What
is the number? Write the

answer in words.

Method hundreds tens ones

Arrange the 7 0 4
numbers
according

to the place
value.

The number is seven hundred and four.

Round off 704 to the nearest
hundred. Discuss.

40 EACHENRO’TSES • Guide pupils to understand the question by jotting down important 1.8.1
information.
T
• Provide more questions in worksheets and question cards

to strengthen pupilsʼ understanding.

2 The picture shows the
number of books read
by the three pupils.
Who is the winner?

Bee Yee Lim Wong

248 268 246

Method 1 Determine the largest number.

I use blocks. 248 268 246

The largest number is 268

Method 2 Arrange the numbers in ascending order.

246 , 248 , 268 268 is the
The largest number is 268 number of
books read
The winner is Lim.
by Lim.

T EACHENRO’TSES • Guide pupils to underline the important information in the question 1.8.1
to solve them.
41
• Guide pupils to check their answers through simulation.

3 The picture shows the marks obtained by 2 pupils in a
quiz. Balaʼs mark is not shown.

Gana Bala Rani

Bala scored 10 marks less than Gana and 10 marks
more than Rani. What is Balaʼs mark?

Method

Draw a number line.

10 more
+ 10

438 448 458

– 10
10 less

Bala’s mark is 448.

42 EACHENRO’TSES • Guide pupils to solve the problem using a number line. 1.8.1

T

AB 27-28


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