Mathematics Year 1 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

TEXTBOOK

Writers Editors
Chan Yook Lean Ainol Rafezah binti Alias
Wan Yusof bin Wan Ngah Nurul Adilah binti Hamdan
Gobi a/l Krishnan

Illustrator
Wong Chi Ming

Graphic Designers
Najmi bin Mat Sarit
Mohd Khairin bin Abd. Malek

Translator
Zaitun binti Othman

Dewan Bahasa dan Pustaka
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
be reproduced or transmitted in any form or by Ministry of Education Malaysia.
any means, electronic or mechanical, including
photocopying, recording, or any information • Officers of the Textbook Division,
storage and retrieval system without permission Ministry of Education Malaysia.
in writing from Director-General, Ministry of
Education Malaysia. Negotiation is subject to the • The Panel of Evaluation,
calculation of royalty or honorarium. Dewan Bahasa dan Pustaka.

Published for the Ministry of Education Malaysia by: • SK Taman Bukit Maluri, Kuala Lumpur.
Dewan Bahasa dan Pustaka,
Jalan Dewan Bahasa, • SK Pengkalan Rinting, Johor.
50460 Kuala Lumpur.
Telephone : 03-21479000 (8 hunting lines) • All parties involved in the process of
Facsimile : 03-21479643 publishing this book.
Website : http://www.dbp.gov.my

Design and Typeset:
Dewan Bahasa dan Pustaka

Text Typeface: Azim
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 114

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:

TahnedTAecxttibviotoyk TA••••••hcTMSFDVLeterihoimaaovTnaltnciueaegtptemyxiteohyteBnb, osoMooofakkLsisqPaaunairdndtd2
Book Part 1
• Numbers up

to 100
• Addition and

Subtraction

The textbooks focus on the goals of mathematics learning consisting of basic
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.

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 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.

Recreational activities to foster
pupils’ interest in mathematics.
Mascot stimulates critical
and creative thinking to
generate ideas.

Teacher’s guide to carry out
teaching and learning activities.

Links to the pages in the activity book.

Reinforcement activities to
enhance skills proficiency.

Remedial activities to • Writers •
assess the understanding
of basic skills.
Enrichment activities
to test the critical
and creative thinking.

vi

1 NUMBERS UP TO 100

Wow! There are
many flowers.

• Ask the pupils to talk about the picture.

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

1

MANY AND FEW
1

a Compare the flowers and butterflies.
Many flowers. A few butterflies.

The flowers and the butterflies are not equal.
b Compare and .

Match one-to-one.

Yellow flowers are as many as red flowers.

• 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

and are not equal.

is less. is more.

3 Compare the carrots and rabbits.

more.

.

SHARPEN
YOUR
MIND

Are there enough fruits for the birds?
Explain.

1.1.1 • Guide the pupils to identify the groups of more and less objects. Use the pairing
1.2.1(iii) objects such as chair and table, cup and dish, fork and spoon, bottle and cap

AB pages 3 - 5 and so on.
• Ask the pupils to give examples of objects which are not the same in numbers

around them.

3

SELF-TEST
Look at the picture. Answer these questions.

1 Which is more, or ?

2 Which is less, or ?

3 Compare the children and butterflies.
Specify equal or not equal.

4 Choose more or less.
is (more, less). is (more, less).

1.1.1 • Carry out activities to determine the groups of more and less.
1.2.1(iii) • Provide more questions in the form of worksheets or question cards.

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)
1.2.2(ii) • Guide the pupils to count objects and say the correct number of the counted objects.
• Avoid pupils counting by memorising.

5

7 c

seven

8

eight

9

nine

10

ten

SELF-TEST

Say the numbers.
ab

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

6 AB pages 6 - 8

RECOGNISE ZERO
All the frogs on the leaves jump into the pond. How many
frogs left on the leaves?

There are 3 frogs 3
on the leaves.
three

2

two

1

one

0

zero

No frogs on the leaves. The number of frogs on
the leaves is zero.

SELF-TEST

Which container holds zero object?
ab

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)
1.2.2(ii) • Put some counters in one hand, grasp both hands and ask pupils which hand has
zero counter.
AB page 9
• Provide more questions in the form of worksheets or question cards.

7

WRITE 0 TO 10

There are There
two crabs. are four
starfish.

Count the objects.
Write the numbers in
numerals and words.

one

1.2.2(i) • Explain that numeral is symbol for the number or amount of objects.
1.2.2(ii) • Guide the pupils to write numbers in numerals and words with the correct technique.
• 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.
8
AB pages 10 - 14

six
seven

nine

1.2.2(i) • Ask a pupil to write a number on the back of another pupil. The pupil will write back
1.2.2(ii) the number on paper or writing-board. This method is called “tactile sense” which can
help pupils in their writing skills.
1.3.1
9
AB pages 15 - 20

SELF-TEST

Count the objects. Say the numbers.
Write the numbers in numerals and words.

a bc d

e f gh

1.2.2(i) • Ask the pupils to say the number of objects in the picture aloud. Ask them to write
1.2.2(ii) the numbers in numerals and words.
• 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”.

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

11

COMBINATION OF NUMBERS
1

I have 5
blue cubes.

I have 1 red
cube.

How many cubes are there in each group?
and

Group 5
Group 6

1

Altogether

5 and 1 make 6.
There are 6 cubes altogether.

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
12 relationship between 1 and 5 to make 6.

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

What are other combinations of 6?

4
6

4 and make 6.

6
3

and 3 make 6.

6

and make 6.

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

1.4.1 The combination of two groups will result as altogether. This combination
is defined as the combination of numbers.

13

2 Let’s learn the combinations There are 10
of 10. dragonflies
1 altogether.
10
9

1 and 9 is 10.

10
8

and 8 is 10.

10
7

and 7 is 10.

• Explain that 9 and 1 is 10 which is equal to 1 and 9 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.

1.4.1 • Carry out activities in pairs. Ask a pupil to say one number plus one number
AB pages 22 - 24 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.

15

SELF-TEST into two groups.
are there in each group?
1 Separate
a How many

5 is and 5
.

b What are other combinations of 5?
i ii

55

2 Complete these. c
ab

1 4 9
3 7 2

1.4.1 • 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
16 container and write the appropriate combination of numbers.

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

RECOGNISE 11 TO 20

Make it 10
and count.
Ten, eleven.

10 1

Let’s count and say.

10 and 1 is 11 10 11
11
eleven
1

10 12
12
twelve
2

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

17

10 and 3 is 13 10 13
13
thirteen
3

10 14
14
fourteen
10 and is 14

and 5 is 15 15 15
5
fifteen

6 16

and 6 is sixteen

17

and 7 is 7 seventeen

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

18

10 18
18
eighteen

18 is and 10 19
is 10 and
nineteen

20 20

twenty

20 is and

SELF-TEST

How many objects? Say the combination.
ab

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.

1.2.2(i) • Guide the pupils to write 11 to 20 in numerals and words correctly. Carry out writing
1.3.1 activity in pairs. Ask a pupil to say a number and another pupil write the number

20 in numeral and word.

AB pages 28 - 37

RECOGNISE 21 TO 100 Make groups of 10
1 Let’s count . and count.

Let’s count these
flowers quickly.

Group of 10 Group of 10 20 and 1
is 21.

We count 10, 20, 21. .

Altogether is 21

1.2.1(i) • Guide the pupils to count in groups of 10 to specify the number of 21 to 100.
1.2.1(ii) • Carry out activity of saying the numbers based on the flash card.
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 -

Try to complete this.

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
a thirty-four.

30 31 32 33 34
30 and 4 is 34.

b Forty-five. c

40 and is . and is .

4 10 tens
10 tens equal
to one
hundred.

1 hundred

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)
23
AB pages 38 - 43

SELF-TEST

1 Say the number of counters or number represented.
a b c

10

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

3 Complete the number line.

77 79 81 84

1.2.1(i) • Help the pupils to recognise numbers in numerals and words.
1.2.1(ii) • Surf https://www.ictgames.com
1.3.1 • Provide more questions in the form of worksheets or question cards.

24

RECOGNISE PLACE VALUE AND DIGIT VALUE

1 10 is 1 tens. 3 is 3 ones.

There are 13 cubes.

1 tens and 3 ones is 13. Number 13 has
digit 1 and digit 3.
tens ones
tens ones
13
13
Place value for 1 is tens.
Place value for 3 is ones.
Digit value for 1 is 10.
Digit value for 3 is 3.

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

1.6.1 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.

25

2 24 is 2 tens and 4 ones.

tens ones tens ones

24

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

58

Place value for 5 is .
Digit value for 5 is 50.

for 8 is ones.
Digit value for 8 is .

67 76 Look at the numbers.
What are the similarities?
What are the differences? Discuss.

1.6.1 • Guide the pupils to show the place value using abacus.
• Surf http://www.sheppardsoftware.com/mathgames/placevalue/value.htm
26
AB pages 44 - 45

SELF-TEST

1 Say the place value for the underlined digit.

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.

Number Place value Digit value

a 49 4 4
b 80 9 9
8 8
0 0

Forty-five. Sixteen.

SHARPEN What is the digit for
YOUR each place value for
MIND the numbers said?

hundreds tens ones

• Surf https://www.pinterest.com/explore/place-value-worksheets/
1.6.1 • Provide more questions in the form of worksheets or question cards.

27

MORE OR LESS
1

Compare and .

less is 1 less.
more is 1 more.

is 1 more than .
is 1 less than .
.
is more than .
is less than

Compare the number of fish
and the number of worms.

1.2.1(iii) • Explain that “more than” and “less than” are used to compare the number of objects
1.2.2(iii) and numbers.

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

13 is more than 11.
11 is less than 13.

13 is more than 11.
11 is less than 13.

3 Which is more, 41 or 34?

1.2.1(iii) 41 34
1.2.2(iii) 41 is 7 more than 34.
41 is more than 34.

• Emphasise that the counting skill is an important step for comparing skills.
• Use counters or base blocks while comparing any numbers to enhance pupils’

understanding.

29

4 Which is less, 38 or 45? 38 is 7 steps
Method 1 left to 45.

38 ones 45 So, 38 is less.
Method 2
Compare the digit
tens of tens.

38 3 tens
is less than

4 tens.

So, 38 is less.

38 is less than 45.

45 38 is less than 45.

65 66 67 68 69 70 71 72 73 74 75

Compare any two numbers from
the number line. Talk about it.

1.2.1(iii) • Guide the pupils to make a comparison between two numbers using place value to
1.2.2(iii) compare tens and ones values.

30 AB pages 46 - 48

SHARPEN List the numbers from 70 to 80.
YOUR State the numbers that has the digit
MIND of tens less than the digit of ones.

SELF-TEST
1 Compare the number of red marbles and the number
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

1.2.1(iii) • Surf https://www.pinterest.com/pstohrhu/comparing-numbers/
1.2.2(iii) • Provide more questions in the form of worksheets or question cards.

31

NUMBERS ARRANGEMENT

1 I arrange I arrange
in descending
in ascending
order. order.

The number is arranged
to a bigger value.

1 2 3 4 5 ? Ascending order

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

Descending 0 12345?
order

Number 2 is between
number 1 and 3.

After number 5 is 6.
So, the number 5
is before 6.

1.2.2(iv) • Carry out the activity to arrange numbers and birth dates of pupils in ascending and
1.5.1 descending order.
1.5.2

32

2 26 40
25 ? 41

24 27 38 42
? 37

What is the What is the number
number after 27? 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

1.2.2(iv) • Guide the pupils to relate the concept of “1 more than” with the counting in ones.
1.5.1 For example count in ones from 27 get 28.
1.5.2
• Carry out activities to identify the number before, after and in between any numbers
AB pages 49 - 52 using the 100-square grid.

33

3 Number of bell balls

is added in twos.

How many bell balls will be put in the fifth box?

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.

4 Mei Ling counts back in twos from 28.
What is the missing number?

28 26 24 22 20 18 ?

The number 16 is missing.
16 is 2 less than 18.

1.2.2(iv) • Guide the pupils to count in twos. Use body parts such as feet, hands, eyes and ears
1.5.1 to help them master this skill.
1.5.2
AB page 53
34

5 Count on in fives. Say the next numbers.

Each number has 5 more than
the number before.

5 10 15 ? ? ?

0 5 10 15 ?? ?
The next numbers are , and .

6 Count back in fives from 75 to 40. What is the
missing number?

40 ? 50 55 60 65 70 75

The number is missing, 5 less than 50.

35 40 45 50 ? ? Complete
90 85 80 ? 70 ? these numbers
arrangements.

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

8 Count back in tens from 90 to 40. What are the
missing numbers?

40 ? ? 70 80 90

Less in tens.
90, 80, 70, 60, 50, 40.

The missing numbers are 60 and 50.

Say the 10 20 30
missing 80 70
numbers.

50 40

1.2.2(iv) • Carry out activities in pairs, on counting in tens starting from any numbers. For
1.5.1 example, the first pupil said, “Count in tens from 40”. The second pupil answer,
1.5.2 “40, 50, 60, 70, 80, 90, 100”.

36 AB page 55

9 Count in fours. What are the missing numbers?

a

4 more ? Each number
is 4 more than
4 more
? the number
before.
12

8

4 Ascending
0 order

b 100 Count back.

96 The numbers are
less in fours.

92

88

Descending ?
order ?

20 24 36 40 How do you get
two numbers between

24 and 36?

1.2.2(iv) • Guide the pupils to count in fours using calculator. Discuss the changes in ones place
1.5.1 value for each time the pupils count in fours.
1.5.2
37
AB page 56

SHARPEN Complete it.
YOUR 36 44 48
MIND

56

SELF-TEST

1 What is the number after, number before and number
in between?

a 45 b 13 14 c 29 30

d 36 37 e 40 42 f 56 58

2 Complete it. 15 20
a 05

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.

1.2.2(iv) • Surf https://www.urbrainy.com/get.1402/extend-number-sequences-8329
1.5.1 • Provide more questions in the form of worksheets or question cards.
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.

The number pattern is 3, 8, 3, 8, 3, 8, 3, 8.

1.9.1 • Guide the pupils to identify number pattern and explain about it.
1.9.2 • Start with a simple number pattern and when pupils have understood, ask them to

form their own number patterns.
• Explain that pattern is a particular pattern in a number arrangement.

39

3 What is the
number pattern?

Number 3, 5, and 7
are repeated 3 times.

35 7 35 7 3

3, 5, 7, 3, 5, 7, 3, 5, 7.
4 What is the next number in the number pattern below?

6 1 6 16?

Number 6 and 1 are arranged
repeatedly. The next number is 1.

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

Complete it. Explain the pattern.

0 0 7 0 ?7 00?

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

40 AB page 57

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.

1.9.1 • Surf http://prek-8.com/math/patterns/easyNumberPatterns.php
1.9.2 • Recall the order of numbers in ascending and descending order. Relate the skills with

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

Identify the number patterns. Complete these.

a 12121

b 345 53 5

c 8 10 12 18

d 90 80 70 50

1.9.1 • Guide the pupils to identify number patterns using picture cards and complete the
1.9.2 number patterns. Help them to explain the identified number patterns.

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

AB page 58

RECOGNISE ESTIMATION
1 Estimate the number of books which Faris bring.

I bring
10 books.

The number of books that Faris
bring is more than 10.

2 Estimate the number of balls in the red box.

The red box The number
is smaller than of balls in the
the green box. red box is less

than 16.

16

• Explain that estimation is a process to get the nearest value or quantity.

1.7.1 • Guide the pupils to make reasonable estimation and not by guessing.
• Explain that estimation is the value or the rough number.

43