SK Year 2 Mathematics DLP (Part 1)

BT082004

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)











RUKUN NEGARA.indd 1 23/03/16 7:21 PTG

DUAL LANGUAGE PROGRAMME












Year PART

1





Writers
Chan Yook Lean
Rosli bin Maun
Editors
Asmahanim binti Ab Rahman
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








PRELIM-PART 1-ENG.indd 1 12/12/17 12:29 PM

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
Second Printing 2018 the following:
© Ministry of Education Malaysia 2017
• The Panel of Evaluators,
All Rights Reserved. No part of this publication Textbook Division,
may be reproduced or transmitted in any form or Ministry of Education Malaysia.
by any means, electronic or mechanical, including
photocopying, recording, or any information
storage and retrieval system without permission • Officers of the Textbook Division
in writing from the Director General of Education, and Curriculum Development Division,
Ministry of Education Malaysia. Negotiation is Ministry of Education Malaysia.
subject to the calculation of royalty or honorarium.
• The Panel of Evaluators,
Published for the Ministry of Education Malaysia by:
Dewan Bahasa dan Pustaka.
Dewan Bahasa dan Pustaka,
Jalan Dewan Bahasa, • Officers of the English Language Teaching
50460 Kuala Lumpur. Centre (ELTC),
Telephone: 03-21479000 (8 hunting lines) Teacher Education Division,
Facsimile: 03-21479643 Ministry of Education Malaysia.
Website: http://www.dbp.gov.my

Design and Typeset: • SK Taman Bukit Maluri, Kuala Lumpur.
Dewan Bahasa dan Pustaka
• SK Iskandar Shah, Perak.
Text Typeface: Azim
Text Size: 18 points • All parties involved in the process of
publishing this book.
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.
















PRELIM-PART 1-ENG.indd 2 12/26/17 4:43 PM

CONTENTS








1 NUMBERS UP TO 1 000 1

RECOGNISE NUMBERS 2


WRITE NUMBERS 6
NUMBER VALUE 8


PLACE VALUE AND DIGIT VALUE 13
PARTITION NUMBERS 16


COMPARE NUMBERS 18
ARRANGE NUMBERS 22


COUNT NUMBERS 24
ESTIMATE NUMBERS 29


ROUND OFF NUMBERS 32
LET’S EXPLORE 35


NUMBER PATTERNS 36
SOLVE IT 40


LET’S HAVE FUN 44






















iii





PRELIM-PART 1-ENG.indd 3 12/12/17 12:29 PM

2 ADDITION, SUBTRACTION, MULTIPLICATION,

AND DIVISION 45

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 81

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





PRELIM-PART 1-ENG.indd 4 12/12/17 12:29 PM

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:




Textbook Part1: Textbook Part 2:
• Fractions and Decimals
• Numbers
up to 1 000 • Money
• Addition, • Time
Subtraction, • Length, Mass, and
Multiplication, Volume of Liquid
and Division • Shapes
• Data




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 v





PRELIM-PART 1-ENG.indd 5 12/12/17 12:29 PM

SHAPES
5 47 ÷ 7 =
Shapes Song Remember the
Learning topics Method 7 times table.
Let us learn the 3-D shapes 6
3-D shapes, 3-D shapes 7 4 7
Cuboid, cube, and pyramid Stimulus page encourages – 4 2 6 x 7 = 42
Cone and cylinder too 5 remainder
pupils to communicate 47 ÷ 7 = 6 remainder 5
6 30 ÷ 8 =
Twelve sides lengths are all the same 3 x 8 = 24
Six faces sizes all the same Pupil-centred activities Method 1 Method 2
We can see these in dice 3
A cube, we call its name 30 – 24 = 6.
8 30 The remainder
Questions of Higher Order – 24 is 6. 3 remainder 6
30 ÷ 8 =
6 remainder
A cuboid has a different shape Thinking skills (HOTs)
Six faces sizes not the same 30 ÷ 8 = 3 remainder 6
Has squares and also rectangles 9:00
Has twelve sides too
Hands-on There are 20 matchsticks.
Scan A matchstick house
9:00
me activities needs 8 matchsticks.
LET’S EXPLORE How many houses can
Materials/Resources number cards 1 to 9 such as be made? Calculate the
remainder of matchsticks.
TEACHER’S NOTES • Teacher is encouraged to add lyrics for other 3-D shapes. 7.1.1 77 77 1 2 3 4 5 6 7 8 9 projects and
• Sing the song to the tune of The Mulberry Bush. While singing, pupils
show 3-D shapes using real objects.
Method R B G 112 TEACHER’S NOTES • Guide pupils to divide using concrete materials. 2.4.1
• Surf http://www.helpingwithmath.com/printables/worksheets/division/
div0301division08.htm
Learning activities 1 Arrange the 1 2 3 4 5 6 7 8 9 games • Surf http://www.helpingwithmath.com/printables/worksheets/division/
div0301division09.htm

number cards
according to the +

via QR code assigned colours. 7 7 4 Content Standard and
2 Change the arrangement of
numbers within the , and Learning Standard
R
B
groups. What do you find?
G
3 Write five number sentences
for the same total.
2 I arranged these
mooncakes in I arranged the LET’S ANSWER
2 rows. Each row mooncakes in Formative exercises to assess
has 4 mooncakes. 4 rows. Each Find the total.
row has
2 mooncakes. a 4 0 b 2 3 0 c 6 2 4 understanding of learned skills
1 1 6 5 4 1 0 8
+ 2 3 1 + 1 0 5 + 1 9 5
LET’S HAVE FUN
d 73 + 420 + 105 = e = 214 + 485 + 300
Lucky Cards
f 148 + 217 + 364 = g = 453 + 299 + 147
+ 4 + 4 + 2 + 2 + 2 + 2
Materials/Resources
TEACHER’S NOTES • Guide pupils to explore number addition through activities such as 2.1.2 20 fraction and decimal cards
Let’s Explore to strengthen their understanding.
0 4 8 0 2 4 6 8 61 61 61
2 times 4 makes 8. 4 times 2 makes 8. Front Back
2 multiplied by 4 4 multiplied by 2 1 0.8 8
is equal to 8. is equal to 8. Teacher’s guide to 5 10
2 × 4 = 8 4 × 2 = 8 Participants
teaching and learning 3 pupils per group
2 × 4 is the same as 4 × 2 Method
2 × 4 = 4 × 2 activities Recreational 1 Place cards face down 2 The second player
card matches, keep the
Form a activities on the table. opens one card. If any
The first player opens
number
sentence. two cards. matching cards.
to foster
× = 8
TEACHER’S NOTES • Guide pupils to do simulation that involves columns and rows 2.3.1 pupils’
to show the commutative law a x b = b x a.
82 82 • 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
interest in
Mascot stimulates critical and creative mathematics
thinking to generate ideas 3 Take turns. Repeat 4 The player who collects

the most cards wins.

step 2. Play until all
the cards are matched.
TEACHER’S NOTES • Prepare sufficient cards for the activity. 3.1.1, 3.1.2
3.1.5, 3.2.1
• Instil moral values such as honesty, integrity, patience, and tolerance.
18 18 3.2.6, 3.3.1
Links to the pages in the activity book. AB 101-102
SELF-ASSESSMENT
Answer the questions. Circle the answers horizontally or
Activity 2 vertically in the number grid below.
Reinforcement activities 1 Write the digit value of the underlined digits. 1 State the numbers. 3 What are the numbers?
MIND TEASER
a. One hundred and
to enhance skills learnt a 3 6 1 b 2 4 7 c 8 9 5 twenty-four. a. b. a b 7 c
Complete the number puzzle.

b. Three hundred and five.
c. Two hundred. 4 130 230 330 430 530 1 3 d
What is the number e f g
1 2 What are the numbers? after 530? h
a. 5 825
What is the digit value
that is underlined? i j k
d 9 2 0 e 8 0 7 f 9 1 3 b. 6 Round off 375 to the

100 100 100 100 nearest ten.
Remedial activities 100 30 8 7 Round off 684 to the Down
Across
nearest hundred.
to assess understanding 1 2 4 9 2 7 4 a. One hundred and b. Seven hundred and twenty.
3
c. Three hundred and four.
thirty-seven.
of basic skills 2 Complete these. 1 9 0 0 6 0 3 4 2 1 1 0 6 8 0 c. What is the number? f. The number for this
5
partition 700+5 is .
9
a My place value b My digit value 1 2 3 4 5 6 7 d. Complete the pattern. g. The number for
is . is . 0 2 4 8 3 9 7 0 229 236 243 ? 257 is .
6 3 0 9 8 0 0 6 h. 6 hundreds + 9 tens + 0 ones
My digit My e. Round off 568 to the
Enrichment activities value is place 4 5 8 0 5 1 2 0 3 1 4 7 0 0 5 h. What is the
7 nearest ten.
j. Round off 351 to the
to test critical and My place value . My digit value value is Very Good i. Count back in fives. nearest hundred.
number?
.
462
k. State the digit
Very
Try
Try
29
29
Good
again
creative thinking is . is . good good 850 ? 840 835 value of 6.
again
k. 675, 683, 691, _____.
1.4.1 Very Try
8 TBP1 13-15 good Good again What is the missing number?
Very Good Try
30 good again
vi
PRELIM-PART 1-ENG.indd 6 12/12/17 12:30 PM

NUMBERS UP TO 1 000








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.

























TEACHER’S • Ask pupils to tell stories about the picture. 1.1.1 (ii) 1 1
NOTES
1.1.1 (i)
• Carry out an activity to get pupils to say the numbers involved in the given
facts individually or in groups.




TB-UNIT 1-ENG.indd 1 12/12/17 12:30 PM

RECOGNISE NUMBERS


1 Monday 15/1/2018








Read or say your number.











Three
hundred and Eight hundred
sixteen. and seven.



































Show the number
nine hundred and thirty-five.



TEACHER’S • In pairs, provide more reading activities of any number in words. 1.1.1 (i)
NOTES
Get pupils to say the number using flash cards to strengthen pupils’
2 understanding. 1.1.1 (ii)





TB-UNIT 1-ENG.indd 2 12/12/17 12:30 PM

2




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






































Mine is ten and one.












Which number is said
wrongly? Say it correctly.






TEACHER’S • Get pupils to carry out activities of saying numbers in numerals or words 1.1.1 (ii) 3 3
1.1.1 (i)
NOTES
in a quiz or question and answer session using calculators, computers,
and others.
AB 1


TB-UNIT 1-ENG.indd 3 12/12/17 12:31 PM

3 Letʼs match the number with its word.

six hundred and four hundred
eighty-five and twenty


six hundred seven hundred
and three
and fifty-eight












four hundred and
nineteen





seven hundred
and thirty

four hundred and
ninety-one







seven hundred
and thirteen






















TEACHER’S • Carry out number matching activity using words or vice versa in the 1.1.1 (iii)
NOTES
form of a game. Do it inside or outside the classroom.
4 4 4 • Carry out the activity of matching number cards with word cards.
AB 2



TB-UNIT 1-ENG.indd 4 12/12/17 12:31 PM

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



TEACHER’S • Train pupils to say the numbers on a number line. 1.1.1 (ii) 5
1.1.1 (i)
NOTES
• Provide more questions in question cards or worksheets.
1.1.1(iii)




TB-UNIT 1-ENG.indd 5 12/12/17 12:31 PM

WRITE NUMBERS


1
Wednesday 17/1/2018



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.




four hundred and sixty-three
463








510 five hundred and ten









709 seven hundred and nine




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





TB-UNIT 1-ENG.indd 6 12/12/17 12:31 PM

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




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


TB-UNIT 1-ENG.indd 7 12/12/17 12:31 PM

NUMBER VALUE One packet contains 10 kuih.

4 packets contain 40 kuih.
1































five hundred

100 100 100 10 10 and forty



540




100 100 10 10


2


What is the total
number of marbles?
50 50






10 10
50

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





TB-UNIT 1-ENG.indd 8 12/12/17 12:31 PM

3



This shows a

value of 526. This shows
a value of
435.














526 435





4 a






607






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




b What is the number?















TEACHER’S • Emphasise the value represented by each base block through 1.1.2 (i)
NOTES
simulation.
• Guide pupils to determine the object quantity for any given number
value using counters, counting frames, abacus, paper squares, and 9
others.


TB-UNIT 1-ENG.indd 9 12/12/17 12:31 PM

5
MathematIcs Corner



Four hundred
and twenty-six.







4 2 6


























hundreds tens ones







6 What is the number?




a b c










hundreds tens ones


TEACHER’S • Provide various numbers and ask pupils to show the numbers using 1.1.2 (i)
NOTES
counters, abacus, and counting frames. Carry out activities in groups
10 or individually.
AB 5



TB-UNIT 1-ENG.indd 10 12/12/17 12:31 PM

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.








TEACHER’S • Carry out activities of matching groups of objects such as counters, 1.1.2 (ii) 11 11
NOTES
counting frames, and abacus with the number value as a competition
using flash cards.





TB-UNIT 1-ENG.indd 11 12/12/17 12:32 PM

Do the base
blocks show the
same numbers?
Why?





LET’S ANSWER



1 Show the following numbers using base blocks and
abacus.

a b 517 739 908
c
d
160

2 What is the number?


a b



100 100




100 20 10 10 10 10




c d




f





e f






hundreds tens ones


TEACHER’S • Emphasise that 10 tens is the same as 100 and 10 ones is the same 1.1.2 (i)
NOTES
as 10.
12 • Surf https://www.slideshare.net/mazlan81/modul-pp-matematik- 1.1.2 (ii)
nombor-dan-operasi-thn-2
AB 6


TB-UNIT 1-ENG.indd 12 12/12/17 12:32 PM

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





TEACHER’S • Guide pupils to understand the place value using counters, base blocks, 1.4.1 13
NOTES
counting frames, and place value charts.
• Emphasise that place value is the position of digits in a number.





TB-UNIT 1-ENG.indd 13 12/12/17 12:32 PM

3 There are digits
5, 7 and 9 in 579. The The
digit value digit value

of 5 is 500. of 7 is 70.







579




The

digit value
500 70 9 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.



The digit value of 8 is 800.


831 is 800 + 30 + 1.

800



831

1
30







TEACHER’S • Carry out a question and answer activity about digit value by providing 1.4.1
NOTES
various numbers to test pupilsʼ understanding.
14 • Explain that digit value is a value of a number according to its position
in that particular number.



TB-UNIT 1-ENG.indd 14 12/12/17 12:32 PM

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




Digit 9 0 7


Place value hundreds tens ones


Digit value 900 0 7


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 .





Form a three digit number:
7 a b
the largest the smallest


0 8 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



TEACHER’S • Emphasise that the value for a number is determined based on its digit 1.4.1 15
NOTES
value and place value.
• Provide more questions in question cards or worksheets.

AB 7-9


TB-UNIT 1-ENG.indd 15 12/12/17 12:32 PM

PARTITION NUMBERS


1

Partition 182.










1
hundreds 100


8 tens 80





2 ones 182 2





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


Partition based

on digit value 182 100 + 80 + 2


2





Try to
complete
hundreds + tens + this.



+ +







TEACHER’S • Guide pupils to partition the numbers according to its place value or 1.4.2
NOTES
digit value.
16 • Carry out a game using number cards and partition cards for pupilsʼ
understanding.



TB-UNIT 1-ENG.indd 16 12/12/17 12:32 PM

3 Partition 640.
6
hundreds
600




40 Digit 640 Place
Value Value 4 tens


0

0 ones




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



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

703 3 + 700












LET’S ANSWER



Partition these numbers.

a 297 2 hundreds + 9 + 7


b 605 + 0 tens +


c 814 800 + +


d
930 + 30 +

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


TB-UNIT 1-ENG.indd 17 12/12/17 12:32 PM

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.




TEACHER’S • Carry out an activity of comparing two numbers using counters 1.1.2 (iii)
NOTES
or other suitable objects.
18 • Emphasise to pupils to compare the numbers starting from the
largest place value.



TB-UNIT 1-ENG.indd 18 12/12/17 12:32 PM

2
418 415 Which number is smaller?




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







4 1 8














4 1 5




5 is smaller than 8.

415 is smaller than 418.







Which number is
smaller? Explain.






hundreds tens ones hundreds tens ones

623 643


TEACHER’S • Emphasise that the larger number represents a larger value. 1.1.2 (iii) 19
NOTES
• Provide various numbers in an activity of comparing numbers
to strengthen pupilsʼ understanding.

AB 12


TB-UNIT 1-ENG.indd 19 12/12/17 12:32 PM

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



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
4 5 7
than 457.
9 7




Is it correct?
Discuss.











Form two numbers of three digits.
1 3 5 The largest digit is placed in tens.

Compare.






TEACHER’S • Emphasise that a number with more digits has a larger value. 1.1.2 (iii)
NOTES
• Apply the words of ‟larger than”, ‟smaller than”, ‟more than”, and
20 ‟less than” when comparing number values.





TB-UNIT 1-ENG.indd 20 12/12/17 12:32 PM

5
917 920


Which number is less, 917 or 920?




916 917 918 919 920



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


a b









hundreds tens ones hundreds tens ones



2 Determine the smaller number.


a 550 505 b 978 996



TEACHER’S • Provide more questions in question cards or worksheets to strengthen 1.1.2 (iii) 21
NOTES
pupilsʼ understanding.


AB 13


TB-UNIT 1-ENG.indd 21 12/12/17 12:33 PM

ARRANGE NUMBERS


1 RECYCLIng PROGRAMME

2 Jauhari 2 Bestari 2 Potensi 2 Cerdik
















206 170 160 215


Which class collected the most cans?


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.


TEACHER’S • Carry out games and simulation using number arrangement. 1.1.2 (iv)
NOTES
• Surf http://www.kidsfront.com/math/l.ascendorderl2.html
22 • Surf http://www.kidsfront.com/math/l.descendorderl2.html





TB-UNIT 1-ENG.indd 22 12/12/17 12:33 PM

2


Ascending 120 , 122 , 124 , 126
order







Descending
order 126 , 124 , 122 , 120



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.

















TEACHER’S • Carry out an activity of arranging number cards in ascending and 1.1.2 (iv) 23
NOTES
descending order outside the classroom.
• Emphasise that the ascending and descending orders follow a pattern.

AB 14-15


TB-UNIT 1-ENG.indd 23 12/12/17 12:33 PM

COUNT NUMBERS


1 a
We count on in

200, 300, hundreds from
400, 500, 200. It is 600
600. altogether.














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



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





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3 a Count on in fives.










100 105 110 115 ?



b Count on in sixes.



400 406 ? 418 ?





c Count on in eights.




700 708 716 724 732 ? ?



4
We count back
in ones.
The numbers are
reduced in ones.
157 156 155



154


153 152 151















TEACHER’S • Carry out an activity of counting and completing a number series 1.3.1
NOTES
using picture cards, number cards, and number lines. Provide various
1.3.2
number sequences such as ascending or descending in ones, twos,
threes, fours, sevens, and nines. 25



TB-UNIT 1-ENG.indd 25 12/12/17 12:33 PM

5


















518 418 318 218





Count back in hundreds.






6 a Count back in twos.



168 166 164 ? 160 158




b Count back in sixes.




290 ? 302 308 314 320 326






c Count back in sevens.




? 686 693 700 707 714 721







TEACHER’S • Carry out a game outside the classroom. Each pupil has five 1.3.1
NOTES
number cards. Ask them to arrange the numbers in ascending and
26 descending orders. Provide a few sets of number cards to perform 1.3.2
this activity.



TB-UNIT 1-ENG.indd 26 12/12/17 12:33 PM

7













211



845
837
205 401 411 431441
829

202
821

813 199



196 400









200
100



404 408 416 420











Say the missing
numbers.



TEACHER’S • Carry out an activity of counting and completing the numbers in the 1.3.1 27
NOTES
picture. Conduct a question and answer session with pupils about
1.3.2
27
number arrangements, in ascending or descending order.
AB 16-18


TB-UNIT 1-ENG.indd 27 12/12/17 12:33 PM

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










TEACHER’S • Provide more questions in question cards or worksheets involving 1.3.1
NOTES
counting numbers in ones until tens and hundreds and also
28 completing number sequences. 1.3.2





TB-UNIT 1-ENG.indd 28 12/12/17 12:33 PM

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





















200 ?






TEACHER’S • Guide pupils to do estimation according to the given reference set. 1.5.1 29
NOTES
Train pupils to use ‟about”, ‟less than”, and ‟more than” when
comparing.
• ‟Approximately” can also be used instead of ‟about”.



TB-UNIT 1-ENG.indd 29 12/12/17 12:33 PM

2 Estimate the numbers in the pictures.

a












50 about 100



b The
number is

less than
100.





100 ?





c
























50
?




TEACHER’S • Guide pupils to make a reasonable estimation on the number 1.5.1
NOTES
of objects.
30 • Emphasise that estimation is a process of determining the nearest
value, not random guesses.



TB-UNIT 1-ENG.indd 30 12/12/17 12:34 PM

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


a b

















10 ? 100 ?




TEACHER’S • Provide more activities on estimation using objects or picture cards 1.5.1 31
NOTES
to strengthen pupilsʼ understanding.
• Surf https://www.ixl.com/math/grade-2/estimate-to-the-nearest-ten

AB 19-20


TB-UNIT 1-ENG.indd 31 12/12/17 12:34 PM

ROUND OFF NUMBERS


1





234 235 236
233 237
232 238

231 239
230 240







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?


TEACHER’S • Emphasise that pupils need to look at the tens and ones digits to round 1.6.1
NOTES
off three digit numbers to the nearest ten.
32 • Carry out simulation of rounding off numbers to the nearest ten using
base blocks.



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2 Round off 465 to the nearest ten.

Method 1





460 465 470


465 is in the middle of 460 and 470.

Method 2



4 6 5 4 7 0




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.


TEACHER’S • Emphasise that if the number is in the middle of two tens successively, 1.6.1
NOTES
round off the number to the nearest larger ten.
• Surf http://www.k5learning.com/worksheets/math/grade-2-round-
3-digit-numbers-nearest-10-a.pdf and http://www.k5learning.com/ 33
AB 21 worksheets/math/grade-2-round-3-digit-numbers-nearest-100-a.pdf


TB-UNIT 1-ENG.indd 33 12/12/17 12:34 PM

4 Round off 859 to the nearest hundred.

Method 1
859





800 850 860 900

859 is nearer to 900.

Method 2

8 5 9 9 0 0




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.

TEACHER’S • Emphasise that pupils need to observe the hundreds and tens digits 1.6.1
NOTES
to round off three digit numbers to the nearest hundred.
34 • Provide exercises using various numbers to strengthen pupilsʼ
understanding.



TB-UNIT 1-ENG.indd 34 12/12/17 12:34 PM

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.





LET’S ANSWER



Round off the numbers

257 can become to the nearest hundred.

260 or 300 when it is a 421 b 586
rounded off. Explain.
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.


TEACHER’S • Emphasise that when rounding off numbers to the nearest ten, the 1.6.1
NOTES
rounded off value is in multiples of ten. When rounding off numbers to
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 35
AB 22-23 the price of goods and services.


TB-UNIT 1-ENG.indd 35 12/12/17 12:34 PM

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



TEACHER’S • Carry out a number pattern simulation by counting objects in the class 1.7.1
NOTES
in ones to tens and hundreds.
36 • Guide pupils to state the number patterns.





TB-UNIT 1-ENG.indd 36 12/12/17 12:34 PM

4 The numbers
242 241 240 239 238 are arranged
decreasingly
in ones.






The number pattern is decreasing in ones.




5


4 38 4 36 4 34 4 32 4 30



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






TEACHER’S • Guide pupils to recognise decreasing number patterns based on 1.7.1 37
NOTES
several number series. Relate them to counting back in ones to tens
and hundreds.





TB-UNIT 1-ENG.indd 37 12/12/17 12:34 PM

8 a 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





TEACHER’S • Emphasise that number patterns are related to number arrangements 1.7.2
NOTES
in ascending and descending orders in ones to tens and hundreds.
38 • Carry out an activity of completing number patterns based on the
given number lines and number strips.
AB 24-26


TB-UNIT 1-ENG.indd 38 12/12/17 12:34 PM

LET’S ANSWER



1 Complete the following number patterns.

a 100 103 106 109 115


b 465 365 265 165 65


c

783 789 795 807


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.

b Decreasing number patterns:

i in fours. ii in sixes. iii in sevens.


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





TB-UNIT 1-ENG.indd 39 12/12/17 12:35 PM

SOLVE IT



1
4 7 0



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



Arrange the hundreds tens ones
numbers
according
to the place 7 0 4
value.














The number is seven hundred and four.




Round off 704 to the nearest
hundred. Discuss.





TEACHER’S • Guide pupils to understand the question by jotting down important 1.8.1
NOTES
information.
40 • Provide more questions in worksheets and question cards
to strengthen pupilsʼ understanding.



TB-UNIT 1-ENG.indd 40 12/12/17 12:35 PM

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

number of
books read
The largest number is 268 by Lim.




The winner is Lim.





TEACHER’S • Guide pupils to underline the important information in the question 1.8.1 41
NOTES
to solve them.
• Guide pupils to check their answers through simulation.





TB-UNIT 1-ENG.indd 41 12/12/17 12:35 PM

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.




TEACHER’S • Guide pupils to solve the problem using a number line. 1.8.1
NOTES
42

AB 27-28


TB-UNIT 1-ENG.indd 42 12/12/17 12:35 PM