SK Year 2 Mathematics DLP (Part 1)

LET’S ANSWER



Solve the problems.


Davin uses a calculator. He presses the numbers 6, 0
1
and 9. State the number in words.




2 Siti arranged all the cards shown.
She formed the largest number.

What is the number?




3 Look at the table of Mathematics quiz marks.

Mathematics Quiz



a
Name Marks Arrange the marks in
ascending order.
Zaki 780

Zana 810 b Who is the winner?

Reeya 800
c What is the number pattern?
Daren 790


4 The following are the guesses of 5 participants.
Chocolate
The Chocolate Guessing Contest Guessing
Contest
Yi Han Faris Radin Punita Silva


552 524 538 525 510


Who is the winner if the total number of
chocolates is 530?




TEACHER’S • Encourage pupils to do exercises involving number skills by surfing 1.8.1 43
NOTES
https://www.ixl.com/search?q=number+up+to+1000
• Emphasise that zero cannot be placed in front of a number because it
has no value. For example, 019.



TB-UNIT 1-ENG.indd 43 12/12/17 12:35 PM

LET’S HAVE FUN


Number Song




Letʼs sing a song.



Letʼs learn my dear friends
The story of numbers

There are hundreds, tens, and ones
Hundreds number has three digits


Arrange numbers in two ways

Ascending order makes numbers larger
Descending order makes numbers smaller

Easy learning, we are all happy!


Now it is the time to round off

If it is the tens which is asked
Look at the value of the ones

If it is less than 5
So zero it will be


Now we are rounding off to hundreds

It is the hundreds which is asked
Look at the value of the tens

If it is 5 or more
9:00
Add 1 to the hundreds value




9:00
Scan
me






1.1.2 (iv)
TEACHER’S • Sing the song to the melody of Rasa Sayang. Prepare number cards 1.2.1
NOTES
and place value cards to be used by pupils while singing.
1.4.1
44 • Discuss other skills, such as place value, digit value, and counting 1.6.1
44
numbers indirectly.
AB 29-30

TB-UNIT 1-ENG.indd 44 12/12/17 12:35 PM

ADDITION, SUBTRACTION,



MULTIPLICATION, AND DIVISION








I add
There another
are 60 50 pieces.
pieces.

















Mother, let’s buy
8 pieces of curry puffs.




Let’s eat together. Each of us Each row has
eats 2 pieces of curry puffs. 3 people.





























TEACHER’S • Ask pupils to tell stories based on the pictures. Relate them to 2.1
NOTES
addition, subtraction, multiplication, and division operations.
2.2
2.3
45
For example, add 50 pieces and 60 pieces of curry puffs.
45
• Surf http://www.k5learning.com/free-math-worksheets/ 2.4 45
second-grade-2/addition/adding-3-digit-and-1-digit-numbers
TB-UNIT 2-BT-ENG(pg. 45-61).indd 45 12/12/17 12:41 PM

ADD TWO NUMBERS



DOUGHNUTS ORDER



apple chocolate strawberry durian

120 6 50 100
pieces pieces pieces pieces







1 Total the number of apple and chocolate doughnuts.


120 + 6 =

+ 1 + 1 + 1 + 1 + 1 + 1 Count on
6 steps.
120 121 122 123 124 125 126

120 + 6 = 126


The total number of apple and chocolate doughnuts

is 126 pieces.




2 How many and 3 Add 120 and 100.

doughnuts are
120 + 100 =
there altogether?
+ 100
120 + 50 =
120
+ 10 + 10 + 10 + 10 + 10
What is the
120 130 140 150 160 170 answer?



120 + 50 = 170


TEACHER’S • Guide pupils to add without regrouping. Instead, use base blocks, 2.1.1
NOTES
hundreds square, and others.
46
46 • Surf http://www.k5learning.com/free-math-worksheets/second-
grade-2/addition/adding-whole-tens-to-2-digit-number
AB 31


TB-UNIT 2-BT-ENG(pg. 45-61).indd 46 12/12/17 12:41 PM

4 Storybook Donation

Class 2 Amanah 2 Bakti 2 Jaya
Quantity 131 62 107


a Total the storybooks donated by 2 Amanah and 2 Bakti.


131 + 62 =


Method 1 Method 2



hundreds tens ones

1 3 1
+ 0 6 2

1 9 3
hundreds tens ones


Method 3 + 60 + 2


60
62 131 141 151 161 171 181 191
2 193

131 + 62 = 193

The total donation is 193.



b

hundreds tens ones Ani calculates
the donation by
6 2 2 Bakti and

+ 1 0 7 2 Jaya. Is it

7 2 7 correct? Discuss.




TEACHER’S • Emphasise the importance of placing digits at the correct place value. 2.1.1
NOTES
• Guide pupils to add, starting from ones, followed by tens, then hundreds.
47
• Surf http://www.k5learning.com/free-math-worksheets/second-
grade-2/addition/add-3-digit-numbers-in-columns-no-regrouping 47



TB-UNIT 2-BT-ENG(pg. 45-61).indd 47 12/12/17 12:41 PM

5 Add 134 and 225.


134 + 225 =


Use the vertical form.
1 3 4

+ 2 2 5

3 5 9



134 + 225 = 359





6 216 + = 348


What is the number in the ?


2 1 6

+ 1 3 2 2 1 1 3 6 2

3 4 8
3 4 8


216 + 132 = 348


The number in the is 132.





103
+ = 269
126 52
Choose one number 217 237

in . Choose another 32 166

number in . 143

The total number is 269.

TEACHER’S • Provide more activities that involve mental calculation. 2.1.1
NOTES
• Do a quick calculation quiz.
48 • Surf http://www.k5learning.com/free-math-worksheets/first-grade-1/
48
addition/add-two-2-digit-numbers-in-columns-no-regrouping
AB 32-34


TB-UNIT 2-BT-ENG(pg. 45-61).indd 48 12/12/17 12:41 PM

7 a 103 + 16 =


h t o h t o h t o
1 0 3

+ 1 6

1 1 9


Up 103. Add 16, The
up 1 tens and answer is
up 6 ones. 119.


103 + 16 = 119



b 234 + 112 =



Add 112.
2 3 4 Up 1 hundreds,

+ 1 1 2 up 1 tens.

3 4 6 Lower beads
9:00
Up 234. are not
enough to up
2 ones.

Scan
me Little friend
of 2 is 3.
9:00

5 So,
up 5
The answer 2 3 down 3.

is 346.




234 + 112 = 346



TEACHER’S • Train pupils to add using abacus by finding “little friend”, which 2.1.1
NOTES
is the combination of 5.
• Refer to the abacus module to guide pupils to use the abacus
correctly. 49




TB-UNIT 2-BT-ENG(pg. 45-61).indd 49 12/12/17 12:41 PM

c 621 + 334 =
Add 334. Up
6 2 1 3 hundreds.

+ 3 3 4 Lower beads

9 5 5 are not

Up 621. enough to up
3 tens and

4 ones.


5 Tens:
Up 5,
3 2 down 2.


5 Ones:
The answer Up 5,
is 955. 4 1 down 1.


621 + 334 = 955


LET’S ANSWER


1 Add.

a 5 8 0 b 7 2 0 c 6 4 7

+ 9 + 3 6 + 3 0 1





d 300 + 400 = e 210 + 150 =


2 Complete these.

a 3 0 4 b 6 5 c
+ + + 9 3 1


3 2 6 4 7 9 9 8 5

TEACHER’S • Explain to pupils that addition can be solved using subtraction to find 2.1.1
NOTES
the unknowns.
50
50
AB 34


TB-UNIT 2-BT-ENG(pg. 45-61).indd 50 12/12/17 12:41 PM

MORE ADDITION



1 139 add 8.












Calculate the total
number of ice cream. hundreds tens ones


139 + 8 =
1 3 9

+ 8

17







1
1 3 9
+ 0 0 8


1 4 7


9 ones + 8 ones = 17 ones 1 tens + 3 tens

17 ones = 1 tens + 7 ones + 0 tens = 4 tens
1

1 hundreds + 0 hundreds 1 3 9
= 1 hundreds + 8

1 4 7
139 + 8 = 147


The total number of ice cream is 147.


TEACHER’S • Guide pupils to regroup numbers starting from ones to tens. 2.1.1 51
NOTES
Emphasise that when the total digit of ones becomes 10 or more,
carry out regrouping.





TB-UNIT 2-BT-ENG(pg. 45-61).indd 51 12/12/17 12:41 PM

2 Total 409 and 6.


409 + 6 =


Method 1




+ 1 + 1 + 1 + 1 + 1 + 1


409 410 411 412 413 414 415






Method 2




409 + 6 = 409 + 6 =



1 5 405 4


409 + 1 = 410 6 + 4 = 10

410 + 5 = 415 405 + 10 = 415



Method 3



1
4 0 9 Try to solve this. 308 + 5 =

+ 6 Choose any of

4 1 5 the methods.






409 + 6 = 415




TEACHER’S • Guide pupils to add using a variety of aids such as base blocks, 2.1.1
NOTES
counting frames, and abacus.
52 • Surf http://www.mathinenglish.com/worksheetview.php?id=54&stid
=40025
AB 37


TB-UNIT 2-BT-ENG(pg. 45-61).indd 52 12/12/17 12:41 PM

3 Add 82 and 145.

82 + 145 = hundreds tens ones


8 2

+ 1 4 5

12 7


2 ones + 5 ones = 7 ones


8 tens + 4 tens

= 12 tens

= 1 hundreds + 2 tens




1
0 8 2
+ 1 4 5

2 2 7

1 hundreds + 0 hundreds

+ 1 hundreds = 2 hundreds


1
8 2

+ 1 4 5 82 + 145 = 227
2 2 7






Is this the 9 6
correct + 4 2 3
answer?
Explain. 4 1 1 9



TEACHER’S • Guide pupils to add using regrouping from tens to hundreds. 2.1.1 53
NOTES
• Surf http://www.mathinenglish.com/worksheetview.php?id=49&stid=
40025





TB-UNIT 2-BT-ENG(pg. 45-61).indd 53 12/12/17 12:41 PM

4 267 + 358 =



hundreds tens ones



2 6 7

+ 3 5 8

15








1
2 6 7

+ 3 5 8

12 5







1 1
2 6 7

+ 3 5 8

6 2 5




1 1
2 6 7
+ 3 5 8


6 2 5






267 + 358 = 625

TEACHER’S • Provide question cards or worksheets on adding two numbers 2.1.1
NOTES
involving regrouping.
54 • Surf http://www.mathinenglish.com/worksheetview.php?id =55&stid
54
=40025



TB-UNIT 2-BT-ENG(pg. 45-61).indd 54 12/12/17 12:42 PM

5 384 + 199 =



Method 1

Use the
1 1 vertical form.
3 8 4

+ 1 9 9

5 8 3






Method 2




384 = 300 + 80 + 4

1 99 = 100 + 90 + 9

400 + 1 70 + 13



400 + 100 + 70 + 10 + 3 = 583






Method 3



199 add 1 equals
384 + 199 =
200. 384 minus 1
– 1 + 1 equals 383.

383 + 200 = 583




384 + 199 = 583





TEACHER’S • Guide pupils to add using various methods such as partial method and 2.1.1 55
NOTES
partition, or other suitable ones.
• Surf https://www.ixl.com/math/grade-2/addition-with-three-digit-numbers

AB 35-37


TB-UNIT 2-BT-ENG(pg. 45-61).indd 55 12/12/17 12:42 PM

6 a 754 + 28 =

Add 28.
1
7 5 4 Up 2 tens.
+ 2 8 Lower beads
9:00 are not enough
7 8 2 Up 754. to up 8 ones.



Big friend
Scan
me of 8 is 2.

10
9:00 So, down
2 ones
The answer 8 2 and carry

is 782. 1 tens.

754 + 28 = 782



b 871 + 92 =


1 Add 92.
8 7 1 Lower beads
+ 9 2 are not enough

9:00 to up 9 tens.
9 6 3
Up 871.
Big friend

of 9 is 1.
Scan
me 10 So, down
1 tens
9:00
9 1 and carry

The answer 1 hundreds.
is 963. Up 2 ones.


871 + 92 = 963

TEACHER’S • Train pupils to add using abacus by finding ‟big friend”, which is a 2.1.1
NOTES
combination of 10. Ask them to list the combination of 10.
56
56
AB 38


TB-UNIT 2-BT-ENG(pg. 45-61).indd 56 12/12/17 12:42 PM

The total of which two numbers is nearest to 1 000?



485 437 509 490






LET’S ANSWER





1 Add.
2 Complete these.

a 304 a 5 3 b 2
+ 6
+ 2 + 4 7

9 0 1 1 0 0 0
b 620

+ 99 c 151 + 199 =




c 517 d = 67 + 618

9:00
+ 84



d 368
Scan
+ 275 me

9:00



3 Find the total of two numbers on the same
colour cards.


75 108 53
249 472 265




TEACHER’S • Provide more group work using question cards or worksheets 2.1.1
NOTES
2.1.1
to vary the questions based on the levels of difficulty.
• Surf https://www.ixl.com/math/grade-2/complete-the-addition-
57
sentence-up-to-three-digits 57


TB-UNIT 2-BT-ENG(pg. 45-61).indd 57 12/12/17 12:42 PM

ADD THREE NUMBERS





1
56 103 220

Adi
60 100

Su Lin



What is Adi’s total score?


56 + 103 + 220 = Add two numbers

first. Then, add the
Method 1 answer with the

5 6 1 5 9 other number.

+ 1 0 3 + 2 2 0

1 5 9 3 7 9



Method 2
5 6 Add all numbers

1 0 3 together.
+ 2 2 0

3 7 9





56 + 103 + 220 = 379


Adi’s total score is 379.




Su Lin’s total score is the same as Adi’s.
What is the score for the blue skittle?



TEACHER’S • Guide pupils to add using various methods. Discuss the common 2.1.2
NOTES
mistakes such as not placing the number at the correct place value.
58 • Surf http://www.mathinenglish.com/worksheetview.php?id
58
=52&stid=40020



TB-UNIT 2-BT-ENG(pg. 45-61).indd 58 12/12/17 12:42 PM

2


Carp Tilapia

213 37






How many fish are there Catfish
145
altogether?


213 + 145 + 37 =


1
2 1 3 Make 10 first.
1 4 5 10

+ 3 7

3 9 5


213 + 145 + 37 = 395


There are 395 fish altogether.



3 Total up 473, 98 and 318.


473 + 98 + 318 =


1 1
4 7 3 Add the same
9 8 16 two digits first.

+ 3 1 8
8 8 9



473 + 98 + 318 = 889


TEACHER’S • Guide pupils to add complement of 10 or add the same two numbers 2.1.2
NOTES
first.
• Surf http://www.mathinenglish.com/worksheetview.php?id=51&stid=
40020 59




TB-UNIT 2-BT-ENG(pg. 45-61).indd 59 12/12/17 12:42 PM

4 Floria Florist



Rose Sunflower Orchid

312 237 88




= 312 + 237 + 88



Method 1


1 1 First, add 312
3 1 2 4 0 0 and 88. Then,

+ 8 8 + 2 3 7 add 237.

4 0 0 6 3 7






Method 2












637 = 312 + 237 + 88




Example:
Find the numbers 101 1
between 101 to 107. 1 0 1

The total number 104 1 0 4
of each straight line + 1 0 7

is 312. 3 1 2
105 107


TEACHER’S • Guide pupils to find the unknown value using mental calculation. 2.1.2
NOTES
60
60
AB 39-41


TB-UNIT 2-BT-ENG(pg. 45-61).indd 60 12/12/17 12:42 PM

LET’S EXPLORE



Materials/Resources number cards 1 to 9


1 2 3 4 5 6 7 8 9


Method R B G


1 Arrange the 1 4 7

number cards 2 5 8
according to the + 3 6 9

assigned colours. 7 7 4


2 Change the arrangement of

numbers within the , and
R
B
groups. What do you find?
G
3 Write five number sentences

for the same total.



LET’S ANSWER



Find the total.



a 4 0 b 2 3 0 c 6 2 4
1 1 6 5 4 1 0 8
+ 2 3 1 + 1 0 5 + 1 9 5






d 73 + 420 + 105 = e = 214 + 485 + 300


f 148 + 217 + 364 = g = 453 + 299 + 147



TEACHER’S • Guide pupils to explore number addition through activities such as 2.1.2 61 61 61
NOTES
Let’s Explore to strengthen their understanding.






TB-UNIT 2-BT-ENG(pg. 45-61).indd 61 12/12/17 12:42 PM

There were 150 balloons.
SUBTRACTION 40 balloons were given away to


1 the children.


















How many balloons are left?

Count back
150 – 40 =
in tens.
110 120 130 140 150



– 10 – 10 – 10 – 10

150 – 40 = 110


There are 110 balloons left.


2
Ice creams What is the difference between the
corn ice cream and the vanilla ice cream?
Corn Vanilla


300 – 200 =


100 100 100
300 200

100 100


300 – 200 = 100


The difference is 100.


TEACHER’S • Guide pupils to subtract without regrouping using number lines and 2.2.1
NOTES
hundred squares.
62 • Surf http://www.k5learning.com/free-math-worksheets/second-
grade-2/subtraction/subtract-whole-tens-from-hundreds



TB-UNIT 2-ENG (pg.62-80).indd 62 12/12/17 12:43 PM

3 I sold 32 from
285 tickets.


How many tickets
have not been sold?

285 – 32 =


Method 1










hundreds tens ones hundreds tens ones




Method 2 hundreds tens ones










Method 3 Subtract ones.
5 ones − 2 ones
= 3 ones 2 8 5
hundreds tens ones
Subtract tens. – 3 2
2 8 5 8 tens − 3 tens 2 5 3
– 0 3 2 = 5 tens


2 5 3 Subtract hundreds.
2 hundreds − 0 hundreds
= 2 hundreds


285 – 32 = 253

The number of unsold tickets is 253 pieces.


TEACHER’S • Guide pupils to subtract using various methods such as using counters 2.2.1 63
NOTES
and drawing diagrams.
• Surf http://www.k5learning.com/free-math-worksheets/second-
grade-2/subtraction/subtract-whole-tens-from-3-digit-numbers



TB-UNIT 2-ENG (pg.62-80).indd 63 12/12/17 12:44 PM

4
What is the

difference 349 – 216 =
3 4 9 2 1 6 between these 3 4 9
two numbers?
– 2 1 6

1 3 3



349 – 216 = 133





5 Subtract 317 from 438.


438 – 317 = What is the

answer?
4 3 8

– 3 1 7






438 – 317 =




6 789 – = 453


Find the value in .

Method 1 Method 2
7 8 9

7 8 9 7 8 9
– 3 3 6 3 4 3 5 6 3 – 4 5 3


4 5 3 3 3 6

789 – 336 = 453



TEACHER’S • Guide pupils to complete the number sentence involving the unknowns 2.2.1
NOTES
using smaller number simulation.
64 • Encourage pupils to check the answers using addition.
• Surf http://www.k5learning.com/free-math-worksheets/second-grade-2/
subtraction/subtract-3-digit-numbers-no-regrouping


TB-UNIT 2-ENG (pg.62-80).indd 64 12/12/17 12:44 PM

7 263 – 41 =



2 6 3

– 4 1

2 2 2



Subtract 41.
Down 4 tens. Lower

beads are not enough.
Little friend of 4 is 1.
Up 263.

5

So, up 1
4 1 and down 5.


The answer is 222. Down 1 ones.


263 – 41 = 222


LET’S ANSWER



1 Subtract.

a 3 4 2 b 5 9 0 c 6 5 8 d 9 8 7

– 1 1 – 7 0 – 4 0 0 – 3 2 5





2 What are the 789 – 568 =

numbers in the –
blue circles? 254 =


= 475 –


TEACHER’S • Guide pupils to subtract using the abacus involving “little friend”. 2.2.1 65
NOTES
• Surf the Internet to obtain an abacus module that shows examples of
subtraction in detail.

AB 42-43


TB-UNIT 2-ENG (pg.62-80).indd 65 12/12/17 12:44 PM

MORE SUBTRACTION


1 Calculate the balance of 173 minus 39.


173 – 39 =


hundreds tens ones
6 13
1 7 3

– 3 9





3 ones cannot subtract 9 ones.
Change 1 tens to 10 ones.

3 ones + 10 ones = 13 ones




6 13
1 7 3

– 0 3 9
1 3 4




Subtract ones. Subtract tens. Subtract hundreds.
13 ones − 9 ones 6 tens − 3 tens 1 hundreds
= 4 ones = 3 tens − 0 hundreds
= 1 hundreds


6 13
1 7 3

– 3 9

1 3 4




173 – 39 = 134


TEACHER’S • Guide pupils to subtract by regrouping tens to ones. Emphasise that if 2.2.1
NOTES
the digit in ones is not enough, regroup tens to ones.
66 • Surf http://www.k5learning.com/free-math-worksheets/second-
grade-2/subtraction/subtract-3-digit-numbers-with-regrouping



TB-UNIT 2-ENG (pg.62-80).indd 66 12/12/17 12:44 PM

2 Subtract 185 from 346.

346 – 185 =

hundreds tens ones




3 4 6

– 1 8 5

Subtract ones. 1
6 ones − 5 ones = 1 ones







2 14
3 4 6

– 1 8 5

Change 1 hundreds to 10 tens. 1

4 tens + 10 tens = 14 tens







2 14
3 4 6

– 1 8 5
1 6 1


Subtract tens. 2 14

Subtract hundreds. 3 4 6

– 1 8 5

1 6 1
346 – 185 = 161


TEACHER’S • Guide pupils to subtract by regrouping tens to ones and hundreds to 2.2.1 67
NOTES
tens using counters or other suitable objects.
• Surf http://www.mathworksheets4kids.com/Subtraction/3digit-1.pdf





TB-UNIT 2-ENG (pg.62-80).indd 67 12/12/17 12:44 PM

3 200 – 153 =


hundreds tens ones

1 10
2 0 0

– 1 5 3










9
1 10 10
2 0 0

– 1 5 3











9
1 10 10
2 0 0

– 1 5 3

0 4 7



9
1 10 10
Why is 0 in hundreds 2 0 0
not written?
– 1 5 3

4 7



200 – 153 = 47


TEACHER’S • Guide pupils to subtract by regrouping hundreds to tens and tens to 2.2.1
NOTES
ones.
68 • Encourage pupils to check their answers with addition.
• Surf https://www.youtube.com/watch?v=Y6M89-6106I



TB-UNIT 2-ENG (pg.62-80).indd 68 12/12/17 12:44 PM

4 934 – 218 =





Method 1

2 14
9 3 4

– 2 1 8

7 1 6



I partition
Method 2 the numbers.

Then,
20 14 subtract.
934 900 30 4 Finally, I total

218 – 200 10 8 the answers.

700 10 6 716







Method 3
934 – 218 =

Add 2 to 218 to + 2 + 2
make it 220.
Also, add 2 to 934.
936 – 220 = 716



9 3 6

– 2 2 0

7 1 6



934 – 218 = 716


TEACHER’S • Train pupils to subtract using various methods to strengthen their 2.2.1
NOTES
understanding. Provide a variety of questions such as the example
shown above.
• Surf https://www.ixl.com/math/grade-2/subtract-three-digit-numbers 69



TB-UNIT 2-ENG (pg.62-80).indd 69 12/26/17 4:41 PM

5 932 – = 578
Find the number in the .


Method 1 Method 2 12
12 8 2 12
8 2 12
9 3 2 9 3 2

– 3 5 4 – 5 7 8
3 5 4
5 7 8


932 – 354 = 578
354





6 – 406 = 531


Method 1 Method 2



9 3 7 9 3 7 5 3 1
– 4 0 6 + 4 0 6
4 5 0 3 6 1 9 3 7
5 3 1



937 – 406 = 531






7 3 0 1 8



Fill in the white boxes 1 – =

with the digits shown

above to get the answer
with the smallest value.



TEACHER’S • Guide pupils to complete the number sentence involving unknowns 2.2.1
NOTES
using hundred squares and base blocks.
70 • Surf http://www.k5learning.com/free-math-worksheets/second-
grade-2/subtraction/subtract-3-digit-missing-numbers-no-regrouping



TB-UNIT 2-ENG (pg.62-80).indd 70 12/12/17 12:44 PM

7 910 – 584 =






10
8 0 10 9:00
9 1 0

– 5 8 4 Up 910. Subtract 584.
Down 5 hundreds.
3 2 6 Scan
me Down 8 tens, lower
9:00
beads are not enough.

















Big friend of 8 is 2.
Big friend of 4 is 6. 10 So, remove 1 hundreds.

10 So, remove 1 tens. Up 2 tens.
Up 6 ones. 8 2 Down 4 ones, there

4 6 is no lower bead.





867 – 172 =

Try to calculate
using the abacus.


The answer is 326.


910 – 584 = 326



TEACHER’S • Train pupils to subtract using the abacus involving “big friend”. 2.2.1 71
NOTES



AB 44-48


TB-UNIT 2-ENG (pg.62-80).indd 71 12/12/17 12:44 PM

Find the values of and .



6 0
– 2 7


3 8 3







LET’S ANSWER




1 Subtract.


a 3 4 2 b 6 5 7 c 8 0 3

– 1 6 – 4 8 0 – 2 9





d 705 – 38 = e 613 – 97 =


f = 900 – 315 g 509 – = 72




2 Correct the answers.

a 3 0 0 b 6 5 1 c 7 0 4

– 1 8 – 2 7 9 – 8 3

2 9 2 4 2 8 6 8 1




3 a Subtract 98 from 800.


b What is the difference between 115 and 204?




TEACHER’S • Provide more questions in question cards or worksheets. 2.2.1
NOTES
72





TB-UNIT 2-ENG (pg.62-80).indd 72 12/12/17 12:44 PM

SUBTRACT SUCCESSIVELY

1






60


There are 289 105
durians altogether.





How many durians are left?

289 – 60 – 105 =


Method 1 Then,
First, subtract 60 subtract 105.
from 289.



2 8 9 2 2 9

– 6 0 – 1 0 5

2 2 9 1 2 4



Method 2 2 8 9 Try to subtract this.

– 1 0 5 Is the answer the same?




– 6 0






289 – 60 – 105 = 124


There are 124 durians left.


TEACHER’S • Guide pupils to carry out repeated subtraction simulation activities 2.2.2 73
NOTES
using base blocks.
• Surf http://www.math-salamanders.com/image-files/math-
worksheets-printable-column-subtraction-3-digits-3.gif



TB-UNIT 2-ENG (pg.62-80).indd 73 12/12/17 12:44 PM

2 325 – 81 – 33 =
2 12
3 2 5
– 8 1


4





2 12
3 2 5
– 8 1

2 4 4








2 4 4
– 3 3


2 1 1
325 – 81 – 33 = 211




3 600 – 95 – 400 =



Subtract 400 from Then, subtract 95.
600 first. 9

1 10 10
6 0 0 2 0 0

– 4 0 0 – 9 5

2 0 0 1 0 5




600 – 95 – 400 = 105



TEACHER’S • Guide pupils to subtract by regrouping using counters, abacus, and 2.2.2
NOTES
others.
74 • Surf http://www.math-salamanders.com/image-files/math-
worksheets-for-2nd-grade-column-subtraction-3-digits-2.gifa



TB-UNIT 2-ENG (pg.62-80).indd 74 12/26/17 4:48 PM

4 498 – 32 – 21 =

4 9 8

– 3 2


4 6 6
9:00 Up 498. Subtract 32.
– 2 1
Down 3 tens.
4 4 5 Down 2 ones.


Scan
me
9:00
Subtract 21.
Down 2 tens, lower

beads are not enough.

Little friend of 2 is 3.


5 So, up 3 and

down 5.
2 3
The answer is 445. Down 1 ones.



498 – 32 – 21 = 445


LET’S ANSWER



Calculate.

a 3 6 5 b 9 8 7

– 2 4 – 3 0 – 5 3 9 – 1 0 6






c 820 – 123 – 167 = d 537 – 86 – 371 =



TEACHER’S • Guide pupils to subtract repeatedly using various methods. Encourage 2.2.2
NOTES
them to use an abacus when subtracting.
• Emphasise that the answer transferred for repeated subtraction must
be correct. 75
AB 49-51


TB-UNIT 2-ENG (pg.62-80).indd 75 12/12/17 12:44 PM

CREATE STORIES




1 Proton Perodua
Iriz Bezza
Indah Company sells

203 Proton Iriz cars and

84 Perodua Bezza cars.

The total sales is 287.
203 + 84 = 287





2 Grade A Grade C

There are 300 grade A eggs

and 210 grade C eggs.

The difference between the


300 210 number of grade A eggs and
grade C eggs is .
300 – 210 = 90




3 Hadi’s brother sells 342
grilled chickens. He also sells
342 + 269 = 611
269 fried chickens. The total

sales of the chicken is .




4 There are books on the


295 – 188 = 107 shelf. are storybooks.

The remaining 107 are novels.




TEACHER’S • Guide pupils to create stories using their own words. Carry out 2.5.1
NOTES
activities in pairs. Accept any suitable stories.
76 • Surf https://www.ixl.com/math/grade-2/subtraction-word-problems-
up-to-three-digits



TB-UNIT 2-ENG (pg.62-80).indd 76 12/12/17 12:45 PM

5 518 – 246 – 137 = 135




There are 518 recycle bags. bags are sent to

supermarket A. bags are sent to supermarket B.


The number of bags left is .



Look at the pictures. Create a story of addition

and a story of subtraction.










185 126 107 94





LET’S ANSWER




1 Complete the story.

Juara Company sold sport

shirts and school shirts. The


total number of shirts sold is .


341 + 189 = 530



2 Create stories for the number sentences.


a 416 – 123 = 293 b 104 + 120 + 135 = 359





TEACHER’S • Guide pupils to create stories using their own words. Carry out 2.5.1 77
NOTES
activities in pairs. Accept any suitable stories.


AB 52-53


TB-UNIT 2-ENG (pg.62-80).indd 77 12/12/17 12:45 PM

SOLVE IT

1 This table shows the Number
amount of biscuits Biscuits of tins

donated by Neeta. Cheese 126 Chocolate
Biscuit
Calculate the total Chocolate 279
amount of biscuits.

Method 126 tins of cheese 279 tins of
biscuits chocolate biscuits Cheese Biscuit


Total

Number sentence 126 + 279 =
1 1 Draw a
1 2 6 diagram.
+ 2 7 9

4 0 5

126 + 279 = 405

The total amount of biscuits is 405 tins.



2 Husin plucks 374 corn cobs. He sells 96 of them.
What is the balance?
374
Method
96 Balance

Number sentence 374 – 96 =

16
2 6 14
3 7 4
– 9 6

2 7 8

374 – 96 = 278


The balance of the corn cobs is 278.

TEACHER’S • Ask pupils to understand questions by jotting down the important 2.5.2
NOTES
points given.
78 • Train pupils to underline important points and write number
sentences based on the problems given.



TB-UNIT 2-ENG (pg.62-80).indd 78 12/12/17 12:45 PM

3 Kim’s father rears goats and cows.
He has 298 goats. The number of

cows is 54 more than the goats.
Calculate the number of cows.



Method
298


Goats
54


Cows


?


298 + 54 =

1 1
2 9 8

+ 5 4

3 5 2



298 + 54 = 352



The number of cows is 352.




Look at the
Juli’s father rears 136 goats less diagram. Solve it.

than Kim’s father. Calculate the
number of goats Juli’s father has.


Kim’s father’s goats 298

Juli’s father’s goats 136 ?




TEACHER’S • Guide pupils to solve problems using simulation and check the 2.5.2
NOTES
answers using subtraction.
• Emphasise the steps taken to solve problems by identifying the given
information that is needed, choosing strategies, determining the 79
AB 54-55 operation, solving, and checking the answers.


TB-UNIT 2-ENG (pg.62-80).indd 79 12/12/17 12:45 PM

LET’S ANSWER



Solve the problems.


1 Amni has 122 rubber bands.
Divani has 176 rubber bands.
Calculate the total number of

rubber bands they have. 122 176


2 Farid has 199 keychains. He gave 18 keychains to Rizal.

Calculate the balance of Farid’s keychains.


3 The table shows the number
of participants in a gotong-royong.


Participants Number

Adults 306

Children 129



a Calculate the total number of
participants.



b What is the difference between the number of
adults and children?




4 My height is I am
128 centimetres.
3 centimetres
taller than Lisa.

Lisa Dina


Calculate Dina’s height.



TEACHER’S • Provide more practices to strengthen pupils’ understanding according 2.5.2
NOTES
to their abilities.
80 • Surf https://www.superteacherworksheets.com/addition-2-digit.html





TB-UNIT 2-ENG (pg.62-80).indd 80 12/12/17 12:45 PM

MULTIPLICATION



1













There are 3 children.

Each child has 2 balloons.










3 groups of two


2 + 2 + 2 = 6


3 times 2 makes 6. 3 times 2 is
3 multiplied
3 times 2 is equal to 6. by 2.



Number 3 × 2 = 6 Total
of groups number
of objects
Number of

objects in each
group



This is the number sentence.

3 × 2 = 6




TEACHER’S • Carry out simulation of grouping objects in the same amount to construct a 2.3.1
NOTES
number sentence. Introduce the terms and symbols related to multiplication.
Emphasise that multiplication is repeated addition.
• Surf https://www.ixl.com/math/grade-2/relate-addition-and-multiplication- 81 81
for-equal-groups


TB-UNIT 2-ENG (pg. 81-94.indd 81 12/12/17 12:46 PM

2 I arranged these
mooncakes in I arranged the
2 rows. Each row mooncakes in
has 4 mooncakes. 4 rows. Each
row has
2 mooncakes.















+ 4 + 4 + 2 + 2 + 2 + 2




0 4 8 0 2 4 6 8

2 times 4 makes 8. 4 times 2 makes 8.


2 multiplied by 4 4 multiplied by 2


is equal to 8. is equal to 8.

2 × 4 = 8 4 × 2 = 8




2 × 4 is the same as 4 × 2


2 × 4 = 4 × 2





Form a
number
sentence.

× = 8


TEACHER’S • Guide pupils to do simulation that involves columns and rows 2.3.1
NOTES
to show the commutative law a x b = b x a.
82 • Emphasise that the product will be the same even though
82
the position of the multiplied numbers change.
AB 56-57 • Surf https://www.ixl.com/math/grade-2/count-equal-groups


TB-UNIT 2-ENG (pg. 81-94.indd 82 12/12/17 12:46 PM

3 Calculate the number of buttons in each group.
















4 groups of five 5 groups of four



5 + 5 + 5 + 5 = 4 + 4 + 4 + 4 + 4 =

4 × 5 = 5 × 4 =



4 × = 5 ×



LET’S ANSWER



Complete the number sentences.


a b







groups of


+ + + + =


× =
groups of


+ =
× = ×
× =

TEACHER’S • Guide pupils to do a simulation of arranging groups of objects 2.3.1
NOTES
to show the multiplication operation that gives the same product.
• Surf http://www.worksheetfun.com/Multiplication%20times%20table/
addandmultiplysquarestwo_2.pdf 83
AB 58


TB-UNIT 2-ENG (pg. 81-94.indd 83 12/12/17 12:46 PM

BUILD UP TIMES TABLES

1 × 2 = 2
1 2 times table Oh, I have 2 2 × 2 = 4

antennae!
I write 3 × 2 = 6
6 × 2 = 12
like this. 4 × 2 = 8

5 × 2 = 10

6 × 2 = 12

7 × 2 =

8 × 2 =
6 9 × 2 =

× 2

1 2
0 2 4 6 8 10 12 14 16 18



2 3 times table 1 × 3 = 3
2 × 3 = 6
My brother’s
bicycle has 3 × 3 = 9
3 wheels. 4 × 3 = 12


5 × 3 = 15

6 × 3 = 18

7 × 3 =

8 × = 24

× 3 = 27


What is the number for the fifth step?



0 1 2 3 4 5 6 7 8 9 10 11 12

TEACHER’S • Guide pupils to construct a 2 times table by counting in twos and 3 2.3.1
NOTES
times table by counting in threes.
84

AB 59


TB-UNIT 2-ENG (pg. 81-94.indd 84 12/12/17 12:47 PM

9:00






Scan
me
3 4 times table
9:00
1 × 4 = 4

2 × 4 = 8


3 × 4 = 12

4 × 4 = 16

5 × 4 = 20

6 × 4 =

7 × = 28 5

8 × = 32 × 4

× 4 = 36 2 0



5 × 4 = 20
0 4 8 12 16 20



4 5 times table
1 × 5 = 5

2 × 5 = 10

0 5 10 15 20 3 × 5 = 15

4 × 5 = 20
4 × 5 = 20
5 × 5 = 25

6 × 5 = 30


7 × 5 =

8 × = 40

× 5 = 45


The hibiscus has 5 petals.



TEACHER’S • Guide pupils to relate the 4 times table with the 2 times table through 2.3.1
NOTES
simulation involving groups with members of the same number.
85
85
• Explain the number pattern of products of the 5 and 4 times tables.
• Surf https://www.ixl.com/math/grade-2/write-multiplication-sentences 85
AB 60-62 -for-number-lines

TB-UNIT 2-ENG (pg. 81-94.indd 85 12/12/17 12:47 PM

5 6 times table






Each tray has
6 chocolates.














Number
of trays 1 2 3 4 5 6 7 8 9


Number of
chocolates 6 12 18 24 30 36



1 × 6 = 6

2 × 6 = 12


3 × 6 = 18

4 × 6 = 24

5 × 6 = 30

6 × 6 = 36

7 × = 42

× 6 = 48

× 6 =






0 6 12 18 24 30 48 54

TEACHER’S • Guide pupils to construct a 6 times table by counting in sixes. 2.3.1
NOTES
• Guide pupils to relate the 6 times table with the 3 times table.
86
86 • Surf http://www.education.com/worksheet/article/times-table-6/

AB 63


TB-UNIT 2-ENG (pg. 81-94.indd 86 12/12/17 12:48 PM

How many

6 7 times table One steaming tray steamed buns
has 7 steamed buns. are there in the
3 steaming trays?






















9:00






Scan
me 1 × 7 = 7

9:00
2 × 7 = 14
3 × 7 = 21

4 × 7 = 28


5 × 7 = 35

6 × 7 =

7 × = 49

× 7 = 56

× 7 =






0 7 14 21 28 35 42 49



TEACHER’S • Guide pupils to construct a 7 times table by counting in sevens using 2.3.1
NOTES
concrete materials.
• Ask pupils to creatively make a times table card on their own.
• Surf http://www.education.com/worksheet/article/times-table-7/ 87
AB 64


TB-UNIT 2-ENG (pg. 81-94.indd 87 12/12/17 12:48 PM

7 8 times table 1 × 8 = 8

I have 2 × 8 = 1 6

8 legs.
3 × 8 = 24

4 × 8 =

5 × 8 =

6 × = 48

7 × = 56

× 8 = 64

× 8 = 72






0 8 16 24 32 56





LET’S EXPLORE



I built the
6 times table 2 times table 2 4 6 8 10
from the 2 times + + + + +

table and the
4 times table. 4 times table 4 8 12 16 20




6 times table 6 12 18 24 30




Build a 5 times table.
Use the 2 times table
and the 3 times table.



TEACHER’S • Guide pupils to construct an 8 times table by counting in eights 2.3.1
NOTES
and relate it with a 4 times table.
88 • Guide pupils to carry out the Let’s Explore activity.
88
• Surf http://www.education.com/worksheet/article/times-tables-8/
AB 64


TB-UNIT 2-ENG (pg. 81-94.indd 88 12/12/17 12:48 PM

8 9 times table 1 × 9 = 9 Look at the
coloured
Every card 2 × 9 = 18 digits.
has 9 beads. Explain this
3 × 9 = 27
multiplication
4 × 9 = 36 pattern.

5 × 9 = 45

6 × 9 = 54

7 × = 63

× 9 = 72

× 9 =






0 9 18 27 36

4 × 9 = 36

1 × 9 = 9

1 + 8 = 9 2 × 9 = 18
2 + 7 = 9
3 × 9 = 27


The total of the digits
in the answer is 9.



9 times table


1 2 3 6 7 8 1 2 5 6 7 2 1 4 5 6
4 5 9 1 3 4 8 1 2 3 7






1 × 9 = 9 2 × 9 = 18 3 × 9 = 27



TEACHER’S • Guide pupils to construct a 9 times table by counting in nines. 2.3.1
NOTES
• Discuss the arrangement of ones and tens digits in the 9 times table for
89
pupils to remember easily.
• Surf https://www.superteacherworksheets.com/multiplication/nines- 89
AB 65 trick.pdf?up=1466611200


TB-UNIT 2-ENG (pg. 81-94.indd 89 12/12/17 12:48 PM

LET’S ANSWER


1 Multiply. Complete the answers.

a b =
20 8
× 7 = =
1 4 3
× 4 × 5
6 6 7
× 3 = =
3 9
× 5
2 =







2 Find the paths with the same total. Which animals will

meet each other?



24
12


36 6 × 4
6 + 6 8 + 8 + 8

4 × 9

4 × 6
4 + 4 + 4

9 + 9 + 9 + 9 4 × 3

3 × 8
3 + 3 + 3 + 3
6 × 6 2 × 6


9 × 4






TEACHER’S • Guide pupils to construct the 2 times table until the 9 times table. 2.3.1
NOTES
• Encourage pupils to do the times table mentally.
90
90 • Surf http://www.multiplication.com/games/play/car-wash
• Surf http://www.math-play.com/math-racing-multiplication-game/
AB 66-67 math-racing-multiplication_html5.html


TB-UNIT 2-ENG (pg. 81-94.indd 90 12/12/17 12:48 PM

BUILD UP 1, 0 AND 10 TIMES TABLES



1 1 times table
1 × 1 = 1

2 × 1 = 2

Each 3 × 1 = 3
plate 4 × 1 = 4
has
1 baulu. 5 × 1 = 5

6 × 1 = 6


Any number 7 × 1 =
times 1 equals 8 × = 8
the number itself.
× 1 = 9






2 0 times table




1 × 0 = 0
There is 2 × 0 = 0

none in 0 + 0 + 0 = 0
every 3 × 0 = 0 3 × 0 = 0
container. 4 × 0 = 0

5 × 0 = 0

6 × 0 = 0

7 × = 0
Any number times 0 + 0 + 0 + 0 + 0 = 0

0 equals 0. × 0 = 0
× =
× 0 = 0




TEACHER’S • Guide pupils to understand 1 times table and 0 times table by carrying 2.3.1 91
NOTES
out a simulation using concrete materials.






TB-UNIT 2-ENG (pg. 81-94.indd 91 12/12/17 12:48 PM

3 10 times table 10
times table


1 row has 10 beads. 1 × 10 = 1 0

2 rows have 20 beads. 2 × 10 = 20
3 × 10 = 30

4 × 10 = 40

5 × 10 =

6 × 10 =
7 × = 70


Explain the relation × 10 = 80
between 1 times table and 9 × =
10 times table.

1 10 + 10 + 10 + 10 + 10
times table times table

1 × 1 = 1 1 × 10 = 10 0 10 20 30 40

2 × 1 = 2 2 × 10 = 20
4 × 10 =



LET’S ANSWER 9:00



Complete these.
c 5 × = 0


a 4 × 10 = b = 8 × 0 d 7 × = 70 Scan
me

e f 9:00
50 4
5 3 4 6
9 × 10 7 8 × 1 0

2 4 1 3 7




TEACHER’S • Guide pupils to construct a 10 times table by counting in tens. 2.3.1
NOTES
• Surf https://www.mathworksheets4kids.com/multiplication/facts/
92
92 single-number-column-large.png 2.3.2
AB 68-69


TB-UNIT 2-ENG (pg. 81-94.indd 92 12/12/17 12:48 PM