Panduan PdP Matematik Tahun 4 Versi DLP

Kurikulum Standard Sekolah Rendah

TEACHING AND LEARNING GUIDE

MATHEMATICS

YEAR 4

Terbitan
Bahagian Pembangunan Kurikulum

2019

Cetakan Pertama Februari 2019
© Kementerian Pendidikan Malaysia

Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian
artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara
apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain
sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan
Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Parcel E, Kompleks
Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.

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INTRODUCTION

Kurikulum Standard Sekolah Rendah (KSSR) mendukung cita-cita murni dan unggul selaras
dengan semangat Falsafah Pendidikan Kebangsaan dan Dasar Pendidikan Kebangsaan
bertujuan melahirkan murid yang seimbang serta berkembang secara menyeluruh dari segi
intelek, rohani, emosi dan jasmani serta menyediakan mereka untuk menghadapi arus
globalisasi serta ekonomi berasaskan pengetahuan pada abad ke-21.

Matematik di peringkat sekolah rendah adalah satu mata pelajaran asas yang menegaskan
kepada penguasaan bahasa matematik, kefahaman konsep, penguasaan kemahiran
mengira, menaakul dan kemahiran menyelesaikan masalah serta menerapkan nilai-nilai
murni. Elemen merentas kurikulum sebagai unsur nilai tambah diterapkan melalui konteks
yang sesuai dalam penyediaan modul ini bertujuan mengukuhkan kemahiran keterampilan
modal insan yang dihasratkan.

Sebagai usaha panduan dan pencetus idea, modul pengajaran dan pembelajaran ini
disediakan bagi membantu guru merealisasikan tuntutan dan hasrat KSSR (Semakan 2017)
melalui pendidikan matematik. Keberkesanan pelaksanaan KSSR semakan memerlukan guru
menghayati kehendak dan semangat pendidikan matematik seperti mana yang tersurat dalam
dokumen KSSR (Semakan 2017) Matematik dan diterjemahkan dalam modul ini. Adalah
diharapkan modul ini dapat membantu guru melaksanakan kurikulum matematik yang
dihasratkan dengan menyediakan murid yang lebih berdaya saing, membentuk insan yang
seimbang dan dapat menyumbang kepada keharmonian serta kesejahteraan negara.

Modul ini memuatkan beberapa maklumat berhubung dengan senarai standard pembelajaran
yang perlu diajar serta cadangan aktiviti dan latihan. Modul ini boleh diguna pakai sebagai
pencetus idea. Namun begitu, guru juga boleh mengubah suai dan mengembangkan lagi
aktiviti dan latihan yang dicadangkan.

Dalam proses penyediaan Modul Pengajaran dan Pembelajaran Matematik Tahun 3, banyak
pihak yang turut sama terlibat. Kepada semua pihak yang telah memberi sumbangan
kepakaran, masa dan tenaga hingga terhasilnya modul ini, Kementerian Pendidikan
merakamkan setinggi-tinggi penghargaan dan ucapan terima kasih.

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PENJELASAN MODUL
Modul ini merupakan panduan yang boleh diguna oleh guru di peringkat sekolah. Ia
merupakan contoh yang boleh digunakan di dalam bilik darjah. Pengubahsuaian boleh
dilakukan berdasarkan situasi persekitaran pembelajaran murid. Modul ini dibangunkan bagi
membantu guru memberi idea awal pengajaran dan pembelajaran di bilik darjah.
Guru boleh menjadikan cadangan aktiviti di dalam modul ini satu idea bagi mengembangkan
proses pengajaran di dalam bilik darjah supaya lebih lebih menarik.
Selain dari beberapa aktiviti yang dicadangkan bagi setiap standard pembelanjaran petunjuk
seperti di bawah ini menjadi rujukan bagi memudahkan guru melaksanakan aktiviti yang
dicadangkan.

Cadangan latihan atau kerja bertulis yang boleh dilakukan.

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NUMBERS AND OPERATIONS: YEAR 4

Topic Whole Numbers and Basic Operations.
Content Standard
Learning Standard 1.1 Number value 60 minutes

1.1.1 State numbers up to 100 000:
(i) Read any number given in words.
(ii) Say any number given in numerals.
(iii) Write numbers in numerals and words.

Activity 1:
a. Show the number cards 0 up to 9.
b. Show any number formed using the number cards.

Example: 35 4 79

c. Pupils form several five digit numbers using the number cards.
Examples:
i. 35 479
ii. 37 549
iii. 93 574

d. Pupils say the numbers one by one.
Example:
Three, five, four, seven, nine before they are guided to say the numbers correctly.

i. Thirty-five thousand four hundred and seventy-nine.
ii. Thirty-seven thousand five hundred and forty-nine.
iii. Ninety-three thousand five hundred and seventy-four.

Activity 2:
a. Prepare several word cards.
b. Ask pupils to read the word cards and write them in numerals.

Thirty-five thousand four hundred and seventy-nine. 35 479
Thirty-seven thousand five hundred and forty-nine. 37 549
Ninety-three thousand five hundred and seventy-four. 93 574
c. Repeat the activity using other examples.

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NUMBERS AND OPERATIONS: YEAR 4

Activity 3: 42 931
a. Put up a number card on the board. Example:

b. Distribute a word card to each pupil.

c. Pupil who holds the word card of the displayed number matches it with the
number card.

42 931 Forty-two thousand nine hundred and thirty-one

d. Pupils read the word cards that is put up.
e. Repeat the activity untill all the cards are matched.

Activity 4:
a. Distribute Worksheet 1, 2 and 3.
b. Discuss the answers with the pupils.

Assessment:
Pupils must be able to answer all the questions in Worksheet 1, 2 and 3 correctly
before they move to the next skill.

Values and attitude:
Cooperative, helpful and listen to instruction.

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NUMBERS AND OPERATIONS: YEAR 4

Name : _____________________________________ Worksheet 1
Class : ____________

Complete the number puzzle below.

12 4
3

56 8

7

9

Across

1. Thirty- two thousand three hundred and twenty-six
3. Sixteen thousand seven hundred and forty-nine
5. Sixty-five thousand one hundred and five
7. Eighty-one thousand six hundred and four
9. Ninety thousand nine hundred and ninety seven

Down

1. Thirty-six thousand five hundred and forty-two
2. Twenty-eight thousand six hundred and thirty-eight
4. One hundred thousand
6. Fifty thousand four hundred and forty-seven
8. Fifty thousand and five

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NUMBERS AND OPERATIONS: YEAR 4
Worksheet 2

Name: _________________________________ Class: ____________
Write in words.

1. 8 623
2. 10 500
3. 24 355
4. 89 764
5. 71 602
6. 50 834
7. 17 215
8. 68 001
9. 45 072
10. 20 645

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NUMBERS AND OPERATIONS: YEAR 4

Name: _____________________________________ Worksheet 3
Write in numbers. Class: ____________

Fifty-two thousand and four

Forty-three thousand and two

Thirty-four thousand one hundred
and twenty-one

Seventy-seven thousand nine
hundred and ninety-eight

Sixty-one thousand two hundred

and thirty-five

Topic Whole Numbers and Basic Operations.

60 minutes

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NUMBERS AND OPERATIONS: YEAR 4

Content Standard 1.1 Value of numbers

Learning Standard 1.1.2 Determine the value of numbers up to 100 000.
(i) Name the place value and digit value for any
numbers.

Activity 1:

a. Display a number. Example :

71 265

b. Ask pupils to say aloud the number.

71 265 Seventy-one thousand two hundred and sixty-five.

c. Ask pupils to write the number in words on the board and underline the words that
represent place value.

Seventy-one thousand two hundred and sixty-five.

d. Pupils discuss what they understand from the underlined word with the group
members

e. A representative from the group will present the outcome of their discussion.
(Explain to the pupils the place value of ones.)

Activity 2:
a. Display a number as the example shown below:

20 413

b. Display the Place Value Chart.
Example:

Hundred Ten Thousands Hundreds Tens Ones

thousands thousands

c. Pupils discuss in groups and fill in the numbers correctly in the Place Value Chart.

d. Based on the place value, pupils identify the digit value for each digit.
 Digit value for 3 is 3.
 Digit value for 1 is 10.
 Digit value for 4 is 400.
 Digit value for 0 is 0.
 Digit value for 2 is 20 000.

e. Repeat this activity with other numbers.

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NUMBERS AND OPERATIONS: YEAR 4
Activity 3:

a. Form several groups and distribute Worksheet 4.
b. Ask pupils to do the activities based on the instruction in the worksheet.
c. Display the outcome for each group and discuss.
Activity 4:
a. Prepare a few jerseys (or number cards) for number 1 to 9.
b. Select nine pupils randomly. Choose a jersey for each pupil and let them wear

it.
c. Teacher calls out a number.

Example: Thirty-one thousand seven hundred and twenty-eight.
d. Pupils wearing the jersey move around and form the number mentioned by

the teacher according to the prepared place value chart.
e. Question and answer session with pupils.
f. Enrichment activity: Pupils complete Worksheet 5.
Assessement :
Pupils need to answer all the questions in Worksheets 4 and 5 correctly before
moving on to the next skill.
Values and attitude:
Cooperative,helpful and listen to instruction.

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NUMBERS AND OPERATIONS: YEAR 4

Name: _____________________________________ Worksheet 4
Class : ____________

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

Item Numbers Place Value Digit Value
1. 75 611
2. 37 624
3. 49 862
4. 50 371
5. 12 546
6. 28 003
7. 85 219

B. Identify the place value and digit value for digit 8 in each number.

Number Place Value Digit Value

1. 37 804
2. 82 511
3. 98 652
4. 24 083
5. 43 478

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NUMBERS AND OPERATIONS: YEAR 4

Name: _____________________________________ Worksheet 5
A. Answer these questions. Class: ____________

56 802

1. Which digit has the largest value? ____________
2. Which digit has the smallest value? ____________
3. What is the place value for digit 6? ____________
4. What is the place value for digit 0? ____________
5. What digit is at the place value of ones? ____________
6. What is the digit value of 8? ____________
7. What is the digit value of 5? ____________
8. Form a number that contains digit 6 at the place value
____________
of hundreds.

B. Find the mystery number. The mystery number is
___________________
Digit 6 at the place value of thousands.
Digit 3 at the place value of hundreds.
Digit 1 at the place value of ten thousands.
Digit 7 at the place value of ones.
Digit 9 at the place value of hundred thousands.

C. Diagram below shows four number cards.

86 015 64 721 53 296 44 063

Form a number using digit 6 from each number above.
Answer: ____________________

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NUMBERS AND OPERATIONS: YEAR 4

Topic Whole Numbers and Basic Operations. 60 minutes
Content Standard 1.1 Number value

Learning Standard 1.1.2 Write numbers in extended notation based
on place value and digit value.

Activity 1:

a. Ask pupils to look and say the displayed numbers.

Card A Card B

65 423 308

Card C Card D
43 241 6 832

b. Ask pupils to state number of digits in each number.

c. Ask pupils to state the place value of the digit 3 in each number.

Activity 2:
a. Display Card A again.

b. Ask pupils to say and write the number in word.
“sixty-five thousand four hundred and twenty-three”

c. Write the number in extended notation according to place value.
6 ten thousands + 5 thousands + 4 hundreds + 2 tens + 3 ones

d. Partition the number according to the digit value as shown below.
60 000 + 5000 + 400 + 20 + 3

e. Repeat the activity with Card B, C and D.

Activity 3:

a. Prepare number cards 0 to 9 and the Place Value Chart.

b. Form any 5 digit number using the selected number cards.
Example:

Ten Thousands Hundreds Tens Ones
Thousands

89 6 24

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NUMBERS AND OPERATIONS: YEAR 4

c. Write the place value and digit value for each number.

8 ten thousands = 80 000

9 thousands = 9 000

6 hundreds = 600

2 tens = 20

4 ones =4

d. Write the answer in extended notation:
8 ten thousands + 9 thousands + 6 hundreds +,2 tens + 4 ones

80 000+ 9 000 + 600 + 20 + 4
2 tens + 4 ones

e. The arrangement for place value and digit value can also be written as below:
600 + 80 000 + 4 + 9 000 + 20

6 hundreds + 8 ten thousands + 4 ones + 9 thousands + 2 tens

Activity 4:
9 thousands + 2 tens

a. Distribute Worksheet 6.

b. Discuss pupils’ work.

Assessement :
Pupils need to answer correctly all the questions given in worksheet 6 before moving
on to next skill.

Values and attitude :
Cooperative,helpful and listen to instruction.

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NUMBERS AND OPERATIONS: YEAR 4

Name: _____________________________________ Worksheet 6
Class: ____________

A. Partition according to the digit value.

1. 54 629 = + + + +

2. 18 304 = + + + +

3. 60 518 = + + + +

4. 93 072 = + + + +

5. 45 860 = + + + +

B. Write the correct answer.
1. 8 ten thousands + 2 thousands + 3 hundreds + 7 tens =
2. 5 ten thousands + 3 thousands + 1 hundreds + 9 tens + 4 ones =
3. 2 ten thousands + 8 hundreds + 5 thousands + 9 ones =
4. 6 thousands + 8 ones + 5 tens + 4 ten thousands =
5. 3 ones + 6 hundreds + 7 ten thousands + 1 tens =

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NUMBERS AND OPERATIONS: YEAR 4

Topic Whole Numbers and Basic Operations. 60 minutes
Content Standard 1.1 Number value.

Learning Standard 1.1.2 (iii) Compare the value of two numbers.
(iv) Arrange numbers in ascending and descending
orders.
(v)
Complete any number sequence in ascending
and descending order.

Activity 1:
a. Display five number cards randomly as follows:

60 000 40 000 20 000 50 000 30 000

b. Ask five pupils to take a number card each and say the number on the card.
c. Prepare alphabet cards A, B, C, D, and E and place them on the floor.

AB CDE

d. Ask the pupils to move by arranging the numbers from the smallest value to the
largest value on the alphabet cards.

e. Other pupils say the numbers in ascending order.
f. Question and answer session with the pupils about the displayed number pattern.
g. Repeat the activity for the descending order.

Activity 2 :

a. Display a number.
Example: 54 350

b. Ask the pupils to say the number.

c. Guide pupils to count number in thousands according to ascending order.

d. Explain how to get the next number which is by adding 1 thousand to the previous
number.

Example: 1 000 1 000

54 350 55 350 56 350

e. Repeat the activity until pupils can form numbers in ascending order.

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NUMBERS AND OPERATIONS: YEAR 4

f. Then, guide pupils to count numbers in thousands in descending order.

g. Explain how to get the next number by subtracting 1 thousand from the number
before that.

Example: 1 000 1 000

54 350 55 350 56 350

h. Repeat the activity until pupils can form numbers in descending order.

i. Repeat the activity above by counting in hundreds, tens, ones, twos, threes up to
nines in ascending and descending order.

Activity 3:
a. Pupils are divided into a few groups.

b. Each group is given four sets of number cards, two sets of number cards are
arranged in ascending order. Another two sets must be arranged in descending
order. (Refer to Appendix 1)

c. Pupils paste the number cards on the manila card.
d. Display the pupils’ work in front of the class.

Activity 4:

a. Distribute Worksheet 7 and 8 to each pupil.
b. Discuss pupils’ work.
Assessment :
Pupils need to answer the questions in the worksheet 7 and 8 correctly before moving
on to next skill.
Values and attitude :

Cooperation, helpfulness and listening to instruction.

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NUMBERS AND OPERATIONS: YEAR 4

Appendix 1
A. Group the number cards according to the shape. Then, arrange two sets

of cards in ascending order and another two sets in descending order.

23 450 19 999 81 540

20 000 81 535 76 300

25 450 75 300 74 300

19 998 81 530 24 450

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NUMBERS AND OPERATIONS: YEAR 4

Name : _____________________________________ Worksheet 7
Class : ____________

A. Arrange in ascending order.
1. 25 450, 24 450, 23 450, 26 450
2. 38 200, 36 200, 37 200, 35 200
3. 34 570, 34 870, 34 770, 34 670
4. 15 986, 16 286, 16 186, 16 086
5. 83 430, 83 420, 83 450, 83 440
6. 45 530, 45 520, 45 500, 45 510
7. 72 448, 72 439, 72 430, 72 457
8. 38 295, 38 286, 38 313, 38 304

B. Arrange in descending order.

1. 32 766, 32 752, 32 759, 32 745
2. 47 472, 47 465, 47 479, 47 486
3. 75 430, 75 440, 75 435, 75 445
4. 21 735, 21 750, 21 745, 21 740
5. 16 859, 16 862, 16 853, 16 856
6. 41 657, 41 660, 41 666, 41 663
7. 39 499, 39 501, 39 500, 39 502
8. 72 643, 72 642, 72 645, 72 644

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NUMBERS AND OPERATIONS: YEAR 4

Name: _____________________________________ Worksheet 8
Class: ____________

A. Determine whether ‘ascending order’ or ‘descending order’.
1. 86 900, 87 900, 88 900, 89 900 Order:____________________
2. 71 640, 72 640, 73 640, 74 640 Order:____________________
3. 45 400, 45 300, 45 200, 45 100 Order:____________________
4. 32 010, 32 110, 32 210, 32 310 Order:____________________
5. 56 580, 56 570, 56 560, 56 550 Order:____________________
6. 22 600, 22 590, 22 580, 22 570 Order:____________________
7. 99 679, 99 671, 99 663, 99 655 Order:____________________
8. 38 371, 38 379, 38 387, 38 395 Order:____________________
9. 11 637, 11 633, 11 629, 11 625 Order:____________________
10. 98 962, 98 966, 98 970, 98 974 Order:____________________
11. 86 839, 86 841, 86 843, 86 845 Order:____________________
12. 23 273, 23 271, 23 269, 23 267 Order:____________________
13. 56 433, 56 432, 56 431, 56 430 Order ____________________
14. 39 779, 39 780, 39 781, 39 782 Order:____________________
15. 49 459, 49 458, 49 457, 49 456 Order:____________________
16. 11 463, 11 464, 11 465, 11 466 Order:____________________

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NUMBERS AND OPERATIONS: YEAR 4

Topic Whole Numbers and Basic Operations. 60 minutes
Content Standard 1.2 Odd numbers and even numbers.

Learning Standard 1.2.1 Characterise odd numbers and even numbers.
1.2.2 Classify odd numbers and even numbers.

Activity 1:
5 Minutes Number Game
Some number cards are displayed on the whiteboard.

74 623 5 18 428

a. Ask the students to divide each of the numbers above by 2.

b. Ask the pupil to respond to the teacher's question by relating to the topic which is
odd and even number pattern.

Note: The number with remainder are odd numbers
The number without remainder are even numbers

Activity 2:
f. Describe a situation as in the example below:

A survey was carried out on the number of people in the middle-income group in
several states by a government department. The result is shown in the table
below:

State Number of people

Kedah 9 020
Perak 2 008
Kelantan 8 106
Terengganu 1 217
Selangor 9 213
Kuala Lumpur 5 000
Negeri Sembilan 5 219
Melaka 4 094
Johor 8 215

b. Based on the table, the pupils are guided to classify the even number and
odd numbers using various problem solving strategies.

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NUMBERS AND OPERATIONS: YEAR 4

Creating a list systematically.
1. Arrange number in ascending order.
2. Identify even and odd numbers.
3. Sort by number group.

Even Numbers Odd Numbers

9 020, 2 008, 8 106, 5 000 1 217, 5 219, 8 215, 9 213

d. Pupils present their findings.

Activity 3:

a. Pupils discuss with group members to understand the question.

Example question:

The Central Government is distributing the allocation of books to several state libraries.
The table below shows the number of books received by each state.

Perpustakaan Perpustakaan Perpustakaan
Negeri C Negeri D Negeri E

30 225 30 220 40 225

Perpustakaan Perpustakaan Perpustakaan
Negeri F Negeri G Negeri H

40 220 50 220 50 225

Group Activities :

1. Pupils form several groups.
2. Each group is given a question as in the example below.
3. Pupils group the allocation of the books according to odd and

even numbers:
i) Number pattern.
ii) Number line.

Activity 4:

a. Distribute Worksheet 1
b. Discuss the pupils’ work.

Assessment:
Pupils need to answer all questions in Worksheet 1 correctly before moving on to the
next skill.

Values and Attitudes:
Cooperation, helping each other and listening to teacher’s instructions.

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NUMBERS AND OPERATIONS: YEAR 4
Worksheet 1

Name: ___________________________________ Class: ____________

Answer all the questions.

A. Group the following numbers into even and odd numbers. Then, write them
down in descending order.

32 276 82 296 62 288 61 369
60 593
357 489 659 817 58 265

52 284

72 292 59 041 42 280

Even numbers

____________,
____________,
____________,
____________,
____________,
____________,

Odd numbers

____________,
____________,
____________,
____________,
____________,
____________,

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NUMBERS AND OPERATIONS: YEAR 4
B. Based on the even and odd number above, identify the sequence of the

numbers. Give 5 numbers before the first number based on the pattern.
Even

Numbers
Odd

Numbers

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NUMBERS AND OPERATIONS: YEAR 4

Topic Whole Numbers and Basic Operations 60 minutes
Content Standard 1.3 Estimate

Learning Standard 1.3.1 Give reasonable estimates for the quantity based on
the given reference set and justify the answers.

Activity 1: Eraser
container
a. Show a number of erasers of the same type (or other objects).
b. Ask the pupil to guess the number of erasers.
c. Ask the pupil to count the eraser to get the actual number of eraser.

Compare the estimated value to the actual value.
d. Fill half of a container with erasers.

Activity 2:

a. Prepare a container of the same size as the first container and fill it with the same
type of eraser.

b. Ask the pupil to estimate the number of eraser in the full container based
on the number of erasers in the first container

c. Examples of student answers must be either:
i. Approximately 100.
ii. Less than 100.
iii. Nearly 100.

Use words approximately, less than, nearly , more than to estimate.

Activity 3:

a. Have a game of "Estimate Me"
b. Distribute and complete Worksheet 1 in groups.
c. Set up a few stations and every group has to take turns to complete the activities

at all stations.

Activity 4:

a. Every group exchanges the completed Worksheet 1 to be checked with the
teacher’s guidance.

b. Have a discussion on the game.
c. Pupils complete Worksheet 2 to reinforce their understanding.

Assessment:

Pupils need to answer all the questions in Worksheet 2 correctly before moving on to
the next skill.
Values and Attitudes:

Cooperation, helping each other and listening to teacher directions.

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NUMBERS AND OPERATIONS: YEAR 4

Worksheet 1

Group Name: _____________________________ Class: _________
Record Keeper: ________________________________
Station 1: “What is My Total”
Estimate the number of objects. Objects are estimated to be inserted into a
transparent jar.

Estimation

Objects Estimation Actual Less than More than
displayed number actual actual
number number

Marker pens

Pencils

Marbles

Station 2: Measure me Object being Estimated measurement
Objects used to measure measured ( ) Pencils
Pencil
Desk

Eraser Text book ( ) Erasers

Paper Clip Pencil case ( ) Paper clips

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NUMBERS AND OPERATIONS: YEAR 4

Station 3: Pour Me

Object used to Objects that need to Estimation
measure be filled with water

Cup Jug ___ cups

Glass Jug ___ glasses

Bottle Jug ___ bottles

Circle the suitable answer.
1. Water in the cup is less than / more than the water in the bottle.
2. Water in the glass is less than / more than water in the cup.
3. The water in the glass is less than / greater than the water in the bottle.

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NUMBERS AND OPERATIONS: YEAR 4

Worksheet 2
Name: _____________________________________ Class: ____________

Solve.

1. Fill in the blank with the words "more than" or "less than" in the box
provided.

a. 6 756 5 987

b. 2 015 2 051

c. 5 955 5 595

d. 13 742 13 724

e. 99 890 99 908

2. A bus can carry 40 passengers. Estimate the number of buses required
to carry 200 passengers

Answer

3.

Tin A Tin B

There are 800 beans in tin A.

Estimated number of beans in tin B is _________.

1. There are 30 penguins in the cage. Estimate the number of penguins that
can fit in a cage that is three times the size of it.

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NUMBERS AND OPERATIONS: YEAR 4

2. There are 4,000 marbles in the box X. Estimate the number of marbles in
the box X if it is full.
4000
Box X

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NUMBERS AND OPERATIONS: YEAR 4

Topic Whole Numbers and Basic Operations 60 minutes
Content Standard 1.4 Round Off Numbers.

Learning Standard 1.4.1 Round off numbers to the nearest tens of
thousands.

Activity 1:

a. Pupils look at pictures and flash cards shown and answer questions.

Ali Ahmad Bakar

Question :
Ahmad stands at number 4.
His position is close to Ali or
Bakar?

0123456789

Ali Bakar Question:
0123456789 The ball is at number 5.
Is the positionof the ball close to
Ali or Bakar?

Activity 2:
a. Guide the pupils to draw a hill line as the example below.

+0 5 +1
6
4 7
3 8
2 9

1
0

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NUMBERS AND OPERATIONS: YEAR 4

b. b. Associate the drawing with the concept of rounding off. Two groups of
c. numerical values to keep in mind.

 Small value consists of numbers 0, 1, 2, 3, 4 so + 0
 Big value consists of numbers 5, 6, 7, 8, 9 so +1

c. Refer to Appendix 1 to explain the rounding off a number to the nearest tens.

d. Use the Place Value Chart to round off the number to the nearest
hundreds

thousand hundreds tens ones Answer
6 0 53
+1
6 1 00

e. Repeat the activity by rounding off any number to the nearest tens, hundreds,
thousands and ten thousands.

f. Continue the activity by asking the pupil to identify the number that may be
represented by a rounded number.

Example :
Pupils try to find numbers that may be represented by numbers that have been
rounded off to the nearest tens
Possible answers to students:

35 246, 35 247, 35 245, 35 248, 35 249, 35 251, 35 252, 35 253, 35 254

Activity 3:
a. Distribute Worksheet 1 to pupils to assess the pupils’ ability to solve

rounding off problems.
b. Discuss the problem in the worksheet and make immidiate correction if

necessary.

Activity 4:
a. Distribute Worksheet 1, 2 and 3.
b. Discuss pupils’ answers.

Assessment:
Students must answer all questions in Worksheet 1,2,3 correctly before moving on to
the next skill.
Values and Attitudes:
Cooperation, helping each other and listening to teacher instructions.

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NUMBERS AND OPERATIONS: YEAR 4
Appendix 1

Explain to pupils the method of rounding off numbers to the nearest tens using
the number line.

32 671, 32 672, 32 673 and 32 674 are closer to 32 670 than
32 680, so these numbers are rounded off to 32 670.
32 676, 32 677, 32 678 and 32 679 are closer to 32 680 than 32 670, so these
numbers are rounded off to 32 680.

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NUMBERS AND OPERATIONS: YEAR 4

Worksheet 1

Name: _____________________________________ Class: ____________
Round off these numbers.

No. Number Nearest Nearest Nearest Nearest
tens
hundreds thousands thousands

1. 43 573

2. 75 050

3. 37 247

4. 99 605

5. 70 176

6. 84 123

7. 20 308

8. 47 385

9. 51 948

10. 26 509

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NUMBERS AND OPERATIONS: YEAR 4

Name: _____________________________________ Worksheet 2
Class: ____________

Circle the correct answer.

1. Round off 66 780 to the nearest thousand.
A 66 000
B 67 000
C 70 000
D 76 000

2. Which number will become 80 000 when rounded off to the nearest
thousand?
A 85 190
B 72 250
C 79 500
D 83 678

3. Round off the sum of 6 042 and 2 486 to the nearest thousand.
A 8 900
B 7 600
C 8 000
D 9 000

4. 9 099 rounded off to the nearest ten is__________.
A 9 000
B 9 100
C 9 090
D 9 200

5. Round off 8 699 and 4 329 to the nearest hundred. Then, find the
difference between the numbers is ________________.
A 4 300
B 4 400
C 5 400
D 4 500

6. 26 955 rounded off to the nearest hundred.
A 27 000
B 26 000
C 26 900
D 27 900

7. Round off 87 623 to the nearest thousand.
A 85 000
B 87 000
C 88 000
D 90 000

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NUMBERS AND OPERATIONS: YEAR 4

8. Which number has the smallest hundred digit value after being rounded
off to the nearest hundred?
A 83 462
B 34 759
C 75 816
D 27 960

9. Round off 54 532 to the nearest thousand.
A 50 000
B 60 000
C 55 000
D 54 000

10. The table below shows the population in a district in Sarawak.

Race Population
Malay 14 006
Chinese 20 712
Dayak 44 037

Find the total population of the district and round off to the nearest
thousand.

A 79 000
B 78 000
C 80 000
D 70 000

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NUMBERS AND OPERATIONS: YEAR 4
Worksheet 3

Name: _____________________________________ Class: ____________

Underline the correct answer.

A. Round off to the nearest ten. Underline the correct answer.

1. 2 467 (2 460, 2 470)

2. 43 415 (43 410, 43 420)

3. 52 712 (52 710, 52720)

B. Round off to the nearest hundred. Underline the correct answer.

1. 3 520 (3 500, 3 600)

2. 24 784 (24 700, 24 800)

3. 74 950 (74 900, 75 000)

C. Round off to the nearest thousand. Underline the correct answer.

1. 3 390 (3 000, 4000)

2. 26 810 (26 000, 27 000)

3. 73 526 (73 000, 74 000)

D. Round off to the nearest ten thousand. Underline the correct answer.

1. 22 931 (20 000, 30 000)

2. 78 348 (70 000, 80 000)

3. 99 215 (90 000, 100 000)

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NUMBERS AND OPERATIONS: YEAR 4

Topic Number and Operation

Content Standard 1.5 Number patterns 60 minutes

Learning Standard 1.5.1 Identify patterns of number series in ascending and
Activity 1: 1.5.2 descending order by ones up to tens, hundreds,
thousands and ten thousands.

Complete various number patterns of number series
in ascending and descending order by ones up to
tens, hundreds, thousands and ten thousands.

a. Show the jars containing the number of red beans as follows:

1000 2000 3000 4000
b. Pupils state the number of red beans in each jar.

c. Question and answer session with pupils about the number of red beans in
each jar.

d. Pupils count in thousands using number chart as the example below:
+ 1000 + 1000 + 1000

1 000 2 000 3 000 4 000

e. Guide pupils to read the number pattern using number chart. Use addition
or subtraction method.

Activity 2:

a. Show the number sequences:

i. 21 499, 31 499, 41 499, 51 499
ii. 56 203, 55 203, 54 203, 53 203
iii. 1 002, 2 002, 3 002, 4 002
iv. 78 423, 68 423, 58 423, 48 423
v. 73 300, 73 400, 73 500, 73 600

b. Pupils in groups discuss the number sequence to find the number pattern.

c. Present the finding in front of the class. Each group should be able to
identify the number pattern. The number patterns are 100, 1000 and
10 000:

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NUMBERS AND OPERATIONS: YEAR 4

Activity 3:
a. Pupils complete the number pattern in ascending and descending order.

Example:
i. Ascending order:

20 567 30 567

32 458 33 458

ii. Descending order:

35 035 36 035

b. Give two number sequences to each group as example below:

Example:

1. Number cards in 100

31 800 31 400 31 900 31 600 31 700 31 500

2. Number cards in 1 000

13 468 16 468 15 468 17 468 14 468 18 468
3. Number cards in 10 000.

21 004 71 004 31 004

61 004 41 004 51 004

c. Ask pupils to arrange the number cards given in ascending and
descending order.

Activity 4:
a. Distribute Worksheet 1 and 2 to each pupil.
b. Discuss pupil’s work.

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NUMBERS AND OPERATIONS: YEAR 4
Assessment:
Pupils should be able to answer correctly all the questions in Worksheet 1 and
2 before moving on to next skill.
Value and Attitude:
Cooperation, tolerance and listen to the teachers instruction.

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