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 4/10/16 8:55 PG
Editors Ainol Rafezah binti Alias Nurul Adilah binti Hamdan TEXTBOOK DUAL LANGUAGE PROGRAMME Dewan Bahasa dan Pustaka Kuala Lumpur 2016 Writers Chan Yook Lean Wan Yusof bin Wan Ngah Gobi a/l Krishnan Graphic Designers Najmi bin Mat Sarit Mohd Khairin bin Abd. Malek Illustrator Wong Chi Ming Translator Zaitun binti Othman
KK 513-221-0102021-49-1251-20101 ISBN 978-983-49-1251-2 First Printing 2016 © Ministry of Education Malaysia 2016 All Rights Reserved. No parts of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system without permission in writing from Director-General, Ministry of Education Malaysia. Negotiation is subject to the calculation of royalty or honorarium. Published for the Ministry of Education Malaysia by: Dewan Bahasa dan Pustaka, Jalan Dewan Bahasa, 50460 Kuala Lumpur. Telephone : 03-21479000 (8 hunting lines) Facsimile : 03-21479643 Website : http://www.dbp.gov.my Design and Typeset: Dewan Bahasa dan Pustaka Text Typeface: Azim Text Typeface Size: 18 points Printed by: Percetakan Rina Sdn. Bhd., Lot 45, Persiaran Mewah, Bandar Tun Razak, 56000 Cheras, Kuala Lumpur. Serial No.: 0187 ACKNOWLEDGEMENTS The Ministry of Education would like to express their appreciation for the contributions made by the following parties: • The Panel of Evaluation, Textbook Division, Ministry of Education Malaysia. • Officers of the Textbook Division, Ministry of Education Malaysia. • The Panel of Evaluation, Dewan Bahasa dan Pustaka. • SK Taman Bukit Maluri, Kuala Lumpur. • SK Pengkalan Rinting, Johor. • All parties involved in the process of publishing this book.
1 NUMBERS UP TO 100 1 MANY AND FEW 2 RECOGNISE 1 TO 10 5 RECOGNISE ZERO 7 WRITE 0 TO 10 8 SMART FUN 1 1 COMBINATION OF NUMBERS 12 RECOGNISE 11 TO 20 17 WRITE 11 TO 20 20 RECOGNISE 21 TO 100 21 RECOGNISE PLACE VALUE AND DIGIT VALUE 25 MORE OR LESS 28 NUMBERS ARRANGEMENT 32 NUMBER PATTERNS 39 RECOGNISE ESTIMATION 43 RECOGNISE ROUND OFF 45 SOLVE 49 MY PROJECT 53 SMART FUN 54 CONTENTS iii
iv 2 ADDITION AND SUBTRACTION 55 RECOGNISE ADDITION 56 QUICK ADDITION 60 MY PROJECT 62 EASY ADDITION 63 MORE ADDITION 68 RECOGNISE SUBTRACTION 74 MY PROJECT 79 QUICK SUBTRACTION 80 EASY SUBTRACTION 82 MORE SUBTRACTION 88 ADDITION AND SUBTRACTION STORY 93 SOLVE 97 REPEATED ADDITION 108 REPEATED SUBTRACTION 111 SMART FUN 114
v PREFACE Mathematics Year 1 textbook package was written based on Standard-based Curriculum for Primary School (SCPS) in line with the implementation of revised curriculum starting in 2017. The writing of this textbook was tailored to the needs of the pupils to understand basic mathematical skills from the easiest level to the most abstract. This textbook package is published to develop pupils’ abilities to apply mathematical knowledge and skills, effectively and responsibly in daily life. The textbook package consists of two components, namely textbooks and activity books which further divided into two parts. The topics contained in each part of the book are as follows: The textbooks focus on the goals of mathematics learning consisting of basic mathematical concept and skills. The presentation of these books was tailored by incorporating related reasoning questions so that pupils can communicate as well as to promote them to think critically and creatively. Each lesson of learning was enhanced with formative exercises to be carried out either orally or in writing, as well as further activities proposed in the teacher’s notes. In addition, the recreational element in the lesson was also infused via My Project and Funsmart to create active and fun learning lessons. Besides that, moral values are instilled indirectly through the learning activities and pictures. The activity books provide reinforcement, remedial and enrichment activities to strengthen and enhance pupils’ understanding on what they have learned in the textbooks. Teachers are encouraged to prepare extra activities and exercises according to pupils’ needs and abilities. This textbook package is hoped to provide meaningful and fun learning lesson as well as to increase pupils’ interest in mathematics. To use this textbook, teachers can refer to the following explanation. The Textbook and Activity Book Part 2 • Fractions • Money • Time • Length, Mass and Volume of Liquid • Shape • Data The Textbook and Activity Book Part 1 • Numbers up to 100 • Addition and Subtraction
vi Page stimuli encouraging pupils to communicate. Question of higher-order thinking skills (HOTS). Pupil-centered activities. Mascot stimulates critical and creative thinking to generate ideas. Teacher’s guide to carry out teaching and learning activities. Content Standard Number and Learning Standard as in the Standard-based Curriculum and Assessment Document. Recreational activities to foster pupils’ interest in mathematics. Formative exercise to assess the understanding of the learned skills. Subtopic refers to the Learning Standard. Mathematical terms and important words for pupils’ understanding. • Writers • Reinforcement activities to enhance skills proficiency. Remedial activities to assess the understanding of basic skills. Enrichment activities to test the critical and creative thinking. Links to the pages in the activity book.
1 1.1.1 • Ask the pupils to talk about the picture. • Guide the pupils to define the groups of more and less objects. • Ask the pupils to say about the objects around them. Relate it with “more” or “less”. Wow! There are many flowers. 1 NUMBERS UP TO 100
2 • Explain that comparison is to find the similarity and difference between objects. • Guide the pupils to identify the groups of more and less objects. • Ask the pupils to give examples of things around them of the same amount. 1 a Compare the flowers and butterflies. b Many flowers. A few butterflies. The flowers and the butterflies are not equal. Yellow flowers are as many as red flowers. MANY AND FEW Compare and . Match one-to-one. AB pages 1 - 2
3 1.1.1 1.2.1(iii) • Guide the pupils to identify the groups of more and less objects. Use the pairing objects such as chair and table, cup and dish, fork and spoon, bottle and cap and so on. • Ask the pupils to give examples of objects which are not the same in numbers around them. 2 3 less more Compare the and . is less. is more. and are not equal. more. . Compare the carrots and rabbits. AB pages 3 - 5 Are there enough fruits for the birds? Explain. SHARPEN YOUR MIND
4 1.1.1 1.2.1(iii) • Carry out activities to determine the groups of more and less. • Provide more questions in the form of worksheets or question cards. 3 Compare the children and butterflies. Specify equal or not equal. 4 Choose more or less. is (more, less). is (more, less). Look at the picture. Answer these questions. 1 Which is more, or ? 2 Which is less, or ? SELF-TEST
5 • Explain that number is an amount of objects. Numeral is a symbol that represents the number of objects. • Guide the pupils to count objects and say the correct number of the counted objects. • Avoid pupils counting by memorising. 1.2.1(i) 1.2.1(ii) 1.2.2(i) 1.2.2(ii) RECOGNISE 1 TO 10 Count and say the numbers. one 1 two 2 three 3 four 4 five 5 six 6
6 • Use the abacus or number cards to show a particular number, ask pupil to match the number with the same counters to represent the number shown. • Provide more questions in the form of worksheets or question cards. 1.2.1(i) 1.2.1(ii) 1.2.2(i) 1.2.2(ii) AB pages 6 - 8 eight 8 seven 7 nine 9 ten 10 Say the numbers. a b c SELF-TEST
7 • Guide the pupils to understand the concept of zero. Explain the meaning of zero is no object. • Put some counters in one hand, grasp both hands and ask pupils which hand has zero counter. • Provide more questions in the form of worksheets or question cards. 1.2.1(i) 1.2.1(ii) 1.2.2(i) 1.2.2(ii) RECOGNISE ZERO All the frogs on the leaves jump into the pond. How many frogs left on the leaves? There are 3 frogs on the leaves. No frogs on the leaves. three 3 two 2 one 1 zero 0 AB page 9 Which container holds zero object? a b The number of frogs on the leaves is zero. SELF-TEST
8 • Explain that numeral is symbol for the number or amount of objects. • Guide the pupils to write numbers in numerals and words with the correct technique. • Show to the pupils some counters and ask them to write the numbers and its words to represent the number of counters. 1.2.2(i) 1.2.2(ii) 1.3.1 WRITE 0 TO 10 AB pages 10 - 14 There are four There a starfish. re two crabs. Count the objects. Write the numbers in numerals and words. one
9 • Ask a pupil to write a number on the back of another pupil. The pupil will write back the number on paper or writing-board. This method is called “tactile sense” which can help pupils in their writing skills. 1.2.2(i) 1.2.2(ii) 1.3.1 AB pages 15 - 20 six seven nine
10 1.2.2(i) 1.2.2(ii) 1.3.1 • Ask the pupils to say the number of objects in the picture aloud. Ask them to write the numbers in numerals and words. • Provide more questions in the form of worksheets or question cards. Count the objects. Say the numbers. Write the numbers in numerals and words. a e b f c g d h AB page 21 https://dbrand.com/winners SELF-TEST
11 1.2.1 • Hold a number card and sing with actions and rhythm of the song “Sayang Ibu”. • Surf https://www.dinkycow.com/play-learn-center/free-handwriting-worksheets/0- 10-numbers One one one I love my dear mother Two two two I love my dear father Three three three let us sing together One two three I love them all my dear Four four four I respect my teachers Five five five let’s write, read and count Six six six let’s learn happily Four five six our life will be easy Seven seven seven let’s study hard Eight eight eight for our bright future Nine nine nine let’s help our friends Seven eight nine let’s practice them all Smart in number Let’s sing.
12 1.4.1 • Show 2 groups of cubes, which are 1 and 5. Ask the pupils to count them all. Relate their counting with how they count to get 6 cubes. Help the pupils to see the relationship between 1 and 5 to make 6. • Explain that combination of numbers is two values of numbers to make a single number. COMBINATION OF NUMBERS I have 5 blue cubes. How many cubes are there in each group? Group 5 and 1 make 6. There are 6 cubes altogether. Group Altogether 5 1 6 1 and I have 1 red cube.
13 • Guide the pupils to see the relationship between the groups and altogether. The combination of two groups will result as altogether. This combination is defined as the combination of numbers. 1.4.1 What are other combinations of 6? 4 and make 6. 4 6 and make 6. and 3 make 6. 3 6 6
14 1.4.1 • Explain that 9 and 1 is 10 which is equal to 1 and 9 is 10. 2 Let’s learn the combinations of 10. 1 and 9 is 10. and 7 is 10. and 8 is 10. 10 9 1 10 8 10 7 There are 10 dragonflies altogether.
15 10 is 4 and . 10 is and 5. 10 is 10 and . Are these combinations of 10? Say it. 1.4.1 • Carry out activities in pairs. Ask a pupil to say one number plus one number between 0 and 10, and his/her partner says the combination of that numbers. Exchange roles for other combination of numbers. Use the counters to help pupils understand it quickly. 4 10 5 10 10 10 AB pages 22 - 24
16 1.4.1 5 is and . i ii a How many are there in each group? b What are other combinations of 5? Separate into two groups. Complete these. 5 5 5 1 3 a b c • Diversify the activities using marbles or other counters. Show some counters and hide some others in a container. Ask the pupils to guess the number of counters in the container and write the appropriate combination of numbers. • Provide more questions in the form of worksheets or question cards. 4 7 9 2 1 2 SELF-TEST
17 10 and 1 is 11 10 and 2 is 12 1.2.1 (i) 1.2.1 (ii) 1.2.2(i) 1.2.2 (ii) • Ask the pupils to count using counters aloud and stop counting when the number is 10, and show that there are some counters which have not been counted. • Explain that we can count by forming the group of 10 first. RECOGNISE 11 TO 20 Let’s count and say. Make it 10 and count. Ten, eleven. 10 1 1 10 11 2 10 12 twelve 12 eleven 11
18 and 5 is 15 and 6 is 1.2.1 (i) 1.2.1 (ii) 1.2.2(i) 1.2.2 (ii) 10 and 3 is 13 10 and is 14 and 7 is • Show to the pupils how to form a group of 10. Ask the pupils to say clearly the combination of 10 and count the next number. For example 10 and 3 is 13. • Emphasise that the number of 11 to 20 have two digits. 10 is also a two-digit number. fifteen 15 seventeen 17 fourteen 14 thirteen 13 sixteen 16 3 10 13 7 10 14 5 15 6
19 • Discuss with pupils the objects around them with quantities of more than 10. Ask them to list out and write the number of objects. • Provide more questions in the form of worksheets or question cards. 1.2.1 (i) 1.2.1 (ii) 1.2.2(i) 1.2.2 (ii) 18 is and is 10 and 20 is and AB pages 25 -27 twenty 20 eighteen 18 nineteen 19 10 18 10 20 How many objects? Say the combination. a b SELF-TEST
20 1.2.2(i) 1.3.1 • Guide the pupils to write 11 to 20 in numerals and words correctly. Carry out writing activity in pairs. Ask a pupil to say a number and another pupil write the number in numeral and word. WRITE 11 TO 20 AB pages 28 - 37 I write eleven.
21 1.2.1(i) 1.2.1(ii) 1.2.2(i) • Guide the pupils to count in groups of 10 to specify the number of 21 to 100. • Carry out activity of saying the numbers based on the flash card. 1 Let’s count . Altogether is 21 . Let’s count these flowers quickly. Make groups of 10 and count. 20 and 1 is 21. RECOGNISE 21 TO 100 Group of 10 Group of 10 We count 10, 20, 21.
22 • Carry out representing numbers activity by using counters, abacus and so on. 2 26 twenty-two twenty- -seven -eight - twenty-three twenty-four twenty-five 22 23 27 24 28 25 29 Count and say the numbers. 22 23 25 27 1.2.1(i) 1.2.1(ii) 1.2.2(i) 1.2.2(ii) Try to complete this.
23 • Guide the pupils to show the numbers of 30 to 100 using base tens blocks. Carry out activity such as matching counters with its numbers or showing counters and writing numbers of 21 to 100 in numerals and words. 1.2.1(i) 1.2.1(ii) 1.2.2(i) 1.2.2(ii) 4 3 10 tens 1 hundred 30 and 4 is 34. 40 and is . and is . 10 tens equal to one hundred. AB pages 38 - 43 30 31 32 33 34 Say the number of objects. Altogether is thirty-four. a b Forty-five. c
24 1.2.1(i) 1.2.1(ii) 1.3.1 • Help the pupils to recognise numbers in numerals and words. • Surf https://www.ictgames.com • Provide more questions in the form of worksheets or question cards. 2 What are the missing numbers? Write the numbers in numerals and words. 1 2 3 4 5 6 7 8 9 10 11 12 14 15 16 17 18 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 36 37 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 55 56 57 58 59 61 62 63 64 65 66 68 69 70 71 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 90 92 93 94 95 97 98 99 1 Say the number of counters or number represented. 3 Complete the number line. a b c 10 77 79 81 84 SELF-TEST
25 1.6.1 • Guide the pupils to understand the place value of a number by putting the tens and ones correctly. • Emphasise the difference between place value and digit value. • Explain that digit is numbers from 0 to 9 which can form another number. RECOGNISE PLACE VALUE AND DIGIT VALUE Number 13 has digit 1 and digit 3. Place value for 1 is tens. Place value for 3 is ones. Digit value for 1 is 10. Digit value for 3 is 3. 1 tens and 3 ones is 13. 1 tens 1 ones 3 1 3 tens ones There are 13 cubes. 10 is 1 tens. 3 is 3 ones.
26 1.6.1 • Guide the pupils to show the place value using abacus. • Surf http://www.sheppardsoftware.com/mathgames/placevalue/value.htm 2 3 Place value for 2 is tens. Digit value for 2 is 20. Place value for 4 is ones. Digit value for 4 is . Place value for 5 is . Digit value for 5 is 50. for 8 is ones. Digit value for 8 is . tens ones tens 2 ones 4 tens 5 ones 8 24 is 2 tens and 4 ones. 58 is 5 tens and 8 ones. Look at the numbers. What are the similarities? What are the differences? Discuss. 67 76 AB pages 44 - 45
27 1.6.1 • Surf https://www.pinterest.com/explore/place-value-worksheets/ • Provide more questions in the form of worksheets or question cards. 1 Say the place value for the underlined digit. 3 Complete the table. What is the digit for each place value for the numbers said? Number Place value Digit value 49 4 8 4 8 9 0 9 0 80 a b a 14 b 68 c 90 d 100 2 What is the digit value for the red-coloured digit? a 17 b 26 c 52 d 70 Sixteen. Forty-five. hundreds tens ones SELF-TEST SHARPEN YOUR MIND
28 less 1.2.1(iii) 1.2.2(iii) • Explain that “more than” and “less than” are used to compare the number of objects and numbers. MORE OR LESS Compare and . is 1 more than . is 1 less than . is more than . is less than . is 1 less. is 1 more. more Compare the number of fish and the number of worms. 1
29 1.2.1(iii) 1.2.2(iii) • Emphasise that the counting skill is an important step for comparing skills. • Use counters or base blocks while comparing any numbers to enhance pupils’ understanding. 2 Compare the number of and . 13 is more than 11. 11 is less than 13. 13 is more than 11. 11 is less than 13. 13 11 1 2 3 4 5 6 7 8 9 10 11 12 13 1 2 3 4 5 6 7 8 9 10 11 3 Which is more, 41 or 34? 41 34 41 is 7 more than 34. 41 is more than 34.
30 1.2.1(iii) 1.2.2(iii) • Guide the pupils to make a comparison between two numbers using place value to compare tens and ones values. 4 Which is less, 38 or 45? Compare any two numbers from the number line. Talk about it. 38 is less than 45. 38 is less than 45. Compare the digit of tens. 3 tens is less than 4 tens. So, 38 is less. 65 66 67 68 69 70 71 72 73 74 75 38 45 AB pages 46 - 48 Method 1 Method 2 38 is 7 steps left to 45. So, 38 is less. tens 3 4 8 5 ones
31 1.2.1(iii) 1.2.2(iii) 1 Compare the number of red marbles and the number of green marbles. List the numbers from 70 to 80. State the numbers that has the digit of tens less than the digit of ones. 2 Compare the two numbers below. Which number is more? a 57 and 53 b 74 and 69 c 88 and 90 is more than . is less than . . . • Surf https://www.pinterest.com/pstohrhu/comparing-numbers/ • Provide more questions in the form of worksheets or question cards. 36 32 SELF-TEST SHARPEN YOUR MIND
32 1.2.2(iv) 1.5.1 1.5.2 • Carry out the activity to arrange numbers and birth dates of pupils in ascending and descending order. 1 NUMBERS ARRANGEMENT 1 2 3 4 5 ? Ascending order Descending order I arrange in ascending order. I arrange in descending order. The number is arranged to a bigger value. Number 2 is between number 1 and 3. Count back. 5, 4, 3, 2, 1, 0. 0 1 2 3 4 5 ? After number 5 is 6. So, the number 5 is before 6.
33 1.2.2(iv) 1.5.1 1.5.2 • Guide the pupils to relate the concept of “1 more than” with the counting in ones. For example count in ones from 27 get 28. • Carry out activities to identify the number before, after and in between any numbers using the 100-square grid. The number after 27 is 28. 1 more than 38 is . The number between 38 and 40 is . 2 Count on in ones. 24 25 26 27 ? 24, 25, 26, 27, 28. a b 37 38 ? 40 41 42 What is the number between 38 and 40? 25 26 27 37 40 ? 38 42 41 ? 24 AB pages 49 - 52 What is the number after 27?
34 1.2.2(iv) 1.5.1 1.5.2 • Guide the pupils to count in twos. Use body parts such as feet, hands, eyes and ears to help them master this skill. 3 Number of bell balls is added in twos. 4 How many bell balls will be put in the fifth box? Number of bell balls in the fifth box is 10. Mei Ling counts back in twos from 28. What is the missing number? The number 16 is missing. 16 is 2 less than 18. Count on in twos. 2, 4, 6, 8, 10. 28 26 24 22 20 18 ? 0 2 4 6 8 10 AB page 53
35 1.2.2(iv) 1.5.1 1.5.2 • Guide the pupils to count in fives. • Use 100-square grid to help pupils count in fives starting from any number. 6 5 Count on in fives. Say the next numbers. Count back in fives from 75 to 40. What is the missing number? The number is missing, 5 less than 50. The next numbers are , and . Each number has 5 more than the number before. 40 50 55 60 65 70 75 Complete these numbers arrangements. 35 40 45 50 ? ? 90 85 80 ? 70 ? 0 5 10 15 5 10 15 AB page 54 ? ? ? ? ? ? ?
36 1.2.2(iv) 1.5.1 1.5.2 • Carry out activities in pairs, on counting in tens starting from any numbers. For example, the first pupil said, “Count in tens from 40”. The second pupil answer, “40, 50, 60, 70, 80, 90, 100”. 8 7 Count on in tens. What is the number for the fourth group? Count back in tens from 90 to 40. What are the missing numbers? Less in tens. 90, 80, 70, 60, 50, 40. The fourth group has rambutans. The missing numbers are 60 and 50. 10 80 70 50 40 10 20 30 20 30 0 10 20 30 40 70 80 90 AB page 55 ? ? ? Say the missing numbers.
37 1.2.2(iv) 1.5.1 1.5.2 88 92 96 100 Descending order • Guide the pupils to count in fours using calculator. Discuss the changes in ones place value for each time the pupils count in fours. 9 Count in fours. What are the missing numbers? a b Count back. The numbers are less in fours. Each number is 4 more than the number before. 4 more 4 more Ascending order 0 4 8 12 20 24 36 40 AB page 56 ? ? ? ? How do you get two numbers between 24 and 36?
38 1.2.2(iv) 1.5.1 1.5.2 • Surf https://www.urbrainy.com/get.1402/extend-number-sequences-8329 • Provide more questions in the form of worksheets or question cards. 1 What is the number after, number before and number in between? 2 Complete it. 3 Arrange the number cards in: a b c d 20 70 0 92 15 94 20 96 5 32 50 40 20 36 30 a ascending order. b descending order. 25 45 35 50 30 40 a d 4 5 36 37 b e 13 14 40 42 c f 30 58 29 56 Complete it. 36 44 48 56 SELF-TEST SHARPEN YOUR MIND
39 • Guide the pupils to identify number pattern and explain about it. • Start with a simple number pattern and when pupils have understood, ask them to form their own number patterns. • Explain that pattern is a particular pattern in a number arrangement. 1.9.1 1.9.2 NUMBER PATTERNS 1 2 We combine number 3 and 8 alternately. 2, 1, 2, 1, 2, 1. This is a number pattern. What is the number pattern below? The number pattern is 3, 8, 3, 8, 3, 8, 3, 8. I arrange the 2 red beads and 1 blue bead repeatedly.
40 • Guide the pupils to identify number patterns using picture cards and complete the 1.9.1 number patterns. 1.9.2 3 3, 5, 7, 3, 5, 7, 3, 5, 7. 6, 1, 6, 1, 6, 1. 3 7 5 3 5 3 7 What is the number pattern? Number 3, 5, and 7 are repeated 3 times. 4 What is the next number in the number pattern below? Number 6 and 1 are arranged repeatedly. The next number is 1. Complete it. Explain the pattern. 0 0 7 0 ? 7 0 0 ? 6 1 6 1 6 ? AB page 57
41 1.9.1 1.9.2 • Surf http://prek-8.com/math/patterns/easyNumberPatterns.php • Recall the order of numbers in ascending and descending order. Relate the skills with the number patterns. 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 I coloured the numbers alternately. I arrange the number from 100 to 50 in tens. I coloured it in tens. 2 4 6 8 10 The number pattern of counting on in twos. Pattern 1 100 90 80 70 60 50 The number pattern of counting back in tens. Pattern 2 What are the coloured number patterns?
42 1.9.1 1.9.2 • Guide the pupils to identify number patterns using picture cards and complete the number patterns. Help them to explain the identified number patterns. • Provide more questions in the form of worksheets or question cards. 3 Identify the number patterns. Complete these. a 1 2 1 2 1 8 10 12 18 90 80 70 50 b 3 4 5 5 3 5 c d 6 Identify the house numbers. Complete the patterns. 82 84 86 90 95 93 91 87 94 96 SELF-TEST AB page 58 ? ? ? ?
43 1.7.1 • Explain that estimation is a process to get the nearest value or quantity. • Guide the pupils to make reasonable estimation and not by guessing. • Explain that estimation is the value or the rough number. 1 RECOGNISE ESTIMATION 2 Estimate the number of balls in the red box. The red box is smaller than the green box. The number of balls in the red box is less than 16. Estimate the number of books which Faris bring. The number of books that Faris bring is more than 10. I bring 10 books. 16