MoLIB Numerasi English Version

Edisi Bahasa Inggeris

MoLIB

(Modul Latihan Intervensi Berfokus & Terbeza)

Training Module
for

Focused & Differentiated Intervention

#24 PLaN

(Program Literasi dan Numerasi Sekolah Rendah)

Programme
for

Literacy & Numeracy in Primary Schools

NUMERACY

#24 PLaN
#MoLIB-Numeracy

INSTITUT PENDIDIKAN GURU
MALAYSIA

PANEL OF TRANSLATORS

COORDINATOR Puan Zaiton binti Arshad

HEAD OF PANEL Dr. Fan Siong Peng

ENGLISH Dr. Hamden bin Gani (Team Leader)
TRANSLATORS: Cik Ernie Kho Siaw Nee
Cik Chong Chee Huea
Cik Susan Chow Li Na
Cik Tnay Tan P’ing
Dr. Hajah Noradzimah binti Abdul Majid
Dr. Narawi bin Abu Bakar
Encik Abdul Rahim bin Roslie
Encik Johnson a/l Savarimuthu
Encik Mohamad Mahathir bin Shamsulbahri
Puan Lim Boon Yann

PROOFREADERS: Encik Camillus Ong Hock Siew
Puan Jannet Ng Yin Yin

May 2022

#24 PLaN
#MoLIB-Numeracy
Training Module for Focused & Differentiated Intervention
(Modul Latihan Intervensi Berfokus & Terbeza – Numerasi)
Institut Pendidikan Guru Malaysia,
Kementerian Pendidikan Malaysia.

Published by:

INSTITUT PENDIDIKAN GURU MALAYSIA
Kementerian Pendidikan Malaysia
Aras 1-3, Blok 2250,
Jalan Usahawan 1,
63000 Cyberjaya Selangor Darul Ehsan
Malaysia
Tel : 03-83126666
Fax : 03-83126655
Web : http://ipgm.moe.edu.my

ISBN
978-968-17720-3-4

© All rights reserved. Copyright Institut Pendidikan Guru Malaysia,
Ministry of Education Malaysia 2020. All excerpts from this publication
may not be published or stored in a retrievable form or broadcast in
any form whatsoever including electronic, mechanical, photocopying,
recording or otherwise without permission from the publisher.

September 2020

PANEL OF WRITERS

ADVISORS Dr. Rusmini binti Ku Ahmad
Dr. Jamiah binti Mohamad
COORDINATORS Dr. Yazid bin Abdul Manap
HEAD OF PANEL
Puan Zaiton binti Arshad
Dr. Yusminah binti Mohd Yusof

Dr. Fan Siong Peng

PANEL Dr. Fatimah binti Abd. Kadir
Dr. Hajah Noradzimah binti Abdul Majid
MODULE Datin Zaitun binti Othman
EVALUATOR Puan Hajah Haniah binti Bachok
PAGE DESIGN Puan Azalina binti Raya
& LAYOUT Puan Norilla binti Satari
Puan Nor Aziah binti Badri
Puan Latifah binti Othman
Encik Johnson a/l Savarimuthu
Encik Noorhazainol bin Derahin

Dr. Mazlan bin Ismail
Dr. Abdul Razak bin Othman

Puan Rubiaton binti Ibrahim
Encik Mohd Kashfi bin Md Zain
Puan Chia Lee Shan

IMPLEMENTATION STRATEGY i

▪ Face-to-Face Discussion
▪ Individual Activity
▪ Group Activity
▪ Guidance in Planning and Implementing Activities
▪ Presentation and Simulation

MoLIB Numeracy

CONTENTS

TRAINING MODULE FOR FOCUSED & DIFFERENTIATED INTERVENTION
(MoLIB-NUMERACY)

Panel of Writers …i
Contents …ii
Foreword by IPGM Rector …iii
Synopsis of MoLIB-Numeracy …iv

Guidelines for MoLIB …1

01 TOPIC 1 …6
Theoretical Framework

TOPIC 2 …14

02 Focused and Differentiated Teaching and

Learning Approach to Numeracy

03 TOPIC 3 …24
04
05 Mapping between DSKP and Focused and …33
Differentiated Teaching and Learning
Materials for Numeracy …86

TOPIC 4 …97
...99
Implementation of Focused and
Differentiated Teaching and Learning of
Numeracy

TOPIC 5

Building of Focused and Differentiated
Teaching and Learning Materials for
Numeracy

Glossary
Acknowledgement

MoLIB Numeracy ii

Foreword

Assalamualaikum warahmatullahi wabarakatuh dan salam sejahtera.

The Malaysian Institute of Teacher Education is a leader in implementing
literacy and numeracy programmes in order to achieve the aspirations of
pupil outcomes by 2025 through Initiative #24. The Programme for Literacy
and Numeracy in Primary Schools (Initiative #24) needs to be implemented
in a systematic manner to ensure pupil outcomes in the delivery of
knowledge and skills by teachers. Therefore, the Training Module for
Focused and Differentiated Intervention (MoLIB – Modul Latihan Intervensi
BerFokus dan Terbeza) was developed to assist primary school Malay
language and mathematics teachers in mastering and implementing a
focused and differentiated pedagogical approach. This is to enable the
delivery of knowledge and skills of the Malay language and mathematics to
be channeled more accurately and reach the target groups.

MoLIB's target groups are Year 2 and Year 3 primary school
pupils who are at Performance Level 3 in classroom assessment (PBD –
Pentaksiran Bilik Darjah). These pupils have already learned the basic
skills of literacy and numeracy but need to be given reinforcement activities
for them to master these basic skills and hence prepare them to achieve
Performance Level 4 in classroom assessment. To achieve this goal, Malay
language and mathematics teachers need to be exposed to the focused
and differentiated pedagogy.

A focused and differentiated pedagogical approach
underlies this module. Pedagogy is generally interpreted as a science and
art that helps teachers design instruction to ensure that the knowledge
imparted to pupils can be accepted and utilised in their lives. Malay
language learning in primary schools focuses on literacy skills and
language application (DSKP, 2017: 06). The mastery of basic literacy and
numeracy skills allows Level I (Year 1, 2, 3) pupils to master the basic skills
well and thus have the ability to master the phases of the subsequent skill
level.

The Malaysian Institute of Teacher Education would like to
express its deepest appreciation and gratitude to all parties involved in the
drafting of MoLIB. It is our hope that the implementation of MoLIB will
achieve the aspiration and goal to empower pupils to master literacy and
numeracy.

(YBrs. Dr. RUSMINI BINTI KU AHMAD)
Rector of the Malaysian Institute of Teacher Education
(IPGM - Institut Pendidikan Guru Malaysia)

MoLIB Numeracy iii

Training Module for Focused & Differentiated
Intervention (MoLIB-NUMERACY)

CLUSTER : Education

TITLE : Focused and Differentiated Teaching and Learning for
Numeracy

DURATION : 17 hours

SYNOPSIS : This module focuses on providing Year 2 and Year 3
primary school mathematics teachers with skills in focused
LEARNING and differentiated teaching and learning for numeracy
OUTCOMES (PdPBT-n Pengajaran dan Pembelajaran Berfokus dan
Terbeza numerasi). PdPBT-n is a teaching and learning
approach (know how) that allows the curriculum (know what)
in the Standard-Based Curriculum and Assessment
Document (DSKP - Dokumen Standard Kurikulum dan
Pentaksiran) to be delivered by teachers to mixed ability
pupils. The PdPBT-n approach is an alternative way apart
from other approaches to enable teachers to achieve
Teaching and Learning (PdP - Pengajaran dan Pembelajaran)
objectives. This module will expose teachers to the
conceptual framework that is the basis in the formulation of
the PdPBT-n model. They will also be introduced to the way
to implement PdPBT-n in practice using materials based on
Year 2 and Year 3 Standard-Based Primary School
Curriculum (KSSR – Kurikulum Standard Sekolah Rendah)
DSKP. They will also be guided to design materials using the
PdPBT-n template.

:

At the end of this course, participants will be able to:

1. explain the theoretical framework of focused and
differentiated teaching and learning for numeracy

2. apply focused and differentiated teaching and
learning for numeracy based on materials.

3. analyse the suitability of DSKP to design teaching
materials for focused and differentiated teaching and
learning of numeracy

MoLIB Numeracy iv

GUIDELINES for MoLIB Modul Latihan Intervensi Berfokus & Terbeza

Training Module for Focused & Differentiated Intervention

01 INTRODUCTION

Teachers expertise in planning teaching and learning (PdP) plays a key role in pupil
achievement. Good teachers are able to vary activities to suit the diverse levels of ability
of their Pupils. Teachers need to master focused and differentiated pedagogical
knowledge in planning for the achievement of a pupil’s performance level..

This Training Module for Focused and Differentiated Intervention (MoLIB) can be used as
a reference for teachers to plan effective PdP for Malay (BM – Bahasa Melayu) and
Mathematics subjects in primary schools at Level I (Year 1, 2, 3). As for English (BI –
Bahasa Inggeris), teachers need to refer to the Scheme of Work (SoW) as contained in
the Standard-Based Curriculum and Assessment Document (DSKP – Dokumen Standard
Kurikulum dan Pentaksiran) based on the Common European Framework of Reference
(CEFR).

This module is designed based on the skills listed in the DSKP and contains different
activities and materials for Pupils of different performance levels. This module can also be
used as a guide to help non-optionist teachers in implementing PdP.

The pilot implementation of this module was carried out from September to October 2019
in 54 schools involving the districts of Sepang Selangor, Pitas Sabah and Julau Sarawak.
From the pilot findings, efforts have been made to improve MoLIB to make this module
easier to use. Hence, the implementation of MoLIB has been extended to primary schools
of the Ministry of Education Malaysia (KPM – Kementerian Pendidikan Malaysia) with
effect from 2020.

Mo Modul
L Latihan
I Intervensi
Berfokus dan Terbeza
B

Training Module for Focused & Differentiated Intervention

MoLIB Numeracy | Guideline 9

02 RATIONALE

Studies have shown that low-performing schools are those schools with a large number of
Pupils in one class, indigenous Pupils taught by non-indigenous teachers and non-
optionist teachers. Teachers are less skilled in planning activities that involve Pupils of
mixed abilities. This problem continues as the Pupils advance to Level II (Year 4, 5, 6).

03 GOAL

MoLIB was developed as a guide and reference for teachers to plan a focused and
differentiated PdP for a more effective implementation.

This is to ensure that teachers are able to plan focused and differentiated PdP in
accordance with the various levels of pupil ability. In addition, teachers can make the
practice of Professional Learning Community (PLC) as a platform in planning PdP so that
there is a sharing of ideas and results together.

04 OBJECTIVES Tema: Keluarga

At the end of the implementation of MoLIB, teachers are able to:

master the basic skills of planning effective PdP based on various levels of pupil
ability (basic, intermediate and advanced);

implement focused and differentiated pedagogy in improving Pupils'
performance level; and

making PLC as a practice in increasing knowledge in planning PdP.

05 SCHOOL TARGET

The implementation of MoLIB involves all KPM primary schools.

06 TEACHER TARGET b. NON OPTIONISTS c. INDIGENOUS

a. MANY Pupils Level I Malay, English Level I Malay, English
and Mathematics and Mathematics
Level I Malay, English teachers who are not teachers who teach
and Mathematics optionists for the indigenous Pupils.
teachers who teach in subject
classes with a large
number of Pupils.

MoLIB Numeracy | Guideline 10

07 CONCEPTUAL FRAMEWORK Tema: Keluarga

RESOURCE PROCESS OUTCOME

• Level I Malay, • Implement • Improve the
English and focused and Performance
Mathematics differentiated Level of Level I
teachers PdP based on (Year 1, 2, 3)
• DSKP Pupils
• MoLIB

08 IMPLEMENTATION TIMELINE

JUNE-JULY AUGUST JANUARY NOVEMBER
MoLIB 2019 Upgrading Implementing Reporting &
Piloting of Master In Schools Improving
Report Trainers
MAY-JULY AUGUST SEPT-OCT NOVEMBER (ToT) Monitoring &
Designing Piloting Pilot Evaluating of Revising of Coaching
MoLIB Testing at 3 Implementation the MoLIB MoLIB 2020
selected PPDs of MoLIB Piloting

09 IMPLEMENTATION MODE

1 DIFFERENTIATED PdP

Implement focused and differentiated PdP based on DSKP and MoLIB;

2 SKPMg2 STANDARD 4

The activities planned in the daily lesson plan (RPH – Rancangan Pelajaran Harian)
based on the MoLIB proposal are implemented during the Malay Language and
Mathematics PdP based on SKPMg2 Standard 4: Learning and Facilitating (PdPc –
Pembelajaran dan Pemudahcaraan).

3 PAK-21

The carrying out of PdP uses the 21st Century Learning (PAK21 – Pembelajaran Abad
ke-21) conceptual framework which consists of five elements, namely learning plan,
cooperative and collaborative learning, thinking skills, learning assessment, and a
positive classroom ecosystem based on the basic standards of PAK21, namely
communication, collaboration, creativity and critical thinking, and values (4K1N).

MoLIB Numeracy | Guideline 11

10 MoLIB-BASED PdP IMPLEMENTATION STRATEGTYema: Keluarga

Step 1 Prepare daily lesson plan (RPH) by selecting the appropriate Learning
Standard (SP – Standard Pembelajaran) with reference to MoLIB.

Step 2 Plan PdP activities based on the levels in MoLIB;
a) Teachers can choose any level that suits the level of Pupils in the

class, or
b) Teachers can use all three levels in one PdP.

Step 3 Prepare supporting materials with reference to suggested activities in
MoLIB .

Step 4 Implement PdP in a focused manner and summarise or reflect on the
PdP.

11 ROLES AND RESPONSIBILITIES

Malaysian Institute of Teacher Education (IPGM – Institut Pendidikan Guru Malaysia)

a) Manage, coordinate and evaluate feasibility of the module
b) Hold coordination meetings with various divisions in the Ministry

of Education (KPM - Kementerian Pendidikan Malaysia) and the
State Education Department (JPN – Jabatan Pendidikan Negeri)
c) Plan and implement upgrades to JPN, the District Education
Department (PPD - Pejabat Pendidikan Daerah) and schools
d) Analyse the findings of the MoLIB implementation report from
JPN

State Education Department (JPN – Jabatan Pendidikan Negeri)

a) Assist KPM to plan and implement upgrades to PPDs and
schools

b) Ensure implementation in accordance with the guidelines
provided

c) Manage, coordinate and evaluate the implementation at the
state (JPN) level

d) Monitor periodically the implementation of MoLIB
e) Analyse the findings of the MoLIB implementation report from

PPD
f) Report the findings of the implementation of MoLIB to KPM

MoLIB Numeracy | Guideline 12

District Education Office (PPD - Pejabat Pendidkan Daerah)
a) Guide schools to implement MoLIB based on guidelines given
b) Analyse the findings during the coaching sessions
c) Ensure the effectiveness of the implementation of MoLIB by

the schools
d) Report on the implementation of MoLIB to the PPD and JPN
e) Conduct follow-ups for improvement

School Administrator
a) Ensure the implementation of MoLIB based on guidelines

provided
b) Guide teachers to implement effective PdP through PLC
c) Observe teachers' PdP regularly
d) Discuss the effectiveness of MoLIB implementation during

Performance Dialogue
e) Report on the implementation and effectiveness of MoLIB to

PPD

Subject Teacher
a) Plan and implement focused and differentiated PdP
b) Provide support materials appropriate to the needs of

Pupils during PdP
c) Improve PdP to help Pupils who have not attained the

minimum level of performance
d) Implement Classroom Assessment (PBD –

Pentaksiran Bilik Darjah) based on DSKP

12 SUMMARY

These guidelines are a guide to all parties involved in implementing MoLIB in the PdP of
Level I (Year 1, 2, 3) Pupils in primary schools. It is hoped that the implementation of MoLIB
will benefit all parties concerned in order to help enhance English and Malay proficiency and
Mathematics skills among Pupils in schools.

MoLIB Numeracy | Guideline 13

1 THEORETICAL FRAMEWORK 1
HOUR
1.1 Introduction
1.2 Theory Underlying Differentiated PdP
1.3 Conceptual Framework of Focused and Differentiated PdP

for Numeracy

Objectives

At the end of the session, participants will be able to:

i. explain the theory underlying Focused and Differentiated Teaching and
learning (PdPBT)

ii. describe the conceptual framework of Focused and Differentiated
Teaching and Learning for Numeracy (PdPBT-n)

1.1 Introduction

The implementation of Teaching and Learning (PdP) is increasingly
challenging at the moment. According to Tomlinson (2013), teachers faced
difficulties in delivering PdP effectively because there were Pupils from
various backgrounds in class. For example, Pupils differ in terms of culture,
race, language, economic status, gender, experience, motivation, mental
intelligence, personal interests, and inclination to learn. Quality teachers not
only can deliver content effectively but they also need to pay attention to the
PdP process in order to meet the needs of Pupils. This ensures that learning
outcomes can be achieved by each pupil. Therefore, the PdPBT approach is
introduced as one of the alternative methods to improve Pupils' learning
ability in Mathematics subject at the primary school level.

1.2 Theory Underlying PdPBT

Tomlinson is a pioneer of the PdPBT method (1999, 2001, 2006, 2010,
2013). According to Tomlinson, every teacher should have a positive
mindset that always consider the needs of Pupils (refer to Figure 1). There
are five elements in the basic principles of PdPBT namely; an environment
that encourages and supports learning, curriculum quality, assessments that
explain the PdP, PdP for various levels of pupil ability, as well as guiding
Pupils and managing routine activities.

MoLIB Numeracy| Topic 1 14

1.2.1 Basic Principles of PdPBT

a. Environment that encourages and supports learning
The learning environment refers to the physical and affective climate that
exists in the classroom. In the PdPBT-n class, the teacher plans activities in
the class to suit the needs of each pupil. Among the aspects that form the
basis of teachers' beliefs are; have confidence that every pupil is capable of
success if they are given support, respect pupil background, ensure the
active involvement of Pupils in every activity and always reflect to improve
the level of pupil learning.

b. Quality Curriculum

Curriculum refers to the content that teachers should teach or / and that
Pupils should learn. Quality Curriculum refers to the nature of the gap that
exists between what teachers should teach and what Pupils should learn.
There are three characteristics of a quality curriculum:

i. have a clear purpose related to what Pupils should learn, understand,
and achieve outcomes throughout the learning process.

ii. enable Pupils to understand content knowledge, rather than just
memorising.

iii. involve Pupils in the learning process.

Figure 1: Key Elements of Effective Focused and Differentiated PdP. 15
MoLIB Numeracy | Topic 1

c. Assessment that explains the PdP
Teachers who are concerned about the understanding of their Pupils,
should also follow the progress of their learning. They do not like to see
bored Pupils while following the PdP process. Therefore, assessment
can be used by teachers to track the development of Pupils' learning and
feelings. The information obtained through assessment can help
teachers identify the gap in Pupils' understanding compared to the
success criteria in the learning unit and hence use that information to
plan the next PdP.

d. Varied levels of PdP
PdP refers to how teachers teach or how Pupils should gain experience
in learning. According to Tomlinson (2011), PdPBT is very important
because every pupil is given the opportunity to gain experience through
learning that can maximise their academic development.

e. Guiding pupil progress and managing routine activities
Classroom management is commonly associated with classroom control.
In the context of PdPBT, classroom management refers to building a
classroom environment so that PdP can take place productively to drive
Pupils 'academic progress while managing teachers' routine processes
and activities. In differentiated PdP classes, the vision and mission of
teachers are to enable Pupils to learn in groups to achieve individual and
group goals as a whole. Through the management of routines and
processes in differentiated classrooms, teachers help Pupils understand,
contribute, and are directly involved to encourage them to learn together.

These five basic principles are
the beliefs and practices that
teachers who intend to start a
PdPBT class should have. To
enable Pupils to have the
opportunity to learn based on
their needs, three aspects must
be taken into account in order
to plan PdP namely the
readiness, interest, and pupil
learning profile.

16MoLIB Numeracy | Topic 1

1.2.2 pupil Learning Needs

a. Readiness
Tomlinson states that readiness is not synonymous with the ability or
capacity to learn. Readiness refers to a pupil’s proximity to learning
objectives (Tomlinson, 2013). The term readiness is aligned with the
development of the pupil’s mind. According to Tomlinson, knowledge of
pupil readiness allows teachers to prepare differentiated PdP plans that
can help Pupils do the things they should do in order to succeed.

b. Interest

Interest motivates Pupils to learn. Tomlinson (2013) defines interest as a
topic or skill that can benefit the development of a pupil’s talents,
experiences, and ambitions. Interest is also related to an idea, skill, or
work that has an appeal to a pupil.

c. pupil Learning Profile
A pupil’s learning profile refers to a learning inclination that enables a
pupil to learn more effectively. Each pupil has a different learning profile
due to factors of gender, culture, environment, biology, and specific
learning context. If teachers provide varied ways for Pupils to get
involved together, such as doing explorations and making presentations
of content, this can create awareness in Pupils about which learning
approach is most suitable for them.

Teachers’ knowledge of Pupils'
readiness, interests, and

learning profiles enables them to
plan PdPBT. There are four
elements of PdPBT namely
content, process, product, and
classroom environment.

MoLIB Numeracy | Topic 1 17

1.2.3 Elements in Focused and Differentiated Teaching and
Learning

a. Content
Content refers to things that Pupils should learn, or the knowledge, ideas, and
skills that Pupils need to acquire.

b. Process
Process refers to the way Pupils acquire and master knowledge, ideas, and
skills.

c. Product
Products refer to how Pupils can demonstrate what they have learned.

d. Classroom environment
Classroom environment refers to the climate of interaction among Pupils and
teachers. The environment also encompasses the individual, social, and
physical arrangement of the classroom.

Food for Thought

Why are the five basic principles, namely an environment that encourages
and supports learning, curriculum quality, assessment that explains PdP,
PdP that can meet various levels of pupil ability, and driving Pupils progress
and managing routine activities, needed to enable a teacher to implement
PdPBT?

Practice

1. List five learning principles that a teacher must have to enable them to
implement PdPBT.

2. List three pupil needs that are a source of input for teachers to plan
PdPBT.

3. Explain the four elements that form the backbone to implementing
PdPBT.

18MoLIB Numeracy | Topic 1

1.3 Conceptual Framework for PdPBT-n

The conceptual framework for PdPBT-n is formed by taking into account two
main components, namely the Primary School Mathematics Curriculum
Framework and the three elements of PdPBT-n as shown in Figure 2.

MATHEMATICAL
THOUGHTFUL

LEARNING

Figure 2: PdPBT-n Conceptual Framework

a. Primary School Mathematics Curriculum Framework

The core of the Primary School Mathematics Curriculum framework is
mathematical thoughtful learning. Mathematical thoughtful learning refers to the
desired quality of pupils to be obtained through the national mathematics
education system. There are four main components that support mathematical
thinking namely, attitudes and values, skills, processes, and learning areas.

Attitudes and Values ​consist of mathematical values a​ nd universal attitudes and
values. Skills consist of mathematical skills, analysing skills, problem solving
skills, research skills, communication skills, and information communication
technology skills.

Process consists of five interrelated mathematical processes and is implemented
in an integrated manner across the curriculum. The five mathematical processes
in question are problem solving, reasoning, communication in mathematics,
relationship, and representation.

Mathematics content encompasses five learning areas, namely Numbers and
Operations, Measurement and Geometry, Relationship and Algebra, Statistics and
Probability, and Discrete Mathematics.

MoLIB Numeracy | Topic 1 19

b. PdPBT-n Elements
The three main elements in PdPBT-n are content, process, and product.
Environmental aspects found in the original theory of PdPBT were not included in
this framework because social interaction activities between Pupils, and Pupils
with teachers are taken into account in designing PdPBT-n teaching plans.

In the Malaysian context, content means the curriculum or syllabus contained in
the Year 2 and Year 3 DSKP. Only Year 2 and Year 3 DSKPs were selected in
implementing PdPBT-n in accordance with the stipulations made under the
Literacy and Numeracy Program (PLaN) PPPM Initiative #24.

Process refers to how Pupils perform mathematical thinking to master and acquire
knowledge, ideas, attitudes and values ​in learning areas by using skills and
processes across the curriculum.

Food for Thought

Why is the original PdPBT model introduced by Tomlinson not feasible in
Malaysia? What aspects have been adapted by the PdPBT-n conceptual
framework from Tomlinson’s original PdPBT framework?

Practice

1. List the elements found in the conceptual framework of PdPBT-n.

2. Explain the strengths and weaknesses of the PdPBT-n conceptual
framework.

References

Tomlinson, C. A. (1999). Differentiated instruction classroom: Responding to
the needs of the learners. USA: ASCD.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability
classrooms. USA: ASCD.

Small, M. (2017). Good questions: Great ways to differentiate mathematics
instruction in the standards-based classroom. Teachers College Press.

Small, M. (2017). Teaching mathematical thinking: tasks and questions to
strengthen practices and processes. Teachers College Press.

20MoLIB Numeracy | Topic 1

1 IMPLEMENTING THE TRAINING OF TRAINERS 1 HOUR
THEORETICAL FRAMEWORK

TOPIC 1

Theoretical Framework

Content Activities / Strategies Resource

1.0 Theory Underlying • Match Mine Jigsaw Puzzle
PdPBT • Round Table
(40 mins) • Simultaneous Round Table Instruments related
• Think- Pair-Share to
Theory Underlying • Team Statement ● Readiness
PdPBT ● Interest
a.Basic Principles of • Think- Pair-Share ● Learning Profile
• Team Statement
Focused and • Reading
Differentiated materials on
Teaching and - Content
Learning - Process
- Product
b.Pupils’ Learning - Environment
Needs

c.PdPBT elements

1.1. Conceptual • Share N Stand Conceptual
Framework of PdPBT Framework
PowerPoint
numeracy
(20 mins) Year 2 and Year 3
DSKP
a.PdPBT-n • Sticky Note
Conceptual • Paraphrase Passport
Framework

b.Components of
PdPBT-n conceptual
Framework

21MoLIB Numeracy | Topic 1

FOCUSED AND DIFFERENTIATED 1
HOUR
TEACHING AND LEARNING (PdPBT)

2 APPROACH
2.1 Introduction
2.2 Features of PdPBT
2.3 The PdPBT Process
2.4 Implementing PdPBT-n

Objectives

At the end of this session, participants will be able to:

i. explain the strategy in managing a class in PdPBT
ii. apply PdPBT based on pupil readiness, interest and learning style
iii. apply PdPBT-n in the context of KSSR

2.1 Introduction

The PdPBT approach has attracted a lot of attention, especially among
educators and researchers. This section will explain the PdPBT approach from
the perspective of the method of conducting classes using principles and
elements of differentiation. The elements of PdPBT are content, process, and
product. Content refers to what Pupils are supposed to learn. Process, on the
other hand, refers to how Pupils acquire the knowledge or skills whereas
Product refers to how Pupils demonstrate what they learn and know. The
learning needs of Pupils, that is, the readiness, interest, and learning profile of
Pupils, allows teachers to plan PdPBT so that Pupils can gain experience from
aspects that are relevant to their abilities, personalities and inclinations. In the
context of PdPBT, input related to the Pupils and the three elements of PdPBT
influence how the planned class is implemented.

2.2 Features of PdPBT

a. Meaningful Learning

PdPBT emphasises meaningful learning by helping Pupils generate ideas. Each
pupil is not grouped according to the level of achievement. The PdP process
sometimes involves the whole class, small groups, and individual activities.
These variations are emphasised so that Pupils can improve their skills and
understanding.

22MoLIB Numeracy | Topic 2

b. Varied Activities

PdPBT classes need to take into account various activities at a given time.
Teachers also need to build the personal foundation and discipline of Pupils so
that they can gain experience through the activities conducted.

c. Flexible Grouping

Group activities are emphasized in the implementation of PdPBT. Groups are
formed more openly by combining Pupils from a variety of readiness, interests,
and pupil learning profiles. Sometimes Pupils are given the option of choosing
their own group members whether in twos, threes, or any number. Therefore,
teachers need to ensure that the task given leads to improving skills based on the
needs of the Pupils.

d. Varied Tasks

PdPBT classes are not a one-size-fits-all for Pupils of varying needs. A variety of
tasks need to be designed to enable Pupils of varying levels to progress. They
are also given the opportunity to choose tasks that suit their desired needs.

e. Proactive Teachers

Proactive teachers are teachers who act before instructions are given to ensure
that PdPBT-n planning can be implemented successfully.

23MoLIB Numeracy | Topic 2

f. Qualitative Nature

Focused and differentiated approaches are more qualitative than quantitative.
Completing more tasks is not a guarantee that Pupils understand better.
Teachers in focused and differentiated classrooms emphasise the mastery of
understanding that is needed by their Pupils. Therefore, varying the quality or
nature of the tasks is a priority in a focused and differentiated classroom rather
than the number of tasks that have to be done.

g. Continuous Assessment

Assessment is one of the most important components in a focused and
differentiated classroom. Information related to pupil progress can be obtained
through individual oral communication with Pupils, observing Pupils discussing in
groups, doing work, or giving formal assessments. Emphasis is given to the
development of Pupils' level of readiness, interests, and modes of learning.

h. Varied Approaches

Differentiated teaching and learning provides at least three elements of the
curriculum (a) Content (input)-what Pupils should learn (b) Process - how Pupils
go about making sense of ideas and information and (3) Product (output) - how
Pupils demonstrate what they have learned.

i. pupil-Centred

Focused and differentiated teaching and learning classes are pupil-centred. Each
pupil actively makes and evaluates decisions. Pupils are required to share roles
and responsibilities with group members or specific individuals in order to achieve
the needs of learning.

24MoLIB Numeracy | Topic 2

Food for Thought
PdP in PdPBT is not individualized instruction. Discuss.
Practice

Give an example of PdPBT from the following aspects :
a) Meaningful Learning
b) Varied Activities
c) Flexible grouping
d) Varied Tasks
e) Proactive teachers
f) Qualitative Nature
g) Continuous Assessment
h) Varied Approaches

25MoLIB Numeracy | Topic 2

2.3 The PdPBT Process

Tomlinson (2001) proposed nine steps or processes in the flow of
instruction in a Differentiation Classroom (PdPBT) as illustrated in Figure 3.
2.3.1 Teacher and the whole class begin exploration of a topic or concept
to be learned.
2.3.2 Pupils engage in further study using varied materials based on
readiness and learning profile..
2.3.3 Pupils and teacher come together to share information and pose
questions.
2.3.4 Pupils work on varied assigned tasks designed to help them make
sense of key ideas at varied levels of complexity and varied pacing.
2.3.5 The whole class reviews key ideas and extends their study through
sharing.
2.3.6 In small groups selected by Pupils, they apply key principles to solve
teacher-generated problems related to their study.
2.3.7 The whole class is introduced to the skills needed later to make a
presentation.
2.3.8 Pupils self-select interest areas through which they extend their
understanding.
2.3.9 The whole class listens to individual study plans and establishes
baseline criteria for success.

26MoLIB Numeracy | Topic 2

Figure 3: The Flow of Instruction in a Differentiated Classroom (PdPBT) by Tomlinson (2001, pg 6).

Tomlinson (2001) concluded that a
differentiated classroom (PdPBT) is
marked by a repeated rhythm of
whole-class preparation, review, and
sharing, followed by opportunity for
individual or small-group exploration,
sense-making (understanding
concepts), extension, and production.

Food for Thought

Tomlinson notes that flow of instruction in a differentiated classroom (PdPBT)
is marked by a repeated rhythm that typically occurs in a normal classroom.
Give your opinion on the advantages and disadvantages of this flow of
instruction.

Practice

Elaborate on the differences between reinforcement tasks and enrichment tasks
by giving examples of appropriate activities.

27MoLIB Numeracy | Topic 2

2.4 Implementing PdPBT-n

Focused and Differentiated Teaching and Learning of Numeracy (PdPBT-n) is an
approach developed through referencing and modifying Tomlinson's ideas to fit the
policies of KPM, DSKP, culture, practice, and school administration in the teaching
and learning of mathematics.

KPM through PPPM 2013-2025 emphasises the quality of education and pupil
outcomes. Therefore, the differentiation of content, process, and products should
be adapted to primary school mathematics in terms of fields, values, skills, and the
process standards that is set so that Pupils can improve their mathematical
thinking to the maximum level.

It is recommended that KSSR mathematics teachers implement the Focused and
Differentiated Teaching and Learning of Numeracy (PdPBT-n) based on
Tomlinson's comprehensive idea in a flexible manner by taking into account
several aspects in the PdP process that are adapted to the common practices in
mathematics classes in Malaysia as follows:

a. Introduction
Teacher and the whole class begin exploration of a topic or concept to be learned
- the set induction.
b. Development
Task 1
Pupils engage in further study in groups using varied materials based on their
readiness, interest, and learning profiles.
Activity 1
Teacher and Pupils come together to share information and pose questions.

28MoLIB Numeracy | Topic 2

Task 2
Pupils work on varied assigned tasks designed to help them make sense of key
ideas at varied levels of complexity and varied pacing.

Activity 2
The whole class reviews key ideas and extends their study through sharing.

Task 3
In small groups selected by Pupils, they apply key principles to solve teacher-
generated problems related to their study.

Activity 3
The whole class is introduced to the skills needed later to make a presentation.

c. Consolidation
Pupils choose to complete the worksheets based on their readiness, interest, or
learning profile.

d. Enrichment
Next, Pupils self-select interest areas through which they extend their understanding
of the concepts by doing additional tasks that they themselves have created.

e. Closing
The whole class listens to individual and group study plans and establishes baseline
criteria for success.

29MoLIB Numeracy | Topic 2

Food for Thought

The focused and differentiated teaching and learning of numeracy (PdPBT-n)
process needs to be modified from the proposed flow of instruction in a
differentiated classroom (PdPBT) introduced by Tomlinson. Discuss.

Practice

To what extent can the flow of instruction (PdPBT) introduced by Tomlinson be
adapted in the primary school mathematics classes?

References

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability
classrooms. USA: ASCD.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction &
understanding by design: Connecting content and kids. USA: ASCD.

Tomlinson, C. A., & Imbeau, M.B. (2010). Leading and Managing A
Differentiated Classroom. USA: ASCD.

Tomlinson, C.A., & Moon, T.R. (2013). Assessment and pupil Success in a
Differentiated Classroom. USA: ASCD.

30MoLIB Numeracy | Topic 2

IMPLEMENTATING THE TRAINING OF TRAINERS 1 HOUR

FOCUSED AND DIFFERENTIATED TEACHING AND

2LEARNING (PdPBT) APPROACH

Contents TOPIC 2 Resource

PdPBT-n Approach

Activity / Strategy

A (15 mins) - Team Word-Web Questions in
Features of PdPBT - Think-Pair-Share Kahoot Application
- List down features of teaching and

learning (PdP) related to
- Meaningful Learning
- Varied Activities
- Flexible grouping
- Varied Tasks
- Proactive teachers
- Qualitative Nature
- Continuous Assessment
- Varied Approaches

B (30 mins) - Showdown Nine cards with
Differentiation Teaching and - Kinesthetic PdP activities
Learning Process written on them
- Nine steps in Tomlinson’s Flow of Symbols
Tomlinson’s Flow
Instruction in a Differentiated of Instruction Chart
Classroom listed at the back of a
card
- Image of a river flow is given to
each group

C (15 mins) - Think-Pair-Share Diagram in part (ii)
Focused and Differentiated Teaching is used to produce
and Learning for Numeracy daily lesson plan.
- Steps in the daily lesson plan

related to Tomlinson’s model of
instruction in a differentiated
classroom

31MoLIB Numeracy | Topic 2

MAPPING OF DSKP AND FOCUSED AND 2 HOURS
DIFFERENTIATED TEACHING AND

3MATHEMATICS ASSESSMENT FOR
NUMERACY(PdPBT-n)

3.1 Introduction
3.2 Unpacking DSKP through mapping
3.3 Minds-on activites towards DSKP and PdPBT-n materials

Objectives

At the end of the session, participants will be able to:

i. explain DSKP Mathematics Year 2 and Year 3
ii. unpack the DSKP through mapping
iii. suggest suitable PdPBT-n materials that reflect the learning standards

3.1 Introduction

The education in Malaysia is an on-going effort towards further developing
the potential of individuals (KPM, 1996) even though their intellectual growth
is different. Thus, the Programme for Literacy and Numeracy in Primary
Schools Year 2020 (PLaN) under PPPM #24 initiative emphasises PdPBT.
This will provide opportunities for pupils from different levels to think
creatively and critically, build their interests, and motivate them towards the
learning through activities in teaching and learning (PdP). PdPBT consists of
three elements namely differentiated content, process and product.
Therefore, at the early stage of PdPBT, teachers need to master the skills in
mapping the DSKP with the PdPBT-n materials and are able to unpack
DSKP to help pupils master the skills in Mathematics learning.

32MoLIB Numerasi | Topic 3

3.2 Unpacking DSKP Through Mapping

Mathematics learning through the proper unpacking DSKP activity, will be
able to provide opportunities for pupils to perform creative tasks and
experience the fun and excitement in learning something new (KPM, 2017).
This experience will enhance interest and curiosity of the pupils to learn
mathematics by applying their knowledge and mathematical skill effectively
in daily life.
Through mapping and unpacking the DSKP, teachers’ professionalism can
be improved. Additionally, pupils can be equipped with thinking skills in
facing the challenges during the implementation of PdPBT-n.

Mapping DSKP onto PdPBT-n materials helps
teachers to understand what should be taught in
classroom by using the content and learning
standards, in line with PdPBT-n materials.
Table 1 shows the mapping and unpacking of
DSKP in PdPBT-n

33MoLIB Numerasi | Topic 3

Table 1: Mapping and unpacking of DSKP in PdPBT-n
*

Content : Classify 3D shapes
Process Draw 3D shapes
Product List 3D shapes
: Classify 3D shapes based on descriptions
Draw 3D shapes based on descriptions
List the 3D shapes based on descriptions
: Table of the 3D shapes based on descriptions

Object Shape Edge Descriptions Face
Vertice

Notes* refers to suggested activities and PdP
materials that are relevant to learning standard.
Nevertheless, teachers can suggest other activities
and materials as an alternative to achieve the goals
of PdPBT-n in DSKP.

34MoLIB Numerasi | Topic 3

3.3 Minds-on Activities Towards DSKP and PdPBT-n Materials

Minds-on activities towards DSKP enables teachers to map and suggest various
suitable PdPBT-n materials in stimulating a structured and focused thinking among
pupils. Table 2 shows minds-on activities in mapping DSKP for Mathematics Year 2
onto materials :

Table 2: Minds-on activities towards DSKP and materials

Similar PdPBT-n Materials

Learning Activity 1 Tasks Activity 3 Explanation
Standard
Materials: Activity 2 Materials: Same materials
5.1.1 Recognise Colour pencil, Colour pencil, are used such
minute eraser, clock Materials: eraser, clock as colour
graduations on face template Colour pencil, face template pencil, eraser,
the clock (round). eraser, clock (round). clock face
face. face template template
(round). (round) for all
three activities
Marking the Write the Draw a to achieve
graduations on number and complete clock same learning
the clock face. mark the face with standard which
graduations on minute is to recognise
the clock face. graduations on minute
the clock face graduations on
template. the clock face.

Learning Different PdPBT-n Materials Explanation
Standard Tasks
Materials used
7.2.2 Draw Activity 1 Activity 2 Activity 3 to draw basic
basic shapes of shapes for two-
two- Pieces of blank Cuttings of A piece of dimensional
dimensional paper and various shapes, paper, ruler and shapes are
shapes. pencil. parchment pencil. different for
paper, ruler and different
Trace the pencil. Draw any basic activities.
shape. Combine cuttings two-
of various dimensional
shapes to form shapes.
two-dimensional
shape and draw
the shape
formed.

35MoLIB Numerasi | Topic 3

Food for Thought

Predict all the problems that may arise when unpacking the DSKP while
implementing PdPBT-n? How would you solve the problems?

Practice

1. Why is the mapping of DSKP onto materials needed before the
implementation of PdPBT-n?

2. What is the importance of unpacking DSKP in maximising pupils’ potential
in PdPBT-n?

References

Kementerian Pendidikan Malaysia. (2017). DSKP Matematik Tahun 2.
Bahagian Perkembangan Kurikulum: Putrajaya.

Kementerian Pendidikan Malaysia. (2017). DSKP Matematik Tahun 3.
Bahagian Perkembangan Kurikulum: Putrajaya.

36MoLIB Numerasi | Topic 3

Appendix 1

Video 1 : Basic Operations
https://youtu.be/KrG7QHXoOxM

Complete the table below based on the video :
Title
Content Standard
Learning Standard
Materials
PdPBT-n Pedagogy :
Content
Process
Product

Suggestion of other suitable materials :

37MoLIB Numerasi | Topic 3

Appendix 2

Video 2 : Measurement of Length
https://youtu.be/0Nt/cmGfRA

Complete the table below based on the video :
Title
Content Standard
Learning Standard
Materials
PdPBT-n Pedagogy :
Content
Process
Product

Suggestion of other suitable materials :

38MoLIB Numerasi | Topic 3

IMPLEMENTING THE TRAINING OF TRAINERS 2 HOURS

MAPPING OF DSKP AND FOCUSED AND

3 DIFFERENTIATED TEACHING AND LEARNING
MATERIALS FOR NUMERACY (PdPBT-n)

TOPIC 3

Mapping of DSKP and Focused and Differentiated Teaching and Learning
Materials for Numeracy (PdPBT-n)

Content Activities / Strategies Materials

DSKP - Participants are briefed on the contents Kahoot
(30 minutes) of DSKP for Mathematics Year 2 and Application
Year 3 in general. Participants discuss
DSKP for the DSKP. PowerPoint of
Mathematics DSKP
Year 2 and Year 3 - Participants are shown how to map and
unpack the statements in the DSKP Excerpts of
Mapping of Mathematics Year 2 and Year 3. DSKP
DSKP
- Participants are given the excerpts of
Unpacking DSKP DSKP to map and unpack via Stand-N-
Share and Windows Pane.

- Q&A session

Basic Operations - Participants are shown Video 1. Video 1
Year 3 - Participants are required to complete
https://youtu.be/K
(45 minutes) Appendix 1 as follows:- rG7QHXoOxM
• Title
Video: • Content Standard Appendix 1
Basic • Learning Standard A4 paper
Operations • Materials
• Unpacking differentiated
elements in PdPBT-n
• Suggestions of other suitable
materials of PdPBT-n

- Participants apply Round table and
Whiteboard sharing in order to complete
Appendix 1.

- Participants discuss their answers.

39MoLIB Numerasi | Topic 3

Measurement of - Participants are shown Video 2. Video 2
Length https://youtu.be/0
- Participants are required to apply Team
(45 minutes) Nt-cmGfRA
Word Web in order to get ideas and
Video : Mahjong paper
Measurement of complete Appendix 2 as follows:-
• Title Appendix 2
Length • Content Standard
• Learning Standard
• Materials
• Unpacking differentiated

elements in PdPBT-n
• Suggestions of other suitable

materials of PdPBT-n
- Participants’ works are evaluated and

discussed during Gallery Walk.

40MoLIB Numerasi | Topic 3

4IMPLEMENTATION OF FOCUSED 4 hours
AND DIFFERENTIATED TEACHING
AND LEARNING - NUMERACY

4.1 Introduction
4.2 Steps for Production of PdPBT-n Materials, RPH Writing and

Pupil Task

Objectives

At the end of the session, participants will be able to:
i. explain the importance of differentiated learning
ii. relate differentiated learning to Standard 4 SKPMg2
iii. use three differentiated learning elements in designing RPH
iv. adapt the focused and differentiated framework materials in planning PdPBT=n

41MoLIB Numerasi | Topik 4

4.1 Introduction

The implementation of PdPBT-n is an intervention for teachers to provide

effective teaching in facing the challenges of Pupils with different levels of

ability. Through this intervention, teachers will:
• acquire the content
• process, build and generate ideas
• develop teaching materials and assessment measures

The Standard-Based Primary School Curriculum (KSSR) of Mathematics
through the formulation of DSKP is based on the thoughtful learning of
mathematics. Mathematical thinking is an important foundation for the
implementation of quality PdP in the classroom. This quality of success can
be achieved through PdPBT-n.

This PdPBT-n also meets the quality standards set out in SKPMg2 Standard
4, Jemaah Nazir dan Jaminan Kualiti, MOE.

The three elements of PdPBT-n are differentiated content, process and
product. This PdPBT-n application is embodied in RPH writing provided by
mathematics teachers.

As a guide to mathematics teachers, six PdPBT-n topics are provided in
MoLIB. The six topics are selected from DSKP Mathematics Year 2 and
Year 3. All topics are equipped with PdPBT material templates, complete
RPH writing and pupil tasks by levels i.e. basic, medium and high levels
(depending on PdP), inclusive of enrichment and reinforcement worksheets.

RPH is prepared based on learning standard of DSKP Year 2 and 3:

Year 2: i. Recognise minute graduations on the clock face.
ii. Measure length.
iii. Draw basic shapes of a two-dimensional shapes.

Year 3: i. Write numbers in numerals and words.
ii. Identify the proper fractions as part of one whole.
iii. Solve the number sentences involving addition of two values

of money and the summing up to RM10 000.

42MoLIB Numerasi | Topik 4

4.2 Steps for Production of PdPBT-n Materials, RPH Writing
and Pupil Task

i PdPBT-n iii iv
Framework
DSKP PdPBT-n Pupil Task
ii
RPH
PdPBT-n
- Pupil Activities
Materials - Levelled

Worksheets
- Reinforcement
- Enrichment

4.2.1 Steps in Producing PdPBT-n RPH

1 Standard-Based Curriculum and Assessment Documents (DSKP) is
the primary source of reference in producing PdPBT-n materials.

2 Through this framework, numeracy teaching and learning resources
that are focused and differentiated are developed.

3 The production of PdPBT-n materials is based on Pupils’ multiple
intelligences and abilities (usually 2 or 3 levels).

4 The elements in this PdPBT-n material are:
✔ Prior Knowledge

✔ Multiple Intelligences

✔ Differentiated Learning (Content, Processes and Products)

✔ Suggested Delivery (Materials, Use of Materials and PdP

Activities)

5 Information from this PdPBT-n materials is embodied in the Daily
Lesson Plan (PdPBT-n RPH).

6 The planned RPH that is based on pupil profile includes pupil task,
such as group activity sheets or worksheets, reinforcement, and
enrichment.

43MoLIB Numerasi | Topik 4

1EXAMPLE YEAR 2 | 6.1.2 Measure the Length

i. DSKP is the main reference for the design of different materials and RPH

CONTENT LEARNING STANDARD NOTES
STANDARD
Pupils will be able to: Recognise centimeters and meters by
6.1 Length 6.1.1 Recognise unit length observing the graduations on rulers and
measuring tape.
Write the given length in centimeters and
meters by the symbol cm and m.

6.1.2 Measure length Measure and mark specified distances in units
cm and m. Measure and record the length of
objects in the units cm and m units. Sketch
and draw straight lines according to the given
measurements in units of cm and m.

6.1.3 Estimate length Estimate the length of objects in units of
centimeters and meters and compare the
estimation with the actual measurement.

Information from DSKP is mapped to MoLIB Materials and RPH

Year :2

Basic Learning Area : Measurement and Geometry
information
In MoLIB Topic : 6.0 Measurement
Materials
Content Standard : 6.1 Length

Learning Standard : 6.1.2 Measure length

Basic information in the writing of the Daily Lesson Plan

Subjects: Class: 2 Date: Time:
Mathematics Anugerah 2 May 2022 9.00 – 10.00 a.m

Learning Area: Topic: Content Standard
Measurement and Geometry 6.0 Measurement 6.1 Length

Learning Standard: 6.1.2 Measure length

44MoLIB Numerasi | Topik 4

Standard-Based Curriculum and Assessment Documents

LEARNING STANDARD NOTES
Pupils will be able to :
6.1.1 Recognise units of length Recognise centimeter and meter by observing the
graduations on a ruler and the measuring tape.
6.1.2 Measure length
Write the given length in centimeters and meters by
6.1.3 Estimate length using the symbols cm and m.

Measure and mark the specified distance in units cm
and m. Measure and record the length of objects in the
units cm and m.
Sketch and draw straight lines according to the given
measurements in units of cm and m.

.
Estimate the length of the object in centimetres and
metres and compare the estimation with the actual
measurement.

PdPBT-n Framework From the notes in DSKP to the content column
in the PdPBT-n framework based on levels to
produce teaching and learning resources that
are focused and differentiated

LEVEL DIFFERENTIATED LEARNING SUGGESTED
DELIVERY
1 CONTENT PROCESS PRODUCT
Prior Materials:
knowledge:
Use of Materials:

Multiple PdP Activities:
intelligences:

2 Materials:
Prior Use of Materials:
knowledge: PdP Activities:

Multiple Materials:
intelligences: Use of Materials:

3
Prior
knowledge:

Multiple PdP Activites:
intelligences:

45MoLIB Numerasi | Topik 4

ii. PdPBT-n Materials

Sample of PdPBT-n Materials

DIFFERENTIATED LEARNING

LEVEL CONTENT PROCESS PRODUCT SUGGESTED DELIVERY

1 Measure and mark Measure and write Pupils write the Materials:
Prior specified distance the length of object length of Ruler, measurement tape,
Knowledge: in units cm and m. given start with zero. measurement for textbook, pencil, eraser, white
Recognise by each of the object in board dan classroom.
observing the cm or m.
graduations on Use of Materials:
a ruler and Length Guide the pupils in executing
measuring the activities for measuring
tape. Textbook = ……cm object using ruler and
White board = …..m measurement tape.
Multiple
Intelligences : Measure and Measuring 6 objects Pupils record the PdP Activities:
Spatial record the length of inside or outside the measurement. Pupils are guided to use
Bodily- objects in the units classroom appropriate measuring tools
Kinaesthetic cm and m, accurately. according to the object given.
accurately. All measurements must start
2 from zero (0).
Prior OBJECT LENGTH Record the reading accurately.
Knowledge: Table
Compare and From Leaf Materials:
contrast the DSKP Chair Ruler, and measurement tape,
appropriate height objects inside or outside the
measurement Broom classroom (example: table,
of an object. pencil box, leaf, length of car
Car Park park, etc).
Multiple
Intelligences: Sketch, draw and Drawing straight lines Pupils draw the front Use of Materials:
Logical - label according to for the front view of view of the school Pupils may choose 6 objects
Mathematical the given the school building building and label from inside and outside the
Bodily- measurement in according to the according to the classroom to measure.
Kinaesthetic units cm and m. given measurement. given measurement. Pupils record the finding.

3 Length of Roof PdP Activities:
Prior = 20 cm Pupils prepare a table to record
Knowledge: the length of the object.
Pupils are able Length of Roof Tilt Pupils search appropriate
to apply and = 7 cm objects to measure in units cm
use the dan m.
measurement Building Height
unit in daily life. = 12 cm Materials:
Ruler and form to sketch the
Multiple Length of Building front view of the school building.
Intelligences: = 30 cm
Interpersonal Use of Materials:
Logical - Door Height Sketch the front view of the
Mathematical = 5 cm school building. Measurement of
Existential the building is given.
Door Width
Creativity = 3 cm PdP Activities:
Pupils draw and label the front
view of the school building
according to the given
measurement.

46MoLIB Numerasi | Topik 4

iii. PdPBT-n LESSON PLAN

Subject: Mathematics Class: 2 Awards Date: 2 May 2022 Time: 9.00 – 10.00 a.m.

Learning Area: Topic: Content Standard:

Measurement and Geometry 6.0 Measurement 6.1 Length

Learning Standard: 6.1.2 Measure length.

Pupils’ Prior Knowledge : pupil READINESS/
A1) Recognise by observing the graduations on a ruler and measuring tape. INTEREST/
A2) Compare and contrast the appropriate measurement of an object.
A3) Pupils are able to apply and use the measurement unit in daily life. LEARNING PROFILE

Learning Objective: By the end of the lesson, pupils are able to; DIFFERENTIATED CONTENT,
A1) Measure and mark specified distance in units cm and m starting with zero. PROCESS, PRODUCT
A2) Measure and record the length of objects in the units cm and m, accurately.

A3) Sketch and draw straight lines according to the given measurement in units cm and m, accurately.

Success Criteria: Pupils are able to;

1) Identify the graduations on a ruler and measuring tape in unit cm and m. DIFFERENTIATED PROCESS,
2) Measure the distance starting from zero. PRODUCT

3) Mark, label and read the measurement of the object in unit cm and m.

Teaching Aids / Learning Aids: Ruler, measuring tape, thread, string, ribbon and measureable objects (textbooks, eraser, white

boards, etc).

Activity Remark

Pre Lesson 1) Collect and arrange objects: Eraser/pencil, textbook/shows, belt or neck Multiple Level of Groups Multiple
(5 minutes) tie. Compare and state the objects’ length. Questioning Technique

2) “Show Me”: Pupils write the length of the objects (in unit m and cm) on the pupil READINESS

mini white board which is marked by the teacher on the measurement tool
(Assessment – Verbal & Written)

Development: - Pupils choose one of the 3 tasks given (group activity); 3 activities based on level
Activity 1
(A1) Measure the given object accurately. DIFFERENTIATED PROCESS
(20 minutes) Pupils are guided on how to use the measuring tools based on the
objects given appropriately. Write the measurement of each object in 3 different measurement activities
Activity 2 cm or m.
(15 minutes) DIFFERENTIATED PRODUCT
(A2) Measure 6 objects inside or outside the classroom, accurately.
Pupils prepare a table to record the length of the object. - A1: Measure and write the
Pupils find 6 appropriate objects to be measured in unit cm and m. length
Pupils record the finding.
- A2: Measure and record
(A3) Sketch and draw straight lines according to the given measurement in the length using table
units cm and m.
Pupils draw the front view of the school building and label according - A3: Sketch, measure and
to the given measurement. draw the length

- Pupils shared the product/work of each of their group. pupil READINESS/
(Assessment – Observation, Verbal & Written) INTEREST/
- In pairs, pupils choose the task in the provided worksheet:
A1) Draw straight lines matched to the given measurement. LEARNING PROFILE
A2) Measure and write the length of each objects in picture, accordingly.
A3) Cut the string according to the given measurement. Worksheet
- Pupils are given an oppoturnity to explain the answer of the task in the
worksheet provided. (Assessment – Written) DIFFERENTIATED PROCESS,
PRODUCT

pupil READINESS/
INTEREST/

LEARNING PROFILE

Reinforcement Make and decorate the photo frame using string and ribbon. DIFFERENTIATED PROCESS,
(15 minutes) PRODUCT
Elements Across the Curriculum (EMK) – Creativity & Innovation
Application of Measuring Skill pupil READINESS/
LEARNING PROFILE
Closure Cognitive Closure – summary from pupils.
(5 minutes) Social closure – teacher praises the pupils because they were able to Exit ticket
execute the activities very well
Enrichment Project Task
Experiment in planting the mung bean.
Record the growth of the seed for a week after the seed sprout. DIFFERENTIATED PROCESS,
PRODUCT

Reflection pupil READINESS/
(Strength, INTEREST/
weaknesses &
Improvements) LEARNING PROFILE

Today’s PdP went well. I am very / Based on my assessment.............................................................................
……...../…....….. pupils are able to master the skills……………………............M....o..L..I.B...|..N...u..m...e..r.a..s..i.......4..7..............
Only ………… pupils who have not…………………..........…................................................................................
Follow-up actions to be taken……………………….............................................................................................

47MoLIB Numerasi | Topik 4

iv. PdPBT-n PUPIL TASK

Group Activity Worksheet - 3 Level

A1 A2
- Collect 3 short objects and 3 long objects in
- Prepare a table to record the length of the
the classroom which can be measured 6 objects.
(example; eraser, textbooks, white board, Example;
etc).
- List the objects. OBJECT LENGTH
xxx
Example; Long yyy
Textbook = .......................... zzz
White board = .....................
- Group members think about objects (inside
- Write the measurement of the object in cm and outside classroom) that are
or m. appropriate to be measured in the table
given.
Do ensure all the measurement starts at 0.
- Measure the length of the object in cm or m
and fill in the same table.

Please check with teachers regarding the
chosen objects for measurement.

A3

- Please draw the basic front view of the school
building.

- Measurement of the top view for the buiding is
given.

- Produce a drawing on the front view of the buiding
based on the measurement given.

Length of roof = 20 cm

Height of roof = 7 cm

Height of buiding = 12 cm

Length of buiding = 30 cm

Height of door = 5 cm

Width of door = 3 cm

Picture of the school buiding that is constructed only
based on the roof, body of the buiding and door only.

48MoLIB Numerasi | Topik 4

iv. PdPBT-n PUPIL TASK LEVEL 1

Group Worksheet - 3 Levels

WORKSHEET

A1

Topic : 6.0 Measurement Name:..............................................................
Learning Standard: 6.1.2 Measure Length Class :..............................................................

Draw a straight line based on the measurement given in the box provided.

1) 1 cm

2) 5 cm

3) 9 cm

4) 12 cm

5) 18 cm

49MoLIB Numerasi | Topik 4

Group Worksheet - 3 Levels LEVEL 2

WORKSHEET A2

Topic : 6.0 Measurement Name:..............................................................
Learning Standard: 6.1.2 Measure Length Class :..............................................................

Measure and write the length of each of the objects below:

................................... cm

......................................... cm ............................. cm
................................. cm

................................ cm ................................ cm ................................... cm

50MoLIB Numerasi | Topik 4