MoLIB Numerasi English Version

Group Worksheet - 3 Levels LEVEL -3

WORKSHEET A3

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

Cut the string given according to the measurement stated, and, answer the questions below.

1) 8 cm

2) 21 cm

3) 132 cm

4) 1 m

5) 2m

6) 5m
Based on the measurement of string number 3 and 4.
a) Which string is longer? .................................................................................................................
b) What is the difference in length between the two strings? ...............................................................................................

51MoLIB Numerasi | Topik 4

Reinforcement and Enrichment Activity REINFORCEMENT

• SUGGESTED REINFORCEMENT ACTIVITY

Reinforcement

Decorate and make a photo frame

• Materials that pupils need to bring;
A family photo, string/ribbon, card board /colour paper, glue, scissors and decorative
accessories.

• Pupils apply their measuring skills to make and decorate photo frame based on their
creativity.

Reinforcement and Enrichment Activity ENRICHMENT

• SUGGESTED ENRICHMENT ACTIVITY

Approach Teaching Strategy Delivery Strategy Social and Physical
Activity-centred Environment
The mung bean growth Based on pupil
experiment. readiness. Work in groups.

Record the growth of DAY LENGTH
mung beans in one 1
week after the 2
germination of seeds. 3
4
5
6
7

52MoLIB Numerasi | Topic 4

2EXAMPLE YEAR 2 | 5.1.1 – Recognise minute graduations
on the clock face

Production of Materials, RPH Writing and Pupil Task
Based on PdPBT-n Framework

i. DSKP

53MoLIB Numerasi | Topik 4

ii. PdPBT-n Framework & Materials

Year :2

Learning Area : Measurement and Geometry

Topic : 5.0 Time

Content Standard : 5.1 Time in hours and minutes

Learning Standard : 5.1.1 Recognise minute graduations on the clock face

LEVEL DIFFERENTIATED LEARNING SUGGESTED DELIVERY

1 CONTENT PROCESS PRODUCT Materials:
Prior Clock face is marked with graduations in
Knowledge: 1) Mark the Activity 1: Activity 1: quarters.
Able to identify Graduation made from Manila card.
clock hand on graduations Pupils paste the minute Glue/blue tack/double-sided tape
the analogue Number cards in multiples of 5 until 60.
clock. correctly on the graduations on the clock
Use of Materials:
Multiple analogue clock face which has mark Activity 1: Graduation paste on the
Intelligences: analogue clock face which marked on the
Spatial face. with the graduations in  quarter parts.
Bodily- quarter parts. Activity 2: Card numbers of multiple five is
Kinaesthetic cut and paste at the edge of the analogue
Logical – 2) Mark on the clock face using Glue/blue tack/double-
Mathematical sided tape.
graduations Activity 2:
2 PdP Activities:
Prior accurately with Pupils cut the number Activity 2: 5 Pupils mark and label the graduations on
Knowledge: the multiples of 5 card of multiples of 10 the analogue clock face with the number of
Able to minutes in five minutes (multiples of 55 60 multiples of 5.
identify the numerals on five minutes until 50
hours and analogue clock number 60 in ascending
minute hand
on the face. orders) and paste the 45 15
analogue
clock. numbers next to the

Multiple graduations in activity 1. 40 20
Intelligences:
Logical – 35 30 25
Mathematical
Bodily – 1) Mark the Activity 1: Activity 1: 5 Materials:
Kinaesthetic graduations on Pupils draw the 10  Round shaped cardboard
Spatial the analogue graduations on the blank   Colour pencil/magic colour
clock face analogue clock face. 15  Number cards in multiples of 5 to 60
3 correctly. Activity 2:
Prior Activity 2: 20 Use of Materials:
Knowledge: 2) Mark the Pupils choose the 55 60 Activity 1: Pupils use colour pencils or
State the time graduations and numbers of mutiples of 5 50 magic pen to mark the graduations on the
in hour, half multiples of 5 given in the envelope clock face.
an hour and a minutes in (numbers of mutiples of Activity 2: Number card that is given in the
quarter hour numerals on 5, from 5 to 60) and envelope is used to label each of the
using an analogue clock, paste the numbers on graduations.
analogue accurately. the clock face.
clock. PdP Activities:
45  Pupils mark and label the graduation on the
Multiple analogue clock face with the multiples of 5.
Intelligences: 40
Interpersonal
Logical - 1) Mark the Activity 1: 35 30 25 Materials:
Mathematical graduations on Pupils draw a round  Round-shaped cardboard
Spatial the analogue shape and label the Activity 1:  Colour pencil/magic colour
Bodily – clock face graduations  Number cards in multiples of 5 to 60
Kinaesthetic correctly. 
Activity 2: Use of Materials:
2) Mark the Pupils choose the Activity 2: Activity 1: Pupils use colour pencils/magic
graduations and correct number from the pens to mark on the clock face.
multiples of 5 envelope (numbers of Activity 2: Card number given in envelope
minutes in mutiples of 5, from 5 to is used to label every graduation.
numerals on 60) and paste the
analogue clock numbers on the 55 60 5 PdP Activities:
accurately. analogue clock face that
labelled in activity 1. 50 10 Pupils mark the graduations in the

analogue clock face and label the

45 15 graduation with number of multiples of 5.

40 20

35 30 25

54MoLIB Numerasi | Topik 4

iii. PdPBT-n RPH

Subject: Mathematics Class: 2 Awards Tarikh: 14 July 2020 Time: 9.00 -10.00 a.m.

Learning Area: Measurement and Geometry Topic: 5.0 Time Content Standard:
5.1 Time in hours and minutes
Learning Standard: 5.1.1 Recognise minute graduations on the clock face.
Pupils’ Prior Knowledge: pupil READINESS
(A1) Able to identify clock hand on the analogue clock.
(A2) Able identify the hours and minute hand on the analogue clock.
(A3) State the time in hour, half an hour and a quarter hour using an analogue clock.

Learning objective: By the end of PdP, pupils able to; DIFFERENTIATED
1) Mark the graduations on the analogue clock face correctly. CONTENT
2) Mark on the graduations with the multiples of five minutes in numerals on analogue clock face accurately

Success Criteria: Pupils able to;

1) Recognise minute graduations on the clock face. DIFFERENTIATED PROCESS,

2) Complete the graduations and multiples of five in numerals on analogue clock. PRODUCT

3) Determine the location of the numeral for the multiples of 5 on the analogue clock face.

Teaching Aids / Learning Aids: A few types of analogue clock, colour pencil, eraser, template of clock face and Manila Card.

Activity Remark

Pre Lesson 1) Pupils say aloud a few types of analogue clock which has - Mixed Ability Group

(5 minutes) graduations and no graduations. - Various Questioning Techniques

2) Pupils state the name of the marking on the analogue clock face.

Development: Pupils choose any of the activities below (Individual): Activities incorporate
Activity 1 A1) Pupils paste the minute graduations on the clock face which has 3 levels and pupil
readiness / interest /
(25 minutes) mark with the graduations in quarter parts. learning profile
A2) Pupils draw the graduations on the blank analogue clock face.
A3) Pupils draw the shape of the clock face in round face and label

with the graduations.
(Assessment Method – Observation and Verbal)

DIFFERENTIATED PROCESS,
PRODUCT

Activity 2 - In pairs, pupils choose the task in the provided worksheet; Activities incorporate 3
(15 minutes) (A1) Pupils cut the number card of multiples of 5 minutes (multiples levels and pupil readiness /
interest / learning profile
Enrichment of 5 minutes until number 60 in ascending orders) and paste the
(15 minutes) numbers next to the graduations in activity 1. DIFFERENTIATED PROCESS,
A2) Pupils choose the numbers of mutiples of 5 given in the PRODUCT
envelope (numbers of mutiples of 5, from 5 to 60) and paste the
numbers on the clock face that marked in activity 1
A3) Pupils choose the correct number from the envelope (numbers
of mutiples of 5, from 5 to 60) and paste the numbers on the
analogue clock face that labelled in activity 1.

(Assessment Method – Observation and Verbal)

Pupils will made the clock hand using manila card based on the Project task, Element Across the

template given by teacher. Curriculum (EMK) - Creativity&

(Pupils draw the analogue clock hand based on their own creativity). Innovation, Drawing skills

pupil INTEREST /
LEARNING PROFILE

Closure Cognitive Closure – summary from pupils. Exit ticket
(5 minute) Social closure – teacher praises the pupils because they are able to
DIFFERENTIATED PROCESS,
execute the activities very well PRODUCT

Reinforcement Based on the relevance and pupils’ level of understand
Today’s PdP went well. I am very / Based on my assessment..........................................................................
Reflection ……...../…....….. pupils are able to master the skills……………………..............................................................
(Strength, weaknesses & Only ………… pupils who have not…………………..........…..............................................................................
Follow-up actions to be taken……………………….............................................................................................
Improvements)

55MoLIB Numerasi | Topik 4

iv. Pupil Task

Group Worksheet - 3 Levels REINFORCEMENT

• Suggested Reinforcement Activity

Approach Teaching Strategy Delivery Social and Physical
strategy Environment
Activity to produce hand watch with Task/Activity
template given by teachers Oriented Based on pupil Pupils move in groups.
Readiness

Example of Pupil Task LEVEL 1 - 3

Example of Pupil Task (A1)
Draw the graduation marks of minute on the clock face.

Example of Pupil Task (A2)
Draw an analogue clock face creatively complete with the
hand, number and minute graduations on it.
Example of Pupils Task (A3)
Draw and label an analogue clock face creatively complete
with hand, number and minute graduations on it.

56MoLIB Numerasi | Topik 4

3Example YEAR 2 | 7.2.2 – Draw basic shapes of two-
dimensional shapes

Production of Materials, RPH Writing and Pupil Task
Based on PdPBT-n Framework

i. DSKP

57MoLIB Numerasi | Topik 4

ii. PdPBT-n Framework & Materials

Learning Area : Measurement And Geometry

Topic : 7.0 Space

Content Standard : 7.2 Two-Dimensional Shapes

Learning Standard : 7.2.2 Draw basic shapes of two-dimensional shapes

DIFFERENTIATED LEARNIANG

LEVEL CONTENT PROCESS PRODUCT SUGGESTED DELIVERY
Draw basic (i) Draw Draw and name basic shapes
1 shapes of basic shapes of two-dimensional shapes. Materials:
Prior two- of two- The shapes are as follows: (i) Three-
knowledge dimensional dimensional (i) rectangle dimensional basic
Pupils can shapes for : shapes by shapes are cube,
name basic tracing (ii) square cuboid, pyramid,
shapes of two- (i) square three- cylinder and cone.
dimensional dimensional (iii) triangle (ii) A4 paper
shapes based (ii) rectangle shapes (iv) circle (iii) Pencil
on given namely
descriptions (iii) triangle cube, 3D shapes 2D basic shapes Use of materials:
cuboid, 3 dimensional
Multiple (iv) circle pyramid, square shapes are placed on
Intelligences cylinder and blank paper and
Bodily- cone. traced.
Kinaesthetic
Logical- rectangle PdP activity:
Mathematical (i) Pupils trace the
Spatial
(pupil readiness basic shapes of two-
/ interest / dimensional shapes
profile) on A4 paper from the
three- dimensional
triangle shapes provided.

circle (ii) Pupils name the
circle basic shapes of two-
dimensional shapes
traced.

58MoLIB Numerasi | Topik 4

LEVEL DIFFERENTIAL LEARNING SUGGESTED DELIVERY

2 CONTENT PROCESS PRODUCT Materials:
Draw basic Grid paper, ruler, pencil and
Pior shapes of (1) ) Draw Using the grid paper, three-dimensional shapes.
knowledge: two-
Pupils can name dimensional basic shapes of pupils draw a Use of materials:
basic shapes of shapes for : Use a ruler and pencil to draw a
two-dimensional two-dimensional rectangle, a square and straight line on the grid paper
shapes based (i) square shapes which a triangle. for the shapes of square,
on given consist of a Example: rectangle and triangle.
descriptions (ii) rectangle square, a
Place the curved surface of the
Multiple (iii) triangle rectangle and a cone or cylinder on a piece of
Intelligences blank paper and trace it.
Bodily (iv) circle triangle on a
Kinaesthetic PdP activity:
Logical piece of grid (i) Using the lines, pupils draw
Mathematical and name the shapes of
Spatial paper. square, rectangle and triangle
(pupil readiness on grid paper.
/ interest / (ii) Trace the
profile) surface of three-
dimensional
circular shape

Square

Pupils draw the shapes of
circles by tracing the surfaces of
cylinder or cone.

Rectangle

3 Draw basic Draw shapes of Draw all the basic Materials:
Prior shapes of square, shapes of two- A4 paper, pencil and ruler.
knowledge two- rectangle and dimensional shapes
Pupils can dimensional triangle on a accurately on a piece Use of materials:
compare and shapes for : piece of blank of blank paper. Use a pencil and a ruler to draw
contrast paper using Example:5 cm and measure the sides of a
characteristic (i) square pencil and ruler. rectangle, a square and a
shapes of two- Then name the triangle.
dimensional (ii) rectangle shapes and
basic shapes write the 5 cm
(iii) triangle measurement of Draw a circle from anything that
Multiple the sides. is circular in the classroom.
Intelligences (iv) circle
Interpersonal Draw an Square PdP activity:
Bodily- accurate circle 6 cm i) Pupils draw square, rectangle
Kinaesthetic on a piece of and triangle by measuring the
Logical- blank paper. 4 cm length of the sides to meet its
Mathematical characteristics.
Spatial
(pupil readiness Rectangle (ii) Pupils draw a circle by using
/ interest / any circular shapes around
profile) 6 cm 6 cm them or their own creativity.

5 cm
Triangle

Circle

59MoLIB Numerasi | Topik 4

iii. PdPBT-n RPH

Subject: Mathematics Class: Year 2 Date: Time: 1 hour

Learning Area: Topic: 7.0 Space Content Standard:

Measurement and Geometry 7.2 Two-dimensional shapes

Learning Standards: 7.2.2 Draw basic shapes of two-dimensional shapes

Pupils’ prior knowledge:

(A1) Pupils can name basic shapes of two-dimensional shapes based on given descriptions.

(A2) Pupils can name basic shapes of two-dimensional shapes and explain their descriptions. pupil readiness

(A3) Pupils can compare and contrast characteristics of two-dimensional basic shapes.

Learning Objective: At the end of lesson, pupils are able to;

Draw basic shapes of two-dimensional shapes namely squares, rectangles, triangles and circles DIFFERENTIATED PROCESS,
accurately. PRODUCT

Success Criteria: Pupils are able to;

(A1) Draw and name basic shapes of two-dimensional shapes namely square, rectangle, DIFFERENTIATED PROCESS,
triangle and circle by tracing the surface of three- dimensional shape. PRODUCT
(A2) Draw and name basic shapes of two-dimensional shapes on a piece of grid paper and

determine the shape of the other basic shapes of two-dimensional shapes formed of rectangles and triangles.

(A3) Draw and name all the basic shapes of two-dimensional shapes and create the combined shapes creatively from the basic

shapes of two-dimensional shapes and describe the suitability of the shapes chosen.

Teaching Aids / Learning Aids:
3-dimensional block (cube, cuboid, pyramid, cylinder and cone), A4 paper, grid paper, Mini whiteboard, Worksheet.

Pre Lesson Activity Remark
(5 minutes)
Find Someone Who Bodily-kinaesthetic
1) Pupils are divided into 2 groups. One group is given basic Logical Mathematical / Spatial

shapes of two-dimensional shapes per person and another pupil readiness
group is given basic shapes of two-dimensional shapes Cooperative learning activities
characteristics.
2) Pupils find partner of two-dimensional basic shapes and their
characteristics.
3) Teacher checks pupils’ answers and carries out reinforcement.

Development: Tiered Activities: Activities incorporate 3 levels
Activity 1 1) Pupils are given the option to complete any of the assigned and take into account the
readiness of the pupil /
(40 minutes) tasks. interests / learning profiles
2) Pupils complete 1,2 or all tasks according to their ability within

the alloted time.

Task 1: Bodily-Kinaesthetic
i) Trace basic shapes of two-dimensional shapes using three- Logical-Mathematical, Spatial

dimensional shapes (cubes, cuboids, pyramids and cylinders).
ii) Name two-dimensional basic shapes drawn.

Task 2: pupil Interest /
(i) Draw squares, rectangles and triangles on a piece of grid Learning Profile /
/ Learning Environment
paper.
(ii) Name the shapes.
(iii) Trace a circle using appropriate three-dimensional shapes.
(iv) Match the basic shapes of two-dimensional shapes to the

given characteristics.

Task 3: DIFFERENTIATED
(i) Using a pencil and ruler, draw basic shapes of two- PROCESS, PRODUCT

dimensional shapes namely squares, rectangles and triangles
on a piece of paper.
(ii) Name the basic shapes of two-dimensional shapes and write
the measurement of their sides.
(iii) Draw circles creatively with teacher's guidance.
Example:
Use any shape that has a round surface.

(Assessment Methods: Observation and Writing)

60MoLIB Numerasi | Topik 4

Reinforcement Match Mine Bodily-Kinaesthetic /
(15 minutes) Logical Mathematical / Spatial
 Pupils who choose the same task, form groups
and compare the results of their tasks. pupil Interest /
Learning Profile

PRODUCT DIFFERENTIATED

Take Off, Touch Down

Take Off

Pupils stand if they agree with the given statement.

Touch Down

Pupils sit down if they do not agree with the given

statement. Bodily-Kinaesthetic
Examples:

The two-dimensional basic shapes are squares,

rectangles, triangles and circles.(Take Off/Stand) PRODUCT DIFFERENTIATED
1) A square has 4 sides. (Take Off/Stand)

2) A triangle has 3 vertices and 4 sides. (Touch

Down/Sit down)

3) A rectangle has curved sides. (Touch Down/Sit

down)

4) Two-dimensional basic shapes of a pyramid are

a square and a triangle.(Take Off/Stand)

(Assessment Method: Verbal)

Reflection Today's PdP went well. I am very/ Based on my assessment...............................................
(Strength, Weakness ……...../…....….. pupils are able to master the skills ……………………....................................
Only ………… pupils who have not……………………................................................................
& Improvement) Follow-up actions to be taken…………………………................................................................

61MoLIB Numerasi | Topik 4

iv. Pupil Task

Starters Worksheet

Name the 2D shapes from the given features. Find your partner.

• 3 vertices • No vertices
• 3 straight sides • No straight sides

• 4 vertices • 4 vertices
• 4 straight sides • 4 straight sides
• 2 sides of equal length • All sides are equally long

Activity Development Sheet 1

Task 1

Trace and name 2D shapes using the blocks provided

On a piece of grid paper, draw and name the 2D shapes

Task 2

Task 3

On a piece of blank paper, draw and name 2D shapes using pencil, ruler, thread and a 62
compass.

MoLIB Numerasi | Topik 4

Reinforcement and Enrichment Activity REINFORCEMENT

Task 1 Square

Using a ruler, join the dots to get 2D shapes.
Rectangle

Task 2

1. Using a ruler, join the dots to obtain the two-dimensional basic shapes stated.
2. Share your answer.

Rectangle Square Triangle

Reinforcement and Enrichment Activity ENRICHMENT

• SUGGESTED ENRICHMENT ACTIVITY: Teaching Delivery Social and
Strategy strategy Physical
Approach
Cooperative Based on pupil Environment
(i) Draw a model creatively by combining basic shapes of learning readiness Individual and
two-dimensional shapes drawn and then describe the structured group work
suitability of the chosen shapes. group

Example:

Examples of storytelling activities (Group):
(1) I am a car.
I used rectangles for the roofing and the body of the car. My
car tyres are made up of two circles.

(2) I am a house
I used: rectangles for the body of the house, door and
windows; triangle for the roof; circles for roof decoration and
door knobs.

Multiple Intelligences:
Interpersonal, Logical-Mathematical, Spatial, Bodily-
Kinaesthetic (pupil Readiness / Interest/ Learning Profile)

63MoLIB Numerasi | Topik 4

4Example Year 3 |1.2.1 – Write numbers in numerals
and words.

Creating framework, RPH Writing and Pupils Tasks PdPBT-n
i. DSKP

64MoLIB Numerasi | Topik 4

ii. PdPBT-n Framework & Materials

Year :3
Learning Area : Numbers And Operations

Topic : 1. 0 Whole Numbers UP to 10 000

Content Standard : 1.2 Write Numbers

Learning Standard : 1.2.1 Write numbers in numerals and words

LEVEL DIFFERENTIATED LEARNING SUGGESTED DELIVERY

1 CONTENT PROCESS PRODUCT Materials: Activity Sheet.
Prior PdP Activities:
Knowledge: Write whole  Pupils  Write the Example:
 Name whole (i) Choose the correct numerals for the words below:
numbers in numbers in choose the correct
numerals up to
10 0000 numerals and correct numerals
 Read whole
numbers in words up to numerals based on
words up to
10 000 10 0000 based on the given

Multiple the given words. 9 026 3 400 1 702
Intelligences:
Bodily- words.  Write the
Kinaesthetic
Logical-  Pupils correct 6 578 10 000
Mathematical
Spatial choose the words Word
One thousand seven hundred and
correct based on two Numeral
Three thousand four hundred
words based the given Nine thousand twenty six
Ten thousand
on the given numerals. Six thousand five hundred and
seventy-eight
numerals.

(ii) Choose the correct words for the numerals below:

Five thousand three hundred and twenty-seven
Nine thousand nine hundred and nine
Four thousand sixty-eight
Nine thousand ninety-nine
Five thousand one hundred and six

a) 9099 = _______________________________
b) 5327 = _______________________________
c) 5106 = _______________________________
d) 9909 = _______________________________
e) 4608 = _______________________________

2 Write whole Pupils write Write Materials:
Prior numbers in their own numbers in Mini whiteboard, marker pen, envelope containing
Knowledge: numerals and numbers in words and numbers and words, placemat.
 Say whole words up to words and vice versa
10 000. vice versa. up to 10 000. Use of Materials:
numbers in
numerals up PdP Activities:
to 10 000 Placemat Consensus (Combo Mat)
 Read whole In groups of four, pupils write (pupils are numbered 1,
numbers in 2, 3 and 4)
words up to
10 000  3 digit number
 4 digit number

Multiple given by the teacher on the respective spaces in
Intelligences: numbers and words on the placemat. Pupils check
Interpersonal the written answers, choose the right answer for their
Bodily- group answer and write it in the middle.
Kinaesthetic
Logical-
Mathematical
Spatial

65MoLIB Numerasi | Topik 4

ii. PdPBT-n Framework & Materials

Year :3
Learning Area : Numbers and Operations
Topic : 1. 0 Whole Numbers Up to 10000
Content Standard : 1.2 Write Numbers
Learning Standard : 1.2.1 Write numbers in numerals and words

LEVEL DIFFERENTIATED LEARNING SUGGESTED DELIVERY

3 CONTENT PROCESS PRODUCT Materials:
 To say out the Mini Whiteboards, marker pens
Write Write any Write whole
number in Use of Materials:
numerals of number in whole numbers numbers up to
whole numbers PdP activities:
up to 10 000. numerals up to 10 000 in 10 000 in (i) Think - Pair - Share
Example:
 To read the and words of numerals and numerals and Think - Pair – Share
number in  In pairs, pupils write a whole number in
words for whole words on their words.
whole numbers numerals up to 10 000 simultaneously.
up to 10 000. numbers up own.  Ask their shoulder partner to write the

to 10 000. respective numerals in words.
 Repeat the activity by writing any number in

words and ask the shoulder partner to give
the answer in numerals.
 Check the answers with teacher’s guidance. (
Duration determined by teacher)

Activity 2 Write whole Write numbers Write whole Grass Skirt:
Level 1 numbers up in word and numbers up to  Paper strips that consist of questions are
Level 2 to 10 000 in numerals 10 000 in
Level 3 numeral and based on pupil’ numerals and arranged according to the levels of difficulty.
words. level of words.  Question strips will be prepared according to
achievement
within a time the number of groups.
frame.  4 questions will be prepared and labelled

according to the levels.
 On every strip, there are 2 questions which

require the pupil to write the number in
numerals and in words

Activity Procedures:
 Pupils are numbered in groups ( example;

1,2,3,4 from lower level of performance to
higher level of performance).
 Pupil 1 will tear one strip and write the answer
on the mini whiteboard. Pupil will then show
the answer to teacher for verification.
 If the pupil answers correctly, pupil 2 will tear
strip 2, answer the question and show it to the
teacher. For incorrect answers, the pupil
needs to return to the group to seek help from
teammates and later show the answer to
teacher. Repeat the steps until the pupil gets
it right.
 If the answer is correct, proceed to the next
pupil.
• The activity is repeated until teacher blows the
whistle.

66MoLIB Numerasi | Topik 4

iii. PdPBT-n RPH

Subject: Mathematics Class: Year 3 Date: 22 February2022 Time: 30 minutes
Content Standard:
Learning Area: Topic: 1.2 Write Numbers

Numbers dan Operations. 1.0 Whole Numbers up to 10 000 pupil Readiness

Learning Standard: 1.2.1 Write Numbers in Numerals and Words.

Pupil Prior Knowledge:

 Say round numbers in word up to 10 000.

 Read round numbers in word up to 10 000

Learning Objective: By the end of the lesson, pupil are able to; DIFFERENTIATED
write whole numbers in numerals and words up to 10 000 correctly. CONTENT

Success Criteria: pupils are able to; DIFFERENTIATED
(1) Identify place value of a number up to 10 000. PROCESS &
(2) Write whole numbes up to 10 000 in numerals. PRODUCT
(3) Write whole numbers up to 10 000 in words.

Teaching Aids/Learning Aids: Mini Whiteboard, marker pen, placemat/combomat , Activity sheets.

Activitiy Remark

Pre Lesson Popcorn Bodily-Kinaesthetics
(5 minutes) 1) Pupils write number that teacher calls out on mini Spatial

whiteboard. Logical-Mathematics
2) Pupils raise the mini whiteboard when teacher

calls out popcorn. (Assessment strategies :

Observation and written)

Development 1) pupils choose which task to complete. pupil Readiness
Activity 1 (20 2) pupils can complete 1,2 or all tasks based on their

minute) abilities within a time given
3) Teacher guides the pupil throughout the activiy.

Level 1: Activities incorporate

3 levels and taken

9 026 6 578 3 400 10 000 1 702 into the consideration

of pupil readiness,

i) Choose the correct numeral for the number words interests and learning
profile
below:
Word Numeral

One Thousand Seven Hundred and Bodily-Kinaesthetics
Two Spatial

Three Thousand and Four Hundred Logical-Mathematics
Nine Thousand and Twenty Six

Ten Thousand pupil Interest /learning
Six Thousand Five Hundred Seventy Eight profile/learning

ii) Choose the correct word for the numerals below: environment

Five Thousand Three Hundred and Twenty Seven. DIFFERENTIATED
Nine Thousand Nine Hundred and Nine PROCESS
Four Thousand and Sixty Eight
Nine Thousand and Ninty Nine. Five Thousand One AND PRODUCT
Hundred and Six

a) 9099 = _______________________________
b) 5327 = _______________________________
c) 5106 = _______________________________
d) 9909 = _______________________________
e) 4608 = _______________________________
(Assessment strategies : Observation and written)

Placemat Consensus (Combo Mat)
 In groups of four, pupils write (pupils are numbered

1, 2, 3 and 4)
(i) 3 digit numbers (ii) 4 digit numbers
given by the teacher on the respective spaces in
numerals and words on the placemat.
 pupils check the written answers and choose the

right answer for their group answer and write it in
the middle.

MoLIB Numerasi | Topik 4 67

iii. PdPBT-n RPH Activity 2 Remark
1 DIFFERENTIATED
Development CONTENT
Activity 1 Consensus Bodily-Kinaesthetics

(20 minutes) Spatial
Logical-Mathematics
43
pupil Readiness
Placemat/combomat
Activities incorporate
Level 3 3 levels and taken

Think - Pair – Share into the consideration
of pupil Readiness,
 In pairs, pupil write any round numerals up to 10 000 Interests and
simultaneously. Learning Profile

 Shoulder partner writes that number in words. Bodily-Kinaesthetics
 Repeat the activity by writing the number in words and Spatial

ask the shoulder partner to give the answer in Logical-Mathematics
numerals. Check Answers.
pupil Interest, Learning
(Assessment Method : Observation dan Writen) Profile and Learning
Environment
Grass skirt:
DIFFERENTIATED
 Paper strips with questions are arranged according to PROCESS/ PRODUCT
the levels of difficulty.
Bodily-Kinaesthetics
 Question strips will be prepared based on the number Spatial
of groups.
Logical-Mathematics
 4 questions will be prepared and labelled according to
the levels.

 Every strip consists of 2 questions which are to be
written in numerals and in words.

Activity Procedures:

 pupils are numbered in groups ( example; 1,2,3,4
from lower level of performance to higher level of
performance).

 Pupil 1 will tear one strip and write the answer on the
mini whiteboard, and later show the answer to teacher
for verification. If the pupil answers correctly, pupil 2
will tear strip 2. If the answer is incorrect, the pupil
can seek help from his teammtes. The activity repeats
itself till the pupil gets the correct answers.

• The activity repeats until the teacher blows the whistle.
(Assessment Method : Observation dan Writen)

68MoLIB Numerasi | Topik 4

iii. PdPBT-n RPH

Reinforcement Find The Fib
(10 minit)  Pupils need to identify error in words based on the

number given. Logical-
 Pupils need to rewrite the words correctly. Mathematics
Example:
Put a tick () on the correct words and a () for the words DIFFENTIATED
that consist errors based on the number given. Then, PRODUCT
rewrite it with correct words.

......9..0..4..0........N..i.n..e..t.y...F..o..u..r..T..h..o..u..s..a..n..d...a..n..d...F..o..r.t.y....................
.

.......7..2..4.9......Seven Thousand Two Hundred and
Forty Nine

...................................................................

1101 Eleven Thousand One Hundred and
......................................o..n..e...............................................

6853 Six Hundred Eight Thousand and
Fifty Three

.........................................................................................
(Assessment Methods : Observation dan Writen)

Closure Exit Ticket & Parking Lot
(5 minit) pupils write what they had learnt today on a sticky note,
then paste it on the parking lot given.
Reflection
(Strength, Today’s PdP went well. I am very/Based on my assessment ........../........pupils are able to
Weaknesses & master the skills . Only ...........pupils who have not .......................... Follow-up actions to
Improvement) be taken ..........................................

iv. Pupil Task

Reinforcement and Enrichment Activity ENRICHMENT

Appraoch Teaching Strategy Delivery Strategy Social and Physical
Environment
 pupils explain how round numbers until 10 000 Cooperative Learning Based on pupil
can be used in daily situations. Structured groups readiness Individual works but
in group.
Example:
Car number plate, house number, number of pupil in
class. number of residents in a housing estate and so
on.
• pupils identify differentiated method and say

aloud those numbers related to the daily
situation.
Example:
(i) The car plate number is 4664 read as Four Six
Six Four.
(ii) Number of residents in a housing estate are 1203
read as one thousand two hundred and three.

69MoLIB Numerasi | Topik 4

Topic : 1.0 Round Numbers up to 10 000
LS : 1.2.1 Write Numbers in numerals and in words.

WorkSheet TASK 1

Name: ________________________________ Word

Class : ________________________________

1) Write the following numbers in words.

Number
1 207
3 040
6 591
8 808
9 001

WorkSheet TASK 2

Write the following words in numbers.

One Thousand Three Hundred and
Twenty Five

Four Thousand Six Hundred and
Four

Seven Thousand One Hundred
Fifty Thousand and Sixty Eight

Eight Thousand and Twenty

Nine Thousand One Hundred and
Sixteen

70MoLIB Numerasi | Topik 4

5EXAMPLE YEAR 3 |3.1.1 – Identify the proper factions as part of one
whole.

Production of RPH and Pupil Task based on PdPBT-n Framework

i. DSKP

71MoLIB Numerasi | Topik 4

ii. PdPBT-n Framework & Materials

Year :3
Learning Area : Number and Operations
Topic : 3.0 Fractions, Decimals and Percentages
Content Standard : 3.1 Fractions
Learning Standard : 3.1.1 Identify the proper fractions as part of one whole

LEVEL DIFFERENTIATED LEARNING SUGGESTED DELIVERY

1 CONTENT PROCCESS PRODUCT Materials:
Prior ‘Realia’, fractional
knowledge: State a proper Count the numbers of State and write the diagrams, scan cards,
pupils can number of objects mini whiteboards
recognize the fraction that the a group of objects. from a group in terms
physical of proper fractions Use of Materials:
differences of value of no. above Example; Guide pupil to count an
an object such 3 out of 4 object such as color
as color is smaller and the State the value of a Called the Three – compare to the total
quarters number of objects.
Multiple value of no below number and relate it PdP Activity:
Intelligences: Written as; Carry out the activity of
Spatial is larger. to the number above 3 − stating some proper
Logical- 4 − fractions of a group.
Mathematicis and the number
Bodily- 3 − below. The name of the Materials:
Kinaesthetic fraction; ‘Realia’, fractional
4 − Proper Fractions diagrams, scan cards,
2 mini whiteboards
Prior Example:
knowledge: Use of Materials:
pupils can state 3 out of 4 is three Guide pupil to count an
the physical object such as color in
differences of quarters comparison to the total
an object such number of objects.
as color The value of the no PdP Activity:
Carry out the activity
Multiple above is smaller and stating various proper
Intelligences: fractions from a group
Spatial the no below is
Logical- Materials:
Mathematics larger. ‘Realia’, fractional
Bodily- diagrams, scan cards,
Kinaesthetic State a proper State the fractions Name and write the mini whiteboards
number of objects
3 fraction, value of from a group of from a group in Use of Materials:
Prior proper fractions pupil say out loud a
knowledge: where the number objects. Example; proper fraction according
pupils can 3 out of 5 to the group of objects.
recognize the smaller (numerator) State the value of
differences of and the value of proper fractions Read as; PdP Activities:
more than two the number below and relate them to the 3 over 5 Carry out the activity
physical is larger number above stating various proper
properties of an (denominator). numerator and the Written as; fractions from a group
object such as 3 :
4 different 3 : number below 5 :
colors 3 : denominator.
Multiple Name of the fractions;
Intelligences: Example: Proper fractions
Spatial
Logical- 3 out of 5 is three Say out loud and
Mathematics write the number of
Bodily- over five. The value of objects from a group
Kinaesthetic in proper fractions
the numerator is Example;
3 out of 8
smaller than the value
Called as;
of the denominator. 3 over 8

State the proper State the fractions Written as;
fraction that the no from a group of 3 :
above is the objects. 8 :
numerator and the
no below is the State the value of
denominator. proper fractions

3 Example:
8 3 out of 8 is three
over eighth. 3 is the
numerator and 8 is
the denominator.

Name of the fractions;
Proper fractions

72MoLIB Numerasi | Topik 4

iii. Designing PdPBT-n RPH

Subject: Mathematics Class: 3 Anugerah Date: 2 May 2022 Time: 9.00 – 10.00am

Learning Area: Number and Operations Topic: 3.0 Fractions, Content Standard: 3.1 Fractions

Decimals and Percentages

Learning Standard: 3.1.1 Identify the proper fractions as part of one whole

Pupils' Prior Knowledge: pupil Readiness,
A1) pupils can recognise the physical differences of an object such as 2 different colors. Interest and

A2) pupils can state the physical differences of an object such as 2 different colors. Learning Profile

A3) pupils can recognize the differences of more than two physical properties of an object such as 4 different colors.

Learning Objective: At the end of PdP pupils are able to; DIFFERENTIATED
1) State the proper fractions as part of one whole correctly PRODUCT/PROCESS

2) Write proper fractions accurately. /PRODUCT

Success Criteria: pupil are able to; DIFFERENTIATED
1) Count the number of an object and the total number of objects. PRODUCT/PROCESS
2) Express the number of an object out of the whole in terms of proper fractions.
/PRODUCT

3) Write proper fractions

Teaching Aids/Learning Aids: Realia (pupil bags, water bottles, lollipops, pencils etc), number cards, mini whiteboards, fraction

diagrams and A4 paper.

Pre Lesson Activity Remark
(5 minutes) - Collect pupils’ blue and pink water bottles and bags : Different group levels
- pupils count the total number of water bottles and bags collected and
Techniques
the number of water bottles and bags by color (blue and pink). VpaurpioTiuleIsnRcthQeenaruideqesiusnteteiossnsin/ g
- pupils give answers through "stand and share" activities.
(Assessment - Observation and Verbal)

Development: - pupils choose 1 of the 3 tasks given (group activity); DIFFERENTIATED
Activity 1 (A1) Count the proper fractions as part of one whole PROCESS

(15 minutes) State the colours of the lollipops. pupil Interest, Learning
What is the total number of lollipops? Profile, Learning
What is the number of yellow lollipops? Environment

State the value of the fraction and relate it to the number above and the

number below.

Example:

3 out of 4 lollipops are yellow.

Called as: 3 out of 4 is three -quarters.

Write a proper fraction that the value of the no above is smaller and the

no below is larger.

3 −

4 −

(A2) Say out loudthe proper fractions as part of one whole
. Say out loud the colors of the lollipops..

What is the total number of lollipops?
What is the number of yellow lollipops?

State the value of a number and related to the number above is the
numerator and the number below is the denominator.

Example: Example: 3 out of 5 lollipops are yellow.
Called as: 3 out of 5 is three over five
Write a proper fraction that the value of the numerator is smaller than the
value of the denominator.

3 :

5 :

(A3) State the proper fractions as part of one whole

What is the total number of lollipops?
State the colors of the lollipops.
What is the number of yellow lollipops?

State the value of a proper fraction.

Example: 3 out of 8 lollipops are yellow

Called as: 3 out of 8 is three over eight

Write a proper fraction where 3 is the numerator and 8 is the

denominator.

3 :

8 :

- “Pop Corn” activity - each group writes the answer on a mini whiteboard.
(Assessment - Observation, Oral & Written)

73MoLIB Numerasi | Topik 4

iii. DESIGNING PdPBT-n RPH

Activity 2 Activity Notes
(10 minutes) Each pupil selects the task from the worksheet provided : Worksheet

Activity 3 A1) Match the objects in pictures with fractional values in words and DIFFERENTIATED
(15 minutes) numbers. PROCESS, PRODUCT

A2) Write proper fractions in words and numerals based on pictures given. pupil READINESS/
INTEREST/
A3) Solve various problems of proper fractions as part of a whole.
LEARNING PROFILE
- Pupils discuss answers in their respective groups.
(Assessment – Observation, Oral & Writing)
- In group, pupils collect objects of the same type, inside or outside of the
classroom. Pupils create a proper fractional question that match the object.

- Implementing activity “One stay three stray”.

Assessment Items DIFFERENTIATED
a) How many pencils are there? PROCESS,
b) What colors are the pencils? PRODUCT
c) How many blue pencils are there?
d) We say it as......... per............ pupil READINESS/
e) Write the proper fraction. INTEREST/

LEARNING PROFILE

Collected objects Top: Is it a numerator/denominator?

Reinforcement Bottom: Is it a numerator/denominator?
Activity
(Assessment – Observation, Oral & Writing)
(10 minutes) - Activity pairing. Each pupil is given a piece of A4 paper. Pupil A gets a

Closure piece of blue A4 paper and Pupil B gets a piece of green A4 paper.
(5 minutes)
- Pupil A folds the paper into 4 parts. Pupil B, in turn, folds the paper into 8 pupil READINESS/
Enrichment parts. The folding technique is demonstrated by the teacher. INTEREST/

Reflection - Pupils discuss how many quarters and eighth parts they need to shade to LEARNING PROFILE
(Strengths, get the same fractional value.
Weaknesses & DIFFERENTIATED
Improvements) (Assessment – Observation & Oral) PROCESS,
Cognitive closure– a video screening of the pizza cut. PRODUCT
Question and answer session is conducted based on proper fractions.
Questioning Techniques
Social closure - teacher congratulates the pupils for being able to carry out
the activities well. DIFFERENTIATED
PRODUCT
(Pentaksiran – Pemerhatian & Lisan)
For your project work, you are required to design a scrapbook entitled Project Work
“Fractions in Birthday Party" based on your creativity. That is, take whatever
object can be related to the fraction. You can use any objects that are related DIFFERENTIATED
to fractions. PROCESS,
PRODUCT

The scrapbook needs to have at least 3 objects showing fractions such as pupil READINESS/
slices of equal portion cakes, colours of balloons, brown colours, number of INTEREST/
glasses of cordial and syrup etc.
LEARNING PROFILE

(Assessment – Observation, Oral & Writing)

PdP today went well. I am very / Based On my assessment,.........................................
……...../…....….. pupils are able to master the skills ……………………....................................................
Only............ pupils who have not ……………………................................................................................
Follow-up actions to be taken…………………………................................................................................

74MoLIB Numerasi | Topik 4

Reinforcement and Enrichment Activities Reinforcement

• SUGGESTED REINFORCEMENT ACTIVITY
Reinforcement

- Activity pairing. Each pupil is given a piece of A4 paper, Pupil A will get blue A4 paper
and Pupil B will get green A4 paper.

- Pupil A folds the paper into 4 parts. Pupil B, in turn, folds the paper into 8 parts. The
folding technique is demonstrated by the teacher.

- Pupils discuss how many quarters and eighth parts they need to shade to get the same
fractional value.

Reinforcement and Enrichment Activity ENRICHMENT

• SUGGESTED OF ENRICHMENT ACTIVITY:

• For your project work, you are required to design a scrapbook entitled “Fractions in
Birthday Party" based on your creativity. That is, take whatever object can be related
to the fraction. You can use any objects that are related to fractions.

• The scrapbook needs to have at least 3 objects showing fractions such as slices of
equal portion cakes, colours of balloons, brown colours, number of glasses of cordial
and syrup etc.

3 out of 9 cup cakes in 4 out of 10 chocolates in 2 out of 7 balloons in
green colour orange yellow

4 2 two out of seven/
10 − ℎ
7
Four out of tenth
two over seven
3 three out of nine two-seventh
9

three over nine

Three-ninth

75MoLIB Numerasi | Topik 4

iv. PUPIL TASK PdPBT-n Level 1

Group Worksheet- 3 Levels

Worksheet

A1

Content Standard: 3.1 Fractions Name:...............................................
Learning Standard: 3.1.1 Identify Proper Fractions Class:...............................................

as part of one whole.

Match the given picture card with the fractional value in the form of numerals and words.

.

Four out of seven Two-thirds Green color shape
A half

2 1 1 3 44
3 4 2 5 78

A quarter Three-fifths Four-eighths
White Fish Blue Glasses Red Shapes

76MoLIB Numerasi | Topik 4

Group Worksheet - 3 Levels Level 2

Worksheet A2

Content Standard: 3.1 Fractions Name:...............................................
Learning Standard: 3.1.1 Identify Proper Fractions Class:...............................................

as part of one whole.

Write fractions of shaded pictures in the form of numerals and words.

Yellow pencils out of all pencils
_____ out of _______________ =

Blue umbrellas out of all umbrellas
_____ out of________________ =

Football out of all balls
_____ out of ______________ =

Lorry out of all vehicles
_____ out of _____________ =

Red triangles out of all triangles
_____ out of _______________ =

77MoLIB Numerasi | Topik 4

Group Worksheet - 3 Levels Level 3

Worksheet

A3

Content Standard: 3.1 Fractions Name:...............................................
Learning Standard: 3.1.1 Identify Proper Fractions Class:...............................................

as part of one whole.

Write down the proper fractions in words and numbers, the numerator and denominator value of the following
pictures.

Slices of watermelon that are missing:

Read as = .............................................

Green Balloons: Proper fraction =
Read as = ............................................. Numerator =...........,
Proper fraction = Denominator = .........

Numerator =...........,

Denominator = .........

Coloured Triangles: Roosters:
Read as = ............................................. Read as = .............................................
Proper fraction = Proper fraction =
Numerator =..........., Numerator =...........,
Denominator = ......... Denominator = .........

Number of Blue Pencils:
Read as = .............................................
Proper fraction =
Numerator =...........,
Denominator = .........

78MoLIB Numerasi | Topik 4

Example YEAR 3 |4.1.1 – Solve the number sentences involving addition
No. 6 of two values of money and the summing up to
RM10 000.

Production of Materials, RPH Writing and Pupil Task Based on
PdPBT-n Framework

i. DSKP

79MoLIB Numerasi | Topik 4

ii. PdPBT-n Framework & Materials

Year :3
Learning Area : Numbers And Operations
Topic : 4.0 Money
Content Standard : 4.1 Addition of money
Learning Standard : 4.1.1 Solve the number sentences involving addition of two values of money and the summing

up to RM10 000.

LEVEL DIFFERENTIATED LEARNING SUGGESTED DELIVERY

CONTENT PROCESS PRODUCT

1 Solve the Solve the Pupils solve the Materials:
Prior number number number Medium-sized square Mathematics
Knowledge: sentences sentences sentences exercise book / graph paper and
Add two involving addition involving involving addition grid/ mini whiteboard with graph and
values of of two values of addition of two values of grid/ ICT -assisted teaching.
money within money without of two values of money without
the sum of coins and the money without coins using the Use of Materials:
RM100 without summing up to coins using the standard form Guide pupils to solve number
coins RM10 000 standard form method sentences involving two values ​of
method and the summing money according to the value of the
Multiple and the up to place without coins using a medium
Intelligences: summing up to RM10 000 square-sized mathematics exercise
Logical- RM10 000 book.
Mathematical
Bodily- RM6 235 + RM2 413 = PdP Activities:
Kinaesthetic Pupils are guided to solve number
Spatial Money thousands sentences by adding two values ​of
Value hundreds money using the standard form
Symbol method.
tens
PROCESS ones Emphasis during solution process:
• Place value position for each
+ RM 6 2 3 5
RM 2 4 1 3 number.
PRODUCT • Plus symbol
RM 8 6 4 8 • Writing RM

2 Solve the Solve the Pupils solve the Materials:
Prior number number number Medium-sized square Mathematics
Knowledges: sentences sentences sentences exercise book / graph paper and
Add two involving addition involving involving addition grid/ mini whiteboard with graph and
values of of two values of addition of two values of grid/ ICT -assisted teaching.
money within money without of two values of money without
the sum of and with coins money without and with coins How to use the Material:
RM100 without and the summing and with coins using the Pupils are given chances to solve
and with coins up to RM10 000 using the standard form number sentences involving two
standard form method and the values ​of money according to the
Multiple method and the summing up to value of the place without and with
Intelligences: summing up to RM10 000 coins using a medium square-sized
Logical- RM10 000 mathematics exercise book.
Mathematical
Bodily- RM1758 + RM5230 = PdP Activities:
Kinaesthetic Pupils show the steps to solve
Interpersonal Symbol Money thousands number sentences by adding two
Spatial Value hundreds values ​of money using the standard
form method or other method.
tens
ones Emphasis during solution process:
• Place value position for each
PROCESS + RM 1 7 5 8
RM 5 2 3 0 number.
• Decimals place value
PRODUCT • Plus symbol
• Writing RM
RM 6 9 8 8

RM6 235 .15 + RM2 413. 70 =

Symbol Money thousands .
Value hundreds

PROCESS tens
ones
Cents

RM 1 7 5 8 . 1 5
+

RM 5 2 3 0 . 7 0

PRODUCT RM 6 9 8 8 . 8 5

80MoLIB Numerasi | Topik 4

ii. PdPBT-n Framework and Materials

Year :3
Learning Area : Numbers And Operations
Topic : 4.0 Money
Content Standard : 4.1 Addition of money
Learning Standard : 4.1.1 Solve the number sentences involving addition of two values of money and the summing

up to RM10 000.

LEVEL DIFFERENTIATED LEARNING SUGGESTED DELIVERY

CONTENT PROCESS PRODUCT Materials:
Medium-sized square Mathematics
3 Solve the Solve the Pupils solve the exercise book / graph paper and
Prior number number number grid/ mini whiteboard with graph and
Knowledge: sentences sentences sentences grid/ ICT -assisted teaching.
Add two involving addition involving involving addition
values of of two values of addition of two values of Use of Materials:
money within money with of two values of money with Pupils solve number sentences
the sum of combinations of money with combinations of involving two values ​of money
RM100 with coins and notes combinations of coins and notes according to the value of the place
combination of and the summing coins and notes by using standard with combination of coins and notes
coins and up to by using form method and using other method besides the
notes RM10 000 standard form the summing up standard form method
method and the to RM10 000
Multiple summing up to Activity PdP:
Intelligences: RM10 000 Pupils show the steps to solve
Logical- number sentences by adding two
Mathematical RM6 235.15 + RM1758 = values o​ f money with the
Bodily- combination of notes and coins
Kinaesthetic Symbol Money thousands . using the standard form method or
Interpersonal Value hundreds other method.
Spatial PROCESS
tens Emphasis during solution process:
ones • Place value position for each
Cents
number.
+ RM 6 2 35 . 15 • Decimals position
RM 1 7 58 . 00 • Write 00 on money value without
PRODUCT RM 7 9 93 . 95
cents
RM2304 + RM5867.05= • Plus symbol
• Writing RM
PROCESS Symbol Money thousands .
Value hundreds

tens
ones
Cents

+ RM 2 3 0 4 . 0 0
RM 5 8 6 7 . 0 5
PRODUCT RM 8 1 7 1 . 0 5

81MoLIB Numerasi | Topik 4

iii. DESIGNING PdPBT-n RPH

Subject: Mathematics Class: 3 UKM Date: 2 May 2022 Time: 9.00 – 10.00 AM

Learning area: Number and Operation Topic: 4.0 Money Content Standard: 4.1 Addition of Money

Learning Standard: 4.1.1 Solve the number sentences involving addition of two values of money and the summing

up to RM10 000. PUPIL READINESS/
Pupils’ prior knowledge : Different processes PUPIL INTEREST/
A1) Pupils are able to add two values of money up to RM100 without coins. LEARNING PROFILE
A2) Pupils are able to add two values of money up to RM100 without coins and with coins

A3) Pupils are able to add two values of money up to RM100 combine notes and coins DIFFERENTIATED
Learning objective: Pupils’ are able to: PROCESS,
1) Solve the number sentences involving addition of two values of money and the summing
DIFFERENTIATED
up to RM10 000 with accuracy. PRODUCT

Pupils’ are able to: DIFFERENTIATED
1) Adding involves two values ​of money without coins. PROCESS,
2) Adding involves two values ​of money without and with coins.
3) Adding involves two combined monetary values ​of banknotes and coins. DIFFERENTIATED
PRODUCT

Teaching Aids/ Learning Aids:

mathematic box size/ excersise book/ graph paper and grid/ mini whiteboard with graph and grid/ ICT - assisted teaching

Activity Remark
• Different - level of
Set Induction Show me
(5 minutes) 1. Pupils look at the display adding two values o​ f money shown. Pupils
2. Pupils answer the questions asked. • pupil Readiness
Development 3. Pupils add up the value of money on their respective mini whiteboards. • Pupils Ability
(20 minutes) 4. Pupils raise the traffic light sign when finished. • Various Techniques
5. Pupils show the answers on their respective mini-whiteboards.
6. Two pupils voluntarily share a method of getting answers. pupil READINESS/
pupil INTEREST
RM 5 0
Three activities are
+ RM 3 7 provided according to
pupils level groups.
RM 8 7
pupil READINESS/
(Assessment - Observation, Oral & Written) pupil INTEREST

Showdown LEARNING PROFILE
Pupils complete any of the tasks available. They can select one, two or all
tasks according to their respective capabilities according to their respective DIFFERENTIATED
levels in the time given. PROCESS,
Solve the number sentences involving addition of two values of money up to
RM10 000 : DIFFERENTIATED
(A1) Without coins using the standard form method PRODUCT

• Pupils are given an addition math sentence involving two values ​of Three different activities in
money without coins. solving addition of
mathematics sentences
• Pupils are guided to solve number sentences adding two values o​ f involve two values ​of
money without coins using the usual form method. money up to RM10 000

• Pupils add according to the position of the place value of each A1: Without coins use
number. standard form mathod with
teacher guidance.
• Pupils write the plus symbol and RM.
A2: Without and with coins
(A2) Without and with coins money using the standard form method demonstrate the
• Pupils are given two additional number sentences: computation steps by
1. mathematical sentence adds two values ​of money without coin. standard form method.
2. mathematical sentence adds two values o​ f money with coin.
• Pupils demonstrate the steps of solving a mathematical sentence
adding two values ​of money without and with coins using the standard

form method.
• Pupils add according to the place value of each number.
• Pupils add according to the position of the coin decimal point.
• Pupils write the plus symbol and RM.

MoLIB Numerasi | Topic 4 74

iii. DESIGNING PdPBT-n RPH

Activity Notes

(A3) Combination of notes and coins using the standard form method A3: Combination notes and
coins with computational
• Pupils are given two addition mathematic sentences involving two steps coins using the
combined notes and coins. standard form method.

• Pupils demonstrate the steps of solving a mathematical sentence
adding two values o​ f a combination of notes and coins using the
standard form method.

• Pupils add by positioning the place value of each number.
• Pupils add by following the position of the decimal coin point
• Pupils write the plus symbol and RM.

(Assessment - Observation, Oral & Written)

Activity 2 SAME-DIFFERENT pupil READINESS
(15 minutes) • Pupils are given the option of selecting an assignment from the offered
DIFFERENTIATED
Reinforcement math sentence cards. PROCESS,
(15 minutes) • Each pupil chooses one math sentence card to top up the money
DIFFERENTIATED
Closer provided. PRODUCT
(5 minutes) • Pupils complete mathematic sentence adding two selected money
Enrichment DIFFERENTIATED
values o​ n their mini whiteboards respective. PROCESS,
Reflection • Pupils check each other's answers in pairs, looking for similarities and
(Strengths, DIFFERENTIATED
Weaknesses & discrepancies. PRODUCT
Improvements) A1: Solving addition math sentences involves two values ​of money without
Ticket
coins using the standard form method add up to RM10 000. Draw and write on stiky
A2: Solving addition mathematic sentences involves two values o​ f money Exit note

without and with coins using the standard form method and add up to TDEIRFBFEZRAENPTRIOATSEDS,
TERBPERZOACPERSOS,DUK
RM10 000.
A3: Solving addition mathematic sentences involves two values o​ f money DIFFERENTIATED
PRODUCT
combination of notes and coins money using the standard form

method and add up to RM10 000.

(Assessment - Observation, Oral & Written)
• Pupils choose two picture cards of objects with price values.
• Pupils write a mathematical sentence adding value to the price of

objects in two pictures. pupil show the steps to complete the sentence

mathematics adds value to the price of two pictures of the object using

standard form method.
• (Assessment - Observation, Oral & Written)

Cognitive closure - summaries from Pupils.

Social closure - the teacher congratulates the Pupils for being able to carry
out today’s activities very well.

Create playing cards: Pupils READNESS
• Pupils make half A4 size cards according to their creativity. PROFILE
• Pupils choose two pictures with the price that can be taken from the

brochure of goods worth RM5000 and below. pupil READINESS/
• Stick it on the card produced earlier. pupil INTEREST/
• Then, prepare an addition mathematic sentence involving two values ​of pupil LEARNING

money and the sum of up to RM10 000. DIFFERENTIATED
• On the back of the cards are shown the solution steps and answers. PROCESS,

• The card can be used as a scan card for a question and answer session DIFFERENTIATED
with a friend. PRODUCT

Today’s PdP today wen. Based on my assessment ............................................ .. .................

…… ...../… ....… ..pupils are able to master the skills …………… ..................... .... ........................

Only ………… pupils who have not …………… ................................. .... ........................................

Follow -up actions to be taken ……………………… ................................. ... .............................................

MoLIB Numeracy | Topic 4 75

Reinforcement and Enrichment Activity ENRICHMENT

• SUGGESTION ENRICHMENT ACTIVITY

Enrichment

1. Pupil choose TWO picture cards of objects with price values.

2. Pupil write a sentence adding value to the price of the two pictures of the object.

3. Pupil show the steps of solving a mathematical sentence adding the value of the price of two
mathematical pictures of the object using the usual form method.

RM2 000 RM3 499.90 RM4 320.05 RM1 050

RM5 785 RM3 600.50 RM2 400 RM1 785.70

RM2 121 RM3 071.65 RM2 423.10 RM1 325

76MoLIB Numeracy | Topic 4

Reinforcement and Enrichment Activity REINFORCEMENT

• SUGGESTED REINFORCEMENT ACTIVITY

Enrichment

They create playing cards:
• Pupils make half A4 size cards according to their creativity.
• Pupils choose two pictures with the price that can be taken from the brochure of goods worth

RM5000 and below.
• Cut and paste on the card produced earlier.
• Then, prepare an addition math sentence involving two values ​of money and the sum of up to

RM10 000.
• On the back of the card is shown the solution steps and answers.
• The card can be used as reference for a question and answer session with a friend.

Example of brochures goods. PENGAYAAN
Choose 2 goods.

Cut and paste on card.

Aktiviti Pengukuhan dan Pengayaan

• CADANGAN AKTIVITI PENGAYAAN

Front of the card Back of the card

Lina moved to a new house in Johor. She Answer:
bought a refrigerator and a television. RM1 399 + RM2 490 =
How much did Lina have to pay?
.
RM 1 3 9 9 . 0 0

+

RM 2 4 9 0 . 0 0
RM 3 8 8 9 . 0 0
symbol
Money
value
thousends

hundretds

tens
ones
cents

MoLIB Numeracy | Topic 4 77

iv. PUPIL PdPBT-n TASK LEVEL 1

Group worksheet - 3 levels

Worksheet – Activity 1

A1

Content standard: 4.1 Addition of Money. Name:...............................................
Learning standard : 4.1.1 Solve the number sentences involving. Class :...............................................
addition of two values of money and the summing up to RM10 000.

Complete and solve the following number sentences in the space provided.

symbol
Money
value
thousands
hundreds
tens
ones

RM6 235 + RM2 413 = RM 6 2 3 5
+

RM 2 4 1 3

RM

symbol
Money
value
thousands
hundreds
tens
ones

RM3 112 + RM5 671 = RM 3 1 1 2

+
RM

RM

symbol
Money
value
thousand

s
hundreds

tens
ones

RM5 324 + RM4 652 = RM
+

RM 4 6 5 2

RM

symbol
Money
value
thousands
hundreds
tens
ones

RM2 733 + RM6 222 = RM 2 7 3 3

+
RM

RM

symbol
Money
value
thousands
hundreds
tens
ones

RM8 567 + RM1 232 = RM
+

RM 1 2 3 2

RM

78MoLIB Numeracy | Topic 4

iv. PUPIL PdPBT-n TASK LEVEL 2

Group worksheet - 3 Levels

Worksheet – Activity 1 A2

Content Standard: 4.1 Addition of money. Name:...............................................
Learning Standard : 4.1.1 Solve the number sentences involving Class :...............................................
addition of two values of money and the summing up to RM10 000.

Complete and solve the following number sentences in space provided.

symbol
Money
value
thousands
hundreds
tens
ones

RM5 326 + RM3 142 = RM 5 3 2 6

+

RM 3 1 4 2

RM

symbol
Money
value
thousands
hundreds
tens
ones
cents

RM3 211.75 + RM6 751.24 = RM 3 2 1 1 . 7 5

+

RM .
RM .

symbol
Money
value
thousands
hundreds
tens
ones

RM4 235 + RM2 564 = RM
RM7 323.05 + RM2 622.10 = +

RM 2 5 6 4

RM

symbol .
Money
value .
thousands .
hundreds.
tens
ones

cents

RM
+

RM

RM

symbol
Money
value
thousands
hundreds
tens
ones

RM6 785 + RM2 212 = RM
+

RM

RM

MoLIB Numeracy | Topic 4 79

iv. PUPIL PdPBT- n TASK

Group worksheet - 3 Levels LEVEL 3

Worksheet – Activity 1

A3

Content Standard : 4.1 Addition of money. Name:...............................................
Learning Standard: 4.1.1 Solve the number sentences involving Class :...............................................
addition of two values of money and the summing up to RM10 000.

Complete and solve the following number sentences in space provided.

symbol
Money
value
thousands
hundreds
tens
ones
symbol
cents

RM6 235.15 + RM1 758 = symbol RM .
RM2 304 + RM5 867.05 = Money+ .
RM5 458 + RM2 344.99 = value .
RM8 713 + RM2 262.10 = thousandsRM
RM6 785.55 + RM2 212.55 = hundredsRM.
tens
onesRM.
cents+.
.
RMsymbol
RM Money .
value
RM thousands .
+ hundreds.
tens.
RM ones
RM Cents.

RMsymbol .
+ Money .
value .
RM thousands
RM hundreds.
tens.
RM ones.
+ Cents.

symbol RM
MoneyRM
value
thousands
hundreds
tens
ones
Cents

80MoLIB Numeracy | Topic 4

iv. PUPIL PdPBT- n TASK

QUESTION CARD - 3 LEVELS

QUESTION CARD – ACTIVITY 2 A1

Solve the following number sentences in standard form.

RM6 000 + RM2 000 = RM3 500 + RM5 600 =

symbol
Money
value
thousands
hundreds
tens
ones
symbol
Money
value
thousands
hundreds
tens
ones

RM RM
+ +

RM RM

RM RM

Question Card – Activity 2 A2

Solve the following number sentences in standard form.

RM2 300 + RM3 400 = RM1 400.90 + RM2 200.05 =

RM6 800 + RM3 100 = RM5 300.70 + RM3 200.10 =
RM2 300 + RM4 500 = RM9 800.20+ RM1 100.30 =

Question Card – Activity 2 A3
Solve the following number sentences in standard form.

RM2 300 + RM3 410.80 = RM1 550 + RM7 235.10 =

RM3 840.05 + RM5 100 = RM6 106.70 + RM3 293 =

RM1 300.65+ RM4 500 = RM7 805.45 + RM1 194 =

MoLIB Numeracy | Topic 4 891

FOOD FOR THOUGHT

▪ List the key elements in focused and differentiated teaching and learning
applied in numeracy?

▪ How does the focused and differentiated teaching and learning of numeracy
have an impact on Mathematical Thought Learning?

▪ Analyze the writing of focused and differentiated teaching and learning of
numeracy template and give your response.

▪ Examine the writing of daily lesson plan and give response.
▪ Examine each Pupils work, reinforcement, enrichment worksheet and

response.

TASK

▪ Guidance incorporates information from the DSKP into examples of focused
and differentiated numeracy teaching and learning materials.

▪ Guidance to transfer the information from focused and differentiated
numeracy teaching and learning templates to daily lesson plans.

▪ List the focused and differentiated elements found in the provided daily
lesson plans.

▪ State examples of pupil group assignments by level.

82MoLIB Numeracy | Topic 4

References

Tomlinson, C.A. (2000). Differentiation of Instruction in the Elementary Grades.
Carol Ann Tomlinson (2002), How To Differentiate Instruction In Mixed-Ability

Classrooms, 2nd Edition
Kementerian Pendidikan Malaysia. (2016). Dokumen Standard Kurikulum dan

Pentaksiran Matematik, Kurikulum Standard Sekolah Rendah, Tahun 2.
Bahagian Perkembangan Kurikulum: Putrajaya.
Kementerian Pendidikan Malaysia. (2016). Dokumen Standard Kurikulum dan
Pentaksiran Matematik, Kurikulum Standard Sekolah Rendah, Tahun 3.
Bahagian Perkembangan Kurikulum: Putrajaya.
Kementerian Pendidikan Malaysia. (2016). Surat Pekeliling Ikhtisas (SPI),
Bilangan 3,/1999: Penyediaan Rekod Pengajaran dan Pembelajaran,
bertarikh 9 Mac 1999.
Kementerian Pendidikan Malaysia (2018), Standard Kualiti Pendidikan
Malaysia Gelombang Kedua. Jemaah Nazir dan Jaminan Kualiti,
Putrajaya

MoLIB Numeracy | Topic 4 83

IMPLEMENTING TRAINING OF MASTER TRAINER 2
HOURS
TEACHING AND LEARNING OF FOCUSED AND

4DIFFERENTIATED TEACHING OF NUMERACY

TOPIC 4

Implementing of Teaching and Learning of Focused And Differentiates
Teaching of Numeracy

CONTENT ACTIVITY / STRATEGY MATERIAL

4.1 Introduction of
Implementation Teaching and

Learning of Focused and
Differentiates Teaching of

Numeracy
(60 minutes)

∙ Effective teaching interventions • Slide display • power point
to meet the challenges of Presentation using application
Pupils of different ability levels. PowerPoint
• Standard 4 SKPMg2
∙ Comply with Standard 4 in the • Dragon Ball activity Instrument
Second Wave Malaysian • Stand & Share activity
Education Quality Standards • DSKP KSSR
(SKPMg2), Board of • Think-Pair-Share activity Mathematic(review)
inspectors and Quality Year 2
Assurance (JNJK), Ministry of • Team Statement activity
Education Malaysia. • DSKP KSSR
• Window Pane Activity Mathematic(review)
∙ Three elements of focused • Round Robin Activity Year 3
and distinct teaching and • traffic light
learning of numeracy:

∙ Different Content

∙ Different Processes

∙ Different Products

84

MoLIB Numeracy | Topic 4

4.2. Adapting focused and • Slide display • Power Point
differentiated material construction Presentation using Application
PowerPoint
templates to the Daily Teaching • DSKP KSSR
Plan (RPH) • Tiered Activities Mathematic (review)
• Choice Board Activities Year 2
(180 minutes) • Work station Activities
• Grass skirt Activities • DSKP KSSR
2. Six examples of Content • Critic RPH Activities Mathematic (review)
Standards (SK) for topics in the Year 3
Year 2 and Year 3 Mathematics • Parking Lot
Curriculum and Assessment • Constructing
Standards Document (DSKP): material PdPBT-n
template
2.1 Year 2: Recognize the
minutes tick mark on the clock • Six samples Daily
face. Teaching Plan
2.2 Year 2: Measuring length.
2.3 Year 2: Draw basic shapes • Pupils task follow
for two -dimensional shapes. the pupil level
2.4 Year 3: Write numbers in (Level low,
numbers and words. Moderate, Height)
2.5 Year 3: Identify proper
fractions as part of a group.
2.6 Year 3: Solve addition math
sentences involving two values
o​ f money and the sum of up to
RM 10 000.

MoLIB Numeracy | Topic 4 85

5PdPBT-n MATERIAL CONSTRUCTION
5.1 Introduction 5
5.2 Element of PdPBT-n Material HOURS
5.3 Differentiated Learning Aspect
5.4 PdPBT-n Material Preparation
5.5. PdPBT-n RPH
5.6 Important aspect in PdPBT-n activities

Objectives

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

i. produce PdPBT-n material for the topic in Year 2 and Year 3
ii. plan RPH based on example of PdPBT-n materials

5.1 Introduction

Focused and Differentiated Teaching and Learning Approaches to Numeracy
(PdPBT-n) materials refer to the activity planning framework for PdP
Numeracy Year 2 and 3 that integrates the elements of differentiate content,
process, and products. This planning framework is created by utilising the
Pupils' basic information, namely readiness, interest, and learning profile that
is relevant to the content standard (CS) and learning standard (LS).

To achieve the same CS and LS, it is recommended that activities be planned
in three levels: basic, medium, and high. When planning activities, each level
must address the four aspects found in the design of the DSKP Mathematics
curriculum, such as learning area, process, skill, attitude, and value. When
planning activities, each level must consider the four aspects found in the
design of the DSKP Mathematics curriculum, such as learning area, process,
skill, attitude, and value. This is important because pupil with varying levels of
achievement are put together, they can even learn together through
Mathematical Thoughtful Learning.

PdPBT-n teaching and learning strategies should be pupil-centred. Among the
approaches that can be used are individuals, peers with similar interests, or
groups with similar learning profiles. Pupil should be given the opportunity to
experience for themselves via exploration activities, use appropriate
technological aids, solve problems in a fun, meaningful, useful, challenging
environment.

94MoLIB Numerasi | Topic 5

The teaching and learning process should focus on conceptual
understanding and algorithmic skill proficiency. Teachers can select
appropriate teaching and learning approaches and methods based on their
Pupils' readiness, interests, and learning profiles. The effectiveness of
teaching and learning is determined by how teachers enable pupil to express
themselves through productive communication. Teachers can stimulate and
encourage pupil to think critically, creatively, and innovatively by applying
concept understanding and algorithmic skills through productive
communication.
Fostering attitudes and values must be planned as part of the PdPBT-n
material. The application of values can be done in accordance with the
context of the lesson's content.

95MoLIB Numerasi | Topic 5

5.2 Elements of PdPBT-n material

Material construction must address the three elements of PdPBT.

a. Differentiated content b. Differentiated process c. Differentiated Product

The content of the Pupil can engage in the Pupil of various
same learning activities intelligences
lessons varies but go through different exhibit/build various
depending on the pupils’ learning processes. products or learning
level (high, medium, and outcomes based on
pupil potential or
basic) inclination.

5.3 Differentiated Learning Aspect

The material construction must be fulfilled by five different aspects of learning:

5.3.1 The task must provide equality in terms of pupils' interests,
inclinations, and relevance.

5.3.2 Providing opportunities for pupil to challenge themselves and
improve their abilities, as well as meeting the needs of pupil with a

variety of learning styles.

5.3.3 Differentiation and learning assessment are integrated.

Flexibility in group formation, after a period of learning, pupil will
5.3.4 associate with friends of various inclinations
.

Tasks should be meaningful, significant, and engaging in order to
5.3.5 increase individual potential so that they can become productive
. members of the community.

5.4 PdPBT-n Material Preparation

The preparation of appropriate materials in a PdP situation requires the teacher to
process the material before it is used. Several steps, such as selecting,
processing, constructing, using, and evaluating, can be used. This is an ongoing
process that should be carried out in accordance with the material selection
criteria that have been established.

96MoLIB Numerasi | Topic 5

The utilisation of material will be more effective if it is in line with:

• National Educational Philosophy (NEP)
• Societal values
• the curriculum
• pedagogical principles
• up-to-date information
• cost-effectiveness
• availability
• usability
• Portability
• Easy maintenance
• Variety of stimuli
• Repetition of usage
• flexibility

Dr. Carol Ann Tomlinson (2000) states,

“ a successful learning approach can be achieved when ”
teachers:
✔Differentiate content
✔Differentiate process
✔Differentiate products in a conducive environmental
setting

97MoLIB Numerasi | Topic 5

5.5 PdPBT-n RPH

The following are the recommendations of the PdPBT-n RPH template

Year :
Learning Area :
Topic :
Content Standard :
Learning Standard :

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

Use of Materials:

Multiple Intelligences:

PdP Activities:

2 . Materials:
Prior knowledge: Use of Materials:

Multiple Intelligences:

PdP Activities:

3 Materials:
Prior knowledge:

Use of Materials:

Multiple Intelligences:

PdP Activities:

98MoLIB Numerasi | Topic 5

5.6. Important aspects in PdPBT-n activities

The issues and aspects emphasized in the PdPBT-n activities are as
follows:-

i. pupil-centred activities ii. Use of Learning resource

Plan activities that can materials

enhance the potential of The preparation of learning

pupil of various inclination, resource materials should

backgrounds and be based on the inclination,

intelligences. background and

intelligences of the pupil.

iii. Classroom Management

Plan learning activities so that the
objectives and success criteria are met for
all pupil with varying inclination,
backgrounds, and intelligences.

NB
Differentiated learning does not label pupil as smart,
average, or weak. Pupils’ intelligence varies because of
culture, environment, educational opportunities, food,
learning and others. The opportunity to reach the optimum
potential remains the same but what differs is the content,
process or outcome (product).

99MoLIB Numerasi | Topic 5

List of learning standards for PbPBT-n RPH construction

YEAR 2 YEAR 3

• Recognise minute • Write numbers in numerals and
graduations on the clock
face. words.
• Identify the proper fractions as
• Measure length.
part of one whole.
• Draw basic shapes of • Solve the number sentences

two-dimensional shapes involving addition of two values

of money and the summing up

to RM10 000.

Food For Thought

Video Problem Task Sharing Summary
PdP

Exercise

The main objectives of preparing daily lesson plans for focused and differentiated teaching
and learning of numeracy are:

a. improve learning outcomes
b. increase pupils’ self-awareness.
c. assist pupil in learning with more meaningful and deeper understanding.
d. foster the enjoyment of learning
e. increase pupils' optimal engagement in all aspects/activities.

MoLIB Numerasi | Topic 5 100