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Published by Kamarul, 2021-04-11 06:35:46

MATHEMATICS Y1 - PART 1

MATHEMATICS Y1 - PART 1

DUAL LANGUAGE PROGRAMME

TEXTBOOK

Writers Editors
Chan Yook Lean Ainol Rafezah binti Alias
Wan Yusof bin Wan Ngah Mohamad Arshad bin Sulaiman
Gobi a/l Krishnan Nurul Shaheza binti Zamri

Illustrator
Wong Chi Ming

Graphic Designers
Najmi bin Mat Sarit
Mohd Khairin bin Abd. Malek
Aini binti Abd. Hamid

Translator
Zaitun binti Othman

Dewan Bahasa dan Pustaka
Kuala Lumpur

2019

Serial No.: 0187

CONTENTS

1 NUMBERS UP TO 100 1
MANY AND FEW 2
RECOGNISE 1 TO 10 5
RECOGNISE ZERO 7
WRITE 0 TO 10 8
SMART FUN 11
COMBINATION OF NUMBERS 12
RECOGNISE 11 TO 20 17
WRITE 11 TO 20 20
RECOGNISE 21 TO 100 21
RECOGNISE PLACE VALUE AND DIGIT VALUE 25
MORE OR LESS 28
NUMBER ARRANGEMENTS 32
NUMBER PATTERNS 39
RECOGNISE ESTIMATION 43
RECOGNISE ROUND OFF 45
SOLVE THE PROBLEMS 49
MY PROJECT 53
SMART FUN 54

iii

2 ADDITION AND SUBTRACTION 55

RECOGNISE ADDITION 56
QUICK ADDITION 60
MY PROJECT 62
EASY ADDITION 63
MORE ADDITION 68
RECOGNISE SUBTRACTION 74
MY PROJECT 79
QUICK SUBTRACTION 80
EASY SUBTRACTION 82
MORE SUBTRACTION 88
ADDITION AND SUBTRACTION STORIES 93
SOLVE THE PROBLEMS 97
REPEATED ADDITION 108
REPEATED SUBTRACTION 111
SMART FUN 114

iv

PREFACE

Mathematics Year 1 textbook package is written in accordance to the Standard-Based
Curriculum for Primary School (KSSR) in line with the implementation of the revised
curriculum starting in 2017. The writing of this textbook is tailored to meet the needs
of the pupils to understand basic mathematical skills from the easiest to the most
abstract level. This textbook package is published to develop pupils’ abilities to apply
mathematical knowledge and skills, effectively and responsibly in their daily lives.

The textbook package consists of two components, namely textbooks and activity
books which further divided into two parts. The topics contained in each part of the
book are as follows:

TahnedTAecxttibviotoyk TA••••hcTMFVLeterioimaovTnlnciueegttemyxitohyteBnb, osoMooofakkLsisqPaaunairdndtd2
Book Part 1
• Numbers up

to 100
• Addition and

Subtraction

• Shape
• Data

The textbooks focus on the goals of mathematics learning consisting of basic
mathematical concepts and skills. The presentation of these books is tailored by
incorporating related reasoning questions so that pupils can communicate as well as to
promote them to think critically and creatively. Each lesson is enhanced with formative
exercises to be carried out either orally or in writing, as well as further activities proposed
in the Teacher’s Notes. In addition, the recreational elements in the lesson are also
infused via My Project and Smart Fun to create active and fun learning lessons. Besides
that, moral values are instilled indirectly through the learning activities and pictures.

The activity books provide reinforcement, remedial and enrichment activities
to strengthen and enhance pupils’ understanding on what they have learned in the
textbooks. Teachers are encouraged to prepare extra activities and exercises according
to pupils’ needs and abilities.

This textbook package is hoped to provide meaningful and fun learning lessons
as well as to increase pupils’ interest in mathematics. To use this textbook, teachers can
refer to the following explanation.

v

3 FRACTIONS Subtopic refers to the 2-D SHAPES
Learning Standard. 2-D shapes exist on the flat faces of 3-D shapes.
Ai Lin, mummy has Stimulus page encourages pupils
cut this waffle. to communicate. 12

Two equal Square Circle
parts.

34

I want Pupil-centred activities.
half.

Questions of Higher-Order SHARPEN Triangle Rectangle
Thinking skills (HOTs). YOUR
Formative exercises MIND What is the 2-D SELF-TEST
to assess understanding shape shown
of learned skills. on the screen? Name these
Content Standard and Learning 2-D shapes.
• Guide the pupils to talk about objects in the picture that show two equal parts. Standard number as in the ab
3.1.1 • Discuss daily life situations which involve fractions. Standard-Based Curriculum and
Assessment Document.
1

73..21.1 • Trace around one flat face of a 3-D shape to get a 2-D shape.
• Explain the meaning of 2-D shapes by comparing it with 3-D shapes.
68 • Provide more questions in the form of worksheets or question cards.

AB page 72

2 What is one over four? Quarter Mathematical terms and important Fun with Participants 4 pupils in a group.
1 out of 4 Each part words for pupils’ understanding. Fractions
is one over
equal parts. four or a Materials
quarter.
One
One over
four

Shape cards Fraction chart Coloured Glue Coloured

Recreational activities to foster Method paper pencils
pupils’ interest in mathematics. 1 Colour one, two or three parts.
One Mascot stimulates critical
Fold Draw lines over four and creative thinking to
a paper generate ideas.
Colour one Write the Teacher’s guide to carry out
part fraction teaching and learning activities.

2 Paste the shapes on a fraction chart.
FRACTIONS

Chocolate Fruit cake Adi eats one over One over two One over four Two over four Three over four
cake four of a cake.
Which cake is it?
Discuss.

Layered cake

3 Display your work. Talk about it.

3.1.1 • Conduct activities to understand one over two and one over four using fraction kits 3.1.1 • Prepare materials and shapes that have been divided into equal parts for
AB pages 1 - 3 or fraction cards. Show to the pupils that each quarter when combined will form one 3.2.1 each group.
whole (original shape).
10 • Guide the pupils to carry out activities to reinforce the concept of fractions.
• Surf http://www.kidsnumbers.com/fractions.php
AB pages 9 - 10
3

Links to the pages in the activity book.

SELF-ASSESSMENT

Calculate. Write the letter that match the answer.

Reinforcement activities to o n e
enhance skills proficiency. 5 sen 30 sen 70 sen
+ 5 sen + 40 sen – 5 sen
Remedial activities to
assess understanding sen sen
of basic skills.
Enrichment activities m a r sen
to test critical and 90 sen 50 sen RM 9 i
creative thinking. – 40 sen – 20 sen – RM 3 RM 7

sen sen RM + RM 1

RM

p v l y
RM 5 60 sen RM 10 RM 2
+ RM 2 – 25 sen – RM 5 + RM 7
RM RM
sen RM
t
s RM 2
RM 8 + RM 2
– RM 5 RM
RM

8 5 10 35 65 50 9
7 30 6 65 70 4 3

29

• Writers •

vi

1 NUMBERS UP TO 100

Wow! There are
many flowers.

• Ask the pupils to talk about the picture.

1.1.1 • Guide the pupils to define the groups of more and less objects.
• Ask the pupils to talk about the objects around them. Relate it with “more”

or “less”.

1

MANY AND FEW
1

a Compare the flowers and butterflies.
Many flowers. A few butterflies.

The flowers and the butterflies are not equal.
b Compare and .

Match one-to-one.

Yellow flowers are as many as red flowers.

• Explain that comparison is to find the similarities and differences between
objects.

• Guide the pupils to identify the groups of more and less objects.
• Ask the pupils to give examples of things around them of the same amount.

AB pages 1 - 2

2

2 Compare the and .

less

more

and are not equal.

is less. is more.

3 Compare the carrots and rabbits.

more.

.

SHARPEN
YOUR
MIND

Are there enough fruits for the birds?
Explain.

1.1.1 • Guide the pupils to identify the groups of more and less objects. Use the pairing
1.2.1(iii) objects such as chair and table, cup and saucer, fork and spoon, bottle and cap
and so on.
AB pages 3 - 5
• Ask the pupils to give examples of objects which are not the same in numbers
around them.

3

SELF-TEST
Look at the picture. Answer these questions.

1 Which is more, or ?

2 Which is less, or ?

3 Compare the children and butterflies.
Are their numbers equal or not equal?

4 Choose more or less.
is (more, less). is (more, less).

1.1.1 • Carry out activities to determine the groups of more and less.
1.2.1(iii) • Provide more questions in the form of worksheets or question cards.

4

RECOGNISE 1 TO 10
Count and say the numbers.

1

one

2

two

3

three

4

four

5

five

6

six

1.2.1(i) • Explain that number is an amount of objects. Numeral is a symbol that represents the
1.2.1(ii) number of objects.
1.2.2(i)
1.2.2(ii) • Guide the pupils to count objects and say the correct number of the counted objects.
• Avoid pupils counting by memorising.

5

7 c

seven

8

eight

9

nine

10

ten

SELF-TEST

Say the numbers.
ab

1.2.1(i) • Use the abacus or number cards to show a particular number, then ask the pupils to
1.2.1(ii) match the number with the same counters to represent the number shown.
1.2.2(i)
1.2.2(ii) • Provide more questions in the form of worksheets or question cards.

6 AB pages 6 - 8

RECOGNISE ZERO 3
All the frogs on the leaves jump into the pond.
How many frogs are left on the leaves? three

There are 3 frogs 2
on the leaves.
two

1

one

0

zero

No frogs on the leaves. The number of frogs on
the leaves is zero.

SELF-TEST

Which container holds zero object?
ab

1.2.1(i) • Guide the pupils to understand the concept of zero. Explain the meaning of zero is no
1.2.1(ii) object.
1.2.2(i)
1.2.2(ii) • Put some counters in one hand, grasp both hands and ask pupils which hand has
zero counter.
AB page 9
• Provide more questions in the form of worksheets or question cards.

7

WRITE 0 TO 10

There are There
two crabs. are four
starfish.

Count the objects.
Write the numbers in
numerals and words.

one

1.2.2(i) • Explain that numeral is the symbol for the number or amount of objects.
1.2.2(ii) • Guide the pupils to write numbers in numerals and words with the correct technique.
• Show the pupils some counters and ask them to write the numbers and its words to
1.3.1
represent the number of counters.
8
AB pages 10 - 14

six
seven

nine

1.2.2(i) • Ask a pupil to write a number on the back of another pupil. The pupil will write back
1.2.2(ii) the number on paper or writing-board. This method is called “tactile sense” which can
help the pupils in their writing skills.
1.3.1
9
AB pages 15 - 20

SELF-TEST

Count the objects. Say the numbers.
Write the numbers in numerals and words.

a bc d

e f gh

1.2.2(i) • Ask the pupils to say the number of objects in the picture aloud. Ask them to write
1.2.2(ii) the numbers in numerals and words.

1.3.1 • Provide more questions in the form of worksheets or question cards.
AB page 21
10

Smart with Numbers

Let’s sing.
One one one I love my dear mother
Two two two I love my dear father
Three three three let us sing together
One two three I love them all my dear
Four four four I respect my teachers
Five five five let’s write, read and count
Six six six let’s learn happily
Four five six our life will be easier
Seven seven seven let’s study hard
Eight eight eight for our bright future
Nine nine nine let’s help our friends
Seven eight nine let’s practise them all

• Hold a number card and sing with actions and rhythm of the song “Sayang Ibu”.
1.2.1

11

COMBINATION OF NUMBERS
1

I have 5
blue cubes.

I have
1 red cube.

How many cubes are there in each group?
and

Group 5
Group 6

1

Altogether

5 and 1 make 6.
There are 6 cubes altogether.

1.4.1 • Show 2 groups of cubes, which are 1 and 5. Ask the pupils to count them all.
Relate their counting with how they count to get 6 cubes. Help the pupils to see the
12 relationship between 1 and 5 to make 6.

• Explain that combination of numbers is two values of numbers to make a single
number.

What are other combinations of 6?

4
6

4 and make 6.

6
3
and 3 make 6.

6

and make 6.

• Guide the pupils to see the relationship between the groups and altogether.

1.4.1 The combination of two groups will result as altogether. This combination
is defined as the combination of numbers.

13

2 Let’s learn the combinations There are 10
of 10. dragonflies
1 altogether.
10
9

1 and 9 is 10.

10
8

and 8 is 10.

10
7

and 7 is 10.

• Explain that 9 and 1 is 10 which is equal to 1 and 9 is 10.

1.4.1

14

4
10

10 is 4 and .

10 5
10 is and 5.

10
10

10 is 10 and .

Are these
combinations
of 10? Say it.

1.4.1 • Carry out activities in pairs. Ask a pupil to say one number plus one number
AB pages 22 - 24 between 0 and 10, and his/her partner says the combination of that numbers.
Exchange roles for other combination of numbers. Use the counters to help pupils
understand it quickly.

15

SELF-TEST into two groups.
are there in each group?
1 Separate
a How many

5 is and 5
.

b What are other combinations of 5?
i ii

55

2 Complete these. c
ab

1 4 9
3 7 2

1.4.1 • Diversify the activities using marbles or other counters. Show some counters and hide
some others in a container. Ask the pupils to guess the number of counters in the
16 container and write the appropriate combination of numbers.

• Provide more questions in the form of worksheets or question cards.

RECOGNISE 11 TO 20

Make it 10
and count.
Ten, eleven.

10 1

Let’s count and say.

10 and 1 is 11 10 11
11
eleven
1

10 12
12
twelve
2

10 and 2 is 12

1.2.1 (i) • Ask the pupils to count aloud using counters and stop when the number is 10, and
1.2.1 (ii) show that there are some counters which have not been counted.
1.2.2(i)
1.2.2 (ii) • Explain that we can count by forming the group of 10 first.

17

10 and 3 is 13 10 13
13
thirteen
3

10 14
14
fourteen
10 and is 14

and 5 is 15 15 15
5
fifteen

6 16

and 6 is sixteen

17

7 seventeen
and 7 is

1.2.1 (i) • Show to the pupils how to form a group of 10. Ask the pupils to say clearly the
1.2.1 (ii) combination of 10 and count the next number. For example, 10 and 3 is 13.
1.2.2(i)
1.2.2 (ii) • Emphasise that the number of 11 to 20 have two digits. 10 is also a two-digit number.

18

10 18
18
eighteen

18 is and 10 19
is 10 and
nineteen

20 20

twenty

20 is and

SELF-TEST

How many objects? Say the combination.
ab

1.2.1 (i) • Discuss with the pupils the objects around them with quantities of more than
1.2.1 (ii) 10. Ask them to list out and write the number of objects.
1.2.2(i)
1.2.2 (ii) • Provide more questions in the form of worksheets or question cards.

AB pages 25 -27

19

WRITE 11 TO 20

I write
eleven.

1.2.2(i) • Guide the pupils to write 11 to 20 in numerals and words correctly. Carry out writing
1.3.1 activity in pairs. Ask a pupil to say a number and another pupil writes the number
in numeral and word.
20
AB pages 28 - 37

RECOGNISE 21 TO 100 Make groups of 10
1 Let’s count . and count.

Let’s count these
flowers quickly.

Group of 10 Group of 10 20 and 1
is 21.

We count 10, 20, 21. .

Altogether is 21

1.2.1(i) • Guide the pupils to count in groups of 10 to specify the number of 21 to 100.
1.2.1(ii) • Carry out an activity of saying numbers based on the flash cards.
1.2.2(i)
21

2 Count and say the numbers.

22 26

twenty-two twenty-

23 27

twenty-three -seven

24 28

twenty-four -eight

25 29

twenty-five -

Try to complete this.

22 23 25 27

1.2.1(i) • Carry out an activity of representing numbers using counters, abacus and so on.
1.2.1(ii)
1.2.2(i)
1.2.2(ii)

22

3 Say the number of objects. There are thirty-four

altogether.

a

30 31 32 33 34
30 and 4 is 34.

b Forty-five. c

40 and is . and is .

4 10 tens is
10 tens equal to

one
hundred.

1 hundred

1.2.1(i) • Guide the pupils to show the numbers of 30 to 100 using base ten blocks. Carry out
1.2.1(ii) activities such as matching counters with their numbers or showing counters and
1.2.2(i) writing numbers of 21 to 100 in numerals and words.
1.2.2(ii)
23
AB pages 38 - 43

SELF-TEST

1 Say the number of counters or number represented.
a b c

10

2 What are the missing numbers? Write the numbers in
numerals and words.

1 2 3 4 5 6 7 8 9 10

11 12 14 15 16 17 18 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 36 37 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 55 56 57 58 59

61 62 63 64 65 66 68 69 70

71 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 90

92 93 94 95 97 98 99

3 Complete the number line.

77 79 81 84

1.2.1(i) • Help the pupils to recognise numbers in numerals and words.
1.2.1(ii) • Surf https://www.ictgames.com
1.3.1 • Provide more questions in the form of worksheets or question cards.

24

RECOGNISE PLACE VALUE AND DIGIT VALUE

1 10 is 1 tens. 3 is 3 ones.

There are 13 cubes.

1 tens and 3 ones are 13. Number 13 has
digit 1 and digit 3.
tens ones
tens ones
13
13
Place value for 1 is tens.
Place value for 3 is ones.
Digit value for 1 is 10.
Digit value for 3 is 3.

• Guide the pupils to understand the place value of a number by putting the tens

1.6.1 and ones correctly.
• Emphasise the difference between place value and digit value.

• Explain that digit is numbers from 0 to 9 which can form another number.

25

2 24 is 2 tens and 4 ones.

tens ones tens ones

24

Place value for 2 is tens.
Digit value for 2 is 20.
Place value for 4 is ones.
Digit value for 4 is .

3

58 is 5 tens and 8 ones.

tens ones

58

Place value for 5 is .
Digit value for 5 is 50.

for 8 is ones.
Digit value for 8 is .

67 76 Look at the numbers.
What are the similarities?
What are the differences? Discuss.

1.6.1 • Guide the pupils to show the place value using abacus.
• Surf http://www.sheppardsoftware.com/mathgames/placevalue/value.htm
26
AB pages 44 - 45

SELF-TEST

1 Say the place value for the underlined digits.

a 14 b 68 c 90 d 100

2 What is the digit value for the red-coloured digits?

a 17 b 26 c 52 d 70

3 Complete the table.

Number Place value Digit value

a 49 4 4
9 9

b 80 8 8
0 0

Forty-five. Sixteen.

SHARPEN What is the digit for
YOUR each place value for
MIND the numbers said?

hundreds tens ones

• Surf https://www.pinterest.com/explore/place-value-worksheets/
1.6.1 • Provide more questions in the form of worksheets or question cards.

27

MORE OR LESS
1

Compare and .

less is 1 less.
more is 1 more.

is 1 more than .
is 1 less than .

is more than .
is less than .

Compare the number of fish
and the number of caterpillars.

1.2.1(iii) • Explain that “more than” and “less than” are used to compare the number of objects
1.2.2(iii) and numbers.

28

2 Compare the number of and .

13 11

1 2 3 4 5 6 7 8 9 10 11 12 13

1 2 3 4 5 6 7 8 9 10 11

13 is more than 11.
11 is less than 13.

13 is more than 11.
11 is less than 13.

3 Which is more, 41 or 34?

41 34

41 is 7 more than 34.
41 is more than 34.

1.2.1(iii) • Emphasise that counting skill is an important step for comparing skill.
1.2.2(iii) • Use counters or base ten blocks when comparing any number to enhance

pupils’ understanding.

29

4 Which is less, 38 or 45? 38 is 7 steps
Method 1 left to 45.

38 ones 45 So, 38 is less.
Method 2
Compare the digit
tens of tens.

38 3 tens
is less than

4 tens.

So, 38 is less.

38 is less than 45.

45 38 is less than 45.

65 66 67 68 69 70 71 72 73 74 75

Compare any two numbers from
the number line. Talk about it.

1.2.1(iii) • Guide the pupils to make a comparison between two numbers using place value to
1.2.2(iii) compare the tens and ones values.

30 AB pages 46 - 48

SHARPEN List the numbers from 70 to 80.
YOUR State the numbers that has the digit
MIND of tens less than the digit of ones.

SELF-TEST
1 Compare the number of red marbles and the number

of green marbles.

36 32

is more than .
is less than .

.
.

2 Compare the two numbers below. Which number
is more?

a 57 and 53 b 74 and 69 c 88 and 90

1.2.1(iii) • Surf https://www.pinterest.com/pstohrhu/comparing-numbers/
1.2.2(iii) • Provide more questions in the form of worksheets or question cards.

31

NUMBER ARRANGEMENTS

1 I arrange I arrange
in descending
in ascending
order. order.

The number is arranged
to a bigger value.

1 2 3 4 5 ? Ascending order

Descending Count back.
order 5, 4, 3, 2, 1, 0.

0 12345?

Number 2 is between
number 1 and 3.

After number 5 is 6.
So, the number 5
is before 6.

1.2.2(iv) • Carry out an activity of arranging numbers and birth dates of pupils in ascending
1.5.1 and descending orders.
1.5.2

32

2 26 40
25 ? 41

24 27 38 42
? 37

What is the What is the number
number after 27? between 38 and 40?

a Count on in ones.
24 25 26 27 ? 24, 25, 26, 27, 28.
The number after 27 is 28.

b 37 38 ? 40 41 42 .

1 more than 38 is .
The number between 38 and 40 is

1.2.2(iv) • Guide the pupils to relate the concept of “1 more than” with counting on in ones. For
1.5.1 example, counting on in ones from 27 gets 28.
1.5.2
• Carry out activities to identify the number before, after and in between any numbers
AB pages 49 - 52 using the 100-square grid.

33

3 Number of bell balls

is added in twos.

How many bell balls will be put in the fifth box?

Count on in twos.
2, 4, 6, 8, 10.

0 2 4 6 8 10
Number of bell balls
in the fifth box is 10.

4 Mei Ling counts back in twos from 28.
What is the missing number?

28 26 24 22 20 18 ?

The number 16 is missing.
16 is 2 less than 18.

1.2.2(iv) • Guide the pupils to count in twos. Use body parts such as feet, hands, eyes and ears
1.5.1 to help them master this skill.
1.5.2
AB page 53
34

5 Count on in fives. Say the next numbers.

Each number has 5 more than
the number before.

5 10 15 ? ? ?

0 5 10 15 ?? ?
The next numbers are , and .

6 Count back in fives from 75 to 40. What is the
missing number?

40 ? 50 55 60 65 70 75

The number is missing, 5 less than 50.

35 40 45 50 ? ? Complete
90 85 80 ? 70 ? these numbers
arrangements.

1.2.2(iv) • Guide the pupils to count in fives.
1.5.1 • Use 100-square grid to help pupils count in fives starting from any numbers.
1.5.2
35
AB page 54

7 Count on in tens. What is the number for the fourth
group?

10 20 30 ?

0 10 20 30
The fourth group has rambutans.

8 Count back in tens from 90 to 40. What are the
missing numbers?

40 ? ? 70 80 90

Reduce the number by tens.
90, 80, 70, 60, 50, 40.

The missing numbers are 60 and 50.

Say the 10 20 30
missing 80 70
numbers.

50 40

1.2.2(iv) • Carry out activities in pairs on counting in tens starting from any numbers.
1.5.1 For example, the first pupil says, “Count on in tens from 40”. The second
1.5.2 pupil answers, “40, 50, 60, 70, 80, 90, 100”.

36 AB page 55

9 Count on in fours. What are the missing numbers?

a

4 more ? Each number
is 4 more than
4 more
? the number
before.
12

8

4 Ascending
0 order

b 100 Count back.

96 The numbers are
less in fours.

92

88

Descending ?
order ?

20 24 36 40 How do you get the
two numbers between

24 and 36?

1.2.2(iv) • Guide the pupils to count in fours using a calculator. Discuss the changes in
1.5.1 the ones place value when counting in fours.
1.5.2
37
AB page 56

SHARPEN Complete it.
YOUR 36 44 48
MIND

56

SELF-TEST

1 What is the number after, number before and number
in between?

a 45 b 13 14 c 29 30

d 36 37 e 40 42 f 56 58

2 Complete it. 15 20
a 05

b 20 32 36 40

c 70 50 30 20

d 96 94 92

3 25 45 35 50 30 40

Arrange the number cards in:
a ascending order. b descending order.

1.2.2(iv) • Surf https://www.urbrainy.com/get.1402/extend-number-sequences-8329
1.5.1 • Provide more questions in the form of worksheets or question cards.
1.5.2

38

NUMBER PATTERNS
1 I arrange the 2 red beads and 1 blue bead repeatedly.

2, 1, 2, 1, 2, 1.
This is a

number pattern.

2 What is the number pattern below?

We combine
number 3 and
8 alternately.

The number pattern is 3, 8, 3, 8, 3, 8, 3, 8.

1.9.1 • Guide the pupils to identify number patterns and explain about it.
1.9.2 • Start with a simple number pattern and when pupils have understood, ask them to

form their own number patterns.
• Explain that number pattern is a particular number arrangement.

39

3 What is the
number pattern?

Number 3, 5, and 7
are repeated 3 times.

35 7 35 7 3

3, 5, 7, 3, 5, 7, 3, 5, 7.
4 What is the next number in the number pattern below?

6 1 6 16?

Number 6 and 1 are arranged
repeatedly. The next number is 1.

6, 1, 6, 1, 6, 1.

Complete it. Explain the pattern.

0 0 7 0 ?7 00?

1.9.1 • Guide the pupils to identify number patterns using picture cards and complete the
1.9.2 number patterns.

40 AB page 57

5 What are the coloured number patterns?

I coloured the
numbers alternately.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

I coloured it in tens.

Pattern 1 2 4 6 8 10

The number pattern is counting on in twos.

I arrange the numbers from 100 to 50 in tens.

Pattern 2 100 90 80 70 60 50
The number pattern is counting back in tens.

1.9.1 • Surf http://prek-8.com/math/patterns/easyNumberPatterns.php
1.9.2 • Recall the order of numbers in ascending and descending orders. Relate the skills

with the number patterns.

41

6 Identify the house numbers. Complete the patterns.
82 84 86 ? 90 ? 94 96
95 93 91 ? 87 ?

SELF-TEST

3

Identify the number patterns. Complete these.

a 12121

b 345 53 5

c 8 10 12 18

d 90 80 70 50

1.9.1 • Guide the pupils to identify number patterns using picture cards and complete the
1.9.2 number patterns. Help them to explain the identified number patterns.

42 • Provide more questions in the form of worksheets or question cards.

AB page 58

RECOGNISE ESTIMATION
1 Estimate the number of books that Faris has.

I have
10 books.

The number of books that Faris
has is more than 10.

2 Estimate the number of balls in the red box.

The red box The number
is smaller than of balls in the
the green box. red box is less

than 16.

16

• Explain that estimation is a process to get the nearest value or quantity.

1.7.1 • Guide the pupils to make reasonable estimation and not by guessing.
• Explain that estimation is the value or the rough number.

43


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