MODUL BIMBINGAN (MOBIM) MATHEMATICS YEAR 1 BAHAGIAN PEMBANGUNAN KURIKULUM
Terbitan 2023 © Kementerian Pendidikan Malaysia Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa juga bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4, 6 - 8, Blok E9, Parcel E, Pusat Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya, Malaysia. MODUL BIMBINGAN (MOBIM) MATEMATIK TAHUN 1 VERSI BAHASA INGGERIS ISBN 978-967-420-720-5
i Page Rukun Negara v Falsafah Pendidikan Kebangsaan vi Definisi Kurikulum Kebangsaan vii Kata Alu-aluan ix INTRODUCTION xi WHOLE NUMBERS AND BASIC OPERATIONS 1. Compare the quantity of two groups of objects Give reasonable estimation for the quantity of objects 1 2. Name and determine the number values up to 10 6 3. Write numbers in numerals and words up to 10 8 4. Count numbers up to 10 10 5. Name and determine the number values up to 20 14 6. Count numbers up to 20 16 7. State the place value and digit value up to 20 20 8. Write numbers in numerals and words up to 20 24 9. Vary the vocabulary in context of addition Introduce and use the symbol of addition and ‘equal to’ 25 10. Vary the vocabulary in context of subtraction Introduce and use the symbol of subtraction and ‘equal to’ 28 11. Add up to 10 Add up to 18 30 12. Subtract within 10 Subtract within 18 41 13. State the place value and digit value up to 50 48 14. Name and determine the number values up to 50 50 15. Count numbers up to 50 Complete any number sequence Identify number patterns up to 50 56 16. Add up to 50 (without regrouping and with regrouping) 62 CONTENTS
ii 17. Subtract within 50 (without regrouping and with regrouping) 72 18. Name numbers up to 100 Show the quantity Match objects Compare the value of two numbers Write numbers in numerals and words 73 19. Count numbers up to 100 Complete any number sequence Identify number patterns up to 100 75 20. Round off whole numbers to the nearest ten 77 21. Add within 100 (without regrouping and with regrouping) 80 22. Subtract within 100 (without regrouping and with regrouping) 85 23. Create stories involving addition and subtraction within 100 Solve problems involving addition and subtraction in daily situations 90 24. Write number sentence on repeated addition 96 25. Write number sentence on repeated subtraction 98 FRACTIONS 26. Identify ‘one over two’, ‘one over four’, ‘two over four’ and ‘three over four’ 100 MONEY 27. Represent the value of money 106 28. Convert the value money 107 29. Identify financial resources and savings 108 30. Solve daily life problems involving addition and subtraction of money 110 TIME 31. State time of day State the sequence of events in a day 112 32. Name the days of the week 116 33. Name the months of the year 119 34. Identify the clock hands on the clock face 120 35. Clock Face 124 36. Solve problems involving daily situations 126
iii MEASUREMENT 37. Use various vocabulary for length (hand span, cubit, step and arm span) 134 38. Use various vocabulary for mass (heavy, light, same weight and different weight) 136 39. Use various vocabulary for volume of liquid (full, half and empty) 138 40. Solve problems involving daily situations 140 SPACE 41. Name three dimensional shapes: cuboid, cube, cone, square-based pyramid, cylinder and sphere 142 42. Describe face, edge and vertex of three-dimensional shapes 143 43. Name two dimensional shapes: square, rectangle, triangle and circle 144 44. Describe straight line, side, corner and curved line of two-dimensional shapes 146 45. Recognise three-dimensional and two-dimensional shapes Identify the pattern of three dimensional and two dimensional shapes 150 46. Recognise three-dimensional shapes Create new models using combinations of three-dimensional shapes 154 47. Recognise two-dimensional shapes Create pattern based on two-dimensional shapes 155 DATA MANAGEMENT 48. Collect data based on daily situations 157 49. Read and obtain information from a pictograph 158 50. Solve problems involving daily situations 159 ANSWERS 161 PANELISTS 162 ACKNOWLEDGEMENT 163 CONTRIBUTORS 164 TRANSLATORS 165
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v RUKUN NEGARA BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak; Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya; Memelihara satu cara hidup demokratik; Mencipta satu masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; Menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaan yang kaya dan pelbagai corak; Membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan atas prinsip-prinsip berikut: KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN
vi FALSAFAH PENDIDIKAN KEBANGSAAN “Pendidikan di Malaysia adalah suatu usaha berterusan ke arah lebih memperkembangkan potensi individu secara menyeluruh dan bersepadu untuk melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani, berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bertujuan untuk melahirkan warganegara Malaysia yang berilmu pengetahuan, berketerampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberikan sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara.” Sumber: Akta Pendidikan 1996 (Akta 550)
vii DEFINISI KURIKULUM KEBANGSAAN x x 3. Kurikulum Kebangsaan x (1) Kurikulum Kebangsaan ialah satu program pendidikan yang termasuk kurikulum dan kegiatan kokurikulum yang merangkumi semua pengetahuan, kemahiran, norma, nilai, unsur kebudayaan dan kepercayaan untuk membantu perkembangan seseorang murid dengan sepenuhnya dari segi jasmani, rohani, mental dan emosi serta untuk menanam dan mempertingkatkan nilai moral yang diingini dan untuk menyampaikan pengetahuan. x x Sumber: Peraturan-Peraturan Pendidikan (Kurikulum Kebangsaan) 1997 [PU(A)531/97.]
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ix Assalamualaikum dan Salam Sejahtera Alhamdulillah dengan izin dan limpah kurniaNya, Bahagian Pembangunan Kurikulum (BPK) telah berjaya menghasilkan Modul Bimbingan (MOBIM) Matematik Tahun 1 sebagai panduan pelaksanaan pengajaran dan pembelajaran (PdP) berdasarkan peruntukan waktu yang telah ditetapkan. Modul ini diharap dapat digunakan sebagai panduan dan pencetus idea kepada guru dalam merancang dan melaksanakan aktiviti PdP yang menarik dan berkesan bagi mata pelajaran Matematik Tahun 1, khususnya dalam mengintegrasikan beberapa Standard Kandungan atau Standard Pembelajaran dalam satu sesi pengajaran. Contoh PdP dalam modul ini menggunakan pendekatan pengajaran dengan bahan maujud, bergambar dan abstrak atau Concrete, Pictorial, Abstract (CPA) dalam pembelajaran matematik. Kajian telah menunjukkan pendekatan CPA ini sangat berkesan dalam membina kefahaman dan membantu penguasaan murid dalam matematik. MOBIM Matematik Tahun 1 ini diharap dapat menjadi panduan kepada guru dalam mempelbagaikan strategi dan kaedah PdP dengan berkesan dan mewujudkan suasana pembelajaran yang menyeronokkan kepada murid. Selain itu, modul ini diharap dapat membantu guru dalam mengintegrasikan pengetahuan dan mengukuhkan kemahiran asas matematik murid dengan berkesan. BPK merakamkan setinggi-tinggi penghargaan dan terima kasih kepada semua pihak yang terlibat secara langsung atau tidak langsung dalam penyediaan modul ini, khususnya kepada mantan Pengarah BPK, Tuan Haji Azman yang telah menerajui usaha ini. Semoga modul yang dihasilkan ini dapat memberi manfaat kepada semua pihak, khususnya guru dan murid dalam usaha meningkatkan kualiti pendidikan negara. Sekian, terima kasih DR. RUSMINI BINTI KU AHMAD Pengarah Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia KATA ALU-ALUAN
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xi Modul Bimbingan (MOBIM) Mathematics Year 1 focuses on meaningful learning through the teaching and learning (PdP) strategies and approaches using Concrete, Pictorial and Abstract (CPA) method in learning mathematics. Module Objectives This module is to guide teachers to: 1. implement the curriculum with the existing allocated time; 2. understand the curriculum and interpret the Dokumen Standard Kurikulum dan Pentaksiran (DSKP) effectively; 3. use the CPA approach to strengthen pupils’ mathematical knowledge and skills; and 4. plan a structured lesson through the integration of several appropriate learning standards. Organisation of MOBIM Mathematics The guidelines provided in MOBIM Mathematics Year 1 are based on Content Standard (CS) and Learning Standards (LS) in the Dokumen Standard Kurikulum dan Pentaksiran (DSKP) Mathematics Year 1 KSSR (Revised 2017). This module is in line with the DSKP as a supporting material to the textbook which that are developed based on several approaches through organised content and integration of several topics. Each topic in this module comprises sample lesson plan, suggested activities, notes to and resources for teacher’s references and worksheets for pupils. The compilation of the content in this module has taken into account the time allocation for Mathematics Year 1 as stated in the Surat Pekeliling Ikhtisas KPM Bilangan 8 Tahun 2016 which is a minimum of 96 hours per year. The suggested PdP duration the for the learning standard covered are also specified in this module. INTRODUCTION
xii How To Use MOBIM This module is a guide and suggestions to assist teachers in achieving goals with allocation of time and available resources while implementing Year 1 Mathematics curriculum. Therefore, teachers are advised to teach according to the topics and curriculum’s content that has been compiled in this module. The suggested activities may be modified based on the needs and readiness of the pupils, and the facilities in the schools. Teachers are encouraged to apply the following approaches in PdP: 1. Mastery Learning Approach Teachers need to ensure pupils had mastered the required basic knowledge before introducing to the new skills. Re-teaching or follow up actions need to be given to the pupils who have not mastered certain skills. However, the re-teaching or follow up actions should be taken using different strategies from the previous lesson. 2. Progressive Learning Approach Teachers need to introduce mathematical concept from basic to complex, form concrete (objects or pictures) to abstract, and from contextual to constructive. 3. Fun Learning Approach Teachers need to instill the learning interest among the pupils. Interesting activities approches, such as hands-on and exploration should be implement through effective teaching. Teachers are encouraged to apply the element of fun learning through the singing, gaming and using interesting materials in teaching. 4. Integrating Skills Approach Teachers need to integrate other skills according suitability. For example, when teaching ‘addition’, teachers should apply count on method.
xiii MOBIM Mathematics User’s Guide Estimated suggested time for PdP session. Brief description about the content, concepts and things that need to be emphasised. Information that needs the teacher’s attention. Suggested activities are flexible and can be adapted based on suitability. References to the teachers on the available resources. Suggested organised Topic, Content Standard and Learning Standard in DSKP.
xiv Suggested Activity Suggested activity in this module is based on the CPA (Concrete, Pictorial, Abstract) approach to help the pupils to understanding and mastering mathematical concept before introducing to the mathematical sentences or abstract statement. The suggested activity is flexible and can be adapted by teacher to suit with pupils’ abilities, school’s facilities and availability of teaching aids in school. Teacher may also modify the activity based on teacher’s creativity and innovation. Notes This part contains notes or guidance related to suggestion of teaching aids, limitation of content, explanation for term or terminology and other notes that can help to achieve Learning Standard. Worksheet Every topic is attached with pictorial worksheet to help pupils to apply their understanding and mastering the mathematical concepts. Exercise in the worksheet also attached with sample solution which is arranged in progressive order from low to high level. Teacher can use the questions as sample and set their own questions as additional exercises for the pupils. Answers for the worksheets are provided. Assessment Assessment process takes place throughout the PdP session. Teacher needs to plan and assess pupils holistically by observing all aspects during PdP session. Determination the mastery level of the pupils should refer to the Learning Standard in DSKP Mathematics Year 1 and reporting it accordingly the specification of Classroom Assessment (PBD) existing regulations in effect.
MOBIM MATHEMATICS YEAR 1 1 Topic : 1.0 Whole Numbers Up To 100 Suggested time : 60 minutes Content Standard : 1.1 Quantity intuitively 1.7 Estimate Learning Standard : 1.1.1 State the quantity by comparing. 1.7.1 Give reasonable estimation for the quantity of objects. Lesson Explanation : Organised content: 1. Compare the quantity of two groups of objects. 2. Give reasonable estimation for the quantity of objects. The lesson starts by comparing the quantity of two groups of objects using the words many or few, equal or not equal and more or less. During the lesson, the teacher focuses on the reasonable estimation of the quantity of objects. Teacher emphasises on the relationship between the word less than, more than, equal with the quantity. Teacher integrates fun learning elements during the lesson involving the use of few, more or less, less than, more than and equal. Suggested Activities: Notes: 1. Pupils are guided to understand the words less, more, less than, more than, equal and not equal. 2. Pupils compare the quantity of two groups of concrete materials. 3. Pupils compare the quantity of two groups in various form (Example.: pictorial): i. less or more, ii. equal or not equal. 4. Pupils repeat the second activity by estimating the quantity of objects either: i. less or more, ii. equal or not equal. 5. Pupils complete the worksheets and activity book. 6. Discuss pupils’ answers. Activity (based on situation) by using fingers, compare between the numbers of fingers on the right hand and left hand, one finger and three fingers – for reinforcement on more or less. Compare less or more between two groups of objects (same categories) to understand the concept of less and more. Integrated and enriched LS: 1.1.1 and 1.7.1 Concrete materials: beads, marbles, ice-cream sticks, sweets/candy etc. Pictures of objects (same and different categories). Games, songs or puzzles. Sample worksheet: Worksheet 1 Refer Textbook (Part 1): page 2 to 4. Refer Activity Book (Part 1): page 1 to 5.
MOBIM MATHEMATICS YEAR 1 2 ACTIVITY I INTRODUCTION OF CONCEPT MORE AND LESS. (many, few, less, more and equal or not equal) Use the situation in the classroom. Compare the quantity verbally. i. Between the number of teacher’s table and the number of pupils’ tables. ii. Between the number of teacher’s chair and the number of pupils’ chairs. iii. Between the group of teachers and the group of pupils. iv. Between the group of boys and the group of girls. v. Between the number of doors and the number of windows. vi. Between the number of pencils and the number of erasers (say less, more and equal).
MOBIM MATHEMATICS YEAR 1 3 Worksheet I Name: ______________________ Class: ___________ A. State verbally which is more and less (A or B). a) A B b) A B c) A B d) A B e) A B
MOBIM MATHEMATICS YEAR 1 4 f) A B g) A B
MOBIM MATHEMATICS YEAR 1 5 B. Match and colour. Example: a) b) equal not equal equal not equal equal not equal
MOBIM MATHEMATICS YEAR 1 6 Topic : 1.0 Whole Numbers Up To 100 Suggested time : 60 minutes Content Standard : 1.2 Number value Learning Standard : 1.2.1 Name the numbers up to 100. 1.2.2 Determine the number values up to 100. Lesson Explanation : Organised content: 1. Name and determine the value of numbers up to 10. 2. Show the quantity of the given number. 3. Match group of objects with its number. 4. Compare the value of two numbers. Lesson starts with pupils’ prior knowledge of numbers. During the teaching and learning session, teacher needs to focus on the counting skills and naming the number of objects. Teacher integrates fun learning elements. Ensure that pupils have mastered counting, naming the number of objects, and comparing the value of two numbers. Suggested Activities: Notes: Introduction: 1. Pupils show pencils/fingers or any surrounding objects according to the number mentioned by the teacher. Activity 1: 1. Prepare straws (any suitable materials). 2. Pupils count the number of straws shown by the teacher. 3. Paste the straws on the whiteboard. 4. Paste the number and word cards according to the number of straws. 5. Repeat the activity until number 10. Activity 2 (in pairs): 1. Distribute marbles, plastic bags and marker pens to pupils. Pupils count the marbles. 2. Pupils write numbers from 1 to 10 on plastic bags. 3. Pupils put the marbles into the plastic bag according to the number on the plastic bag. 4. Pupils show plastic bags based on the number mentioned by the teacher. 5. Pupils compare the quantity for two groups of marbles. 6. Repeat the activity by comparing other numbers. Notes: ● Concrete materials: number cards, word cards, plastic bags, marker pens, Dienes blocks, building blocks, straws, balls, marbles, icecream sticks, leaves, candies, aquarium stones and others. ● Abacus 4:1 can be used to count. ● Teacher can choose appropriate suggested activities. ● Activity can be varied based on pupils’ abilities.
MOBIM MATHEMATICS YEAR 1 7 Activity 3: 1. Prepare the building blocks. 2. Take a number card / word card. 3. Pupils arrange the building blocks based on the number shown. Activity 4: 1. Distribute a piece of blank paper. 2. Pick the number / word card. 3. Pupils draw objects / shapes based on the number shown. 4. Repeat the activity for other numbers. 5. Pupils compare two groups of drawn objects. Activity 5: 1. Distribute 10 square grids and stickers. 2. Pick a number card. 3. 4. Pupils paste the stickers on the 10 square grid. 5. Repeat the activity using other numbers. 6. Pupils pick two pieces of 10 square grid. 7. Pupils compare the value of two numbers. Activity 6: 1. Prepare number cards. 2. Pick up two number cards. 3. Pupils compare the value of two numbers. Refer Textbook (Part 1): page 5 to 7. Refer Activity Book (Part 1): page 6 to 9. 3
MOBIM MATHEMATICS YEAR 1 8 Topic : 1.0 Whole Numbers Up To 100 Suggested time : 120 minutes Content Standard : 1.3 Write numbers Learning Standard : 1.3.1 Write numbers in numerals and words. Lesson Explanation : Organised content: 1. Write numbers in numerals and words up to 10. Lesson starts with pupils’ prior knowledge on numbers. During the lesson, the teacher focuses on writing numbers in numerals and words up to 10. Teacher integrates fun learning elements. Ensure that pupils have mastered the skill of writing numbers in numerals and words. Suggested activities: Notes Introduction: 1. Pupils stand up and count based on: i. birth month; ii. favourite colour (Example: red); and iii. pupils with spectacles. Activity 1: 1. Show the correct technique and writing numbers 2. Pupils write 0 in numerals in the air using the correct technique. 3. Repeat activity until number 10. Activity 2 (in pairs): 1. Pupils A writes a number on the back of pupil B. 2. Pupil B says and writes the number on a piece of paper. 3. Pupils take turns to repeat the activity. Activity 3: 1. Prepare number cards and word cards. 2. Pupils match the number card with the word card on the board. 3. Teachers and pupils read and spell the numbers together. 4. Repeat the activity with other numbers. ● Concrete materials: counters (bottle caps, ice scream stick), number cards and word cards. ● Abacus 4:1 can be used to count. ● Explain that numeral is a symbol for a number or quantity of objects. ● Teacher can choose appropriate suggested activities. ● Activity can be varied based on pupils’ abilities.
MOBIM MATHEMATICS YEAR 1 9 Activity 4: 1. Prepare counters. 2. Show a group of counters and pupils write the number of counters in numerals and words. 3. Repeat the activity with different quantities. Refer Textbook (Part 1): page 8 to 10. Refer Activity Book (Part 1): page 10 to 21.
MOBIM MATHEMATICS YEAR 1 10 Topic : 1.0 Whole Numbers Up To 100 Suggested time : 120 minutes Content Standard : 1.2 Number value 1.5 Number sequence 1.9 Number patterns Learning Standard : 1.2.1 Name the numbers up to 100. 1.2.2 Determine the number values up to 100. 1.5.1 Count numbers. 1.5.2 Complete any number sequence. 1.9.1 Identify pattern for a given number series. 1.9.2 Complete various simple number patterns. Lesson Explanation : Organised content: 1. Count numbers up to 10. 2. Complete any number sequence up to 10. 3. Arrange a group of objects in ascending and descending order. Lesson starts with counting numbers from 1 to 10. During the session, the teacher needs to focus on counting numbers in sequence (1 to 10). Teacher integrates fun learning elements. Ensure that pupils recognise numbers 1 to 10 before they complete the number sequence. Suggested Activities Notes 1. Pupils sing 1, 2, 3 song with their teacher. 2. Pupils are shown a number line card. Pupils follow the teacher to say the number in order. 3. Pupils place counters (as appropriate) according to the number found on the cup. 4. Pupils count the number of the objects on the picture cards. 5. Pupils match objects with their number on the domino cards. 6. Pupils arrange the number cards in ascending and descending order. ● Use the activity of counting objects and writing numbers. Number line card Domino Card ● Counters, object cards, domino cards, number cards ● Sample worksheet: Worksheet 2 to 4 Refer Textbook (Part 1): page 5 to 6. Refer Activity Book (Part 1): page 6 to 8. I 2 3 4 5 6 7 8 9 10 MULA 3
MOBIM MATHEMATICS YEAR 1 11 Worksheet 2 Name: ______________________ Class: ___________ Count and match. I. 3 I 5 8 I0 6 2. 3. 4. 5. 6. 7. 4 8. 2
MOBIM MATHEMATICS YEAR 1 12 Worksheet 3 Name: _______________________ Class: ___________ Count and write the numbers in ascending order. Example : I) 2) 3) 4) 5) 2 3 4 5 4 5 8 7 5
MOBIM MATHEMATICS YEAR 1 13 Worksheet 4 Name: ______________________ Class: ___________ Count and write the numbers in descending order. Example : I) 2) 3) 4) 5) 8 7 6 5 4 5 4 8 I0
MOBIM MATHEMATICS YEAR 1 14 Topic : 1.0 Whole Numbers Up to 100 Suggested Time : 120 minutes Content Standard : 1.2 Number value Learning Standard : 1.2.1 Name the numbers up to 100. 1.2.2 Determine the number values up to 100. Lesson Explanation : Organised content: 1. Name the numbers up to 20. 2. Show the quantity of a given number. 3. Match group of objects with its numbers. 4. Compare the value of two numbers. Lesson starts with pupils’ prior knowledge, numbers up to 10. During the lesson, teacher emphasises on counting, naming and writing numbers in numerals and words up to 20. Teacher integrates fun learning elements. Ensure pupils have mastered counting and quantifying objects, showing the quantity of the given number, comparing the value of two numbers and writing numbers in numerals and words. Suggested Activities Notes: Introduction: 1. Recall numbers 1 until 10. 2. Prepare straws and paper cups. 3. Pupils are called randomly. 4. Pupils put straws according to the number written on the paper cup. Activity 1: 1. Prepare some pictures or objects. 2. Paste the pictures or objects on the board. 3. Pupils count the pictures or objects. 4. Pupils state the quantity of the objects. 5. Paste/write numbers according to the quantity of objects. 6. Pupils compare two groups of objects/pictures. Activity 2: 1. Prepare paper cups. 2. Show how to count by making groups of 10. Example: 11 Count the paper cups up to 10 and arrange the cups vertically in groups of 10. Explain 10 and 1 is 11. 3. Repeat the activities, numbers up to 20. ● Concrete materials: paper cups, straws, building blocks, balls, marbles, ice cream sticks, candies etc. ● Abacus 4:1 can be used to count. ● Teachers can choose appropriate suggested activities. ● Activities can be varied according to the pupils’ abilities.
MOBIM MATHEMATICS YEAR 1 15 Activity 3: 1. Prepare 50 square grid cards on the board. 2. Colour the 50 square grids according to the number given. 3. Pupils count the coloured squares together with teacher’s guidance. Example: 10 and 2, 10 and 5. 4. Repeat the activities with different numbers. 5. Pupils compare the value of two numbers shown by the teacher. 6. Pupils repeat the activity using the square grid in the exercise book. Example: Activity 4: 1. Prepare number cards from number 11 to 20. 2. Teacher holds up two number cards. 3. Pupils compare the value of two numbers showed by teacher. Example: small big 4. Repeat the activity by comparing other numbers. Refer Textbook (Part 1): page 17 to 19. Refer Activity Book (Part 1): page 25 to 27. I2 I5 I0 and 2 I0 and 5 II I4
MOBIM MATHEMATICS YEAR 1 16 Topic : 1.0 Whole Numbers Up to 100 Suggested Time : 120 minutes Content Standard : 1.2 Number value 1.5 Number sequence 1.9 Number patterns Learning Standard : 1.2.1 Name the numbers up to 100. 1.2.2 Determine the number values up to 100. 1.5.1 Count numbers. 1.5.2 Complete any number sequences. 1.9.1 Identify pattern for a given number series. 1.9.2 Complete various simple number patterns. Lesson explanation : Organised content: 1. Count numbers up to 20. 2. Complete any number sequences up to 20. 3. Identify number patterns up to 20. Lesson starts with counting numbers from 11 to 12 based on the number line card. During teaching and learning sessions, teacher should focus on counting numbers in sequence from 1 to 20. Teacher must also teach number patterns while counting the numbers. Ensure pupils know the number from 1 to 20 before completing the number sequence. Teacher integrates fun learning elements. Suggested Activities Notes 1. Pupils hold number cards 11 to 20 in front of the class. 2. Class state the number pointed by the teacher. This activity will be repeated with another pupil. Example: Teacher points to pupils with card number 12. Class will say the number 12 out loud. 3. Pupils stand in sequence from 11 to 20. 4. Pupils stand in descending order. 5. Pupils complete the missing numbers in ascending or descending order (Worksheet 6). 6. Pupils arrange numbered bottle caps according to the patterns requested by the teacher (count in ones, twos, fours and fives). Number line ● Concrete materials: number line cards, number cards, numbered bottle caps. ● Sample worksheet: Worksheet 5 to 7 Refer Textbook (Part 1): page 17 to 19. Refer Activity Book (Part 1): page 25 to 27. II I2 I3 I4 I5 16 I7 18 I9 20
MOBIM MATHEMATICS YEAR 1 17 Worksheet 5 Name: ______________________ Class: ___________ Count and write the answer. Example: 20 I. 2. 3. 4. 5. 6.
MOBIM MATHEMATICS YEAR 1 18 Worksheet 6 Name: ______________________ Class: ___________ A. Complete the number sequences. Example: B. Complete the missing numbers in ascending or descending order. I) 2) II I2 I3 I4 I5 I6 I7 I8 I) I3 I5 I7 I9 2) I2 I4 I6 I8 3) II I4 I7 4) I3 I6 I9 II I3 I5 I7 I9 20 I8 I6 I4 I2
MOBIM MATHEMATICS YEAR 1 19 Worksheet 7 Name: ______________________ Class: ___________ Count and match the number. I. 3. 2. I9 II I7 4. I4 I5 I2 I3 5. 6. 7.
MOBIM MATHEMATICS YEAR 1 20 Topic : 1.0 Whole Numbers Up to 100 Suggested Time : 60 minutes Content Standard : 1.6 Place value Learning Standard : 1.6.1 State the place value and digit value of any number. Lesson Explanation : Organised content: 1. State the place value and digit value up to 20. 2. State the place value and digit value up to 50. 3. State the place value and digit value up to 100. Lesson starts with pupils' prior knowledge on whole numbers. During teaching and learning sessions, teacher should emphasise on the method of writing place value and digit value up to 20. Place value should be written in word either ones or tens while digit value should be written in numerals. Teacher integrates fun learning elements. Ensure pupils have mastered counting and writing numbers in numerals up to 20. Suggested Activities Notes Introduction: 1. Pupils write and show the number of objects according to the number stated by the teacher. Activity 1 (in pairs): 1. In pairs, pupils arrange and write the number of paper cups on a paper. Example: 2. Pupils draw a symmetry line on paper and write ones and tens (place value). Example: ● Concrete materials: building blocks, ice-cream sticks, straws, rubber bands, counting frames. ● Abacus 4:1 used to count and state the value. ● Affirmation: i. Only ones and tens are written in words. ii. Place value must be determined from the right (ones). iii. Write tens and ones on the number. iv. Digit value must be written in numerals. v. The number for tens must be in two digits and ones must be in one digit. ● Sample worksheet: Worksheet 8 Fold first
MOBIM MATHEMATICS YEAR 1 21 Activity 2 (in groups): 1. Prepare building blocks (any suitable materials). 2. Pupils arrange the building blocks according to the given numbers. 3. Pupils must create a new block combination after completing 10 blocks. 4. Put the building blocks on a manila card provided. Then, put the number card. Example: 16 Place value 5. Emphasis to pupils the place value of each digit in 16 is: i. tens for digit 1. ii. ones for digit 6. 6. Write a number on a paper. Then, write the digit value. I8 l3 tens ones l tens ones tens ones l0 3 6
MOBIM MATHEMATICS YEAR 1 22 Activity 3 (individually): 1. Write the given number in the exercise book. Draw a middle line and write the place value. Tens Ones I 9 2. Write the given number. Then, write the digit value. Tens Ones I 9 l0 9 Digit value of 1 is 10. Digit value of 9 is 9. 3. Pupils complete the given activity in their exercise book. Refer Textbook (Part 1): page 25 and 26. Refer Activity book (Part 1): page 44 to 45.
MOBIM MATHEMATICS YEAR 1 23 Worksheet 8 Name: ______________________ Class: ___________ Write the place value and the digit value of the underlined digits. I3 Place value Ones Digit value 3 I) l5 Place value Digit value 2) l7 Place value Digit value 3) l9 Place value Digit value 4) l2 Place value Digit value 5) 20 Place value Digit value
MOBIM MATHEMATICS YEAR 1 24 Topic : 1.0 Whole Numbers Up to 100 Suggested Time : 120 minutes Content Standard : 1.3 Write numbers Learning Standard : 1.3.1 Write numbers in numerals and words. Lesson Explanation : Organised content: 1. Write numbers in words and numerals within 20. Lesson starts with pupils’ prior knowledge on numbers in the range of 10. During teaching and learning sessions, teacher needs to emphasis the skill of writing numbers in numerals and words. Teacher integrates fun learning elements. Ensure pupils have mastered writing numbers in numerals and words. Suggested Activities Notes Introduction: 1. Write the numbers 11 to 20 in the air. Activity 1: 1. Introduce the number words eleven to twenty and spell them. 2. Show how to write the numbers 11 to 20 using the correct technique. Activity 2 (in pairs): 1. Prepare a piece of blank paper. 2. A pupil says and another pupil writes in numerals and words. 3. Pupils take turn in repeating the activity. Activity 3: 1. Prepare flash cards. 2. Show the flash cards to the pupils. 3. Pupils write numbers and words based on the quantity of objects on the flash card. Activity 4 (in groups): 1. Prepare the number word cards eleven to twenty, number cards 11 to 20 and manila cards. 2. Pupils work in groups. 3. Pupils choose a number and place the word card based on the chosen number. 4. Paste on the manila cards. 5. Check each group’s answers. ● Concrete materials: flash cards, blank paper, number word card, number card and manila card. ● Abacus 4:1 can be used to count. ● Explain that numbers are symbols for numbers or numbers of objects. ● Teachers can choose appropriate suggested activities. ● Example of Activity 3: Refer Textbook (Part 1): page 20. Refer Activity Book (Part 1): page 28 to 37. 13 thirteen
MOBIM MATHEMATICS YEAR 1 25 Topic : 2.0 Basic Operations Suggested Time : 120 minutes Content Standard : 2.1 Concepts of addition and subtraction Learning Standard : 2.1.1 Use and vary the relevant vocabulary in context of addition and subtraction. 2.1.2 Introduce the symbol of addition, subtraction and ‘equal to’. 2.1.3 Use the symbol of addition, subtraction and ‘equal to’, to write number sentence based on the given situation. Lesson Explanation : Organised content: 1. Varying vocabulary that involves addition operations. 2. Introduce the symbol of addition and ‘equal to’. 3. Use the symbol of addition and ‘equal to’. Lesson starts with a simulation and Q&A on activities involving the progression of addition and activities using concrete materials. During teaching and learning session, teacher emphasises on mastering the vocabulary of addition operations. Teacher integrates fun learning elements. Ensure pupils have understood and mastered the concept of addition. Suggested Activities Notes 1. Teacher talks about daily routine situations and relates with the vocabulays of addition such as combine, group, altogether, total, etc. Example: There are 6 oranges in the basket. 3 more oranges are added to the basket. 6 oranges and 3 oranges make 9 oranges altogether. 2. Pupils recognise the vocabulary related to the addition operation through the given situation. 3. Pupils create a story using vocabulary related to the addition operations. 4. Pupils are introduced to addition and ’equal to’ symbols to write number sentences. ● Use daily routine situations and relate with the combination of objects or numbers to understand the concept of addition. ● Integrated and enriched Learning Standard: 2.4.1 ● Concrete materials: counters/ oranges. ● Sample worksheet: Worksheet 9 and 10 Refer Textbook (Part 1): page 56 and 57. Refer Activity Book (Part 1): page 69 to 71.
MOBIM MATHEMATICS YEAR 1 26 Worksheet 9 Name: _______________________ Class: ____________ Write ‘add’ or ‘equal to’. I. Example: 4 and 2 is 6. 4 2 6 2. 4 and 4 is 8. 4 4 8 3. 5 and I make 6. 5 I 6 4. I more than 6 is 7. 6 I 7 5. The sum of 7 and 3 is I0. 7 3 I0 add equal to
MOBIM MATHEMATICS YEAR 1 27 Worksheet I0 Name: _______________________ Class: ___________ Write the symbols ‘+’ and ‘=’. I. Example: 7 and 2 is 9. 7 2 9 2. 2 more than 4 is 6. 4 2 6 3. Total of 5 and 3 is 8. 5 3 8 4. 6 add I is 7. 6 I 7 5. 6 add 3 is equal to 9. 6 3 9 6. 4 and 3 is 7. 4 3 7 + =
MOBIM MATHEMATICS YEAR 1 28 Topic : 2.0 Basic Operations Suggested Time : 120 minutes Content Standard : 2.1 Concepts of addition and subtraction Learning Standard : 2.1.1 Use and vary the relevant vocabulary in context of addition and subtraction. 2.1.2 Introduce the symbol of addition and ‘equal to’. 2.1.3 Use the symbol of addition, subtraction and ‘equal to’, to write number sentence based on the given situation. Lesson Explanation : Organised content: 1. Varying vocabulary that involves subtraction operations. 2. Introduce the symbol of subtraction and “equal to’. 3. Use the symbol of subtraction and ‘equal to’. Lesson starts with a simulation and Q&A on activities involving the progression of subtraction and activities using concrete materials. During teaching and learning session, teacher emphasises on mastering the vocabulary of subtraction operations. Teacher integrates fun learning elements. Ensure pupils have understood and mastered the concept of subtraction. Suggested Activities Notes 1. Teacher talks about daily routine situations and relates with the vocabulary of subtraction such as take out, move to, separate, reduce, compare, subtract, balance, left, etc. Example: There are 9 oranges in the basket. 3 oranges were taken out from the basket. There are 6 oranges left now. 2. Pupils recognise the vocabulary related to the subtraction operation through the given situation. 3. Pupils create a story using vocabulary related to the subtraction operations. 4. Pupils are introduced to subtraction and ‘equal to’ symbols to write number sentences. ● Use a story by taking out some objects from the same group to understand the concept of subtraction. ● Integrated and enriched LS: 2.4.1 ● Concrete materials: counters, oranges. ● Sample worksheet: Worksheet 11 Refer Textbook (Part 1): page 74 and 75. Refer Activity Book (Part 1): page 88 to 93.
MOBIM MATHEMATICS YEAR 1 29 Worksheet II Name: ________________________ Class: ___________ Solve it. Example: I. 2. move to 8 4 4 separate take out
MOBIM MATHEMATICS YEAR 1 30 Topic : 2.0 Basic Operation Suggested Time : 120 minutes Content Standard : 2.2 Add within 100 Learning Standard : 2.2.2 Add two numbers with the sum within 100. Lesson Explanation : Organised content: 1. Add within 10. 2. Add within 18. Lesson starts with the sum within 10 and followed by 18. During the lesson, teacher emphasises the mathematical process of counting, writing and adding numbers. Teacher integrates fun. Ensure pupils have mastered addition within 18 before teaching addition within 50 and 100. Suggested Activities Notes 1. Pupils count objects based on the number cards using concrete materials (Dienes blocks and straws). 2. Pupils count the sum for two groups of concrete materials (the sum within 10). 3. A pupil stands in one of the number boxes. Then, the pupil jumps out to the left while counting the number shown. The pupil tells the number of the box that he/she stands in. Note: Teacher states the total steps that the pupil needs to move. For example, 3 steps to the left. Combine two groups of the same objects to count and find the sum. Integrated and enriched LS: 1.2.1, 1.4.1 and 2.1.3 Concrete materials: Dienes block, beads, marbles, ice-cream sticks, sweets, etc. Number line and abacus 4:1 can be used to add. Vocabulary: group, combine, altogether, total Sample worksheet: Worksheet 12 to 17 Teacher explains the term ’jump-out’ to the right. Count two numbers to make a bigger sum. Teacher can use hoops. Video link: Fun with addition https://www.youtube.com/watch?v=uh HcHXFnNKw straw Dienes Blocks abacus 3 steps I 2 3 4 5 6 7 8 9 10
MOBIM MATHEMATICS YEAR 1 31 4. In groups, pupils are given 2 number cards. Pupils count the number using the number line. Example: Number line 5. Introduce the method of writing a number sentence for addition. Pupils are given a card to write the number sentence. 6. Pupils find the sum for two groups of concrete materials up to 18. Pupils will be given 2 cups and some marbles. Pupils put the marbles into the cups based on the numbers given. Pupils count the number of marbles from both cups. 7. In group, pupils are given two number cards. Pupils count the number using the number line (up to 18). Example: Number line 8. Introduce the method of writing a number sentence for addition. Pupils are given cards to write number sentence. 9. Pupils repeat the above activity to find the sum within 18. Refer Textbook (Part 1): page 56 to 62 Refer Activity Book (Part 1): page 72 to 77 2 3 1 2 3 I 2 3 4 5 6 7 8 9 I0 2 + 3 = 5 8 4 8 4 8 + 4 = 12
MOBIM MATHEMATICS YEAR 1 32 Worksheet I2 Name: ________________________ Class: ___________ Colour and find the answers. Example: 3 + 4 = I 2 3 4 5 6 7 8 9 I0 I) 5 + 3 = I 2 3 4 5 6 7 8 9 I0 2) I + 6 = I 2 3 4 5 6 7 8 9 I0 3) 2 + 4 = I 2 3 4 5 6 7 8 9 I0 7 I 2 3 4 I 2 3