Modul PROBIM-M3

PROBIM-M3 (2011)

Unit 1 Numbers

Teacher’s Guide Sheet 1Concept:

Counting, Place Value, Round Off

Learning Outcomes:1. Count, read and write whole numbers.2. Identify the place value and value of each digit in whole numbers.3. Round off the whole numbers.

Teaching Aids:Pictures with many countable objects for Activity 3, sketches of speedometer, kitchen scale and air pump for Activity 5, Table A and number cards for Activity 7.

Notes:1. The concept will be taught from Activity 1 to Activity 6.

2. Worksheets for pupils are as follows:Activity 1 Worksheet 1(1) and 2(1)Activity 2 Worksheet 1(2)Activity 3 Worksheet 1(3)Activity 4 Worksheet 1(4)Activity 5 Worksheet 1(5)Activity 6 Worksheet 1(6)Activity 7 Worksheet 1(7)Activity 8 Worksheet 1(8)

3. Time allocated for each activity is as follows:Activity 1 and 2 40 minutesActivity 3 40 minutesActivity 4 40 minutesActivity 5 40 minutesActivity 6 and 7 80 minutesActivity 8 40 minutesAssessment 1 40 minutes

1

PROBIM-M3 (2011)

Activity 1

Approach:Individual

Aim:Count numbers.

Steps:1. Teacher emphasizes on numbers and its values.

2. Pupils do worksheet.

2

PROBIM-M3 (2011)

Worksheet 1(1)Name:…………………………………………………………… Date:…………………..

Numbers up to 10Write the numbers based on the diagram shown.

0

Numbers 10 to 20Write the numbers based on the diagram shown.

10

3

PROBIM-M3 (2011)

Worksheet 2(1)

Name: …………………………………………………… Date : ………………..

Numbers up to 100

Write the numbers based on the diagram:

4

Thirty-four

Tiga puluh empat

Answer:

Twenty-twoDua puluh dua

Forty-oneEmpat puluh satu

Fifty-nineLima puluh sembilan

One hundred Seratus

Ninety-sixSembilan puluh enam

Answer:

Answer:Answer:

Answer: Answer:

PROBIM-M3 (2011)

Activity 2

Approach:Competition

Aim:Read and write numbers in words and numerals.

Steps:1. Divide pupils into two groups, A and B. Begin the competition with

numbers not more than three digits.

2. Carry out the competition as follows:a) Group A: write numbers in numeral,

Group B: read and write the number in words.b) Teacher gives marks for correct answers.c) Change over group A and group B.

3. Repeat the competition using numbers with more digits.

5

PROBIM-M3 (2011)Name:…………………………………………………………… Date:…………………..

Worksheet 1(2)

Read and write

1. Write the following numbers in words.

a) 16

b) 56

c) 138

d) 290

e) 303

f) 500

g) 719

h) 688

i) 777

j) 1000

2. Write the following numbers in numerals.

a) Seventy-nine

b) One hundred and fifty

c) Four hundred and seventeen

d) Two hundred and eighty-five

e) Nine hundred and one

6

PROBIM-M3 (2011)

Activity 3

Approach:Individual

Aim:Arrange the numbers accordingly and complete the number line.

Teaching Aid:Number cards

Steps:1. Teacher introduces numbers in ascending and descending order and

the number line.

2. Carry out number cards game. Pupils arrange the numbers in ascending and descending order.

3. Pupils do Worksheet 1(2).

Note:Remind pupils to mark the missing numbers in question 3(c) on the number line.

7


Worksheet 1(3)

Arrange

1. Arrange the numbers below in ascending order.

a) 28 50 53 45 111 64 75 69 5 7

b) 10 71 12 13 24 42 8 99 63 38Answer:

a) _______________________________________________________________

b) _______________________________________________________________

2. Arrange the numbers below in descending order.

a) 8 30 15 212 82 70 101 28 65 107

b) 31 88 92 11 26 69 2 33 82 138Answer:

a) _______________________________________________________________

b) _______________________________________________________________

3. Fill in the blanks with the appropriate numbers.

a) 0 1 2 3 4 5 6

7

b) 2 23 24 5 26 27 28 29 10

c) 27 28 30 40 31 60 33 34 35

d) 45 5 43 42 41 40 39 35 40

8

PROBIM-M3 (2011)

e) 10 200 202 202 203 204 210 206

f) 401 399 398 395 393

4. Represent the following numbers on the number lines.

a) 50, 52, 59, 55, 58, 51, 53, 54, 57, 56

Ascending:

Descending:

b) 106, 101, 104, 105, 107, 103, 102

Ascending:

Descending:

Activity 4

Approach:

9

PROBIM-M3 (2011)Individual

Aim:Count systematically

Teaching Aid:Any countable objects

Steps:1. Teacher shows a picture of object and asks pupils to count the objects.

2. Pupils do Worksheet 1(4)

Note:After question 1, discuss how the arrangements of objects affect the speed of counting. For example, grouped objects in 1(b) can be counted faster than the scattered objects in 1(a) and also objects grouped in smaller groups can be counted faster than those in the bigger groups (Objects in 1(c) are in the smaller groups and thus they can be counted faster).

The faster and easier method to count objects can be done by: Counting in ones: e.g. 300, 301, 302, 303, …

Counting in twos: e.g. 0, 2, 4, 6, …

Counting in fives: e.g. 30, 35, 40, 45, …

Counting in tens: e.g. 200, 210, 220, 230, …

Counting in hundreds: e.g. 100, 200, 300, 400, …

Counting in groups:

Name:…………………………………………………………… Date:…………………..

10

PROBIM-M3 (2011)

Worksheet 1(4)

Place Value

1. Count and write the number of objects

a)

b)

c)

d)

e)

11

PROBIM-M3 (2011)

f)

g)

h)

i)

12

PROBIM-M3 (2011)

j)

2. Count and write the number of in each of the following

a)

b)

c)

d)

3. Represent the numbers below with the number blocks.

Example: 25

13

PROBIM-M3 (2011)

a) 40

b) 107

c) 222

d) 351

14

PROBIM-M3 (2011)

Activity 5

Approach:Individual

Aim:State the place value of any digit in a number.

Teaching Aid:Number blocks chart.

Steps:

1. Teacher introduces place value based on the number blocks chart.

2. Pupils do Worksheet 1(5)

3. After question 1, teacher emphasises the meaning of place values: ones, tens, hundreds, thousands and etc.

Example: For the whole number 563;

The place value of digit 5 is hundreds and its value is 500;The place value of digit 6 is tens and its value is 60;The place value of digit 3 is ones and its value is 3.

Emphasize that the value of a digit in a number depends on its position.

3. After questions 2 and 3, discuss about the history of numbers and concept of place values.

Example:

Hundreds Tens ones

15

PROBIM-M3 (2011)

Name:…………………………………………………………… Date:…………………..

Worksheet 1(5)

Place Value

1. Complete the tables below.

Example:

a)

a

16

Number of Groups

Hundreds

Tens Ones

0 0 6

Number

6

Number of Groups

Hundreds

Tens Ones

0 1 2

Number

12

Number of Groups

Hundreds

Tens Ones

Number

Number of Groups

Hundreds

Tens Ones

PROBIM-M3 (2011)b)

c)

d)

17

Number

Number of Groups

Hundreds

Tens Ones

Number

Number of Groups

Hundreds

Tens Ones

Number

PROBIM-M3 (2011)2. Partition the following numbers correctly.

Example: 524 = 500 + 20 + 4

a) 68 =b) 123 =c) 107 =d) 120 =e) 1008 =f) 5100 =g) 8030 =

3. State the place value and value of the underlined digit in each of the following numbers.

Place value Value

(a) 58 _____________ _____________

(b) 567 _____________ _____________

(c) 456 _____________ _____________

(d) 5678 _____________ _____________

(e) 1567 _____________ _____________

(f) 1139 _____________ _____________

(g) 8930 _____________ _____________

(h) 43 201 _____________ _____________

(i) 56 779 _____________ _____________

(j) 15 832 _____________ _____________

(k) 637 210 _____________ _____________

(l) 832 111 _____________ _____________

(m)

691 000 _____________ _____________

(n) 773 825 _____________ _____________

Activity 6

18

PROBIM-M3 (2011)

Approach:Class discussion

Aim:The usage of round off numbers in daily life.

Teaching Aid:Sketches of speedometer, kitchen scale and air pump.

Steps:

1. Teacher describes the situation as follows:On the way to school, a pupil asks his father about the speed of the car by referring to the speedometer.

2. Teacher shows the sketch of speedometer and asks the following question:What is the answer to the nearest tens given by the father?

3. Teacher gives other daily life examples such as:

19

PROBIM-M3 (2011)a) Kitchen scale: Read the mass to the nearest kilogram.

b) Air pump at petrol station: Read the pressure to the nearest hundreds.

4. Teacher discusses the need to round off numbers in daily life.

20

PROBIM-M3 (2011)

Activity 7

Approach:Individual

Aim:Round off the numbers.

Steps:

1. Teacher shows a few examples on rounding numbers to the nearest tens and hundreds.


3. Teacher point outs about few common mistakes. For example, when rounding off 176 to the nearest tens, the answer is 180, not 18.

21

PROBIM-M3 (2011)Name:………………………………………………………… Date:…………………..

Worksheet 1(7)

Round Off

1. Round off the numbers below to the nearest tens and nearest hundreds.

Nearest tens Nearest hundreds

(a) 27 _____________ _____________

(b) 256 _____________ _____________

(c) 253 _____________ _____________

(d) 392 _____________ _____________

(e) 596 _____________ _____________

(f) 1583 _____________ _____________

(g) 2357 _____________ _____________

(h) 5695 _____________ _____________

(i) 3854 _____________ _____________

(j) 29 672 _____________ _____________

1. Round off the following numbers to the nearest thousands and ten thousands.

Nearest thousands

Nearest ten thousands

(a) 67 890 _____________ _____________

(b) 33 099 _____________ _____________

(c) 895 623 _____________ _____________

(d) 750 391 _____________ _____________

(e) 646 464 _____________ _____________

22

PROBIM-M3 (2011)

Activity 8

Approach:Group work

Aim:Reinforce the concept of place values and round off.

Teaching Aid:Table A and number cards. One of the digits is underlined, example: 12 345, 39 401 etc.

Steps:

1. Divide pupils into groups of 4 to 6. Each group is given Table A or B and number cards. The number of cards must be twice the number of members in each group.

Number

Place value of

underlined digit

Value of underlined

digit

Round off to the nearest place value

tens hundreds thousandsten

thousandshundred

thousands

12 345 hundreds 300 12 350 12 300 12 000 10 000 -

2. A member from each group picks one number card and fills the spaces in the table as shown. Other members of the group can help to check the answers.

3. Repeat step 2 with other members of the group. Start with the first member again after one cycle until all the cards are picked.

4. Display the table of each group and check the answers.

23

PROBIM-M3 (2011)

Name:………………………………………………………… Date:…………………..

Worksheet 1(8)

Place value and Round offTable A

Number

Place value of

underlined digit

Value of underlined

digit

Round off to the nearest place value

tens hundreds Thousandsten

thousandshundred

thousands

12 345 hundreds 300 12 350 12 300 12 000 10 000 -

3 724

1 237

2 388

88 745

14

10 001

1 020

237

98 888

Table B

Number

Place value of

underlined digit

Value of underlined

digit

Rounding off to the nearest place value

tens hundreds thousandsten

thousandshundred

thousands

12 345 hundreds 300 12 350 12 300 12 000 10 000 -

784

438

6 790

9 367

12 975

34 742

47

901

1 009

24

PROBIM-M3 (2011)

Assessment 1

Name:……………………………………………………… Date:…………………..

Count, Place Value, Round Off

1. Represent the following numbers using the number lines.

(a) 17, 16, 13, 14, 15

(b) 23, 27, 25, 31, 29, 33

(c) 150, 230, 110, 310, 190, 270

(d) 20, 25, 15, 30, 40, 50

2. State the place value of digit 5 in each of the following numbers.

(a) 501 _________________

(b) 5101 _________________

(c) 2150 _________________

(d) 50127 _________________

(e) 17 015 _________________

3. State the place value of digit 3 in each of the numbers below.

25

PROBIM-M3 (2011)

(a) 435 _________________

(b) 1 630 _________________

(c) 4 103 _________________

(d) 13 527 _________________

(e) 17 355 _________________

4. Round off the following numbers to the nearest thousands.

(a) 25 712 _________________

(b) 1 403 _________________

(c) 30 189 _________________

(d) 5 549 _________________

5. Numbers in Column 1 are rounded off to result in numbers as shown in Column 2. State whether the numbers are rounded off to the nearest tens, hundreds or thousands.

Column 1 Column 2

(a) 2348 2350 _________________

(b) 1256 1300 _________________

(c) 3462 3460 _________________

(d) 7751 8000 _________________

6. 1600 is the result of round off a number to the nearest hundreds. Write three possible answers of the number.

Unit 2 Addition

Teacher’s Guide Sheet 2

26

PROBIM-M3 (2011)Concept:Addition

Learning Outcomes:1. Add whole numbers.2. Solve problems involving addition of whole numbers.

Teaching Aid:Flash cards for Activity 2


2. Worksheets for pupils are as follows:Activity 1 NoneActivity 2 NoneActivity 3 Worksheet 2 (1)Activity 4 Worksheet 2 (2)

3. Time allocated for each activity is as follows:Activity 1 20 minutesActivity 2 80 minutesActivity 3 40 minutesActivity 4 40 minutesAssessment 2 40 minutes

Activity 1

Approach:Simulation

27

PROBIM-M3 (2011)Aim:Introduce the concept of addition

Teaching Aids:Money

Steps:

1. Teacher describes the following situation to the class: “Ali is given RM2 and his brother is given RM1 as pocket money everyday.”

2. Based on the described situation, ask pupils the following questions:(a) How much does Ali’s father spend on their pocket money everyday?

(b) What is the total amount spent on their pocket money in three days, four days, five days and ten days?

Teacher observes how pupils calculate to get their answers and guide them when necessary.

3. Teacher shows two different ways of writing the addition in question 2(a):Sentence form: RM2 + RM1 = RM3Vertical form: RM2

+ RM1RM3

4. Pupils write the addition in question 2(b) in two different ways as shown above.

Activity 2

Approach:Individual, Competition.

28

PROBIM-M3 (2011)Aim:Revise the basic facts of addition.

Teaching Aids:Flash cards.

Steps:1. As introduction, pupils answer questions for addition of one digit

number in 10 minutes, refer to Attachment A (page 35). Check the answers together.

2. For second activity, teacher divides the class into small groups of 3 to 5 pupils.

3. Rules of competition:(a) Teacher shows flash cards which shows the addition of two numbers from 0 to 9.

Example:

Ask pupils to give their answers.

(b) Each group lists all pairs of one digit numbers where the sum is equal to the number fixed by the teacher (2 to 18).

(c) Teacher gives marks to the correct answers.

4. After the competition, teacher discusses the systematic way of getting all pairs of numbers.

5. Teacher need to discuss of any number added to zero will give the number itself.

6. Carry out mental calculation exercise for all pupils in class by using flash cards and ask pupils to write their answers on paper.

7. If the performance of pupils is not satisfy, teacher needs to discuss some other method to add pairs of numbers (0 to 9).

29

1 + 3

PROBIM-M3 (2011)

Strategy 1:(a) (b)

Strategy 2:Store the bigger number in your mind and display the smaller number with your fingers. Start counting your fingers with the number that comes after the bigger number.

Example:5 + 7 7 + ///// = 12

8. Pupils who could not answer spontaneously will be asked to prepare flash cards for self drill.

Example:

Front Back

9. The activity above is carried out in pairs or small groups.

10. For teacher’s guide, refer to Attachment B (Pg. 36) for addition of one digit number.

Activity 3

Approach:Individual

Aim:

30

2 + 5

7

5 + 7 = 12 8 + 6 = 14

PROBIM-M3 (2011)Solve addition of two numbers and understand place value in addition

Steps:1. Before pupils start Question 1 in Worksheet 2 (1), teacher explains

that

tens ones

3 6 3 6

+ 2 1 + 2 1

can be written as

2. Before pupils do Question 2, teacher emphasises on writing numbers

in standard written method when doing calculation.

3. Before pupils start doing Question 4, teacher listens to ideas from pupils on the ways they do addition involving the regroup process. Then, teacher show two examples.

Example 1:

Thousands

Hundreds Tens Ones

2 5 7 9 2 5 7 9

+ 3 1 5 2 + 3 1 5 2

5 7 3 1 5 6 12 11

= 5 6 12 tens 11

tens ones

2 9 2 9

+ 3 7 + 3 7

6 6 5 16

= 5 tens 1 tens 6 ones

= 6 tens 6 ones

31

PROBIM-M3 (2011)

thousands hundreds ones

= 5 thousands

6 hundreds

12 tens1 tensI ones

= 5 thousands

6 hundreds

13 tens 1 ones

=5

thousands6

hundreds

1 hundreds

3 tens1 ones

= 5 thousands

7 hundreds

3 tens 1 ones

4. Question 4 is the exercise to make sure pupils understand the regroup process.

5. If pupils still find difficulty to do addition involving regroup process, teacher can use other appropriate ways. One suggestion is provided as below.(a)

(b)

Name:…………………………………………………………… Date:…………………..

Worksheet 2(1)

Addition

32

PROBIM-M3 (2011)1. Find the value for the following addition of numbers:

(a) (b) (c)

2. Find the value for the following.

(a) 25 + 74 =

(b) 203 + 364 =

(c) 813 + 186 =

(d) 6713 + 3256 =

3. Use whole numbers from 1 to 9 and complete the magic rectangle below. The sum of numbers in each column, row and diagonal are equals to 15.

4. Calculate:(a) (b)

33

PROBIM-M3 (2011)(c) (d)

(e) (f)

(g) (h)

(i) (j)

5. The addition of the numbers below consists of digits 0 to 9. Find the digits which are represented by d, e, f and g.

5 7 9 9 d = ______ f = ______

+ 7 2 d e e = ______ g = ______ 1 f g 1 3

Activity 4

Approach:Class and Individual

Aim1. To write addition of numbers in standard written method.2. To solve addition of any whole numbers.

34

PROBIM-M3 (2011)

Steps:Before pupils do Worksheet 2 (2), teacher emphasises on the arrangement of the numbers according to place value such as:

but not

Name:…………………………………………………………… Date:…………………..

Worksheet 2(2)

Addition

35

PROBIM-M3 (2011)1. Calculate the value of the following:

(a)38 + 6 = (h) 8 + 215 =

(b) 8 + 17 = (i) 27 + 9 + 408 =

(c) 567 + 82 = (j) 35 + 472 + 1002 =

(d) 43 + 679 =

(e) 7134 + 9 =

(f) 25 + 37 + 269 =

(g) 31 + 5 + 1579 =

2. The number in the rectangle is the sum of numbers in the circles next to it. Fill in the missing numbers.

36

PROBIM-M3 (2011)

Assessment 2

Name:…………………………………………………………… Date:…………………..

Addition

1. Calculate the following:

(a) 23 + 45 = (g) 25 + 123 =

(b) 23 + 49 = (h) 185 + 5036 =

(c) 235 + 5961 = (i) 8768 + 88 =

(d) 1576 + 2424 = (j) 77 + 19 + 235 =

(e) 1026 + 2985 + 12 = (k) 678 + 5709 =

(f) 356 + 6 + 1569 = (l) 325 + 212 =

37

PROBIM-M3 (2011)ATTACHMENT A (1)

1) 0 + 0 = 26) 2 + 5 = 51) 5 + 0 = 76) 7 + 5 =

2) 0 + 1 = 27) 2 + 6 = 52) 5 + 1 = 77) 7 + 6 =

3) 0 + 2 = 28) 2 + 7 = 53) 5 + 2 = 78) 7 + 7 =

4) 0 + 3 = 29) 2 + 8 = 54) 5 + 3 = 79) 7 + 8 =

5) 0 + 4 = 30) 2 + 9 = 55) 5 + 4 = 80) 7 + 9 =

6) 0 + 5 = 31) 3 + 0 = 56) 5 + 5 = 81) 8 + 0 =

7) 0 + 6 = 32) 3 + 1 = 57) 5 + 6 = 82) 8 + 1 =

8) 0 + 7 = 33) 3 + 2 = 58) 5 + 7 = 83) 8 + 2 =

9) 0 + 8 = 34) 3 + 3 = 59) 5 + 8 = 84) 8 + 3 =

10) 0 + 9 = 35) 3 + 4 = 60) 5 + 9 = 85) 8 + 4 =

11) 1 + 0 = 36) 3 + 5 = 61) 6 + 0 = 86) 8 + 5 =

12) 1 + 1 = 37) 3 + 6 = 62) 6 + 1 = 87) 8 + 6 =

13) 1 + 2 = 38) 3 + 7 = 63) 6 + 2 = 88) 8 + 7 =

14) 1 + 3 = 39) 3 + 8 = 64) 6 + 3 = 89) 8 + 8 =

15) 1 + 4 = 40) 3 + 9 = 65) 6 + 4 = 90) 8 + 9 =

16) 1 + 5 = 41) 4 + 0 = 66) 6 + 5 = 91) 9 + 0 =

17) 1 + 6 = 42) 4 + 1 = 67) 6 + 6 = 92) 9 + 1 =

18) 1 + 7 = 43) 4 + 2 = 68) 6 + 7 = 93) 9 + 2 =

19) 1 + 8 = 44) 4 + 3 = 69) 6 + 8 = 94) 9 + 3 =

20) 1 + 9 = 45) 4 + 4 = 70) 6 + 9 = 95) 9 + 4 =

21) 2 + 0 = 46) 4 + 5 = 71) 7 + 0 = 96) 9 + 5 =

22) 2 + 1 = 47) 4 + 6 = 72) 7 + 1 = 97) 9 + 6 =

23) 2 + 2 = 48) 4 + 7 = 73) 7 + 2 = 98) 9 + 7 =

24) 2 + 3 = 49) 4 + 8 = 74) 7 + 3 = 99) 9 + 8 =

25) 2 + 4 = 50) 4 + 9 = 75) 7 + 4 = 100) 9 + 9 =

ATTACHMENT A (2)

38

PROBIM-M3 (2011)

1) 2 + 1 = 26) 9 + 0 = 51) 9 + 0 = 76) 7 + 4 =

2) 4 + 4 = 27) 1 + 9 = 52) 0 + 0 = 77) 8 + 2 =

3) 1 + 0 = 28) 2 + 0 = 53) 1 + 8 = 78) 6 + 9 =

4) 8 + 9 = 29) 8 + 3 = 54) 2 + 5 = 79) 7 + 1 =

5) 0 + 6 = 30) 5 + 5 = 55) 9 + 4 = 80) 9 + 3 =

6) 3 + 7 = 31) 6 + 8 = 56) 3 + 3 = 81) 0 + 1 =

7) 8 + 4 = 32) 2 + 7 = 57) 7 + 8 = 82) 5 + 8 =

8) 7 + 7 = 33) 0 + 9 = 58) 6 + 5 = 83) 9 + 2 =

9) 4 + 0 = 34) 4 + 5 = 59) 0 + 4 = 84) 4 + 3 =

10) 1 + 6 = 35) 1 + 5 = 60) 3 + 9 = 85) 1 + 1 =

11) 7 + 2 = 36) 3 + 8 = 61) 2 + 2 = 86) 9 + 8 =

12) 5 + 6 = 37) 9 + 9 = 62) 7 + 5 = 87) 0 + 7 =

13) 3 + 6 = 38) 2 + 3= 63) 1 + 2 = 88) 3 + 2 =

14) 4 + 8 = 39) 6 + 0 = 64) 0 + 5 = 89) 0 + 2 =

15) 6 + 7 = 40) 3 + 4 = 65) 8 + 1 = 90) 9 + 6 =

16) 8 + 8 = 41) 9 + 7 = 66) 4 + 7 = 91) 1 + 4 =

17) 2 + 6 = 42) 0 + 8 = 67) 5 + 9 = 92) 2 + 9 =

18) 5 + 1 = 43) 5 + 2 = 68) 1 + 7 = 93) 6 + 4 =

19) 0 + 3 = 44) 1 + 3 = 69) 4 + 9 = 94) 2 + 8 =

20) 8 + 6 = 45) 8 + 5 = 70) 3 + 0 = 95) 5 + 0 =

21) 4 + 2 = 46) 4 + 6 = 71) 5 + 3 = 96) 7 + 9 =

22) 8 + 0 = 47) 7 + 0 = 72) 6 + 6 = 97) 6 + 2 =

23) 5 + 7 = 48) 3 + 5 = 73) 2 + 4 = 98) 3 + 1 =

24) 8 + 7 = 49) 4 + 1 = 74) 5 + 3 = 99) 6 + 1 =

25) 6 + 3 = 50) 0 + 4 = 75) 7 + 3 = 100) 7 + 5 =

39

PROBIM-M3 (2011)

Unit 3 Subtraction

40

PROBIM-M3 (2011)


Concept:

Subtraction

Learning Outcomes:1. Subtract whole numbers.

Teaching Aids:Money / Play Money for Activitiy 1Flash Cards for Activity 2


2. Worksheets for pupils are as follows:Activity 1 Worksheet 1Activity 2 Worksheet 2Activity 3 Worksheet 3 Activity 4 Worksheet 4

3. Time allocated for the activities are:Activity 1 40 minutesActivity 2 40 minutesActivity 3 40 minutesActivity 4 40 minutesAssessment 3 40 minutes

Activity 1

Approach:

41

PROBIM-M3 (2011)Class / individual

Aim:Introduction of subtraction as a process of finding the difference or finding the remainder.

Steps:1. Azmin gets RM5 as a pocket money while Azman gets RM2.

i. Teacher tells the situations above and asks the following questions :

(a) What is the difference of their pocket money?

(b) If Azmin spent RM2 to buy books, how much money he left now?

ii. Teacher explains the two ways to solve the problem:(a) Number sentence: RM5 – RM2 = RM3(b) Standard written method:

2. Teacher gives the questions as below and explains the ways to solve the problem using standard written method.

i. RM8 + = RM15

RM15 RM8 =

ii. RM15 RM 8

Name:…………………………………………………………… Date:…………………..

42

PROBIM-M3 (2011)

Worksheet 1

Subtraction

1. Answer these questions:

(a) RM7 RM3 = _____ (b) RM10 RM6 = _____

(b)RM59 RM21 = _____ (d) RM72 RM39 = _____

2. Find the value of the following:

(a) RM6 + _____ = RM13 (b) RM42 + _____ = RM99

RM13 RM6 = ____ RM99 RM42 = _____

(c) RM200 + ______ = RM500 (d) RM147 + _____ = RM166

RM500 RM200 = _____ RM166 RM147 = ______


(a) (b)

Activity 2

43

RM658 RM246 _______

RM100 RM 40 _______

PROBIM-M3 (2011)

ApproachCompetition

Aim1. To state the answer (0 to 9) when a number (from 0 to 9) is subtracted

from another number (0 to 18). 2. To state the pair of numbers (0 to 18) which gives the same difference

(0 to 9).

Steps:1. Teacher divides pupils into small groups.

2. Rules of competition: (a) Teacher displays number cards from 0 to 18 minus a number from 0 to 9.

Example:

Pupils are asked to answer spontaneously.

(b) Teacher displays number cards from 0 to 9.Example :

Pupils are required to list down all the pairs of numbers from 0 to 18 minus 0 to 9 which gives the same answer as number shown in the

number card.

For the above example, a few possible pairs of numbers are:(14, 9), (13, 8), (12, 7), (11, 6)

(c) Teacher gives marks for the correct answers.

3. After the competition, teacher tells pupils:

44

18 9

5

PROBIM-M3 (2011)(a) how to get the pairs of numbers systematically(b) any number when a number minus by zero will get the number

itself(c) the subtraction of two same numbers will equals zero.

4. If the performance of pupils is not satisffies, teacher need to discuss few strategies in doing subtraction.

5. Suggestion: Using diagrams

(a) 15 7 = ?

(b) 17 8 = ?

6. Pupils who could not answer spontaneously are asked to prepare their own number cards for self drill:

Front Back

Pupils can do this activity in pairs or small group

7. For teacher’s guide, refer to Attachment B (pg. 53) for basic facts of subtraction.

Name:…………………………………………………………… Date:…………………..

45

17 8 9

PROBIM-M3 (2011)

Worksheet 2

Subtraction

1. Answer these questions:

(a) 12 4 = ___

(b) 24 14 = ____

Activity 3

Approach:Individual

46

PROBIM-M3 (2011)

Aim:To minus a whole number from a bigger or same whole number, and to know the place value.

Steps:

1. Before pupils begin worksheet 3, teacher explains the following steps so

that the pupils understand about the place value.

a) 57 5 tens 7 ones 5 tens 7 ones – 21 – 2 tens 1 ones – 2 tens 1 ones

can be written as that is equal to 3 tens 6 ones b)

168 – 32

can be written as

−

that is equal

−

Name:…………………………………………………………… Date:…………………..

Hundreds

Tens Ones

1 6 9

3 2

Hundreds

Tens Ones

1 6 9

3 2

1 3 7

47

782 − 582

32 − 21

PROBIM-M3 (2011)

Worksheet 3

Subtraction


(a) (b) (c)


(a) 557 (b) (c)

− 56


(a) (b)

(c) (d)


48

5 859 − 2 537

333 255

57 − 23

149 − 25

52 − 23

563 − 238

83 − 25

23 − 8

40 − 28

PROBIM-M3 (2011)(a) (b)

(c) (d)

(e) (f)

(g) (h)

(i) 6 000 (j) 8 362 – 3 579 – 7 285

Activity 4

Approach:

49

53 − 48

157 − 49

567 − 469

703 − 124

804 − 297

1603 − 598

PROBIM-M3 (2011)Individual

Aim1. To write subtraction of numbers in standard written method.2. To solve subtraction of whole numbers (bigger number – smaller

number)3. To solve word problems solving involving subtraction of whole

number.

Steps1. Before pupils do Question 1 in Worksheet 4, teacher explains the

importance of place value.Example :

657 ─ 49 = _______

but not

50


Worksheet 4

Subtraction


(a) 321 – 11 = (b) 4 578 – 1 123 =

(c) 1 237 – 56 = (d) 257 – 38 =

(e) 3 877 – 1 959 = (f) 7 321 – 2 576 =

51


Assessment 3

Name:

Class:

Subtraction


(a) 78 – 41 = (b) 87 – 6 =

(c) 143 – 29 = (d) 256 – 67 =

(e) 403 – 251 = (f) 6 051 – 661 =

(g) 9 888 – 999 = (h) 8 107 – 729 =

(i) 8 005 – 729 = (j) 4 144 – 2 639 =

52

PROBIM-M3 (2011)

ATTACHMENT B

1) 0 − 0 = 26) 6 − 3 = 51) 11 − 4 = 76) 15 − 6 =

2) 1 − 1 = 27) 3 − 1 = 52) 12 − 5 = 77) 10 − 7 =

3) 2 − 2 = 28) 11 − 6 = 53) 10 − 9 = 78) 11 − 7 =

4) 3 − 3 = 29) 17 − 8 = 54) 7 − 1 = 79) 12 − 5 =

5) 10 − 6 = 30) 15 − 7 = 55) 8 − 0 = 80) 13 − 5 =

6) 11 − 9 = 31) 12 − 4 = 56) 9 − 2 = 81) 14 − 7 =

7) 13 − 7 = 32) 17 − 9 = 57) 18 − 9 = 82) 15 − 8 =

8) 9 − 0 = 33) 9 − 6 = 58) 10− 0 = 83) 16 − 7 =

9) 7 − 3 = 34) 4 − 3 = 59) 8 − 3 = 84) 10 − 8 =

10) 8 − 4 = 35) 6 − 0 = 60) 11 − 3 = 85) 11 − 9 =

11) 13 − 8 = 36) 7 − 4 = 61) 13 − 5 = 86) 12 − 3 =

12) 11 − 2 = 37) 8 − 7 = 62) 15 − 9 = 87) 13 − 5 =

13) 2 − 0 = 38) 9 − 5 = 63) 11 − 8 = 88) 14 − 8 =

14) 9 − 8 = 39) 7 − 6 = 64) 10 − 7 = 89) 5 − 4 =

15) 6 − 4 = 40) 14 − 9 = 65) 7 − 2 = 90) 5 − 1 =

16) 4 − 1 = 41) 5 − 3 = 66) 3 − 0 = 91) 15 − 6 =

17) 7 − 5 = 42) 3 − 2 = 67) 6 − 2 = 92) 9 − 7 =

18) 12 − 6 = 43) 6 − 5 = 68) 8 − 5 = 93) 10 − 4 =

19) 6 − 1 = 44) 9 − 9 = 69) 13 − 9 = 94) 6 − 6 =

20) 5 − 0 = 45) 16 − 7 = 70) 14 − 5 = 95) 2 − 1 =

21) 11 – 7 = 46) 8 − 1 = 71) 13 − 6 = 96) 7 − 0 =

22) 12 − 3 = 47) 14 − 6 = 72) 5 − 5 = 97) 16 − 9 =

23) 4 − 4 = 48) 12 − 9 = 73) 4 − 2 = 98) 16 − 8 =

24) 8 − 2 = 49) 15 − 8 = 74) 8 − 6 = 99) 13 − 4 =

25) 5 − 2 = 50) 9 − 4 = 75) 10 − 5 = 100) 10 − 8 =

53

PROBIM-M3 (2011)

Unit 4 Multiplication

54

PROBIM-M3 (2011)


Concept:

Multiplication

Learning Outcomes1. Multiply two or more whole numbers

Teaching AidFlash Cards


2. Worksheets for pupils are as follows:Activity 1 Worksheet 4(1)Activity 2 Worksheet 4(2)Activity 3 Worksheet 4(3)Activity 4 Worksheet 4(4)Activity 5 Worksheet 4(5)

3. Time allocated for the activities are:Activity 1 40 minutesActivity 2 40 minutesActivity 3 40 minutesActivity 4 40 minutesActivity 5 40 minutesAssessment 4 40 minutes

55

PROBIM-M3 (2011)

Activity 1

Approach:Class

Aim:Introduce the concept of multiplication

Steps:1. Teacher asks pupils:

Osman saves RM2 a day. How much money will he save in(a) 5 days?

(b) 7 days?

(c) 10 days?

(d) 30 days?

2. Discuss the following processes:(a) 2 + 2 + 2 + 2 + 2 = 5 2 = 10(b) 2 + 2 + 2 + 2 + 2 + 2 + 2 = 7 2 = 14(c) 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 10 2 = 20(d) 2 + 2 + 2 + 2 + … + 2 + 2 = 30 2 = 60

Teacher should emphasise the relation between addition and multiplication in this discussion. (Multiplication is repeated addition)


4. Teacher emphasises that zero multiplied by any number is equals to zero.

5. Teacher reminds pupils to memorise the multiplication tables before proceeding with the following activities.

56

30 times


Worksheet 4 (1)

Multiplication

1. Fill in the blanks.

a) 2 + 2 + 2 = × 2

b. 3 + 3 + 3 + 3 = × 3

c. 4 + 4 + 4 + 4 + 4 = ×

d. 5 + 5 + 5 + 5 + 5 + 5 = ×

e. 6 + 6 + 6 + 6 + 6 + 6 = ×

2. Write the correct answers.

a) 4 × 2 =

b) 3 × 4 =

c) 5 × 6 =

d) 6 × 7 =

e) 7 × 8 =

57

3

2 + 2 + 2 + 2

2 + 2 + 2 + 2

PROBIM-M3 (2011)

3. Complete the following tables.

1 2 = 1 3 = 1 4 = 1 5 =

2 2 = 2 3 = 2 4 = 2 5 =

3 2 = 3 3 = 3 4 = 3 5 =

4 2 = 4 3 = 4 4 = 4 5 =

5 2 = 5 3 = 5 4 = 5 5 =

6 2 = 6 3 = 6 4 = 6 5 =

7 2 = 7 3 = 7 4 = 7 5 =

8 2 = 8 3 = 8 4 = 8 5 =

9 2 = 9 3 = 9 4 = 9 5 =

1 6 = 1 7 = 1 8 = 1 9 =

2 6 = 2 7 = 2 8 = 2 9 =

3 6 = 3 7 = 3 8 = 3 9 =

4 6 = 4 7 = 4 8 = 4 9 =

5 6 = 5 7 = 5 8 = 5 9 =

6 6 = 6 7 = 6 8 = 6 9 =

7 6 = 7 7 = 7 8 = 7 9 =

8 6 = 8 7 = 8 8 = 8 9 =

9 6 = 9 7 = 9 8 = 9 9 =

58

PROBIM-M3 (2011)

3. Complete the multiplication table below.

0 1 2 3 4 5 6 7 8 9

0 0

1 1

2 6

3

4

5

6 36

7

8

9 81

59

PROBIM-M3 (2011)

Activity 2

ApproachCompetition

AimMaster basic facts of multiplication

Steps1. Teacher divides the class into small groups.

2. Rules of competition:(a) Teacher shows number cards of two numbers (0 to 9) as shown below.

Pupils are requested to state the answers.

(b) Teacher shows number cards from 0 to 81. Pupils are asked to state all pairs of numbers (0 to 9) where the result of

multiplying the two numbers is equal to the number shown on the card.

3. Teacher gives marks for the correct answers.

4. Make sure exercises related to multiplication tables is given every day before starting a lesson. For example, exercise in the form of mental

test where pupils are asked to write quickly answer of multiplying of any two given numbers.

5. If there are pupils who still have not mastered the multiplication tables until 9, put in more effort to make sure they master into this skills. Let the pupils prepare number cards as follows:

Front BackAsk pupils to carry out self drilling in pairs or in small groups.

60

2 6

2 6 72

PROBIM-M3 (2011)

6. Teacher uses the multiplication table to show that a b = b aExample: 7 6 = 6 7

7. Pupils do worksheet 4(2).

Notes:If pupils have problems in memorizing the multiplication table, teacher may follow the sequence below to help them:

Begin with times table of two (multiple, the sum is simple)Followed by times table of five (end with 0 or 5)Followed by times table of four (multiple of two time table)Followed by times table of eight (multiple of four time table)Followed by times table of nine (the answers are in interesting pattern, refer to the pattern shown below)Followed by three times tableFollowed by six times table (multiple of 3), and finallyFollowed by seven times table (difficult)

or

For nine times table:

1 9 = 10 – 1 2 9 = 20 – 23 9 = 30 – 34 9 = 40 – 45 9 = 50 – 56 9 = 60 – 6… … … … …… … … … …… … … … …

61

PROBIM-M3 (2011)

Name:…………………………………………………………… Date:…………………..

Worksheet 4 (2)

Multiplication

1. Complete the following.

a. b.

c. d.

e.

62

3021

7 × 3 3 × 7

40 42

16

PROBIM-M3 (2011)


a. 2 × 3 = m. × 4 = 20

b. 4 × 2 = n. × 3 = 27

c. 5 × 3 = o. × 5 = 35

d. 5 × = 30 p. × = 49

e. 6 × = 36 q. × = 64

f. 7 × = 42 r. × = 81

g. 8 × 3 = s. × 5 = 20

h. 7 × 4 = t. × 3 = 21

i. 3 × 3 = u. × 5 = 45

j. 5 × = 40 v. × = 32

k. 6 × = 18 w. × = 50

63

PROBIM-M3 (2011)

l. 7 × = 35

64

PROBIM-M3 (2011)

Activity 3

ApproachDemonstration and individual

AimMultiply a number (with any number of digits) with a one digit number

Steps:1. Ask pupils to answer the following questions on the board:

(a) 20 × 3 = (b) 21 × 3 =(c) 23 × 3 = (d) 200 × 3 =(e) 210 × 3 = (f) 232 × 3 =

2. Teacher discusses the answers with pupils and corrects the mistakes immediately.

3. Before pupils start working on Worksheet 4(3), teacher shows and explains the way of performing multiplication in standard written form.Example:(a) 23 3 = ?

(b) 26 2 = ?

(c) 38 7 = ?

Emphasise the importance of place values.

65

tens ones

2 6

2

5 2

Explain:

(i) 1 3 = 3( 3 ones)

(ii) 4 tens × 3 = 120 ( 1 hundreds 2 tens)

(iii) 1 hundred placed at hundreds place

(iv) 2 hundreds × 3 = 6 hundreds.

(v) 6 hundreds + 1 hundreds = 7 hundreds.

tens ones

2 0

3

6 0

Explain:

(i) 3 ones 0 = 0 ones

(ii) 2 tens 3 = 6 tens

Explain:

(i) 2 6 = 12 (1 tens 2 ones)

(ii) 1 tens placed at tens place

(iii) 2 tens 2 = 4 tens

(iv) 4 tens + 1 tens = 5 tens

hundreds tens ones

2 4 1

3

7 2 3

2 0

3

6 0

2 6

2

5 2

2 4 1

3

7 2 3

PROBIM-M3 (2011)

Name:…………………………………………………………… Date:…………………..

Worksheet 4 (3)

Multiplication

1. Calculate.

(a) 21 3 = (b) 32 3 =

(c) 54 2 = (d) 213 3 =

(e) 232 3 = (f) 634 2 =

2. (a) 25 7 = (b) 69 8 =

(c) 78 5 = (d) 123 9 =

(e) 209 9 = (f) 435 7 =

66

PROBIM-M3 (2011)

Activity 4

Approach:Individual

Aim:Multiply two whole numbers

Steps:Pupils do Worksheet 4(4) after teacher has explored the multiplication using standard written method for 2-digit whole numbers.

thousands hundreds tens ones

4 3

4 1

4 3

+ 1 7 2 0

1 7 6 3

67

hundreds

tens ones

2 3

1 3

6 9

+ 2 3 0

2 9 9

2 3 × 1 3

6 9 + 2 3 0 2 6 9

4 3 × 4 1

4 3 + 1 7 2 0 1 7 6 3

PROBIM-M3 (2011)

Name:…………………………………………………………… Date:…………………..

Worksheet 4(4)

Multiplication

Solve:

1. (a) 25 × 12 = 2. (a) 42 × 54 =

(b) 30 × 15 = (b) 37 × 62 =

(c) 56 × 21 = (c) 25 63 =

(d) 65 × 13 = (d) 42 54 =

(e) 72 × 24 = (e) 30 × 76 =

68

PROBIM-M3 (2011)

Activity 5

Approach:Individual

Aim:Multiply up to 3-digit numbers by 10, 100 and 1000.

Steps:Pupils do Worksheet 4(5) after the pupil has been taught on multiplication by 10, 100 and 1000.

Examples:

2 × 10 = 20 20 × 10 = 200

2 × 100 = 200 20 × 100 = 2000

2 × 1000 = 2000

6 × 10 = 60 60 × 10 = 60

6× 100 = 600 60 × 100 = 600

6 × 1000 = 6000

35× 10 = 350

35 × 100 = 3500

69

PROBIM-M3 (2011)

Name:…………………………………………………………… Date:…………………..

Worksheet 4(5)

Multiplication

Find the answers.

1. (a) 5 × 10 = 2. (a) 4 × 100 =

(b) 30 × 10 = (b) 100 × 8 =

(c) 256 × 10 = (c) 100 63 =

(d) 10 × 65 = (d) 4 1000 =

(e) 10 × 624 = (e) 1000 × 8 =

70

PROBIM-M3 (2011)

Assessment 4

Name: Date:

Multiplication


a. 3 × 2 = g. × 5 = 20

b. 3 × 4 = h. × 9 = 27

c. 5 × 4 = i. × 7 = 35

d. 6 × = 30 j. × = 36

e. 7 × = 42 k. × = 72

f. 7 × = 56 l. × = 63

71

PROBIM-M3 (2011)

2. Complete the following.

a. b.

c. d.

e.

72

2712

32 40

36

PROBIM-M3 (2011)

3. Calculate:

(a) 2 4 = (b) 7 5 =

(c) 22 7 = (d) 35 8 =

(e) 371 3 = (f) 407 5 =

(g) 10 32 = (h) 61 100 =

(i) 4 100 = (j) 9 1000 =

(k) 605 10 = (l) 437 10 =

(m) 7 1000 = (n) 55 100 =

73

PROBIM-M3 (2011)

ATTACHMENT C

1) 2 × 1 = 26) 9 × 0 = 51) 5 × 0 = 76) 7 × 4=

2) 4× 4 = 27) 1 × 9 = 52) 0 × 0 = 77) 8 × 2 =

3) 1 × 0 = 28) 2 × 0 = 53) 1 × 8 = 78) 6 × 9 =

4) 8 × 9 = 29) 8 × 3 = 54) 2 × 5 = 79) 7 × 1 =

5) 0 × 6 = 30) 5 × 5 = 55) 9 × 4 = 80) 9 × 3 =

6) 3 × 7 = 31) 6 × 8 = 56) 3 × 3 = 81) 0 × 1 =

7) 8 × 4 = 32) 2 × 7 = 57) 7 × 8 = 82) 5 × 8 =

8) 7 × 7 = 33) 0 × 9 = 58) 6 × 5 = 83) 9 × 2 =

9) 4 × 0 = 34) 4 × 5 = 59) 0 × 4 = 84) 4 × 3 =

10) 1 × 6 = 35) 1 × 5 = 60) 3 × 9 = 85) 1 × 1 =

11) 7 × 2 = 36) 3 ×8 = 61) 2 × 2 = 86) 9 × 8 =

12) 5 × 6 = 37) 9 × 9 = 62) 7 × 5 = 87) 0 × 7 =

13) 3 × 8 = 38) 2 × 3 = 63) 1 × 2 = 88) 3 × 2 =

14) 4 × 8 = 39) 6 × 0 = 64) 0 × 5 = 89) 0 × 2 =

15) 6 × 7 = 40) 3 × 4 = 65) 8 × 1 = 90) 9 × 6 =

16) 8 × 8 = 41) 9 × 7 = 66) 4 × 7 = 91) 1 × 4 =

17) 2 × 6 = 42) 0 × 8 = 67) 5 × 9 = 92) 2 × 9 =

18) 5 × 1 = 43) 5 × 2 = 68) 1 × 7 = 93) 6 × 4 =

19) 0 × 3 = 44) 1 × 3 = 69) 4 × 9 = 94) 2 × 8 =

20) 8 × 6 = 45) 8 × 5 = 70) 3 × 0 = 95) 5 × 0 =

21) 4 × 2 = 46) 4 × 6 = 71) 5 × 3 = 96) 7 × 9 =

22) 8 × 0 = 47) 7 × 0 = 72) 6 × 6 = 97) 6 × 2 =

23) 5 × 7 = 48) 3 × 5 = 73) 2 × 4 = 98) 3 × 1 =

24) 8 × 7 = 49) 4 × 1 = 74) 5 × 4 = 99) 6 × 1 =

25) 6 × 3 = 50) 0 × 4 = 75) 7 × 3 = 100) 7 × 5 =

74

PROBIM-M3 (2011)

Unit 5 Division

75

PROBIM-M3 (2011)


Concept:

Division

Learning Outcomes:1. Divide a whole number by a smaller whole number2. Solve problems involving division of whole numbers

Teaching Aid:Flash Cards


2. Worksheets for pupils are as follows:Activity 1 Worksheet 5 (1)Activity 2 Worksheet 5 (2)Activity 3 Worksheet 5 (3)Activity 4 Worksheet 5 (4)Activity 5 Worksheet 5 (5)

3. Time provided for each activities are as follows:Activity 1 40 minutesActivity 2 40 minutesActivity 3 40 minutesActivity 4 40 minutesActivity 5 80 minutesAssessment 5 40 minutes

Activity 1

Approach

76

PROBIM-M3 (2011)Role play and discussion

AimTo introduce the idea of division as(i) equal sharing(ii) equal collecting

Steps1. Teacher introduces idea of division by giving the following

question:During Hari Raya, Kamal gets RM12 from his grandfather.

(a) If the money is shared equally between him and his two brothers, how much money will each person receive?

(b) How many days will the money last, if Kamal spends RM2 per day?

2. To answer question (a), teacher plays the role of Kamal’s grandfather:A pupil (Kamal) was given RM12. Kamal distributes RM1 each to himself and two other pupils (his brothers). He continues until all RM12 were distributed.

The teacher then asks ‘Kamal’ and his ‘two brothers’: “How much did each of you get?”

Teacher explains to class:If RM 12 were share equally by 3 people, it means everyone will get RM4.Write: 12 3 = 4

3. For question (b), teacher waits for answers from the pupils first. Then show:

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

77

PROBIM-M3 (2011)

RM2 RM2 RM2 RM2 RM2 RM2

12 – 2 10 – 2 8 – 2 6 – 2 4 – 2 2 – 2

Write: RM2 + RM2 + RM2 + RM2 + RM2 + RM2 = RM12

6 days 12 2 = 6

4. Teacher continues the activity by playing the role for these situations:(a) A pupil was given 45 objects and was told to divide equally

between 15 pupils. How many object does each pupil gets?

(b) A pupil was given 45 objects and was told to divide so that each group has 3 objects. How many groups will there be?

5. Discuss with pupils about situations 4(a) and 4(b):45 3 has 2 meanings;(a) equal sharing, or(b) equal collecting

6. Discuss that the answer in no. 4 can be obtained (through role playing) but it may take a long time. Therefore we use the division operation to do the calculation.

7. Discuss that 12 3 = is the same as 3 = 12. To find the result which is , we can find the number that when multiplied by 3 gives 12, which is 3 4 =12, therefore 12 3 = 4 .

Give other examples to show the relation between multiplication and division.

Name:…………………………………………………………… Date:…………………..

78

PROBIM-M3 (2011)

Worksheet 5(1)

Division

Complete the following.

4 2 = 3 3 = 8 4 = 5 5 =

6 2 = 6 3 = 12 4 = 10 5 = _______

8 2 = 12 3 = 16 4 = 20 5 = _______

12 2 = 21 3 = 24 4 = 30 5 = _______

16 2 = 27 3 = 36 4 = 35 5 = _______

12 6 = 7 7 = 8 8 = 36 9 =

24 6 = _______

21 7 = 32 8 = 54 9 =

42 6 = _______

35 7 = 56 8 = 63 9 =

48 6 = _______

56 7 = 64 8 = 72 9 =

54 6 = _______

63 7 = 72 8 = 81 9 =

9 3 = 15 3 = 42 7 = 45 5 =

24 8 = 2 2 = 25 5 = 30 6 =

40 5 = 9 9 = 18 2 = 16 8 =

6 6 = 32 4 = 15 5 = 27 9 = _______

10 2 = 18 6 = 40 8 = 48 8 = _______

28 7 = 18 3 = 18 9 = 36 6 =

79

PROBIM-M3 (2011)

_______

4 4 = 45 9 = 14 7 = 49 7 = _______

14 2 = 24 3 = 20 4 = 28 4 =

Activity 2

Approach:Competition

Aim:1. To state the result of dividing a number (0 - 999) by another number

(1- 9) without balance.

2. To state which pair of numbers (0 - 81) when divided gives the same answer to (0 - 9).

Steps:1. Teacher divides the class into small groups.

2. Rules of competition:(a) The teacher flashes cards that shows division of number (0 - 81) by another number (1 - 5) where the result is between 0 and 9 and with no balance.

Example:

Pupils are asked to give their answer.

(b) The teacher flashes cards that shows division of the numbers (0 - 999) by another number (1– 9), resulting in a number between 0 and 999

with no balance.Example:

Pupils are asked to give their answer.

80

24 4

279 9

00:80:

PROBIM-M3 (2011)

(c) The teacher flashes cards that shows the result of the division of two numbers that is (0 - 9). Pupils are to list down pairs of numbers (0 - 81) that when divided, the two numbers will give the same number as that on the card that was flashed.

Pupils ought to state two correct answers.

Example:

The list of pupil: (7, 1), (14, 2), (21, 3), (28, 4), (35, 5), (42, 6), (49, 7), (56, 8), (63, 9).

(d) The teacher gives marks for each correct answer.

3. After the competition, pupils complete Worksheet 5(2).

4. Discuss the result of division of 0 8.

81

7

PROBIM-M3 (2011)

Name:…………………………………………………………… Date:…………………..

Worksheet 5(2)

Division

1. Calculate.

(a) 68 2 = (b) 256 4 =

(c) 255 5 = (d) 219 3 =

(e) 288 6 = (f) 200 5 =

(g) 72 9 = (h) 144 8 =

(i) 133 7 = (j) 0 8 =

2. Fill in the empty boxes.

(a) 6 = 8 (b) 9 = 9

(c) 7 = 9 (d) 5 = 5

(e) 20 = 10

82

PROBIM-M3 (2011)

Activity 3

Approach:Explanation

Aim:Divide any whole number with a smaller number (2 until 99) that leaves no balance.

Steps:The teacher asks pupils: 48 348 6 = ?. The teacher will expect many pupils will not be able to answer. Therefore, teacher explains that “To divide a large number, we perform the standard algorithm”. Provide a few examples.

Insist on:(a) Which number divides (divisor), and which number is being divided

(dividend).(b) Quotient Divisor Dividend.(c) If the first digit of dividend is less than the divisor, consider the first two digit or more as a dividend before calculate. (d) Double check the answer by multiplying the quotient and divisor.

Example:(i) 8 2 = 4

Make the pupils realize that 4 2 = 8

83

42 8

division symbol in standard formdivision symbol in standard form

quotientquotient

dividenddividenddivisordivisor

2 8 8 2Cannot be written as

(not same as)

PROBIM-M3 (2011)

(ii) 56 8 =

(iii) 795 15 =

Ask pupils to check answer:

(iv) 387 9 =

Check answer:

84

7 8 = 56

4 9 = 363 9 = 27

43

9

387

795 15

53

− 75

45 1−

45 8 0

5 15 = 753 15 = 45

5 3 1 5

7 9 5

PROBIM-M3 (2011)

Name:…………………………………………………………… Date:…………………..

Worksheet 5(3)

Division

Calculate:

Example:

144 12 =

1) 66 11 = 4) 391 17 =

2) 450 50 = 5) 26 13 =

3) 88 44 = 6) 45 15 =

85

144 12

12

− 12

24 1−

24 8 0

1 12 = 122 12 = 24

Check the answers

1 2 1 4 4

PROBIM-M3 (2011)

Activity 4

Approach:Explanation and Individual

Aim:1. Divide any whole number with a smaller number that leaves no balance (involve zero).2. Divide any whole number with 10, 100, and 1000 that leaves no balance.

Steps:The teacher gives example:

Insist on: Refer Activity 3

Examples:(i) 828 4 =

(ii) 408 4 =

(iii) 500 10 =

86

4 8 2 8 4 8 2 8− 8

2 0 7

2− 0

2 8− 2 8

0

2 4 = 8

0 4 = 0

7 4 = 28

Because 2 < 4

4 4 0 8 4 4 0 8− 4

1 0 2

0− 0

8 − 8

0

1 4 = 8

0 4 = 0

2 4 = 8

10 5 0 0

10 5 0 0

− 5 0

5 0

0 0 − 0

0

5 10 =50 540 10 = 0

PROBIM-M3 (2011)

Name:…………………………………………………………… Date:…………………..

Worksheet 5(4)

Division

Calculate:

1) 612 6 = 5) 490 5 =

2) 756 7 = 6) 2020 10 =

3) 832 8 = 7) 650 10 =

4) 4500 100 = 8) 7000 1000 =

87

PROBIM-M3 (2011)

Activity 5

Approach:Individual

Aim:Divide any whole number with a smaller number that leaves balance

Steps:The teacher give example:

Examples:(i) 9 2 = 4 remainder 1

or 4 r 1

(ii) 126 8 = 15 remainder 6 or 15 r 6

(iii) 6917 24 = 15 remainder 13or 15 r 13

88

2 9− 8

4

1 Remainder

4 2 = 8

8 1 2 6 8 1 2 6− 8

1 5

4 6

Remainder

1 8 = 8

− 4 0 6

5 8 = 40

24 7 9 5 7 24 7 9 5 7− 7 2

3 3 1

7 5

Remainder

3 24 = 72

− 7 2 3 7

− 2 41 3

3 24 = 72

1 24 = 24

00:80:

PROBIM-M3 (2011)

Name:…………………………………………………………… Date:…………………..

Worksheet 5(5)

Division

Calculate:

1) 16 3 = 6) 493 5 =

2) 45 2 = 7) 360 7 =

3) 100 6 = 8) 442 9 =

4) 742 9 = 9) 37 18 =

5) 132 7 = 10) 59 12 =

89

PROBIM-M3 (2011)

11) 135 10 = 15) 866 32 =

12) 370 20 = 16) 65 21 =

13) 852 23 = 17) 84 10 =

14) 725 27 = 18) 726 10 =

90

PROBIM-M3 (2011)19) 4442 1000 = 23) 651 10 =

20) 6003 1000 = 24) 583 100 =

21) 8985 1000 = 25) 6583 100 =

22)4583 100 = 26) 3009 100 =

Assessment 5

91

PROBIM-M3 (2011)

Name:

Class:

Division

1. Calculate:

(a) 8 4 = (b) 32 8 =

(c) 63 7 = (d) 48 6 =

(e) 387 3 = (f) 405 5 =

(g) 4224 1000 = (h) 5787 100 =

2. Solve:

(a) 9 4 = (b) 22 7 =

92

PROBIM-M3 (2011)

(c) 27 7 = (d) 48 5 =

(e) 215 3 = (f) 516 5 =

(g) 68 34 = (h) 79 22 =

(i) 111 4 = (j) 378 3 =

(k) 8000 10 = (l) 780 10 =

3. Calculate

(a) 64 32 = (b) 92 23 =

93

PROBIM-M3 (2011)

(c) 386 10 = (d) 506 10 =

(e) 969 100 = (f) 2900 100 =

(g) 45 22 = (h) 97 24 =

(i) 315 31 = (j) 5606 1000 =

(k) 6700 100 = (l) 10 000 1000 =

ATTACHMENT D

1) 0 1 = 26) 16 2 = 51) 30 5 = 76) 32 8 =

94

PROBIM-M3 (2011)

2) 0 2 = 27) 18 2 = 52) 35 5 = 77) 40 8 =

3) 0 3 = 28) 3 3 = 53) 40 5 = 78) 48 8 =

4) 0 4 = 29) 6 3 = 54) 45 5 = 79) 56 8 =

5) 0 5 = 30) 9 3 = 55) 6 6 = 80) 64 8 =

6) 0 6 = 31) 12 3 = 56) 12 6 = 81) 72 8 =

7) 0 7 = 32) 15 3 = 57) 18 6 = 82) 9 9 =

8) 0 8 = 33) 18 3 = 58) 24 6 = 83) 18 9 =

9) 0 9 = 34) 21 3 = 59) 30 6 = 84) 27 9 =

10) 1 1= 35) 24 3 = 60) 36 6 = 85) 36 9 =

11) 2 1 = 36) 27 3 = 61) 42 6 = 86) 45 9 =

12) 3 1 = 37) 4 4 = 62) 48 6 = 87) 54 9 =

13) 4 1 = 38) 8 4 = 63) 54 6 = 88) 63 9 =

14) 5 1 = 39) 12 4 = 64) 7 7 = 89) 72 9 =

15) 6 1 = 40) 16 4 = 65) 14 7 = 90) 81 9 =

16) 7 1 = 41) 20 4 = 66) 21 7 =

17) 8 1 = 42) 24 4 = 67) 28 7 =

18) 9 1 = 43) 28 4 = 68) 35 7 =

19) 2 2 = 44) 32 4 = 69) 42 7 =

20) 4 2 = 45) 36 4 = 70) 49 7 =

21) 6 2 = 46) 5 5 = 71) 56 7 =

22) 8 2 = 47) 10 5 = 2 72) 63 7 = 9

23) 10 2 = 48) 15 5 =3 73) 8 8 =1

24) 12 2 = 49) 20 5 = 4 74) 16 8 =2

25) 14 2 = 50) 25 5 = 5 75) 24 8 =3

95

Modul PROBIM-M3

Documents

Transcript of Modul PROBIM-M3