Whole Numbers in Primary Mathematics: Kementerian Pelajaran Malaysia

Whole Numbers in Primary Mathematics
Kementerian Pelajaran Malaysia

Where is 4?
A B C D
0 10 20
• Are you sure?

• Why do you say so?

Counting on
0 10 20
• Count on in ones
• Count on in two’s
• Start from 4 and count on in ones, two’s..

wb – 1.1
8 11 13
0 10 20
What number is before 8

wb – 1.2
8 11 13
0 10 20
What number is before 8

wb – 1.3
8 11 13
0 10 20
What number is after 13

wb – 1.4
A B C D
0 10 20
1. Count on 2 counts after C

wb – 1.5
A B C D
0 10 20
Count down 2 counts from C.

wb – 1.6
A B C D
0 10 20
Keep counting 2 counts from A

wb – 1.7
A B C D
0 x 20
1. X is…
2. Why do you say so.

A – 1.3
A B C D
Reasoning,
0
Communication
x 20
1. 10 from zero
Making
2. Half way connections
to 20
3. A is 8 and x is another 2 from A

Addition Not able to recall
Basic Facts
9 + 9 = 18
0 + 0 = 0
Addition Meaningful / concept
• Grouping two groups together.

• Counting all
• Counting on
• To have pictures
• To have stories

Addition
To relate with something.
9 + 9 = 18
0 + 0 = 0
Addition Doubling & Halving
To relate with something.
9 + 9 = 18
8 + 8 = 16 4 + 4 = 8
7 + 7 = 14
6 + 6 = 12 3 + 3 = 6
Many abilities
• Must have different activities but same
number sentence.
1. Read the number sentence

2. Representing with manipulative
3. Draw the situation
4. Create stories from the number sentence
5. Another way to represent.

Repeating
• Follow the 4-steps of the Child Language.
1. Child Language
2. Materials Language
3. Mathematical Language
4. Symbols

Addition
9 + 9 = 18 Relate to 8 + 8 add 2
8 + 8 = 16 Relate to 9 + 9 less 2
9 + 8 = 17 Relate to 9 + 9 and
Less one

Why need “Prerequisite”
• To be applied in operations
9 9 9 9 10
100 000
- 23 676
7 6 324
9 9 9 9 10
100 000 -1
100 000
- 23 676 - 1
- 23 676
7 6 324 99 999
- 23 675
7 6 324
From The ability of…
• One less, two less, three less, than

a number
• One more, two more, three more

than a number
• Basic Facts

B-1.1
Write some numbers to make each of these
number sentence true.
• _______ + _______ = 2
• _______ + _______ = 4
• _______ + _______ = 5
Start with simple, then to more complex.

Compare with other pupils.
B-1.2
• 2 = _______ + _______
• 4 = _______ + _______
• 5 = _______ + _______
Start with simple, then to more complex.

B-1.3
• 2 + 1 = _______ + _______
• 4 + 1 = _______ + _______
• 5 + 1 = _______ + _______
Start with add 1, then add 2, and double.

Where is 5?
A B C D
0 10 20
• Are you sure?


Expected answers?
• I can count : one, two, three, four, five.

• Half way to 10. (make a paper strip)

Where is 130?
A B C D
10 100 200
• Are you sure?


Doubling
9 + 9 = 18 Relate to 10 + 10 =
90 + 90 = 180 Relate to 90 + 90 =
89 + 90 = 179 Relate to 90 + 90 =
And Less one

Doubling Where and when?
To answer questions involving
percentage.
What is 20 % of RM3600

Doubling Use procedural?
What is 20% of RM3600?
Normal calculation?
Other Strategies?

Doubling Use procedural?
What is 30% of RM3600?
Normal calculation?
Other Strategies?

Subtract
Not able to recall 18 - 9 = 9
Basic Facts
0 - 0 = 0
What to Do?
Not able to recall
Basic Facts
•Have to memorise….
•Must Memorise…..

Multiply
0 x 0 = 0
9 x 9 = 81
Mechanical Type
of Questions
• Addition
• Subtraction
• Multiplication
• Division
• Mixed
Operations

Addition

25
Addition + 30
55
25 + 30 = 55
1
28 28
+ 36 + 36
50 64
14
Vertical Form
64
Place Value

29 30 Less 1 Difference
3 and 1
+ 63 60 3 more Is 2
92
26 25 Extra 1
+ 27 25 Extra 2 3 more
53 50 + 3

Students’ Strategy (3)
38 + 37 =
I can see five fifteens. From 38

there are 2 fifteens to make thirty
and extra 8. From 37 there 2
fifteens and extra 7. So extra 7 and
8 will make another fifteen. So
altogether there are 5 fifteens.

4+?=6
Counting On
Starts from 4, 5, 6
0 1 2 3 4 5 6 7

21 42 63
14 35 56
07 28 49
21 12 03
24 15 06
27 18 09
81 72 63 90
81
72
63
54 45 36 54
45
36
27
18
27 18 09 09

Enjoyable
21 12 03 21 42 63
24 15 06 14 35 56
27 18 09 07 28 49

Counting for Addition
• Addition
675 + ? = 700 675 10
685
10
695
5
700
25

Words
• Our Position - 30/38
‘n’ is a number. When ‘n’ is multiplied by 7 and add 6,
the product is 41. Which of the equation is best
represent the situation
A. 7n + 6 = 41 B. 7n – 6 = 41
E. 7n x 6 = 41 D. 7(n + 6) = 41
‘n’ ialah suatu nombor. Apabila ‘n’ didarabkan dengan 7 kemudian ditambah
dengan 6 hasilnya ialah 41. Persamaan yang manakah mewakili hubungan
ini?


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Whole Numbers in Primary Mathematics

Kementerian Pelajaran Malaysia

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