NOMBOR & NILAI TEMPAT

(NUMBERS & PLACE VALUE)

Kurikulum Standard (Nombor)

Konsep
Nombor

Memahami nombor 1-10

(menyebut, membilang,
menulis).
Mengetahui sifar.
Memahami nombor 10-20
(menyebut, membilang,
menulis).
Memahami siri 20, 30, 40 dan
50.

Objektif bagi setiap fokus

Operasi
Memahami operasi
Nombor
tambah dalam
(Nilai Tempat)
lingkungan 10.
Memahami operasi tolak
dalam lingkungan 10.

NUMERATION SYSTEM

There are many different numeration system

and various procedures to use in building new
number systems.
Our numeration system has four characteristics:

Place value The position of a digit represents its values.

Base of Ten - Base simply means a collection. In our system, ten is the
value that determine a new collection and its has ten digits, o through 9.
Use of zero - A symbol for zero exists.
Additive property 123 names the number 100 + 20 + 3

USING PHYSICAL MODELS

Hand-on experience with manipulatives is
essential in establishing and developing the
concept of place value

Some different physical models which are

effective in helping students develop an
understanding not only place value, but a
sense of larger numbers.
Models may be either proportional or nonproportional, they all are based upon groups
of ten.

USING PHYSICAL MODELS

In proportional models for base ten such as
popsicle sticks, the material for 10 is ten times the
size of 1:100 is ten time the size of 10, and so on.
Proportional models are more concrete, and
recommend
that children use and clearly
understand them before moving to the nonproportional models.

USING PHYSICAL MODELS

Non-proportional models the abacus and the
chips are very similar.
In each model, a set of different colored beads
(chips) provides the basis for trading.
For example:
Ten white chips might be traded for one red,
Ten red for one blue, and so on.

CUISINAIRE RODS

USING PHYSICAL MODELS

In a similar manner, the beads (chips) on an
abacus are arranged in a fixed order.
Proper trade should be dropped as soon as
possible so that attention will shift from color of the
beads (chips) to their position.

DIENES BLOCK

ABACUS

NCTM (2006)

For grade 1 and 2:

grouping in tens and ones and
understanding of the base-ten
numeration system and place value
system (p 13 14)

THE UNIQUE FEATURES OF THE BASE-TEN SYSTEM

1. The system uses the numerals

1, 2, 3, 4, 5, 6, 7, 8, 9, and 0.

0 is a place holder.
Eg: 102 indicates that there are no tens.

2. Base ten is a positional system.

The one place is on the right.
The next position is the base, then the
base times the base, and so on (b =
10).
b4 + b3 + b2 + b + 1s
ex: 325 = 3(102) + 2(10)+ 5

3. The value of whole number is the sum of

its parts or the value assigned to each digit.
4. Procedure of calculation:
addition
subtraction
multiplication
division

MULTIPLE CONCEPTION OF PLACE

VALUE
1.
2.

3.

Unitary multi-digit: fifty four mean 54.

Decade and ones: the child may mix decades
with other numbers
eg: 10, 20, 30,
however counting to 29, the child wildly guesses
what come next, eg 40, 31, etc
Sequence tens and ones:
two sequence of counting:
tens: 10, 20, 30, 40, 50,
ones: 1, 2, 3, 4, 5, 51, 52, 53,

4. Units of tens: The child know exactly the value

of tens from the number.
56 means 50 and 6
5. Integrated sequence separate tens and ones:
the child automatically uses the concepts of
tens and ones.
eg: the child is able to pickup a certain amount
of values after being asked.

CHILDRENS UNSTRUCTURED
STRATEGIES:

Traditional approach of addition:

234
+123
???
Added 4 to 3 and get 7, so I put down 7. Then I added .

MEANINGFUL STRATEGIES:
1.

168
+ 318
400
70
16
486

2.

51
- 25
??

I think
25 + 25 +
1
26

3.

854
- 268
600
- 10
-4
586

4
.

23
x 48
24
160
120
800
1104

ESTIMATING AND ROUNDING

Tanyakan:
Tanya pelajar berapa boleh dimasukkan
ke dalam satu bakul
Berapa jauh rumah anda dari sekolah
Berapa lama awak berjalan ke sekolah
tadi?

Permainan:
Tentukan kedudukan paling dekat.
Suruh kanak-kanak berdiri diantara dua
orang kanak-kanak yang lain.
Minta dia pergi kepada kawannya yang
terdekat.

PERKENALKAN GARIS NOMBOR (NUMBER LINE) PADA

PEMBARIS
Gunakan pembaris yang ada unit
sentimeter sahaja.
Suruh kanak-kanak ukur panjang objek
0

1
6

AKTIVITI:

Rancang satu permainan tentang:

Mengenal nombor
Membuat operasi
menganggar

TERIMA KASIH

MATHEMATICAL LANGUAGE AND CONCEPTS FOR

YOUNG CHILDREN FALL INTO THREE MAIN CATEGORIES

Numbers and operations

Geometry and spatial sense

Patterns and measurement

NUMBERS AND OPERATIONS

Number sense involves the

ability to think and work with
numbers and to understand
their uses and relationships.
Operations is the formal
mathematical term referring
to addition, subtraction,
multiplication, and division
of numbers.

CHILDREN LEARNING ABOUT NUMBERS AND

OPERATIONS

demonstrate increasing
interest in and awareness
of numbers and counting
as a means of solving
problems and determining
quantity
Begin to associate
number concepts,
vocabulary, quantities,
and writing numerals in
meaningful ways

CHILDREN LEARNING ABOUT NUMBERS AND

OPERATIONS

Develop increasing
ability to count in
sequence to 10 and
beyond

Begin to make use of

one-to-one
correspondence in
counting objects and
matching groups of

CHILDREN LEARNING ABOUT NUMBERS AND

OPERATIONS

Begin to use language

to compare numbers of
objects with terms such
as more, less, greater
than, fewer, equal to
Develop increased
abilities to combine,
separate and name
how many concrete
objects

NUMBERS AND OPERATIONS: OPPORTUNITIES TO

MATHEMATIZE

Encourage children to count

all sorts of objects and events
and to think about quantity
and number.
Involve children in

matching and sorting objects

using one-to-one
correspondence
ordering objects that vary in
color, size, or other dimensions

NUMBERS AND OPERATIONS: OPPORTUNITIES TO

MATHEMATIZE

Draw attention to numbers

and how they are used such
as addresses, prices of
objects and shoe sizes.

Use strategies that help

children learn to count
accurately and efficiently
such as pointing
to/touching/moving each
object being counted.

NUMBERS AND OPERATIONS: OPPORTUNITIES TO

MATHEMATIZE

Talk about the parts that

make up a whole - a
concept that underlies
addition and subtraction.

Use words related to

estimation more than,
less than, about, nearly,
approximately, and in
between.

NUMBERS AND OPERATIONS: OPPORTUNITIES TO

MATHEMATIZE

Ask children to estimate how

much, how long or how
many. Encourage them to
test for the actual answer

Play games that include

counting and using numbers
(Simon Says, simple board,
card or dice games,
hopscotch)

THANK YOU!

Go forth and
mathematize!

Laurie Danahy
Oregon Head Start PreK Specialist
laurie.danahy@state.or.us