MPPM 1363

Thinking Skills in Mathematics Education

Assignment 1 (Thinking Maps)

Prepared by:
KAMARUL ARIFFIN BIN KHAMIS (MPP181122)
CHAN LI YING (MPP171122)
SITI AISYAH BINTI ABU BAKAR (MPP181114)
LIM KAR TECK (MPP181130)

Prepared for:
DR. NAJUA SYUHADA AHMAD ALHASSORA
1.0 Introduction

Mathematics Standard-Based Curriculum for Primary School (KSSR) is a core subject

that must be undertaken by all the students who followed the National Education System. The
aim of the Primary School Standard Curriculum for Mathematics is to develop students’
understanding on the concept of numbers, basic calculation skills, simple mathematical ideas
and competency in applying Mathematical knowledge and Mathematical skills effectively
and responsibly, to solve problems and make decisions based on attitude and values
(Bahagian Pembangunan Kurikulum, 2017). As a result, Curriculum Development Division,
at Ministry of education had reorganised the curriculum in order to produce students with
higher thinking order skills.

Whole Numbers up to 10 000 is one of the core topics in numbers and operations. The
objectives of the topic is to enable students to know, understand and apply whole numbers up
to 10 000. Then, they also need to be able to use knowledge and mathematical skills to solve
problems related to whole numbers up to 10 000. In addition, students are able to give
mathematical reasoning, make connection, make representation, communicate and use
technology while learning whole numbers up to 10 000 (Bahagian Pembangunan Kurikulum,
2017).

Kementerian Pendidikan Malaysia (KPM) has promoted 21st century learning skills and
are commonly known as 4C’s: communication, critical thinking, collaboration and creativity
in order to overcome the weaknesses of Malaysian students in thinking skills. The 4C’s in
21st century learning skills are very important to achieve PPPM 2013 – 2025 vision (KPM,
2013). Teachers can use various techniques such as brainstorming, role-play, games and other
student-centered learning activities, which is in line with contents and skills. Thinking maps
is another tool for teachers to use in classroom in order to promote and develop thinking
skills among students.

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1
Table 1.1 Contents of whole numbers up to 10 0
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Table 1.2 Contents of whole numbers up to 10 000

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2.0 Thinking Maps

Thinking Maps are one of the tools used in successful classrooms to promote
cognitive process among students. Thinking Maps are used to encourage students to practice
thinking and reasoning, in order to make decision or choice. The eight thinking maps, are all
designed to sharpen a different aspects of thought processes, connecting specific cognitive
process to dynamic visual representation. Thinking Maps, developed by Dr. David Hyerle,
are visual teaching tools that foster and encourage lifelong learning.

The benefits of using Thinking Maps in the classroom is to stimulate the brain’s
natural tendency to detect patterns (Alikhan, 2014). Another benefit is the creation of a
common visual language that is cross-curricular and cross-grade level, while also having
students attach their learning by connecting new information to each of their individual
experiences and understandings. Another benefit is that Thinking Maps allow students to
move and interact, accessing their memories to strengthen connections and support all
learning styles and language proficiencies that sustain the construction of meaning. Yet
another benefit is that Thinking Maps can serve as tools of formative and summative
assessment assessing student progress and supporting student critical thinking skills.

Thinking Maps are effective because they identify eight fundamental thinking skills
and describe how these skills work together, (Hyerle, 1993). Thinking Maps clearly define
cognitive skills, drive learning, eliminate the confusion that can come from static graphic
organizers, link to unique, dynamic visual representations, support students by enabling them
to move from concrete to abstract concepts, think with depth, and directly apply their
thinking to complex tasks. Thinking Maps also support the brain in making patterns from
content specific information by displaying this information in visual-spatial-verbal forms
(Alikhan, 2014). In addition, teachers able to get the accurate tracking of student
performance over time and give students lifelong thinking tools that they may carry across
their lives and academic careers.

The eight Thinking Maps along with their cognitive process described here are the
Circle Map, the Bubble Map, the Double Bubble Map, the Tree Map, the Brace Map, the
Flow Map, the Multi-Flow Map, and the Bridge Map. These cognitive skills are applicable in
any subject area and at every age group. Students in the lower grades may begin by drawing
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pictures, which can gradually be replaced with words or concept or numbers or ideas as they
get older.

2.1 Circle Map

A Circle Map involves the cognitive skills of definition and context and answer the
questions of knowing or defining about this topic or thing or idea. The Circle Map is
designed for defining a word or concept based on the context of the current investigation and
study and prior knowledge about the concept and brainstorming ideas and thoughts about a
topic” (Hyerle & Yeager, 2007). A Circle Map construction starts with a word or symbol or
number being placed in the inner most circle that to be understood or defined. Secondly, draw
the outer circle to write the brainstorming of thoughts about this topic/idea. Lastly, draw a
square around the outer circle to create the reference. The information in these two circles
together define a topic. (Impact of special needs, 2020)

Topics

Tell
everything
about the
topic

References
of the idea

Diagram 2.1 Design of Circle Map

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 Round off numbers is one of subtopic in whole numbers up to 10 000. In the end of
the lesson, students should be able to round off whole numbers up to the nearest hundreds.
The rules of rounding off numbers starts with look at the tens digit.

 if it is less than 5 then round the number down by adding zero to the hundreds
digit and changing the tens digit and ones digit to zero;
 if it is 5 or more then round the number up by adding one to the hundreds digit
and changing the tens and ones digit to zero (Admin, 2019b, August 7).

If it is less than 5 then round the number If it is 5 or more then round the number up 
down 
1910, 1920, 1905, 1930, 1940, 1907, 1901 1850, 1860, 1895, 1890, 1880, 1870, 1860

Table 2.1 Rules of rounding

The Circle Map below shows the students the list of numbers that rounded off to the nearest
hundreds become 1900.

Teachers Numbers
Text book
1910
1920
1850
1905
0
1930 List of numbers
1860
that rounded off
to the nearest
1900 1940 100 will become
1870 1900
1907
1880
1901
1890
1895

The sources of
Friends Internet
information

Diagram 2.2 Circle Map of rounding off numbers to the nearest 100

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 A Circle Map helps students to do brainstorming the possible numbers rounded off to
nearest hundreds. In addition, a Circle Map encourages students to develop their concept of
topic with applying and relating using pre knowledge. Finally, teacher can use a Circle Map
to provide a formative assessment of what the student knows at that moment in time and
make it as guidance for students to draw another map.

2.2 Tree Map

A Tree Map involves the cognitive skills of classifying or identifying based on their
attributes or details. It answer such questions: How can I group or categorize these things?
What other things belong in this category? Does a thing or idea fit into more than one
category? What are the ways to classify these things? What are the types of things The Tree
Map is used for classifying or sorting things and ideas into categories or groups and grouping
main ideas and details (Hyerle & Yeager, 2007). The keywords used to represent Tree Map
include classify, sort, categorize, identify main idea and supporting idea, give sufficient and
related details, and kinds of taxonomy.
A Tree Map construction start with writing the category name or main idea of the
topic on the top line. Then drawing connection lines going down to sub-categories or
supporting ideas. Finally, below each sub-category or supporting idea – lines listing members
or details of that sub-category or supporting idea appear. Diagram 2.3 shown the concept of
Tree Map.

Categories

Sub-categories

The details

Diagram 2.3 Design of Tree Map

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 ROUNDING OFF NUMBERs TO
THE NEAREST 100

1900 2000 2100

1899 1999 2099

1901 2001 2101

1920 2010 2050

Diagram 2.4 Tree Map of rounding off numbers to the nearest 100

A Tree Map above shows about possible numbers rounded off to the nearest hundreds
will become 1900, 2000 and 2100. The first sub-category list down the numbers rounded off
to the nearest hundreds will become 1900, the second sub-category list down the numbers
rounded off to the nearest hundreds will become 2000 and the third sub-category list down
the numbers rounded off to the nearest hundreds will become 2100. So that, it helps the
students to make comparison and find the difference between numbers for good
understanding. Next, Tree Map provides an efficient use of compact space, so students can
legibly write as many items at the same time without any constraints. As a result, many
information can added, helps students to retrieve it, thereby enhancing memory and retention
especially for memorizing subjects such as history. For a slight variation, Tree Map provides
the flexibility that can used inductively through reverse construction, help students to write a
paragraph. Lastly, students can organize tasks effectively when conducting a large project
through Tree Map.

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2.3 Bubble Map

A Bubble Map involve the cognitive skills of describing. It answer such questions:
What are its attributes, qualities, traits, characteristics and properties? How would you
describe this thing? What does it look like, feel like, etc? The Bubble Map is designed for
describing using adjectives and identifying the sensory, logical and emotional qualities of any
topic or concept” (Hyerle & Yeager, 2007). First step to construct a Bubble Map starts with a
word or symbol written in a larger inside circle. This would be the concept, word, symbol or
number to be described. Concept, word, symbol, or number describing the items in the inner
circle are placed in bubbles connecting to the outside circle. The keywords used to represent
Bubble Map include: describe, use vivid language, use your five senses, qualities, attributes,
characteristics, and properties.

Descriptive
Qualities

Topics

Diagram 2.5 Design of Bubble Map

Place value is one of subtopic in whole numbers up to 10 000 in year 3 syllabus. In

the end of the lesson, students should be able to state the place value and digit value of any
number and partition any number according to the place value and digit value (Bahagian
Pembangunan Kurikulum, 2017). Partitioning is a useful way of breaking numbers up so

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they are easier to work with. 1 236 can be broken down using place value and digit value
(What is Place Value, 2020). Example:-

1 236 = 1 thousands + 2 hundreds + 3 tens +6 ones (partition using place value)

1 236 = 1 000 + 200 + 30 + 6 (partition using digit value)

Both examples can be transferred to Bubble Map for better understanding. The
Bubble Map below shown 1236 and its digit value: 1000, 200, 30 and 6.

1 000
6

1 236

200
30

Diagram 2.6 Bubble Map of explaining concept of digit value

By visualizing thinking, students create concrete images of abstract thoughts and the

patterns help them to reach higher levels of critical and creative thinking. In English subject,
Bubble Map help students to develop and enrich their vocabulary, and it can be used as pre
writing tool for descriptive writing or character sketch before sequencing. In Science subject,
students use the Bubble Map to improve their observation skills and make it as inference tool
to derive conclusions. Students also would able to use Bubble Map in fact-based subjects, to
differentiate between fact and opinion. Bubble Maps are like webs, clusters, or mind maps,
but with a different purpose. Students can write words inside the circles or draw pictures
based on their developmental age.

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2.4 Double Bubble map

A Double Bubble Map involve the cognitive skills of comparing and contrasting that
answers the questions of how are these things, ideas, etc. similar and different or how are
they alike (2 - Bubble Map - StEThinkingMaps, n.d.). The Double Bubble Map is used for
comparing and contrasting any two things” (Hyerle & Yeager, 2007). A Double Bubble Map
construction start with drawing two large circles and writing the items to be compared in their
centres. Then adding middle bubbles for words, phrases, or symbols that show similarities
between the two items. Lastly, outside bubbles can be added connected to the two things
being compared listing words or phrases that shown differences. Therefore, the inside
bubbles show similarities and the outside bubbles show differences. The keywords used to
represent Double Bubble Map are compare, contrast, similarities and differences, distinguish
between, and differentiate.

The The
difference difference
Descriptive
Qualities

The Descriptive The

Topics Topics
difference Qualities difference

The Descriptive
Qualities The
difference
difference

Diagram 2.7 Design of Bubble Map

Number value is one of subtopic in whole numbers up to 10 000 in year 3 syllabus.

One the learning outcomes of number value is students should be able to compare the value
of two numbers (Bahagian Pembangunan Kurikulum, 2017). Comparing number is
important

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subtopic for student to be mastered before they learn to arrange the numbers in ascending or
descending order. The guidelines to make comparison between 1 236 and 1 248:-
 Student starts comparing the numbers with the thousands digit, followed by hundreds
digit.
 If the first and second digit are equal, they compare the tens digit or ones digit.

1 236
1236 < 1248
1 248

The explanation above can be transferred to Bubble Map using 2 numbers: 1 236 and
1 248. The thousands digit and hundreds digit in both numbers are equal, and put in the
middle map. Then, students compare the tens digit or ones digit. In the number 1 248, the
digits in the tens is 40 while in the number 1 236, the digits in the tens is 30. So that, 1 248 is
larger than 1 236. The Bubble Map provides better explanation compared to the guidelines
above.

1 000

1 248
1 236

2
0
30 0

Diagram 2.8 Bubble Map of comparison 2 numbers.

Double Bubble Maps can be used to compare anything that students are studying,
requiring students to think about the idea or concept as points with counterpoints which could

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help them to justify a strong evidence. In English subject, a Double Bubble Map can be used
as pre-writing tool for compare and contrast essay with strong evidence.

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2.5 Bridge map

A Bridge Map involve the cognitive skills of seeing analogies that answers the
questions of the similarities of two relationships or the relation of the idea or concept or
ideas. The Bridge Map is used to identify similarities between relationships and creating
analogies (Hyerle & Yeager, 2007). On the left side, write in the relating factor. The relating
factor is the similar phrase that fits both sides of an analogy. On the top and bottom of the left
side of the bridge, write in the first pair of things that have this relationship. On the right side
of the bridge, write in the second pair of things that have the same relationship. The bridge
can continue with more relating factors. The keywords used to represent Bridge Map are
identify the relationship, guess the rule, symbolism, metaphor, allegory, analogy, and simile.

Same
A pair

Relating
factor as Factor 1 as Factor 3 as Factor 5 as Factor 7

Relating
Factor 2 Factor 6 Factor 8
Factor 4
factor

Diagram 2.9 Design of Bridge Map

As stated in diagram 2.9, there are several pairs of relating factor on the top and the
bottom of the bridge. Those pairs resemble the similar characteristics where Factor 1 is
closed related to Factor 2 and Factor 3 is associated with Factor 3 and so on. For instance,
Factor 1 could be described as ‘Hot’ and the responded Factor 2 would be ‘Cold’. It is
followed by having ‘Yong’ as the Factor 3 where as ‘Old’ as the Factor 4. Correspondingly,
all factors are in the category of adjectives. Further, all the factors on the top is the antonym
of all the factors at the bottom. All the relating factors are arranged in an organized and
meaningful order.

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13
 Relating Factor / How
Pair 2
the pairs related?
Pair 1

Place
values ones tens hundreds thousands
as as as as
Digit 5 50 500 5000
values

Diagram 2.10 Bridge Map of Place Values & Digit Values

A Bridge Map above is used to show the relationship between digit values and place
values of 5 555. The digit values of 5 555 are 5, 50, 500 and 5000 while, the place values of 5
555 are ones, tens, hundreds and thousands. This Bridge Map applies the concept of digit
values and place values of whole numbers 0 to 10 000. It helps students to identify
relationships among words and numbers and as long as the relationship holds true, the bridge
can be extended to more than two pairs of words. A Bridge Maps also can be used in
scientific concepts, historic events, and mathematical concept relationships. In addition,
Bridge Map connect prior knowledge’s students to new knowledge for conceptual
understanding. As a result, it could lead the students to write based on metaphor or analogy
that help them to extend concepts from one context to other and enrich their vocabulary.
Next, a Bridge Map making connections between pair and derive conclusions easily. Lastly,
teacher also can use a Bridge Map to check the level of understanding among pupils about the
topic.

2.6 Flow Map

A flow map can become handy when ones desired to sorts things out based on a
certain order and sequence of the events. In contrast, circle map could be used to list out
different types of items whereby flow map could be designed to place all items in order to
provide a meaningful and relevant information. The flow map includes a succession of
compartments connected by arrows that is drawn vertically and horizontally. The smaller

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boxes named sub-stages could be put below the main box to indicate the sub orders of the
main step. In fact, the sub orders will be linked to the main step with lines.

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 Flows maps are helpful in constructing the essay by writing out the structure and flow
of the story. In the subject of sciences, the flow map could be used to describe the life cycle
of a virus with illustrations. As for mathematics, the popular problem solving model namely
Polya problem solving model could be stated as the method that apply the concept of the flow
map in solving mathematical problem, which includes the ordered steps of defining problem,
planning strategies, executing strategies and looking back at the answer.

Box 1 Box 2 Box 3

Sub 1 Sub 2

Sub -
Stage
Stage

Diagram 2.11 Design of Flow Map

The bigger compartment serves as the main stage of the flow map named as Box 1,
Box 2 and Box 3. Under the main stage, there could be substages named Sub 1 and Sub 2 to
further elaborate the relationships between all the main stages and substages. The arrow
represents the progression of the map such as a flow of a story, a descending value or a key
steps in order.

1901 1902 1903

1906 1905 1904

Diagram 2.12 Flow Map of Ascending Numbers

The diagram above shows a flow map that begins with the number of 1901 in the
compartment, followed by the number of 1902 in the upcoming box that is linked with the
arrow, then with the number of 1903, 1904, 1905 and 1906 in the specific boxes in a ordered

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flow. This map best describes about the relationship of the numbers whereby a pattern could
be identified which is adding 1 to the previous number. Further, it also shows the number in

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the ascending order. In addition, it demonstrates an arithmetic progression, where the first
term is 1901 and the common difference is 1 and thus the formulae that represent the order
would be 1901+ ( n−1 ) 1, where n is the number of terms of the progression. The flow map
gives better visualization to the learner to understand the mathematical problem.

Operations in Multiply & Divide Add & Subtract

Parentheses from Left to Right from Left to Right
2+3 ×(1+ 4) 2+3 ×(5) 2+15

Diagram 2.13 Flow Map of Arithmetic Operations

The diagram above shows the arithmetic operations with whole numbers. There are
rules and orders ones need to follow to solve the problem. It is all begin with the first rule of
the arithmetic operation, which is operations in parentheses first. For instance, for the
question of 2+3 ×(1+ 4), the learners must start with (1+ 4). After sorting out the answer in
the bracket, which is 5; one ought to move on with the second rule namely multiply and
divide from left to right, 3 ×(5). The students will obtain the answer of 15. Lastly, the last
law to be followed would be add and subtract from left to right. The learners have to add up 2
and 15 together to get the final answer which is 17. The flow map serves as a visualization
tool to guide the learners to solve the problem steps by steps. The keywords used to represent
flow map are sequence, put in order, cycles, patterns and steps.

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2.7 Brace Map

A brace map is frequently used to illustrate the entire and component relationship. It
is used for something concrete but not something theoretical namely theories and thoughts. It
started with the main item that to be broken apart. Then the subparts of the main item will be
listed down and linked with brackets. Next, smaller components would be stated down with
braces if deems necessary. Diagram 2.14 shows the relationships between the main item and
the sub items according to the designated numbers. The Main Item 1 could be broken down
to Sub Item 1.1, Sub Item 1.2 and Sub Item 1.3. In the group of Sub Item 1.1, 2 more units
could be split into Sub Item 1.1.1 and Sub Item 1.1.2.

Sub Item 1.1.1

Sub Item 1.1

Sub Item 1.1.2

Sub Item 1.2.1

Main Item 1
Sub Item 1.2 Sub Item 1.2.2

Sub Item 1.2.3

Sub Item 1.2.4

Sub Item 1.3

Sub Item 1.3.1

Diagram 2.14 Design of Brace Map

Brace maps plays its role in breaking physical part into several components. As for
English language, to remember better the spelling of the words, brace maps could be used to
break down the word to single letters. For instance, the word of ‘PLAY’ would be broken
into the letter of P, L, A and Y with braces. In the subject of science, the brace map could be
carried out to best describe the components of ecosystem. It started with the ecosystem is the
main part, followed by 2 main subcomponents which is biotic factors and abiotic factors. In
the component of biotic factors, it could be broken down to bacteria, fungi, plants, and

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animals. On the other side, for abiotic factors, we have air, temperature, soil, water, minerals
and light

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as the element of the group. In Mathematics, a note of RM 10 could be broken down to 10
pieces of note of RM 1 to better illustrate the relationship of RM 1 and RM 10 in the topics of
money.

100

300
100

100

10
341
40 10

10

10

Diagram 2.15 Brace Map of Whole Numbers

The diagram above shows that the number of 341 as the main part could be broken
down to several components namely 300, 40 and 1 according to the place values.
Consequently, the several number could be even split into smaller elements namely 100, 10
and 1. This is to show that the smaller components can be grouped and made into the bigger
item. Mathematically speaking, when one adds ups 3 stacks of 100 together, he will get 300
and so on and so forth. All the smallest elements could be combined and to be formed as the
final part which is 341. Brace maps helps in explaining the relationship between the whole
and part components.

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 5

30
3

Diagram 2.16 Brace Map of Product of Numbers

The diagram above illustrates the product of 30 could be the split into the number of
2, 3 and 5 by multiplying them together. It also could be used to help the students in solving
the questions of prime factor multiplication where the learners required to list of the prime
factors that made up to 30. With the aid of brace map, it is obvious that 2 ×3 ×5 equals to 30
by listing out the prime factors. The keywords used to represent brace map are parts of, show
the structure, deconstruct, take apart and physical components.

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2.8 Multi Flow Map

The Multi Flow map are commonly use to analyse relationship between events such
as causes and effect, impact or benefits, results and if-then predictions. In a multi
Keepflow map,before the
all digits
rounding digit
the causes will be placed on the left side while the effect face on the right side. Multi flow
map are used very commonly in subjects like English and social Sciences however it can be
used if I in mathematics to show an overview for steps involved in problem solving. Multi
flow map help increases student’s ability to inquire and help them understand a situation in a
more effective way. They will be able to see that for each causes that they have, what will be
the direct impact of it.

Cause Effect

Event
Cause Effect

Diagram 2.17 Multi Flow Map Design

A multi flow map is begin with the main event in the middle of a page. After that
student will write the causes of the particular event on the left side and followed by the
subsequent effects on the right side. Then, you add in arrow from your causes directed to the
main event and followed by arrows from the main event to the effect. Now student will be
able to identify the effects of all the causes that they have stated at the very beginning.

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If the right digit Adding 1 to
is larger than the rounding
rounding digit, digit
which are 5, Change all Keep all
6,7,8,9 digits after digits before
Rounding off the rounding the rounding
If the right digit a number digit to digit
is smaller than Change the zeroes
rounding digit, rounding
which are 0, digit to 0
1,2,3,4

Diagram 2.18 Multi Flow Map for Rounding Off number

The diagram above shows the steps in rounding off a number; it shows specifically
how and why a number is rounded off in a certain way. When a student is given a rounding of
question, need to identify whether a number will remained the same or will be changed. In
order to do so, the student 2 the evil to identify the causes for the change in the digit. Based
on the diagram above, the student need to identify whether the digit is in the category of 5 to
9 or 0 to 4. Once the student can identify that, then they will be able to determine the
subsequent effect to the rounding digit. is the digit is in the category of 5 to 9 then one will be
added to the rounding digit whereas if the digit is in the category of 0 to 4 then the rounding
digit will be changed to 0. This will be followed by the next step where any digit after the
rounding digit will change to 0 and any digit before the rounding digit will stay the same.

For example, you are given the number 1548 and asked to round it off to the nearest
hundreds. So you know the first step is to identify whether the digit in the hundreds place is
in the first or the second category. In the example, we know that 5 belong to the first category
which will lead to one be added to this digit. Now the number 5 will become 6 and any digit
after 6 which are the 4 and 8 will become 0. The 1 in thousand place will remain the same
and the final answer is 1600

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3.0 Conclusion

In order to achieve the visions set by the KPM to produce student that are ready for
the 21st century challenges, students need to possess higher order thinking skills. Students
need to be given opportunities to challenge existing ideas, explore and build on new ideas.
Students have to learn to be a risk taker and be innovative and creative. In order to do that,
students need to be exposed to different methods in learning instead of the traditional rote
learning method. Thinking map is a very useful method that can be practiced by students in
order to build their skill in breaking down complex problem into manageable parts.

Thinking map foster students' ability to think analytically and enhances their
reasoning ability. It will also help student the think more systemically when facing any
problem. Different types of thinking map can be used to cater different types of problems
faced by the students. Thinking map not only increases students’ understanding but also their
memories. Therefore, thinking map is something that teachers should consider teaching to the
students as it is a skill that can be applied across all other subjects and it is an effective way to
improve students understanding including mathematics.

Mathematics have long become a nightmare to many students all around the world.
Students always faces difficulties in solving problems. This is due to the facts that many
students possess weak foundation in mathematics, which later create bigger problem when
they are presented with complex problem solving questions. Thinking map is a tool that is
useful in building strong foundation for students as it help them create visual representation
for mathematics rules and concepts. These graphics will be very useful when solving
complex problems as it provides students with the basic and step-by-step overview thus
guiding them through a systematic process. Whenever a students is stuck on a problem, they
can use the thinking map to redirect their thinking and choose suitable or accurate method to
solve the problem faced. Teachers need to expose students to different thinking map and train
them to use it effectively so that it will become a lifelong learning tool for them.

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4.0 References

Alikhan, N. (2014). Thoughts on Thinking Maps : A New Way to Think. Los Angeles: New
Horizon School, (January).
Admin. (2019b, August 7). Rounding Off Significant Figures. Retrieved April 25, 2020, from
https://byjus.com/physics/error-significant-figures-rounding-off/

Bahagian Pembangunan Kurikulum. (2017). KSSR DSKP Tahun 3.

Comparing Numbers: Greater Than and Less Than. (2010, August 4). Retrieved April 26,
2020, from
https://www.helpingwithmath.com/by_subject/place_value/comparing_numbers.htm
Hyerle, D. and Yeager, Chris. (2007). A Language for Learning. North Carolina: Thinking
Maps Inc.
Hyerle, David. (2020). Thinking maps as tools for multiple modes of understanding

KPM. (2013). PELAN PEMBANGUNAN PENDIDIKAN MALAYSIA 2013-2025.

Impact of special needs. (n.d.). Thinking Maps: Tools for Learning. Retrieved April 25, 2020,
fromhttp://impactofspecialneeds.weebly.com/uploads/3/4/1/9/3419723/circle_map_le
sson.pdf

What is Place Value? (n.d.). Retrieved April 25, 2020, from

https://www.splashlearn.com/math-vocabulary/place-value/place-value

2 - Bubble Map - StEThinkingMaps. (n.d.). Retrieved April 25, 2020, from

https://sites.google.com/site/stethinkingmaps/bubble-map

Types of thinking map (n.d.). Retrieved May 05, 2020, from

https://thinkingmaps.weebly.com/types-of-maps.html

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