PROBIM-M3 (2011)

Unit 1
Concept:

Numbers

Teachers Guide Sheet 1

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 Activity 2 Worksheet Activity 3 Worksheet Activity 4 Worksheet Activity 5 Worksheet Activity 6 Worksheet Activity 7 Worksheet Activity 8 Worksheet

1(1) and 2(1) 1(2) 1(3) 1(4) 1(5) 1(6) 1(7) 1(8)

3.

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

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Activity 1
Approach: Individual Aim: Count numbers. Steps: 1. Teacher emphasizes on numbers and its values. 2. Pupils do worksheet.

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Worksheet 1(1)
Name:
..

Date:

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

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

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Worksheet 2(1)
Name: Date : ..

Numbers up to 100
Write the numbers based on the diagram:

Answer:

Answer:

Thirty-four Tiga puluh empat

Fifty-nine
Lima puluh sembilan

Answer:

Answer:

Forty-one
Empat puluh satu

Twenty-two
Dua puluh dua

Answer:

Answer:

One hundred
Seratus

Ninety-six
Sembilan puluh enam

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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.

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Name:
..

Date:

Worksheet 1(2)
Read and write
1. Write the following numbers in words. a) b) c) d) e) f) g) h) i) j) 16 56 138 290 303 500 719 688 777 1000

2. Write the following numbers in numerals. a) b) c) d) e) Seventy-nine One hundred and fifty Four hundred and seventeen Two hundred and eighty-five Nine hundred and one

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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.

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Name:
..

Date:

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 38 Answer: 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 82 138 Answer: a) _______________________________________________________________ b) _______________________________________________________________

3. Fill in the blanks with the appropriate numbers. a) 0 7 b) 2 c) 27 d) 45 5 43 42 41 40 39 35 40 28 30 40 31 60 33 34 35 23 24 5 26 27 28 29 10 1 2 3 4 5 6

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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:

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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. Counting in fives: e.g. Counting in tens: e.g. 0, 2, 4, 6, 30, 35, 40, 45, 200, 210, 220, 230, 100, 200, 300, 400,

Counting in hundreds: e.g. Counting in groups:

Name:
..

Date:

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Worksheet 1(4)
Place Value
1. Count and write the number of objects a)

b)

c)

d)

e)

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f)

g)

h)

i)

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j)

2. Count and write the number of a)

in each of the following

b)

c)

d)

3.

Represent the numbers below with the number blocks. Example: 25

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a) 40

b)

107

c)

222

d)

351

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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 The place value The place value The place value

number 563; of digit 5 is hundreds and its value is 500; of digit 6 is tens and its value is 60; 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

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Name:
..

Date:

Worksheet 1(5)
Place Value
1. Complete the tables below. Example: Number of Groups Hundred s 0 Tens 0 Number 6 Ones 6

Number of Groups Hundred s 0 Tens 1 Number 12

a) a

Ones 2

Number of Groups Hundred s Tens Ones

Number

Number of Groups Hundred s Tens Ones

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b)

Number

c)

Number of Groups Hundred s Tens Ones

Number

d)

Number of Groups Hundred s Tens Ones

Number

2. Partition the following numbers correctly.

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Example: a) b) c) d) e) f) g) 68 = 123 = 107 = 120 = 1008 = 5100 = 8030 = 524 = 500 + 20 + 4

3. State the place value and value of the underlined digit in each of the following numbers. Place value (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m ) (n) 58 567 456 5678 1567 1139 8930 43 201 56 779 15 832 637 210 832 111 691 000 773 825 _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ Value _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________

Activity 6

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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: a) Kitchen scale: Read the mass to the nearest kilogram.

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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.

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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. Pupils do Worksheet 1(7). Teacher point outs about few common mistakes. For example, when rounding off 176 to the nearest tens, the answer is 180, not 18.

2. 3.

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Name: Date:..

Worksheet 1(7)
Round Off
1. Round off the numbers below to the nearest tens and nearest hundreds. Nearest tens (a) 27 (b) 256 (c) 253 _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ Nearest hundreds _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________

(d) 392 (e) 596 (f) 1583

(g) 2357 (h) 5695 (i) (j) 3854 29 672

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

ten thousands. Nearest thousands (a) (b) (c) (d) (e) 67 890 33 099 895 623 750 391 646 464 _____________ _____________ _____________ _____________ _____________ Nearest ten thousands _____________ _____________ _____________ _____________ _____________

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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.
Place value of underlined digit hundreds Value of underlined digit 300 Round off to the nearest place value tens 12 350 hundreds 12 300 thousands 12 000 ten thousands 10 000 hundred thousands -

Number

12 345

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.

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Name: Date:..

Worksheet 1(8)
Place value and Round off
Place value of underlined digit hundreds Value of underlined digit Round off to the nearest place value tens 12 350 hundreds 12 300 Thousands 12 000 ten thousands 10 000 hundred thousands -

Number

12 345 3 724 1 237 2 388 88 745 14 10 001 1 020 237 98 888

300

Table A
Place value of underlined digit hundreds Rounding off to the nearest place value tens 12 350 hundreds 12 300 thousands 12 000 ten thousands 10 000 hundred thousands -

Number

Value of underlined digit 300

12 345 784 438 6 790 9 367 12 975 34 742 47 901 1 009

Table B

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Assessment 1

Name: Count, Place Value, Round Off

Date:..

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) (b) (c) (d) (e)

501 5101 2150 50127 17 015

_________________ _________________ _________________ _________________ _________________

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3. State the place value of digit 3 in each of the numbers below. (a) (b) (c) (d) (e) 435 1 630 4 103 13 527 17 355 _________________ _________________ _________________ _________________ _________________

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

(a) (b) (c) (d)

25 712 1 403 30 189 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 (a) (b) (c) (d) 2348 1256 3462 7751 Column 2 2350 1300 3460 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

Teachers Guide Sheet 2

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Concept: Addition Learning Outcomes: 1. Add whole numbers. 2. Solve problems involving addition of whole numbers. Teaching Aid: Flash cards for Activity 2 Notes: 1. The concept will be taught from Activity 1 to Activity 4. 2. Worksheets for pupils are as follows: Activity 1 None Activity 2 None Activity 3 Worksheet 2 (1) Activity 4 Worksheet 2 (2) Time allocated for each activity is as follows: Activity 1 20 minutes Activity 2 80 minutes Activity 3 40 minutes Activity 4 40 minutes Assessment 2 40 minutes

3.

Activity 1
Approach: Simulation

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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 Alis 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 = RM3 Vertical form: RM2 + RM1 RM3

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

Activity 2
Approach: Individual, Competition.

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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

1+ 3

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).

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Strategy 1: (a)
5 + 7 = 12

(b)
8 + 6 = 14

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:

2+ 5 Front

7
Back

9. The activity above is carried out in pairs or small groups. 10. For teachers guide, refer to Attachment B (Pg. 36) for addition of one

digit number.

Activity 3
Approach: Individual Aim:

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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 3 + 2 6 1 can be written as
2. Before pupils do Question 2, teacher emphasises on writing numbers

ones 6 1

3 + 2

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: tens 2 + 3 6 9 7 6 = = + 2 3 5 5 tens 6 tens ones 9 7 16 1 tens 6 ones 6 ones

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Thousand s 2 + 3 5 5 1 7 7 5 3 9 2 1 = = = = + 2 3 5 5 thousands 5 thousands 5 thousands 5 thousands 5 thousands Hundreds 5 1 6 6 hundreds 6 hundreds 6 hundreds 6 hundreds 7 hundreds Tens 7 5 12 12 tens 12 tens 13 tens 1 hundreds 3 tens 3 tens Ones 9 2 11 11 ones 1 tens I ones 1 ones 1 ones 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)

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Name:
..

Date:

Worksheet 2(1)
Addition
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.

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4. Calculate: (a) (b)

(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.

5799 + 72de 1f g13

d = ______ e = ______

f = ______ g = ______

Activity 4

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Approach: Class and Individual Aim 1. To write addition of numbers in standard written method. 2. To solve addition of any whole numbers. Steps: Before pupils do Worksheet 2 (2), teacher emphasises on the arrangement of the numbers according to place value such as:

but not

Name:
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Date:

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Worksheet 2(2)
Addition
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.

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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 =

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ATTACHMENT A (1) 1) 2) 3) 4) 5) 6) 7) 8) 9) 0+0= 0+1= 0+2= 0+3= 0+4= 0+5= 0+6= 0+7= 0+8= 26) 27) 28) 29) 30) 31) 32) 33) 34) 35) 36) 37) 38) 39) 40) 41) 42) 43) 44) 45) 46) 47) 48) 49) 50) 2+5= 2+6= 2+7= 2+8= 2+9= 3+0= 3+1= 3+2= 3+3= 3+4= 3+5= 3+6= 3+7= 3+8= 3+9= 4+0= 4+1= 4+2= 4+3= 4+4= 4+5= 4+6= 4+7= 4+8= 4+9= 51) 52) 53) 54) 55) 56) 57) 58) 59) 60) 61) 62) 63) 64) 65) 66) 67) 68) 69) 70) 71) 72) 73) 74) 75) 5+0= 5+1= 5+2= 5+3= 5+4= 5+5= 5+6= 5+7= 5+8= 5+9= 6+0= 6+1= 6+2= 6+3= 6+4= 6+5= 6+6= 6+7= 6+8= 6+9= 7+0= 7+1= 7+2= 7+3= 7+4= 76) 77) 78) 79) 80) 81) 82) 83) 84) 85) 86) 87) 88) 89) 90) 91) 92) 93) 94) 95) 96) 97) 98) 99) 7+5= 7+6= 7+7= 7+8= 7+9= 8+0= 8+1= 8+2= 8+3= 8+4= 8+5= 8+6= 8+7= 8+8= 8+9= 9+0= 9+1= 9+2= 9+3= 9+4= 9+5= 9+6= 9+7= 9+8=

10) 0 + 9 = 11) 1 + 0 = 12) 1 + 1 = 13) 1 + 2 = 14) 1 + 3 = 15) 1 + 4 = 16) 1 + 5 = 17) 1 + 6 = 18) 1 + 7 = 19) 1 + 8 = 20) 1 + 9 = 21) 2 + 0 = 22) 2 + 1 = 23) 2 + 2 = 24) 2 + 3 = 25) 2 + 4 =

100) 9 + 9 =

ATTACHMENT A (2)

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1) 2) 3) 4) 5) 6) 7) 8) 9) 2+1= 4+4= 1+0= 8+9= 0+6= 3+7= 8+4= 7+7= 4+0= 26) 27) 28) 29) 30) 31) 32) 33) 34) 35) 36) 37) 38) 39) 40) 41) 42) 43) 44) 45) 46) 47) 48) 49) 50) 9+0= 1+9= 2+0= 8+3= 5+5= 6+8= 2+7= 0+9= 4+5= 1+5= 3+8= 9+9= 2 + 3= 6+0= 3+4= 9+7= 0+8= 5+2= 1+3= 8+5= 4+6= 7+0= 3+5= 4+1= 0+4= 51) 52) 53) 54) 55) 56) 57) 58) 59) 60) 61) 62) 63) 64) 65) 66) 67) 68) 69) 70) 71) 72) 73) 74) 75) 9+0= 0+0= 1+8= 2+5= 9+4= 3+3= 7+8= 6+5= 0+4= 3+9= 2+2= 7+5= 1+2= 0+5= 8+1= 4+7= 5+9= 1+7= 4+9= 3+0= 5+3= 6+6= 2+4= 5+3= 7+3= 76) 77) 78) 79) 80) 81) 82) 83) 84) 85) 86) 87) 88) 89) 90) 91) 92) 93) 94) 95) 96) 97) 98) 99) 7+4= 8+2= 6+9= 7+1= 9+3= 0+1= 5+8= 9+2= 4+3= 1+1= 9+8= 0+7= 3+2= 0+2= 9+6= 1+4= 2+9= 6+4= 2+8= 5+0= 7+9= 6+2= 3+1= 6+1=

10) 1 + 6 = 11) 7 + 2 = 12) 5 + 6 = 13) 3 + 6 = 14) 4 + 8 = 15) 6 + 7 = 16) 8 + 8 = 17) 2 + 6 = 18) 5 + 1 = 19) 0 + 3 = 20) 8 + 6 = 21) 4 + 2 = 22) 8 + 0 = 23) 5 + 7 = 24) 8 + 7 = 25) 6 + 3 =

100) 7 + 5 =

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Unit 3

Subtraction

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Teachers Guide Sheet 3

Concept: Subtraction Learning Outcomes: 1. Subtract whole numbers. Teaching Aids: Money / Play Money for Activitiy 1 Flash Cards for Activity 2 Notes: 1. The concept will be taught from Activity 1 to Activity 4. 2. Worksheets for pupils are as follows: Activity 1 Worksheet 1 Activity 2 Worksheet 2 Activity 3 Worksheet 3 Activity 4 Worksheet 4 Time allocated for the activities are: Activity 1 40 minutes Activity 2 40 minutes Activity 3 40 minutes Activity 4 40 minutes Assessment 3 40 minutes

3.

Activity 1
Approach: Class / individual

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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 RM8 =

= RM15

ii.

RM15 RM 8

Name:
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Date:

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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 RM99 RM42 = _____

RM13 RM6 = ____

(c)

RM200 + ______ RM166

= RM500 (d) RM147 + _____ =

RM500 RM200 = _____ ______

RM166 RM147 =

3. Find the value of the following:

(a) (b) RM658 RM246 _______

RM100 RM 40 _______

Activity 2

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Approach Competition Aim 1. 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 from 0 to 9. Example:

number

18 9
Pupils are asked to answer spontaneously. (b) Teacher displays number cards from 0 to 9. Example :

5
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:

(a) how to get the pairs of numbers systematically

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(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:

17 8
Front

9
Back

Pupils can do this activity in pairs or small group

7. For teachers guide, refer to Attachment B (pg. 53) for basic facts of

subtraction.

Name:
..

Date:

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PROBIM-M3 (2011)

Worksheet 2
Subtraction
1. Answer these questions:
(a)

12 4 = ___

(b)

24 14 = ____

Activity 3
Approach: Individual

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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 ones 21 1 ones ones b) 168 32 can be written as Hundred s 1 Tens Ones 6 3 that is equal Hundred s 1 1 9 2 5 tens 7 ones 2 tens 1 ones can be written as that is equal to 5 tens 7 2 tens 3 tens 6

Tens Ones 6 3 3 9 2 7

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Name:
..

Date:

Worksheet 3
Subtraction
1. Find the value of the following: (a)

57 23

(b)

32 21

(c)

149 25

2. Find the value of the following: (a)

557 56

(b) 78

2 582

2 537

(c) 5 859

3. Find the value of the following: (a)

52 23

(b)

333 255

(c)

83 25

(d)

56 3 238

4. Find the value of the following:

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(a)

23 8

(b)

40 28

(c)

53 48

(d)

157 49

(e)

(f)

567 469
(g)

703 124

804 297

(h)

1603 598

(i)

6 000 3 579

(j)

8 362 7 285

Activity 4

49

PROBIM-M3 (2011)
Approach: Individual Aim 1. 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.

Steps 1. Before pupils do Question 1 in Worksheet 4, teacher explains the importance of place value. Example :

657 49 = _______

but not

50

PROBIM-M3 (2011)
Name:
..

Date:

Worksheet 4
Subtraction
1. Find the value of the following:

(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

PROBIM-M3 (2011)
Name:
..

Date:

Assessment 3
Name: Class: Subtraction
1. Find the value of the following:

(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) 2) 3) 4) 5) 6) 7) 8) 9) 00= 11= 22= 33= 10 6 = 11 9 = 13 7 = 90= 73= 26) 27) 28) 29) 30) 31) 32) 33) 34) 35) 36) 37) 38) 39) 40) 41) 42) 43) 44) 45) 46) 47) 48) 49) 50) 63= 31= 11 6 = 17 8 = 15 7 = 12 4 = 17 9 = 96= 43= 60= 74= 87= 95= 76= 14 9 = 53= 32= 65= 99= 16 7 = 81= 14 6 = 12 9 = 15 8 = 94= 51) 52) 53) 54) 55) 56) 57) 58) 59) 60) 61) 62) 63) 64) 65) 66) 67) 68) 69) 70) 71) 72) 73) 74) 75) 11 4 = 12 5 = 10 9 = 71= 80= 92= 18 9 = 10 0 = 83= 11 3 = 13 5 = 15 9 = 11 8 = 10 7 = 72= 30= 62= 85= 13 9 = 14 5 = 13 6 = 55= 42= 86= 10 5 = 76) 77) 78) 79) 80) 81) 82) 83) 84) 85) 86) 87) 88) 89) 90) 91) 92) 93) 94) 95) 96) 97) 98) 99) 15 6 = 10 7 = 11 7 = 12 5 = 13 5 = 14 7 = 15 8 = 16 7 = 10 8 = 11 9 = 12 3 = 13 5 = 14 8 = 54= 51= 15 6 = 97= 10 4 = 66= 21= 70= 16 9 = 16 8 = 13 4 =

10) 8 4 = 11) 13 8 = 12) 11 2 = 13) 2 0 = 14) 9 8 = 15) 6 4 = 16) 17) 41= 75=

18) 12 6 = 19) 20) 61= 50=

21) 11 7 = 22) 12 3 = 23) 44=

24) 8 2 = 25) 52=

100) 10 8 =

53

PROBIM-M3 (2011)

Unit 4

Multiplication
54

PROBIM-M3 (2011)

Teachers Guide Sheet 4

Concept: Multiplication Learning Outcomes 1. Multiply two or more whole numbers Teaching Aid Flash Cards Notes: 1. The concept will be taught from Activity 1 to Activity 5. 2. Worksheets for pupils are as follows: Activity 1 Worksheet Activity 2 Worksheet Activity 3 Worksheet Activity 4 Worksheet Activity 5 Worksheet 3. Time allocated for the activities are: Activity 1 40 minutes Activity 2 40 minutes Activity 3 40 minutes Activity 4 40 minutes Activity 5 40 minutes Assessment 4 40 minutes

4(1) 4(2) 4(3) 4(4) 4(5)

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
30 times

Teacher should emphasise the relation between addition and multiplication in this discussion. (Multiplication is repeated addition) 3. Pupils do Worksheet 4(1). 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

PROBIM-M3 (2011)
Name:
..

Date:

Worksheet 4 (1)
Multiplication
1. Fill in the blanks. a) 2+2+2= 3 2

b.

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) 42=2+2+2+2

b)

34=

c)

56=

d)

67=

e)

78= 2+2+2+2

57

PROBIM-M3 (2011)

3. Complete the following tables.

1 2= 2 2= 3 2= 4 2= 5 2= 6 2= 7 2= 8 2= 9 2=

1 3= 2 3= 3 3= 4 3= 5 3= 6 3= 7 3= 8 3= 9 3=

1 4= 2 4= 3 4= 4 4= 5 4= 6 4= 7 4= 8 4= 9 4=

1 5= 2 5= 3 5= 4 5= 5 5= 6 5= 7 5= 8 5= 9 5=

1 6= 2 6= 3 6= 4 6= 5 6= 6 6= 7 6= 8 6= 9 6=

1 7= 2 7= 3 7= 4 7= 5 7= 6 7= 7 7= 8 7= 9 7=

1 8= 2 8= 3 8= 4 8= 5 8= 6 8= 7 8= 8 8= 9 8=

1 9= 2 9= 3 9= 4 9= 5 9= 6 9= 7 9= 8 9= 9 9=

58

PROBIM-M3 (2011)

3. Complete the multiplication table below. 0 1 2 3 4 5 6 7 8 9 81 36

0 0

1 6

59

PROBIM-M3 (2011)

Activity 2
Approach Competition Aim Master basic facts of multiplication Steps 1. 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.

2 6
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:

2 6

72

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

60

PROBIM-M3 (2011)
6. Teacher uses the multiplication table to show that a b=b a Example: 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 table Followed by six times table (multiple of 3), and finally Followed by seven times table (difficult) or For nine times table: 1 9 = 10 1 2 9 = 20 2 3 9 = 30 3 4 9 = 40 4 5 9 = 50 5 6 9 = 60 6

61

PROBIM-M3 (2011)

Name:
..

Date:

Worksheet 4 (2)
Multiplication
1. Complete the following.

a.

b.

21

30

73

37

c.

d.

40

42

e.

16

62

PROBIM-M3 (2011)

2. Fill in the blanks.

a. 2 3 =

m.

4 = 20

b. 4 2 =

n.

3 = 27

c. 5 3 =

o.

5 = 35

d. 5 49

= 30

p.

e. 6 64

= 36

q.

f. 7 81

= 42

r.

g. 8 3 =

s.

5 = 20

h. 7 4 =

t.

3 = 21

i.

33=

u.

5 = 45

j.

5 32

= 40

v.

k. 6 50

= 18

w.

63

PROBIM-M3 (2011)
l.

= 35

64

PROBIM-M3 (2011)

Activity 3
Approach Demonstration and individual Aim Multiply a number (with any number of digits) with a one digit number Steps: 1. Ask (a) (c) (e)

pupils to answer the following questions on the board: 20 3 = (b) 21 3 = 23 3 = (d) 200 3 = 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 = ?
tens 2 6 ones 0 3 0 2 0 3 6 0 Explain: (i) 3 ones 0 = 0 ones (ii) 2 tens 3 = 6 tens

(b) 26 2 = ?
tens 2 5 ones 6 2 2

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

2 6 2 52

(c) 38 7 = ?
hundreds tens 2 4 7 2 ones 1 3 3 241 3 723

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.
65

Emphasise the importance of place values.

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.

hundreds

tens

ones

3 3 9 0 9

+ 2 2

1 6 3 9

23 13 69 +230 269

thousands

hundreds

tens

ones

3 1 3 0 3

+ 1 1 7 7

4 4 2 6

43 41 43 + 1720 1763

67

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 2 100 = 200 2 1000 = 2000

20 10 = 200 20 100 = 2000

6 10 = 60 6 100 = 600 6 1000 = 6000

60 10 = 60 60 100 = 600

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: Multiplication 1. Fill in the blanks. a. 3 2 = g. 5 = 20
Date:

b. 3 4 =

h.

9 = 27

c. 5 4 =

i.

7 = 35

d. 6 36

= 30

j.

e. 7 72

= 42

k.

f. 7 63

= 56

l.

71

PROBIM-M3 (2011)

2. Complete the following.

a.

b.

12

27

c.

d.

32

40

e.

36

72

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) 3) 4) 5) 6) 7) 8) 9)

21= 4 4 = 10= 89= 06= 37= 84= 77= 40=

26) 27) 28) 29) 30) 31) 32) 33) 34) 35) 36) 37) 38) 39) 40) 41) 42) 43) 44) 45) 46) 47) 48) 49) 50)

90= 19= 20= 83= 55= 68= 27= 09= 45= 15= 3 8 = 99= 23= 60= 34= 97= 08= 52= 13= 85= 46= 70= 35= 41= 04=

51) 52) 53) 54) 55) 56) 57) 58) 59) 60) 61) 62) 63) 64) 65) 66) 67) 68) 69) 70) 71) 72) 73) 74) 75)

50= 00= 18= 25= 94= 33= 78= 65= 04= 39= 22= 75= 12= 05= 81= 47= 59= 17= 49= 30= 53= 66= 24= 54= 73=

76) 77) 78) 79) 80) 81) 82) 83) 84) 85) 86) 87) 88) 89) 90) 91) 92) 93) 94) 95) 96) 97) 98) 99)

7 4= 82= 69= 71= 93= 01= 58= 92= 43= 11= 98= 07= 32= 02= 96= 14= 29= 64= 28= 50= 79= 62= 31= 61=

10) 1 6 = 11) 7 2 = 12) 5 6 = 13) 3 8 = 14) 4 8 = 15) 6 7 = 16) 8 8 = 17) 2 6 = 18) 5 1 = 19) 0 3 = 20) 8 6 = 21) 4 2 = 22) 8 0 = 23) 5 7 = 24) 8 7 = 25) 6 3 =

100) 7 5 =

74

PROBIM-M3 (2011)

Unit 5

Division

75

PROBIM-M3 (2011)

Teachers Guide Sheet 5

Concept: Division Learning Outcomes: 1. Divide a whole number by a smaller whole number 2. Solve problems involving division of whole numbers Teaching Aid: Flash Cards Notes: 1. The concept will be taught from Activity 1 to Activity 5. 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) Time provided for each activities are as follows: Activity 1 40 minutes Activity 2 40 minutes Activity 3 40 minutes Activity 4 40 minutes Activity 5 80 minutes Assessment 5 40 minutes

3.

Activity 1
Approach Role play and discussion

76

PROBIM-M3 (2011)
Aim To introduce the idea of division as (i) equal sharing (ii) equal collecting Steps 1. 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 Kamals 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 RM2 Day 2 RM2 Day 3 RM2 Day 4 RM2 Day 5 RM2 Day 6 RM2

77

PROBIM-M3 (2011)
12 2 10 2 82 62 42 22

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:

Worksheet 5(1)
Division

78

PROBIM-M3 (2011)
Complete the following. 4 2= 6 2= 8 2= 12 2 = 16 2 = 12 6 = 24 6 = _______ 42 6 = _______ 48 6 = _______ 54 6 = _______ 9 3= 24 8 = 40 5 = 6 6= 10 2 = 28 7 = 3 3= 6 3= 12 3 = 21 3 = _______ 27 3 = _______ 7 7= 21 7 = _______ 35 7 = _______ 56 7 = _______ 63 7 = _______ 15 3 = 2 2= 9 9= 32 4 = _______ 18 6 = _______ 18 3 = 8 4= 12 4 = 16 4 = _______ 24 4 = _______ 36 4 = _______ 8 8= 32 8 = _______ 56 8 = _______ 64 8 = _______ 72 8 = _______ 42 7 = 25 5 = 18 2 = _______ 15 5 = _______ 40 8 = _______ 18 9 = 5 5= 10 5 = _______ 20 5 = _______ 30 5 = _______ 35 5 = _______ 36 9 = 54 9 = 63 9 = 72 9 = 81 9 = 45 5 = 30 6 = _____ 16 8 = _____ 27 9 = _______ 48 8 = _______ 36 6 =

79

PROBIM-M3 (2011)
_______ 4 4= 14 2 = 45 9 = _______ 24 3 = _______ _______ 14 7 = _______ 20 4 = _______ _______ 49 7 = _______ 28 4 =

Activity 2 Approach: Competition

00:80:00 0

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:

24 4
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:

279 9
Pupils are asked to give their answer.

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:

7
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

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

Example: (i) 8 2 = 4 division symbol division symbol in standard form in standard form divisor divisor quotient quotient

4 2 8
Cannot be written as (not same as)

dividend dividend

2 8

8 2

Make the pupils realize that 4 2 = 8

83

PROBIM-M3 (2011)

(ii) 56 8 =

7 8 = 56

(iii) 795 15 = 53 15 795 75 45 1 45 8 0

5 15 = 75 3 15 = 45

Ask pupils to check answer: 15

53

795

(iv) 387 9 =

4 9 = 36 3 9 = 27

Check answer:

43 9 387

84

PROBIM-M3 (2011)

Name:
..

Date:

Worksheet 5(3)
Division
Calculate: Example: 144 12 = 12 12 144 12 24 1 24 8 0

Check the answers 1 12 = 12 2 12 = 24 1 2 4 144

1) 66 11 =

4)

391 17 =

2) 450 50 =

5)

26 13 =

3) 88 44 =

6) 45 15 =

85

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 = 2 0 7 4 8 2 8 4 8 2 8 8 2 0 2 8 2 8 0 1 0 2 4 4 0 8 4 4 0 8 4 0 0 8 8 0 50
10 10

2 4=8 0 4=0 7 4 = 28 Because 2 < 4

(ii) 408 4 =

1 4=8 0 4=0 2 4=8

(iii) 500 10 =

500 500 50 00 0 0

5 10 =50 54 0 10 = 0
86

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

00:80:00 0

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

4 2 9 8 1 4 2=8 Remainder

(ii)

126 8 = 15 remainder 6
or 15 r 6

8 8

126 126 15 8 46 4 0 6 1 8=8 5 8 = 40 Remainder

(iii)

6917 24 = 15 remainder 13
or 15 r 13

331 24 7 9 5 7 24 7 9 5 7 72 75 7 2 37 2 4 13

3 24 = 72 3 24 = 72 1 24 = 24 Remainder
88

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) 3) 4) 5) 6) 7) 8) 9) 0 2= 0 3= 0 4= 0 5= 0 6= 0 7= 0 8= 0 9= 27) 28) 29) 30) 31) 32) 33) 34) 35) 36) 37) 38) 39) 40) 41) 42) 43) 44) 45) 46) 47) 48) 49) 50) 18 2 = 3 3= 6 3= 9 3= 12 3 = 15 3 = 18 3 = 21 3 = 24 3 = 27 3 = 4 4= 8 4= 12 4 = 16 4 = 20 4 = 24 4 = 28 4 = 32 4 = 36 4 = 5 5= 10 5 = 2 15 5 =3 20 5 = 4 25 5 = 5 52) 53) 54) 55) 56) 57) 58) 59) 60) 61) 62) 63) 64) 65) 66) 67) 68) 69) 70) 71) 72) 73) 74) 75) 35 5 = 40 5 = 45 5 = 6 6= 12 6 = 18 6 = 24 6 = 30 6 = 36 6 = 42 6 = 48 6 = 54 6 = 7 7= 14 7 = 21 7 = 28 7 = 35 7 = 42 7 = 49 7 = 56 7 = 63 7 = 9 8 8 =1 16 8 =2 24 8 =3 77) 78) 79) 80) 81) 82) 83) 84) 85) 86) 87) 88) 89) 90) 40 8 = 48 8 = 56 8 = 64 8 = 72 8 = 9 9= 18 9 = 27 9 = 36 9 = 45 9 = 54 9 = 63 9 = 72 9 = 81 9 =

10) 1 1= 11) 2 1 = 12) 3 1 = 13) 4 1 = 14) 5 1 = 15) 16) 17) 18) 19) 20) 21) 22) 23) 24) 25) 6 1= 7 1= 8 1= 9 1= 2 2= 4 2= 6 2= 8 2= 10 2 = 12 2 = 14 2 =

95