Scheme of Work

Chapter 1 NUMBERS TO 1000

Suggested time frame: 41 periods
Each period is about 30 minutes.

Section No. of Learning Objective(s) Resource(s)

Periods
Chapter Opener/ 2  WorkText pp. 1–4
Recall  1 copy of Place-Value Strip (TR01)
per student
 1 base-ten set
 1 copy of Place-Value Chart 1 (TR02)
per student

1A. 4  Read and write numbers  WorkText pp. 5–10

Count Hundreds, Tens up to 1000.  1 base-ten set per pair or small
and Ones group

1B. 4  Relate the value of each  WorkText pp. 11–14

Place Value digit in a 3-digit number  3 paper squares per pair or small
to its place. group
 1 base-ten set per pair or small
group
 1 copy of Place-Value Chart 2 (TR03)
per pair or small group

1C. 4  Compose hundreds, tens  WorkText pp. 15–20

Compose and and ones into a 3-digit  1 copy of Place-Value Chart 2 (TR03)
Decompose Numbers number. per pair or small group
 Decompose a 3-digit  1 base-ten set per pair or
number into hundreds, small group
tens and ones.

1D. 4  Use base-ten sets and  WorkText pp. 21–24

Compare and Order place-value charts to  1 base-ten set per pair or small
Numbers compare numbers within group
1000.  1 copy of Place-Value Chart 2 (TR03)
 Compare numbers within per pair or small group
1000 using <, = or >.
 Order 3 numbers within
1000.

1E. 4  Find the missing number  WorkText pp. 25–28

Number Lines within 1000 given its
position on a number line.
 Find the position of a
number within 1000 on a
number line.

1F. 4  Recognise, name and tell  WorkText pp. 29–32

Money: Coins the values of different  1 play coin set per pair or small group
coins.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 1

  Read the symbol for
rupiah (Rp).
 Count the amount in a set
of coins of the same value.
 Exchange one coin for a
set of coins with equal
value.

1G. 4  Count the amount in a set  WorkText pp. 33–36

Tell Amount of Money of coins of different  1 play coin set per pair or small group
values.

Chapter Wrap-Up/ 3  WorkText pp. 37–39

Real-Life Maths Task

STEAM Project Work 4  WorkText p. 40

Chapter 1

Chapter Practice 4  WorkText pp. 41–44

Printable Teacher’s
Resources
(Blackline masters)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 2

LESSONS 1–2 (pages 1–4) Number of Periods: 2
Chapter Opener/Recall

Lesson Starter (15 min)

Chapter Opener (page 1)

 The picture provides a context for students to discuss how maths is a part of everyday school experiences.
 You may use the lesson-by-lesson slides to facilitate discussions and promote interactions.
 Show the picture. Invite students to share what they see. (two students in a library, bookshelves labelled as
Maths, English, History and Science)
 You may facilitate discussions with these questions. Observe student discussions and pay attention to the
language they use.
 Ask: What do you know about each type of book? (There are 345 English books, 478 history books and 372 maths
books.) Where do you think they are? (at the library)
 Ask: How do you think the number of books can be ordered from smallest to greatest?
(Suggested/Expected Answer: 345 English books is the smallest, 372 maths books is next and 478 history books is
the greatest.)
 Which subject has the greatest number of books? (History)

English Language Support:

Use these sentence frames to describe numbers in different ways.
478 = _____ hundreds _____ tens _____ ones
_____ > (is greater than) _____ and _____ < (is smaller than) _____.
_____ is the greatest number.
There are more ______ books than _____.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 3

Lesson Development (35 min)

Recall (pages 2–4)

 QUESTION 1 objective: Recall counting the base-ten sets representing a 2-digit number, write the number in tens
and ones.
 Ask: What can you say about the base-ten sets? (There are tens and ones.) How can you count them to find the
number? (I can count the tens and the ones.) How many tens are there in 97? (9) How many ones? (7)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 4

 QUESTION 2 objective: Recall writing 2-digit numbers using the understanding of place value.
 For 2(a), provide students with Place-Value Strips (TR01). Have them make 72 using 70 and 2.
 Ask: How many 10s are there? (7) How many 1s are there? (2) What do you get when you put them together?
(7 tens 2 ones or 72.)
 Write on the board:
70 and 2 make 72.
70 + 2 = 72
 Repeat the process for (b) and (c).

 QUESTION 3 objective: Recall writing numbers to 100 in standard form.

 Ask: Why is writing one hundred different from writing the two other numbers? (There is an extra digit for the
hundreds place. I need to write a zero in the tens and ones place.)

 QUESTION 4 objective: Recall writing numbers to 100 in words.

 Ask: What is important to remember when writing a number like 93? (We use the hyphen between the nine and
the three.)

Additional Support:
Show a list of the following number words:
Ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred

Show examples of numbers between the tens. For example: seventy-seven, ninety-three.
Remind students to put a hyphen between the tens and ones.

 QUESTION 5 objective: Recall comparing numbers within 100 using the pictorial aids.
 Ask: How can you compare two numbers using the place-value chart? (I compare the tens then the ones.) How can
you compare two numbers when the tens are the same? (I compare the ones.)

 QUESTION 6 objective: Recall comparing numbers within 100 without the pictorial aids.
 Ask: How do you know which symbols to use? (The open part of the symbol goes to the larger number.)

 QUESTION 7 objective: Recall finding a number greater than one number and smaller than the other within 100.
 Ask: How do you know if a number is greater than 50? (There are more than 5 tens.) How do you know if a number
is smaller than 70? (There are less than 7 tens.)

 QUESTION 8 objective: Recall comparing and ordering numbers within 100.

 Provide students with a copy of Place-Value Chart 1 (TR02). Have them write 48, 9 and 61 on the charts and then
compare the numbers.
 Ask: What does it mean to order from greatest to smallest? (Find the number that has the greatest value and write
it first, then the next and finally the smallest.)

 QUESTION 9 objective: Recall finding 1 more, 1 less, 10 more or 10 less than a number within 100.
 Group students in pairs or small groups. Provide each pair or small group with base-ten sets.
 Have students build 89 using their base-ten sets.
 Ask: What number do the base-ten sets show? (89) What number is 1 more than 89? (90) How do you know?
(It is the next number after 89 when I count on by 1.) What number is 1 less than 89? (88) How do you know?
(It is the number before 89.) How do you find 10 more than 89? (I add another 10 to get 99.) What about 10 less
than 89? (I take away 10 to get 79.)

Additional Support:
For Questions 6–9, provide students with base-ten sets and Place-Value Chart 2 (TR03).

Lesson Wrap-Up (10 min)

 Go through the “I can” sentences on page 4 with students to wrap up the lesson.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 5

LESSONS 3–6 (pages 5–10) Number of Periods: 4
Section 1A Count Hundreds, Tens and Ones

Learning Objective(s) Focus Question

 Read and write numbers up to 1000.  What are some ways to count?

Vocabulary
 thousand (ribu)
 standard form (bentuk baku)
 word form (bentuk kata)

Lesson Starter (20 min)

Task (page 5)

 Begin by telling students they will learn to count in 1s, 10s and 100s in this lesson.
 Have students look at the picture and talk about it in pairs or small groups.
 Have students work on the task. Observe student discussions.
 After students have attempted the task, use the following prompts to facilitate a class discussion. Pay attention to
the language students use.
 Ask: What can you say about the way the people are standing? (They are standing in equal rows and columns; they
are arranged in 10 rows of 10.) How could you count the people to find out how many there are? (I could count on
by 1s or 10s.) Why might you want to use different ways to count? (Some ways may help us to count more quickly.)
Which way could you use to count the quickest? (Count on by 10s.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 6

Lesson Development (60 min)

Learn (page 5)

 Show page 5.
 Provide students with base-ten sets.
 Ask: How can you use 10s to count? (I can count 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.)
 Invite students to arrange the 10 tens side by side to form a square, and then place one hundred on top of the
square.
 Ask: What can you say about 10 tens and 1 hundred? (They are the same.)
 Write on the board: 10 tens = 100.

English Language Support:

Write the words ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety and one hundred in a vertical
arrangement. Practice skip-counting by 10s with students. Point as you say each word to help students develop the
connection between the written word and the spoken word.

Learn Together (pages 6–8)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 7

 Group students in pairs or small groups to answer Questions 1 to 4. Provide each pair or small group with a
base-ten set to count with.

 QUESTION 1 objective: Build students’ understanding of counting on by 100s to one thousand.

 Have students count on by 100s as they build 10 hundreds to make 1 thousand.
 Ask: How can you count on by 100s? (I can count 100, 200, 300, 400, 500, 600, 700, 800, 900, 1000.) What can you
say about 10 hundreds and 1 thousand? (They are the same.)
 Write on the board: 10 hundreds = 1000.
Introduce the word “thousand.”

 QUESTION 2(a) objective: Build students’ understanding of counting on by 1s from 100.

 Ask: What are two ways that you can write the number? (I can write it in numbers and in words.) How do you
count? (First, I count the 100s and then count on by 1s.)

 QUESTION 2(b) objective: Build students’ understanding of counting on by 10s from 100.
 Ask: How could you count the pencils? (I could count on by 10s from 100.) How is this different from the last one?
(There are no ones.)

 QUESTION 2(c) objective: Build students’ understanding of counting on by 100s, 10s and 1s.
 Ask: Why is it best to count on by 100s first? (It is the greatest group of pencils. I can count the pencils quickly.)

 QUESTIONS 3 and 4 objective: Build students’ understanding of the standard form and word form of a
number.
 Ask: How many hundreds, tens and ones are there? (3 hundreds, 5 tens and 6 ones)
 Write on the board:
Standard form: 356. Explain that the standard form of the number is used when it is written entirely using digits to
represent the place value.
Word form: three hundred and fifty-six. Explain that the word form is used when we write a number entirely using
words instead of digits.

 Point to the digit 3 in each form of the number to show students how the digit in each place is represented.
 Point out the digit 5 and the digit 6 in a similar manner.
 For Question 4, point to the 5 hundreds and then the 5 ones in each form of the number.
 Ask: What can you say about the digits you write in the hundreds and the ones place? (They are both 5.)
 Ask: What happens when you write it in word form? (I write a five and then hundred and another five for the ones.)
 Introduce the vocabulary words “standard form” and “word form”. Tell students that these are the different ways of
writing a number.

English Language Support:

Write standard form and word form on the board: Standard form is writing the numbers using digits. Word form
is writing the numbers using the words. Show an example: We say: “eighty-one”, we write an 8 in the tens place
and a 1 in the ones place in standard form. We write “eighty-one” in the word form.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 8

Lesson Wrap-Up (40 min)

Practise On Your Own (pages 8–10)

 Assign the questions for students to complete on their own.

 QUESTION 1 objective: Count items bundled in 100s, 10s, and 1s.
 QUESTION 2 objective: Count numbers represented by base-ten sets.
 QUESTION 3 objective: Write numbers in standard form given their word form and vice versa.

Additional Support:

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 9

 Provide students with base-ten sets to build a number prior to writing the standard form and word form of the
number.

Reflection
 Have students reflect on and share what they have learnt.
o I can read and write numbers up to 1000.
o I can find the number of objects in a set within 1000 by counting on by 100s, 10s and 1s.
o I can write a 3-digit number in standard form and word form.
 You may encourage students to write a journal with this prompt:
o In what situations did you use the “standard” and “word” forms?

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 10

LESSONS 7–10 (pages 11–14) Number of Periods: 4
Section 1B Place Value

Learning Objective(s) Focus Question

 Relate the value of each digit in a three-  How does the place of a digit in a number determine
digit number to its place. its value?

Vocabulary
 place value (nilai tempat)

Lesson Starter (20 min)

Task (page 11)

 Group students in pairs or small groups. Provide each pair or small group with 3 paper squares.
 Have students write each of the 3 digits on a paper square.
 Have students work on the task. Observe student discussions.
 After students have attempted the task, use the following prompts to facilitate a class discussion. Pay attention to
the language students use.
 Ask: What do you know about the problem? (Miss Nur has over 300 pencils. The number of pencils has the digits
3, 4 and 5.) What are you trying to find? (The number of pencils she could have.) If the digit 4 was in the hundreds
place, what could the answer be? (453 or 435) What other information would you need to know the exact
number? (I would need to know how many tens or ones there are.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 11

Lesson Development (60 min)

Learn (page 11)

 Ask: How many hundreds do you see? (3) How many tens? (5) How many ones? (4) What number does that
make? (354)
 Ask: What does each digit in the number tell you? (How many hundreds, tens and ones I have.)
 Have students form other 3-digit numbers using 3, 4 and 5. Invite volunteers to share their answers.

Maths Talk:
 Ask: What are the possible 3-digit numbers you can form with the digits 3, 4 and 5? (345, 354, 435, 453,
534, 543) Does it matter which place each digit goes? Why? (Yes, because it changes the value of the
number.) What is the greatest number formed? (543) How do you know that you have formed the greatest
possible number? (The number has the greatest digit in the hundreds place and then the next greatest digit
in the tens place.)

Learn Together (page 12)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 12

 Group students in pairs or small groups to answer Questions 1 and 2. Provide each pair or small group with a
base-ten set and a copy of Place-Value Chart 2 (TR03) to count with.

 QUESTION 1 objective: Build students’ understanding of writing the value of the number based on its place.
 Have students build the number 297 using their base-ten sets.
 Ask: What number do you have? (297) What digits do you use to make 297? (2, 9 and 7)
 Ask: What place is the 2 in? What is its value? (the hundreds place, 200)
 Ask: What place is the 9 in? What is its value? (the tens place, 90)
 Ask: What place is the 7 in? What is its value? (the ones place, 7)
 Point out to students that the standard form can be shown using the place-value charts.

 QUESTION 2 objective: Relate the value of each digit in a 3-digit number to its place.
 Ask: How is 370 formed? (with 3 hundreds and 7 tens)
 Ask: Do you have any ones? (No.)
How can you record that in a place-value chart? (I can write a zero in the ones place.) What happens if you do not
write a zero? (The number becomes 37 instead.)
 Highlight to students the importance of writing zero when there is nothing in a place.

English Language Support:

Group students in pairs or small groups. Provide each pair or small group with a copy of Place-Value Chart 2
(TR03). Have students build more numbers by placing their number squares in each place and write the
number.
Write the words “place” and “value” on the board.
Place: Tells the position of the digit. For example: in 297, the digit 2 is in the hundreds place.
Value: Tells the worth of the digit. For example: the digit 2 in 297 has a value of 200.

Additional Support:
Remind students that it is important to write a 0 in the ones place to represent the lack of ones.
Write 3 hundreds and 7 tens = 300 + 70.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 13

Lesson Wrap-Up (40 min)

Practise On Your Own (pages 13 and 14)

 Assign the questions for students to complete on their own.

 QUESTION 1 objective: Count and write the place value of 3-digit numbers.
 QUESTION 2 objective: Write the value of each digit in 3-digit numbers.
 QUESTION 3 objective: Write the place and value of each digit in a 3-digit number.
 QUESTION 4 objective: Write the digits of a 3-digit number in the correct place.

Additional Support:
Have students write each number using only one digit. Although 257 can be expressed as 257 ones or 2 hundreds and
57 tens, have them write with only one digit in each place.

Reflection
 Have students reflect on and share what they have learnt.
o I can relate the value of a digit in a 3-digit number to its place.
 You may encourage students to write a journal with this prompt:
o How could you use place value to form the greatest possible number using the digits 9, 9 and 4?

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 14

LESSONS 11–14 (pages 15–20) Number of Periods: 4
Section 1C Compose and Decompose Numbers

Learning Objective(s) Focus Question

 Compose hundreds, tens and ones into a  How do you know if a number is written in expanded form?
3-digit number.
 Decompose a three-digit number into
hundreds, tens and ones.

Vocabulary
 expanded form (bentuk panjang)

Lesson Starter (20 min)

Task (page 15)

 Group students in pairs or small groups. Provide each pair or small group with a copy of Place-Value Chart 2 (TR03).
 Have students show the number of pencils with their place-value charts.
 Have students work on the task. Observe student discussions.
 After students have attempted the task, use the following prompts to facilitate a class discussion. Pay attention to
the language students use.
 Ask: How many 100s do you see? (There are 3 hundreds.) How many 10s do you see? (There are 6 tens.) How many
1s do you see? (There are 8 ones.) How many pencils do you see in all? How did you count? (There are 368 pencils
in all. I counted 100, 200, 300, 310, 320, 330, 340, 350, 360, 361, 362, 363, 364, 365, 366, 367 and 368.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 15

Lesson Development (60 min)

Learn (page 15)

 Group students in pairs or small groups. Provide each pair or small group with a copy of Place-Value Chart 2 (TR03).
Have them write 368 in the place-value chart.
 Ask: What digit did you write in the hundreds place? (3) What is the value of the digit 3 in the number? (300)
 Ask: What digit did you write in the tens place? (6) What is the value of the digit 6 in the number? (60)
 Ask: What digit did you write in the ones place? (8) What is the value of the digit 8 in the number? (8)
 Ask: How can you write 368 as a sum of the value of the digits? (300 + 60 + 8)
 Explain that the sum of the values of the digits is referred to as expanded form.

Additional Support:
Use the following for additional support:

Three hundred and sixty-eight

300 + 60 + 8 368

word expanded standard

Three Forms

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 16

Learn Together (pages 16 and 17)

 Group students in pairs or small groups. Provide each pair or small group with a base-ten set and a copy of
Place-Value Chart 2 (TR03).
 QUESTION 1 objective: Compose a 3-digit number with hundreds, tens and ones.
 Ask: What digits do you use to make 740? (7, 4 and 0)
 Ask: What place is the digit 7 in? What is its value? (the hundreds place, 700)
 Ask: What place is the digit 4 in? What is its value? (the tens place, 40)
 Ask: What place is the digit 0 in? What is its value? (the ones place, 0)
 Ask: How do you write the number formed? (700 + 40 = 740)
 Ask: Is it necessary to show the 0 as part of the sum of the values? Why? (No, because adding 0 doesn’t change the
value.)

 QUESTION 2 objective: Decompose a 3-digit number into hundreds, tens and ones.
 Ask: What digits do you use to make 527? (5, 2 and 7)
 Ask: What place is the digit 5 in? What is its value? (the hundreds place, 500)
 Ask: What place is the digit 2 in? What is its value? (the tens place, 20)
 Ask: What place is the digit 7 in? What is its value? (the ones place, 7)
 Ask: How do you write 527 as the sum of the place values of each digit? (500 + 20 + 7)
 Say: This is the expanded form.

 QUESTION 3 objective: Decompose a 3-digit number into hundreds, tens and ones.
 Ask: What is different about writing 804 in expanded form? (There are no tens; you just write the hundreds and the
ones.)

 QUESTION 4 objective: Show different ways to decompose a 3-digit number into hundreds, tens and ones.
 Ask: What are two different ways to decompose the number 423? (400 + 20 + 3, 400 + 10 + 13)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 17

Activity! (page 18)

 Group students in groups of 3. Provide them with base-ten sets and a copy of Place-Value Chart 2 (TR03).
 Have each student choose 1 digit. Ask students to write their three numbers in the place-value chart.
 Student 1 should write the standard form of the number.
 Student 2 should write the expanded form of the number.
 Student 3 should write the word form of the number.
 Students should work together to write the value of the digits.
 Have students repeat the activity but switching the positions of the digits.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 18

Lesson Wrap-Up (40 min)

Practise On Your Own (pages 19 and 20)

 Assign the questions for students to complete on their own.

 QUESTION 1 objective: Compose a 3-digit number with hundreds, tens and ones.
 QUESTION 2 objective: Decompose a 3-digit number into hundreds, tens and ones.
 QUESTION 3 (a)–(c) objective: Complete the expanded form of a number given the standard form.
 QUESTION 3 (d) and (e) objective: Compose a 3-digit number with hundreds, tens and ones.
 QUESTION 3 (f) objective: Decompose a 3-digit number into hundreds, tens and ones.

Reflection
 Have students reflect on and share what they have learnt.
o I can compose hundreds, tens and ones into a 3-digit number.
o I can decompose a 3-digit number into hundreds, tens and ones.
 You may encourage students to write a journal with these prompts:
o What are the three forms of a number? Which form makes it easiest to see the value of the digits? Use an
example to explain your thinking.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 19

LESSONS 15–18 (pages 21–24) Number of Periods: 4
Section 1D Compare and Order Numbers

Learning Objective(s) Focus Question

 Use base-ten sets and place-value  How can you use place value to compare numbers?
charts to compare numbers within
1000.
 Compare numbers within 1000 using <,
= or >.
 Order three numbers within 1000.

Lesson Starter (20 min)

Task (page 21)

 Group students in pairs or small groups. Provide each pair or small group with base-ten sets.
 Have students look at the picture and recall comparing 2-digit numbers.
 Have students work on the task. Observe student discussions.
 After students have attempted the task, use the following prompts to facilitate a class discussion. Pay attention to
the language students use.
 Ask: What do you see in the picture? (There are 265 ears of corn in Basket A and 342 ears of corn in
Basket B.) How does Dewi compare ears of corns in the baskets? (She says Basket B has more ears of corn.)
How can you compare 265 and 342? (3 hundreds are more than 2 hundreds. Therefore, 342 is greater than 26.
So, Basket B has more ears of corn.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 20

Lesson Development (60 min)

Learn (page 21)

 Show page 21.

 Group students in pairs or small groups. Provide each pair or small groups with base-ten sets and a copy of
Place-Value Chart 2 (TR03).
 Have students build 265 and 342 using base-ten sets. Have them write the numbers in the place-value charts.
 Ask: How do the base-ten sets help you decide which number is greater? (I needed more hundreds to build 342
than 265.) What can you say about the digits in the place-value charts? (3 hundreds is greater than 2 hundreds.)
Which number is greater? (342) Why? (It has more hundreds.)
 Write 342 > 265 on the board. Review with students the “<” and “>” symbols. Remind students that since 342 is
greater than 265, 265 is also smaller than 342.

Additional Support:
To help students remember the comparison symbols, provide the visual of four connecting cubes at the open end
of each symbol and one connecting cube at the closed end. Help them see that four is greater than one, so the
symbol is drawn that way.

Open end Open end

Closed end

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 21

Learn Together (page 22)

 Group students in pairs or small groups to answer Questions 1 to 3. Provide students with base-ten sets and a copy
of Place-Value Chart 2 (TR03) to build and compare the numbers.
 QUESTIONS 1 and 2 objective: Build students’ understanding of comparing two 3-digit numbers.
 Ask: What is the same about 491 and 489? (They have the same number of hundreds.) How can you compare them
if the hundreds are the same? (I can compare the tens.)
 Ask: What is the same about 526 and 524 (They have the same number of hundreds and the same number of tens.)
How can you compare them if the hundreds and the tens are the same? (I can compare the ones.)

 QUESTION 3 objective: Build students’ understanding of comparing and ordering three 3-digit numbers.
 Ask: What can you say about the hundreds in each number? (701 has the greatest hundreds digit. It is the greatest
number.) How can that help you compare them? (I can compare the tens to find the next greatest number.)

English Language Support:

Describe the terms “greatest” and “smallest” to students. Explain that these terms are used when ordering
numbers.

Additional Support:
Have students build each number using base-ten sets and Place-Value Chart 2 (TR03). Have them compare first the
hundreds, then the tens and finally the ones.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 22

Activity! (page 23)

 Group students in groups of 3. Provide each group with a copy of Place-Value Chart 2 (TR03).
 Have each student choose one 3-digit number and write their three numbers in the place-value chart.
 Have them write the numbers in order from greatest to smallest.
 Encourage students to use the following sentence frames and the given vocabulary to write what they discovered.
1. ________ is greater than ________.
2. ________ is smaller than ________.
3. ________ is the smallest number.
4. ________ and _________ have the same number of _________ (hundreds, tens or ones).

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 23

Lesson Wrap-Up (40 min)

Practise On Your Own (pages 23 and 24)

 Assign the questions for students to complete on their own.

 QUESTION 1 objective: Compare 2- and 3-digit numbers using the comparison symbols.
 QUESTION 2 objective: Order three 3-digit numbers from greatest to smallest.
 QUESTION 3 objective: Form the smallest possible 3-digit number using the digits 5, 3 and 9 and explain your
thinking.
 Ask: What strategies could you use? (I could use a place-value chart.) Which digit would you use in the hundreds
place to make the smallest possible number? Why? (I would use the 3 in the hundreds place because it has the
smallest value.)

Think!
 QUESTION 4 objective: Find the greatest possible number that satisfies the ordering of the numbers.

Additional Support:
Remind students that they should always compare the digits starting from the place with the greatest place value.
If the digits are the same, move on to compare the digits in the next greatest place.

Reflection
 Have students reflect on and share what they have learnt.
o I can compare numbers within 1000 using base-ten sets and place-value charts.
o I can compare numbers within 1000 using <, = or >.
o I can order three numbers within 1000.
 You may encourage students to write a journal with this prompt:
o What strategies do you have for comparing numbers? Explain your strategies using an example.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 24

LESSONS 19–22 (pages 25–28) Number of Periods: 4
Section 1E Number Lines

Learning Objective(s) Focus Question

 Find the missing number within 1000  How can you find missing numbers on a number line?
given its position on a number line.
 Find the position of a number within
1000 on a number line.

Vocabulary
 number line (garis bilangan)

Lesson Starter (20 min)

Task (page 25)

 Have students work on the task. Observe student discussions.

 After students have attempted the task, use the following questions to facilitate a class discussion. Pay attention to
the language students use.
 Ask: What do you know about rulers? (They help me to draw straight lines. I can use them to measure the length of
objects. There are numbers marked on the edge of a ruler.) What do you see in this ruler? (Some numbers are
missing.) How can you find the missing numbers? (I can count and try to find the pattern.) How can you count on?
(I can count on by 1s.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 25

Lesson Development (60 min)

Learn (page 25)

 Watch the microlearning video in the WorkText eBook on MCEduHub to learn about the key concept on number
lines. Alternatively, follow the suggested steps below to teach the concept.
 Show page 25. Introduce students to the number line. Point out that the numbers increase as they move to the right
and decrease as they move to the left.
 Ask: What is being added to each number as you move to the right of the number line? (1)
 Highlight that the arrow on the right of the number line means that there are numbers beyond 12.
 Ask: What do you think the next number after 12 is? (13)
 Invite volunteers to talk about a strategy they can use to find the missing numbers on the thermometer.

Maths Talk:
 Ask: What can you say about the number line used in the thermometer? (It starts from 35 and ends at 42.)
How could you find the missing numbers? (I could count on from 35 to 42.)

English Language Support:

To familiarise students with the terms “increasing” and “decreasing”, turn the number line so that it is in a vertical
position with the zero on the bottom and the 12 on the top.

Learn Together (page 26)

 Group students in pairs or small groups to answer Questions 1 and 2.

 QUESTION 1 objective: Build students’ understanding of finding missing numbers on the number lines.
 Encourage students to begin counting from the first number on each number line.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 26

 Ask: How can you find the rule for the pattern? (I could count on from the first number.) How are the number lines
in (a) and (b) the same? (They both count up by 1s.)

Additional Support:
Make sure that students understand that the lines do not represent the numbers themselves but are the end of the
interval. For example, 25 represent the end of the interval between 24 and 25.

 QUESTION 2 objective: Build students’ understanding of using number lines to identify the position of a number.
 Ask: How is this number line different from those in Question 1? (Not every mark has a number written
below it.) Each mark represents a number. How could you find what each mark represents? (I could count
on from 10 to 15 to see how many numbers there are. Each space is + 1, so the next mark after 10 is 11.) How
could you find where to draw the arrow for 18? (I could count on by 1s from 15 until I reach 18.)

Maths Talk:
 Ask: What can you say about the way numbers are arranged on the number lines? (The numbers count up by 1s.)

Additional Support:
Make a number line from 10 to 20 on the floor. Ask students to jump from one number to the next.
 Ask: What happens to the numbers as you move to the right? (the numbers increase) What about to the left?
(the numbers decrease)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 27

Lesson Wrap-Up (40 min)

Practise On Your Own (pages 26–28)

 Assign the questions for students to complete on their own.

 QUESTION 1 objective: Find missing numbers on the number lines.
 QUESTION 2 objective: Locate the position position of numbers on the number lines given some benchmark
numbers.

Additional Support:
Encourage students to write the number below each mark on the number line as they count on or count back.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 28

Think!
 QUESTION 3 objective: Use a number line to compare and order numbers.
 Ask: How do the positions of numbers on a number line tell you about their order? (Numbers that are farther to
the right are greater.) How do 395 and 405 help you decide which number is the greatest? (The number closest to
405 is the greatest.)

Reflection
 Have students reflect on and share what they have learnt.
o I can find a missing number within 1000 on a number line given its position.
o I can find the position of a number within 1000 on a number line.
 You may encourage students to write a journal with this prompt:
o Give an example of a number line in real life. What is it used for?

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 29

LESSONS 23–26 (pages 29–32) Number of Periods: 4
Section 1F Money: Coins

Learning Objective(s) Focus Question

 Recognise and tell the value of different coins.  What are different ways to make 1000 rupiah?
 Read the symbol for rupiah (Rp).
 Tell the amount in a set of coins of the same
value.
 Exchange one coin for a set of coins with equal
value.

Vocabulary
 rupiah (rupiah)

Lesson Starter (20 min)

Task (page 29)

 Group students in pairs or small groups. Provide each pair or small group with 1 play coin set.
 Have students work on the task. Observe student discussions.
 After students have attempted the task, use the following prompts to facilitate a class discussion. Pay attention to
the language students use.
 Ask: What are the children doing? (They are saving money in their bank.) What do you see on the coins?
(They have different numbers on them.) Can you write the numbers on each coin? (1000, 500, 200, 100 and 50)
Which coin has the greatest value? (1000-rupiah coin)

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Lesson Development (60 min)

Learn (page 29)

 Show page 29. Have students look at the play coins.

 Ask: What coins do you see? (50 rupiah, 100 rupiah, 200 rupiah, 500 rupiah and 1000 rupiah.)
 Ask: How do you know the value of each coin? (It is the number written on one side of the coin.)
 What do you see on the other side of the coin? (It has pictures of important people, crops or animals on it.)

Additional Support:
To familiarise students with the value of each coin, cut yarn or ribbon of different lengths to represent the coin values.
For example, make a short length that represents 50 rupiah. Attach that to a 50-rupiah coin. Then make a length that
is twice as long to show the 100-rupiah coin. Continue for all of the coins.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 31

Learn Together (page 30)

 Group students in pairs or small groups to answer Questions 1 and 2. Provide them with play coin sets.
 QUESTION 1 objective: Build students’ understanding of counting the value of a set of coins of the same value.
 For QUESTION 1(a), ask: What does Rp mean? (rupiah) How can you find the value of the coin? (I see a 50
on the coin, each one is worth 50 rupiah.) What is the total value of the coins? How did you count it? (50 and 50
make 100; I can make 3 one hundreds. The total value is Rp300.)
 Repeat similar questions for 1(b)–(d).

Additional Support:
Another strategy for counting by 50 might be to think of 50 as 5 tens.
Students might skip count by 5s (5, 10, 15, 20, 25, 30) to find 30 tens and then recognise that 30 tens = 300.

 QUESTION 2 objective: Exchange one coin for a set of coins with equal value.
 For QUESTION 2(a), ask: How can you find the value of the first coin? (I see a 100 on the coin.)
How many 50 will it take to make 100? (2)
 Use similar prompts as Question 2(a) in Questions 2(b) and 2(c).

Additional Support:
Act out exchanging larger coins for smaller coins using play coins. Ask students to pretend that they are at the store
and can only pay with a certain coin.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 32

Activity! (page 31)

 Group students in groups of 3. Provide each group with a play coin set.
 Student 1 should be given 100-rupiah coins.
 Student 2 should be given 200-rupiah coins.
 Student 3 should be given 50-rupiah coins.
 Have students exchange the 1000-rupiah coin for the coins they were given and to draw a sketch of what they
exchanged.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 33

Lesson Wrap-Up (40 min)

Practise On Your Own (pages 31 and 32)

 Assign the questions for students to complete on their own.

 QUESTION 1 objective: Recognise and tell the values of different coins.
 QUESTION 2 objective: Count the amount in a set of coins of the same value.

Think!
 QUESTION 3 objective: Count the amount in a set of coins of the same value.
 Ask: If Indah had only 500-rupiah coins, how many would she need to make 1000? (Two 500-rupiah coins)
If she had only 100-rupiah coins, how many would she need to make 1000? (Ten 100-rupiah coins)
How many 100-rupiah coins will she need if she uses one 500-rupiah coin? (Five 100-rupiah coins)

Reflection
 Have students reflect on and share what they have learnt.
o I can recognise, name and tell the values of different coins.
o I can read the symbol for rupiah (Rp).
o I can count the amount in a set of coins of the same value.
o I can exchange one coin for a set of coins with equal value.
 You may encourage students to write a journal with this prompt:
o What are different ways to make Rp1000? Draw a sketch to explain.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 34

LESSONS 27–30 (pages 33–36) Number of Periods: 4
Section 1G Tell Amount of Money

Learning Objective(s) Focus Question

 Tell the total value of a set of coins.  Why is it important to know different ways to find the
total amount of coins?

Lesson Starter (20 min)

Task (page 33)

 Group students in pairs or small groups. Provide each pair or small group with a play coin set. Have them try to find
the total amount with the boy in the picture.
 Have students work on the task. Observe student discussions.
 After students have attempted the task, use the following prompts to facilitate a class discussion. Pay attention to
the language students use.
 Ask: What is the boy trying to find? (How much money he has in all.) What do you think he might be saving to buy?
(Answers vary. Example: He might want to buy a football.) How can you find the total amount of money?
(I can count on to find the total amount of money.) How can you count or do that? (I can count on from 500.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 35

Lesson Development (60 min)

Learn (page 33)

 Show page 33.

 Provide students with play coin sets. Have them use their play coins to find the value of each coin.
 Ask: What coins do you see? (a 500-rupiah coin and three 100-rupiah coins)
 Ask: What is the total value of the coins? How did you find it? (The total value is 800 rupiah. I counted on from
500 like this: 500, 600, 700, 800.)
 Ask: How much more would you need to get to 1000 rupiah? (I need 200 rupiah more.)
How did you figure it out? (With this 200, I could make another 500. 500 and 500 is 1000; or I could add 200 to the
800 to get 1000.)

Learn Together (page 34)

 QUESTION 1 objective: Build student’s ability to count the amount in a set of coins of different values.
 QUESTION 1(a): Ask: How can you find the total value of the coins? (I see a Rp500 coin and two Rp200
coins. I count on by 200s from 500. 500, 700, 900. The total value is Rp900.)
 Repeat the question for 1(b) to 1(d). (Question 1(b): I see a Rp500 coin, a Rp200 coin and two Rp100 coins.
I count on from 500. 500, 700, 800, 900. So, the total value is Rp900. Question 1(c): I see two Rp200 coins,
three Rp100 coins and two Rp50 coins. I count on from 200. 200, 400, 500, 600, 700, 750, 800. So, the total
value is Rp800. Question 1(d): I see a Rp500 coin, a Rp200 coin, two Rp100 coins and two Rp50 coins. I count
on from 500. 500, 700, 800, 900, 950, 1000. So, the total value is Rp1000.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 36

Activity! (page 35)

 Group students in groups of 3. Provide each group with a play coin set.
 Student one should be given five 100-rupiah coins.
 Student two should be given five 200-rupiah coins.
 Student two should be given five 50-rupiah coins.
 Have each group find different ways to make Rp850. They should compare their findings with other groups and
record each way by drawing a sketch.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 37

Lesson Wrap-Up (40 min)

Practise On Your Own (pages 35 and 36)

 Assign the questions for students to complete on their own.

 QUESTION 1 objective: Find the total value of a set of coins of different values.
 QUESTION 2 objective: Use the given coins to make Rp500.

Reflection
 Have students reflect on and share what they have learnt.
o I can tell the total value of a set of coins.
 You may encourage students to write a journal with this prompt:
o If you wanted to buy something that was Rp950, how can you do so using the fewest number of coins possible?

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 38

LESSONS 31–33 (pages 37–39) Number of Periods: 3
Real-Life Maths Task (pages 37 and 38)

 Get students to refer to the Real-Life Maths Task.

 QUESTION (a) objective: Count the amount in a set of coins.
 QUESTIONS (b) and (c) objective: Compare amounts of money in coins within Rp1000.
 QUESTIONS (d)–(f) objective: Exchange a set of coins with the coins of the same value.

Scoring Guide
 Use the scoring guide to help you go through the Real-Life Maths Task with students.

Description Point(s)
(a) The student:
 counts the number of coins correctly. 1

(b) The student:

 correctly finds who has the most amount of money. 2

(c) The student:

 correctly finds who has the least amount of money. 1

(d) The student:

 correctly identifies that three Rp50 coins make Rp150. 1
(e) The student: 1
 correctly identifies 5 coins that make up Rp950.
(f) The student: 1
 correctly calculates another Rp250 is required to make Rp1000.
 correctly identifies the three coins that make Rp250. 1
Total 8

 Use this table to help you find students’ performance levels.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 39

 Level Score

6–8

3–5

0–2

Chapter Wrap-Up (page 39)

 Guide students to recall what they have learnt in the chapter using What Have I Learnt?.

English Language Support:

Guide students to create a list of the key vocabulary words in the chapter. Help reinforce the vocabulary using the
following statements/questions.
1. 435 is an example of a number written in _____. (standard form)
2. Four hundred and thirty-five is an example of a number written in _____. (word form)
3. 400 + 30 + 5 is an example of a number written in _____. (expanded form)
4. Each digit in the number 435 has a different _____ based on its _____. (value; place)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 40

LESSONS 34–37 (page 40) Number of Periods: 4
Project Work (page 40)

 At the end of Chapter 1, students should be able to complete this project work.
 Part 1 requires students to do research on pixel art and to select one that they can make. Have them give their art a
name.
 Part 2 requires students to decide on the number of different coloured pieces of paper needed for their pixel art
and prepare it.
 Part 3 requires students to make the pixel art as planned.
 For Part 4, invite students to share their pixel art, inspiration, formation of ideas and any patterns they observed
while making the art piece. Have them compare the number of different coloured pieces of paper they used with
their classmates. Create a chart or table to record the data and pin it on the board.
 Have students take pictures of their pixel art from close up and then from a distance. Discuss how the pixels seem to
blend in when the picture is taken from a distance.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 41

LESSONS 38–41 (pages 41–44) Number of Periods: 4
Chapter Practice (pages 41–44)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 42

 Assign Chapter Practice to help students consolidate and extend their understanding of the chapter.

Question Level Chapter 1 Learning outcome(s) Section(s)

1 1 Read and write numbers up to 1000. 1A
Decompose a 3-digit number into hundreds, tens and
2 1 1C
ones.
For parts (a)–(c): Read and write numbers up to 1000
using standard, expanded and word form.
3 1 1A, 1B
For parts (d)–(e): Relate the value of each digit in a
3-digit number to its place.
Decompose a 3-digit number into hundreds, tens and
4 1 1C
ones.
5 1 Compare numbers within 1000 using <, = or >. 1D
6 1 Order three numbers within 1000. 1D
Find the missing number within 1000 given its
7 1 1E
position on a number line.
Find the position of a number within 1000 on a
8 1 1E
number line.
Count the amount in a set of coins of different
9 1 1F, 1G
values.
Relate the value of each digit in a 3-digit number to
10 2 1B
its place.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 43

Teacher Resource
TR01 Place-Value Strips

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 44

Teacher Resource
TR02 Place-Value Chart 1

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 45

Teacher Resource
TR03 Place-Value Chart 2

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 1 46