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Introductory Activities
Teacher accepts all responses and may ask students to read aloud the numbers
that are familiar to them.
“These are the different ways of writing whole numbers for examples the
Arabic, Chinese, Indian, Roman and others. The number system we use today
is the Hindu-Arabic system. In this system there are 10 symbols namely 0, 1, 2,
3, 4, 5, 6, 7, 8 and 9. These symbols are called digits.”
3. Teacher writes the numbers 0, 1, 2, 3, …, 9 and the word “digits” on the board.
1
Mathematics Teaching Scripts – Form 1
Procedure
“Today we will learn how to count, read and write whole numbers.”
1. Teacher shows the class cards with diagrams containing 1 – 10 objects (in order) and
pastes every one of them on the board.
Eg. Expected
responses :
There is one
pumpkin
2. Refer to card 1(one object). There are two
pumpkins.
“How many (objects) are there?”
3. Students count the objects and say aloud the numbers. Ask a student to come out and
write the number in numerals and in words on the board.
2
Whole Numbers
9. Teacher emphasises that numbers over twenty are written with hyphen.
“Students, numbers over twenty is written with a hyphen, for example twenty-
one, thirty-two and thirty- nine?”
10. Teacher points to the numbers written on the board (0,1,2, 3, …, 30) and says:
“Students, we have learnt how to count, read and write numbers from 0 to 30.”
“Can you give me a number larger than 30?”
Teacher accepts all responses from the students and continues writing the numbers on
the board ( 0,1,2, …, 21,22,23, …, 31, ..,45, …, 100,…, 1200, …
11. Teacher explains to the students the use of number line to represent whole numbers.
0 1 2 3 4
“We label the point on the left with zero and the rest of the points, in order,
with the numbers 1,2, 3, 4, and so on.”
“The arrow indicates that the number can continue in that direction
forever.”
Closure
3
Mathematics Teaching Scripts – Form 1
Additional Activities
“Class, mathematics and numbers are all around us. Now look around you and
give as many examples as possible of situations using numbers, especially
whole numbers.”
4
Whole Numbers
Introductory Activities
“Now, we have (45) students in our class. Let us count back. Ali, start with
number 45 and the others please count back with 44, 43, and so on.”
Procedures
Teacher writes a few numbers (0 – 30) in numerals on the board, one at a time and
asks students to read it.
“Ah Beng, read the numbers on the board.”
“Now, write down the numbers in words on the board.”
Teacher shows the following diagram by using interlocking blocks or manila cards.
“Fauzi, count the number of cubes in the diagram. How many cubes are
there?”
“Write the number in numerals and in words on the board.”
5
Mathematics Teaching Scripts – Form 1
Write the numbers on the board and repeat with 50, 60,…, 100, 200, 300, …,
1000.
“Mei Ling, can you please read this number and write it down in words?”
Repeat with other numbers (<10 000) such as 57, 85, 93, 35, 240, 408, 386, 4715,
5209 and 8008.
“Kumar, write a number not more than 10 000 in words on the board.”
“Azizah, read the given number and write it down in numerals.”
“If you have RM30 in your savings, and you save RM10 per week, how much
money would you have after one week, two weeks… ?”
“If your parents give you RM280 to spend and you only spend RM5 a day, how
much money would you have after one day, two days …?”
“There are 23 pots of baby orchids in the garden. Everyday the gardener plants
10 more pots of baby orchids.”
“How many pots of baby orchids are there in the garden after 1 day, 2 days, 3
days…?
6
Whole Numbers
Closure
“23 can be represented by this way.:
Expected answer:
“How many tens are there?” 2 tens
“How many ones are there?” 3 ones
Expected answer:
“How many hundreds are there?” 2 hundreds, 3 tens,
“How many tens are there?” 5 ones
“How many ones are there?”
“We will continue our lesson tomorrow and learn about place values of digits.
Please read the textbook before the next lesson.”
7
Mathematics Teaching Scripts – Form 1
Additional Activities
Teacher guides her students to explore the use of numbers in various forms in their
daily activities.
“Class, here are some examples of numbers in different forms. Can you write
these numbers in another form? Try and think of some events and write the
date of the events in various forms. Here is an example.”
8
Whole Numbers
Learning Identify place value and value of each digit in whole numbers
Outcome
Vocabulary
Ones, tens, hundreds, thousands, ten thousands, hundred
thousands, million, billion, digit
Resources Interlocking blocks of units and tens or strips of unit, tens and hundreds
made from manila cards.
Unit Ten
Hundred
Introductory Activities
Expected answer:
“How many tens are there?” 3 tens,
“How many ones are there?” 6 ones
9
Mathematics Teaching Scripts – Form 1
1. Teacher shows number 236 by using strips/ blocks.
2 3 6
3. Teacher fills the blanks with the words ‘hundreds, tens and ones’
2 3 6
1 3 8 9
Expected answer:
“What is the place value of 9?”
ones
“What is the value of the digit 9?”
9
10
Whole Numbers
5. Teacher shows the table below on the board.
“Students we have learnt about place values; ones, tens, hundreds, and
thousands.”
6 1 3 8 9
Expected answer:
“Students, can you read this number?” sixty-one thousand three hundred and eighty-nine
“What is the place value of six?” Ten thousands
8. Repeat this procedure with place values of ‘hundred thousand’ and ‘million’.
Expected answer:
Five hundred and ninety-three thousand, one hundred and forty -six.
Expected answer:
The place value of five is hundred thousands….
11
Mathematics Teaching Scripts – Form 1
Closure
1. Forming the largest and the smallest numbers.
“Every digit in a number has a place value and value. The position of a digit in
a number is very important because it determines the value of the digits.”
“Find out from the Internet how to write one billion in numeral.”
Give the following tables to make students aware the system of writing whole
numbers.
“Class, this is a table showing place values of numbers. You can use this table
to guide you to write whole numbers in numerals.”
12
Whole Numbers
Introductory Activities
“During the school assembly, the principal said that there are about 1300
students in our school. Do you think that our school has exactly 1300
students?”
“If not, what may be the possible number of students in the school?”
Procedure
Teacher starts the lesson by mentioning the number of students in the class.
30 33 40
13
Mathematics Teaching Scripts – Form 1
30 38 40
23 867
Students might give
“Now let us round the number given to the nearest
the answer of 238
hundred.”
when rounding to
“Which digit has a place value of hundred?” (8)
the nearest
“Look at the digit to the right of digit 8.”
hundred, teacher
“Is the digit 5 or more than 5?”
should explain why
“Digit 6 is more than 5, So we add 1 to the digit 8
it is wrong by asking
and replace the digits to the right with zeroes.
the student to read
Hence 23 867 is rounded up to 23 900 to the
aloud 23 847 and
nearest hundred.”
238 and ask them to
Greater than 5 compare their
values.
23 867 Replace with zero
14
Whole Numbers
5. Teacher should also use the number line to explain the answer.
23 850
56 493
Expected answer: 6
Teacher should encourage students to check the answer using the number line.
Teacher concludes:
“There are about 30 students in the class each day. Class, do you agree with
that statement?”
15
Mathematics Teaching Scripts – Form 1
Teacher gives a few numbers to be rounded to the nearest tens, hundreds, thousands and
ten thousands without using the number line.
Closure
“Look at your answer to the question given at the beginning of the lesson?”
“Do you think that our school has exactly 1 300 students?”
Expected answer: No
16
Whole Numbers
Introductory Activities
1. Teacher introduces a problem related to students' everyday experiences.
“Ali has 5 marbles and Meng Tat has 8 marbles. How many marbles do
they have?”
Expected answer: 13
i. 5 + 3; 3 + 8; 6 + 8; 9 + 4;
ii. 10 + 30; 40 + 40; 60 + 90; 200 + 500; 700 + 900;
iii. 43 + 20; 48 + 50; 57 + 70; 200 + 79; 36 + 200;
348 + 300; 725 + 400;
17
Mathematics Teaching Scripts – Form 1
Procedure
1. Concrete materials or drawings are used to develop the process and the
language of addition and subtraction.
“There are 65 boys and 72 girls in the Mathematics Club. How many students
are there in the club altogether?”
2. Teacher guides the students to write '65 + 72 =' on the board and in their
exercise book.
"Using the blocks or drawings provided, place 6 tens and 5 ones, then add 7
tens and 2 ones.”
18
Whole Numbers
19
Mathematics Teaching Scripts – Form 1
20
Whole Numbers
5. “Class, we can use another method to find the answer for 65 + 72.”
65 + 2 = 67
5+2=7
60 + 70 = 130
Teacher points at 130
followed by 7
“Work out the total for the ones and tens. 7 + 130, The sum is 137.”
i. 2 465 + 3 726
ii. 3 527 + 1 076
8. “Most of us are more familiar with writing addition in the column form. We add
the ones, the tens, the hundreds, the thousands, and so on separately, from
right to left. Regrouping may be necessary during the process.”
1
“Add the ones. 9 ones and 8 ones gives 17 ones.” 198069
“Regrouping the ones. Exchange 10 ones for a ten.” + 131678
“Add the tens. 1 ten, 6 tens and 7 tens gives 14 tens.”
“Regrouping the tens. Exchange 10 tens for a hundred.” 7
11
198069
+ 131678
47 21
Mathematics Teaching Scripts – Form 1
“Add the ten thousands. 9 ten thousands and 3 ten thousands gives 12 ten
thousands.”
“Regrouping the tens thousands. Exchange 10 tens thousands for a hundred
thousand.”
1 11
198069
+ 131678
29747
“The total is 3 hundred and twenty-nine thousand, seven hundred and forty-
seven.”
“All the three methods will give the same answer.”
“Which method do you prefer? Why?”
22
Whole Numbers
Closure
10. Students attempt several questions involving the addition of two or three
whole numbers on the board and in their exercise books.
RM3299 RM1625
3. Show the students some 'sums'. They may be taken from students' work.
Students are
encouraged to use
calculators to
check their
“Some mistakes may have been made. Can you spot “Use the
answers whenskill
them?” of estimation
they are addingby
adding rounded
large numbers or
numbers to check the reasonableness of the exact calculations.” a list of numbers.
23
Mathematics Teaching Scripts – Form 1
24 + 9 = 24 + 10 − 1
328 + 75 = 328 + 100 − 25
64 + 37 + 36 + 18 + 13 = 64 + 36 + 37 + 13 + 18
1. Find some questions from puzzle books to be used as additional activities in the
class or after school.
24
Whole Numbers
Introductory Activities
Expected answer: 7 + ? = 9
25
Mathematics Teaching Scripts – Form 1
“Class, try and solve these problems. These problems are known as
compare problems.”
Expected answer: 9 – 2 = 7
“Class, this type of subtraction is known as take away. Let us try another
problem.”
“Hassan has 9 fruits. 2 are rambutans, the rest are mangoesteens. How many
mangoesteens does Hassan have?”
Teacher writes the following problem on the board and reads it the problems
back to the students.
“Hassan has 9 rambutans. Idris has 2 rambutans. How many more rambutans
does Hassan have than Idri?”
“Hassan has 2 more rambutans than Idris. Hassan has 9 rambutans. How many
rambutans does Idris have?”
“Idris has 2 less rambutans than Hassan. He has 7 rambutans. How many
rambutans does Hassan have?”
26
Whole Numbers
Procedure
1. Concrete materials or drawings are used to develop the process and the language of
subtraction.
“There are 213 Form 1 students in Sekolah Bestari. 87 of them are boys. How
many girls are there?”
“Can you write the problem in mathematical form?”
“Yes, we can write '87 + ? = 213' or '213 − 87 = ?”
2. Teacher guides the students to write '213 − 87 =' on the board and their exercise
book.
A student comes forward to demonstrate with the guidance of the teacher.
27
Mathematics Teaching Scripts – Form 1
“There are not enough tens to be taken away. Regrouping the hundreds.
Exchange 1 hundred for 10 tens.”
213
− 87
28
Whole Numbers
“10 “tens” minus 8 “tens” gives 2 “tens.”
1 10
−0 13
−213− −
− 87
26
“1 ‘hundred’ minus 0 ‘hundred’ gives 1 ‘hundred’ .The answer is one
hundred and twenty-six.”
1 10
−0 13
−213− −
− 87
126
Several examples like this should be discussed, terms like subtract, subtraction, minus, take
away, difference should be used.
Students should learn different methods of addition to acquire an understanding of the
process of subtraction and the skill on computation.
“The area of East Malaysia is 198069 square kilometers, whereas the area of
West Malaysia is 131678 square kilometers. What is the difference between the
area of East Malaysia and the area of West Malaysia?”
Teacher accepts students' responses and writes the question '198069 − 131678 =' on the
board.
29
Mathematics Teaching Scripts – Form 1
66 469 − 70 = 66 399
66 399 − 8 = 66 391
“This method involves ‘count on’ starting with the smaller number.”
“First count on to 190 000.”
198069
− 131678
30
Whole Numbers
198069
− 131678
1
9 16
7 10
198069
-- -- --
− 131678
391
31
Mathematics Teaching Scripts – Form 1
Teacher discuss with the students the advantages and disadvantages of each
method.
“All the three methods will give the same correct answer.”
“Which method do you like most? Why?”
Students attempt several questions involving subtraction of two or three whole numbers on
the board and in their exercise books.
Closure
1. Students are encouraged to have a rough estimation of the answer before carrying
out the actual calculation.
2. Students should use estimation to check the reasonableness of the exact calculation.
3. Students are encouraged to use calculators to check their answers when they are
subtracting large numbers or a list of numbers.
“Use pencil-and-paper to answer the following questions. Use calculators to
check your answers.”
4 900 718 − 899 654 =
2 384 507 − 52 933 − 640 148 =
4. Students sholud be exposed to mental and speed subtraction if they have master the
basic skills in subtraction.
“Look at the following examples. By rearranging the numbers, we may be able
to make the questions easier.”
24 − 9 = 24 − 10 + 1
328 − 87 = 328 − 100 + 13
264 + 437 − 75 − 64 − 27 = 264 − 64 + 437 − 23 − 75
32
Whole Numbers
INTRODUCTORY ACTIVITIES
Use concrete materials to develop the concept of multiplication and introduce the terms
associated with multiplications.
“Class it is very important that you memorize all the multiplication facts on the
table. Please make sure that all of you can recite all the multiplication facts
correctly and fluently.”
33
Mathematics Teaching Scripts – Form 1
PROCEDURE
5. Teachers writes: 3 x 4 = 4 + 4 + 4
= 12
x =
x =
34
Whole Numbers
“Tan Ping, Fill the blanks and read aloud the mathematical
sentence”
“Class, I have three sets of 12 books, how many books are there
altogether?”
“There are many ways to get the answer. We can count the books
or add repeatedly.”
“Sally, count the books. How many books are there altogether?”
“Johnny, add 12 + 12 + 12. What is you answer?”
14. Teacher separates the books so that each set shows 10 books and 2 books.
3 x 10 = 30 3x2=6
35
Mathematics Teaching Scripts – Form 1
15. “How many books are there in these three sets of two books?”
16. “How many books are there in these three sets of ten books?”
Tens Ones
1 2
x 3 3 x 10
6
3 0
3 6
18. “Now we are going to use the same method to find the product of 4x
21.”
Tens Ones
1 7
x 4 7 x 4 = 28
2 8
4 0 10 x 4 = 40
6 8
36
Whole Numbers
1 2 2 1 1 7
4 x 7 ones = 28 ones
x 3 x 4 x 4 regrouping 2 tens and 8
6 4 2 8 ones.
3 0 2 0 4 0 2 tens carried forward.
3 6 2 4 6 8
1 2 2 1 12 7
x 3 x 4 x 4
3 6 2 4 6 8
21. “Class, solve these questions by using the simplified method within 15
minutes.”
CLOSURE
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