05 HBMT3103 - Topic01

Topic
Whole
Numbers
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1.
Recognise whole numbers;
2.
Identify place value of numbers up to 100,000;
3.
Compare and round off numbers;
4.
Add, subtract, multiply and divide within the range of 100,000;
5.
Apply addition, subtraction, multiplication and division in everyday

life; and
6.
Perform mixed operations involving addition and subtraction.
INTRODUCTION
Welcome to the first topic of this module. You will begin this topic with the
reading and writing of whole numbers within the range of 100,000. Next, you will
learn about place value of numbers and rounding off numbers.
The next part in this topic deals with addition and subtraction operations of two to
four numbers to the highest total of 100,000. Mixed operations that involve
addition and subtraction will be introduced here. Multiplication and division are
the next topics of discussion. You will find that multiplication is the repeated
addition of a unit. On the other hand, division involves determining how many
times one number is contained in another. Real-life examples of these four basic
operations are shown to enable you to apply these concepts and deliver them to
your class efficiently.
Copyright Open University Malaysia (OUM)
1.1
TOPIC 1
WHOLE NUMBERS
READING AND WRITING WHOLE

NUMBERS
Let us start off this module by looking at how to read and write whole numbers.
This involves reading and writing whole numbers from 1 up to 100,000. How do
you start off these lessons in your class? You explain to students the meaning of
whole numbers and ask them where they can see and experience numbers. Then
you can begin these lessons by doing some simple activities such as:
Counting the total number of thumb tacks in the classroom;
Counting the total number of pencils that pupils have; and
Counting the total number of books in the classroom.
(a)
Recognising Whole Numbers

Based on the previous activities, we can conclude that the students are now
familiar with whole numbers. This will help them to read the numbers.
However, before they can read whole numbers, they have to recognise them.
Basically, recognising whole numbers is done through counting the numbers
in groups.
Let us look at a simple example of counting numbers in groups of ten
thousands.
(i)
Show students a picture of ten baskets (refer to Figure 1.1), which

contain ten thousand rambutans each.
(ii)
Ask students to count one by one until the tenth basket.
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Figure 1.1: Sample exercise
(iii) Ask students to add up all the rambutans.

(iv) Tell them how ten baskets of ten thousand rambutans make a hundred
thousand.
Alternatively, you can explain that ten times ten thousand rambutans is
equal to one hundred thousand rambutans.
10,000 + 10,000 + 10,000 + 10,000 + 10,000 + 10,000 + 10,000 +
10,000 + 10,000 + 10,000 = 100,000
(v)
(b)
Then, continue the exercise with different sets of number groups:

hundreds and thousands. Repeat the exercise until the students
understand the process of counting.
Reading and Writing Whole Numbers up to 100,000

Now, how will you teach your students how to read and write whole
numbers up to 100,000? Start off by showing some examples of numbers
that appear in our daily lives such as postcodes in letters, receipts, bills and
etc. Let the students see and compare for themselves the differences in these
numbers by just looking at the number of digits. Then, give them a general
idea of how to read and write by providing suitable examples. Initially,
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WHOLE NUMBERS
students may seem confused and find it difficult to understand. But go

through it anyway as the next topic on place values would be able to
enhance their skills in reading and writing.
Figure 1.2 (a): Example of postcode
Figure 1.2 (b): Example of a cheque

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For example, how do we read the postcode in Figure 1.2 (a)? The postcode
is read as forty thousand four hundred and fifty. On the other hand, the
amount on the cheque in Figure 1.2 (b) is read as Ringgit Malaysia twenty
one thousand three hundred and twenty three only.
Now that you have shown students some examples of reading numbers,
guide them in writing the numbers. Writing numbers means the changing of
words into numbers.
Try these activities in order to teach your students how to write numbers.
(i)
(ii)
1.2
Give your students a number in words: ninety five thousand, two

hundred and forty three. Explain in a simple way as follows:
Read the numbers until thousand, for example, ninety five

thousand. Write it in numbers and it will be 95,000.
Then, read the last few numbers, for example, two hundred and
forty three. Write it in numbers and it will be 243.
Add the two numbers: 95,000 + 243 = 95,243.
Give another example for the students to try out. Guide them through it
first and explain that this will be further explained later.
PLACE VALUE
Recognising the place value of a number is very important and is done by reading
the number. By knowing the place value of numbers, we are able to compare
them.
(a)
Knowing Place Value of Numbers Up to 100,000

(i)
Give your students a number in words such as sixty two thousand,

one hundred and thirty four. Ask them to read the number and show
them the way to write the number as illustrated in Table 1.1.
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Table 1.1: Sample Exercise

Thousand
Ten
One
(ii)
Hundred
Ten
One
Provide an empty table like the one above to the students. Read to the
students a number in words. For example, sixty two thousand, one
hundred and thirty four. Ask them to write the number in the table
provided.
(iii) Test their understanding again by writing the number 67,321 on the
board and reading it loudly as sixty seven thousand, three hundred
and twenty one. Then, fill up another table with the respective digits.
Lastly, ask the students to pronounce the number in words. The digit 6
has the value of 60,000 in number. It is spelt as sixty thousand. Next,
you can continue with thousands, hundreds, tens and ones. You can
check their answers by using these guidelines:
Combine all digits in words and add the word and after hundred.
Hence, 67,321 is pronounced as sixty seven thousand, three

hundred and twenty one.
ACTIVITY 1.1
Convert the following words into numbers:
(b)
1.
Seventeen thousand two hundred and twenty.
2.
Nine thousand six hundred and fifty three.
Comparing and Arranging Numbers

Before students can start to learn about arranging numbers, they need to
know how to compare a set of two or more numbers. When we compare
numbers, we want to know which number is bigger and which is smaller.
Once the values of bigger and smaller numbers are distinguished, they can
be arranged in ascending order from smaller to bigger values or in
descending order from bigger to smaller values. Comparison plays an
important role in arranging the numbers. There are two ways to arrange
numbers, as explained in Table 1.2.
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Table 1.2: Two Methods of Arranging Numbers

Method
Description
Ascending or Count On
Arranging of numbers from small to big
Descending or Count Back
Arranging of numbers from big to small
(i)
Comparing Numbers
You can use the following algorithm as a guide to compare two
numbers.
Algorithm for Comparing the Digit Place Value (DPV)

IF DPV for both data is equal
Then bigger numbers = Number with bigger first digit number
(Compare from left to right)
ELSE
IF digit place value for both data is NOT equal
Then bigger numbers = The number that has bigger DPV
Example 1: Comparing Numbers of Equal DPV
Compare these numbers:
87,423
79,324
Follow the steps below:

Step 1: Is Digit Place Value (DPV) for both data equal?
Answer is YES
Step 2: Compare DPV from left to right for both data (IF same DPV
move from left to right). DPV of first data, 8, is greater than first DPV
of second data, 7. Therefore, 87,423 is greater than 79,324.
Example 2: Comparing Numbers of NOT Equal DPV
Compare these numbers:
87,423
9,324
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Follow the steps below to get the answer:

Step 1: Is Digit Place Value for both data equal?
Answer is NO
87,423 has 5 DPV
9,324 has 4 DPV
Hence, 87,423 is greater than 9,324.
(ii)
Arranging Numbers
Let us look at how numbers can be arranged. There are two ways of
arranging numbers ascending and descending.
Arranging numbers in an ascending order is done by listing (count on)
in line numbers from smaller to bigger values. In contrast, when
arranging numbers in descending order, the numbers are (count back)
listed in line from bigger to smaller values. To visualise this, look at
Figure 1.3.
Figure 1.3: Ascending vs. descending
Steps to follow for Count On

Step 1: Compare the numbers
Step 2: Select the smallest number
Step 3: Place the smallest number on the left
Step 4: Look at the other numbers and repeat Step 3 until ALL data
have been listed in Line
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Example 3:
Count On
59,820
58,820
57,820
56,820
55,820
54,820
Counting in a descending order (count back) also involves four steps

as below:
Steps to follow for Count Back
Step 1: Compare the numbers
Step 2: Select the biggest number
Step 3: Place on the right a smaller number
Step 4: Look at the other numbers and repeat Step 3 until ALL data
have been listed in Line
Example 4:
28,982
28,972
28,962
28,952
28,942
28,932
Count Back
1.3
ROUNDING OFF WHOLE NUMBERS
Rounding off numbers is a way to estimate or approximate a whole number to the

nearest place digit. For example, you may need to round off the figure of todays
total sales. Your mother may want to round off the figures of expenditure on
electricity bill, food, leisure and so on. Bear in mind that rounding off whole
numbers is not exact. It is a round number. When the actual number of objects is
not important, you can round off whole numbers to figure out an estimated
amount of the quantity.
Firstly, how can we describe rounding off numbers? Rounding off numbers means
you want to find the nearest approximation to a given number.
For example, you line up a list of numbers between 20 and 30. Now, you pick 27
as the number to be rounded off. Ask your students whether 27 is nearer to
20 or 30.
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The students will notice that 30 is closer to 27 compared to 20. Therefore, 27

rounded off to the nearest ten is 30.
How about rounding off a whole number to a given place value? The following
steps may be used to round off a whole number to a specific place value. See
Table 1.3.
Table 1.3: Steps for Rounding Off
Locate the digit in the rounding place. Look at the right digit.
Step 1
Step 2
Is the digit greater or lesser than

5?
Step 3
If greater than 5, then add 1 to the

rounding digit; otherwise, add 0.
Replace all numbers by zeros to the right digit
Round Off Numbers to the Nearest Ten, Hundred, Thousand and Ten
Thousand
How do we round off 53 to the nearest ten? Follow the steps below:
(a)
First, you have to locate the digit in the rounding place, that is, ten: 53.
Then, look at the digit at the right, 3.
(b)
Digit 3 is less than 5, so we add 0 to 5 (rounding digit).
(c)
Replace three with zero to the right.
The answer is 50.

Example 5:
Round off 452 to the nearest hundred.
(a)
First, you have to locate the digit in the rounding place, that is, hundred: 4
52. Then, look at the digit at the right, 5.
(b)
Digit 5 is equal to 5, then add 1 to 4 (rounding digit).
(c)
Replace with the digits to the right with zeros (0).
The answer is 500.

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11
Example 6:
Round off 94,851 to the nearest thousand.
(a)
First, you have to locate the digit in the rounding place that is thousand:
94,851. Then, look at the digit at the right of 4, which is 8.
(b)
Digit 8 is greater than 5, add 1 to 4 (rounding digit).
(c)
Replace the digits to the right with zeros (0).
The answer is 95,000.

ACTIVITY 1.2
Round off to the nearest:
1.
Ten
56
644
9,878
3.
Thousand
5,236
32,644
90,878
2.
Hundred
156
5,110
8,779
4.
Ten Thousand
54,036
27,644
99,866
1.4
ADDITION AND SUBTRACTION WITHIN

THE RANGE OF 100,000
This section will begin with addition operations of two to four numbers up to the
highest total of 100,000. Next, you will perform subtraction of two numbers
within 100,000. Lastly, you will learn how to do subtraction in the range of
100,000. For each operation, there are some real-life examples to help you
understand and apply these concepts.
12
1.4.1
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Adding Numbers of Two or More Digits
How do we add numbers of two or more digits? To add numbers of two or more
digits, follow these two steps:
Step 1: The numbers of place value are arranged in the same column.
Step 2: Add from the right to the left column. Leave one digit of the sum and
carry whatever number more than one digit to the left column.
Example 7:
A storekeeper needs to count the total number of oranges and grapes that he has.
There are 2,379 oranges and 23,034 grapes in his store. What is the total number
of fruits?
First, arrange the numbers in the same column so that the ones, tens, hundreds,
etc., place values are in the same column. Note that it does not matter which
number is above or below. Show the alternative way to the students.
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13
Example 8:
Salim works in a bookstore. His boss needs to know the total number of items that
they have. The items that they have are 3,124 books, 13,824 magazines and
23,512 exercise books. Sum up the items that he has.
First, arrange the numbers in the same column so that all ones, tens, hundreds,
thousands and ten thousands place values are in the same column as shown below:
Addition is normally used in our daily life, like paying for the things that we buy
at the cashier counter. As a teacher, you should explain the importance of addition
in our real lives. By doing this, the pupils will understand better and appreciate the
importance of mathematics. The next example will illustrate this point.
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Example 9:
In July 2007, 21,991 people visited Langkawi Island and 49,889 people visited
Padang Besar, Perlis. Find the total number of tourists in July 2007.
To guide pupils in answering this question, ask them to do some analysis as
follows:
What is given?
Number of tourists visiting Langkawi Island (21,991) and

Padang Besar (49,889).
Next, what should be done? Find the total number of tourists in July 2007.
Operation:
You can solve this by writing the following: 21,991 + 49,889 = ?
Or
1
2 1 9 9 1
4 9 8 8 9
7 1 8 8 0
Checking the Answer:

To check the answer by approximation, you just round off each number to the
largest place value.
Example: 20,000 + 50,000 = 70,000, which is close to the actual answer.

SELF-CHECK 1.1
You are given RM17,577 and RM4,944. Find the total amount of money
and check your answer with your classmates.
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15
ACTIVITY 1.3
1.
2.
Find the sum of

(a)
3,531 and 2,412
(b)
67,532 and 24,104
(c)
50,123 and 871 and 1,234
Based on the digits below, form the largest and the smallest
numbers. Hence, find the sum of the numbers formed.
8
3.
Find the missing number: 32,010 + 51,000 + ? = 83,549
4.
Johari is carrying out his daily inspection of inventory of certain

books. In all, there are 2,345 exercise books, 64,333 primary school
books and 56,879 secondary books. What is the total number of
books?
5.
Putra Palace in Kangar, Perlis has 72 single rooms, 120 double

rooms and 30 suites. How many rooms are there altogether?
1.4.2
Subtract One or Two Numbers
This section shows subtraction of numbers within the range of 100,000. This is
done by subtracting the smaller number from a bigger number using the following
steps:
Step 1: Arrange the numbers according to the place value, with the bigger
number on top.
Step 2: Subtract digits from the right column to the left.
Step 3: To subtract a larger digit from a smaller digit in a column, borrow 1
from the left. This means borrowing one group of 10; thus, add 10 to the
top digit in the given column, then continue subtracting.
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Example 10:
Subtract 65,425 from 94,568.
Arrange the numbers in columns. Start subtracting from right to left. If the lower
number is less than the upper number, subtract as usual.
8
14
9
6
4
5
5 6 8
4 2 5
1 4 3
In the thousands, 4 is less than 5, borrow 1 from

group of 10 from 9, 9 1 = 8, so 10 + 4 = 14. Next
14 5 = 9. 1 has been taken away from 9 leaving
8, so 8 6 = 2.
After completing the subtraction, it is wise to check your answer using

approximation. Checking: Round up to the nearest thousands.
9 5 0 0 0
The approximation value is 30,000 which is close

to the exact value 29,143. So the exact answer is
reasonable.
6 5 0 0 0
3 0 0 0 0
One of the most basic examples of subtraction is to know how much is left of your
salary after you have spent half of it. You can relate the use of subtraction to reallife situations to help your students understand the concept better.
Example 11:
There are 69,000 football match tickets to be sold. Last week, 22,358 tickets were
already sold. How many tickets are left?
8
6 9 0
2 2 3
4
0
5
4
10
0
8
2
Arrange in columns. In column ones, tens and

thousands 3, 5 and 8 are greater than 0, so perform
the following steps. Borrow 1 group of 10 from 9,
9 1 = 8, add 10 + 0 = 10; borrow 1 group of 10
from this 10, hundreds column, 10 1 = 9, add to
tens column 10 + 0 = 10; borrow 1 group of 10
from this 10 tens column, 10 1 = 9, add to ones
column 10 + 0 = 10. Next 10 8 = 2.
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17
Example 12:
Aminah runs a catering business. She bought plates, bowls and cups totalling
87,645 pieces. If there are 8,145 plates and 25,346 cups, how many bowls does
she have?
In this problem, you are given the total number of plates, bowls and cups. Then,
you are given also the total number of plates and cups respectively. To find the
number of bowls available, you have to subtract these numbers from the total.
So the number of bowls Aminah bought is 54,155.
Note: It is only critical that the biggest number
must be placed on top when you do the deduction
(shown in Example 12). The arrangement order of
the other two numbers which are deducted are not
of importance.
SELF-CHECK 1.2
1.
Calculate 18,564 8,251 2,334 = _______________.
2.
Azizah collected 2,855 seeds, Ramlah collected 2,624 seeds while

Jamnah collected 5,252 seeds. What is the difference in number of
seeds between:
(a)
Azizah and Ramlah?
(b)
Azizah and Jamnah?
(c)
Jamnah and Ramlah?
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ACTIVITY 1.4
1.
2.
3.
Find the difference of:

(a)
23,000 2,924 = __________
(b)
99,089 26,866 = _________
(c)
70,000 9,318 = __________
Subtract:
(a)
37,156 6,963 = ________
(b)
31,350 8,905 = ________
(c)
100,000 65,000 15,000 = ________
Fill in the boxes with the correct numbers:
(a)
4.
6
1
4
4
6
2 2
4
(b)
2 5
1 0
4
2
4
6 2
2 1
4 1
Solve the following problems:

(a)
Mariam sells nasi lemak. In the first month, she obtained a

profit of RM1,520. In the second month, she made RM2,750
while in the third month she made RM152 less than in her
second month. What is the total profit she made within the
three months?
(b) Jason takes home a salary of RM5,630 a month. Each month,

he will spend RM500 on food, RM250 on petrol, RM480 on
utility bills and RM988 on miscellaneous items. How much
money has he left for his own savings?
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1.5
WHOLE NUMBERS
19
MULTIPLICATION AND DIVISION WITHIN

THE RANGE OF 100,000
This section discusses multiplication and division involving whole numbers up to

100,000. Before you begin each part, explain in detail what multiplication and
division mean. Multiplication is the repeated addition of a unit. On the other hand,
division is how many times one number is contained in another.
Do you know that in mathematics, multiplication is a basic arithmetic operation?
If your students are good at multiplication, this will help them in their other
subjects. This topic will guide you to do multiplication by teaching you mental
multiplication, multiplication of two or more digits with one and two digit
numbers, and multiplication of numbers ending with zero(s). Next, you will be
taught how to do division of two and three digit numbers.
1.5.1
What is Multiplication?
Before you explain to students how to do multiplication, use a visual

representation to illustrate.
Let us take 4 8 as an example. So, what does 4 8 mean? It either means the
sum of eight 4s or the total of four 8s: 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4 = 32 or
8 + 8 + 8 + 8 = 32.
Let us visualise 4 8.
8 is the number of marbles placed in four containers. Ask your students to count
the marbles. The total number of marbles is:
4
3 2
20
(a)
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The Order Property

Let us look at the order property to do
multiplication. Can you write the multiplication for
the situation below? Visualise and use your
imagination. Teach your students how to do it too.
5+5+5
Let us say that there are three packs of biscuits. Each pack consists of five
biscuits. Count the total number of biscuits.
Answer:
There are 3 5 = 15 biscuits. In other words, five biscuits are added
repeatedly three times.
Give the students a few more situations to let them visualise and write the
multiplication. You may use items in the classroom to demonstrate this.
Do you know that multiplication has an order property? You can show this
by changing the order of multiplication as: 3 5 = 5 3 = 15
Three multiply by five means that we add three repeatedly five times.
3 + 3 + 3 + 3 + 3 = 15
Or, similarly like the first answer, you can tell your students that this
addition can also be done by adding five repeatedly three times.
5 + 5 + 5 = 15
Explain to your students that multiplication is very interesting and a
powerful tool in mathematics. The students are expected to memorise basic
multiplication from one until nine. Refresh their memory if they have
forgotten as this knowledge is required for use with other computational
skills.
(b)
The Order of Factors

Now, let us look at the order of factors. Do you know that when numbers are
multiplied, they are called the factors of the product? Look at the following
example:
235
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21
What are the factors of the product? The factors are 2, 3 and 5.
Here is an important fact about the order of factors. When doing
multiplication, the order of any number of factors does not count.
For example,
235=523=532
Show to the students that you can arrange the multiplication of two or more
numbers in various ways as shown above and still get the same answer, that
is 30.
Here is a tip you can give to your students:
When doing multiplication mentally, grouping the factors will help you.
Group the factors as you please in order to come out with an easy solution.
Doing multiplication mentally will help in speeding up the process of
problem solving.
Example 13:
Multiply this: 7 2 9 5
Solution:
There are many ways of solving this, but teach your students the easiest
method. This multiplication can be done easily if you know the right way of
grouping the factors. We can arrange the numbers in the order of your
preference because the order is not important here. Take advantage of
factors that produce a multiple of 10. So, you can group 2 5 and 7 9.
7 2 9 5 = (2 5) (7 9)
You need to memorise simple 1 digit

multiplication to do this.
= 10 63
2 5 = 10 and 7 9 = 63
= 630
Multiply by 10, you just add 0 at the

right side of the number.
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Here are some guidelines for you to improve the skill of multiplication
mentally with whole numbers that end in 0s. Let us try the following:
200 30
You can ignore those 0s and multiply the numbers that remain. Then, put
back all the 0s that you ignored.
Example 14:
200 30 = 6,000
How do we get the answer? Follow these steps:

(i)
Ignore all the 0s and simply multiply: 2 3 = 6.
(ii)
Since we ignored the three 0s, we must put back these three 0s in the
answer. Count the total number of zeros for the two numbers (in this
case 3 zeros), then put it behind 6: 200 30 = 6,000.
SELF-CHECK 1.3
Calculate 9 20.
Example 15:
Calculate 16 5 mentally.
Can we calculate this mentally? The answer is yes. The multiplication of the
numbers without any ending 0s can be done mentally. How do we show this?
First, divide 16 into two groups (any ending numbers 0s) which are 10 and 6
(16 = 10 + 6). Then, multiply each of them by 5.
Therefore 16 5
=
=
(10 5) + (6 5)
50 + 30 = 80
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23
Example 16:
What is the answer for 11 65?
Multiplication of any two numbers by 11 is particularly easy, because we can split

11 into 10 and 1. Therefore, 11 65 is equal to (10 65) + (1 65).
650 + 65 = 715
Example 17:
How much is 13 12?
Because multiplication is a repeated addition, you can do multiplication easily if

you know the trick. Consider the above example, remember that 12 12 = 144.
Separate 13 into 12 and 1: 13 = 12 + 1.
Therefore, 13 12
(12 12) + (1 12)

144 + 12 = 156
=
=
SELF-CHECK 1.4
Solve the following:

(a)
26 6
(d)
15 26
(b)
11 25
(e)
11 6
(c)
23 12
(f)
24 34
1.5.2
Multiply Numbers with Two or More Digits
Your students should be able to multiply single digit numbers mentally. This will
help them and serve as a basis for them to learn multiplication of numbers with
more than two digits. Now, how do we deal with the multiplication of numbers
with two or more digits? These three steps are provided as guidelines:
Step 1: Arrange each digit of the number under the other and draw a line
beneath these numbers.
Step 2: Begin multiplying each of the digits in the number above with each of
the digit in the number below from right to left.
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Step 3: The products of multiplying each number above by each number below
are arranged under the other line from left to right.
We shall apply these steps in the next few examples.

(a)
Multiplying Two Digit Numbers with One Digit Numbers

Example 18:
Multiply 89 9.
Follow the steps below:
Hence, 89 9 is 801.
(b)
Multiplying Two Digit Numbers with Two Digit Numbers

Example 19:
Multiply 84 98.
Use similar steps as in Example 18.

Step1: Arrange by placing number 84 above and
98 below. Align digit ones, tens, hundred.
3
3
7
8
61
5
2
8
9
7
6
3
4
8
2
0
2
}
}+
Step2: Multiply first by 8, 84 8 = 672. Next

multiply by 9, 84 90 = 7,560. Then,
arrange the partial products.
Step3: Add all the partial products to get the total
8,232.
So, the answer for 84 98 is 8,232.
TOPIC 1
(c)
WHOLE NUMBERS
25
Multiplying Numbers Ending with Zero(s)

Let us look now at multiplication of numbers ending with zero(s). This kind
of multiplication can be solved easily and more quickly than others. Explain
to the students the following steps:
Step 1: Multiply only the digits.
Step 2: Attach the total number of zeros to the product obtained from the
multiplication.
Example 20:
Multiply 3,500 80
4
3
2
5
8
0
0
0
Step 1: Multiply the digits, 35 8 = 280.

Step 2: Add three zeros to the product, 280,000.
As an educator, you have to show more examples to your students to let them
fully understand the techniques of multiplication. Guide students through the steps
so that they will be confident enough to attempt to answer questions on their own.
1.5.3
What is Division?
When do we use division? We use division when we want to separate a quantity

equally. Use some items in the classroom to show how things can be divided into
groups. Give students a rough idea about the process of division.
Let us say we have 3 3 matches. They
are equal to nine and hence, 9 3 = 3.
This means we can divide nine matches
equally into three groups. Thus, we
obtain three sticks of matches per group.
Do note that the process of dividing two to five digit numbers by two or three
digit numbers are basically the same. Remind your students of this regularly.
26
1.5.4
(a)
TOPIC 1
WHOLE NUMBERS
Divide by One, Two or Three Digit Numbers
Dividing by a One Digit Number

Example 21:
You want to divide 20 cans of Coca-Cola into four packages. How many
cans of Coca-Cola are there in each package?
To solve this problem, first, show students that you can form the operation
using the symbol: 20 4. Second, write the division using a long-division
).
symbol (
5
4 20
20
0
Start dividing the digits of the numbers from left to right by four.
The first digit two is less than four, so you should choose two
digits (20) which is bigger than four. Next, you can ask your
students for a number when multiplied by four will result in an
answer less or equal to 20. The answer is 4 5 = 20. Place 5 on
) and 20 below 20. Then, subtract 20 20 = 0. This
top (
means that there are no remainders and 20 can be exactly divided
by 4. Therefore, 20 4 = 5.
TOPIC 1
WHOLE NUMBERS
27
Example 22:
Calculate 57,000 8.
Start dividing the digits of the numbers from left to right by

eight. The first digit five is less than eight, so you should
choose two digits (57) which are bigger than eight. Next, ask
your students for a number when multiplied by eight will
result in an answer less or equal to 57, which is 8 7 = 56.
and 56 below 57. Then, subtract
Place seven on top
57 56 = 1. The difference is less than eight. Bring down the
digit zero next to one to become 10.
Again, ask for a number when multiplied by eight will result
in an answer less or equal to 10. The answer is 8 1 = 8, so
put one on top of division and then subtract 10 8 = 2. The
difference is less than eight. Bring down the digit zero next to
two to get 20, for a number when multiplied by eight will
result in an answer less or equal to 20. The answer is 8 2 =
16. Put two on top of the division. Then, subtract 20 16 = 4.
Bring down the digit zero to make 40. Finally, find a number
when multiplied by eight will result in an answer less or
equal to 40. Therefore, 8 5 = 40. Put five on top of the
division symbol. Subtract 40 40 = 0. Hence, 57,000 8 =
7,125.
Example 23:
524 6
Example 24:
3,568 6
87
6 524
594
6 3568
48
30
44
56
42
2
54
28
Hence, 524 6 = 87, remainder 2.
24
4
Hence, 3,568 6 = 594, remainder 4.

28
(b)
TOPIC 1
WHOLE NUMBERS
Dividing by Two or Three Digit Numbers

In this section, you will see an example of the division of numbers by two or
three digits numbers. Follow the guidelines in Example 25.
Example 25:
78 35
Start dividing the digits of the numbers from left to right by

35. The first digit seven is less than 35, so you should
choose two digits (78) which are bigger than 35. Next, ask
your students whether 35 ? is less than or equal to 78.
The answer is 35 2 = 70. Place two on top
70 below 78. Then, subtract 78 70 = 8.
and
The next few examples will further illustrate this method.
Example 26:
564 35
Example 27:
9,578 35

Hence, 9,578 35 = 273, remainder
23.
TOPIC 1
1.6
WHOLE NUMBERS
29
MULTIPLICATION AND DIVISION

IN EVERYDAY LIFE
Multiplication and division are used regularly in our daily life. Below are some
examples which can be used to guide students.
Example 28:
3,550 sweets are to be divided into 25 packages. How many sweets are there in
each package?
First, you have to write the division operation: 3,550 25.

142
25 3550
25
105
100
50
50
0
Start dividing the digits of the numbers from left to right by 25.
The first digit three is less than 25, so you should choose two
digit (35) which is bigger than 25. Next, ask your students
whether 25 ? is less than or equal to 35. That is 1. Place one
and 25 below 35. Then subtract 35 25 = 10.
on top
The difference is less than 25. Bring down the digit five and
place it behind 10 to become 105.
Again, ask your students whether 25 ? is less than or equal to
105. The answer is 25 4 = 100. Then, subtract 105 100 = 5.
The difference is less than 25. Bring down the digit zero to add
and become 50. Finally, ask them whether 25 ? is less than or
equal to 50. The answer is 25 2 = 50. Subtract 50 by 50 and
you will get 0. Hence, 3 568 25 = 142.
Example 29:
Sarimah runs a photocopying business. She earns RM12,250 per week. Her
business operates five days a week and the machine can operate for 10 hours per
day. How much does she earn per hour?
To solve this question it will be wise to do some analysis like what is shown.
Once students have understood the question properly, it will be easier for them to
solve it.
30
TOPIC 1
WHOLE NUMBERS
(a)
What is given?
Earns RM12,250 per week.

Operates five days a week. Machine can
operate for 10 hours a day.
(b)
What is asked?
Earning per hour.
(c)
How much RM is earned?
Use division.
First, divide amount earned by working hours: 12,250 5 10.

Next, simplify 5 10 = 50 and the problem becomes 12,250 50.
12 is less than 50. So choose 122. 50 2 = 100 is less than
122. Subtract 122 100 = 22. Bring down five and it
becomes 225. 50 4 = 200. Subtract 225 200 = 25. Since
25 is less than 50. Bring down zero to become 250. 50 5
= 250. Subtract 250 250 = 0.
SELF-CHECK 1.5
1.
Salim is a hotel manager who wants to set all the tables with six
special cups each in an executive dining room. He needs 252 cups.
Calculate how many tables are there in the executive dining room.
2.
Calculate the following:
3.
(a)
5 2565
(b)
7 5279
(b)
7 6680
(d)
28 4884
A father of four children has 2,458 stamps. He wants to distribute

the stamps equally among his four children. How many stamps will
each child get?
TOPIC 1
WHOLE NUMBERS
31
ACTIVITY 1.5
1.
The pupils at Sekolah Kebangsaan Abi in Perlis are having a

co-curricular activity in Danga Bay, Johor Bahru. The organiser
needs to hire enough buses to take the 253 teachers and pupils. If
each bus can acccommodate 45 people, how many buses will he
need to rent?
2.
Abu buys Utusan Malaysia and The Star newspapers every day. He
needs to pay RM40 per month and RM36 per month for each
newspaper respectively. How much must he pay for both newspapers
in three months?
3.
12 watermelons weigh an average of 354g. What is the weight of

each watermelon on average?
4.
2,200 cards were put into packs of 10. How many cards are there in
each pack?
5.
Half an hour = ____ minutes.
1.7
MIXED OPERATIONS WITH ADDITION

AND SUBTRACTION
How do we calculate problems with mixed operations? In mixed operations, we

start calculating from left to right. Let us look at the following examples.
Example 30:
55 + 29 34 =
For the above problem, add the

two numbers first as:
5 5
2 9 +
8 4
Then, subtract 34 from the total:

8 4
3 4
5 0
Hence, 55 + 29 34 = 50.
32
TOPIC 1
WHOLE NUMBERS
Example 31:
567 + 154 152 =
Add the two numbers first as:
Then, subtract 152 from the total:
5 6 7
1 5 4 +
7 2 1
7 2 1
1 5 2
5 6 9
So the answer for 567 + 154 152 is 569.

You can also do the mixed operations involving addition and subtraction in
another way. Do the subtraction first, followed by the addition. But make sure that
when you give examples of this kind, the first subtraction must not be negative as
the students are not up to this level yet.
Example 32:
53 28 + 56 =
Subtract the two numbers first as:

5
2
2
3
8
5
Add 25 with 56:

2
5
8
5
6
1
The final answer for 53 28 + 56 is 81.

Do you know that there is a checking strategy to check whether the answer to the
mixed operations involving addition and subtraction problem is correct? Here is
the strategy:
(a)
Bring the negative number to the right hand side value. When you move the
number to the other side of the = sign, the negative sign will change to
positive.
(b)
Add the right hand side value.
(c)
Next add the left hand side value.
(d)
The right hand side value must be equal to the left hand side value.
TOPIC 1
WHOLE NUMBERS
33
Let us consider Example 30 to apply this strategy.

55 + 29 34 = 50
55 + 29
= 50 + 34
Add the right hand side value:
5
2
8
5
9
4
Add left hand side value:

5
3
8
0
4
4
Hence, 55 + 29 34 = 50 is correct.
Let us look at how to solve some problems involving addition and subtraction.
First, you should understand the problem thoroughly so that you can arrange the
strategy to solve the problem.
Example 33:
Aminah has RM50 and her mother gives her RM20. She buys a book at a cost of
RM55. What is the amount of money left?
From the problem stated, you can do the following:

You have to understand the question thoroughly. Use the questions in the left column
as a guideline. Ask the same questions to the students.
What information is given?
Group the information into two
What is asked?
Amount she pays
RM55 and RM20
RM55
Amount of money she has

left.
What operations are needed?

Solve:
Amount she has
Addition
5
2
7
0
0
0
Subtraction
+
7
5
1
Hence, the solution RM50 + RM20 RM55 = RM15.
0
5
5
34
TOPIC 1
WHOLE NUMBERS
Now, to check that the answer is correct, you should do the opposite. Move the
negative sign to the right hand side. Then it becomes:
RM50 + RM20 = RM55 + RM15
The left hand side and the right hand side have the same value, which is RM70.
ACTIVITY 1.6
Give these pictures to your students to have a look at them. Then, ask the
students to write THREE problems involving addition and subtraction for
any pictures that they like. Collect all the problems and solve them together.
ACTIVITY 1.7
1.
Mega Hotel has 82 single rooms, some double rooms and 35 suites.
There are 250 rooms in total. How many double rooms are there in
the hotel?
2.
There are 15 boys and 18 girls in a class. The following day, three
boys and two girls were transferred to another school. How many
children are left in the school?
3.
Amran has 35 stamps. His dad gives him another 10 stamps but then
he misplaces 13 of the stamps. Find the number of stamps left.
4.
Ah Chong bought three books at a price of RM35 each. The price of

each book was reduced to RM25. How much money does he save?
TOPIC 1
WHOLE NUMBERS
35
In this topic, we have learned about:
Recognising whole numbers;
Identifying place value of numbers;
Comparing and arranging two or more numbers;
Rounding off whole numbers;
Addition and subtraction within the range of 100,000;
Multiplication and division within the range of 100,000;
Multiplication and division to solve problems in daily life; and
Mixed operations involving addition and subtraction.
Addition
Ones
Approximation
Order property
Arrange
Place value
Ascending
Repeated addition
Borrowed
Right hand side
Count back
Round off
Count on
Subtraction
Descending
Division
Symbol of division, or long-division

symbol
Estimation
Symbol of multiplication,
Left hand side
Tens
Mixed operation
Thousands
Multiplication
36
TOPIC 1
WHOLE NUMBERS
Cardanha, J. M. (1993). Career math skills. Columbus, Ohio: McGraw-Hill

School Education Group.
edHelper.com. (n.d.). Grade four math worksheets. Retrieved from http://www.
edhelper.com/math_ grade4.htm
Ministry of Education Malaysia. (2009). Integrated curriculum for primary schools
mathematics Year 4. Kuala Lumpur: Curriculum Development Centre.
Shum, K. W., & Chan, S.H. (2004). Reference text series KBSR Year 4. Kuala
Lumpur: Pearson.

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Topic

Recognise whole numbers;

Identify place value of numbers up to 100,000;

Compare and round off numbers;

Add, subtract, multiply and divide within the range of 100,000;

Apply addition, subtraction, multiplication and division in everyday

Perform mixed operations involving addition and subtraction.

Copyright Open University Malaysia (OUM)

READING AND WRITING WHOLE

Counting the total number of thumb tacks in the classroom;

Counting the total number of pencils that pupils have; and

Counting the total number of books in the classroom.

Recognising Whole Numbers

Show students a picture of ten baskets (refer to Figure 1.1), which

Ask students to count one by one until the tenth basket.

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Figure 1.1: Sample exercise

(iii) Ask students to add up all the rambutans.

Then, continue the exercise with different sets of number groups:

Reading and Writing Whole Numbers up to 100,000

students may seem confused and find it difficult to understand. But go

Figure 1.2 (a): Example of postcode

Figure 1.2 (b): Example of a cheque

Give your students a number in words: ninety five thousand, two

Read the numbers until thousand, for example, ninety five

Add the two numbers: 95,000 + 243 = 95,243.

Knowing Place Value of Numbers Up to 100,000

Give your students a number in words such as sixty two thousand,

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Table 1.1: Sample Exercise

Hence, 67,321 is pronounced as sixty seven thousand, three

Seventeen thousand two hundred and twenty.

Nine thousand six hundred and fifty three.

Comparing and Arranging Numbers

Table 1.2: Two Methods of Arranging Numbers

Arranging of numbers from small to big

Descending or Count Back

Arranging of numbers from big to small

Algorithm for Comparing the Digit Place Value (DPV)

Follow the steps below:

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Follow the steps below to get the answer:

Figure 1.3: Ascending vs. descending

Steps to follow for Count On

Counting in a descending order (count back) also involves four steps

ROUNDING OFF WHOLE NUMBERS

Rounding off numbers is a way to estimate or approximate a whole number to the

The students will notice that 30 is closer to 27 compared to 20. Therefore, 27

Is the digit greater or lesser than

If greater than 5, then add 1 to the

Replace all numbers by zeros to the right digit

Digit 3 is less than 5, so we add 0 to 5 (rounding digit).

Replace three with zero to the right.

The answer is 50.

Digit 5 is equal to 5, then add 1 to 4 (rounding digit).

Replace with the digits to the right with zeros (0).

The answer is 500.

Digit 8 is greater than 5, add 1 to 4 (rounding digit).

Replace the digits to the right with zeros (0).

The answer is 95,000.

ADDITION AND SUBTRACTION WITHIN

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Adding Numbers of Two or More Digits