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Topics :
1. Whole Numbers
Whole numbers
Addition and Subtraction
6 modules
Multiplication and Division
Combined Operations
Prepared by:
WENDY WILMA CHER
SMK MARUDI
1
MODULE 1
Set B : Figures : 11 – 19
Words : eleven … nineteen
Suggested Activity:
Figures 0 1 2 3 4 5 6 7 8 9
Words zero one two three four five six seven eight nine
11: eleven 12: twelve 13: thirteen 14: fourteen 15: fifteen 16: sixteen
17 : seventeen 18 : eighteen 19: nineteen
2
Teacher explains and reads out to the students: (5 mins)
Figures 10 20 30 40 50 60 70 80 90
Words ten twenty thirty forty fifty sixty sevent eighty ninety
y
Eg. 25 : twenty-five
3
MODULE 2
Suggested Activity:
Teacher explains:
a. 2
b. 2 4
c. 2 3 6
d. 2 8 7 5
e. 2 5 4 8 1
d 2 1 3 6 5 8
e. 2 3 6 4 6 3 9
A. Teacher guides the students to read and identify the place value of the whole numbers.
Eg. (d) 2875 is read as two thousand eight hundred and seventy-five.
units
thousands tens
hundreds
4
B. Teacher guides the students to state the value of the digits in the whole number.
Eg. : 2 8 7 5
units
thousands tens
hundreds
c. Students in the group work together to place the whole numbers into the place value table.
d. Students take turn to read the numbers and then write them down in words.
Activity 2:
State the digit in the number State the place value of the State the value of the
56 983 124 underlined digit in each of underlined digit in each of
which has the place value: the following numbers: the following numbers:
5
MODULE 3
Activity cards (Set 1 – 5) : Rounding off whole numbers to the nearest tens, hundreds, thousands, ten
thousands, hundred thousands.
Suggested Activity:
Teacher explains:
1. Estimation: In our daily life, we often use rounding off or approximation to give an estimation to the actual
value.
For example: Ahmad weighs 49 kg. He is about 50 kg.
49 is rounded off to 50 to approximate Ahmad’s actual mass.
Therefore, we can say that Ahmad’s mass is approximately equal to 50 kg.
Examples:
21 - 20
Less than 5 22 - 20
23 - 20
24 - 20
25 - 30
6
26 5
5 or greater than - 30
27 - 30
28 - 30
29 - 30
Answer: 2 700
Answer: 3 000
1. Each group is given a set of whole numbers to be rounded off to the nearest tens, hundreds, thousands, ten
thousands and hundred thousands.
SET 4 SET 5
Round off the following Round off the following
whole numbers to the nearest whole numbers to the nearest
ten thousands: hundred thousands:
TEST:
Marks:
WHOLE NUMBERS
a. 36 _____________________________________________________________________________
b. 457 ____________________________________________________________________________
c. 1 829 __________________________________________________________________________
d. 76 808 ________________________________________________________________________
________________________________________________________________________
e. 400 500 _______________________________________________________________________
_______________________________________________________________________
f. 80 000 003 ____________________________________________________________________
____________________________________________________________________
3. State the digit in the number 5 608 913 which has the place value :
a. tens ____________________
8
b. units ____________________
c. hundred thousands ____________________
d. thousands ____________________
e. ten thousands ____________________
f. millions ____________________
4. State the place value of the underlined digit in each of the following numbers.
a. 8 304 _______________________
b. 51 729 _______________________
c. 2 485 007 _______________________
d. 3 921 146 _______________________
e. 3 456 789 _______________________
6. Round off
a. 43 056 to the nearest tens _________________________
b. 728 841 to the nearest thousands _________________________
c. 531 963 to the nearest ten thousands _________________________
d. 37 268 to the nearest hundreds _________________________
_________________________
9
MODULE 4
Suggested Activity:
Tips; Line up the numbers according to their place values. Add the digits in the order of units, tens, hundreds
and so on.
Subtract, Minus,
See Example 7 & 8, Volume 1 Textbook, page 7, 8 Difference
Activity 1:
10
WORKSHEET 1 Name: ___________________ Date: ______________
11
d. 465 782 - 382 059 = _____________
5. Calculate:
MODULE 5
Suggested Activity:
12
See Example 12, Volume 1 Textbook, page 11
a. 6 354 x 86 =
b. 271 x 721 =
c. 1 263 x 258 =
a. b. c.
13
4. Find the remainder of each of the following:
a. 157 ÷ 9 = ____________________
b. 835 ÷ 11 = ____________________
c. 659 ÷ 20 = ____________________
MODULE 6
Suggested Activity:
• To perform computations with more than one operation, always work the calculations within the brackets
first.
• Then, perform the multiplications or divisions before the additions and subtractions, working from left to
right.
Tips: B O D M A S
Subtraction
Brackets Addition
Power of Division
Multiplication
See Example 14, 15, 16, 17, Volume 1 Textbook, Page 13 -14
Activity 1:
14
2. Students work individually.
COMBINED OPERATIONS:
c. 54 x 32 ÷ 12
d. 6 328 ÷ 28 x 33
a. 346 + 17 x 40 - 79
b. 1 452 ÷ 11 - 8 x 15 + 438
c. 34 (272 ÷ 16)
15