HBMT2203

Faculty of Education and Languages
HBMT2203
Teaching of Elementary
Mathematics Part II
Copyright © Open University Malaysia (OUM)

HBMT2203
TEACHING OF
ELEMENTARY
MATHEMATICS
PART II
Chong Liep Kiong
Wong Woy Chun
Murugiah Velayutham
Kao Thuan Keat

Project Directors: Prof Dato’ Dr Mansor Fadzil
Assoc Prof Dr Chung Han Tek
Open University Malaysia
Module Writers: Chong Liep Kiong

Wong Woy Chun
Murugiah Velayutham
Kao Thuan Keat
Developed by: Centre for Instructional Design and Technology

Open University Malaysia
First Edition, August 2007

Second Edition, December 2012
Third Edition, August 2015 (rs)
Copyright © Open University Malaysia (OUM), August 2015, HBMT2203

All rights reserved. No part of this work may be reproduced in any form or by any means
without the written permission of the President, Open University Malaysia (OUM).

Table of Contents
Course Guide xi–xvi
Topic 1 Whole Numbers 1

1.1 Pedagogical Content Knowledge 2
1.1.1 Place Value 2
1.1.2 Numbers to 10,000 2
1.1.3 Addition and Subtraction 4
1.1.4 Estimation and Approximation 10
1.2 Stages of Conceptual Development for Whole 13
Numbers in Elementary Mathematics
1.2.1 Numbers to 10,000 13
1.2.2 Addition and Subtraction Within the 13
Range of 10,000
1.3 Samples of Teaching and Learning Activities 14
1.3.1 Numbers to 10,000 14
1.3.2 Addition and Subtraction Within the Range 17
of 10,000
Summary 22
Key Terms 22
References 22
Topic 2 Multiplication and Division 24

2.1 Major Mathematical Skills – Multiplication and Division 25
2.2 Pedagogical Content Knowledge – Multiplication
and Division 26
2.2.1 Definition of Multiplication and Division 27
2.2.2 Stages of Learning Multiplication and Division 27
2.2.3 Meanings of Multiplication and Division 28
2.2.4 Basic Facts of Multiplication Within 6, 7, 8 and 9 29
Times Tables
2.2.5 Basic Facts of Division Within 6, 7, 8 and 9 30
Times Tables
2.2.6 Multiplication as Addition of Numbers 31
2.2.7 The Multiplication and Division Algorithms 31
2.2.8 Mental Computation 33

iv  TABLE OF CONTENTS

Summary 42
Key Terms 43
References 43
Topic 3 Fractions 45
3.1.1 Meaning of Fractions 46
3.2 Major Mathematical Skills for Fractions in 51
Elementary Mathematics
3.3 Teaching and Learning Activities 52
3.3.1 Basic Facts of Fractions 52
3.3.2 Say and Read Fractions 55
3.3.3 Write Fractions 56
3.3.4 Knowing "Numerator" and "Denominator" 59
3.3.5 Recognise 2  1 and 4  1 61
4 2 4
3.3.6 Recognise Fractions as Equal Shares 63
Summary 65
Key Terms 66
Self-Test 66
References 66
Topic 4 Money 68
4.1.1 Meaning of Money 69
4.1.2 Play Money 70
4.1.3 Adding Money 71
4.1.4 Rounding 72
4.2 Stages of Conceptual Development for Money in 73
4.3.1 Using Different Combinations of Notes and 74
Coins to Represent a Given Amount of Money
4.3.2 Adding and Subtracting Money up to RM100 81
4.3.3 Multiplying and Dividing Money up to RM100 84
4.3.4 Solving Story Problems in Real Life Situations for 87
Money up to RM100
Summary 88
Key Terms 89
References 89

TABLE OF CONTENTS  v
Topic 5 Time 90
5.1.1 Reading and Writing Time 91
5.1.2 Relationship between Units of Time 92
5.1.3 Addition, Subtraction, Multiplication and 94
Division Involving Time
5.2 Stages of Conceptual Development for Time in 97
5.2.4 Solving Problems Involving Time 98
Summary 102
Key Terms 103
References 103
Topic 6 Length 104

6.1 Major Mathematical Skills – Length 106
6.2 Pedagogical Content Knowledge – Length 106
6.2.1 Meaning of Length 107
6.2.2 Non-Standard and Standard Units of Length 107
6.2.3 Relationship Between Units of Length 109
6.2.4 Operations Involving Units of Length 110
6.2.5 Problem Solving Involving Length 111
6.2.6 Sequence of Teaching Length 114
6.3 Samples of Teaching and Learning Activities for 116
Measurement
Summary 121
Key Terms 121
References 121
Topic 7 Mass 123

7.1.1 Meaning of Mass 125
7.1.2 Sequence of Teaching Mass 126
7.2 Major Mathematical Skills for Mass in 127

vi  TABLE OF CONTENTS
7.3 Suggested Teaching and Learning Activities 128

7.3.1 Mass in Standard Units 128
7.3.2 Add, Subtract, Multiply and Divide Units 138
of Mass
7.3.3 Knowledge of Mass in Real Life 142
Summary 144
Key Terms 144
Self-Test 145
References 145
Topic 8 Volume of Liquid 146

8.1.1 Exploring Capacity or Volume of Liquids 148
8.2 Stages of Conceptual Development for Volume of 148
Liquid in Elementary Mathematics
8.3 Teaching and Learning Activities Suggestions 149
8.3.1 Measuring and Comparing Volume of Liquid 149
8.3.2 Adding and Subtracting Volume of Liquid 151
8.3.3 Multiplying and Dividing Volume of Liquid 154
8.3.4 Solving Story Problems in Real Life Situations 157
for Volume of Liquid
Summary 161
Key Terms 161
References 161
Topic 9 Shape and Space 162

9.1.1 Spatial Visualisation 163
9.1.2 Lines of Symmetry 165
9.2 Stages of Conceptual Development for Shape and 167
Space in Elementary Mathematics
9.3.1 Describing and Classifying Three-Dimensional 168
Shapes
9.3.2 Describing and Classifying Two-Dimensional 172
Shapes
9.3.3 Line of Symmetry 176
Summary 179
Key Terms 179
References 179

TABLE OF CONTENTS  vii
Topic 10 Data Handling 181

10.1.1 Meanings of Data Handling 183
10.1.2 Sequence of Teaching the Topic of 186
Data Handling
10.2 Major Mathematical Skills for Data Handling 186
in Elementary Mathematics
10.3.1 Collecting Data 188
10.3.2 Sorting and Classifying Data 193
10.3.3 Organising Data into a Table 196
Summary 203
Key Terms 203
Self-Test 204
References 204

viii  TABLE OF CONTENTS

COURSE GUIDE

COURSE GUIDE  xi
COURSE GUIDE DESCRIPTION

You must read this Course Guide carefully from the beginning to the end. It tells
you briefly what the course is about and how you can work your way through
the course material. It also suggests the amount of time you are likely to spend in
order to complete the course successfully. Please keep on referring to Course
Guide as you go through the course material as it will help you to clarify
important study components or points that you might miss or overlook.
INTRODUCTION
HBMT2203 Teaching of Elementary Mathematics Part II is one of the courses
offered by Faculty of Education and Languages at Open University Malaysia
(OUM). This course is worth 3 credit hours and should be covered over 8 to 15
weeks.
COURSE AUDIENCE
This course is offered to students taking the Bachelor of Teaching programme
majoring in Mathematics. Before taking this course, students have to understand
the course content, how it will be conducted and its needs. Therefore, you have to
read this course guide carefully.
As an open and distance learner, you should be acquainted with learning

independently and being able to optimise the learning modes and environment
available to you. Before you begin this course, please confirm the course material,
the course requirements and how the course is conducted.
STUDY SCHEDULE
Based on OUM standard that requires a student to have 40 hours learning time
for each credit hour, this course therefore, requires 120 hours learning time. The
allocation of time is as follows.

xii  COURSE GUIDE
Table 1: Estimation of Time Accumulation of Study Hours
Study Activities Study Hours

Briefly go through the course content and participate in
3
initial discussions
Study the module 60
Attend 3 to 5 tutorial sessions 10
Online Participation 12
Revision 15
Assignment(s), Test(s) and Examination(s) 20
TOTAL STUDY HOURS 120
COURSE OUTCOMES
By the end of the course, you should be able to:
1." Explain the concepts, definitions, rules and principles related to numbers,
operations, introduction to fractions, measurements, space and data
handling;
2." Apply effective strategies in teaching the stipulated content area;
3." Use the language of mathematics effectively; and
4." Identify the importance and beauty of mathematics.
COURSE SYNOPSIS
This course is divided into 10 topics. The synopsis for each topic is listed as
follows:
Topic 1 discusses the effective teaching and learning activities that can be carried
out in the classroom in teaching whole numbers. Pupils in Year Three learn about
whole numbers up to 10,000 and basic number concepts. The understanding of
number concepts include knowing place value of numbers to the thousands, and
round off numbers to tens, hundreds, and thousands.

COURSE GUIDE  xiii
out in the classroom in teaching multiplication and division within the 6, 7, 8 and
9 times-tables with the highest product or dividend of 1,000. Pupils in Year Three
have to learn to multiply and divide within the 6, 7, 8 and 9 times-tables
involving numbers up to 1,000. It is important that the pupils master the
computational aspect of both arithmetic operations involving whole numbers up
to 1,000 in order to extend their skills to cover the content area in this topic.
Topic 3 is about the study of fractions. It is among the most difficult topics of
mathematics for young school going children. Therefore, in this topic, we will
learn about the pedagogical content knowledge of fractions such as the meanings
of fractions. In the second part of this topic, we will look at the major
mathematical skills for fractions in Year 3. Before we finish this topic we will
learn how to plan and implement activities to recognise, name, write, classify as
well as compare fractions. Although the fractions involved are simple, it is
important to have the pupil a proper understanding of fractions.
out in the classroom in teaching money skills. This topic is about teaching money
skills to pupils. The main skills learnt in Topics 1, 2 and 3 (addition and
multiplication and rounding off numbers) are applied in the real world situation.
One of them will be handling money.
out in the classroom in teaching time. By the time the pupils enter year three, they
are believed to have an intuitive understanding of time. For example, reading the
clock and knowing what is morning, afternoon and night. When they enter year
three, this is taken further by teaching them to perform addition, subtraction,
multiplication and division involving time.
out in the classroom in teaching length. Although young children may have had
some experience in measuring lengths using rulers before this, it is still necessary
to teach them to measure length to some degree of accuracy. The teaching of
measuring skills should be done practically. There are a few major mathematical
skills related to length that should be mastered by Year Three pupils.
Topic 7 focuses on the teaching and learning of mass for Year 3 KBSR
Mathematics. Many examples of activities were developed so as our pupils could
measure, record, compare and find the relationship between units of mass. They
should also be able to add, subtract, multiply and divide units of mass.

xiv  COURSE GUIDE
out in the classroom in teaching volume of liquid. In the Malaysian mathematics
curriculum, the term volume of liquid refers to the measure of capacity. As such,
pupils in the primary school must be taught the difference between volume of a
solid and volume of a liquid. The learning of volume of liquid begins with
concrete experience in realistic situations through measuring using both standard
and non-standard units.
out in the classroom in teaching shape and space. The study of shape has been an
important component of mathematics that develops spatial intuition,
understanding concepts and the use of various abilities akin to those associated
to literacy and numeracy.
Topic 10 discusses the effective teaching and learning activities that can be
carried out in the classroom in teaching data handling. Children must be given
the opportunities to gain skills in identifying, sorting and classifying the relevant
attributes of objects and events. The main focus for children in handling data is to
answer simple questions posed by themselves or others close to them. Align with
this the focus of this topic is on the teaching and learning of data handling for
Year 3 KBSR Mathematics.
TEXT ARRANGEMENT GUIDE

Before you go through this module, it is important that you note the text
arrangement. Understanding the text arrangement will help you to organise your
study of this course in a more objective and effective way. Generally, the text
arrangement for each topic is as follows:
Learning Outcomes: This section refers to what you should achieve after you
have completely covered a topic. As you go through each topic, you should
frequently refer to these learning outcomes. By doing this, you can continuously
gauge your understanding of the topic.
Self-Check: This component of the module is inserted at strategic locations

throughout the module. It may be inserted after one sub-section or a few sub-
sections. It usually comes in the form of a question. When you come across this
component, try to reflect on what you have already learnt thus far. By attempting
to answer the question, you should be able to gauge how well you have
understood the sub-section(s). Most of the time, the answers to the questions can
be found directly from the module itself.

COURSE GUIDE  xv
Activity: Like Self-Check, the Activity component is also placed at various

locations or junctures throughout the module. This component may require you
to solve questions, explore short case studies, or conduct an observation or
research. It may even require you to evaluate a given scenario. When you come
across an Activity, you should try to reflect on what you have gathered from the
module and apply it to real situations. You should, at the same time, engage
yourself in higher order thinking where you might be required to analyse,
synthesise and evaluate instead of only having to recall and define.
Summary: You will find this component at the end of each topic. This component
helps you to recap the whole topic. By going through the summary, you should
be able to gauge your knowledge retention level. Should you find points in the
summary that you do not fully understand, it would be a good idea for you to
revisit the details in the module.
Key Terms: This component can be found at the end of each topic. You should go
through this component to remind yourself of important terms or jargon used
throughout the module. Should you find terms here that you are not able to
explain, you should look for the terms in the module.
References: The References section is where a list of relevant and useful

textbooks, journals, articles, electronic contents or sources can be found. The list
can appear in a few locations such as in the Course Guide (at the References
section), at the end of every topic or at the back of the module. You are
encouraged to read or refer to the suggested sources to obtain the additional
information needed and to enhance your overall understanding of the course.
PRIOR KNOWLEDGE
No prior knowledge required.
ASSESSMENT METHOD
Please refer to myINSPIRE.
REFERENCES
Please refer to the end of the respective topics.

xvi  COURSE GUIDE
TAN SRI DR ABDULLAH SANUSI (TSDAS)

DIGITAL LIBRARY
The TSDAS Digital Library has a wide range of print and online resources for the
use of its learners. This comprehensive digital library, which is accessible through
the OUM portal, provides access to more than 30 online databases comprising
e-journals, e-theses, e-books and more. Examples of databases available are
EBSCOhost, ProQuest, SpringerLink, Books24x7, InfoSci Books, Emerald
Management Plus and Ebrary Electronic Books. As an OUM learner, you are
encouraged to make full use of the resources available through this library

T op i c X Whole
1 Numbers
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Define the terms related to whole numbers correctly;
2. List out the major mathematical skills and basic pedagogical content
knowledge related to whole numbers;
3. Explain the major mathematical skills and basic pedagogical content
knowledge related to addition and subtraction; and
4. Apply teaching and learning activities for the topic of whole
numbers in the Year Three classroom.
X INTRODUCTION
Number is a basic concept in mathematics. Why do we teach pupils the concept
of number?
A good understanding of numbers is important to build the foundation for

computational skills. To develop number sense, you need to teach your pupils to
recognise, read and write whole numbers, and compare and arrange numbers.
Pupils in Year 3 learn about whole numbers up to 10,000 as well as basic number
concepts. Understanding number concepts includes knowing the place value of
numbers to the thousands, and rounding off numbers to tens, hundreds and
thousands.
As their teacher, you need to make sure that your pupils have a firm grip on
place value and estimation. These are the two most important sub-topics in this
topic. In addition, your pupils should acquire computational skills such as

2 X TOPIC 1 WHOLE NUMBERS
addition and subtraction within the range of 10,000. They should also understand
why they need to do addition and subtraction of big numbers.
Addition and subtraction are taught in Year 1 and Year 2. These two operations
are subsequently taught every year by reviewing operations learnt previously
and extending algorithms for work with bigger numbers. Often, the pupils are
able to do the computation without understanding why it works. As a teacher,
you should explain to your pupils why it works.
1.1 PEDAGOGICAL CONTENT KNOWLEDGE

One of the most important aspects of a number system is place value. There are
many number systems in existence, but without place value, you cannot do
much. If you know Roman numerals, try adding two numbers in this system.
School children often have difficulty understanding the concept of place value. In
fact, human civilisation had taken a long time to come up with the place value
system.
1.1.1 Place Value

The idea of place value must be taught properly at an early age. This is to avoid
any misconception in learning later on. Pupils fail to make the connection
between numbers and place value, so that when two numbers are added and the
value exceeds 9, they have to understand that the number will move to the next
„column‰. When the number moves to the left, it increases its value. Simple
questions such as the following should be emphasised.
What is the place value of the number 5 in 34,856?
Hence, the pupils will know that the value of a digit in a numeral is dependent
on its position. If the pupils have problems at this stage, they will have bigger
problems when it comes to addition, subtraction, multiplication and division.
1.1.2 Numbers to 10,000

Pupils have been exposed to the study of numbers. From their everyday
experience, they deal with numbers. Almost always, these numbers are not that
big. However, the pupils look at these numbers in terms of size or quantity of
something.
This is because the starting point for numeration is counting.

TOPIC 1 WHOLE NUMBERS W 3
In the Year 2 syllabus, your pupils have learnt numbers up to 1,000. However,
counting does not stop at 1,000. Seldom do they see the numbers as a symbolic
representation of the quantities they count. In this respect, they have difficulty
imagining bigger numbers.
Another difficulty pupils encounter is the word used to vocalise these big
numbers. The English language can be strange at times especially to non-native
English speaking pupils. At this stage, try not to introduce words like „tenths‰,
„hundredths‰ or „thousandths‰. These words have different meanings compared
to tens, hundreds and thousands. Students must be taught the vocabulary related
to place value. Without it, they will continue to face difficulties, especially when
symbols are brought into the picture.
Sample Class Activity 1.1
Try the following activity in your class.
1. Let the pupils say numbers such as:

100 as one hundred,
1,000 as one thousand,
10,000 as ten thousand.
Continue with other numbers such as 6,000, 60,000 and so on and let your
pupils say it themselves.
2. You may give more difficult examples, first writing the numbers, and then
saying it in words. For instance, write:
7191
Then, ask your pupils to say this as „seven one nine one‰. Once they are
comfortable with this, you may then ask them to say „seven thousand one
hundred and ninety one‰.
It is very important at this stage that your pupils understand the concept of place
value thoroughly. It is true that they have learned it in previous years. They
might be able to read and write a number, but they need to understand what
they are doing. There are a number of activities at the end of this topic that you
can carry out to help them understand this concept.

ACTIVITY 1.1
We read numbers from left to right. A way of reading a four-digit
number is to cover the last three digits, read the first digit as
thousands, then read the three remaining digits in hundreds, tens and
ones.
Give your pupils a big number. Then, ask them to break it up into ten-
thousands, thousands, hundreds, tens and ones.
1.1.3 Addition and Subtraction

In teaching addition and subtraction of four-digit numbers, you should pay
attention to the following aspects:
(a) Understanding the concepts and process of regrouping; and
(b) Solving problems involving addition and subtraction in real life situations.
In planning and carrying out teaching and learning strategies, you should take
note of the following activities (Teacher Education Division, 1998, p.36):
(a) Addition is related to counting on. Subtraction is related to counting back.
Pupils acquire the concrete experience informally. So, use concrete objects
to demonstrate before introducing formal mathematics symbols.
(b) Teach the regrouping process using teaching aids such as multi-based
blocks or abacus.
(c) The addition operation is related to the subtraction operation. Subtraction is
the inverse of addition.
(d) Problem solving questions are based on real life situations. Pupils have to
solve non-routine problems so as to develop their critical and creative
thinking skills.
ACTIVITY 1.2
Go through the last few years of the Arithmetic Teacher (available on

the Internet). Read an article on the teaching and learning of addition
or subtraction of four-digit numbers using non-routine problems.
Share the main points in your article with your coursemates and tutor.

To build the concept of four-digit numbers, you may tell your pupils to count on
by ones, tens, hundreds and thousands. Odometer is a name given to the
principle which describes the nature of all place-value positions to count like the
ones position. For example:
You have learnt number lines in the earlier modules. Number lines can be used
to show the position of four-digit numbers.
Figure 1.1 indicates that the first number line shows the unit position while the
second one shows the position of the one thousand.
Figure 1.1: The unit position
The resource for teaching counting on is a calculator. For example, enter 5467 and
then add 100 and keep pressing = .
Similarly, you may tell your pupils to count back. For example:
5472 5472 5472 5472

5471 5462 5372 4472
5470 5452 5272 3472
5469 5442 5172 2472

Count on is similar to addition. For example,
On the other hand, count back is like subtraction. For example, you may use:
(a) The Abacus

Do you know what an abacus is? It can be used to show four-digit numbers
and perform addition and subtraction operations subsequently. Piaget
(1972) wrote that primary school pupils understand mathematics concepts
through concrete experience. Thus, teaching aids play an important role in
showing mathematics concepts effectively. Figure 1.2 illustrates this.
Figure 1.2: Parts of the abacus
Movement of a lower bead indicates 1. Movement of an upper bead indicates 5.

The first rod on the right is the place value for ones. The next rods indicate tens,
hundreds, and thousands. Refer to Figure 1.3 for the rodsÊ indication for lower
and upper beads.

Figure 1.3: RodsÊ indication of lower and upper beads

ACTIVITY 1.3
1. Use an abacus to perform addition and subtraction of four-digit
numbers. Demonstrate to your pupils how these operations can
be done by using an abacus.
2. What are the benefits of using the abacus to perform addition
and subtraction? Discuss with your tutor and coursemates.
(b) Traditional Algorithms

In the modern approach in teaching mathematics, you can introduce
various strategies in written algorithms for performing addition and
subtraction operations. To understand the process of addition and
subtraction algorithms, consider the following examples, which make use
of arithmetic blocks. You may also use coloured cards. Please refer to
Figure 1.4.
Figure 1.4: Model and language of the problem
Figure 1.5 shows two examples of algorithms for addition whereas Figure 1.6
illustrates two examples of algorithms for subtraction.

Figure 1.5: Examples of algorithms for addition
You may then ask the pupil what it all means. Take for example the sum 1437 +
1422. You start by breaking up the number into parts. Hence,
1437 = (1000) + (400) + (30) + 7

1422 = (1000) + (400) + (20) + 2
Then, add up the various place values to get
(1000+1000) + (400+400) + (30+20) + (7+2)

= 2000 + 800 + 50 + 9 = 2859
Now, make it slightly more complicated:
(1497 + 1422)
That is:
1497 = (1000) + (400) + (90) + 7

1422 = (1000) + (400) + (20) + 2
Straight away you can see a problem with the addition (90 + 20). This involves
regrouping. Write it as:
90 + 20 = 110 = (100) + (10)
So the sum becomes:
1497 + 1422 = (1000+1000) + (400 + 400 + 100) + (10) + (7+2)
The same principle can be used for subtraction.

Whichever way you use, make sure there is a pattern. Once the pupil can see the
pattern, they can move on to abstract thinking.
Figure 1.6: Examples of algorithms for subtraction

Source: Adapted from Gan (2003, p. 81)
ACTIVITY 1.4
Study the algorithms for addition and subtraction carefully. Which of
these algorithms do you think is easier for your pupils to follow? Why?
Share your views with your coursemates.
1.1.4 Estimation and Approximation
ACTIVITY 1.5
When you buy a packet of groundnuts, can you estimate the number
of groundnuts in the packet?
Suggest some ways to enhance the skill of estimation. Discuss.
We teach Year 3 pupils to estimate quantities of objects up to 1,000. This can be

done by asking the pupils to count in tens, hundreds, and thousands. Try the
following activity in your class.

Give the pupils several numbers. Ask them to round the numbers to the
nearest 10s, 100s and 1000s. This will reinforce their understanding of place
values. For example,
1234 = 1230 to nearest 10
This skill is very important. Sometimes the pupils make simple mistakes in
addition or subtraction. Very often, they use a calculator and punch in the
wrong number. You may ask them to check the calculation by having an
approximate answer.
For example, the pupil might make the following mistake:

1467 + 1422 = 22912
You may then ask them to „ball-park‰ the numbers. We then guide them to
round-up to the nearest 1000 first to see whether they are on the right track.
1467 + 1422 is (1000 + 1000) to the nearest 1000, that is 2000. The pupil can
straight away see that something is wrong.
We also hope that the pupils have the ability to visualise approximation of
things. Consider the following case.
Take several glass beakers of the same size, pour in water according to the
amount required. Now, ask the pupils to estimate the amount of water in the first
beaker. You must ask the pupils to think through the problem first. This is a
higher level thinking question and you need to ask them questions related to the
proper procedure.
When your pupils have acquired the skills of estimation and approximation, they
would be able to check the answers in their calculations quickly.
In planning the strategies for teaching and learning activities for the topic of
estimation and approximation, you have to ensure that your pupils acquire skills
in:
(a) Estimation:
(i) Estimate to make wise decisions; and
(ii) Count mentally.

(b) Approximation:
(i) Understand the concepts of place value of ones, tens and hundreds;
and
(ii) Know how to round off to an approximate value based on the place
value.
In the activity below, pupils are asked to round up the price of some items.
Although the pupils have not been formally introduced to money, by now, they
should have an intuitive idea of how to do some simple manipulation of money.
Try out the following activities.

Item Price
Shampoo RM 9.90
Shower Gel RM 7.90
Tooth Paste RM 8.05
Tooth Brush RM 5.15
Soap RM 2.40
1. Find the total cost of the items in the list. Here the pupils might face some
difficulties dealing with decimals. They need proper guidance in this
instance:
(a) Find the estimation of the total cost of the items excluding the value
of sen; and
(b) Find the estimated total cost of the items with rounding off to the
nearest ringgit.
2. Compare the answer in each case. Ask the pupils to draw a simple
conclusion.

1.2 STAGES OF CONCEPTUAL DEVELOPMENT

FOR WHOLE NUMBERS IN ELEMENTARY
MATHEMATICS
Now, let us discuss the stages in conceptual development for whole numbers in
elementary mathematics.
1.2.1 Numbers to 10,000

In the teaching and learning of numbers to 10,000, you may follow the following
sequence. Your pupils can learn more effectively as they follow a systematic
approach. Major mathematical skills to be covered include:
(a) Saying and using the number names in familiar contexts;
(b) Reading and writing numbers to 10,000;
(c) Knowing what each digit in a number represents;
(d) Understanding and using the vocabulary of comparing and arranging
numbers or quantities to 10,000; and
(e) Understanding and using the vocabulary of estimation and approximation.
1.2.2 Addition and Subtraction Within the Range of

10,000
Major mathematical skills include:
(a) Understanding addition as combining two groups of objects;
(b) Using and applying knowledge of addition in real life;
(c) Understanding subtraction as „take away‰ or „difference‰ between two
groups of objects;
(d) Recognising subtraction as the inverse of addition; and
(e) Using and applying knowledge of subtraction in real life.

SELF-CHECK 1.1
1. Name three examples of four-digit numbers that are used in

real life.
2. What are the teaching aids suitable for teaching and learning of
four-digit numbers and the addition and subtraction
operations?
1.3 SAMPLES OF TEACHING AND LEARNING

ACTIVITIES
The following are samples of teaching and learning activities for various
mathematical skills in this topic.
1.3.1 Numbers to 10,000

Here are three activities that you can conduct in class to teach numbers up to
10,000.
Activity 1: Number representation
Learning Outcomes:
(a) Recognise numerals to 10,000;
(b) Count up to 10,000 objects by grouping them into thousands, hundreds and
tens;
(c) Recognise the place value of numbers; and
(d) Compare two numbers and say which is more or less.
Materials:
Four numeral cards, multi-based blocks, place value chart, pictures of cubes, big
squares, rectangles, small squares, worksheet.
Procedures:
(a) Divide the class into groups of four.
(b) Give each group a bag containing numeral cards, some multi-based blocks,
and some worksheets (see Figure 1.7).

Figure 1.7: Activity worksheet
(c) Appoint a pupil in the group to be the recorder.

(d) Each pupil takes a numeral card from the bag. Pupils discuss how to form
two different four-digit numbers using the numeral cards.
(e) The recorder writes down the two numbers in the worksheet.
(f) Other pupils in the group show the two numbers using multi-based blocks.
(g) Group members cut the relevant pictures and paste them on the place value
chart accordingly, before comparing the two numbers.
(h) Allow group members to discuss their answers.
(i) Repeat steps (d) to (h).
Activity 2: At the car park (Outdoor)
Learning Outcome:
Position numbers in order on a number line.
Materials:
Pencils, writing paper, erasers, cars, number lines with two positions, four
positions and eight positions.

Procedures:
(a) Divide the class in groups of four. Each group is given worksheets with
number lines.
(b) Bring pupils to the car park so that they can write down numbers by
reading the car number plates. Each pupil jot down two numbers.
(c) Pupils compare two numbers individually and write down the numbers on
a number line of two positions.
(d) Pupils compare four numbers in pairs. Allow pupils to discuss and write
down the numbers on a number line of four positions.
For example:
(e) Pupils compare eight numbers in groups. After discussion, the recorder
writes down the numbers on a number line with eight positions.
Activity 3: Tic - Tac - Toe
Learning Outcome:
Round whole numbers less than 10,000 to the nearest 10.
Materials:
Dice, answer paper with nine squares, nine numbers less than 10,000.
Procedures:
(a) Pupils play this game in pairs.
(b) Throw a dice to decide who should start first.
(c) Pupil A chooses a number and round off to the nearest 10. Match the
answer on the answer sheet. Put a mark on the answer sheet with a cross or
a nought.
(d) Pupil B repeats step (c).
(e) The first person who gets a straight line on the answer sheet with the right
answers is the winner (see Figure 1.8).

Figure 1.8: Tic-tac-toe activity
1.3.2 Addition and Subtraction within the Range

of 10,000
Now, let us look at three activities that you can carry out in class to teach
addition and subtraction within the range of 10,000.
Activity 4: Numbers and operations
Learning Outcomes:
(a) Write numerals to 10,000;
(b) Round whole numbers less than 10,000 to the nearest 10;
(c) Add two four-digit numbers with the highest total of 10,000; and
(d) Subtract a three-digit number from a four-digit number.
Materials:
Cubes with numerals, a 16-hole tray, worksheet, abacus.
Procedures:
(b) Give each group 16 dice, and some worksheets.
(c) Each group member takes four cubes and puts them into the 16-hole tray.

(d) Each pupil identifies a four-digit number and rounds off to the nearest
hundreds. The numbers can be formed by reading the numerals on the dice
from left to right, right to left, top to bottom, bottom to top or at any corner.
Question: Identify a four-digit number with the digit (6) as the numeral in
the place value of hundreds. Round off your number to the nearest
hundreds.
Answer: 4626 round off to 4600, 4653 round off to 4700, 4621 round off to
4600, 5612 round off to 5600.
(e) Each pupil writes a number sentence of addition or subtraction.

(i) Question: Add two four-digit numbers. Round off your answer to the
nearest tens.
Answer: 5612 + 2624 = 8236 = 8240 (rounded to nearest tens)
(ii) Question: Subtract a three-digit number from a four-digit number.

Round off your answer to the nearest tens.
Answer: 4215 - 652 = 3560
(f) Pupils are encouraged to use the abacus.
(g) A pupil checks the calculation of his peer.
(h) Repeat steps (3) to (7).
ACTIVITY 1.6
Do you think the abacus is suitable to be used in Activity 2? Discuss

with your coursemates.

Activity 5: Problem solving
Learning Outcomes:
(a) Solve problems involving addition in real life; and
(b) Solve problems involving subtraction in real situations.
Materials:
A set of six problems on addition and subtraction, cubes with answers, colour
pencils.
Procedures:
(a) Pupils play this game in groups.
(b) Each group is given a cube with answers randomly written on the faces,
two colour pencils, a set of 6 questions. For example:
(i) You want to buy a computer costing RM2,500. You only have
RM1,877 in your bank account. How much more money do you need
to save?
(ii) You have collected 578 stamps. Your brother has collected 753 stamps.
How many stamps all together have been collected?
(iii) You walk 1,360 metres on the jogging track in the park. Your sister
walked 2,566 metres. How many more metres did your sister walk?
(iv) A hawker sells 3,450 rambutans. Another hawker sells 4,670
rambutans. How many rambutans did they sell altogether?
(c) The pupils chose the questions to answer. After working out the answer,
they match the answer on the cube and colour a face. Each pupil uses a
different colour.
(d) The first pupil who makes a path across the squares with his / her colour
(top to bottom or right to left) wins.

Activity 6: Treasure Hunt
Learning Outcome:
Subtract numbers within the range of 10,000.
Materials:
A worksheet with eight questions on addition and subtraction. A map giving
directions on the route for the treasure hunt (see Figure 1.9).
Procedures:
(a) Each pupil is given a worksheet and a map of the treasure hunt.
(b) Pupils solve the questions on the worksheet.
(c) Pupils find the answers on the map.
(d) Colour the space that contains the answer.
(e) Follow the track of coloured numbers to claim the treasure.
(i) 1640 ă 63 =
(ii) 2610 ă 432 =
(iii) 3577 ă 888 =
(iv) 4420 ă 3752 =
(v) 2100 ă 88 =
(vi) 3060 ă 399 =
(vii) 5050 ă 935 =
(viii) 7765- 4592 =
(ix) 766 ă 6745 =

Figure 1.9: Treasure hunt

Source: Adapted from Enrichment and remedial mathematics programme, Inspire
project, University of Science, Malaysia, 1986
ACTIVITY 1.7
1. List six mathematical skills related to whole numbers.

2. Why do we use teaching aids in teaching whole numbers, and
addition and subtraction operations? Discuss.
3. Plan a teaching and learning activity for addition with the highest
total of 10,000.

• Numerals are symbols used to represent numbers.
• Concrete objects such as base-ten blocks and abacus help your pupils to
understand the idea of place value including addition and subtraction
algorithms.
• The skills of estimation and approximation enable your pupils to check

answers in calculation quickly.
• There are various algorithms to perform addition and subtraction. There is no

best algorithm to teach these two operations.
• Teaching and learning activities should be engaging and interesting to your

pupils.
Abacus Place value

Addition Subtraction
Estimation and approximation Traditional algorithms
Pedagogical content knowledge Whole numbers
Gan T. H & et al. (2003). KPLI mathematics module. Teacher Education Division:
Ministry of Education, Malaysia
Llewellyn, S., & Greer, A. (1996). Mathematics: The basic skills. UK: Stanley
Thornes.
Reys, R. E., & Suydam, M. N. & Lindquist, M. M. (1989). Helping children learn
mathematics. New Jersey: Prentice Hall.

Smith, K. J. (2001). The nature of mathematics. (9th ed.). Pacific Grove, CA:
Brooks/Cole Thomson Learning.
Teacher Education Division, Malaysia. (1998). Primary school mathematics

teaching and learning of whole numbers module. Kuala Lumpur: Author.

Topic X Multiplication
2 and Division
LEARNING OUTCOMES
1. List out the Pedagogical Content Knowledge pertaining to
Multiplication and Division within the 6, 7, 8 and 9 times-tables
with the highest product or dividend of 1,000;
2. Identify the major mathematical skills pertaining to multiplying
and dividing within 6, 7, 8 and 9 times-tables;
3. Choose suitable teaching and learning activities for the teaching of
multiplication and division within 6, 7, 8 and 9 times tables with
the highest product or dividend of 1,000; and
4. Apply suitable strategies for the teaching of multiplication and
division within 6, 7, 8 and 9 times-tables with the highest product
or dividend of 1,000.
X INTRODUCTION
A historical note on arithmetic operations and their notations:
Arithmetic operations and the way they are represented in mathematical

notation must be learnt and understood correctly. Did you know that the
symbols of „+‰ and „ă„ were first used in the fifteenth century by traders in
German warehouses and not in the mathematics classroom? The "=" sign was
first used in the mid-sixteenth century by Robert Recorde in a book on practical
mathematics. As for the symbol for multiplication, "X", it was first introduced by
William Oughtred (1957ă1660) but was not readily adopted because it was easily
confused with the letter, x. Liebniz (1646ă1716) used the raised dot "Û" for
multiplication. In the case of division, the symbol "÷" was adopted by John Wallis

TOPIC 2 MULTIPLICATION AND DIVISION W 25
(1616ă1703). This symbol was used in Great Britain and the United States but on
the European continent, the colon ":" was used instead.
The importance of mastering basic arithmetic operations is underlined in the

Primary School Mathematics Curriculum. Building pupilsÊ understanding of
number concepts and their basic computational skills is thus a must! In Topic 1,
you learnt about the teaching of addition and subtraction of whole numbers up
to 1,0000. Multiplication carries the meaning of adding the same number again
and again whereas division is linked to subtracting repeatedly. As such, a strong
foundation in addition and subtraction is necessary to facilitate the learning of
multiplication and division.
In Year 2, your pupils would have learnt how to multiply and divide within the
2, 3, 4 and 5 times tables involving whole numbers up to 100. It is important that
your pupils master the computational aspect of both arithmetic operations
involving whole numbers up to 100 in order to extend their skills to cover the
content area in this topic. You will have to teach your pupils in Year 3 how to
multiply and divide within the 6, 7, 8 and 9 times-tables involving numbers up to
1,000.
Some sample activities for the teaching and learning of multiplication and
division involving whole numbers up to 1,000 are provided in this module to
give you some ideas on how to teach this topic effectively.
2.1 MAJOR MATHEMATICAL SKILLS –

MULTIPLICATION AND DIVISION
Young children need to understand addition and subtraction well to consolidate
their knowledge of multiplication and division. The major mathematical skills
related to multiplication and division to be mastered by Year 3 pupils are as
follows:
(a) To perform mental arithmetic on multiplication;
(b) To recall or derive basic facts of multiplication up to 9 X 9 and basic facts of
division up to 81 ÷ 9;
(c) To state spontaneously basic facts of multiplication up to 9 X 9;
(d) To state spontaneously basic facts of division up to 81 ÷ 9;
(e) To write computation of multiplication and division using standard
algorithms;

26 X TOPIC 2 MULTIPLICATION AND DIVISION
(f) To write multiplication and division sentences within the highest product
or dividend of 1,000;
(g) To multiply any two numbers with and without regrouping;
(h) To multiply two numbers mentally by decomposing the multiplicand;
(i) To divide any number with another number, with and without remainder;
and
(j) To solve real-life problems involving multiplication and division.
When solving problems, it would be a great help for pupils if they know by heart
most if not all the basic facts for the two operations. Using manipulatives and
pictures together with suitable activities will definitely help your pupils to
master the above mathematical skills.
2.2 PEDAGOGICAL CONTENT KNOWLEDGE –

MULTIPLICATION AND DIVISION
The meaning of multiplication as „repeated addition‰ has already been
introduced in Year 2. Your pupils should have learnt by heart the 2, 3, 4 and 5
times tables and should be able to multiply within the 2, 3, 4 and 5 times-tables
with the highest product of 100. In Year 3, the concept of multiplication is further
extended to include the 9 times-table and multiplication of whole numbers with
the highest product of 1,000.
Likewise, the meanings of division as „repeated subtraction‰, „sharing equally‰

and „grouping‰ have also been taught to Year 2 pupils involving divisors from 2
to 5 with the highest dividend of 100. In Year 3, the concept of division is
extended to include divisors from 6 to 9, with the highest dividend of 1,000.
Traditionally, children first learned multiplication by memorising their times

tables and practised multiplying by one-digit multipliers, with or without
regrouping. The learning of multiplication was first related to adding the same
number again and again before focusing on the basic facts of multiplication and
doing paper-and-pencil calculations. The learning of division was linked first to
the concept of sharing equally and grouping or partitioning. However, to help
your pupils to divide spontaneously, you need to stress that division is the
inverse of multiplication.

2.2.1 Definition of Multiplication and Division

To begin, let us take a look at the definitions of multiplication and division.
(a) Multiplication
p X q = r where p is the multiplicand, q is the multiplier and r is the
product.
For any whole numbers p and q where p ≠ 0,
If p = 0, then 0 X q = 0.
(b) Division
p ÷ q = r where p in the dividend, q is the divisor and r is the quotient.
If p, q and r are whole numbers, and q ≠ 0, then p ÷ q = r if and only if p = q × r .
It would be advisable to take some time to introduce the various terms in

bold, peculiar to the two operations to ensure that your pupils are familiar
with the terms involved.
2.2.2 Stages of Learning Multiplication and Division

When planning to teach these two operations, you should focus on the following
areas:
(a) Meanings of multiplication and division;
(b) Basic facts of multiplication and division;
(c) Computational procedure for multiplication and division (standard
algorithms and mental computational methods); and
(d) Problem solving ă multiplication and division in everyday life.

Start off by guiding your pupils to understand the concept of multiplication and
division before teaching them to write number sentences for the two operations
within the 6, 7, 8 and 9 times tables. Standard algorithms for multiplication and
division involving numbers of single or more digits within the highest product or
dividend of 1,000 can then be introduced before guiding them to solve everyday
problems.
2.2.3 Meanings of Multiplication and Division

In Year Three, the study of multiplication and division is focused within the 6, 7,
8 and 9 times tables.
Before you start to plan and choose suitable teaching-learning activities for this
topic, a quick revision on the meanings of multiplication and division would be
useful.
Let us begin with ‰Multiplication‰.
ACTIVITY 2.1
Recall how you explained the concept of multiplication to your Year 2

pupils. Using the example given or any other suitable example, briefly
illustrate the meaning of multiplication in the space below.
Multiplication as „Repeated Addition‰:
(3 X 4) means _______________________

Your pupilsÊ understanding of the concept of multiplication can be enhanced by

giving them an alternative meaning. Another meaning for multiplication is to
represent this operation as an array or rectangular display. Figure 2.1 illustrates
multiplication as an array.
Figure 2.1: Illustration of multiplication using rectangular array
2.2.4 Basic Facts of Multiplication Within 6, 7, 8 and

9 Times Tables
At this level, multiplications are actually products of any two 1-digit numbers.
Bear in mind that your pupils should have already learned some of the existing
basic facts of multiplication, that is, up to 5 X 5 = 25 at the very least! Just like
basic facts of addition, the basic facts of multiplication can be organised into a
table to help your pupils master the basic facts easily and systematically.

ACTIVITY 2.2
1. Your pupils need to know by heart the basic facts of multiplication

within 6, 7, 8 and 9 times tables. How can you help them to do that
quickly and easily?
2. Prepare a table of basic facts of multiplication using the 10 X 10

grid below.
3. What are the patterns that you can see on this table?
4. How would you use these patterns to encourage your pupils to

remember these basic facts easily?
2.2.5 Basic Facts of Division Within 6, 7, 8 and 9

Times Tables
Once your pupils know their multiplication facts, they will be able to derive the
corresponding basic facts of division. For example, if they know 8 X 6 = 48, it will
not be difficult for them to derive that 48 ÷ 6 = 8 and 48 ÷ 8 = 6. Therefore, it will
not be necessary for them to learn the basic facts of division separately. Instead,
you should stress on learning the inverse relationship between multiplication
and division to make them remember the basic facts easily.

2.2.6 Multiplication as Addition of Numbers

Pupils will probably present various ideas pictorially regarding multiplication
and division. They also need to see this in terms of numerical symbols. Hence:
9 x 5 = 9 + 9 + 9 + 9 + 9 = (9 + 9 + 9) + (9 + 9 ) = (3 x 9) + (2 x 9)
There are several things the pupils can learn from here. First, they refresh their
memory on multiplicatives. Secondly, the idea of grouping is reinforced. Just as
„ball-parking‰ is important in addition (or even multiplication), the breaking
down of a problem into smaller easier problems is equally important.
Short division problems (involving any 1-digit to 3-digit numbers divided by a 1-

digit number) can also be carried out through repeated subtraction as follows:
Consider the example 988 ÷ 8 = ?
Just imagine how tedious it would be to subtract 8 from 988 repeatedly and then
count how many times this was possible to get the answer! It will be quicker and
very much easier to do the following (which is another form of grouping):
Figure 2.2: Multiplication algorithms
2.2.7 The Multiplication and Division Algorithms

There are many different ways or algorithms to carry out multiplication and
division. Conventionally, multiplication and division is computed in the vertical
form. The examples shown below involve the concept of regrouping. However,
you need to remember that when teaching the two operations, you should begin
with examples that do not involve regrouping first.
Figure 2.2 shows different algorithms for multiplication while Figure 2.3 shows
different algorithms for division.

Figure 2.3: Multiplication algorithms
You can also show the following to the pupils.

164 X 6 = (164+164+164+164+164+164)
You must stress upon the place value, especially in Algorithm 2, which is the
normal way of doing multiplication. Otherwise, the pupil will make the
following common mistake where the individual multiplication is correct, but the
overall multiplication is incorrect.
123
X 23
---------
369
246
---------
A common way involved in computing division is through a process called long
division (refer to Figure 2.4).
Figure 2.4: Division algorithms
The above algorithms show how division is done traditionally by starting from
the left hand side of the dividend.

In Algorithm 1, the pupil sometimes will be at a loss as to how to choose the

numbers 1, 3, 5. You may try as follows. Start with nine; what is the nearest
number to 9 which is a multiple of 7? It must be 1. Then what is the nearest
number to 25 which is a multiple of 7? And so on. In this way their knowledge of
multiplication tables and estimation skills come into place.
ACTIVITY 2.3
Which of the algorithms will you choose to teach your pupils? Why?
2.2.8 Mental Computation

Apart from standard algorithms, mental methods are also very important.
Mental arithmetic is very useful when you want to speed up the computation
process. Hence, mental calculation is emphasised as a major mathematical skill in
this topic.
A variety of methods can be used to teach your pupils to multiply mentally. For a
start, you can teach your pupils to multiply two numbers mentally by
decomposing the multiplicand as shown below:
39 X 7 = (30 + 9) X 7
= (30 X 7) + (9 X 7)
= 210 + 63
= 273
This shows another skill expected out of the pupils, grouping skill and their
rounding skill. However, you need to be careful about the distribution. The
pupils can easily have written it in the form:
39 X 7 = (30 + 9) X 7 = 30 X (7+9) X 7
The pupils need to see and do several examples before they are comfortable with
this. Maybe you would like to tell them about precedence in calculations and the
use of brackets. The use of brackets should be inculcated quite early as it
simplifies a lot of calculations.
On the other hand, mental methods for division make use of the fact that division
is the inverse of multiplication. For example, let us take a look at the following
question:
63 ÷ 9 = ?

This is often read as „63 divided by 9‰ but can be rephrased as „How many times
can 9 go into 63?‰ which is the same as asking „What number when multiplied
by 9 gives 63?‰ Thus, in this case, a division problem is changed to one of
multiplication whereby 63 ÷ 9 = ? is changed to ? X 9 = 63. The answer can then
be obtained mentally by recalling our basic multiplication facts already learnt by
heart. Naturally, you need to have a strong foundation in your basic facts before
you can perform mental calculations efficiently!
ACTIVITY 2.4
Other mental methods for multiplication include using doubles or halves.

Show how you can use this strategy to calculate 34 X 7 and 328 ÷ 8.

ACTIVITIES
To be a smart mathematics teacher, make a hobby out of collecting good
teaching-learning activities for your lessons. When you have a collection of a
variety of useful activities, you will find that planning mathematics lessons for
your pupils will be a breeze. Reading the following samples of multiplication and
subtraction activities should help you to begin.
Activity 1: Multiplication as Repeated Addition
Learning Outcomes:
(a) To describe multiplication as repeated addition; and
(b) To write relevant multiplication sentences.
Materials:
(a) Plates
(b) Counters
(c) Sets of question cards ă one pack per group

Procedure:
(a) Present repeated-addition stories; pupils model each story with counters
and plates. An example of such stories is shown in Figure 2.5.
Figure 2.5: An example to illustrate 3 x 6 = 6 + 6 + 6
(b) After several rounds of story modelling, introduce multiplication as

repeated addition and the relevant mathematical sentences such as:
3 x 6 = 6 + 6 + 6.
(c) In groups of four, ask each pupil to take turns to play each of the following
roles:
(i) Pupil A: Take any number of plates (not more than 9) and put them at
the centre of the group.
(ii) Pupil B: Put any number of counters (not more than 9) in each plate.
(iii) Pupil C: Tell the story „3 plates; 6 counters in each; 18 counters in all.‰
(iv) Pupil D: Write the repeated addition sentence and the multiplication
sentence.
(d) Ask pupils to draw a question card from their pack and repeat step (iii)
with different numbers of plates and counters based on the question
displayed on the card. (Note: The range of questions is kept to multiplying
within the 6, 7, 8 and 9 times tables).
(e) The activity is repeated until all the cards in the pack have been drawn and
modelled.

Activity 2: Division as Sharing Equally
Learning Outcomes:
(a) To describe division as sharing equally; and
(b) To write relevant division sentences.
Materials:
(a) Plates
(b) Counters
(c) Packs of question cards
Procedures:
(a) Present equal sharing stories; pupils model each story with counters and
plates. An example of such stories is shown in Figure 2.6.
Figure 2.6: Sharing equally
(b) After several rounds of story modelling, introduce division as equal

distribution and the relevant mathematical sentences such as
24 ÷ 6 = 4.
(c) In groups of four, each pupil takes turns to play each of the following roles:
(i) Pupil A: Take any number of counters and put them at the centre of
the group.
(ii) Pupil B: Take any number of plates (not more than 9) and put the
counters equally into each plate.

(iii) Pupil C: Tell the story „24 counters; put into 6 plates equally; 4
counters in each plate.‰ or „25 counters; put into 6 plates; 4 counters
in each with 1 more remaining.‰ (as a remainder)
(iv) Pupil D: Write the division sentence.
(d) Ask pupils to draw a question card from their pack and repeat step (iii)
with different numbers of plates and counters based on the question
displayed on the card. (Note: The range of questions is kept to dividing
with 6, 7, 8 or 9 as divisors and the highest dividend of 1,000.)
(e) Activity is repeated till all the cards in the pack have been drawn and
modelled.
Activity 3: Division as Repeated Subtraction
Learning Outcomes:
(a) To describe division as repeated subtraction; and
(b) To write the relevant division sentences.
Materials:
(a) Plates
(b) Counters
Procedures:
(a) Present repeated subtraction problems; pupils model each problem with
counters and plates. An example of such stories is shown in Figure 2.7.
Figure 2.7: Repeated subtraction.

(b) After several rounds of story modelling, introduce division as repeated

subtraction and the relevant mathematical sentences such as:
36 ÷ 6 = 6.
(c) In groups of four, each pupil takes turns to play each of the following roles:
(i) Pupil A: Take any number of counters and put them at the centre of
the group.
(ii) Pupil B: Put any number of counters (not more than 9) into a plate.
(iii) Pupil C: Follow the number chosen by child B and put the remaining
counter into plates and tell the story such as „24 counters; 6 counters
into one plate; 4 plates have counters‰ or „25 counters; put 6 counters
into one plate; 4 plates have counters with 1 more remaining (as the
remainder)‰
(iv) Pupil D: Write the division sentence.
Activity 4: Multiplication Fact Finder
Learning Outcome:
To recall multiplication basic facts rapidly.
Materials:
A Fact-Finder chart (see Figure 2.8) which is made up of a multiplication basic
fact table and an L-shape card for each pair of pupils.
Figure 2.8: A multiplication fact-finder chart showing 3 x 6 = 18

Procedure:
(a) In pairs, pupils construct their own multiplication fact finder.
(b) In pairs, pupils take turns to play the following roles:
(i) Pupil A: Use the multiplication fact finder to find a fact, then ask a
multiplication fact question such as „What is 5 x 8?‰. Then, check the
answer given by Pupil B.
(ii) Pupil B: Recall the multiplication fact.
Activity 5: Multiplication Bingo
Learning Objective:
To consolidate recall of basic facts of multiplication.
Materials:
(a) A spinner (1 ă 9) for each group
(b) A 3 x 3 grid for each player
(c) A pen for each player
Procedures:
(a) In small groups, pupils write any nine numbers from 1 to 81 on their 3x3
grids.
(b) Players take turns to spin two numbers at each turn. Players multiply the
two numbers. All players who have the product written on their 3x3 grid
will circle that number.
(c) The first player who has three numbers circled in a row, either horizontally,
vertically or diagonally wins the game.
(d) After a few rounds of the game, you should discuss with your pupils which
of the numbers from 1 to 81 should not be chosen. Then, you can ask your
pupils to explain their reasons.

Activity 6: Problem Solving ă Multiplication Problems
Learning Objective:
To solve multiplication problems.
Materials:
Question cards ă multiplication word problems
Procedures:
(a) Display a problem on a question card and ask pupils to read the problem.
(b) For example: There are altogether 55 baskets and each basket can carry 9
water-melons. How many water-melons are there altogether?
(c) Guide pupils to solve the problem using PolyaÊs Model and suitable
strategies (e.g. guess and check, act it out, draw a diagram, etc). Ask pupils
the following questions:
(i) What is given?
(ii) What is asked for?
(iii) What operation is needed?
(d) Discuss ways to check the answer, e.g. estimation, division or repeated
addition.
(e) Provide pupils with other problem solving situations and ask them to work
in groups of four.
(f) For example: There are 9 rooms with 35 computer desks in each room in
this school. How many desks are there altogether?
(g) Ask pupils to present their answers before discussing the answers with
them.
Activity 7: Problem Solving ă Division Problems
Learning Objective:
To solve division problems.
Materials:
(a) Question cards ă word problems
(b) Mahjong paper
(c) Writing pens

Procedures:
(a) Display a problem on a question card and ask pupils to read the problem.
(b) For example: 8 eggs are to be packed into a bag. How many bags are
needed to pack 784 eggs altogether?
(c) Guides pupils to solve the problem using PolyaÊs Model and suitable
strategies (e.g. guess and check, act it out, draw a diagram, etc). Ask pupils
the following questions:
(i) What is given?
(ii) What is asked for?
(iii) What operation is needed to share equally?
(d) Discuss ways to check the answer, e.g. estimation, multiplication or
repeated subtraction.
(e) Provide pupils with other problem solving situations and ask them to work
in groups of four.
For example: If 960 boxes are put into 6 rooms equally, how many boxes are
there in each room?
(f) Ask pupils to present their answers before discussing answers with them.
ACTIVITY 2.5
1. Compute 164 X 6 in the vertical form and illustrate your answer

using two different algorithms. Explain the strategy involved in the
algorithms used?
2. Compute 861 ÷ 7 using the process of long division. Besides the
multiplication facts, what other properties of multiplication or
division are involved in performing this operation?
3. Explain the difference between a number line model for
multiplication and the array model. Use 3 X 8 to illustrate your
explanation.

4. The use of manipulatives and objects is important to help your

pupils understand the concepts of multiplication and division
correctly. The following situations depict two different meanings for
the division of 24 ÷ 4. Identify and explain the difference in the
meanings for division as shown in the diagrams below.
Two different meanings of division
Ć For multiplication and division, your pupils need to learn the following
before applying their knowledge to solve everyday problems of the two
operations.
(a) Meanings;
(b) Basic facts; and
(c) Algorithms
Ć Just like addition and subtraction, your pupils must understand the
meanings of multiplication and division to facilitate their learning of these
topics more efficiently.

Ć The meanings of multiplication include (a) adding a certain number

repeatedly, and (b) row-by-column array.
Ć The meanings of division include (a) distributing a quantity equally into a

number of groups, and (b) subtracting a certain number repeatedly.
Ć Multiplication and division are inverse relations to each other.
Ć Basic facts of multiplication comprise products of any two 1-digit numbers.
Ć Studying the patterns of multiplication on a 10 by 10 grid can be used to

simplify the recall of multiplication basic facts.
Ć There are various algorithms to perform multiplication and division of

numbers more than one digit. It will be good for you to allow your pupils to
decide which of those algorithms will be easier for them to learn.
Ć Concrete base-10 materials can be used to help your pupils to understand the
multiplication and division algorithms.
Ć As in all other topics in mathematics, you should not waste any opportunity
to collect good teaching-learning activities for multiplication and division.
Dividend Multiplier
Divisor Product
Multiplicand Quotient
Billstein, R., Libeskind, S., & Lott, J. W. (1990). A problem solving approach to
mathematics for elementary school teachers (4th ed.). Redwood City, CA:
Benjamin/Cummings.
Devi, S. (1986). Figuring: The joy of numbers. Delhi, India: Orient Paperbacks.
Devi, S. (1984). The book of numbers. Delhi, India: Orient Paperbacks.

Miller, C. D., Heeren, V. E., & Hornsby, E. J., Jr. (1990). Mathematical ideas (6th
ed.). New York, NY: HarperCollins.
Rucker, W. E., & Dilley, C. A. (1974). Math card games. Palo Alto, CA: Creative.
Schwieger, R. D. (1999). Teaching elementary school mathematics: A Problem-

Solving Approach. Belmont, CA: Wadsworth.
Sgroi, L. S. (2001). Teaching elementary and middle school mathematics: Raising

the standards. Belmont, CA: Wadsworth.
Shuard, H., Walsh, A., Goodwin, J., & Worcester, V. (1990). Primary initiatives in
mathematics education: Children, mathematics and learning. Unit C: Doing
And Talking Mathematics. London: Simon & Schuster.
Suggate, J., Davis, A., & Goulding, M. (2001). Mathematical knowledge for
primary teachers (2nd ed.). London: David Fulton.
Troutman, A. P., & Lichtenberg, B. K. (1995). Mathematics: A good beginning.

Pacific Groove, CA: Brooks/Cole.

Topic X Fractions
3
LEARNING OUTCOMES
1. Apply the terms related to fractions correctly for the topic of
fraction in KBSR Mathematics Year 3;
2. Adopt teaching and learning activities of writing one whole, one
half, one quarter and three quarters; and
3. Appraise effective strategies in teaching to recognise 2
4 = 1
2 and
4
4 = 1.
X INTRODUCTION
The study of fractions is foundational in mathematics, yet it is among the most
difficult topics of mathematics for young school-going children. They often get
confused when learning the concept of fractions. Many pupils have difficulty
recognising when two fractions are equal, putting fractions in order by size, and
understanding that the symbol for a fraction represents a single number. Pupils
also rarely have the opportunity to understand fractions before they are asked to
perform operations on them such as addition or subtraction (Cramer, Behr, Post,
& Lesh, 1997).
For that reason, it is very important for us to provide opportunities for our pupils
to learn and understand fractions meaningfully. We should use physical
materials and other representations to help our children develop their
understanding of the concept of fractions. The three commonly used
representations are area models (e.g., fraction circles, paper folding, geo-boards),
linear models (e.g., fraction strips, Cuisenaire rods, number lines), and discrete
models (e.g., counters, sets).

46 X TOPIC 3 FRACTIONS
In order to start teaching fractions, it is important for us to have an overview of

the mathematical skills involved in acquiring the concept of fractions. At the
beginning of this topic, we will learn about the pedagogical content knowledge
of fractions such as the meaning of fractions. In the second part of this topic, we
will look at the major mathematical skills for fractions in Year 3, before learning
how to plan and implement activities to recognise, name, write, classify as well
as compare fractions. Since the fractions involved are simple, the important thing
is to guide the pupils to have a proper understanding of fractions.

In the beginning, when human beings started to keep count of things, they
started to use whole numbers. However, as they realised that things just do not
always exist as complete wholes, they have to invent numbers that represent „a
whole divided into parts‰. Since, whole numbers were just not sufficient to suit
their daily needs, fractions were invented to supplement the gap found in
between whole numbers. We will see that fractions are not only used for the
formal purpose in school mathematics but rather a very important tool in our
daily lives to complement whole numbers.
ACTIVITY 3.1
Can you think of reasons for fractions to exist in our daily lives? Search
the Internet for information about how man started to use fractions.
3.1.1 Meaning of Fractions

What do you understand by the word „fractions‰? The word „fractions‰ comes
from the Latin Word for ‰breaking‰. Actually, fractions are about breaking or
splitting things up equally. We use fractions all the time. We might say, „IÊll do
half of that job‰, or „Please cut me a quarter of that cake‰. In fact, as you will see,
splitting things into equal parts is so important and useful that a whole system of
measurement is based on that idea.
The use of fractions started from the idea that it is very natural to take a length
and halve it, then halve each part, then halve each smaller part, and so on. From
this, we shall see, for example, that a quarter is half of a half.

TOPIC 3 FRACTIONS W 47
However, a visual introduction to fraction is the preferred approach. We can start

the class using the following activity.
Show the pupils the circle in the following picture. Next, ask the pupils to
count the pieces that make up the circle.
You start by saying that there are five pieces. You take one out, and four
remain. So, you say there are four out of five and write (remember, use
simple words).
Now, you take out other parts and ask the pupils similar questions. Initially,
the pictorial representation can be very intuitive, but later on this can be a
drawback to their understanding. So, words and symbols should also be
stressed.
Now, let us see how fractions are interpreted. There are three ways, as shown in
Figure 3.1.
Figure 3.1: Interpretation of fractions

We will see an example for each interpretation so that we will understand better
the concept and apply them in our teaching and learning activities. In fact, it is
very important for us to provide opportunities for our pupils to differentiate
these three interpretations so that they would understand fractions well.
However, from the pedagogical point of view, it is best for the pupils to be
comfortable with one view before moving on to other interpretations. We can use
physical materials or any other representation to help our pupils develop the
understanding of fractions. Now, let us see the three interpretations in detail.
(a) Fractions as Parts of a Unit Whole

A fraction is a share of something. The most common shares are halves, that
is, when we split (divide) something into two equal parts, and quarters
when we split something into four equal parts.
Usually, a fraction is considered as parts of a unit whole. For primary

pupils, a unit whole is better known as „one‰. Figure 3.2 illustrates the
meaning of fractions as parts of a unit whole or „one‰.
Figure 3.2: Examples of fractions as parts of a unit whole
The following four main ideas are associated with the meaning of fractions:
(i) The size and shape of the unit whole may not be the same;
(ii) The unit whole is divided into parts of equal size;
(iii) The sum of all the equal parts is the unit whole; and
(iv) The fraction refers to the number of parts under consideration.
The numerator indicates the number of parts under consideration, while

the denominator indicates the number of all the equal parts. Accordingly,
as the number of equal parts increases, the size of each part decreases.
We may believe that children will automatically understand the concept of

fractions simply as a result of using the various representations or
manipulatives. This is not necessarily the case (Thompson & Lambdin,
1994). Some pupils define a fraction as „a piece of pie to eat‰ because they

have only seen fractions represented using circle diagrams (Niemi, 1996).
Providing many kinds of representations can help pupils with such
problems, as long as we help pupils connect their understanding of
fractions to the different representations.
For instance, if we ask a pupil to fold paper of different sizes once (see Figure
3.3 below), he/she would find that one is bigger than the other, although both
represent 12 .
1
Figure 3.3: Different sizes for 2
Many pupils may not see the idea that the parts of a unit whole can be collected.
4
For example, is actually made up of four „one fifth‰s. Another example is
5
3
illustrated in Figure 3.4 where it is shown that three „one quarter‰s make up .
4
Figure 3.4: Parts of a unit whole can be collected

However, you have to be careful with this. We have to help the pupils
understand that fraction is part of a whole. This is their first introduction to the
topic and they most probably will not realise that this is a number just like 1, 2
and so on. As a result, there is a very strong likelihood for them to see fractions
as two separate whole numbers and can be manipulated separately. They may
say (later on, with more complex fractions, providing pictures is not easy;
anyway, just relying on pictures can deter them from developing abstract
thinking) if we can add the numerator separately, why not also the denominator?
So you may get „weird‰ answers such as 1/12.
(b) Fractions as Parts of a Collection of Objects

Fractions can also be considered as parts of a collection of objects. This
concept is clearly illustrated in Figure 3.5.
Figure 3.5: Fractions as parts of a collection of objects

5
You may have the tendency to reduce the fraction in Figure 3.5 to ó.
10
Reduction is a higher level skill and we must resist the tendency to do this.
On the other hand, to multiply a fraction by a number is acceptable for

pupils at this level. Now, let us try this activity in class.
Show the class a diagram as shown in Figure 3.6.
Figure 3.6: Fractions as groups of objects
First, ask the pupils to group the eggs into groups of 2. Then, ask them how
many groups there are. Next, say that in these groups which consist of 10 eggs,
4/5 of them are rotten. How can you find the number of rotten eggs? Now, the
pupils know that four groups are rotten. In a group, there are 2 eggs. Hence,
the number of rotten eggs is 4 x 2 = 8.

Try not to hide the symbol and manipulation by writing (4/5) x 10 = 8.
This is because from the pupilÊs point of view, there are two operations taking
place and they might find it difficult. It is important that they do not get the
wrong idea right from the beginning.
(c) Fractions as Division of Whole Numbers

p
A fraction can be expressed as a division of whole numbers in the form ,
q
where p and q are whole numbers. The number p is called the numerator
4 7
and q is called the denominator. For example, = 4 ÷ 5 and = 7 ÷ 8 .
5 8
3.2 MAJOR MATHEMATICAL SKILLS FOR

FRACTIONS IN ELEMENTARY
MATHEMATICS
A systematic conceptual development of fractions will be very helpful for our
pupils to learn this topic effectively. We must remember that fractions are
introduced for the very first time in Year 3. It would be advisable to introduce the
topic in a systematic manner. It is important for us to provide opportunities for
our pupils to understand fractions meaningfully. We should use physical
materials and other representations to help the children develop their
understanding of the concept of fractions.
The major mathematical skills related to fractions to be mastered by Year 3 pupils

are as follows:
(a) Concept of fractions:

(i) Recognise fractions as equal shares of a whole set;
(ii) Recognise one whole, one half, one quarter and three quarters; and
(iii) Recognise parts that are not fractions.
(b) Saying and reading fractions:

(i) Saying one whole, one half, one quarter and three quarters;
(ii) Reading one whole, one half, one quarter and three quarters; and
(iii) Saying and reading one whole, one half, one quarter and three
quarters in context.
(c) Writing fractions:

(i) Knowing the terms „numerator‰ and ‰denominator‰;
1 1 3
(ii) Writing , , in context;
2 4 4
2 1 4
(iii) Recognise = and = 1 ; and
4 2 4
(iv) Recognise fractions as equal shares.
ACTIVITY 3.2
1. Have you ever taught fractions to Year 3 pupils? If yes, share your
experience and method of teaching with your coursemates. How
did you introduce fractions to your pupils?
2. What kind of teaching aids can you use to teach fractions? Why?
Compile and compare your answers with your coursemates.
3.3 TEACHING AND LEARNING ACTIVITIES

Now, let us look at some of the teaching and learning activities involving
fractions.
3.3.1 Basic Facts of Fractions

Activity 1: Recognise Fractions
Learning Outcome:
To recognise fractions
Materials:
(a) Task cards
(b) Answer sheets

Procedure:
(a) Divide the class into groups of six pupils and each pupil is given an answer
sheet.
(b) Pupils write their names on the answer sheet (sample is shown in Figure
3.7).
(c) Cards are shuffled and put face down in a stack at the centre.
(d) Each player begins by drawing a card from the stack.
(e) The player writes all the answers to the questions in the card drawn on the
answer sheet.
(f) After a period of time to be determined by the teacher, the pupils in the
group exchange the card with the pupil on their left in clockwise direction.
(g) Pupils repeat steps (e) and (f) until all of them in the group have answered
the questions in all the cards.
(h) The winner is the pupil who has the most number of correct answers.
(i) Summarise the lesson on the basic facts of fractions.
Example of an answer sheet is illustrated in Figure 3.7:
Figure 3.7: An example of an answer sheet

Example of a task card is given in Figure 3.8:
Figure 3.8: An example of a task card

ACTIVITY 3.3
Work with your friends in class to prepare five more Task Cards. There
should be four questions in each card. Make sure your cards are suitable
for Activity 1: Recognise Fractions.
3.3.2 Say and Read Fractions

Activity 2: Read Fractions
Learning Outcome:
To read one whole, one half, one quarter and three quarters.
Materials:
(a) 30 different Fraction Cards
(b) Blank writing papers
The following are some examples of the Fraction Cards:
Figure 3.9: An example of fraction cards

Procedure:
(a) Divide the class into groups of three pupils and each group is given a blank
writing paper.
(b) Pupils write their names on the blank paper given.
(c) Fraction Cards are shuffled and put face down in a stack at the centre.
(d) Player A begins by drawing a card from the stack. He shows the card to Player
B.
(e) Player B then reads out the fraction shown in the card. If he reads it
correctly, Player C writes two points below Player BÊs name. If he reads it
wrongly, Player B is not given any points.
(f) Players repeat steps (d) and (e) until 10 cards are drawn by Player A.
(g) Steps (c) through (f) are repeated until all the players have the opportunity
to read 10 Fraction Cards shown to them.
(h) The winner is the group where the pupils have the most number of points.
(i) Summarise the lesson on how to read one whole, one half, one quarter and
three quarters.
3.3.3 Write Fractions

Activity 3: Write Fractions
Learning Outcome:
To write one whole, one half, one quarter and three quarters
Materials:
(a) Task Sheets
(c) Colour pencils

Procedure:
(a) Divide the class into groups of four to six pupils. Each group is given a
different colour pencil and a blank writing paper.
(b) Set up five stations in the classroom. A Task Sheet is placed at each station.
(c) Instruct pupils to solve the questions in the Task Sheet at each station.
(d) Each group will spend 10 minutes at each station.
(e) At the end of 10 minutes, the groups will have to move on to the next
station in clockwise direction.
(f) At the end of 50 minutes, collect the answer papers.
(g) The group with the highest score is the winner.
(h) Summarise the lesson on how to write one whole, one half, one quarter and
three quarters.
Example of a Task Sheet as illustrated in Figure 3.10.

Figure 3.10: An example of a task sheet

3.3.4 Knowing "Numerator" and "Denominator"

Activity 4: Knowing the terms "Numerator" and "Denominator"
Learning Outcome:
To be able to identify the numerator and the denominator of a given fraction.
Materials:
(a) Activity cards
(c) Colour pencils
The following are some examples of the activity cards:
Figure 3.11: Examples of activity cards

Procedure:
(a) Divide the class into groups of four pupils. Each group is given a different
colour pencil and a clean writing paper.
(b) A set of 12 activity cards are shuffled and put face down in a stack at the
centre.
(c) When you signal, pupils will begin solving the questions in the first
Activity Card drawn.
(d) Once they are done with the first card, they may continue with the next
activity card.
(e) At the end of 10 minutes, the groups will stop and hand their answer paper
to you.
(f) The group with the highest score is the winner.
(g) Summarise the lesson on how to identify the numerator and denominator
of a given fraction.
SELF-CHECK 3.1
1. How would you introduce the terms "numerator" and

"denominator"?
2. What kind of activities would help your pupils to remember
these two terms correctly? Why?

2 1 4
3.3.5 Recognise = and = 1
4 2 4
Activity 5: Recognising equivalent fractions 2 = 1 and 4 = 1

4 2 4
Learning Outcome:
2 1 4
To be able to recognise equivalent fractions = and = 1 .
4 2 4
Materials:
(a) Exercise Sheets
(b) Colour pencils
Procedure:
(a) Divide the class into groups of two pupils. Each group is given a different
colour pencil.
(b) Each group is given an Exercise Sheet with five questions.
(c) The group that finishes first with all correct answers is the winner.
(d) Summarise the lesson on how to recognise equivalent fractions.
(e) Figure 3.12 shows an example of the Exercise Sheet.

Figure 3.12: An example of an exercise sheet

3.3.6 Recognise Fractions as Equal Shares

Activity 6: Recognising Fractions as Equal Shares
Learning Outcome:
To be able to recognise fractions as equal shares of a whole set.
Materials:
(a) Fraction Worksheets
(b) A set of four erasers, a set of two pens, a set of four sharpeners and a set of
two pencils
(c) Blank writing papers
(d) Colour crayons
Procedure:
(a) Divide the class into groups of four pupils. Each group is given a set of four
erasers, a set of two pens, a set of four sharpeners and a set of two pencils.
(b) Instruct the groups to sketch all the four sets of items on the paper
provided.
(c) After a period of time to be determined by you, instruct the pupils to colour
1 1 3
of the eraser set, of the pen set, of the sharpener set and one whole
4 2 4
of the pencil set.
(d) Each group will spend five minutes to colour.
(e) At the end of five minutes, collect the answer papers and award four points
for all correct answers.
(f) Distribute the Fraction Worksheets to each group.
(g) Instruct the groups to complete the Fraction Worksheet by 10 minutes.
(h) At the end of 10 minutes, collect the Fraction Worksheet.
(i) The group with the highest score, including the points from the earlier task,
is the winner.
(j) Summarise the lesson on how to recognise fractions as equal shares of the
whole set.
(k) Figure 3.13 illustrates an example of the Fraction Worksheet:

Figure 3.13: An example of a fractions worksheet

Activity 7: A Linear Fraction
Learning Outcome:
To be able to see fractions in a linear fashion
Purpose:
So far pupils see fractions in terms of pictures that involve circles, squares, etc. To
get a more abstract idea of fractions, pupils need to see fractions in other contexts
through word problems.
(a) Take a length of string. Ask the pupil to cut it in half or quarter.
(b) Make a problem such as: If the distance between Pulau Pinang and
Seremban is 400 kilometres, and the distance between Rawang and
Seremban is 100 kilometres, what is the fraction of the distance between
Pulau Pinang and Rawang to the whole journey? (Of course you may use
simpler language to express the problem.)
(c) You may express the problem in terms of time of journey. As a teacher, you
need to lead the pupils by using the problem solving strategy.
• Three interpretations for fractions were discussed, namely, fractions as parts

of a unit whole, fractions as parts of a collection of objects and fractions as
division of whole numbers.
• The focus of this topic is on the teaching and learning of fractions for Year 3
KBSR Mathematics.
• Many examples of activities were developed so that pupils can read and
write one whole, one half, one quarter and three quarters.
• Ideas developed in this topic would be used on the same topic on Fractions in
Year 4 of KBSR Mathematics.
• This knowledge is then extended so as to enable pupils to do operations such

as addition and subtraction of fractions.

Denominator Quarter
Fraction Share
Half Whole
Numerator
1. Explain with an example each of the following interpretations for fractions:

(a) Fractions as parts of a unit whole;
(b) Fractions as parts of a collection of objects; and
(c) Fractions as division of whole numbers.
2. List out seven major mathematical skills related to fractions to be mastered

by Year 3 pupils.
3. Plan a teaching and learning activity that would enable pupils to write one
whole, one half, one quarter and three quarters.
Anne Toh. (2007). Resos pembelajaran masteri: Mathematics Year 3. Petaling

Jaya: Pearson Malaysia.
Clarke, P. et.al (2002). Maths spotlight activity sheets 1. Oxford, UK: Heinemann
Educational.
Cramer, K., Behr, M., Post T., & Lesh, R. (1997). Rational number project: Fraction
lessons for the middle grades - Level 1. Dubuque, IA: Kendall/Hunt.
Ng, S. F. (2002). Mathematics in action workbook 2B (Part 1). Singapore: Pearson

Education Asia.

Niemi, D. (1996). A fraction is not a piece of a pie: Assessing exceptional

performance and deep understanding in elementary school mathematics.
Gifted Child Quarterly, 40, 70-80.
Thompson, P. W., & Lambdin, D. (1994). Research into practice: Concrete

materials and teaching for mathematical understanding. Arithmetic
Teacher, 41, 556-558.
Yee, S., & Lau, P. H. (2007). A problem solving approach: Mathematics Year 3.
Subang Jaya, Selangor: Andaman Publication.

Topic X Money
4
LEARNING OUTCOMES
1. Use the terms related to money correctly for the topic of money in
KBSR Mathematics;
knowledge related to the addition and subtraction of money up to a
value of RM 100;
3. Explain the major mathematical skills and basic pedagogical content
knowledge related to the multiplication and division of money up to a
value of RM 100;
4. Apply basic teaching and learning activities for the topic of money up
to a value of RM 100; and
5. Apply basic teaching and learning activities to help pupils solve daily
problems related to money.
X INTRODUCTION
Children receive and spend money at an early age. By school age, many would
have money to buy food from the school canteen during recess. The child may
show his coins and the food stall owner may take the amount needed or the stall
owner may tell the child which coins are needed to pay for his food. As children
grow, they learn the value of each coin and bill.
Soon these children will know how to do simple manipulation of the „ringgit‰
and „sen‰. Some of them will know if the change they are getting is not enough.
Of course, some children are better at understanding money than others. One
reason may be due to the different experiences they had in handling money in

TOPIC 4 MONEY W 69
their daily lives. You know, some children are given a big sum to spend and
some children help their parents in the shops.
This topic is about teaching money skills to pupils. However, do you know that
the underlying purpose of this topic is to teach further the addition,
multiplication and rounding of numbers. The teaching and learning activities
will further reinforce the understanding of the topic „money‰ among pupils.
One of the problems with money counting is the need to count by ones, twos,
fives and tens. There is a variety in the counting. Another thing to be considered
is that nowadays any money addition is round up to the nearest 5 sen. This can
be a good source of practical problems to teach counting skills.
Now, let us see how we can teach our pupils money skills.

In order to teach the topic of money effectively, you will need to know some
basic knowledge about money.
ACTIVITY 4.1
Discuss the conversion of coins to notes in the Malaysian currency

system. Give suitable examples.
4.1.1 Meaning of Money

Money is actually an abstract concept. The paper money and the coins that we
use have their value compared with certain valuable objects such as gold. So,
instead of carrying gold, people just carry money, which is more convenient. The
value of the things people have and use is often measured in terms of its
monetary value. The Government of a country defines the basic money units and
issues coins and currency accordingly.
The basic units of the money we use are sen and ringgit. In our monetary system,
one sen means one hundredth of one ringgit.
Numbers are used to denote the value of money. When teaching this topic, it is
ACTIVITY
very important 4.2to teach the pupils the correct way to read and write the
for you
value of the Malaysian currency. The symbol for the Malaysian ringgit is RM.
70 X TOPIC 4 MONEY
Now, let us see a sample activity that you may have in your class.
This activity is about bartering, exchanging of goods without the use of

money. If the pupils need something, they have to exchange things they
have for it. The next stage is to put the value of things on pieces of paper
(something like a coupon) and use the paper pieces as equivalent to the
things.
(a) To teach the pupils what money actually means, you can collect
things and put certain values (any whole number) for the things.
Next, you give these to the pupils and then organise the pupils into
groups.
Example: One playing card (value 2), an empty plastic bottle (value
3), a bottle with drinking water (value 50), and so on. Maybe you have
to draw a simple chart giving the values.
(b) Pupils in one group then exchange things with pupils in another
group. Make sure the things exchanged are on an equal value basis.
(c) Create some coupons with values written on them before giving them
to the pupils. Now, the pupils can buy using either the coupons or a
combination of things and coupons.
ACTIVITY 4.2
1. Search the Internet for information about how man obtained the
things they needed before coins were invented.
2. Draw up a table of the chronological development of the
Malaysian Currencies.
4.1.2 Play Money

Teaching money skills is far more effective if real coins and notes are used.
When you are carrying out learning activities, it is a good practice to allow your
pupils to manipulate actual coins and notes. However, this may not be a wise
practice all the time especially when it involves large sums of money. At this
point, it may be advisable to use play money.

TOPIC 4 MONEY W 71
When you purchase play money for your pupils, you should select play money
that resembles your actual coins and notes. There are manufacturers that produce
play money that do not closely resemble the actual heads and tails of your actual
coins. This can be very confusing for your pupils. For example, the notes that
come along with the Monopoly game do not resemble our actual notes.
You can make your own play money by photocopying the coins and notes from
workbooks and laminate them for your class. These are better representations of
the actual coins and notes.
However, before they start using the ‰money‰, the pupils must be able to write
down and say the words. Tell them the numbers before the dot are for ringgit
and those that come after are for the sen. Let us now continue with the sample
activity.
(a) Write RM2.30. Then, ask the pupils to vocalise the value such as "two
ringgit and thirty sen".
(b) Now, vocalise "five ringgit and forty sen" and ask the pupils to write
down its symbolic form.
4.1.3 Adding Money

When the value of money is written down, it involves a number in decimal form.
The pupils at this stage have not learnt numbers in decimal form. You have to
show examples of how money add-up and tell them where to put the dot. Make
sure the highest single number is 99.99.
Here is one example:
1.90 + 2.45 + 3.15 = 7.50
One thing can cost RM3 and you would like to buy ten of it. Here, you can
introduce multiplication in money.
You may also introduce subtraction and division in a similar manner.

72 X TOPIC 4 MONEY
4.1.4 Rounding
Besides developing pupilsÊ skills in adding, subtraction and multiplication,
another equally important skill (though seldom mentioned) is estimating.
Here is a sample activity that you can conduct in your class.
(a) Divide your class into a few groups.

(b) Give each group a receipt from a supermarket that lists the price of
things bought. (You may create a sample receipt.)
(c) Ask the pupils to add up the total cost of items listed in that receipt.
(d) Next, just add up the numbers before the dot. Ask them to compare.
In 2008, the Government downgraded the use of 1 sen in any monetary dealing.
However, its use, most notable in electricity bills and cost of things in
supermarket, is not abolished. To take care of this, a rounding system was
developed. The rule is simple. The following comes from the Bank Negara
Malaysia statement on the issue.
„The Rounding Mechanism is a method whereby the total bill amount (including
goods and services subject to tax) is rounded upwards or downwards to the
nearest multiple of 5 sen. In this regard, total bill amount that ends in 1, 2, 6 and
7 sen will be rounded down while 3, 4, 8 and 9 sen will be rounded up to the
nearest multiple of 5 sen.
For example, a total bill amounting to RM82.01 will be rounded down to

RM82.00. If it amounts to RM82.04, it will be rounded up to RM82.05.‰
Table 4.1 illustrates how the Rounding Mechanism Works.

TOPIC 4 MONEY W 73
Table 4.1: Rounding Mechanism
Total Amount of a Bill

Bill ends Round off to the
in sen nearest 5 sen Total amount before Total amount after
rounding (RM) rounding (RM)
82.01
1,2 Down 82.00
82.02
82.03
3,4 Up 82.05
82.04
82.06
6,7 Down 82.05
82.07
82.08
8,9 Up 82.10
82.09
Here is an example of rounding to the nearest ringgit:
The prices are: 3.45 + 4 .40 + 2.20 + 1.00 = 11.05

With rounding, the price is: 3 + 4 + 2 + 1 = 10.00
ACTIVITY 4.3
Guide your pupils to make a wish list on items to buy from the local
supermarket. Using this list, ask the pupils to round up the amount of
each item. Total up the bill and round up again to the nearest tens.

FOR MONEY IN ELEMENTARY
MATHEMATICS
A systematic conceptual development will indeed help our pupils learn the topic
on money more effectively. The following is suggested pedagogical development
for the topic of money in Year 3:
(a) Using different combinations of notes to represent a given amount of
money;
(b) Using different combinations of notes and coins to represent a given
amount of money;
(c) Introducing genuine RM 100 notes;
(d) Exchanging coins up to RM 100;

74 X TOPIC 4 MONEY
(e) Exchanging notes up to RM 100;

(f) Converting ringgit to sen and vice versa;
(g) Adding money up to RM 100;
(h) Subtracting money up to RM 100;
(i) Multiplying money to the highest product of RM 100;
(j) Dividing money not more than RM 100; and
(k) Solving story problems involving money in real life situations.

Now, it is time for us to look at the teaching and learning activities in teaching
money skills to Year 3 pupils.
4.3.1 Using Different Combinations of Notes and

Coins to Represent a Given Amount of Money
Activity 1
Learning Outcome:
To use different combinations of notes to represent a given amount of money.
Materials:
(a) Various notes of the Malaysian Ringgit (real or play money)
(b) Task Cards (as shown in Figure 4.1)
(d) Colour pencils

TOPIC 4 MONEY W 75
Figure 4.1: An example of task cards
Procedures:
(a) Divide the class into groups of four pupils and each pupil is given a
different colour pencil.
(b) Cards are shuffled and put face down in a stack at the centre. Figure 4.1
illustrates an example of task cards.
(c) Each player begins by drawing a card from the stack.
(d) With the help of the various notes of the Malaysian Ringgit given to the
group, each pupil tries to write as many ways to represent the amount of
money shown on the card.
(e) After a period of time (to be determined by the teacher), the pupils in the
group exchange their answers with the pupil on their left in clockwise
direction.
(f) Pupils in the group are encouraged to add on other combinations of the
notes to represent the amount of money stated on the task card using their
colour pencils.
(g) Repeat step (f) until all the pupils in the group have seen each otherÊs
answers.
(h) The winner is the pupil that has the most number of combinations correct
including those added on to their friendÊs answer.

76 X TOPIC 4 MONEY
(i) Summarise the lesson on the different combinations of notes to represent a

given amount of money.
Activity 2
Learning Outcome:
Materials:
Procedures:
(a) Divide the pupils into groups of four.
(b) Give each group various notes of the Malaysian Ringgit.
(c) Revise with the pupils the worth of each note of the Malaysian Ringgit. For
example, a RM 5.00 note is worth five RM1.00 and a RM 10.00 note is worth
ten RM 1.00 or two RM 5.00.
(d) Have pupils lay out two RM 10.00 notes and three RM 1.00 notes. Ask them
the amount of money that they have laid on the table.
(e) Have the pupils draw the combinations of notes on a piece of paper and
write the worth of the combination. For example:
(i) RM 1 + RM 2 + RM10 = RM 13
(ii) RM5 + RM5 + RM 10 = RM20
(iii) RM1 + RM1 + RM2 + RM5 = RM9
(f) Repeat with other combinations of notes.
(g) Have the various groups exchange their drawings and check if each group
has written the amount correctly.
(h) Summarise the lesson on the different combinations of notes to represent a

TOPIC 4 MONEY W 77
Activity 3
Learning Outcome:
Materials:
Procedures:
(a) Divide the pupils into groups of four.
(b) Give each group various notes of the Malaysian Ringgit.
(c) Teacher shouts out an amount of money that involves a combination of
notes. For example, „Twelve Ringgit‰
(d) Have pupils lay out the combination of notes equivalent to the amount of
money you mentioned. Be sure that the pupils realise that they can lay out
just twelve RM 1.00 notes, or two RM 5.00 and two RM 1.00 notes or one
RM 10.00 and two RM 1.00 notes.
(e) Have the pupils draw the combinations of notes on a piece of paper and
write the worth of the combination.
(f) Repeat step (c) with other amounts of money involving only Ringgit.
(g) Have the various groups exchange their drawings and check if each group
has written the amount correctly.
(h) Summarise the lesson on the different combinations of notes to represent a
Activity 4
Learning Outcome:
To use different combinations of notes and coins to represent a given amount of
money.
Materials:
(a) Various notes and coins of Malaysian currency (real or play money)
(b) Price cards (refer to Figure 4.2)

78 X TOPIC 4 MONEY
Figure 4.2: Examples of price cards
Procedures:
(a) Divide the class into groups of four to six pupils.
(b) Provide each pupil with a mixture of coins and notes to the amount of RM
100.
(c) Each group is given a stack of price cards (10 ă 12 cards). The cards are
shuffled and put face down in a stack at the centre.
(d) A player draws the top card and flips it to show to all the players in the
group.
(e) The first player in the group to show the correct combination of coins and
notes equivalent to the price item in the card scores 3 points. The group

TOPIC 4 MONEY W 79
members will determine if the combination of coins and notes laid on the
table is correct.
(f) Repeat steps (e) and (f) until all the price cards are opened.
(g) The winner is the pupil who has the highest score when all the cards are
flipped open. Alternatively, the pupils with the highest score at the end of
the allocated time for the game are declared the winner.
(h) Summarise the lesson on the different combinations of notes and coins to
represent a given amount of money.
Activity 5
Learning Outcome:
To solve non-routine problems involving combinations of notes and coins to
Materials:
(a) Various notes and coins of Malaysian currency (real or play money)
(b) An empty biscuit tin
Procedures:
(a) Divide the class into groups of four pupils.
(b) Show the class a biscuit tin containing notes of RM 1.00, RM 5.00 and RM
10.00. The tin also contains 10 sen and 20 sen coins.
(c) Put your hand into the biscuit tin and inform the class that you are drawing
out one note and one coin. Place the drawn money into an envelope
without revealing it to the class.
(d) Instruct the pupils to work in their group and write down all the possible
amounts of money contained in the envelope.
(e) Open the envelope and the group who guesses the correct amount of
money will be awarded 5 points.
(f) Repeat with other combinations of notes and coins and have the pupils
guess the amount drawn out from the biscuit tin.
(h) Summarise the lesson on the different combinations of notes and coins to

80 X TOPIC 4 MONEY
Activity 6
Learning Outcome:
To solve non-routine problems involving combinations of notes and coins to
Materials:
(a) Play money
Procedure:
(a) Divide the class into groups of four to six pupils. Provide each group with a
mixture of coins and notes to the amount of RM 100.
(b) Set up four stations in the classroom. At each station, place a Task Sheet.
(c) Instruct the pupils to solve the problem in the Task Sheet at each station.
(f) Discuss the solutions on the Task Sheet and summarise the lesson on the
different combinations of notes and coins to represent a given amount of
money.
Task Sheet 1: The Least Number of Notes!

(a) What is the least number of notes needed to get RM 15.00? How?
(b) What is the least number of notes needed to get RM 47.00? How?
(c) What is the least number of notes needed to get all values of money from
RM 1.00, RM 2.00, RM 3.00 ... , RM 99.00, RM 100.00? How?
Task Sheet 2: The Most Number of Notes!

(a) What is the most number of notes needed to get RM 15.00? How?
(b) What is the most number of notes needed to get RM 47.00? How?
(c) What is the most number of notes needed to get all values of money from
RM 1.00, RM 2.00, RM 3.00 ... , RM 99.00, RM 100.00? How?

TOPIC 4 MONEY W 81
Task Sheet 3: The Least Number of Notes and Coins!

(a) What is the least number of notes and coins needed to get RM 12.50?
How?
(b) What is the least number of notes and coins needed to get RM49.70?
How?
(c) What is the least number of notes and coins needed to get all values of
money from RM10.00, RM10.10, RM10.20, ..., RM 14.90, RM15.00? How?
Task Sheet 4: The Most Number of Notes and Coins!

(a) What is the most number of notes and coins needed to get RM 12.50?
How?
(b) What is the most number of notes and coins needed to get RM49.70?
How?
(c) What is the most number of notes and coins needed to get all values of
money from RM10.00, RM10.10, RM10.20, ..., RM 14.90, RM15.00? How?
SELF-CHECK 4.1
Discuss the non-routine problems in Task Sheets 1-4 with your group
members. Are the problems too difficult for Year 3 pupils? If yes, what
modification can you do so that the tasks are suitable for Year 3
pupils? Share your answers in the forum.
4.3.2 Adding and Subtracting Money up to RM 100

Activity 7
Learning Outcome:
To add two or more sums of money involving combinations of notes and coins.
Materials:
(a) Play money
(c) McAdamÊs Menu

82 X TOPIC 4 MONEY
Procedures:
(a) Divide the class into groups of four pupils. Provide each group with
sufficient amount of notes and coins.
(b) Show the class McAdamÊs Menu (refer to Figure 4.3).
(c) Ask the pupils to lay out the correct amount of money for a Chicken Burger
in one pile and the correct amount of money for AdamÊs Fried Chicken.
(d) Ask the pupils how much money would be needed to buy both the
hamburger and the milkshake.
(e) If pupils have difficulty, ask them to combine the piles of money together
and count the total amount of money.
(f) Write the addition problem on the board for the example:
Chicken Burger RM 6.95

AdamÊs Fried Chicken + RM 8.75
RM 15.70
(g) Repeat the exercise using two items.

(h) Repeat the exercise using more than two items. However, the total amount
should be less than RM 100.00.
(i) Summarise the lesson on the addition of money.
McAdamÊs Menu
Chicken Burger Chicken Nugget

RM 6.95 RM 6.95
AdamÊs Filet AdamÊs Fried Chicken

RM 7.75 RM 8.75
AdamÊs Egg Muffin AdamÊs Breakfast

RM 4.90 RM 7.50
Milkshake (Chocolate/Vanila) Sundae

RM 2.75 RM 2.50
Figure 4.3: McAdam's menu

TOPIC 4 MONEY W 83
Activity 8
Learning Outcome:
To subtract two amounts of money involving combinations of notes and coins.
Materials:
(a) Play money
(c) Sales flyer (or sale advertisement)
Procedures:
(a) Divide the class into groups of four pupils. Provide each group with
sufficient amount of notes and coins.
(b) Show the class the Sales flyer (as shown below).
25th Anniversary Sales!!!
Blender RM 62.99
Table Fan RM 65.99
(c) Ask the pupils to lay out the correct amount of money for a Blender in one
pile and the correct amount of money for a Table Fan.
(d) Ask the pupils the difference in price between the cost of a Blender and a
Table Fan.
(e) If the pupils find it difficult, ask them to compare the two piles of money
(using the mapping of one-to-one) to determine the difference between the
cost of the two items.
(f) Write the subtraction problem on the board for the example:
Table Fan RM 65.99
Blender ă RM 62.99
RM 3.00
(g) Repeat the exercise using two other items.

(h) Summarise the lesson on the subtraction of money.

84 X TOPIC 4 MONEY
4.3.3 Multiplying and Dividing Money up to RM 100

Activity 9
Learning Outcome:
To provide practice for multiplying money.
Materials:
(a) Dice
(b) Price Cards (sample shown in Figure 4.4)
Examples of Price Cards
Figure 4.4: Examples of price cards

TOPIC 4 MONEY W 85
Procedures:
(b) Provide each group with a stack of Price Cards (10 ă 12 cards). The cards
are shuffled and put face down in a stack at the centre.
(c) A player draws the top card and flips it open to show it to all the players in
the group.
(d) The player then throws a dice. The player multiplies the number on the dice
with the price of the item on the Price Card.
(e) Write the multiplication problem on a piece of paper and show it to the
other members of the group. For example:
Filet-O-fish Deluxe RM 8.85

Dice × 5
RM 44.25
(f) If the answer is correct, the player scores 3 points.

(g) If the answer is incorrect, the player loses 1 point.
(h) Play rotates until all the Price Cards are flipped open or the allotted time
has elapsed.
(i) The winner is the pupil that has the highest score when all the cards are
flipped open. Alternatively, the pupil with the highest score at the end of
the allocated time for the game are declared the winner.
(j) Summarise the lesson on the multiplication of money.
Activity 10
Learning Outcome:
To provide practice for dividing money.
Materials:
(i) Receipt
(ii) Blank writing papers

86 X TOPIC 4 MONEY
Procedures:
(b) Provide each group with a receipt from a store.
(c) Have the group members work out the cost per unit of the item in the
receipt below:
Jaya Mas
53 Taman Mas
Ipoh
Price per
No Quantity Merchandise Amount
unit
1 2 units ABBA 3 Tier Tray RM 33.80
2 6 units ABBA 3‰ Management File RM 6.90
3 3 packs Faber-Castell Pencil RM 10.35
4 10 pieces Prince Diskette RM 6.50
5 2 pieces Document Bag RM 41.70
TOTAL RM 99.25
(d) Write the calculation on a piece of paper. For example:

RM 33.80 ÷ 2 = RM 16.90
(e) At the end of 10 minutes, have the groups exchange their receipts and
repeat steps (c) and (d).
(f) Summarise the lesson on the division of money.

TOPIC 4 MONEY W 87
4.3.4 Solving Story Problems in Real Life Situations

for Money up to RM 100
Activity 11
Learning Outcome:
To solve daily problems involving money.
Material:
Price Chart of Goods (or sale advertisement)
Toys on Sale!!!
Soccer Ball Stuffed Cartoon Cubes 8‰

RM 9.99 RM 14.99
Ride on Car Baby Pool

RM 19.99 RM 9.99
Thunder Buggy Princess Doll

RM 39.99 RM 14.99
Procedures:
(a) Divide the class into two groups for the competition.
(b) Prepare a list of questions and cut it out and place it in a box.
Sample Questions
(a) Ahmad bought a soccer ball and a Buggy. How much did he spend?
(b) Devi has RM80.00. Can she buy a Doll, a Buggy and a Cartoon cube?
(c) Mrs Lee has RM 50.00. She wants to buy 4 dolls for her nieces. How
much more money would she need to buy all 4 dolls?
(c) A player from Team A draws a question from the box and read the
question aloud.
(d) The player does the calculation on the board and the rest of the class
members check the calculation.

88 X TOPIC 4 MONEY
(e) If the answer is correct, the team scores 3 points.

(f) If the answer is incorrect, the team loses 1 point.
(g) Play rotates until all the questions in the box are answered or the allotted
time has elapsed.
(h) The winner is the team that has the highest score at the end of the
competition.
Activity 12:
Setting up a Play Store

Some pupils may enjoy setting up a play store. Help the pupils set up the store in
one corner of the classroom. The pupils can take turns playing the role of
storekeeper and customers.
The storekeepers would get to practice in making change and adding prices of
more than two items. The customers would also gain experience in manipulation
of coins and notes.
Activity 13:
Working on Advertisement
Get a grocery advertisement from a local newspaper. Have pupils work in
groups with the advertisement to determine the total price of two or more items
shown in the advertisement.
Or ask the pupils to decide on some combinations of items that they could buy
with RM 100.00
• This topic on money explores the use of a combination of coins and notes to a
value of RM 100.
• In this topic, the use of money was developed using many examples of
activities and the common terminology used with children in Year 3.
• The ideas developed in this topic are used as an integral part of Topic 6 on
the same topic of Money in Year 4 of KBSR Mathematics.
• The value of money is then increased to a limit of RM 10,000.

TOPIC 4 MONEY W 89
Coin Note
Money Value
Hatfield, M. H., Edwards, N. T., & Bitter, G. G. (1993). Mathematics methods for
the elementary and middle school. Needham Heights, MA: Allyn & Bacon.
Kennedy, L. M., & Tipps, S. (2000). Guiding childrenÊs learning of mathematics

(9th ed.). Belmont, CA: Wadsworth.
Rucker, W. E., & Dilley, C. A. (1981). Heath mathematics. USA: D. C. Heath and
Company.

Topic X Time
5
LEARNING OUTCOMES
1. Use the terms related to time correctly;
knowledge related to time; and
3. Apply teaching and learning activities for the topic of time for Year 3.
X INTRODUCTION
Do you know why we teach our pupils the topic of time?
Time plays an important role in our lives. We often say that time is precious and
there is a Malay saying which goes, „Time is gold.‰ No one can live without
knowing time.
Today, everyoneÊs life is centred around time, including your pupils. However,
time is not restricted to the numbers on the watch. It can be a day, a week, a year.
By Year Three, the pupil has an intuitive understanding of time. Quite a few of
them wear watches to school in order to know the time for certain events in the
school. As the day progresses, the pupils will be aware of the activities associated
with different times of the day by looking at their watches and reading the time.

TOPIC 5 TIME W 91

Now, let us look at the pedagogical content knowledge for time.
ACTIVITY 5.1
1. Do you know what your pupils learned about time in the Year 2
syllabus? Do they know the relationship between hour and
minutes, and day and hours?
2. Discuss your findings with your friends with reference to the
curriculum specifications for Year 2 mathematics.
5.1.1 Reading and Writing Time

There are basically two common questions asked with respect to time. These
questions are:
(a) What is the time now? and
(b) How long does it take you to walk from your house to the classroom?
These two questions show that time appears in our lives in two different ways:
(a) As an instantaneous moment of the day; and
(b) As an interval of time.
In the 12-hour system, an instantaneous time can be recorded as 8.20

conventionally. In order to avoid confusion with the decimal point in the decimal
notation, another commonly accepted form to write this time is 8:20. Nowadays,
both these forms are accepted to denote instantaneous time.
In the 12-hour system of telling time, the abbreviations a.m. and p.m. are often
used to indicate different times of a day. For example, 8:20 a.m. denotes „twenty
minutes past eight in the morning‰, whereas 8:20 p.m. refers to „twenty minutes
past eight at night‰. In Latin, the abbreviation a.m. stands for ante meridiem,
which means „before noon‰ and p.m. stands for post meridiem, which means
„after noon‰.
One wrong common practice is to write 12:00 midday and 12:00 midnight in the
form of a.m. or p.m. The abbreviation a.m. and p.m. should not be used to denote
midday and midnight as these two times are neither „before‰ nor „after‰ noon.

92 X TOPIC 5 TIME
Instead, they are the reference point between midday and midnight. Thus, to be
correct mathematically, these two times should be written as 12.00 noon or 12.00
midnight.
Time interval can be measured in both non-standard and standard units.

Examples of non-standard units for measuring time intervals are:
(a) Water droplets dripping from a tap;
(b) Rhythmic clapping of hands;
(c) Rhythmic tapping of leg; and
(d) Rhythmic counting.
Examples of standard units for measuring intervals of time include second,

minute, hour, day, week, month, year, decade, century and millennium.
Young childrenÊs ideas about time begin to develop with the passage of day and
night. The idea is then further developed when day and night is divided into
different parts such as morning, afternoon, evening and night. Activities that
they do at different times of the day help them to reinforce their early
understanding of the concept of time. At a later stage, their experience with
telling time from clocks will be extended to telling time with calendars.
When children begin to know the difference between instantaneous time and
time interval, the concept of measuring time begins to grow. You should help
your pupils to develop their concept of measuring time interval by providing
them with experience in using various standard units such as hours and minutes.
5.1.2 Relationship between Units of Time
SELF-CHECK 5.1
1. What is the relationship between day and night? Did your pupils
learn about relationship between units of time in Year 2?
2. What are the vocabulary and units of time associated with the
teaching and learning of time? What are the units of time
mentioned in the Year 3 mathematics syllabus?

TOPIC 5 TIME W 93
We show Year 3 pupils the relationship between standard units of time as

follows:
(a) 1 minute = 60 seconds;
(b) 1 week = 7 days; and
(c) 1 year = 12 months.
You may use clocks with the second hand to show the relationship between
minutes and seconds. It is easier to start conversion from larger to smaller units.
In introducing the conversion of units, both oral and written questions can be
asked.
You may also discuss with your pupils about days in a month and the name of
the months. The months of the year are divided into two groups ă the first six
months and the second six months. In each group, the first month has 31 days,
the second month 30 days (except February) and so on until the sixth month
which has 31 days.
Calendars may be used to engage your pupils in activities to understand the

relationship between week and days, and year and months.
ACTIVITY 5.2
Look at the worksheet below. In a group of two, suggest a classroom

activity that can be carried out so that the pupils will be able to fill
up the worksheet.
1. 5 weeks = ( ) days
1 minute 60 seconds
2. 28 days = ( ) weeks
1 week 7 days
3. 2 minutes = ( )
seconds
1 year 12 months
4. 360 seconds = ( )
minutes
Relationship between units of
time 5. 3 years = ( ) months
6. 120 months = ( ) years

94 X TOPIC 5 TIME
5.1.3 Addition, Subtraction, Multiplication and

ACTIVITY 5.3
In the first two topics, you learnt to teach the four operations of addition,
subtraction, multiplication and division of whole numbers. How do we
relate the teaching of these operations involving time?
It will be meaningful to your pupils to learn the four operations involving time
when the contextual approach is used. You may use relevant scenarios when
teaching the skills in this sub-topic.
(a) Addition
When you want to introduce addition involving time, you may tell a story
to make learning meaningful to your pupils.
Example:
2 hours + 4 hours = (6 hours )

2 hours
+ 4 hours
6
hours
======
Your story:
Susan spends 2 hours reading story books in school. She spends 4 hours
more at home. How many hours does she spend reading story books?
(b) Subtraction
When teaching subtraction involving time, you may ask two pupils the
time they take to come to school from their house. Then, you tell the story
as follows.
David takes 30 minutes to walk to school. Abdullah takes 25 minutes.

What is the difference between the time taken by David and Abdullah?

TOPIC 5 TIME W 95
After that, you show both the number sentence and vertical form.
30 minutes - 25 minutes = (5 minutes)
30 minutes
ă 25 minutes
5 minutes
=========
(c) Multiplication
Familiar real world situation in using multiplication involving time will be
sports event. Multiplication involving time can be seen in many real life
situations. Consider the following example.
Example:
A boy takes 15 minutes to run one round of a field. How long will he take
to run 3 rounds?
3 x 15 minutes = (45 minutes)
15 minutes
¯ 3
45 minutes
==========
(d) Division
A real life example for division operation involving time is as follows.
My mother bakes 6 cakes in 210 minutes. How long does she take to bake
a cake?
210 minutes ÷ 6 = 35 minutes

35 minutes
6 210 minutes
210
0

96 X TOPIC 5 TIME
(e) Further Addition and Subtraction

Sometimes, addition and subtraction can involve hours and minutes.
For example:
On the way to Kuala Lumpur from Pulau Pinang, Ah Hock drives for 1
hour 50 minutes and then Ravi takes over and drives for a further 2 hours
and 5 minutes. What is the total time of their journey?
Here, the addition should be done separately. Otherwise the pupil will treat
it like an ordinary addition. Hence,
Hours: 1 + 2 = 3
Minutes: 50 + 5 = 55
So, the journey takes 3 hours and 55 minutes.
From here, it can get a bit complicated if the addition exceeds 60, such as
the case if the second part of the journey takes 2 hours and 15 minutes.
Before you allow the pupil to attempt this question, you must teach the
following relationship between minutes and hours.
60 minutes = 1 hour
120 minutes = 2 hours
70 minutes = (60 + 10) minutes = 1 hour and 10 minutes
Hence, for the original question, the total time for the journey is:
Hours: 1 + 2 = 3 hours
Minutes: 50 + 15 = 65 = (60 + 5) minutes = 1 hour and 5 minutes
The total journey time is then 4 hours and 5 minutes
The same principle can be used for subtraction. Consider the following
story.
The time on AnitaÊs watch shows 8:45. She starts work at 9:30. How long
does she have to wait before beginning to work?

TOPIC 5 TIME W 97
Under normal circumstances, the pupil will do the following (remember

they have yet to learn decimals):
Time before working = 9.30 ă 8.45 = 0.95.
One way is to guide the pupil as follows:
Between 8.45 and 9.00, there are 60 ă 45 = 15 minutes

Between 9.00 and 9.30, there are 60 ă 30 = 30 minutes
Altogether, there are 30 + 15 = 45 minutes to wait.
ACTIVITY 5.4
1. Go through the last few years of the Arithmetic Teacher or other

journals of teaching Mathematics in Primary Schools. Read an
article on the teaching and learning of time. Discuss the article with
your coursemates and tutor.
2. Write down some situations that are relevant to your pupilsÊ life
experiences that use the four operations involving time. Share your
notes with your coursemates.

FOR TIME IN ELEMENTARY
MATHEMATICS
Let us look at the stages of conceptual development for time.

In the teaching and learning of time, you may follow the following sequence.
Your pupils can learn more effectively as they follow a systematic approach.
Major mathematics skills to be covered include:
(a) Reading the time to the half or quarter hour on a clock;
(b) Writing the time to the half and quarter hour;
(c) Reading simple timetables; and
(d) Reading calendars.

98 X TOPIC 5 TIME

(a) Using units of time and knowing the relationship between:

(i) Minute and seconds;
(ii) Week and days; and
(iii) Year and months.
(b) Converting weeks to days and vice versa.

(a) Adding units of time in hours, and minutes;
(b) Subtracting units of time in hours, and minutes;
(c) Multiplying units of time in hours, and minutes; and
(d) Dividing units of time in hours, and minutes.
5.2.4 Solving Problems Involving Time

Solve problems involving time in real life situations.
SELF-CHECK 5.2
1. Write down three situations involving calculation of units of time

that are relevant in real life.
2. What are the teaching aids suitable for teaching and learning of
time and the addition, subtraction, multiplication and division
operations involving time?
3. What are the two different ways in which time appears in our lives?

TOPIC 5 TIME W 99

ACTIVITIES
The following are samples of teaching and learning activities for various
mathematical skills in this topic. You can try out with your pupils.

Activity 1: Read Time to the Half and Quarter
Learning Outcomes:
(a) Read the time to the half or quarter hour on a clock; and
(b) Write the time to the half and quarter hour.
Materials:
Clocks, digital clocks, cards (with time written to the half or quarter).
Procedures:
(b) Give each group a clock, a digital clock and cards.
(c) Appoint a pupil in the group to be the leader.
(d) The leader reads the time on the card given.
(e) Other pupils in the group show the time on the clock and on the digital
clock.
(f) Group members show the time on the card, together with the time shown
on the clock face to the class. Then, group members take turns to read the
time in different ways.

100 X TOPIC 5 TIME
Activity 2: Class Timetable
Learning Outcome:
Read the timetables and calendars
Materials:
Class timetable, calendars and worksheets.
Procedures:
(a) Divide the class in groups of four. Each group is given a class timetable, a
calendar and worksheet with questions.
(b) A recorder is appointed in each group.
(c) Pupils discuss the answers to the questions in the worksheet with reference
to the timetable and the calendar.
(d) Pupils present their answers.

Activity 3: Conversion from Larger to Smaller Units
Learning outcomes:
(a) Use units of time and know the relationship between:
(i) Minute and seconds;
(ii) Week and days; and
(iii) Year and months.
(b) Convert weeks to days and vice versa
Materials:
Dice, word cards (written unit of time), score sheet.
Procedures:
(a) The pupils work in pairs. Each group is given a dice, six word cards and a
score sheet.
(b) The word cards are divided into three sets of minute and seconds, week
and days, and year and months.

TOPIC 5 TIME W 101
(c) Pupil A chooses a set of cards, Pupil B chooses the larger unit of time on the
card.
(d) Pupil B tosses the dice and read the number that appears on the dice with
the larger unit of time on his card.
(e) Pupil A works out the equivalent smaller unit of time.
(f) Pupil A scores one point if his answer is right.
(g) The process is repeated until all the cards are used.

Activity 4: Numbers and Operations
Learning Outcomes:
(a) Add, subtract, multiply and divide units of time in hours and minutes
(b) Solve problems involving time in real life situations
Materials:
A set of eight problems on addition, subtraction, multiplication and division
involving time, cubes with answers, colour pencils and abacus.
Procedures:
(a) Pupils play this game in groups.
(b) Each group is given a cube with answers randomly written on the faces,
two colour pencils, a set of six questions. For example:
(i) Ahmad took 152 minutes to plant eight hibiscus seedlings. How long
did he take to plant each seedling?
(ii) It takes three hours to sew a dress by hand. How long does it take to
sew four similar dresses?
(iii) A car takes seven minutes to travel from town A to town B. It takes 20
minutes to travel from town B to town C. How long does the car take
to travel from town A to town C?
(c) The pupils answer all the questions. After working out the answer, they
match the answer on the cube and colour a face. Each pupil uses a different
colour.

102 X TOPIC 5 TIME
(d) The first pupil who makes a path across the squares with his/her colour
(top to bottom or right to left) wins.
ACTIVITY 5.5
Do you think the abacus is suitable to be used in Activity 4? Discuss

with your coursemates.
SELF-CHECK 5.3
1. List out six mathematical skills related to time.
2. Why do we use teaching aids in teaching time, and addition
subtraction, multiplication and division operations involving
time?
3. Plan a teaching and learning activity for the relationship between
• The abbreviations a.m. indicates ante meridiem, which means ‰before noon‰
and p.m. stands for post meridiem, which means „after noon‰.
• Concrete objects such as clock face and the abacus help your pupils to
understand the idea of minutes and hour, and addition and subtraction
algorithms.
• There are various ways to perform addition, subtraction, multiplication and

division involving time. However, the unit of time must be clearly written.
• Teaching and learning activities should be engaging and interesting to your

pupils.

TOPIC 5 TIME W 103
Ante meridiem Instantaneous moment

Calendar Interval of time
Hour hand Post meridiem
Llewellyn, S., & Greer, A. (1996). Mathematics: The basic skills. Britain: Stanley
Thornes.
Reys, R. E., Suydam, M. N., & Lindquist, M. M. (1989). Helping children learn
mathematics. New Jersey: Prentice Hall.
Smith, K. J. (2001). The nature of mathematics (9th ed.). Pacific Grove, CA:
Brooks/Cole Thomson Learning.

Topic X Length
6
LEARNING OUTCOMES
1. Explain the Pedagogical Content Knowledge pertaining to the topic
of length in standard units;
2. Identify the major mathematical skills pertaining to the topic of
length in standard units (e.g.metres and centimetres);
3. Choose suitable teaching and learning activities for the teaching of
length in standard units (e.g. metres and centimetres); and
4. Apply suitable strategies for the teaching of length in standard
units (e.g. metres and centimetres).
X INTRODUCTION
Let us begin with a historical note on measurement!
Many early measurements were made in terms of

the parts of the human body (digit, palm, cubit, span
and foot). Eventually, measurements were
standardised in terms of the physical measurements
of certain monarchs. King Henry 1, for example,
declared that one yard was the distance from the tip
of his nose to the end of his thumb (refer to Figure
6.1). In 1790, the French Academy of Science was
asked by the government to develop a logical system
Figure 6.1: Measurement of measurement, and the original metric system
of a yard came into being. In 1960, the metric system was
revised and simplified to what is now known as the
Système International dÊUnités, abbreviated the SI
system.
(Smith, 2001, p.425)
TOPIC 6 LENGTH W 105
We use numbers and various units to represent measurements in everyday life. For
example, when we want to make curtains, we need to measure the length and
width of the windows in appropriate standard units to determine the amount of
material required. An important aspect of measurement involves learning how to
estimate before doing the actual measuring. In practice, it is very important to
decide on the required degree of accuracy before the measurement is done. How
accurate a certain measurement must be will depend on the purpose of the
measurement itself! For example, in the case of the length of curtain cloth required,
measurement to the nearest centimetre will suffice and overestimating certainly
would not bring about any dire consequences. On the other hand, a door that is
made one centimetre too long or too wide would be disastrous!
A brief discussion on the general principles of measurement would be of use to

you as a teacher. Understanding these principles will definitely help you to teach
this topic effectively. The four basic principles underlying the measurement of
length are as follows:
(a) Comparison principle

This deal with the comparing and ordering of objects by a specific attribute.
It involves using suitable vocabulary to describe and compare length such
as short, shorter, tall, taller, long, longer, high, higher, deep, deeper, wide,
wider, width, depth, height, etc.
(b) Transitivity principle

This involves the comparing and ordering of three or more objects using
appropriate language. For example, if A is longer than B and C is longer
than A, then C must be longer than B, etc.
(c) Conservation principle

This states that the length of an object does not change even when the
position or the orientation of the object is changed.
(d) Measuring principle

This refers to the fact that measurement involves stating how many of a
given unit match the attribute (e.g. length) of an object. For example, when
measuring the length of a rod, the number of centimetres that can be fitted
along it is counted.
One other point to note is that there are some conceptual differences between
counting and measuring. For instance, when counting the number of pupils in
the classroom, the result must be a whole number, i.e. the quantity is discrete.
However, when measuring the height of pupils, the result can take on values
other than whole numbers, for example, 129.3cm, etc. Such quantities are called

106 X TOPIC 6 LENGTH
continuous quantities. The number line model can be used to help your pupils to
visualise the continuous number scales used in measuring length.
6.1 MAJOR MATHEMATICAL SKILLS LENGTH

Although young children may have had some experience in measuring lengths
using rulers before this, it is still necessary to teach them to measure length to
some degree of accuracy. The teaching of measuring skills should be done
practically. As such, your pupils should be provided with lots of hands-on
experience in measuring length. The major mathematical skills related to length
to be mastered by Year 3 pupils are as follows:
(a) Measuring and recording measurements of lengths in standard units;
(b) Comparing various measurements of lengths directly;
(c) Understanding and using the relationship between units of length;
(d) Converting between standard units of measurement;
(e) Performing arithmetic operations (addition, subtraction, multiplication and
division) involving units of length; and
(f) Solving problems involving length in real life situations.
You should select problems according to pupilsÊ ability and language

proficiency. Above all, provide opportunity for them to pose problems related to
the four operations involving length. Use suitable manipulatives, pictures and
activities in your lessons.
6.2 PEDAGOGICAL CONTENT KNOWLEDGE –

LENGTH
Essential knowledge regarding the content and pedagogical aspects for teaching
length covers the following aspects:
(a) The meaning of length;
(b) Non-standard and standard measurement units of length;
(c) Relationship between standard units of measurement of length;
(d) Operations involving units of length;
(e) Problem solving involving length; and
(f) Sequence of teaching length.

6.2.1 Meaning of Length

First, let us take a look at a formal definition of length (refer to Figure 6.2).
Figure 6.2: Length
In other words, length is the distance between any two points (or locations)
measured along a straight line. Two lengths can be compared directly by putting
them side by side, with one end of each length aligned. Lengths can also be
compared indirectly by comparing each length with a third length. In fact,
measuring a length is actually comparing that length with a measuring
instrument such as a ruler or scale.
6.2.2 Non-Standard and Standard Units of Length

Your pupils already know that a non-standard unit for length is any arbitrary
length used as a unit. Some common examples are:
(a) Body parts such as span, foot, pace and arm length; and
(b) Objects such as pen, paper clip, rod, chalk and straws.
A standard unit for length is any fixed length that has been accepted as a
standard internationally. Some examples include:
(a) Yards, miles, feet, inches; and
(b) Metres and kilometres.
Units such as the yard, mile, and inch are known as imperial units, whereas the
metre and kilometre are known as metric units.
However, in the Malaysian school curriculum, only metric units are taught.
Other examples of metric units for length to be covered in our primary
mathematics curriculum include millimetres, centimetres and decimetres. In Year
3, you just need to teach your pupils to measure and record lengths of objects
using standard units such as metres and centimetres only. The abbreviations for
metre „m‰ and centimetre „cm‰ should also be introduced here. Related
vocabulary like depth and its equivalent, height should also be emphasised at
this point. Opportunity for pupils to compare the lengths of two objects using
metres and centimetres will enable them to consolidate the concept of measuring
units used.
Figure 6.3 illustrates what is required of you as a teacher. You need to teach your
pupils to measure and compare lengths of objects using standard units as
follows:
Figure 6.3: Measuring the lengths of objects with a standard unit
SELF-CHECK 6.1
1. If you were asked to measure the length of the trousers as shown in

Figure 6.4, how would you do it?
Figure 6.4: Measuring the length of a pair of trousers
2. If you get a measurement of 120 cm long, which distance are you

referring to?

6.2.3 Relationship between Units of Length

The basic SI unit (French abbreviation for International System of Units) for
length is the metre. A metre is about the distance from your left ear to the tip of
the fingers on the end of your outstretched right arm. Larger or smaller units of
that measurement are made by putting a prefix before the name (e.g. kilometre,
centimetre). Greek prefixes like kilo-, hecto-, and deka- are used for
measurements larger than the metre whilst Latin prefixes such as deci-, centi-,
and milli- are used for smaller measurements. It is easy to convert from one unit
of measurement to another since a base ten system is used in the Metric System.
Some basic relationships between measurement units for length are as follows:
1 km = 1,000 m; 1 m = 100 cm; 1 cm = 10 mm
How about a quick revision on the relationship between some standard units?
SELF-CHECK 6.2
1. How many millimetres is a metre?

2. How many millimetres is a kilometre?
3. How many centimetres is a metre?
4. How many centimetres is a kilometre?
5. How many kilometres is a metre?
6. How many metres is a centimetre?

Activity 6.1 will test your skill in converting different units of length.
ACTIVITY 6.1
Write down all the missing measurements in Table 6.1 using different
units of length.
Do you remember how to convert one unit to another?
Table 6.1: Measurement of Lengths in Different Units
mm cm m km
8
5
6
60
9
37
128
6.2.4 Operations Involving Units of Length

Although you do not need to introduce compound units to your Year 3 pupils at
this juncture, doing Activity 6.2 will give you some much needed practice, since
you probably would have left off doing this ever since you left school.
ACTIVITY 6.2
45 cm + 32 cm + 12 cm = __________ cm
19 cm + 52 mm + 16 cm = __________ cm
56 m + 4 cm ă 50 mm ă 60 cm = __________ m
6 m 52 cm ÷ 4 = _______m ______ cm
(8 km 22 m 44 cm) x 4 = _______ m ______ cm

For questions involving multiplication, limit multiplicands to 1 digit. As for

division, limit divisors to 1 digit as well and exclude remainders. Teach your
pupils to do operations involving units of length in metres and centimetres only.
You may use typical examples like the ones given below in your lessons.
(a) 12 m + 15 m =
(b) 156 cm ă 66 cm =
(c) 875 m X 5 =
(d) 280 cm ÷ 4 =
Encourage your pupils to use the standard written method (in vertical form)
when working out the answers.
6.2.5 Problem Solving Involving Length

Problem solving is an integral part of all mathematics learning. To find a
solution, your pupils must draw on their knowledge comprising concepts and
processes acquired earlier. New mathematical understanding is often developed
through the process of problem solving. Success in solving word or story
problems on length will consolidate their mastery of the topic itself. At the same
time, it can also boost your pupilsÊ confidence and improve their attitude
towards mathematics.
Ever heard about the story of the rope-stretcher and the cubit as a measurement
unit for length?

Figure 6.5: Fuzz in his predicament
Look at Figure 6.5 above, do you have any idea how you can help Fuzz out of his
predicament?
In the early days of civilisation, Egyptian farmers who lived by the banks of the
River Nile used a special knotted rope to measure distances. The man who
performed this type of measurement was called a rope-stretcher. He did this by
tying knots all along his rope, with the same interval between each knot. Do you
know what the distance from knot to knot is called? Right! This measurement
was called the cubit and that was the distance from the tip of his elbow to the tip
of his middle finger. Naturally, cubit measures vary from man to man.
Nevertheless, two types of standardised cubit measures were used to build the
Great Pyramids, the tombs of the pharaohs (kings) of Ancient Egypt. The
Common Cubit was about 46.33 cm or 18.24 inches long whereas the Royal Cubit
was 52.43 cm or 20,64 inches long. Ancient Egyptians called a length of 4 cubits
„The Stature of Man‰ or a „Fathom‰.
Do you think a rope of 10 fathoms long would be able to help Fuzz get out of the
trap? How would it have compared with the 10 hands rope mentioned in Figure
6.5?
Well, who knows for sure? We donÊt have enough information to solve this kind
of problem. Thus, when giving problems to pupils to solve, make sure there is
enough information given for them to work on.
In addition, when teaching problem solving, emphasise on the use of a variety of

strategies. Remember to provide opportunities for pupils to solve problems by
simulating and modelling the situation. You should also select problems
according to your pupilsÊ ability and proficiency in language. When applicable,
PolyaÊs method should be used to guide your pupils to solve problems in your
lessons.
To refresh your memory, a quick check on what PolyaÊs method entails is

warranted at this point.
PolyaÊs method consists of four main steps, namely:

(a) See ă Understand the problem;
(b) Plan ă Devise a plan for solving it;
(c) Do ă Carry out your plan; and
(d) Check ă Look back.
Last but not least, allow your pupils the opportunity to pose problems related to
the four operations involving length. You can teach your pupils to pose problems
through a number of ways. Try guiding them to:
(a) Generate similar new problems; and
(b) Reformulate a problem during the course of solving it.
As far as possible, problems involving length should be related to real life

situations. Some examples of word problems involving length are given below:
• Your mathematics textbook is 4 cm thick. How high is a stack of 35
textbooks?
• A piece of rope is 125 m long. If it is cut into 5 equal lengths, how long is each
length?
• In the high jump event, Tony jumped 325 cm and Alex jumped 310 m. What
is the difference between the two jumps?
• The distance from your classroom to the staff room is 18 m whilst the
distance from the staff room to the headmasterÊs office is 27 m. How far is
your classroom from the headmasterÊs office?

6.2.6 Sequence of Teaching Length

Conventionally, your pupils can learn and master the topic of length through the
following sequence:
(a) Perceiving and identifying the attributes of length through direct and
indirect comparison.
(b) Building the concept of measuring units through the use of non-standard
units followed by standard units directly.
(c) Consolidating the concept of measuring units through the use of measuring
instruments like scales and rulers, etc.
(d) Mastering the skill of measuring lengths through the use of standard units.
(e) Developing the relationship between standard units of measurement.
(f) Performing arithmetic operations involving standard units for length.
(g) Solving daily problems involving standard units for length.
In the early stage, activities involving direct comparison of length will help your
pupils to understand the meaning of this attribute. Nevertheless, they need to
learn and must realise that direct comparison may not be possible all the time.
For instance, in the case when comparing the heights of two trees, it would be
ridiculous to do so by chopping them down. Instead, indirect comparison
involving other measures of length can be used to determine the length required.
Activities involving indirect comparison will help children to develop the idea of
„unit‰ as a point of reference for comparing two quantities.
The concept of measuring units was first developed through the use of non-
standard units. Your pupils would have had some experience of measuring
length using non-standard units such as paper clips, paces or other body parts, in
Year 2. Different values obtained when measuring lengths with these non-
standard units emphasise the need to use standard units for consistency. In Year
3, you will have to focus on teaching them how to measure length in standard
units using metres and centimetres. To help your pupils build the concept of
measuring units through the use of standard units, you will have to teach them
to:
(a) Recognise the unit of measurement;
(b) Measure using the unit;
(c) Estimate using the unit, followed by measuring using the unit; and
(d) Record using the unit.

Learning to read scales is a major emphasis in using standard instruments to

measure length. When teaching your pupils to measure length in standard units,
stress on the need to read scales to the nearest division. You must also tell them
that measuring should start from the „0‰ mark of the ruler or scale that they are
using (Figure 6.6). Apart from using conventional measuring instruments, you
should also give your pupils the opportunity to make their own measuring
instruments.
Figure 6.6: Correct and wrong ways of using measuring instruments
Estimating using the measurement unit is an important process that your pupils
must go through. This is because estimating encourages them to think. It will also
help them to acquire „measurement sense‰ which would stand them in good
stead when coping with real life situations. With good estimation skills, your
pupils can readily check on the „reasonableness‰ of any answer obtained.
Therefore, always encourage your pupils to estimate before making any
measurement.
Your pupilsÊ knowledge of length will not be complete without learning about
the relationship between the standard units of measurement. Their
understanding is normally consolidated by developing the relationships between
standard units of measurement. The following examples illustrate the
relationship between metres and centimetres:
(a) 1 metre equals 100 centimetres,
1 centimetre equals 10 millimetres,
Therefore, 1 metre equals 1000 millimetres.
(b) 100 cm = 1 m,
500 cm = 5 m,
Hence, 560 cm = 5 m 60 cm.
In addition, sufficient practice in conversion between the standard units of

measurement will help them to acquire high mathematical competencies with
respect to the measurement of length. These competencies can then be applied in
various real life problem-solving situations. Problems posed should be related to
all four arithmetic operations involving length. Finally, confine the measuring
units to metres and centimetres at this level.


ACTIVITIES FOR MEASUREMENT
It will be easier and more effective for your pupils to learn the concepts and skills
related to measurement of length if they are involved in activities that are related
to their daily lives. The following activities are samples to stimulate your mind
for more innovative ideas for teaching the topic of length. Try collecting other
ideas to add on to your collection of teaching resources.
Activity 1: Comparing and Measuring Lengths of Concrete Objects
Learning Outcome:
(a) To compare linear lengths of concrete objects visually; and
(b) To estimate and measure the lengths of objects in metres.
Materials:
(a) Objects in the classroom such as door, teacherÊs table, blackboard,
floor, etc.
(b) Metre rule
Procedure:
(a) Guide pupils to compare linear lengths of objects in the classroom such as
door, blackboard, teacherÊs table, cupboard, length and width of floor, etc.
visually.
Guiding questions include:

• Which is longer? Which is the longest?
• Which is shorter? Which is the shortest?
• Which is higher? Which is the highest?
• Which is wider? Which is the widest?
• Find two objects that are almost the same length.

(b) Guide pupils to estimate the length of the objects in metres before checking
with the actual measurements. Ask pupils to record their answers using the
format below.
Objects Estimate Actual Difference

Height of door
Width of table
Length of floor
Depth of cupboard
Height of pupil
(c) Guide pupils to analyse how close their estimates were and emphasise on
the importance of using suitable units to estimate.
Activity 2: Comparing Lengths of Concrete Objects
Learning Outcomes:
(a) To compare linear lengths of concrete objects by direct comparison; and
(b) To estimate and measure the lengths of objects in centimetres.
Materials:
(a) Concrete objects such as pens, pencils, spoons, paper clips, brushes, etc.
(b) Centimetre rule
Procedure:
(a) Guide pupils to compare linear lengths of objects such as pen, pencil,
spoon, paper clip, brush, etc directly by (a) visual comparison; and (b) side-
by-side comparison.
Guiding questions include:

Ć Which is longer? Which is the longest?
Ć Which is shorter? Which is the shortest?
Ć Find two objects that are almost the same length.
(b) Guide pupils to arrange the objects from the shortest to the longest.

(c) Guide pupils to estimate the length of the objects in centimetres before
checking with the actual measurements. Ask pupils to record their answers
using the format below.
Objects Estimate Actual Difference

Pen
Pencil
Spoon
Paper clip
Brush
(d) Guide pupils to analyse how close their estimates were and emphasise on
the importance of estimation in our daily life.
Activity 3: Recognise a Metre
Learning Outcome:
To recognise a metre.
Materials:
Metre stick or Metre rule
Procedure:
(a) Ask pupils to estimate and show the length of one metre with their two
hands.
(b) Check pupilsÊ estimates with a metre stick or a metre rule.
(c) In small groups, ask pupils to search for lengths in the classroom that are
almost one metre long, with the help of a metre stick or a metre rule.
(d) Ask pupils to share their findings with the class.
(e) Ask pupils to estimate how many of their footprints are equal to 1 metre as
shown below in Figure 6.7.

Figure 6.7: Footprints are equal to 1 metre
(f) Let pupils check their estimates with the help of a metre stick or metre rule.
(g) Discuss the following questions with pupils:
(i) Did your footprints fit exactly with 1 metre? If not, what did you do?
(ii) Whose footprints in your group are the longest? Why? and
(iii) Whose footprints in your group are the shortest? Why?
Activity 4: Jump „Straight‰
Learning Outcome:
To estimate and measure lengths in centimetres.
Material:
Ruler with centimetre scale
Procedure:
(a) Pupils estimate the distance they can jump with their body straight
(without bending their knees).
(b) Pupils perform the jump and measure the distance jumped in centimetres.
(c) Discuss the following questions with pupils:
(i) Whose jump is the longest? and
(ii) Whose jump is the shortest?
Activity 5: Measuring lengths with a trundle wheel
Learning Outcome:
To measure and record the lengths of objects in classrooms or distances (between
10 m and 100 m) within the school compound in metres using a trundle wheel.

Material:
(a) Trundle wheel
(b) Classroom objects
(c) School compound
Procedure:
(a) Demonstrate to pupils how to measure lengths using a trundle wheel.
(b) Guide pupils to measure lengths using a trundle wheel. Ask pupils to place
the disc along any path to be measured.
(c) Emphasise that the „0‰ mark must come in contact with the starting point
of the distance to be measured, namely, just after it has „clicked‰.
(d) Ask pupils to push or run the wheel in a straight line.
(e) Tell pupils the distance or length is measured by counting the number of
„clicks‰.
(f) Ask pupils to record the distance (length) measured in the chart provided.
Objects Measurements
Length of classroom
Width of classroom
Length of school canteen
Length of corridor
Length of my long jump
(g) Ask pupils to share their findings and talk about their experience with the
trundle wheel.
ACTIVITY 6.3
1. When measuring lengths in standard units, suggest ways to help

your pupils to use a ruler correctly.
2. How would you develop your pupilsÊ ideas about appropriate
degrees of accuracy when measuring lengths?

Ć Length is the linear distance between any two points.
Ć A non-standard measuring unit is any arbitrary measure used as a unit for

comparison whereas a standard measuring unit is any fixed measure that has
been accepted as an international standard for comparison.
Ć Conventionally, primary pupils learn the concepts of measurement of length

through the following sequence:
- Identifying the attribute of measurement of length;
- Building and consolidating the concepts of measuring units of length;
- Developing the relationships between standard measuring units of
length; and
- Performing arithmetic operations and solving daily problems
involving length.
Ć Learning activities for measurement of length should provide ample

opportunities for primary pupils to involve themselves actively in practical
daily tasks and applications.
Attribute Imperial units

Conservation principle SI units
Continuous quantities Transitivity principle
Discrete quantities
Bitter, G., Hartfield, M. & Edward, N.T. (1989). Mathematics method for the
elementary and middle school: A comprehensive approach. Boston: Allyn
and Bacon.
Blitzer, R. (2003). Thinking mathematically (2nd ed.). Upper Saddle River, New
Jersey: Prentice-Hall.

Booker, G., Boon, D., Briggs, J., & Davey, G. (1998). Teaching primary
mathematics (2nd ed.). Sydney: Longman.
Ministry of Education, Malaysia. (2003). Integrated curriculum for primary

schools: Curriculum specifications mathematics Year 3. Kuala Lumpur:
Curriculum Development Centre.
Smith, K. J. (2001). The nature of mathematics (9th ed.). Pacific Grove, CA:
Brooks/Cole.
Suggate, J., Davis, A., & Goulding, M. (2001). Mathematical knowledge for
primary teachers. (2nd ed.). London: David Fulton.

Topic X Mass
7
LEARNING OUTCOMES
1. Use the correct terms related to measurement of mass for the topic
of mass in KBSR Mathematics Year 3;
2. Apply teaching and learning activities of measuring, recording and
comparing various measurements of mass;
3. Apply teaching and learning activities of addition, subtraction,
multiplication and division of units of mass; and
4. Appraise effective strategies in identifying operations in story
problems involving mass and then solving them.
X INTRODUCTION
Mass was among the earliest tools invented by man. Primitive societies needed
rudimentary measures for many tasks: constructing homes of an appropriate size
and shape, fashioning clothing, or bartering food or raw materials. When means
for weighing were invented, seeds and stones served as standards. For instance,
the „carat‰, still used as a unit for mass for gems, was derived from the carob
seed.
As society evolved, measurement units became more complex. The invention of

numbering systems and the science of mathematics made it possible to create
whole systems of measurement units suited to trade and commerce, land
division, taxation, or scientific research. For these more sophisticated uses, it was
necessary not only to weigh and measure more complex things ă it was also
necessary to do it accurately time after time and in different places. However,
with limited international exchange of goods and communication of ideas, it is

124 X TOPIC 7 MASS
not surprising that different systems for the same purpose developed and
became established in different parts of the world.
The need for single worldwide coordinated measurement system was recognised
over 300 years ago. In 1790, in the midst of the French Revolution, the National
Assembly of France requested the French Academy of Sciences to „deduce an
invariable standard for all the measures and all the weights‰. The Commission
appointed by the Academy created a system that was simple and scientific.
Measures for mass were to be derived from the unit of length. Furthermore, the
larger and smaller versions of each unit were to be created by multiplying and
dividing the basic units by 10 and its power. The metric unit of mass, called the
„gram‰, was defined as the mass of one cubic centimetre of water.
Although the metric system was not accepted with enthusiasm at first, adoption
by other nations occurred steadily after France made its use compulsory in 1840.
Consequently, it was not surprising that the rapid spread of the system coincided
with an age of rapid technological development. In 1960, the General Conference
adopted an extensive revision and simplification of the system. The name Le
Systeme International dÊUnits (International System of Units), with the
international abbreviation SI, was adopted for this modernised metric system.
Figure 7.1 is an example of a measurement tool.
Figure 7.1: Picture of weight measurement

TOPIC 7 MASS W 125
ACTIVITY 7.1
Can you think of reasons for measurement of mass to exist in our daily
lives?
Search the Internet for information about how human started to use
mass.

In the beginning, the measurement of mass was devised by using different kinds
of objects used for agricultural trading such as seeds and domestic animals. In
the olden days, the measurement system of mass was not standardised.
However, it was slowly modified and revised to a single system that would be
accepted by all. By 1889, a unit called kilogram which was based on the weight of
metal (platinum-iridium) was accepted as the official unit of weight
measurement by almost all European countries. This standard International
Metric System was adopted by the 11th General Conference on Weights and
Measure in 1960. It is generally known as the SI units, an abbreviated form of its
French name, Le Systeme International dÊUnites.
7.1.1 Meaning of Mass

What is the difference between mass and weight? Scientifically, the terms
„weight‰ and „mass‰ have different meanings.
Mass is the measure of the amount of matter in an object.
Whereas,
Weight is the gravitational force acting on that mass.
For example, a boy of mass 20 kg has a weight of 200 N (taking g = 10 msă1).

However, these two terms are loosely used to mean the same thing.
Nevertheless, it is normal to refer weighing of an object as a process to find its
mass.

126 X TOPIC 7 MASS
It has been found that the concept of mass is quite difficult for children to grasp,
for mass cannot be seen but has to be held and felt. In other words, mass of two
objects cannot be compared by just seeing them together. Moreover, the mass of
an object may not be proportional to its size. A big piece of cotton wool may be
lighter than a small piece of metal. Therefore, it is important for us to establish in
the minds of our young pupils that „a smaller sized object may not be lighter
than a bigger sized object‰ and vice versa.
Any arbitrary mass used as a unit is called a non-standard unit. Some common
examples of non-standard units used for mass are objects such as bean, paper
clip, thumb tack and rubber seed. Any fixed unit of mass that has been accepted
as a standard unit internationally is called a standard unit. Some common
examples of standard units are kilogram, pound, ounces and gram. Units such as
pounds and ounces are known as colonial units, whereas kilograms and grams
are known as metric units.
7.1.2 Sequence of Teaching Mass

At the beginning stage, providing our pupils with activities involving direct
comparison of mass will help them understand better the meaning of the
attribute. Subsequently, pupils should be made to be aware that at times direct
comparison may not be possible, such as comparing the mass of two tug boats
without bringing them to dock and weighing them. Hence, activities involving
indirect comparison will help our pupils to develop the idea of „unit‰ as a point
of reference for comparing two quantities of mass.
PupilÊs concept of mass is first developed through the use of non-standard units.
This will lead to the idea of using standard units for uniformity. For both the
non-standard and standard units, children normally learn through the following
sequence:
(a) Recognising the unit of measurement for mass;
(b) Estimating using the unit; and
(c) Measuring using the unit.
Estimating using the unit is an important process that our pupils must practise
and be familiarised with because estimating encourages them to think and it will
also help them to attain ‰measurement sense‰. For that reason, it is favourable
for us to always encourage our pupils to estimate before making any
measurement. Other than that, learning to read scales is a major emphasis in
using standard instruments to measure mass. Apart from using conventional

TOPIC 7 MASS W 127
measuring instruments, we should also provide our pupils the opportunity to

make their own measuring instruments.
PupilsÊ concept of mass can be strengthened by understanding the relationships

between standard units of measurement, such as 1 tonne equals 1,000 kilogram, 1
kilogram equals 1,000 grams and so 1 tonne is 1,000,000 gram. Moreover, practice
in conversion between the standard units will help our pupils to acquire high
mathematical competencies with respect to measurement of mass. These
competencies will help them to apply in various problem-solving situations.
Generally, it is recommended that we teach our pupils the topic of mass through
the following sequence:
(i) Perceiving and identifying the attributes of mass through direct and
indirect comparison.
(ii) Building the concept of measuring units through the use of non-standard
units followed by standard units directly.
(iii) Consolidating the concept of measuring units through the use of measuring
instruments.
(iv) Developing the relationship between standard units of measurement.
(v) Performing arithmetic operations involving standard units for mass.
(vi) Solving daily problems involving standard units for mass.

MASS IN ELEMENTARY MATHEMATICS
Our pupils should be able to learn this topic of mass effectively if the lesson is
systematically planned. A well-organised conceptual development of mass will
help our pupils to understand the concept of mass better. We must remember
that mass is introduced for the very first time in Year 3. It would be advisable to
introduce the topic in a less taxing manner. It is important for us to provide
opportunities for our pupils to explore and have practical experience. We should
use physical materials and other representations to help our children develop
their understanding of the concept of mass.
The major mathematical skills related to mass to be mastered by Year 3 pupils are
as follows:
(a) Mass in standard units:

(i) Measuring and recording measurements of mass;

128 X TOPIC 7 MASS
(ii) Comparing various measurements of masses; and

(iii) Relationship between units of mass.
(b) Adding, subtracting, multiplying and dividing units of mass:

(i) Addition and subtraction of units of mass;
(ii) Multiplication of units of mass; and
(iii) Division of units of mass.
(c) Knowledge of mass in real life:

(i) Identifying operations in story problems involving mass;
(ii) Solving story problems involving mass; and
(iii) Posing problems involving mass.
SELF-CHECK 7.1
1. How would you introduce the word „mass‰ to your pupils?

2. What kind of physical teaching aids would you use to teach
mass? Why?
7.3 SUGGESTED TEACHING AND LEARNING

ACTIVITIES
This sub-topic will discuss the teaching and learning of mass in standard units.
7.3.1 Mass in Standard Units

Activity 1: Measuring and Recording Mass of Objects
Learning Outcomes:
(a) To write the mass of objects to the nearest kilogram or gram; and
(b) To write the mass of objects in kilogram and gram.
Materials:
(a) A papaya, a comb of bananas and five mangoes

TOPIC 7 MASS W 129
(b) A box of biscuits, a bottle of milk and a packet of chocolates

(c) A box of pencils, a bag of books and a box of marker pens
(d) A bottle of cooking oil, a bottle of ketchup and a packet of sugar
(e) Four sets of weighing balances (kilograms)
(f) Four sets of weighing balances (grams)
(g) Worksheets (see Figure 7.2 for example of a worksheet)
Procedure:
(a) Divide the class into four groups and give a Worksheet to each pupil.
(b) Every pupil writes his/her name on the Worksheet provided.
(c) Set up three stations in the classroom.
(d) Instruct the pupils to solve the questions in the Worksheet at each station.
(e) Each group will spend 10 minutes at each station.
(f) At the end of 10 minutes, each group will have to move on to the next
(g) At the end of 40 minutes, collect the worksheets.
(h) The pupils with all correct answers are rewarded.
(i) Summarise the lesson on how to write the mass of objects to the nearest
kilogram or gram.

130 X TOPIC 7 MASS
Example of a Worksheet:
Figure 7.2: Example of a worksheet

TOPIC 7 MASS W 131
SELF-CHECK 7.2
With a friend, prepare questions for Station C and Station D. There

should be three questions in each station. You may use the materials
prepared for this activity.
Activity 2: Comparing Mass of Two Objects
Learning Outcome:
To compare the mass of two given objects.
Materials:
(a) Comparison cards
(b) Answer Sheets
Procedure:
colour pencil and a blank writing paper.
(b) A set of 12 Comparison Cards are shuffled and put face down in a stack at
the centre. An example of comparison cards is illustrated in Figure 7.3.
(c) When you signal, pupils will begin solving the questions in the first
Comparison Card drawn.
(d) Once they are done with the first Card, they may continue with the next
Comparison Card drawn.
(e) At the end of 30 minutes, the groups will stop and hand their Answer
Sheets to you (an example of the answer sheet can be seen in Figure 7.4).
(g) Summarise the lesson on how to compare the mass of two objects.

132 X TOPIC 7 MASS
Example of Comparison Cards:
Figure 7.3: Example of comparison cards
SELF-CHECK 7.3
Work with three of your friends in class to prepare ten more
Comparison Cards that can be used for this activity. There should be
two objects to be compared.
You may use diagrams from newspapers, magazines or any other
printed materials.

TOPIC 7 MASS W 133
Example of an Answer Sheet:
Name of Group:_____________
Answers:
1. The mass of the packet of sugar is _____________
The mass of the packet of salt is _____________
The packet of sugar is ____________ than the packet of salt.
2. The mass of the sack of flour is ___________

The mass of the packet of rice is ___________
The sack of flour is ______________ than the packet of rice.
3.
4.
5.
Figure 7.4: Example of an answer sheet
Activity 3: Estimating Mass of Objects
Learning Outcome:
To estimate the mass of given objects.
Materials:
(a) 30 different Estimation Cards
(c) Answer sheet. (as shown in figure 7.8)
Procedure:
(a) Divide the class into groups of three pupils and each group is given a clean
writing paper.
(b) Pupils write their names on the paper given.
(c) Estimation Cards (refer to Figures 7.5, 7.6 and 7.7) are shuffled and put face
down in a stack at the centre.

134 X TOPIC 7 MASS
(d) Player A begins by drawing a card from the stack. He is followed by Player
B and Player C.
(e) All three players write the number on the Estimation Card and then write
down the estimation of the mass of objects found in their respective cards.
(f) Players repeat steps (d) and (e) until 10 cards are drawn by each player.
(g) The paper is exchanged and marked by their friends by referring to the
Answer Sheet provided.
(h) The winner in the group is the pupil who has the most number of points.
(i) Summarise the lesson on how to estimate the mass of given objects.
Examples of Estimation Cards:
Figure 7.5: Example of Estimation Cards I
Figure 7.6: Example of Estimation Cards II

TOPIC 7 MASS W 135
Figure 7.7: Example of Estimation Cards
Example of an Answer Sheet:
Activity 4: Relationship between Kilograms and Grams
Learning Outcomes:
(a) To convert mass of objects from kilograms to grams; and
(b) To convert mass of objects from grams to kilograms.
Materials:
(a) Task Sheets (see Figure 7.9)
(c) Colour pencils

136 X TOPIC 7 MASS
Procedure:
different colour pencil and a writing paper.
(b) Set up four stations in the classroom. A task sheet is placed at each station.
(c) Instructs the pupils to solve the questions in the task sheet at each station.
(f) At the end of 40 minutes, collect the answer papers.
(h) Summarise the lesson on how to convert mass from kilograms to grams and
from grams to kilograms.
ACTIVITY 7.2
Work with a friend of yours to prepare one Task Sheet required to be
placed in one of the stations for the above activity. Remember that your
Task Sheet should contain exercises on the relationship between
kilograms and grams. It would be easier if the marks allocated for each
station is 10.

TOPIC 7 MASS W 137
Example of a Task Sheet:
Figure 7.9: Example of a task sheet

138 X TOPIC 7 MASS
7.3.2 Add, Subtract, Multiply and Divide Units of

Mass
Activity 5: Addition and Subtraction of Units of Mass
Learning Outcomes:
(a) To add units of mass; and
(b) To subtract units of mass.
Materials:
(a) Two Addition Boards (see Figure 7.10)
(b) Two Subtraction Boards (see Figure 7.11)
(c) Writing papers
(d) Colour pencils
Procedure:
(a) Divide the class into 4 groups. Each group is given a different colour pencil
and a writing paper.
(b) Set up four stations in the classroom. Two stations are placed with Addition
boards and two stations are placed with Subtraction Boards.
(c) Instructs the pupils to solve the questions in the Boards at each station.
(f) At the end of 40 minutes, collect the writing papers.
(h) Summarise the lesson on how to add and subtract units
of mass.
SELF-CHECK 7.4
Work with two of your friends in class to prepare questions for one
Addition Board and one Subtraction Board. Try to vary the questions. It
would be easier if the marks allocated for each Board is in the multiples
of 10.

TOPIC 7 MASS W 139
Example of an Addition Board:
Figure 7.10: Example of an addition board

140 X TOPIC 7 MASS
Example of a Subtraction Board:
Figure 7.11: Example of a subtraction board

TOPIC 7 MASS W 141
Activity 6: Multiplication and Division of Units of Mass
Learning Outcomes:
(a) To multiply units of mass; and
(b) To divide units of mass.
Materials:
(a) Exercise Sheets (please refer to Figures 7.12 and 7.13)
(b) Colour pencils
Procedure:
colour pencil.
(b) Each group is given two Exercise Sheets. One Exercise Sheet is on
multiplication of units of mass and the other one is on division of units of
mass.
(c) The group that finishes early with all correct answers is the winner.
(d) Summarise the lesson on how to multiply and divide units of mass.
Example of an Exercise Sheet on Multiplication:
Figure 7.12: Example of an exercise sheet on multiplication

142 X TOPIC 7 MASS
Example of an Exercise Sheet on Division:
Figure 7.13: Example of an exercise sheet on division
SELF-CHECK 7.5
Work with two of your friends in class to prepare one Exercise Sheet on
multiplication and one Exercise Sheet on division involving units of mass.
7.3.3 Knowledge of Mass in Real Life

Activity 7: Solving story problems involving mass
Learning Outcome:
To solve real life problems involving mass
Materials:
(a) Activity Cards
(b) Writing papers
(c) Colour pencils

TOPIC 7 MASS W 143
Procedure:
(b) A set of 12 Activity Cards are shuffled and put face down in a stack at the centre.
(c) When you signal, the pupils will begin solving the questions in the first
Activity Card drawn.
(d) Once they are done with the first Card, they may continue with the next
Activity Card.
(e) At the end of 10 minutes, the groups will stop and hand their answer paper
to the teacher.
(g) Summarise the lesson on the importance of solving story problems
involving real life situations.
Examples of the Activity Cards:
Figure 7.14: Examples of activity cards

144 X TOPIC 7 MASS
ACTIVITY 7.3
Prepare seven more activity cards for this exercise.
Make sure that the questions cover all the mathematical skills
required for mass in Year 3.
• This topic introduces the concept of mass. Normally, children would learn
mass better through the following sequence:
- Recognising the unit of measurement for mass;
- Estimating using the unit; and
- Measuring using the unit.
• We should encourage our pupils to estimate before making any

measurement. Other than that, learning to read scales is a major emphasis in
using standard instruments to measure mass. Apart from using conventional
measuring instruments, we should also give our pupils the opportunity to
make their own measuring instruments.
• The focus of this topic is on the teaching and learning of mass for Year 3 KBSR
Mathematics. Many examples of activities were developed so that our pupils
can measure, record, compare and find the relationship between units of mass.
They should also be able to add, subtract, multiply and divide units of mass.
Carat Metric
Conventional S. I. Units
Gravity Weight
Mass

TOPIC 7 MASS W 145
1. Explain with an example what the difference between mass and weight is.
2. Explain with an example the statement "mass of an object may not be

proportional to its size".
3. List down six major mathematical skills related to mass to be mastered by

Year 3 pupils.
4. Plan a teaching and learning activity that would enable pupils to show the
relationship between kilograms and grams.
Abdul Razak Othman, Daud Zakaria, & Abdullah Md Isa. (2004). Mathematics
Year 3: Activity book. Kuala Lumpur: Arus Intelek.
Anne Toh. (2007). Resos pembelajaran masteri: Mathematics Year 3. Petaling
Jaya, Selangor: Pearson Malaysia.
Clarke, P. et al. (2002). Maths spotlight activity sheets 1. Oxford, UK: Heinemann
Educational Publishers.
Education Asia.

Topic X Volume of
8 Liquid
LEARNING OUTCOMES
1. Use the terms related to volume correctly for the topic of volume of
liquid in KBSR Mathematics Year 3;
2. Discuss the major mathematical skills and basic pedagogical content
knowledge related to the addition and subtraction of volume of
liquid;
3. Discuss the major mathematical skills and basic pedagogical content
knowledge related to the multiplication and division of volume of
liquid;
4. Apply basic teaching and learning activities for the topic of volume
of liquid; and
5. Appraise basic teaching and learning activities to help pupils solve
daily problems related to volume of liquid.
X INTRODUCTION
The three-dimensional concept of volume refers to the measure of the amount of
space enclosed within a solid. What is being investigated is the amount of space
enclosed within the solid shape, leading to measures of volume of cubes,
cuboids, cylinders and other three-dimensional shapes, in units derived from
measurement of length, for example cubic centimetres (cm3) and cubic metres
(m3).

TOPIC 8 VOLUME OF LIQUID W 147
The term „capacity‰ is used to refer to the measure of substances that can be
poured, that is, fluids. Hence, the term „volume of liquid‰ is used to refer to the
investigation of amounts of liquids or solid analogies like sand, salt, sugar and
the like which can be poured between containers of different shapes and sizes.
Capacity is measured in millilitres (mℓ) and litres (ℓ) in the metric system.
In the Malaysian curriculum, the term „volume of liquid‰ refers to the measure
of capacity. As such, pupils in the primary school must be taught the difference
between volume of a solid and volume of a liquid.
At the secondary level, pupils will learn that in the metric system, a direct
relationship exists between the volume of solid and the volume of liquid, that is,
a cubic centimetre is also a millilitre, and a cubic decimetre is a litre.

In order to teach the topic of Volume of Liquid effectively, you need to know
some important learning aspects about liquid measurement.
ACTIVITY 8.1
The following are some reasons for introducing measurement of liquid

to children through the use of non-standard units:
• Materials for non-standard units are easier to obtain;
• Historically, humans used non-standard units for measurement
before establishing standard units;
• Non-standard units are easier to use;
• Non-standard units use materials that seem naturally related to the
childÊs everyday experiences;
• It is good to give children experience with unfamiliar systems of
measurement just as they might use bases other than ten in
numeration.
Are the above reasons good enough to justify the use of non-standard
units? Can you think of other reasons for the use of non-standard
units? Justify your reasons.

148 X TOPIC 8 VOLUME OF LIQUID
8.1.1 Exploring Capacity or Volume of Liquids

Exploration of capacity or volume of liquid involves manipulation of containers
of various sizes that may either be collected or purchased for classroom activities.
A cheap way is to have your pupils collect metric containers in which mineral
water, soft drinks, medicines and other products are sold. By careful selection, a
teacher can have a good collection of metric containers for pupilsÊ activities in the
classroom.
ACTIVITY 8.2
What are your own experiences with learning about capacity

measurement? Did you learn about volume of liquids through hands-
on activities?
Discuss your experiences with two or three of your coursemates.
Teachers can display their collection of containers in a learning centre. Pupils can
explore capacity measurement at such learning centres. Every learning centre
should have at least a standard graduated measuring cylinder in litres and
millilitres. This is to enable pupils to measure volume of liquids in standard units
of millilitres (mℓ) and litres (ℓ).

FOR VOLUME OF LIQUID IN ELEMENTARY
MATHEMATICS
A systematic conceptual development will indeed help your pupils to learn the
topic of liquid measurement more effectively. The following are suggested
pedagogical development for the topic of volume of liquid in Year 3:
(a) Reading scales to the nearest division;
(b) Introducing the units of volume of liquid, millilitres (mℓ) and litres (ℓ) in
the metric system;
(c) Measuring and recording volumes of liquid using standard units, millilitres
(mℓ) and litres (ℓ);
(d) Comparing the volumes of two liquids using standard units;
(e) Estimating volume of liquids in millilitres (mℓ) and litres (ℓ);
(f) Using the relationship between litres and millilitres;

(g) Adding and subtracting units of volume of liquid;

(h) Multiplying and dividing units of volume of liquid; and
(i) Solving problems involving volume of liquid in real life situations.

SUGGESTIONS
Now, let us look at measuring and comparing volume of liquid.
8.3.1 Measuring and Comparing Volume of Liquid

Activity 1
Learning Outcome:
To measure and compare volume of liquid using non-standard units.
Materials:
(a) Various small containers of different sizes
(b) A large water jug
Procedures:
(a) Divide the class into groups of four pupils and have them work in their
groups.
(b) Appoint one pupil in the group to be the recorder.
(c) Give each group a set of containers of different sizes and a large water jug.
(d) Have the pupils fill the large jug with water.
(e) Have the pupils estimate the number of cups needed to contain all the
water in the large jug.
(f) Have the pupils fill the cups to check their estimate.
(g) Repeat for the other smaller containers.
(h) List the containers in the order from the smallest to the largest.

Activity 2
Learning Outcome:
To estimate and compare volume of liquid.
Materials:
Sets of Game Cards
Procedures:
(a) Have the pupils work in pairs.
(b) Make duplicates of the Game Cards and cut out the cards.
(c) Give each pair a set of the cards.
(d) Shuffle the cards and divide the cards equally between the pupils.
(e) At the count of three, the pupils open a card and lay it face up on the table.
(f) Looking at the open cards, the pupils estimate and compare the volume of
the liquid on the cards. The pupil with the bigger volume of liquid gets to
keep his partnerÊs card.
(g) If the cards show the same volume of liquid, neither of them gets to keep
each otherÊs card.
(h) When all the cards are opened, the pupils count how many cards they have.
The winner is the child with most cards (refer to Table 8.1).
Table 8.1: Game Cards
20 litre 23 litre 15 litre
Activity 3
Learning Outcome:
To estimate, measure and compare volume of liquid using standard units of
millilitres (mℓ) and litres (ℓ).

Materials:
(a) Various everyday containers, such as cups, glasses, jugs, spoons, and
margarine containers
(b) A 500-millilitre (mℓ) and a litre (ℓ) measuring cylinders (or other suitable
measuring cylinders available).
Procedures:
groups.
(b) Appoint one pupil in the group to be the recorder.
(c) Give each group a set of containers of different sizes.
(d) Give each group a 500-millilitre (mℓ) and a litre (ℓ) measuring cylinders.
(e) Have the pupils fill up each of the containers.
(f) Have the pupils estimate the capacity of each container.
(g) Have the pupils measure the liquid in each container to check their
estimate.
8.3.2 Adding and Subtracting Volume of Liquid

Activity 4
Learning Outcome:
To add two or more volume of liquids in millilitres (mℓ) and litres (ℓ).
Materials:
(a) Game Board
(b) 40 counters per group of four pupils (4 colours x 10 counters)
(c) Paper and pencil
Procedures:
(b) Provide each group with a game board and 40 counters.
(c) Pupil take turns to choose one volume of liquid from Group A and one
volume of liquid from Group B.
(d) The pupil then adds the two volumes of liquids together.

(e) If the pupilÊs answer corresponds with a volume of liquid on the game
board, the pupil places one of his or her counters on that volume of liquid.
If the answer cannot be found or is already covered, the pupil misses a turn.
(f) The winner is the first pupil to have three counters in a row ă vertically,
horizontally or diagonally.
(g) Summarise the lesson on the addition of volume of liquid (refer to Table
8.2).
Table 8.2: Game Board

Activity 5
Learning Outcome:
To subtract two different amounts of volume of liquids.
Materials:
(a) Game Board
(b) 40 counters per group of four pupils (4 colours x 10 counters)
(c) Paper and pencil
Procedures:
(c) Pupils take turns to choose one volume of liquid from Group A and one
volume of liquid from Group B.
(d) The pupils then work out the difference between the two volumes of
liquids.
(e) If the pupilÊs answer corresponds with a volume of liquid on the game
board, the pupil places one of his or her counters on that volume of liquid.
If the answer cannot be found or is already covered, the pupil misses a turn.
(f) The winner is the first pupil to have three counters in a row ă vertically,
horizontally or diagonally (refer to Table 8.3).

Table 8.3: Game Board II
8.3.3 Multiplying and Dividing Volume of Liquid

Activity 6
Learning Outcome:
To provide practice for multiplying with volume of liquid.
Materials:
(a) Game Board
(b) 40 counters per group of four pupils (4 colours × 10 counters)
(c) Paper and pencil (for working out the answer)

Procedure:
(c) The pupils take turns to choose one volume of liquid from Group A and
one number from Group B.
(d) The pupil then multiplies the two together, and if his answer corresponds
with a volume of liquid on the game board, he places one of his counters on
that volume of liquid. If the answer cannot be found or is already covered,
the pupil misses a turn.
(e) The winner is the first pupil to have three counters in a row ă vertically,
horizontally or diagonally (refer to Table 8.4).
Table 8.4: Game Board III

Activity 7
Learning Outcome:
To provide practice for dividing with volume of liquid.
Materials:
Set of Cards (12 or more cards)
Table 8.5: Game Board IV
Procedures:
(a) Have the pupils play the game in groups of four pupils.
(b) Make duplicates of the cards and cut out the cards.
(c) Provide each group with a stack of cards (12 or more cards). The cards are
shuffled and given out among the pupils in the group.

(d) Have the pupils read the cards quietly by themselves.

(e) The game begins when one pupil starts reading aloud the second part of
their card. For example,
28ℓ 220mℓ ÷ 4 equals
(f) The pupil who has the card showing the answer, 7ℓ 55mℓ, lays the card out
on the table. The pupil then reads aloud the second part of the card. For
example:
7ℓ 55 mℓ
7ℓ 350mℓ ÷ 7 =
‰ 7ℓ 350mℓ ÷ 7 equals .....‰
(g) The game continues in this way until all the cards have been used.
(h) The winner is the first pupil to lay out all of his cards (refer to Table 8.5).
8.3.4 Solving Story Problems in Real Life Situations

for Volume of Liquid
Activity 8
Learning Outcome:
To solve daily problems involving volume of liquid.
Materials:
Sets of cards
Procedures:
(a) Pupils form groups of three.
(b) Make duplicates of the Game Cards and cut out the cards.
(c) Give each group a set of the cards.
(d) Shuffle the cards and spread them out face down on the table.

(e) Pupils take turns to choose two cards and flip them open on the table.
(f) If the cards show a word problem and its matching calculation, and the
pupil can give the correct answer, the pupil keeps both the cards. If the
cards do not show a word problem and its matching calculation or the
pupil offers an incorrect answer, the cards are replaced in their original
position on the table.
(g) When all the cards have been chosen, the pupils count how many cards
they have. The winner is the one with more cards (refer to Table 8.6).
Table 8.6: Details of Game Board
The capacity of The capacity of a

container A is 2ℓ 350 container is 9ℓ 850mℓ. It
mℓ and the capacity of contains 6ℓ 25mℓ of
container B is 5ℓ 550 3ℓ 125mℓ x 6 = water. How much more 1ℓ 75mℓ x 6 =
mℓ. How much more water is needed to fill the
water can container B container?
hold than container A?
The capacity of Ali bought 6 tins of paint.
container A is 3ℓ 20 mℓ Each tin contained 3ℓ
and the capacity of 125mℓ of paint. How
container B is 4ℓ 205 9ℓ 850mℓ - much paint did Ali buy? 3ℓ 20mℓ +
mℓ. What is the total 6ℓ 25mℓ = 4ℓ 205mℓ =
capacity of the two
containers?
Rina fills a container Chin bought 3ℓ of paint.
with 6 bottles of grape He had 1ℓ 250 mℓ left
juice. Each bottle after painting his room.
contains 1ℓ 75mℓ. What 2ℓ 350mℓ + How much paint did he 24ℓ ÷ 3ℓ =
is the capacity of the 1ℓ 315mℓ = use?
container?
The capacity of a pail is Container P holds 2ℓ
6ℓ. 5 pails of water are 350mℓ and container Q
needed to fill a fish 2ℓ - 725mℓ = holds 1ℓ 315mℓ more
tank. What is the than container P. How 5ℓ 550mℓ -
capacity of the fish much water does 2ℓ 350mℓ =
tank? container Q hold?
The capacity of a tank A tub contains 2ℓ of ice
is 24ℓ. How many pails cream. Wei Xiang and his
of water are needed to 3ℓ - 1ℓ 250mℓ = friends ate 725 mℓ of it. 6ℓ x 5 =
fill the tank if the How much ice cream is
capacity of the pail is 3ℓ left?
?

Activity 9
Learning Outcome:
To solve daily problems involving volume of liquid.
Materials:
Set of Cards (12 or more cards)
Table 8.7: Details of Game Board II
1 ℓ 500 mℓ 5ℓ 21 ℓ
A tank can hold 10 times as Zauyah bought 6 packets of The capacity of container X
much water as a pail. The apple juice. Each packet is 3ℓ 450mℓ and the
capacity of the tank is 50 contained 250mℓ of apple capacity of container Y is 4ℓ
litres. What is the capacity juice. Find the total amount 850mℓ. How much more
of the pail? of apple juice in litres and water can container Y hold
millilitres. than container X?
5ℓ 775 mℓ 25 ℓ
Mrs Lee fills a container Devi fills 12 similar Bakar added 125mℓ of
with 8 bottles of grape juice. containers with 72 litres of orange juice, 350mℓ of
Each bottle contains 1ℓ milk. What is the capacity syrup and 500mℓ of water
125mℓ. What is the capacity of each container? into a container. What is the
of the container? total volume of the liquid?
6ℓ 4 ℓ 295 mℓ 9ℓ
A tub contains 2ℓ of ice The capacity of a fish tank The capacity of a pail is 3ℓ
cream. Tan and his friends is 75ℓ. 15 pails of water are 500mℓ. 6 pails of water are
ate 1ℓ 225mℓ of it? How needed to fill the tank. needed to fill a container.
much ice cream is left? What is the capacity of the What is the capacity of the
pail? container?
975 mℓ 7 ℓ 750 mℓ 1 ℓ 400 mℓ
The capacity of a container James bought 8 tins of Container C holds 5ℓ 150mℓ

is 6ℓ 550mℓ. It contains 2ℓ paint. Each tin contained 3ℓ and container D holds 2ℓ
255mℓ of water. How much 125mℓ of paint. How much 600mℓ more than container
more water is needed to fill paint did James buy? C. How much water does
the container? container D hold?

Procedures:
(a) Have the pupils play the game in groups of four pupils.
(b) Make duplicates of the cards and cut out the cards.
(c) Provide each group with a stack of cards (12 or more cards). The cards are
shuffled and given out among the pupils in the group.
(d) Have the pupils read the cards quietly to themselves.
(e) The game begins when one pupil starts reading aloud the second part of
their card. For example:
„Zauyah bought 6 packets of apple juice. Each packet contained 250 mℓ of
apple juice. Find the total amount of apple juice in litres and millilitres.‰
(f) The pupil who has the card showing the answer, 1 ℓ 500 mℓ, lays the card
out on the table. The pupil then reads aloud the second part of the card. For
example:
1 ℓ 500 mℓ
A tank can hold 10 times

as much water as a pail.
The capacity of the tank is
50 litres. What is the
capacity of the pail?
„A tank can hold 10 times as much water as a pail. The capacity of the
tank is 50 litres. What is the capacity of the pail?„
(g) The game continues in this way until all the cards have been used.
(h) The winner is the first pupil to lay out all of his cards (refer to Table 8.7).
ACTIVITY 8.3
Search the Internet for more sites on the teaching and learning
activities for Volume of Liquid. Report on what you can find on the
teaching and learning activities for Volume of Liquid.
Discuss your findings with two or three of your coursemates.

• This topic describes the volume of liquid and explores capacity measures as
opposed to volume of solids.
• Capacity is measured in millilitres (mℓ) and litres (ℓ) in the metric system.
• However, measures of volume of three-dimensional shapes are in units

derived from measurement of length, such as cubic centimetres (cm3 ) and
cubic metres (m3 ).
• The learning of volume of liquid begins with concrete experience in realistic

situations through measuring using both standard and non-standard units.
Capacity Litre
Game board Millilitre
Game cards Volume of liquid
Company.

Topic X Shape and
9 Space
LEARNING OUTCOMES
1. Use the terms related to two-dimensional and three-dimensional
shapes correctly for the topic of Shape and Space in KBSR
Mathematics Year 3;
2. List out the major mathematical skills and basic pedagogical
content knowledge related to two-dimensional and three-
dimensional shapes;
3. Identity the major mathematical skills and basic pedagogical
content knowledge related to lines of symmetry of two-
dimensional shapes; and
4. Apply basic teaching and learning activities for the topic of Shape
and Space for Year 3.
X INTRODUCTION
Teaching geometry in the primary school can be a very exciting and pleasurable
experience. Do you know that we use spatial ideas for a variety of practical tasks?
We use spatial ideas to find our way around as well as to mark out and construct
living spaces. Laying out a page for maximum appeal in advertisements and
producing inexpensive but sturdy packaging involve spatial sense. Arranging
pieces to minimise waste when cutting a piece of cloth for making a dress also
involves spatial sense.
The study of shape has been an important component of mathematics since the
time of Greek geometers. They were the ones who took the knowledge of shape,
space and measurement, which had been acquired over centuries in Egypt and
Babylonia from practical situations like measuring fields and observing the
TOPIC 9 SHAPE AND SPACE W 163
motion of stars and planets, and turned it into organised, logical and coherent
systems now known as geometry.
However, for primary pupils, the goal is not to learn any specific set of results or
geometric facts, but the emphasis, rather, should be on the development of
spatial intuition, understanding concepts and the use of various abilities similar
to those associated with literacy and numeracy. Geometry and spatial sense are
vast; developing in-depth understanding takes years and encompasses many
sub-fields.

In order to teach the topic of Shape and Space effectively, you need to know
some important learning aspects about geometry in the primary school.
ACTIVITY 9.1
Information in newspapers and magazines is often presented in the

form of diagrams, charts and graphs, which require interpretation.
Much of what we do in life depends on processing information
presented in visual format.
Is the ability to visualise an important part of learning geometry? Justify
your answer.
9.1.1 Spatial Visualisation

Many tasks in our day-to-day living call for the use of visual skills. Visual
geometry, sometimes referred to as spatial awareness or spatial sense, is a vital
skill to architects, designers of landscaped gardens, parks, golf courses and even
dress designers and layout artists.
Spatial sense, also called spatial perception or spatial visualisation, can help
pupils understand the relationship between objects and their location in a three-
dimensional world.
One multiple intelligence proposed by Howard Gardner is spatial intelligence. It

is this intelligence that we are developing in our children when they learn
geometry. Through work with two-dimensional and three-dimensional objects,
children develop spatial sense.

164 X TOPIC 9 SHAPE AND SPACE
(a) Things to ponder

One of the problems with understanding the teaching and learning of
shapes is the language used. You may teach circle, rectangle and triangle to
the pupils ă they can understand the words and are able to visualise the
shape. When you go one step higher, the teaching and learning becomes
more challenging. You talk of a square as being a rectangle with equal
sides. To the pupil, it does not make sense. To him, a chair is a chair ă why
worry about the details.
(b) Activities
(i) Take a manila card. Cut it into an equilateral triangle. Measure the
sides to show the pupils that the triangle is equal in length on all
sides. Tell the pupils that such a triangle is an equilateral triangle.
(ii) Now, ask the pupils to cut such a triangle. How are the pupils going
to do this?
(iii) One way is to ask them to cut three lines of 30 centimetres each from a
manila card. Then, ask the pupils to join these three lines to form a
triangle.
(iv) Next, ask them to mentally visualise the triangle.
(v) Ask the pupils to imagine that one of the sides has fallen off and
needs to be replaced by a longer side.
(vi) Ask the pupils to draw the end figure.
You can repeat the mental exercise with other shapes.
(c) The Reason

The rationale for the above exercise, which can be fun if properly
approached, is to train pupils to visualise dynamic shapes, that is, shapes
that can change while they are being visualised mentally. This
complements the imagining of static shapes.
(d) Further Activities

(i) When you advance further to three-dimensional objects, the
vocabulary becomes even more challenging. You have to be very
careful with the words and language used. Remember, these are
foreign words to the pupils. Take a cube for example. In this case, you
have to show them the edges. The „pointed‰ top is the vertex (plural:
vertices). The side that sit on the table is called the base.
(ii) Once the pupils are comfortable with well-defined shapes, ask them
to imagine other shapes; they then can describe and draw the shapes.
Example:
• Ask the pupils: What is your favourite building in your neighbourhood or
village? What do you like about it? What colours and shapes does it have?
• Then, have them outline the basic shape of a building on a piece of paper
and cut out small geometric shapes from a manila card. Next, ask them to
put together the pieces to make the building.
ACTIVITY 9.2
Search through the last five years of the Arithmetic Teacher (available on
the Internet) or other Mathematics journals, and evaluate one article on
geometry appropriate for primary mathematics.
Discuss the article with two or three of your coursemates.
9.1.2 Lines of Symmetry

When you observe children working with building blocks, they often create
structures by adding a block to one side and the same kind of block to the opposite
side. There is this tendency to avoid or reject „lopsidedness‰ whether in buildings,
art or nature. The children are indeed demonstrating the concept of geometric
symmetry. Human beings seem to have some innate appreciation for bilateral
symmetry.
Explorations and investigations help children to understand the concept of

symmetry. It is easier to show symmetry than to define it. Understanding of
symmetry requires experience with real objects and geometric manipulatives.
Basically, there are two types of symmetry - bilateral symmetry (or simply
known as line symmetry) as seen in reflections in mirrors, and rotational
symmetry, given by a sequence of partial turns about a central point. Rotational
symmetry, though common in nature, seems to be less recognised and explored.
This is probably due to the difficulties in trying to visualise the complex manner
of rotation in the mind as compared to simple folding as in bilateral symmetry.
Geometric shapes, both plane and solid, can have either type of symmetry, both
types of symmetry or none at all. For example, a kite has only bilateral symmetry,
a cube has rotational symmetry and a scalene triangle has no symmetry at all.

A simple test for bilateral symmetry in a plane figure is the fold test. If the shape
can be folded over a straight line (called the line of symmetry) so that one half of
the figure lies exactly over the other, then the figure has bilateral symmetry. The
experience of actually performing this test can help pupils to grasp the concept
and begin to appreciate the characteristics of bilateral symmetry.
You may start with a simple geometrical shape. Guide the pupils to fold a circle
along a middle line as shown below. In this sense, a circle has linear symmetry.
Then, continue the discussion by looking at line symmetry in the alphabet.

For example, consider the letter A:
Which has more symmetry ă small or capital letters?

For other examples of symmetry, you may guide the pupils to give examples from
nature which have line symmetry. The example below illustrates line symmetry.

We now have a look at further activities involving rotational symmetry. This

can be imagined as follows: There is a centre point around which the object is
turned a certain number of angles and the object still looks the same; that is, it
matches itself a number of times while it is being rotated.
As an example, consider the flower below.
.
If you rotate it to the left or right, you will get back the same shape. Ask your
pupils to make out two equilateral triangles. Put both triangles on top of one
another and rotate the top triangle to get back to the original scene. Discuss
this activity.
ACTIVITY 9.3
1. Make a collection of pictures that illustrate symmetric and non-
symmetric figures. Include both examples of line symmetry and
rotational symmetry.
2. Discuss some activities that can be carried out so that pupils learning
about symmetry will have an interactive experience with the
pictures and the geometric concept of symmetry.

FOR SHAPE AND SPACE IN ELEMENTARY
MATHEMATICS
A systematic conceptual development will indeed help your pupils learn the
topic of shape and space more effectively. The following are suggestions for
pedagogical development of the topic of shape and space in Year 3:
(a) Understanding and using the terms related to two- and three-dimensional
shapes;

(b) Describing and classifying two- and three-dimensional shapes;

(c) Building two- and three-dimensional shapes;
(d) Understanding and recognising lines of symmetry; and
(e) Sketching lines of symmetry.

Now, let us discuss some of the teaching and learning activities involving 2D and
3D shapes.
9.3.1 Describing and Classifying Three-Dimensional

Shapes
Activity 1
Learning Outcome:
To identify and name small prisms by touch.
Materials:
(a) Square prism, rectangular prism and triangular prism.
(b) An opaque bag.
Procedures:
groups.
(b) Give each group an opaque bag with three different prisms in it.
(c) Appoint one pupil in the group to be the recorder.
(d) A member of the group puts his hands into the bag and feels the shape of
one of the mystery prisms.
(e) The pupil will then describe to the group members the shape of the prism.
The recorder will take note of his description.
(f) The following is an example: My shape has six faces. It has two bases of the
same shape. All other faces are rectangular. It has eight vertices and twelve
edges.

(g) He continues with his description until all ambiguity about the shape has
been removed.
(h) The rest of the group members have to identify the prism from his description.
(i) He holds up the prism and shows it to the rest of the group members.
(j) Allow the group members to discuss the accuracy of his description and
talk about other alternatives.
(k) Repeat steps (d) through (i).
Activity 2
Learning Outcome:
To identify and name small prisms.
Materials:
(a) Square prism, rectangular prism and triangular prism.
(b) Opaque bags.
Procedures:
(a) Divide the pupils into groups of three and have them work in their groups.
(b) Give each pupil in the group a prism in an opaque bag. They are not
allowed to show the prism to other members in the group.
(c) Ask the pupils in the group to make up a few sets of clues for the prism. For
example:
• I am a prism.
• I have five faces.
• I have three square faces and two triangular bases.
• I have nine edges and six vertices. Who am I?
(d) After all the pupils in the group have finished with their clues, ask them to
take turns to read their clues to the group.
(e) The rest of the group members have to identify the prism from his clues.
(f) He holds up the prism and shows it to the rest of the group members.
(g) Allow the group members to discuss the accuracy of his clues and talk
about other alternatives.
(h) Repeat steps (c) through (g).

Activity 3
Learning Outcome:
To examine prisms and describe their features.
Materials:
(a) Picture card of prisms (see Figure 9.1)
(b) Numbered cards labelled 1 ă 20
(c) Record card (as illustrated in Table 9.1)
Figure 9.1: Picture card of prisms
Table 9.1: Record Card of Prisms
Triangular Rectangular Pentagonal

Prism
Prism Prism Prism
Vertices
Faces
Edges
Procedures:
(b) Give each group a picture card of prisms.
(c) Numbered cards are shuffled and put face down in a stack at the centre.
(d) Each player begins by drawing and opening a card from the stack.
(e) If the number on the card describes the number of vertices, faces or edges of
any of the prisms, the player writes the number on the Record Card, filling
it in the correct row and column. If the card shows a number that does not
correspond with any of the number of vertices, faces or edges, they miss a
turn.

(f) The drawn card is then placed back at the bottom of the stack.
(g) Repeat steps (d), (e) and (f).
(h) The game continues until the Record Card is filled up.
(i) The first group to complete the card is the winner.
ACTIVITY 9.4
1. Fill the rows and columns in the Record Card in Activity 3. Can
you see any pattern?
2. How do the number of vertices, faces and edges increase?
Compare the total number of vertices and faces with the number of
edges of each prism. Can you see any pattern?
3. Justify your conjecture in terms of increases in number of vertices,
faces and edges.
Activity 4
Learning Outcome:
To identify various three-dimensional shapes based on geometric nets.
Materials:
(a) Various three-dimensional boxes (triangular prisms; cuboids; cubes;
cylinders)
(b) Rulers
(c) Scissors
(d) Glue
Procedures:
(a) Divide the pupils into groups of four and have them work in their groups.
(b) Give each group a three-dimensional box.
(c) Ask the group members to open the box carefully along the seams. Ask
them to take note of the flaps. They are there to glue the box together.
(d) Instruct the pupils to place the opened box on a piece of drawing paper.
(e) Ask the pupils to trace the net of their box on the drawing paper, marking
the length of each edge carefully. For example, Figure 9.2 shows the net of a
triangular prism taken from an opened chocolate box:
Figure 9.2: Net of a triangular prism
(f) Ask the pupils to glue their boxes back together.

(g) Exchange their box with another group and repeat steps (c)
to (f).
9.3.2 Describing and Classifying Two-Dimensional

Shapes
Now, let us look at some activities for describing and classifying two-
dimensional shapes.
Activity 5
Learning Outcome:
To describe a two-dimensional shape.
Materials:
(a) A collection of two-dimensional shapes.
(b) Paper and pencil.
Procedures:
(a) Divide the class into four groups and have each group seated in a circle.
(b) Provide each group with a collection of two-dimensional shapes.
(c) The first pupil picks up a shape and states a fact about the shape before
passing it on to the pupil on his right.
• It has six straight sides.

(d) The pupil who receives the shape repeats the fact stated and gives another
fact about the shape.
• It has six straight sides. It has six angles.
(e) The activity is co-operative in nature with the group members trying to get
the shape as far round the circle as possible.
(f) When the pupils have exhausted the facts about the two-dimensional
shape, the group repeats all the stated facts and names the shape.
• It has six straight sides.
• It has six angles.
• It has six vertices.
• It is a hexagon.
(g) Repeat steps (c) to (f).
Activity 6
Learning Outcome:
To name two-dimensional shapes.
Materials:
(a) Record Card
(b) A dice
(c) Coloured pencils
Procedures:
(b) Members of the group take turns to roll the dice.
(c) The pupil that rolls the dice will trace around the number of sides on one of
the polygon. The number of sides traced must correspond to the number
shown on the dice rolled.
(d) Pupils cannot trace the sides of more than one polygon per turn. If the pupil
is unable to trace around the sides of one of the polygons they miss a turn.
(e) The winner is the first group that successfully traces around the sides of all
the polygons and names all the polygons correctly.

Activity 7
Learning Outcome:
To name a two-dimensional shape.
Materials:
(a) A set of Name Cards (see Table 9.2)
(b) A set of Description Cards (see Table 9.3)
Table 9.2: Name Cards
Triangle Heptagon
Rectangle Octagon
Pentagon Nonagon
Hexagon Decagon
Table 9.3: Description Cards
A 3-sided polygon A 7-sided polygon

Procedures:
(a) Pupils in the class will work in pairs.
(b) Give each pair of pupils a set of Name Cards and a set of Description Cards.
(c) The pupils will shuffle both the deck of cards and spread them out face
down in the middle of the table.
(d) Pupils will take turns to choose two cards. If the cards show the name of a
polygon and its corresponding description, the pupil keeps both cards. If
the cards do not match, they are replaced in their original position on the
table.
(e) When all the cards have been chosen, the pupil counts the number of cards
they have collected. The winner is the pupil with the most cards.

Activity 8
Learning Outcome:
To describe two-dimensional shapes.
Materials:
A collection of two-dimensional shapes
Procedures:
(a) Display a collection of two-dimensional shapes on the board.
(b) Begin the activity by saying:
I spy with my eyes and I saw a two-dimensional shape.
(c) Ask one of the pupils to state a property of one of the shapes they can see
displayed on the board.
I spy with my eyes and I saw a two-dimensional shape with five angles.
(d) The game continues when another pupil states another fact to the
statement.
I spy with my eyes and I saw a two-dimensional shape with five angles,
and five straight edges
(e) The aim of the game is to get as long a chain of properties as possible for a
two-dimensional shape. For a pentagon, this can be used:
I spy with my eyes and I saw a two-dimensional shape with five angles,
five straight edges and five vertices. It is a pentagon.
Activity 9
Learning Outcome:
To name a two-dimensional shape.
Materials:
(a) Game Boards (see Table 9.4)
(b) Numbered Cards (numbered 1 to 20)
(c) 16 counters per pupil

Table 9.4: Game Board
Octagon Heptagon Rectangle Triangle

Nonagon Octagon Triangle Pentagon
Triangle Pentagon Hexagon Octagon
Decagon Nonagon Heptagon Hexagon
Procedures:
(b) Give each group a deck of Numbered Cards and each pupil in the group a
Game Board.
(c) The Numbered Cards are shuffled and put face down in a stack at the
centre.
(d) Each player begins by drawing and opening a card from the stack.
(e) If the number on the card corresponds to the number of sides of a polygon
on the Game Board, the player uses a counter to cover the name of the
polygon. If the card shows a number that does not correspond with the
number of sides of any of the polygons, or he is unable to find an
uncovered shape on the Game Board, he misses a turn.
(f) The drawn card is then placed back at the bottom of the stack.
(g) Repeat steps (d), (e) and (f).
(h) The winner is the first pupil to cover all the polygons on his Game
Board.
9.3.3 Line of Symmetry

This sub-topic will discuss the teaching and learning of lines of symmetry.
Activity 10
Learning Outcome:
To demonstrate line symmetry.
Materials:
None

Procedures:
(a) Have pupils choose their partner and designate one partner as A and the
other as B.
(b) Ask one pair to come to the front of the class to demonstrate the activity.
Ask them to stand facing each other at about 1 metre apart.
(c) Give instructions to one of the pupils and have the other one follow the
actions. For example, „Raise both your hands above your head‰.
(d) Have all partners stand facing each other and give similar instructions for
all the children to follow.
(e) After a little practice, ask one partner to do the motion, without talking and
have his partner follow the action.
(f) Guide the pupils to discuss their experiences in this activity and them
introduce the meaning of symmetry to them.
Activity 11
Learning Outcome:
To draw the line of symmetry of pictures.
Materials:
(a) Art paper
(b) Coloured paint
Procedures:
(a) Have the pupils fold their art paper in half.
(b) On one side of the paper, guide the pupils to put dabs of different colours
of paint. Fold the other half of the paper over onto the still-wet painted side
and smooth it.
(c) Open the paper to see the design. Ask the pupils to describe their design.
(d) Ask the pupils to place a mirror on the folding line.
(e) Guide the pupils to describe what they see. Discuss with the pupils about the
fact that the mirror image is the same as the design hidden behind the mirror.
(f) Emphasise to the pupils that the line along the fold is a line of symmetry. It
divides the design into two like halves.
(g) Display the pupilÊs art pieces on the classroom bulletin board.

ACTIVITY 9.5
Collect samples of company logos to illustrate the use of symmetry.

Identify which samples have bilateral or rotational symmetry, or both.
Activity 12
Learning Outcome:
To determine the number of lines of symmetry for two-dimensional shapes.
Materials:
Cut-outs of a square, rectangle, equilateral triangle, isosceles triangle, regular
pentagon and other regular polygons.
Procedures:
(b) Provide each group with a set of cut-outs of regular polygons.
(c) Begin with the rectangle; demonstrate to the pupils how to fold the shape to
find the two lines of symmetry. Show the pupils that when the shape is
folded along the line of symmetry, the two halves are a perfect match.
(d) Emphasise that the two creases are called lines of symmetry and that a
rectangle has two lines of symmetry.
(e) Challenge the pupils in their groups to determine how many different ways
each of the regular polygons can be folded so that one half exactly covers
the other half.
(f) Have the children record the number of lines of symmetry for each shape in
a table (see Table 9.5).
(g) Ask the pupils if they see a relationship between the number of sides and
the number of lines of symmetry.

Table 9.5: Shape, Number of Sides and Number of Lines of Symmetry
Number of Lines
Shape Number of Sides
of Symmetry
Rectangle
Square
Equilateral Triangle
Pentagon
Hexagon
• This topic of shape and space emphasises on the development of spatial

intuition.
• What is important is that primary pupils have a wealth of practical and

creative experiences in solving problems on shapes and space by observing,
describing, exploring and drawing a variety of shapes, arrangements,
patterns and other geometric structures.
Lines of symmetry Prism

Nets Symmetry
Polygons
Booker, G., Bond, D., Briggs, J., & Davey, G. (1997). Teaching primary
mathematics. Australia: Longman.


Company.

T op i c X Data
10 Handling
LEARNING OUTCOMES
1. Use the correct terms related to data for the topic of Data Handling
in KBSR Mathematics Year 3;
2. Apply teaching and learning activities of collecting data from
printed information;
3. Apply teaching and learning activities of carrying out simple
surveys to collect, analyse, sort and classify data; and
4. Appraise effective strategies in organising data into a table.
X INTRODUCTION
The strong emphasis on data collection, handling and interpretation as a content
area of the Malaysian Primary Mathematics Curriculum is quite recent.
Traditionally, primary schools had done limited work on this area. Over the past
few years, data handling has been given more emphasis. In the early stage,
children are encouraged to collect simple and relevant data from printed
information such as magazines and newspapers. The main focus for children in
collecting data is to answer simple questions posed by themselves or others close
to them. The process may seem simple but it would be meaningful to them later
on.
Booker (2003) in his book Teaching Primary Mathematics provided this

important point: „...the collection, use and interpretation of real data can make
mathematics an essential part of the world in which children live‰. As such, it is
essential for us to introduce data handling to our children early.

182 X TOPIC 10 DATA HANDLING
Children must be given opportunities to gain skills in identifying, sorting and

classifying relevant attributes of objects and events. Early use of structured and
unstructured attributes is recommended. For example, children can be asked to
name objects that are round, collect objects that are used for gardening or draw
animals that live in water. Additional skills from their previous knowledge
should also be included in such activities; whole numbers, measurement and
spatial strands of the curriculum are essential.

Statistical data is used in a wide range of contexts, from medicine to business,
and from sports to crime detection. Statisticians investigate issues by collecting,
representing, processing and interpreting data. Figure 10.1 shows the data
handling cycle.
Figure 10.1: Data handling cycle
The data handling cycle is an overview of what can be a simple or complex

process depending on the nature of the investigation, but in every case, the four
aspects of the cycle will be present.
The first and most important step in a statistical investigation is careful and
thorough planning. This involves answering questions like:
(a) What am I trying to find out?
(b) What data do I need to collect?
(c) Where will I get the data?
(d) What will I do with the data once it has been collected?

TOPIC 10 DATA HANDLING W 183
When the data has been collected, tables and graphs are drawn to present the
information visually and calculations are made to summarise the data. The final
and key part of the cycle is the report, in which diagrams and calculations are
interpreted and conclusion about the main issues is made and justified. This may
lead to further investigations and a repeat of the whole cycle.
ACTIVITY 10.1
1. What are some of the reasons for data handling in our daily lives?
Discuss.
2. Search the Internet for information about how Man started to use
data handling.
10.1.1 Meaning of Data Handling

What do you understand by the term „data handling‰?
Data handling involves selecting, collecting, organising, recording,

summarising, describing and representing data for ease of interpretation
and communication.
Data that we obtain and use may be discrete or continuous depending on

whether we are quantifying it by counting or measurement. Some data may
show randomness as a result of natural variations or chance events. We may
then use probability as a measure of how likely it is that the events will occur.
When data is described using graphs, tables or quantitative measures, we are

using descriptive statistics. In contrast, when data is interpreted in order to
make predictions, we are using inferential statistics. Statistical inference deals
with drawing conclusions and making predictions based on both data analysis
and the principle of chance.
For Year 3 pupils, the act of collecting data should start with themselves. Let us
see a sample class activity.

Start by organising the pupils into groups of 15. Then, ask the pupils their
choice of colour from a list given. A pupil from each group will record the
colour choices of the group members by placing a mark in the appropriate
column in a table. An example is provided in the following (for Group 1):
Colour Number Total

Red **** 4
Green ***** 5
Blue **** 4
Yellow ** 2
Next, ask the pupils to present the numbers in a chart form as follows:

Now, guide them to draw a pictograph as follows:

Red @@@@
Green @@@@@
Blue @@@@
Yellow @@
Ask each group to compare their results. The comparisons can then be presented
in a graph as shown.
The pupils can see that green is the favourite colour of the class and yellow the
least favourite.
The pupils will enjoy doing activities involving data about themselves. This
includes surveys of their favourite food and choice of entertainment.

10.1.2 Sequence of Teaching Data Handling

At the primary level, our children should be provided with opportunities to
collect, organise, represent and interpret data from situations of interest to
themselves. In other words, they should be allowed to explore data of their
own interest so that they can answer any questions posed. Activities revolving
around their direct interest will help them understand better the meaning and
usefulness of data handling. However, we can extend the activities of the
pupils to involve practical investigations. For example, they can tabulate sunny
days and cloudy days in a week. Subsequently, pupils should be made to be
aware that the use of tables and graphs can make their work less difficult and
their presentation more meaningful.
The pupilsÊ concept of data handling can be developed through the use of
simple examples which would be of interest to them. This will then lead them
to the idea of using data handling in a wider scope. Generally, children should
be taught data handling through the following sequence:
(a) Understanding what data is;
(b) Collecting data from printed materials;
(c) Classifying, sorting and analysing data;
(d) Organising data into a table, chart or graph; and
(e) Carrying out simple surveys to collect data.

DATA HANDLING IN ELEMENTARY
MATHEMATICS
The pupils should be able to learn data handling effectively if we plan each
lesson thoroughly. A well-organised conceptual development will be very
helpful for our pupils to understand the concept of data handling. Data
handling is introduced for the very first time in Year 3 and, as such, it is
advisable to introduce the topic in a systematic manner. It is important for us to
provide a lot of opportunities for pupils to explore data handling and have
practical experience. The use of physical materials and other representations to
help young children develop their understanding of the concept is encouraged.

The major mathematical skills related to data handling to be mastered by Year

3 pupils are as follows:
(a) Collecting data

(i) Understanding data;
(ii) Collecting data from printed information; and
(iii) Carrying out simple surveys to collect data.
(b) Sorting and classifying data

(i) Analysing data;
(ii) Sorting data; and
(iii) Classifying data.
(c) Organising data into a table

(i) Understanding functions of tables;
(ii) Using tally in organising data; and
(iii) Organising data into table form.
ACTIVITY 10.2
1. Discuss an interesting set induction that you can use to introduce

the topic of data handling to your pupils.
2. What kind of teaching aids are suitable to teach data handling?
Why?


Now, let us look at the teaching and learning activities involving data handling.
10.3.1 Collecting Data

Activity 1: Understanding Data
Learning Outcome:
To collect and classify data into groups.
Materials:
(a) A poster with 12 names (see Figure 10.2).
(b) A poster with 12 modes of transportation (see Figure 10.4).
(c) A poster with 12 types of occupation.
(d) A poster with 12 types of food.
(e) Four sets of Answer Sheets (example of answer sheet can be seen in
Figures 10.3 and 10.5).
Procedure:
(a) Divide the class into four groups. Each group is given a different colour
pencil.
(b) Set up four stations in the classroom. Place a poster in each station. Station
A has a poster with 12 names, Station B has a poster with 12 modes of
transportation, Station C has a poster with 12 types of occupation and
Station D has a poster with 12 types of food.
(c) Instruct the pupils to classify the data given in each poster into different
groups.
(f) At the end of 40 minutes, collect the answer sheets from the groups.
(h) Summarise the lesson on how to collect and classify given data into
groups.

Example of a Poster with Names (Station A):
Figure 10.2: Example of a poster with names (Station A)

Example of Answer Sheet (Station A):
Figure 10.3: Example of an answer sheet (Station A)

Example of a Poster with Modes of Transportation (Station B):
Figure 10.4: Example of a poster with modes of transportation (Station B)

Example of Answer Sheet (Station B):
Figure 10.5: Example of an answer sheet (Station B)

SELF-CHECK 10.1
With a friend in class, prepare posters for Station C and Station D.
There should be 12 items in each poster.
10.3.2 Sorting and Classifying Data

Now, let us look at sorting and classifying data.
Activity 2: Sorting and Organising Data from Printed Information
Learning Outcome:
To sort and organise data from printed information
Materials:
(a) Picture Cards (see Figures 10.6 and 10.7)
(b) Answer Sheets
Procedure:
(b) A set of five picture cards are shuffled and put face down in a stack at the
centre.
(c) When you signal, the pupils will begin solving the questions in the first
picture card drawn.
(d) Once they are done with the first card, they may continue with the next
picture card drawn.
(e) At the end of 20 minutes, the groups will stop and hand their answer sheets
to you.
(g) Summarise the lesson on how to sort and organise given data.

Example of Picture Card A (Fruits):
Look at the picture and count the fruits. Then, write out the correct number of
fruits in the answer sheet provided.
Figure 10.6: Example of Picture Card A (Fruits)
Example of Picture Card B (Shapes):
Figure 10.7: Example of Picture Card B (Shapes)

ACTIVITY 10.3
1. With a friend, prepare an Activity Sheet to be placed in one of the

stations for the above activity. Remember that your Activity Sheet
should contain exercises on a simple survey that can be conducted
in class.
2. Design a simple table or answer sheet for your pupils to fill in the
information required (refer to Figure 10.8).

10.3.3 Organising Data into a Table

Now, let us look at organising data into tables.
Activity 3: Using Tally in Organising Data
Learning Outcome:
To organise given data using tally
Materials:
(a) Exercise sheets
(b) Colour pencils
Procedure:
colour pencil.
(b) Each group is also given two Exercise Sheets. One Exercise Sheet is on
shapes and the other is on fruits (see Figures 10.9 and 10.10).
(c) The group that finishes early with all correct answers is the winner.
(d) Summarise the lesson on how to organise data using tally.

Example of an Exercise Sheet (Shapes):
Figure 10.9: Example of an exercise sheet (Shapes)

Example of an Exercise Sheet (Fruits):
Figure 10.10: Example of an exercise sheet (Fruits)

Activity 4: Interpreting Data from a Table
Learning Outcome:
To interpret data from a table
Materials:
(a) Worksheet A and Worksheet B (see Figure 10.11)
(b) Colour pencils
(c) Clean writing papers
Procedure:
(a) Divide the class into two groups. Group One gets Worksheet A while
Group Two gets Worksheet B.
(b) Ask the pupils to work in pairs.
(c) Instruct the pupils to solve all the questions in the worksheet given.
(d) Each pair is expected to spend 10 minutes on the worksheet.
(e) At the end of 10 minutes, the groups exchange worksheets. Group One now
gets Worksheet B while Group Two gets Worksheet A.
(f) Each pair now spends another 10 minutes on the worksheet.
(g) At the end of 20 minutes, collect the worksheets from the pupils.
(h) Choose two pairs to present their answers in front of the class.
(i) Summarise the lesson on how to interpret data from a table.
ACTIVITY 10.4
With a friend, design questions for Worksheet A for the above activity.
Design questions which are simple yet constructive. Remember, the
pupils would spend only 10 minutes on the worksheet.

Example of Worksheet
Figure 10.11: Example of worksheet

Activity 5: Carrying Out Simple Surveys to Collect Data
Learning Outcome:
To collect data through simple surveys
Materials:
(a) Three Activity Sheets (refer to Figures 10.12 and 10.13)
Procedure:
different colour pencil and a writing paper.
(b) Set up three stations in the classroom. An Activity Sheet is placed at each
station. Then, divide the groups equally to the three stations.
(c) Guide the pupils to conduct the survey as instructed in the Activity Sheet.
(d) Each group will spend about 30 minutes to conduct a survey.
(e) At the end of 30 minutes, one representative from each group will present
their findings.
(f) Summarise the lesson on how to collect data from simple surveys.
Examples of Activity Sheets:
Figure 10.12: Example of Activity Sheet I

Figure 10.13: Example of Activity Sheet II

• This topic provides an introduction to data handling. Generally, children

should be taught data handling based on the following sequence:
- Understanding what data is;
- Collecting data from printed materials;
- Classifying, sorting and analysing data;
- Organising data into a table, chart or graph; and
- Carrying out simple surveys to collect data.
• We should encourage children to collect simple and relevant data from

printed materials such as magazines and newspapers. Children must be
given the opportunity to gain skills in identifying, sorting and classifying the
relevant attributes of objects and events. The main focus for children in
handling data is to answer simple questions posed by themselves or others
close to them.
• The focus of this topic is on the teaching and learning of data handling for
Year 3 KBSR Mathematics. Through the activities, our pupils should be able
to collect, sort, classify and analyse data given to them. They should also be
able to use tally in organising data into table form. Children are encouraged
to carry out simple surveys to collect their own data.
Analyse Organise
Classify Sort
Collect Survey
Interpret

1. Explain how statisticians use the data handling cycle to investigate and solve
complicated issues.
2. Explain the difference between descriptive statistics and inferential statistics.
3. List out the sequence of teaching data handling to Year 3 pupils.
4. Plan a teaching and learning activity that would enable pupils to carry out a
simple survey to collect data.
Abdul Razak Othman, Daud Zakaria, & Abdullah Md Isa. (2004). Mathematics
year 3: Activity book. Kuala Lumpur: Arus Intelek.
Toh, A. (2007). Resos pembelajaran masteri: Mathematics year 3. Petaling Jaya,

Selangor: Pearson Malaysia.
Clarke, P., (2002). Maths spotlight activity sheets 1. Oxford, UK: Heinemann
Educational Publishers.

Education Asia Pte Ltd.

MODULE FEEDBACK
MAKLUM BALAS MODUL
If you have any comment or feedback, you are welcome to:
1. E-mail your comment or feedback to modulefeedback@oum.edu.my
OR
2. Fill in the Print Module online evaluation form available on myINSPIRE.
Thank you.
Centre for Instructional Design and Technology

(Pusat Reka Bentuk Pengajaran dan Teknologi )
Tel No.: 03-27732578
Fax No.: 03-26978702


HBMT2203

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

HBMT2203

Uploaded by

Copyright:

Available Formats

Faculty of Education and Languages

Copyright © Open University Malaysia (OUM)

Copyright © Open University Malaysia (OUM)

Module Writers: Chong Liep Kiong

Developed by: Centre for Instructional Design and Technology

First Edition, August 2007

Copyright © Open University Malaysia (OUM), August 2015, HBMT2203

Copyright © Open University Malaysia (OUM)

Topic 1 Whole Numbers 1

Topic 2 Multiplication and Division 24

Copyright © Open University Malaysia (OUM)

2.3 Samples of Teaching and Learning Activities 34

Copyright © Open University Malaysia (OUM)

Topic 6 Length 104

Topic 7 Mass 123

Copyright © Open University Malaysia (OUM)

7.3 Suggested Teaching and Learning Activities 128

Topic 8 Volume of Liquid 146

Topic 9 Shape and Space 162

Copyright © Open University Malaysia (OUM)

Topic 10 Data Handling 181

Copyright © Open University Malaysia (OUM)

Copyright © Open University Malaysia (OUM)

Copyright © Open University Malaysia (OUM)

COURSE GUIDE DESCRIPTION

As an open and distance learner, you should be acquainted with learning

Copyright © Open University Malaysia (OUM)

Table 1: Estimation of Time Accumulation of Study Hours

Study Activities Study Hours

Attend 3 to 5 tutorial sessions 10

Assignment(s), Test(s) and Examination(s) 20

TOTAL STUDY HOURS 120

Copyright © Open University Malaysia (OUM)

Copyright © Open University Malaysia (OUM)

TEXT ARRANGEMENT GUIDE

Self-Check: This component of the module is inserted at strategic locations

Copyright © Open University Malaysia (OUM)

Activity: Like Self-Check, the Activity component is also placed at various

References: The References section is where a list of relevant and useful

Copyright © Open University Malaysia (OUM)

TAN SRI DR ABDULLAH SANUSI (TSDAS)

Copyright © Open University Malaysia (OUM)

A good understanding of numbers is important to build the foundation for

Copyright © Open University Malaysia (OUM)

1.1 PEDAGOGICAL CONTENT KNOWLEDGE

1.1.1 Place Value

What is the place value of the number 5 in 34,856?

1.1.2 Numbers to 10,000

This is because the starting point for numeration is counting.

Sample Class Activity 1.1

Try the following activity in your class.

1. Let the pupils say numbers such as:

Copyright © Open University Malaysia (OUM)

1.1.3 Addition and Subtraction

Go through the last few years of the Arithmetic Teacher (available on

Copyright © Open University Malaysia (OUM)

Figure 1.1: The unit position

5472 5472 5472 5472

Copyright © Open University Malaysia (OUM)

Count on is similar to addition. For example,

(a) The Abacus

Figure 1.2: Parts of the abacus

Movement of a lower bead indicates 1. Movement of an upper bead indicates 5.

Copyright © Open University Malaysia (OUM)