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PERLAKSANAAN PROGRAM KHAS (PEMULIHAN)

DALAM MATEMATIK

Target Group : Students weak in Mathematics from Form 1-3

No. of students per class: maximum 15

Topics :
1. Whole Numbers
Whole numbers
6 modules
Multiplication and Division
Combined Operations

Prepared by:
WENDY WILMA CHER
SMK MARUDI

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MODULE 1

TOPIC/LEARNING LEARNING ACTIVITIES REFERENCE

OBJECTIVES OUTCOMES

WHOLE NUMBERS • Count, read and write Volume 1

1. Understand the concept i. Count, Read and write whole numbers in words Textbook
of whole numbers whole numbers. and numerals. Page 2-3

Cards – Set A : Figures : 0 - 9

Words : zero … nine

Set B : Figures : 11 – 19
Words : eleven … nineteen

Set C : Figures : 10 – 90 (in tens)

Words : ten … ninety

Suggested Activity:

1. Whole numbers consist of natural numbers and 0.

Figures 0 1 2 3 4 5 6 7 8 9

Words zero one two three four five six seven eight nine

Activity 1: (10 mins)

a. Students work in groups using cards as in Set A.
b. Students match the cards for the figures and the words.
c. Place the cards face down, a student picks a card. The students in the group read the card (whether figures
or words) then write down in words and figures of the card picked into their exercise books.

Teacher explains and reads out to the students: (5 mins)

11: eleven 12: twelve 13: thirteen 14: fourteen 15: fifteen 16: sixteen
17 : seventeen 18 : eighteen 19: nineteen

Activity 2: (10 mins)

a. Students work in groups using cards as in Set B.
b. Students match the cards for the figures and the words.
c. Place the cards face down, a student picks a card. The students in the group read the card (whether figures or
words) then write down in words and figures of the card picked into their exercise books.

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Teacher explains and reads out to the students: (5 mins)

4. Read and Write whole numbers in tens.

Figures 10 20 30 40 50 60 70 80 90

Words ten twenty thirty forty fifty sixty sevent eighty ninety
y

Activity 3: (10 mins)

a. Students work in groups using cards as in Set C.
b. Students match the cards for the figures and the words.
c. Place the cards face down, a student picks a card. The students in the group read the card (whether figures or
words) then write down in words and figures of the card picked into their exercise books.

Teacher explains and reads out to the students: (5 mins)

Eg. 25 : twenty-five

Activity 4; (25 mins)

a. Students work in groups using cards as in Set A. (2 sets of Figures only)
b. Place the cards face down, a student picks 2 cards at one time.
c. The students combine the two cards to form a two-digit figure.
d. The students in the group read the two-digit figure, then write it down and write in words into their exercise
books.

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MODULE 2

TOPIC/LEARNING LEARNING ACTIVITIES REFERENCE

OBJECTIVES OUTCOMES

WHOLE NUMBERS • Draw table for place value

1. Understand the concept ii. Identify place value • Complete the place value
of whole numbers and value of each digit table
in whole numbers.

Place Value table on a manila card/newsprint paper.

Suggested Activity:

Teacher explains:

Millions Hundred Ten Thousands Hundreds Tens Units

thousand thousand
s s

a. 2

b. 2 4

c. 2 3 6

d. 2 8 7 5

e. 2 5 4 8 1

d 2 1 3 6 5 8

e. 2 3 6 4 6 3 9

A. Teacher guides the students to read and identify the place value of the whole numbers.

Eg. (d) 2875 is read as two thousand eight hundred and seventy-five.

Identify the place value: 2 8 7 5

units

thousands tens
hundreds

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B. Teacher guides the students to state the value of the digits in the whole number.

Eg. : 2 8 7 5

units

thousands tens
hundreds

The value of the digit 2 is 2 000

The value of the digit 8 is 800
The value of the digit 7 is 70
The value of the digit 5 is 5

a. Students work in groups.

b. Each group creates whole numbers of:
2 digits eg. 39
3 digits 431
4 digits 6 073
5 digits 54 723
6 digits 963 425
7 digits 2 345 768

c. Students in the group work together to place the whole numbers into the place value table.
d. Students take turn to read the numbers and then write them down in words.

Activity 2:

Set 1 Set 2 Set 3

State the digit in the number State the place value of the State the value of the
56 983 124 underlined digit in each of underlined digit in each of
which has the place value: the following numbers: the following numbers:

1. tens 1. 856 1. 856

2. hundreds 2. 7 321 2. 7 321
3. hundred thousands
4. ten thousands
3. 9 762 3. 9 762
5. millions 4. 4 651 4. 4 651
5. 21 812 5. 21 812
6. 345 732 6. 345 732
7. 6 177 341 7. 6 177 341

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MODULE 3

TOPIC/LEARNING LEARNING ACTIVITIES REFERENCE

OBJECTIVES OUTCOMES

WHOLE NUMBERS • Estimate values, including Volume 1

1. Understand the concept iii. Round off whole that of real-life situations Textbook
of whole numbers numbers by rounding. Page 4

Cards : Set C (from Module 1)

Set D – Figures in hundreds: 100, 200, 300, … 900

Activity cards (Set 1 – 5) : Rounding off whole numbers to the nearest tens, hundreds, thousands, ten
thousands, hundred thousands.

Suggested Activity:

Teacher explains:

1. Estimation: In our daily life, we often use rounding off or approximation to give an estimation to the actual
value.
For example: Ahmad weighs 49 kg. He is about 50 kg.
49 is rounded off to 50 to approximate Ahmad’s actual mass.
Therefore, we can say that Ahmad’s mass is approximately equal to 50 kg.

2. Tips: If the digit to the right of the one to be rounded off is

i. Less than 5, then retain the digit to be rounded off and replace all the digits to its right with zeros.
ii. 5 or greater than 5, then add 1 to the digit to be rounded off and replace all the digits to its right with
zeros.

Examples:

a. Rounding off to the nearest tens.:

21 - 20
Less than 5 22 - 20
23 - 20
24 - 20

25 - 30

6
26 5
5 or greater than - 30
27 - 30
28 - 30
29 - 30

Place value is 4 is less than 5.

Hundreds. Retain 7 and replace all the digits to the right of 7 with zeros.

Place value is 7 is greater than 5.

Hundreds. Add 1 to 2 and replace all the digits to the right of 2 with zeros.

Activity: (40 mins)

1. Each group is given a set of whole numbers to be rounded off to the nearest tens, hundreds, thousands, ten
thousands and hundred thousands.

SET 1 SET 2 SET 3

Round off the following Round off the following Round off the following
whole numbers to the nearest whole numbers to the nearest whole numbers to the nearest
tens: hundreds: thousands:

21. 64 11. 264 1. 2 364

22. 85 12. 485 2. 3 585
23. 97 13. 997 3. 8 997
24. 546 14. 2 546 4. 10 546
25. 768 15. 5 768 5. 23 768
26. 901 16. 8 901 6. 99 901
27. 4 572 17. 34 572 7. 164 572
28. 67 825 18. 67 825 8. 467 825
29. 296 334 19. 296 334 9. 6 050 008
30. 745 996 20. 680 900 10. 4 245 806

SET 4 SET 5
Round off the following Round off the following
whole numbers to the nearest whole numbers to the nearest
ten thousands: hundred thousands:

41. 24 864 31. 324 564

42. 87 269 32. 850 859
43. 99 901 33. 971 908
44. 324 546 34. 546 543
45. 680 768 35. 6 800 082
46. 747 901 36. 9 193 003
47. 994 572 37. 4 572 812
48. 2 673 825 38. 6 825 823 7
49. 8 296 334 39. 2 334 045
50. 6 050 996 40. 2 945 806
Name: __________________________ Date : ____________________

TEST:
Marks:
WHOLE NUMBERS

Counting, Reading and Writing Whole Numbers

Rounding Off Whole Numbers

1. Write the following numbers in words.

a. 36 _____________________________________________________________________________
b. 457 ____________________________________________________________________________
c. 1 829 __________________________________________________________________________
d. 76 808 ________________________________________________________________________
________________________________________________________________________
e. 400 500 _______________________________________________________________________
_______________________________________________________________________
f. 80 000 003 ____________________________________________________________________
____________________________________________________________________

2. Write each of the following in figures:

a. Nine hundred and thirty-seven _____________________________
b. Twenty-eight thousand and forty ___________________________
c. Five hundred and six thousand, one hundred and two
________________________________
d. Three million, two hundred thousand and nine
_______________________________________

3. State the digit in the number 5 608 913 which has the place value :
a. tens ____________________

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b. units ____________________
c. hundred thousands ____________________
d. thousands ____________________
e. ten thousands ____________________
f. millions ____________________

4. State the place value of the underlined digit in each of the following numbers.
a. 8 304 _______________________
b. 51 729 _______________________
c. 2 485 007 _______________________
d. 3 921 146 _______________________
e. 3 456 789 _______________________

5. Write the value of the digit 6 in the following numbers.

a. 216 _______________________
b. 6 943 _______________________
c. 45 762 _______________________
d. 124 677 _______________________
e. 6 075 204 _______________________

6. Round off
a. 43 056 to the nearest tens _________________________
b. 728 841 to the nearest thousands _________________________
c. 531 963 to the nearest ten thousands _________________________
d. 37 268 to the nearest hundreds _________________________

_________________________

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MODULE 4

TOPIC/LEARNING LEARNING ACTIVITIES REFERENCE

OBJECTIVES OUTCOMES

WHOLE NUMBERS • Explore addition and Volume 1

2. Perform computations i. Add whole numbers. subtraction using standard Textbook
involving addition and ii. Subtract whole algorithm (rules of Page 6 - 8
subtraction of whole numbers. calculations).
numbers. • Addition and subtraction
should begin with two
numbers.
• Emphasise that subtraction
is the inverse of addition.

Suggested Activity:

1. Addition is a process of finding the total of two or more numbers.

The total is called the sum. Sum, Total

Tips; Line up the numbers according to their place values. Add the digits in the order of units, tens, hundreds
and so on.

2. Subtraction is a process of finding the difference between two numbers.

Subtract, Minus,
See Example 7 & 8, Volume 1 Textbook, page 7, 8 Difference

Activity 1:

1. Teacher distributes worksheet 1 to the students.

2. Students work individually.

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WORKSHEET 1 Name: ___________________ Date: ______________

a. 4 494 b. 2 841 c. 7 777 d. 19 602

+ 809 + 5 098 777 74 659
+ 77 + 2 153
_______ _______
_______ ________

a. 47 235 b. 61 007 c. 84 848 d. 22 333

- 954 - 8 128 - 48 884 - 17 490

c. 573 826 - 29 405 = ______________

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d. 465 782 - 382 059 = _____________

5. Calculate:

MODULE 5

TOPIC/LEARNING LEARNING ACTIVITIES REFERENCE

OBJECTIVES OUTCOMES

WHOLE NUMBERS • Explore multiplication and Volume 1

division using standard Textbook
3. Perform computations i. Multiply two or more algorithm (rules of Page 10 - 11
involving multiplication whole numbers. calculations).
and division of whole ii. Divide a whole • Emphasise that:
numbers. number by a smaller - the quotient of a number
whole number. divided by zero is
undefined.
- the quotient of zero
divided by any number
(except zero) is zero.

Suggested Activity:

1. Multiplication is a process of repeated addition. Multiply,

times,
product
See Example 10, Volume 1 Textbook, page 10

2. Division is equal gathering or equal sharing.

6 ÷ 2 = 3 called the quotient.

The number we divide

by is called the divisor.
The number into
which it is divided is
called the dividend.

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See Example 12, Volume 1 Textbook, page 11

Activity1: 1. Teacher distributes worksheet 2 to the students.

2. Students work individually.

a. 587 b. 144 c. 101 d. 318

x 7 x 44 x 101 x 153

a. 6 354 x 86 =

b. 271 x 721 =

c. 1 263 x 258 =

a. b. c.

5 ) 720 8 ) 728 12 ) 756

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4. Find the remainder of each of the following:

a. 157 ÷ 9 = ____________________

b. 835 ÷ 11 = ____________________

c. 659 ÷ 20 = ____________________

MODULE 6

TOPIC/LEARNING LEARNING ACTIVITIES REFERENCE

OBJECTIVES OUTCOMES

WHOLE NUMBERS • Emphasise on the order of Volume 1

operations and the use of Textbook
4. Perform computation i. Perform computations brackets. Page 13 -14
involving combined involving any
operations of addition, combination of
multiplication and multiplication and
division of whole division of whole
numbers. numbers, including the
use of brackets.

Suggested Activity:

• To perform computations with more than one operation, always work the calculations within the brackets
first.
• Then, perform the multiplications or divisions before the additions and subtractions, working from left to
right.

Tips: B O D M A S

Subtraction

Power of Division
Multiplication

See Example 14, 15, 16, 17, Volume 1 Textbook, Page 13 -14

Activity 1:

1. Teacher distributes worksheet 3 to the students.

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2. Students work individually.

WORKSHEET 3 Name: ___________________ Date: ______________

COMBINED OPERATIONS:

b. 360 521 + 584 776 - 71 463

c. 54 x 32 ÷ 12

d. 6 328 ÷ 28 x 33

2. Find the value of each of the following:

a. 346 + 17 x 40 - 79

b. 1 452 ÷ 11 - 8 x 15 + 438

c. 34 (272 ÷ 16)

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