Attribution Non-Commercial (BY-NC)

56 views

Attribution Non-Commercial (BY-NC)

- Structured Curriculum Lesson Plan Day: 059 Subject: Mathematics Grade Level:
- Module 5
- math i can statements
- Multiplication of Integers
- Reverse Engineering for Beginners
- mathjeopardy
- Abu Lokman
- Rancangan Pengajaran Tahunan Mt5 2010
- 5icanmathposter
- Lecture1 - Number Systems
- Bklt Math 3prim Term2
- Synopsis 123
- 1499397937
- asher te 801 f14 project 2 part 1
- Four Basic Operations of Arithmetic
- cbemath15paraplan
- EASA Module 1 Assignment
- team1lessonplan
- lesson 2 2 multiply decimal numbers
- 59_VHDL

You are on page 1of 15

DALAM MATEMATIK

No. of students per class: maximum 15

Topics :

1. Whole Numbers

Whole numbers

Addition and Subtraction

6 modules

Multiplication and Division

Combined Operations

Prepared by:

WENDY WILMA CHER

SMK MARUDI

1

MODULE 1

OBJECTIVES OUTCOMES

1. Understand the concept i. Count, Read and write whole numbers in words Textbook

of whole numbers whole numbers. and numerals. Page 2-3

Words : zero … nine

Set B : Figures : 11 – 19

Words : eleven … nineteen

Words : ten … ninety

Suggested Activity:

Figures 0 1 2 3 4 5 6 7 8 9

Words zero one two three four five six seven eight nine

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.

11: eleven 12: twelve 13: thirteen 14: fourteen 15: fifteen 16: sixteen

17 : seventeen 18 : eighteen 19: nineteen

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.

2

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

Figures 10 20 30 40 50 60 70 80 90

Words ten twenty thirty forty fifty sixty sevent eighty ninety

y

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.

Eg. 25 : twenty-five

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.

3

MODULE 2

OBJECTIVES OUTCOMES

1. Understand the concept ii. Identify place value • Complete the place value

of whole numbers and value of each digit table

in whole numbers.

Suggested Activity:

Teacher explains:

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.

units

thousands tens

hundreds

4

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

Eg. : 2 8 7 5

units

thousands tens

hundreds

The value of the digit 8 is 800

The value of the digit 7 is 70

The value of the digit 5 is 5

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:

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:

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

5

MODULE 3

OBJECTIVES OUTCOMES

1. Understand the concept iii. Round off whole that of real-life situations Textbook

of whole numbers numbers by rounding. Page 4

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.

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:

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

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

Answer: 2 700

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

Answer: 3 000

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

thousands and hundred thousands.

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:

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:

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

Rounding Off Whole Numbers

a. 36 _____________________________________________________________________________

b. 457 ____________________________________________________________________________

c. 1 829 __________________________________________________________________________

d. 76 808 ________________________________________________________________________

________________________________________________________________________

e. 400 500 _______________________________________________________________________

_______________________________________________________________________

f. 80 000 003 ____________________________________________________________________

____________________________________________________________________

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 ____________________

8

b. units ____________________

c. hundred thousands ____________________

d. thousands ____________________

e. ten thousands ____________________

f. millions ____________________

4. State the place value of the underlined digit in each of the following numbers.

a. 8 304 _______________________

b. 51 729 _______________________

c. 2 485 007 _______________________

d. 3 921 146 _______________________

e. 3 456 789 _______________________

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 _________________________

_________________________

9

MODULE 4

OBJECTIVES OUTCOMES

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:

Add, Plus,

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.

Subtract, Minus,

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

Activity 1:

2. Students work individually.

10

WORKSHEET 1 Name: ___________________ Date: ______________

+ 809 + 5 098 777 74 659

+ 77 + 2 153

_______ _______

_______ ________

- 954 - 8 128 - 48 884 - 17 490

11

d. 465 782 - 382 059 = _____________

5. Calculate:

MODULE 5

OBJECTIVES OUTCOMES

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:

times,

product

See Example 10, Volume 1 Textbook, page 10

The answer is

6 ÷ 2 = 3 called the quotient.

by is called the divisor.

The number into

which it is divided is

called the dividend.

12

See Example 12, Volume 1 Textbook, page 11

2. Students work individually.

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.

13

4. Find the remainder of each of the following:

a. 157 ÷ 9 = ____________________

b. 835 ÷ 11 = ____________________

c. 659 ÷ 20 = ____________________

MODULE 6

OBJECTIVES OUTCOMES

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

subtraction, addition, subtraction,

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

Brackets Addition

Power of Division

Multiplication

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

Activity 1:

14

2. Students work individually.

COMBINED OPERATIONS:

c. 54 x 32 ÷ 12

d. 6 328 ÷ 28 x 33

a. 346 + 17 x 40 - 79

b. 1 452 ÷ 11 - 8 x 15 + 438

c. 34 (272 ÷ 16)

15

- Structured Curriculum Lesson Plan Day: 059 Subject: Mathematics Grade Level:Uploaded bymonstermommy
- Module 5Uploaded byMadiha Hasnat
- math i can statementsUploaded byapi-196357091
- Multiplication of IntegersUploaded byMarinella Leviste Guda
- Reverse Engineering for BeginnersUploaded byfredschk
- mathjeopardyUploaded byapi-365966855
- Abu LokmanUploaded byAidil Roslan
- Rancangan Pengajaran Tahunan Mt5 2010Uploaded byKesavan
- 5icanmathposterUploaded byapi-196928388
- Lecture1 - Number SystemsUploaded byJoyTan1105
- Bklt Math 3prim Term2Uploaded byJFJannah
- Synopsis 123Uploaded byPradeep Singh
- asher te 801 f14 project 2 part 1Uploaded byapi-240553765
- 1499397937Uploaded byTam Rain
- Four Basic Operations of ArithmeticUploaded byYik Tze Choo
- cbemath15paraplanUploaded byapi-280556540
- EASA Module 1 AssignmentUploaded byrealbutthole3541
- team1lessonplanUploaded byapi-302576557
- lesson 2 2 multiply decimal numbersUploaded byapi-269016765
- 59_VHDLUploaded bySivakumar Soubraylu
- math differentiated lessonUploaded byapi-314705088
- vocabulary cards 5th grade a thru lUploaded byapi-339756188
- Gelfand Algebra SolutionsUploaded byTimothy Nguyen
- add two-digit numberUploaded byapi-376186426
- Add Subtract Scientific NotationUploaded byRaym Calleja
- math-g6-m2-student-materials.pdfUploaded byGilbert Sulayman Hong
- d le interactive lesson multiplying integers pdfUploaded byapi-464597989
- DLL_MATHEMATICS 5_Q1_W9.docxUploaded byMark Angel Moreno Lpt
- Cts Model Questions 1(Aug 19)Uploaded byshiningstar Pushkala
- Math ExpressionsUploaded byFarhan Fadillah

- Yearly Plan Maths Form 4Uploaded byJiaJia Lau
- Line and Plane in 3DUploaded byJiaJia Lau
- Chapter 7 StatisticsUploaded byJiaJia Lau
- Probability 1Uploaded byJiaJia Lau
- Writing - Speech 1EUploaded byJiaJia Lau
- WritingUploaded byJiaJia Lau
- Coordinate-Geometry-Doc.docxUploaded byJiaJia Lau
- 4SC MM QUIZ (CHAPTER 5).docxUploaded byJiaJia Lau
- Chapter 3 Diagnostic TestUploaded byJiaJia Lau
- Statistics-III-Form-4.docxUploaded byJiaJia Lau
- MODUL SINARAN PAGI AM 2018.docxUploaded byJiaJia Lau
- Indices and LogarithmUploaded byJiaJia Lau
- Reinforcement Exercises Indices and LogarithmsUploaded byJiaJia Lau
- Ch 6Uploaded byJiaJia Lau
- Ch 7Uploaded byJiaJia Lau
- FunctionsUploaded byJiaJia Lau
- Ch 4Uploaded byJiaJia Lau
- Ch 3Uploaded byJiaJia Lau
- Ch 8Uploaded byJiaJia Lau
- Ch 1Uploaded byJiaJia Lau
- Novel NotesUploaded byJiaJia Lau
- PHRASAL VERBS LIST.docxUploaded byJiaJia Lau
- Journey to the Centre of the EarthUploaded byJiaJia Lau
- Adjective ManUploaded byJiaJia Lau
- Match the IdiomsUploaded byJiaJia Lau
- Commonly Confused WordsUploaded byJiaJia Lau

- SSC Maths Mains Model paper 1Uploaded byबी० के० शर्मा
- SuccessMaker Default Maths Scope and SequenceUploaded byJoseph Ramses
- Special Right TrianglesUploaded byslange7043
- gr 8 module 1 integer exponents and scientific notation stu wkbkUploaded byapi-367865249
- Law of CosinesUploaded byjoeven64
- (EBOOK - ENG) Isaac Newton - UNIVERSAL ARITHMETICK (Raphson, 1720).pdfUploaded byrobergto
- Class 10 Mathematics 2013 Solutions 2Uploaded bynewtonfogg123
- gr11_pre-calculus.pdfUploaded byJud D. Lopez
- 1. EASA PART 66 GUIDE_ EASA Part 66 _ Mathematics QuestionUploaded byRanjeev Mahan
- 9 CHAPUploaded byprick0
- TrigUploaded byShiwanka Handapangoda
- 1st qtr wkshtsUploaded byapi-316781445
- math12 5Uploaded byapi-244609939
- Techniques of IntegrationUploaded byerkaninho
- VELS 4.5+ Measurement Post-Test SHPS Grade 5/6Uploaded byBlog_with_Mr_Rob
- Algebra 2 CST Preparation 1Uploaded bysobre1982
- 9 Sa1 Maths Sample Paper2Uploaded byShashankAnil
- Co-ordinate geometryUploaded byDeepak Ehn
- Formula 2 PfUploaded byAnwar Hossain
- Expatiated MathematicsUploaded byHasani Oriel Maphophe
- Cambridge 3 Unit Mathematics Year 11Uploaded bySiddharth Sankaran
- Unit 1Uploaded bycooooool1927
- Revision 5 Circle TheoremsUploaded byMarisa Vetter
- Plane and Solid Geometry Rev 1-20Uploaded bySheila Mae Guad
- Olym MathUploaded byjulian arif
- Civil 3D, the ModernUploaded byCarlos Macedo Carvalho
- Trigonometry for IIT JEEUploaded byblue_l1
- straight lineUploaded byapi-278074538
- ieep209.pdfUploaded bysili giniling
- Speedmaths ShortcutsUploaded byDeepak Verma