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TAKE HOME EXAMINATION

<SEMESTER / TAHUN >

SEMESTER JANUARI 2022

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HBMT 3103

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TEACHING OF ELEMENTARY MATHEMATICS PART III

NO. MATRIKULASI : 980819035954001

NO. KAD PENGNEALAN : 980819035954
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Part A

1.(a) (i) - Mentally align the whole numbers in the place value chart and the decimal
numbers in the decimal place chart.
- Read the whole number.
- Use decimal point and read the decimal place value as you read the whole
number.
- End by reading the last decimal place valve where the numbers end.
- Example: Read 23.67
a) Mentally align the numbers
Hundred Ten Thousands Hundreds Tens Ones
Thousand Thousands
2 3

and
Tenths Hundredths
1 /10 1 / 100
6 7

b) You read it as thirty five and sixty three hundredths.

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1.(b) Converting fractions to decimals
(i) Place the decimal point after the number of the numerator.
(ii) Attach the zeros as needed after the decimal point.
(iii) Divide the numerator by the denominator using long division.
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- Example: Convert to decimal number.
5

To convert decimals to fractions, follow the three steps are:

(i) Write the numerator as a whole number.
(ii) Write the denominator as power of tens with the number of zeros depending
on how many places there are after the decimal point.
(iii) Reduce the fraction to its simplest form.

- Example: Convert 0.5 and 0.85 to fractions.

Move one decimal place to the right

5
0.5 =
10

1
=
2

Move two decimal places to the right

85
0.85 =
100

17
=
20

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2.(b) - Step 1: Convert centimetre to metre by using division (Divide the number by 100).
- Step 2: Add the numbers which are of the same unit of measurement (metres).
- Step 3: Assign the units to the number.
- Example:
6 m 4 cm = cm Convert from metre (m) to centimetre (cm), divide by 100.
4 cm = 4 ÷ 100 = 0.04 m Then add the numbers which have the same unit of measurement.
6 m + 0.04 m = 6.04 m Assign the units in metres to the number.

2.(b) - Step 1: Convert millimetre to centimetre by using division (Divide the number by
10).
- Step 2: Add the numbers which are of the same unit of measurement (centimetre).
- Step 3: Assign the unit to the number.
- Example:
6 cm 4 mm = cm Convert from millimetre (mm) to centimetre (cm), divide by 10.
4 mm = 4 ÷ 10 = 0.4 cm Then add the numbers which have the same unit of measurement.
6 cm + 0.4 m = 6.4 cm Assign the units in centimetres to the number.

1) - Step 1: Convert centimetres to millimetres using multiplication.

- Step 2: Then, add the millimetres.
- Example:
3.2 cm 7 mm = mm Convert centimetres (cm) to millimetres,
3.2 cm = 3.2 x 10 = 32 mm multiply by 10. Then add the numbers
32 mm + 7 mm = 39 mm which have the same unit (millimetres).

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Part B
1) Activity in the class:
- Explain to the class that a gram is a metric unit of measurement that you can use to
measure the mass, or weight, of an object.
- List some things that are usually measured in grams. Great examples are baking
ingredients like sugar and flour.
- Ask students to share any times they've noticed the weight of an object recorded in
grams.
- Show the class a balance scale, and let them know that this type of scale is used to
measure the mass of small items.
- Write "grams (g)" and "kilograms (kg)" on the board. Explain that these will be the
units of measurement involved in the upcoming activity. 1gram weighs about as much
as one large paper clip, and one kilogram (which is equal to 1,000 grams and roughly
equal to 2.2 pounds) weighs about as much as 1,000 large paper clips.
- Place the gram weight or paper clip onto one of the pans.
- Ask a student to locate a classroom item that she believes weighs more than one gram.
Have her place the item onto the other pan.
- Explain that the heavier item will make its pan drop lower. Record how heavy the
student's item is relative to one gram (less than, equal to, or more than) on the board.
(This will be the first entry in a list of records, so make sure to leave plenty of space
below it.)
- Replace the student's item with a penny and record the results.
- Pause for a few minutes to have a class discussion about the results thus far.
- Replace the gram weight with the kilogram weight.
- Ask a different student to locate an item that seems heavier than one kilogram. Have
her replace the penny with it, then record the results.

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When adding two or more masses in kilogram and gram, you have to add according to
their units. Hence, if mass is less than 1000g, write it as it is for the answer. If the
mass is more or equal than 1000g, convert gram to kilogram (1000 g=1 kg) and add
the units in kilogram.

15 kg 500g
+ 23 kg 600g
38 kg 1100g
+ 1 kg 1000 g (-)
39 kg 100g

First, add the gram followed by kilogram. 1100g-1000g (1 kg) = 100g

Add 1 kg + 38 kg = 39 kg.

15 kg 500 g + 23 kg 600 g = 39 kg 100 g

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2) The perimeter is the total length around a 2D shape and the area is to measure the
sizes of these shapes in the measurement units such as centimetres and metres.
Activity:
- Teacher prepared graph paper, ¼ " works best, for each student. Post-it notes for
each pair of students with the perimeter they will work on. Prepare a graph paper
with introductory rectangles already sketched and labeled.
- Allow students to think, pair, share situations in which we would use perimeter in
our daily lives. Draw two different rectangles on the board and ask the students if
there is any way that these two rectangles could have the same perimeter.
- Explain we could start with a side of 1 unit. Since rectangles have opposite sides
that are parallel and equal, the other side of the rectangle must be 1 unit. If we
know the perimeter is a total of 16 units and we have used 2 units (1 unit on each
side), then what does the length of the rectangle need to be? [7 units] Count out
the units with your students and emphasize that opposite sides are parallel and
equal. Label the sides of the rectangle and write out the units.

=1 unit + 1 unit + 7 units + 7 units

= 2 units + 14 units
= 16 unit