KDPM MT-ELECTIVE unit 2

1.1 Samples of Teaching and Learning Activities for Whole Numbers

There are many good ways to teach the concept of numbers. However, you must bear in mind that young children’s experiences in learning mathematics should be active, multi-sensory, challenging, practical and relevant. The following activities are samples to guide you to generate more creative and practical ideas in teaching the topic in your own class.

Activity 1: One-to-One Matching

Children’s Learning Outcomes:

To classify objects by their physical attributes. To compare two sets of objects by one-to-one matching and hence determine

the relationships: as many as; not as many as; more than; fewer than.

Materials:

6 cups and 6 saucers 5 spoons and 3 forks a collection of 4 red buttons and 6 blue buttons.

Procedures:

1. Pupils match the saucers and the cups by putting one saucer into one cup. Teacher poses the following questions to build the concept of one-to-one matching : “Match the cups with the saucers.” “Is there a saucer for each cup?” “Tell whether there are more, fewer, or as many saucers as the cups.”

2. Pupils match the forks and the spoons by putting one fork with one spoon side by side. Teacher poses the following questions to build the concept of one-to-one matching: “Match the forks with the spoons.” “Is there a spoon for each fork?” “Tell whether there are more, fewer, or as many spoons as the forks.”

3. Pupils classify the buttons into two sets of different colours. Teacher poses the following questions to build the concept of one-to-one matching: “Put all buttons of the same colour together.” “Are there as many red buttons as there are blue buttons?” “Tell whether there are more, fewer, or as many red buttons as the blue buttons.”

Activity 2: Early Number Experience

Children’s Learning Outcomes:

to recognise and name numbers 1 to 10. to arrange numbers 1 to 10 in order.

Materials:

Picture cards / dot cards (with 1 – 10 objects / dots) Envelopes with numerals 1 – 10 written on them.

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KDPM MT-ELECTIVE unit 2

. . . . . .

Procedures:

1. Teacher mixes the picture/dot cards. Pupils are asked to sort out the picture/dot cards and put them in the correct envelopes.

2. Pupils arrange the envelopes in order. Teacher asks pupils to take out the cards to check whether they have the correct sequence.

3. Pupils play the “Number Game” in pairs according to the following rules:

Two players arrange envelopes with numerals 1-5 in the correct sequence.

Player A shuffles the envelopes and hold them out face downwards to player B.

Player B takes a card without letting A sees it. A then checks the cards and says which card is missing. B shows the cards to check A’s prediction. A & B interchange their roles.

4. Repeat the game with numerals 1-10.

Activity 3: Rounding Numbers

Children’s Learning Outcomes

To round any number to the nearest ten, hundred, thousand and ten thousand.

Materials :

Number lines model

Procedures:

1. Teacher guides pupils to round numbers to the nearest ten, hundred, and thousand. Examples:

Round 53 to the nearest 10

53 50

57

1 2 3 10

1 2 3 4 5

50 60

53

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KDPM MT-ELECTIVE unit 2

Round 472 to the nearest hundred.

472 500

Round 6 590 to the nearest thousand.

6 590 7 000

Round 24 395 to the nearest ten thousands.

24 395 20 000

2. Pupils discuss in small groups, open-ended problems such as: “What numbers will be 70 after rounding to the nearest ten?”

3. Pupils discuss the following problem in small groups.

58

500400

472

6 000 7 000

6 590

20 000 30 000

24 395

450

6 500

25 00024 000

6 600

Round 749 to the nearest hundred.

To solve the above problem, Asrul argues that:

749 rounded to the nearest ten is 750; then 750 rounded to the nearest hundred is 800. Therefore, 749 800 after rounding to the nearest hundred.

What’s wrong with Asrul’s reasoning?