perlaksanaan program khas

8/6/2019 Perlaksanaan Program Khas

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PERLAKSANAAN PROGRAM KHAS (PEMULIHAN)

UNTUK MEMBANTU PELAJAR YANG LEMAH

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

Addition and Subtraction

Multiplication and DivisionCombined Operations

Prepared by:

WENDY WILMA CHER

SMK MARUDI

1

6 modules


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MODULE 1

TOPIC/LEARNING

OBJECTIVES

LEARNING

OUTCOMES

ACTIVITIES REFERENCE

WHOLE NUMBERS

1. Understand the conceptof whole numbers i. Count, Read and writewhole numbers.

Count, read and write

whole numbers in wordsand numerals.

Volume 1

TextbookPage 2-3

Preparation: (Teaching Aids)

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:

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

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

2. The ten figures shown above are known as digits.

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 figuresor words) then write down in words and figures of the card picked into their exercise books.

3. Read and Write two digit numbers 11 -19:


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 orwords) then write down in words and figures of the card picked into their exercise books.

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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

y

eighty ninety


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.

5. Read and Write two digit numbers 21 99.


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

OBJECTIVES

LEARNING

OUTCOMES


WHOLE NUMBERS1. Understand the concept

of whole numbers

ii. Identify place value

and value of each digit

in whole numbers.

Draw table for place value Complete the place value

table


Place Value table on a manila card/newsprint paper.

Suggested Activity:

Teacher explains:

Each digit of a number has a place value.

Millions Hundred

thousand

s

Ten

thousand

s

Thousands Hundreds Tens Units

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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MODULE 3

TOPIC/LEARNINGOBJECTIVES LEARNINGOUTCOMES ACTIVITIES REFERENCE

WHOLE NUMBERS

1. Understand the conceptof whole numbers

iii. Round off wholenumbers

Estimate values, includingthat of real-life situations

by rounding.

Volume 1

TextbookPage 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 Ahmads actual mass.

Therefore, we can say that Ahmads mass is approximately equal to 50 kg.

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

Examples:

a. Rounding off to the nearest tens.:

21 - 20

22 - 20

23 - 20

24 - 20

25 - 30

6

Roundedofftothenearesttens.

Less than 5


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26 - 30

27 - 30

28 - 30

29 - 30

b. Round off 2 748 to the nearest hundred.

Place value is 4 is less than 5.

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

Answer: 2 700

c. Round off 2 748 to the nearest hundred.

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.

Answer: 3 000

Activity: (40 mins)

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

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5 or greater than 5

SET 1Round off the following

whole numbers to the nearest

tens:

21. 64

22. 85

23. 97

24. 546

25. 768

26. 901

27. 4 572

28. 67 82529. 296 334

30. 745 996



hundreds:

11. 264

12. 485

13. 997

14. 2 546

15. 5 768

16. 8 901

17. 34 572

18. 67 82519. 296 334

20. 680 900



thousands:

1. 2 364

2. 3 585

3. 8 997

4. 10 546

5. 23 768

6. 99 901

7. 164 572

8. 467 8259. 6 050 008

10. 4 245 806

SET 4Round off the followingwhole numbers to the nearest

ten thousands:

41. 24 864

42. 87 269

43. 99 901

44. 324 546

45. 680 76846. 747 901

47. 994 572

48. 2 673 825

49. 8 296 33450. 6 050 996

SET 5Round off the followingwhole numbers to the nearest

hundred thousands:

31. 324 564

32. 850 859

33. 971 908

34. 546 543

35. 6 800 08236. 9 193 003

37. 4 572 812

38. 6 825 823

39. 2 334 04540. 2 945 806


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Name: __________________________ Date : ____________________

TEST:

WHOLE NUMBERS

Counting, Reading and Writing Whole NumbersRounding Off Whole Numbers

Answer all questions:

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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Marks:


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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/LEARNINGOBJECTIVES

LEARNINGOUTCOMES


WHOLE NUMBERS

2. Perform computationsinvolving addition and

subtraction of wholenumbers.

i. Add whole numbers.ii. Subtract whole

numbers.

Explore addition andsubtraction using standard

algorithm (rules of

calculations). Addition and subtraction

should begin with two

numbers.

Emphasise that subtraction

is the inverse of addition.

Volume 1

TextbookPage 6 - 8

Suggested Activity:

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

The total is called the sum.

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

and so on.

See Example 5 & 6, Volume 1 Textbook, page 6.

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

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

Activity 1:

1. Teacher distributes worksheet 1 to the students.2. Students work individually.

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Add, Plus,Sum, Total

Subtract, Minus,Difference


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WORKSHEET 1 Name: ___________________ Date: ______________

ADDITION & SUBTRACTION:


1. Find the value of each of the following:

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

+ 809 + 5 098 777 74 659

+ 77 + 2 153

_______ _______

_______ ________

2. Calculate the following:

a. 20 436 + 8 593 + 79 645 = ________________b. 6 262 + 45 554 + 7 399 = ________________

c. 12 579 + 8 816 + 109 749 = ________________

d. 39 009 + 5 064 + 77 958 = ________________

3. Solve the following:

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

- 954 - 8 128 - 48 884 - 17 490

________ _______ _______ _______

4. Find the value of the following:

a. 4 123 - 3 745 = ________________

b. 80 654 - 62 197 = ______________

c. 573 826 - 29 405 = ______________

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d. 465 782 - 382 059 = _____________

5. Calculate:

a. 71 054 - 8 299 - 351 = ______________

b. 428 300 - 57 882 - 93 759 = _____________

MODULE 5

TOPIC/LEARNING

OBJECTIVES

LEARNING

OUTCOMES


WHOLE NUMBERS

3. Perform computationsinvolving multiplication

and division of whole

numbers.

i. Multiply two or morewhole numbers.

ii. Divide a whole

number by a smallerwhole number.

Explore multiplication and

division using standard

algorithm (rules ofcalculations).

Emphasise that:

- the quotient of a number

divided by zero is

undefined.

- the quotient of zero

divided by any number(except zero) is zero.

Volume 1

Textbook

Page 10 - 11

Suggested Activity:

1. Multiplication is a process of repeated addition.

See Example 10, Volume 1 Textbook, page 10

2. Division is equal gathering or equal sharing.

6 2 = 3

12

Multiply,

times,product

The answer is

called the quotient.

The number we divideby is called the divisor.

The number intowhich 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.


MULTIPLICATION & DIVISION:


1. Find the products of the following:

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 =

3. Find the quotient of the following:

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

OBJECTIVES

LEARNING

OUTCOMES


WHOLE NUMBERS

4. Perform computation

involving combined

operations of addition,

subtraction,

multiplication and

division of whole

numbers.

i. Perform computations

involving any

combination of

addition, subtraction,

multiplication and

division of whole

numbers, including theuse of brackets.

Emphasise on the order of

operations and the use of

brackets.

Volume 1

Textbook

Page 13 -14

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 AdditionPower 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.


COMBINED OPERATIONS:



a. 8 527 - 6 473 + 1 068

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)

d. (173 - 58) 5 + 8 (29 - 9)

e. 504 (2 x 7 + 10) + (16)(9)

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