RUKUN NEGARA
Bahawasanya Negara Kita Malaysia

mendukung cita-cita hendak:

Mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya;

Memelihara satu cara hidup demokrasi;

Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;

Menjamin satu cara yang liberal terhadap
tradisi-tradisi kebudayaannya yang kaya dan pelbagai corak;

Membina satu masyarakat progresif yang akan menggunakan
sains dan teknologi moden.

MAKA KAMI, rakyat Malaysia,
berikrar akan menumpukan

seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut
berdasarkan prinsip-prinsip yang berikut:

KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN

(Sumber: Jabatan Penerangan, Kementerian Komunikasi dan Multimedia Malaysia)

RUKUN NEGARA.indd   1 4/10/16   8:55 PG
Dewan Bahasa dan Pustaka
Kuala Lumpur

2018

Writers
Marzita binti Puteh

Chan Yook Lean
Gobi a/l Krishnan

Illustrator
Wong Chi Ming

Editors
Asmahanim binti Ab Rahman

Nor Azita binti Umar
Nurul Shaheza binti Zamri

Graphic Designers
Aini binti Abd. Hamid

Awaludin bin Mohd Arof

YEAR
PART 1

3

Translators
Kamariah binti Bujang

Wan Noor Adzmin binti Mohd Sabri

STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL (REVISED 2017)
DUAL LANGUAGE PROGRAMME
KEMENTERIAN
PENDIDIKAN
MALAYSIA

Serial No: 0034 acknowledgements

The Ministry of Education would like to
express its appreciation for the contributions
made by the following:

• The Panel of Evaluators,
 Textbook Division,
 Ministry of Education.

• Officers of the Textbook Division and
Curriculum Development Division,

Ministry of Education.

• The Panel of Evaluators,
 Dewan Bahasa dan Pustaka.

• Officers of the English Language Teaching
Centre (ELTC),

Teacher Education Division,

Ministry of Education.

• Bank Negara Malaysia.

• SK Taman Tun Dr. Ismail 1,
 Kuala Lumpur.

• SK Pengkalan Rinting, Johor.

• All parties involved in the process of

publishing this book.

KK 513-221-0102021-49-2217-20101
ISBN 978-983-49-2217-7

First Printing 2018
© Ministry of Education Malaysia 2018

All Rights Reserved. No parts of this publication
may be reproduced or transmitted in any form
or by any means, electronic or mechanical,
including photocopying, recording or any
information storage and retrieval system
without permission in writing from the Director
General of Education, Ministry of Education
Malaysia. Negotiation is subject to the
calculation of royalty or honorarium.

Published for the Ministry of Education Malaysia
by:
Dewan Bahasa dan Pustaka,
Jalan Dewan Bahasa,
50460 Kuala Lumpur.
Telephone: 03-21479000 (8 hunting lines)
Facsimile: 03-21479643
Website: http://www.dbp.gov.my

Design and Typeset:
Dewan Bahasa dan Pustaka

Text Typeface: Azim
Text Size: 16 point

Printed by:
Percetakan Rina Sdn. Bhd.,
Lot 45, Persiaran Mewah,
Bandar Tun Razak,
56000 Cheras,
Kuala Lumpur.
Saiz sebenar

iii

CONTENTS

NUMBERS UP TO 10 000  1

RECOGNISE AND WRITE NUMBERS   2

MIND CHALLENGE  3

EXPLORE NUMBERS                                                   5

COMPARE NUMBERS  9

FUN PROJECT  10

ARRANGE AND COUNT NUMBERS                                      1 1

FUN PROJECT  14

ESTIMATE MORE OR LESS  15

ROUND OFF NUMBERS  17

MIND CHALLENGE 19

NUMBER PATTERNS  20

SOLVE THE PROBLEMS 22

FUN TIME 26

1
 PREFACE       v

ADDITION, SUBTRACTION, MULTIPLICATION,

AND DIVISON    27

ADDITION 28

MIND CHALLENGE                                                               31

MORE ADDITION 32

MIND CHALLENGE  35

ADD THREE NUMBERS   36

MIND CHALLENGE 37

SUBTRACTION  39

MORE SUBTRACTION 43

MIND CHALLENGE 47

SUBTRACT SUCCESSIVELY  48

FUN PROJECT 50

ADDITION AND SUBTRACTION                                          51

CREATE STORIES  53

SOLVE THE PROBLEMS  54

RECOGNISE UNKNOWN   57

2

1
Saiz sebenar

iv

MULTIPLICATION 60

MIND CHALLENGE                                 62

MORE MULTIPLICATION 63

DIVISION 66

MORE DIVISION  70

MIND CHALLENGE  72

CREATE STORIES  73

SOLVE THE PROBLEMS 74

RECOGNISE MORE UNKNOWN 77

MIND CHALLENGE  79

FUN TIME   80

FRACTIONS, DECIMALS, AND PERCENTAGES 81

PROPER FRACTIONS 82

MIND CHALLENGE 82

EQUIVALENT FRACTIONS   83

FRACTIONS IN THE SIMPLEST FORM 85

MIND CHALLENGE  86

IMPROPER FRACTIONS AND MIXED NUMBERS   87

ADDITION OF FRACTIONS  90

MIND CHALLENGE   92

SUBTRACTION OF FRACTIONS 93

RECOGNISE FRACTION OF HUNDREDTHS

AND DECIMALS 96

MIND CHALLENGE 98

COMPARE DECIMALS  99

ADDITION OF DECIMALS  100

SUBTRACTION OF DECIMALS  102

RECOGNISE PERCENTAGES 104

MIND CHALLENGE  106

FUN PROJECT   107

CREATE STORIES   108

SOLVE THE PROBLEMS                                                       110

FUN TIME                                                                    11 4

3
Saiz sebenar

v

The Mathematics Year 3 textbook package is written in accordance to the Standard-
Based Curriculum for Primary School (KSSR), in line with the revised curriculum which
will be implemented in 2019. The writing of this textbook is tailored to meet the needs of
pupils to understand mathematical skills starting from the easiest to the most abstract
level. The textbook package is published to produce pupils who are able to apply
mathematical knowledge and skills, effectively and responsibly in their daily lives.

This textbook package contains three components, namely Textbook Part 1,
Textbook Part 2 and Activity Book. The topics contained in the Textbook are as follows:

Textbook Part 2

• Money

• Time

• Length, Mass, and

Volume of Liquid

• Shapes

• Location

• Data

Textbook Part 1
• Numbers
   up to 10 000
• Addition,
   Subtraction,
   Multiplication,
   and Division

• Fractions,
 Decimals,
and Percentages

PREFACE

All of these topics are also contained in the Activity Book.

 The textbooks focus on the goals of mathematics concepts and skills. The
presentation of the textbooks is tailored to incorporate related reasoning questions
so that pupils can communicate and think critically and creatively. Each lesson is
reinforced with formative exercises to be carried out either orally or in writing in  Let’s
Try”. Suggestions on extended activities are given in the  Teacher’s Notes”. Recreational
elements are also included in the   Fun Project” and  Fun Time” to create an active and
enjoyable learning environment. Several Higher Order Thinking skills (HOTs) questions
are provided in the  Mind Challenge” sections to encourage pupils to think creatively.
Video and audio on learning activities, as well as additional questions are also included
in the QR Code. To access this, teachers are required to download the QR Code &
Barcode Scanner application on the Play Store. Moral values are also implemented
indirectly through pictures and learning activities.

 The Activity Book provides reinforcement, remedial, and enrichment activities
to reinforce and enhance pupils’ understanding of the skills learnt in the textbooks.
Teachers are encouraged to provide additional activities and exercises according to
pupils’ needs and abilities.

 It is hoped this textbook package provides a meaningful and enjoyable learning
experience as well as to foster pupils’ interest in mathematics. Teachers may refer to the
following explanation to discover and understand the ways in which the book is used.

”

”  ”

”

”
Saiz sebenar

vi

Reinforcement activities
to enhance skills learnt.

Remedial activities
to assess understanding
of basic skills.

Enrichment activities
to test critical and
creative thinking.

Saiz sebenar

1

three thousand
eight hundred

nine thousand
five hundred

and sixty

Activity 1

RECOGNISE AND WRITE NUMBERS

Say and match the numbers.

Tick (✓) the correct words and numerals.

3 800
one thousand
and twenty-

three

seven thousand and nine

two thousand and fifty-one

three thousand four hundred and
sixteen

7 009

2 501

a

b

c 3 416

NUMBERS UP TO 10 000

Marks

1 023

5 4019 560

1.1.1 (i)
1.1.1 (ii)
1.1.1 (iii)

1

2

TB 1-2

five thousand
four hundred

and one

Marks

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15

SELF-ASSESSMENT
Match.

Write down the letters that are touched by the
lines in the exercise above.

What do we call something that we don’t understand
or know about?

eight
thousand and one

Estimate
the volume.

The digit value for
9 in 9 500 is       .

Round off 8 456 to
the nearest thousand.

Complete
1 706 =       + 700 + 6

1 810, 1 910, ★, 2 110
The value of ★ is        .

8 000

8 001

500

3 010

9 000

1 000

2 010

9 000 3 010 8 001 2 010 1 000 8 000500

1 000 mℓ        m ℓ

a

ab

c

d

e

g

f

1 000

900

800

700

600

500

400

300

200

100

1 000

900

800

700

600

500

400

300

200

100

e

r

y

p

n

g

k

m

s

t

Marks

Saiz sebenar

16

MIND TEASER

Complete the number puzzle.

Across
2 Digit value of thousands is 3 000,
 hundreds is 900, and ones is 5.
 State the number.
3 3 470, M, 3 670, 3 770.
 What is the value for M?

Down

1 Count in thousands. What is the number after 5 000?

4 Which number is larger, 7 426 or 7 459?

6 5 thousands + 3 ones + 0 tens + 0 hundreds =

7 Round off 4 053 to the nearest ten.

10 Write eight thousand and fourteen in numeral.

8 What is the digit value
 of 9 in 9 126?

9               = 9 000 + 800

2 505 2 510 P
5

State the value for P.

1

2

3

5 6

8

10

7

9

4

TEA
CHER’S

NOT
ES

Saiz sebenar

1
1.1.1 (i)
1.1.1 (ii)

• Ask pupils to say the numbers found in the picture above.
• Integrate entrepreneurship.
• Carry out an activity of saying the numbers on number line.

NUMBERS UP TO10 000

• Total workers 105.

TODAY’S PRODUCTS
• 2 780 packets of milk
 chocolate
•  1 130 packets of
 strawberry chocolate

Today our factory will produce
two thousand seven hundred and
eighty packets of milk chocolate.

1 130

one thousand
one hundred
and thirty

This factory was built in
two thousand and six.

two thousand
seven hundred
and eighty

2 780

Stimulus page encourages pupils
to communicate.

Questions of Higher Order
Thinking skills (HOTs).

Pupil-centred activities.

Mascot stimulates
critical and
creative thinking to
generate ideas.

Teacher’s guide to implement
teaching and learning activities.

Content Standard and
Learning Standard
number based on the
DSKP.

Recreational
activities to
foster pupils’
interest in
mathematics.

Hands-on
activities to
reinforce pupils’
understanding.

Formative
exercises
to assess
understanding
of learned skills.

Learning topics.

26

Saiz sebenar
TEA

CHER’S

NOT
ES

dice, markers 3 players

The first player throws the dice. Move the marker according
 to the number on the dice.
  If the marker lands in a box with a question, answer the
  question. If the answer is correct, go up the box at the
  top of the ladder. If the answer is wrong, stay in the box
  at the foot of the ladder.

If the marker lands in the box with a snake head, slide down
  to the bottom of the snake’s tail.

     The next player takes his/her turn. Repeat step 1.

 The first player who reaches the FINISH box wins.

1

2

3

a

b

1.8.1
• Ask players to move their markers backwards if the number on the

dice exceeds the 25th box.
• Instil tolerance and honesty while playing the game.

1.5.11.1.1 (i), 1.2.1,
1.1.2 (iii), 1.4.1,
1.6.1, 1.7.2

AB

15-16

Saiz sebenar

26

Participants

Method

Tools/Materials

SNAKES AND LADDERSSNAKES AND LADDERS

F

UN TIME

Saiz sebenar

86
TEA

CHER’S

NOT
ES

1

7.1.1
7.1.2

• Ask pupils to name objects around them that have the characteristics of
prisms.

• Emphasise that a prism is named based on the same shape of the two
opposite surfaces.

2
I am a cube. You
can also call me
square prism.

I am a
triangular prism.

flat
surface

base

edge

vertex

✿ 6 flat surfaces
 of equal size
✿ 8 vertices
✿ 12 edges

a

b

c

base

edgeflat surface

vertex

Talk about the same characteristics in prisms.

✿ 6 flat surfaces
✿ 8 vertices
✿          edges

AB

129-13
0

SCAN THIS

SQUARE
PRISM

RECTANGULAR
PRISM

✿         flat surfaces
✿         vertices
✿  9 edges

TRIANGULAR
PRISM

base

edge

flat surface

vertex

I am a cuboid or
rectangular prism.

TEA
CHER’S

NOT
ES

Saiz sebenar

10

2 858 is on the right side of 2 855.

2 858 is larger than 2 855.

1

2

2 2 858 is larger than 2 855. Show this on the number line.

State which value is larger.

Which number is smaller?

Say two numbers that are larger than 2 860.

The more
to the

right, the
larger the
number.

FUN PROJECT
 Take 4 cards from the number
 cards 0 to 9.

Ask your friend to take 4 cards too.

 Form the largest four digit number.
.
 Compare the two numbers.

or

or

a

a b

b

1.1.2 (iii)

3 408 3 296 5 670 6 712

1

2

3

4

2 854 2 856 2 857 2 859 2 8602 8582 855

AB
6

• Carry out activities to compare any two numbers using base ten blocks and
counters.

• Guide pupils to identify the numbers between, the numbers before, and the
numbers after when comparing any two numbers.

• Prepare number cards from 0 to 9 for the Fun Project.

LET’S TRY

Saiz sebenar

90
TEA

CHER’S

NOT
ES

2

• Carry out activities to build polygon frames using matchsticks and straws.
• Carry out quizzes to identify polygons based on pictures of situations.

7.3.1

pentagon

heptagon

corners

straight
  sides

If the base
of this prism
is traced out,

what shape is
formed?

Name the polygons that have the following characteristics.

a b c

A hexagon has
6 corners and 6 sides.

hexagon

Which regular polygon is formed
when the six triangles above are
combined together?

corner

straight
side

flat surface

octagon

corners

straight
  sides

6 corners

6 straight sides

8 corners

8 straight sides

7 straight sides

7 corners

AB

132-13
3

a

b c

LET’S TRY

MIND
CHALLENGE

MIND
CHALLENGE

A pentagon has 5 corners.
It also has 5 sides.

Links to the pages in the activity book.

Learning
activities via
QR Code.
TEA
CHER’S

NOT
ES

Saiz sebenar

1
1.1.1 (i)
1.1.1 (ii)

• Ask pupils to say the numbers found in the pictures.
• Integrate entrepreneurship.
• Carry out an activity of saying the numbers on number line.

NUMBERS UP TO10 000

• Total workers 105.

    TODAY’S PRODUCTS
• 2 780 packets of milk
 chocolate
•  1 130 packets of
 strawberry chocolate

Today our factory will produce
two thousand seven hundred and
eighty packets of milk chocolate.

1 130

one thousand
one hundred
and thirty

This factory was built in
two thousand and six.

two thousand
seven hundred
and eighty

2 780
TEA
CHER’S

NOT
ES

Saiz sebenar

2

SELVAM

1

1.1.1 (i)
1.1.1 (ii)
1.1.1 (iii)

AB

1-2

• Carry out games or competitions of saying and reading numbers in words
from newspapers, computer screen or flash cards.

1

2

RECOGNISE AND WRITE NUMBERS

Say your number.

thousands hundreds tens ones

Match and paste the number cards and word cards.

Three thousand
five hundred and

eighty-nine. One
thousand.

Four
thousand

two hundred
and thirty.
TEA
CHER’S

NOT
ES

Saiz sebenar

3

nine thousand
and

twenty-seven
two thousand
and ninety

3 4

5

AB
2

9 027 6 514

1.2.1

Write the number
in words.

0 63 0
From the number cards, form as many four
digit number as you can. Write the numbers in
words and numerals.

• Emphasise when writing numbers in words or saying the numbers, the
 0” in between the digits in the number is not written or spoken. Example,

3 006 is pronounced as three thousand and six.
• Guide pupils to create other bridge maps as above.

”

Complete these.

Correct the wrong
statement.

MIND
CHALLENGE

MIND
CHALLENGE
TEA
CHER’S

NOT
ES

Saiz sebenar

4

BA 2

1.1.1
1.2.1

• Provide more exercises using cards or worksheets.
• Surf https://www.mathworksheets4kids.com/blocks/thousands-1.pdf

LET’S TRY
1

2

3

4

Read the sentences. Write the numbers in words.

Choose two matching cards.

Write the numbers in numerals.

Write the numbers in words.

There are about 3 000 birds in
Kuala Lumpur Bird Park.
Source: https://www.pressreader.com/malaysia/harian-metro/
20170701/281895888260508

There are around 1 200 types of butterfly
in Malaysia.
Source: http://omegabiru.blogspot.my/2011/04/rama-rama-kupu-kupu.html

In Sabah, there are more or less 2 040
elephants.
Source: http://www.astroawani.com/berita-malaysia/mohon-peruntukan-rm19-
juta-kawal-gangguan-gajah-liar-72335

a

c d

a

a c

b

b d

b

c

8 016

eight thousand
and sixteen

three thousand two
hundred and forty-five

nine thousand three
hundred and seven

one thousand
five hundred

2 380 1 642

eight thousand two
hundred and three

9 518 1 090

four thousand and sixty three thousand and four

3 245

thousands hundreds tens ones
TEA
CHER’S

NOT
ES

Saiz sebenar

5

• Guide pupils to show quantities using counters, counting frames, and abacus.
Carry out activities in groups or individually.

• Surf http://www.homeschoolmath.net/teaching/pv/place_value_thousands.
php

1.1.2 (i)

EXPLORE NUMBERS

1

2

3

Five thousand.

0 1 000 2 000 3 000 4 000 5 000

2 000 2 010 2 020 2 030 2 040 2 050

Show one
thousand.

10 hundreds
are 1 000.

2 050

1 000 1 000 10 10 10 10 10

two thousand
and fifty

SCAN THIS

10 hundreds

= 1 thousand
TEA
CHER’S

NOT
ES

Saiz sebenar

6

4

5

6

Which picture shows
6 210? Discuss.

• Carry out activity of matching groups of objects with number using
flash cards. 1.1.2 (i)

1.1.2 (ii)
AB

3

3 001

3 000

3 010

Say the
number of

objects.

1 000 1 000 1 000

thousands hundreds tens ones

Four
thousand.

This is one
thousand one
hundred and

eight.
TEA
CHER’S

NOT
ES

Saiz sebenar

7

7

8

thousands

thousands

hundreds

hundreds

tens

tens

ones

ones

1                  2           4        7

State the place value and digit
value for each digit in 6 035.

Partition 1 247.

Partition based
on place value

Partition based
on place value

Partition based
on digit value

Partition based
on digit value

Place value

Digit value

thousands  hundreds   tens ones

6 000 0 30 5

•  Guide pupils to determine the place value and digit value for any given
numbers. Relate the partition to place value and digit value.

• Emphasise that the digit value is the value of a digit based on its position
 in the number.

1.4.1
1.4.2

1
thousands

2
hundreds

1 000

7 ones

7

4 tens

40200

+

+

+

+

+

+

+

+

+

+

+

+

6 thousands 5 ones

5

0 hundreds

0

thousands hundreds tens ones

What is the place value of each digit for 1 247?
What is its digit value?

Digit

Place value

Digit value     1 000            200        40       7

1                  2           4        7
TEA
CHER’S

NOT
ES

Saiz sebenar

8

9

Has the abacus value been
partitioned correctly? Discuss.

Look at the abacus above. If one lower
bead on each rod is up, what will the

number be? Partition the number.

1

2

3

a b

a b

c d       +  7 000 +        7 230

The place value of 9 is      . The digit value of 2 is      .

Digit 7 is in the      place. Digit       is in the tens

place and its value is      .

2 917

1 003 4 650

Complete these.

1.4.1
1.4.2

Choose the correct number card for the number shown.

7 000

2 ones

+   10

7
thousands 1 tens

8
hundreds

+  800 +    2

1 836        +      +      + 6 ones 9 019   1 tens +      +      +

4 507   4 000 +      +

• Carry out games to guess the number based on the place value,
 digit value, and number partition.
• Collect information on numbers in newspaper articles. Then, conduct
 activities to state the place value, digit value, and number partition.
• Emphasise that when partitioning numbers based on a digit value that
 involves digit 0, the digit 0 can be ignored.

7  8 1 2

AB

4-5

LET’S TRY

+ + +
TEA
CHER’S

NOT
ES

Saiz sebenar

9

1  8 3 5

three digits

Four digit numbers
are larger than three

digit numbers.

COMPARE NUMBERS

1 Sales in conjunction with National Day.

Which item was sold more, caps or flags?

Compare 1 835 with 1 249, which number is smaller?

a

b

967 1 835 1 249 1 217

four digits

1 835 is larger than 967.

More flags were sold.

Which number is larger,
1 249 or 1 217? Discuss.

1.1.2 (iii)

9 6 7

• Emphasise that a number with more digits has larger value.
• Emphasise that for two numbers with equal number of digits, pupils should

compare the thousands value first, followed by hundreds, tens, and ones
values.

• Surf https://www.superteacherworksheets.com/place-value/hungry-
alligators3.pdf?up=1466611200

9 019   1 tens +      +      +

caps  flags badges key chains

equal
thousands

value

2 hundreds is smaller than 8 hundreds.

1 249 is smaller than 1 835.

thousands tens oneshundreds

1                  8           3        5

1                  2           4        9

Next,
compare the

hundreds
value.
TEA
CHER’S

NOT
ES

Saiz sebenar

10

2 858 is on the right side of 2 855.

2 858 is larger than 2 855.

1

2

2 2 858 is larger than 2 855. Show this on the number line.

State which value is larger.

Which number is smaller?

Say two numbers that are larger than 2 860.

The more
to the

right, the
larger the
number.

FUN PROJECT
 Take 4 cards from the number
 cards 0 to 9.

Ask your friend to take 4 cards too.

 Form the largest four digit number.
.
 Compare the two numbers.

or

or

a

a b

b

1.1.2 (iii)

3 408 3 296 5 670 6 712

1

2

3

4

2 854 2 856 2 857 2 859 2 8602 8582 855

AB
6

• Carry out activities to compare any two numbers using base ten blocks and
counters.

• Guide pupils to identify the numbers between, the numbers before, and the
numbers after when comparing any two numbers.

• Prepare number cards from 0 to 9 for the Fun Project.

LET’S TRY
TEA
CHER’S

NOT
ES

Saiz sebenar

11

Mangroves

3 000 3 100 2 800 2 900

Oil palms Rubber trees Coconut trees

ARRANGE AND COUNT NUMBERS

1 Replanting Project

Which number is the smallest? Which number is the largest?

2 800 2 9003 000 3 100

Arrange from the
smallest number to the

largest number.

Arrange from the
largest number to the

smallest number.

3 100

3 000

2 900

2 800

3 000

2 900

2 800

Ascending order:

Descending order:

2 800

3 100

2 900

3 000

3 000

2 900

3 100

2 800

,

,

,

,

,

,

Count in hundreds.

The smallest number is 2 800.

The largest number is 3 100.

• Discuss how to preserve nature.
• Emphasise that the number value becomes larger in ascending order
    and becomes smaller in descending order.

1.1.2 (iv)
1.3.1

Source: http://www.utusan.com.my/utusan/info.asp?y=2006&dt=1227&pub= Utusan_
Malaysia&sec=Laporan_Khas&pg=lk_13.htm
TEA
CHER’S

NOT
ES

Saiz sebenar

12

2

Count on
in sixes

Count back
in twos

Count on in tens
from 5 821.

Count back in fives
from 5 840.

5 826

5 841 5 845 5 847

5 832 5 838

• Ask pupils to count in twos up to tens based on the picture above.
• Discuss the relation between counting in threes, sixes, and nines, as well as

the relation between counting in twos, fours, and eights.

Count and fill
in the boxes.

1.3.1
1.3.2

a

b c

d

e

5 821, 5 822, 5 823, 5 824.Count on in ones
from 5 821.

P R A C T I C E

M

P

A

E

K

R

E

F

S

E C T

5 841

5 831

5 821

5 840

5 835

5 825

5 851

5 830
TEA
CHER’S

NOT
ES

Saiz sebenar

13

6 209 6 009 5 909

3

Count on in hundreds       : 5 730, 5 830,      ,      , 6 130.

Count back in thousands:  7 930,      ,      , 4 930, 3 930.

1

2

Arrange the numbers in ascending order and descending order.

Complete these.

a

a

c

d

b

b

1 009

9 026 9 018 9 042 9 034

1 005 1 017 1 013

1 720 2 720

4 564 4 567 4 573

5 720

8 343 8 334 8 316

• Carry out simulation activities involving various number arrangements
    in ascending order and descending order.

1.1.2 (iv)
1.3.1
1.3.2

7 930

4 930

5 830 6 130
5 730

3 930

AB

7-8

LET’S TRY
14

Saiz sebenar
TEA

CHER’S

NOT
ES

Participants

Tools/Materials   coloured paper, pens, glue, scissors

2 pupils per group

Form a 4 digit number.

Write the number in numerals
 and words.

Write the place value and
 digit value.

Write the larger or smaller
 number.

Write the number before and
 the number after.

Cut, paste, and decorate your project.

Present your work.

1

2

4

5

6

7

3

Method

• Guide pupils to do the 21st Century Learning activities. Provide a topic
 and ask pupils to share ideas with their friends. Pupils then present
 their work.

1.1.1(i)
1.1.1(ii)
1.1.2(iii)
1.4.1

FUN PROJECT
TEA
CHER’S

NOT
ES

Saiz sebenar

15

ESTIMATE MORE OR LESS

The mass of flour in container 2 is more or less
half the mass of flour in container 3.

The mass of flour in container 3 is more than 1 500 g.

1

2 a

b

1 200 mℓ

100 cm

? cm

more or less  600 mℓ

1.5.1

Container 1 Container 2 Container 3

Estimate the length of the red ribbon.

• Discuss the importance of making estimations in daily life.
• Introduce words that are similar to estimation such as more or less, more

than half, or more than.
• Guide pupils to estimate the quantity of other objects. Emphasise that

quantity means the amount or number of an object.

1 500 g

The mass of flour in container 1 is less than 1 500 g.

1 200 mℓ
TEA
CHER’S

NOT
ES

Saiz sebenar

16

a b

2 400 pieces 1 000 pieces? ?

Estimate the quantity. Say more than, less than or more or less.

• Carry out simulation activities of estimating quantity such as estimating the
number of objects, mass, length, and volume of liquid.

AB
9

3

We have completed more than half
of this picture.

There is more or
less 500 pieces

left.

1.5.1

1 320 pieces

LET’S TRY
TEA
CHER’S

NOT
ES

Saiz sebenar

17

1

2

ROUND OFF NUMBERS
Round off 1 362 to the nearest ten.

Round off 1 350 to the nearest hundred.

1 364
1 365

1 366

1 367

1 368

1 369

1 363

1 362

1 361

1 3701 360

1 362 is between 1 360 and 1 370.

1 362 is nearer to 1 360.

1 300

1 360

1 350

1 362

1 400

1 370

1 350 when rounded off to the nearest hundred becomes 1 400.

• Practise more rounding off numbers based on the picture above.
• Emphasise that the number in the middle of two consecutive hundreds
    must be rounded off to the larger hundred.

1 362 when rounded off to the nearest ten becomes 1 360.

1.6.1
TEA
CHER’S

NOT
ES

Saiz sebenar

18

3

4

5 820 when rounded off to the nearest
thousand becomes 6 000.

4 095 when rounded off to the nearest thousand becomes       .

The highest highway bridge in
Malaysia was opened on

29 November 2017.

Round off 5 820 to the nearest thousand.

Round off the height
of the mountain to the
nearest thousand.

5 820

5 820 cm

THE HIGHEST BRIDGE
RAWANG BYPASS HIGHWAY

6 000

If the hundreds digit is 5, 6, 7, 8 or 9,
add 1 to the thousands value.
The 8, 2 and 0 digits become 0.

If the hundreds digit is 0, 1, 2,
3 or 4, maintain the thousands
digit. Change the hundreds,
tens, and ones digit to 0.

nearest
thousand

4 095 metres

Height of Mount Kinabalu

4 000 4 100

4 095

4 095

5 0004 500

• Reinforce the rounding off concept through simulation activity such as
comparing the number of steps, to the right or to the left, from the position
of the number to the rounding off value.

• Emphasise that when rounding off any number to the nearest thousand,
the digits involved are thousands digit and hundreds digit.

1.6.1

nearest
thousand

4 000

AB

10-11

Method 1

Method 2
TEA
CHER’S

NOT
ES

Saiz sebenar

19

5 TOTAL BOOKS READ FOR NILAM PROGRAMME 2017
SKTTDI 1

August      1 984       September   1 950
     October      2 034       November   1 901

List the numbers that become 2 000 when rounded off to the
nearest thousand.

2 000 3 000 4 000

1 901, 1 950, 1 984 and 2 034 are nearer to 2 000.

1 901, 1 950, 1 984 and 2 034 become 2 000 when

rounded off to the nearest thousand.

A drop of ink smudged the hundreds
digit in a number. The number
becomes 4 000 when rounded off to
the nearest thousand. What are the
possible hundreds digits?

1

2

Round off 7 302 and 8 519 to the:

These numbers become 3 000 when rounded off to the nearest
thousand. By referring to the number line, write those five numbers.

a b cnearest ten. nearest hundred.   nearest thousand.

• Emphasise that the number in the middle of two consecutive thousands
must be rounded off to the larger thousand.

1.6.1

Source: SKTTDI 1 school data

4   83

AB

11

1 900

1 901

1 950
1 984 2 034

2 000 2 050

LET’S TRY

MIND
CHALLENGE

MIND
CHALLENGE
TEA
CHER’S

NOT
ES

Saiz sebenar

20

a

b

NUMBER PATTERNS

+ 5

+ 10 + 10

+ 10

+ 5 + 5 + 5

1

2

3

What is the number pattern below?
Adding
fives.

Subtracting sixes.

The number pattern is increasing in fives.

The number pattern is decreasing in sixes.

The number pattern is                                  .

The number pattern is                                  .

3 070 3 064 3 058 3 052

4 130

4 140

4 150

4 160

4 170

4 180

• Emphasise that the numbers become larger in ascending number
patterns and become smaller in descending number patterns.

1.7.1
1.7.2

1 200 1 205 1 210 1 215 1 220

+ 5

– 6

– 9 – 9 – 9 – 9

– 6 – 6 – 6

3 076

1 225

6 269 6 260 6 242

Complete
these.
TEA
CHER’S

NOT
ES

Saiz sebenar

21

BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah
BankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegahBankMegah

Cash in
(RM)

Cash out
(RM)

Balance (RM)

4 070
5 070

8 070

1 000
1 000

1 000
1 000

4 070, 5 070,           ,           , 8 070

7 228

7 328

3 140 4 140 5 140

4

8 500 8 200 8 100 8 000

d
c

Fill in the blanks. State the number patterns.

1 726 1 732 1 750

• Prepare a set of cards or use number lines with various number patterns
 to reinforce pupils’ understanding of number patterns.
• Encourage pupils to form ascending order and descending order number

patterns.

1.7.1
1.7.2

What are the numbers in the empty boxes?

Say the
numbers in
the empty

boxes. What
is the pattern?

a

b

6 945 6 931 6 917
6 910

The number pattern is                                  .

The number pattern is                                  .

AB

12

5

LET’S TRY
TEA
CHER’S

NOT
ES

Saiz sebenar

22

2 605 2 719 What is the
answer?

a

a

a

b

b

SOLVE THE PROBLEMS

1 Juli’s and Stacy’s computer game scores.

Which digit has the same value?

Create a table.

Whose score is smaller? Explain.

Arrange the digits according to the place values.

Look again at the place value table in       .

The digit with the same value is  2.

Juli’s score is smaller.

2 605 is Juli’s score.

6 hundreds is smaller than 7 hundreds.
So, 2 605 is smaller than 2 719.

The two numbers above will
become 3 000 when rounded

off to the nearest           .

• Show various strategies to solve problems such as simulation and drawing
diagram.

1.8.1

Method

tens oneshundredsthousands

2                 6           0        5

2                 7           1        9
TEA
CHER’S

NOT
ES

Saiz sebenar

23

2 Below are the positions of several chalets.

The yellow chalet is the first chalet. The purple chalet is the
sixth chalet. What is the number of the purple chalet?

1 302 1 304 1 306

Look for a pattern.

1 302

yellow green orange blue red purple

1 304 1 306 1 308 1 310 1 312

+ 2 + 2 + 2 + 2 + 2

The number of the purple chalet is 1 312.

State the number pattern above.

The last chalet is the 10th chalet.
The chalet numbered 1 314 is the fourth

chalet when arranged
in descending order. Explain.

• Guide pupils to solve the problems using a number line or simulation
    to prove the answers.
• Emphasise steps of problem solving such as finding important information.

1.8.1

Method
TEA
CHER’S

NOT
ES

Saiz sebenar

24
1.8.1

3

1 495 to 1 499 and 1 501 to 1 504 when rounded off to
the nearest ten becomes 1 500.

The number of audience on the next day
is 1 520. Round off the number to the

nearest thousand.

Based on the conversation above, what is the possible number
of audience?

The possible number of audience
is 1 495 to 1 499 and

1 501 to 1 504.

• Emphasise that working backwards is the way to get answers based on
the last information given.

When rounded off to the
nearest ten, the total
number of audience

became 1 500.

AB

13-14

1 490 1 495 1 500 1 505 1 510

What was the total number
of audience in yesterday’s

charity show?

Method
TEA
CHER’S

NOT
ES

Saiz sebenar

25

a

b

d

c

Solve the problems.

The table shows the number of recycled
tins collected by year 3 pupils.
i.   Write the number of tins in words.
ii. Which total number of tins is more?

Amir used all the digits on the left to form a four
digit number. The digit 5 is in the hundreds place.
i. What is the number?
ii. Partition the number according to digit value.

The table shows the number of
stickers sold in four days.
i. Round off 998 to the nearest
 thousand.
ii. Arrange the numbers in
 the table in ascending order.

Pots A, B, C, D and E are arranged in a row. Count back in
threes starting from pot A. What is the number for pot E?

Bijak 1 123

976

Recycled Tins

Cerdas

Class Total number
of tins

Monday 1 006

998

1 010

1 002

Tuesday

Wednesday

Thursday

Day Number of
stickers

0

4
5

8

• Provide more exercises in problem solving.
• Encourage pupils to use various strategies of problem-solving such as

working backwards and making models.

1.8.1

SCAN THIS

LET’S TRY
26

Saiz sebenar
TEA

CHER’S

NOT
ES

dice, markers 3 players

The first player throws the dice. Move the marker according
 to the number on the dice.
  If the marker lands in a box with a question, answer the
  question. If the answer is correct, go up the box at the
  top of the ladder. If the answer is wrong, stay in the box
  at the foot of the ladder.

If the marker lands in the box with a snake head, slide down
  to the bottom of the snake’s tail.

     The next player takes his/her turn. Repeat step 1.

 The first player who reaches the FINISH box wins.

1

2

3

a

b

1.8.1
• Ask players to move their markers backwards if the number on the

dice exceeds the 25th box.
• Instil tolerance and honesty while playing the game.

1.5.11.1.1 (i), 1.2.1,
1.1.2 (iii), 1.4.1,
1.6.1, 1.7.2

AB

15-16

Saiz sebenar

26

Participants

Method

Tools/Materials

SNAKES AND LADDERSSNAKES AND LADDERS

F

UN TIME
Saiz sebenar

27
TEA

CHER’S

NOT
ES 2.1, 2.2

2.3, 2.4

• Ask pupils to talk about the pictures. Relate the operations involved
such as addition, subtraction, multiplication, and division.

ADDITION, SUBTRACTION,
MULTIPLICATION, AND
DIVISION

CHAN

Everyone gets
2 sandwiches.

The number of year 4 pupils is
4 times the number of year 3 pupils.

Number of passangers 40 people

Syarikat Zain

Taman Maju

Kuala Lumpur

200 pupils are
involved in this trip.

LAU
AZLIN

200 × 2 = 400

A TRIP TO THE ZOO

Boys  110

Girls  90

Year 3  40

Year 4  160

Teachers  20
Saiz sebenar

28
TEA

CHER’S

NOT
ES

The total number of birds and elephants is 1 388.

What is the total number of birds and elephants? 1

1 382 + 6 =

Count on
in ones.

1 382 + 6 =   1 388

2.1.1• Relate to daily situations such as the number of fruit yields in an orchard.
• Guide pupils to add using counters.
• Emphasise that to add in vertical form, digits should be arranged according

to the correct place value.

1

ADDITION

Birds      1382
Elephants      6
Crocodiles    15
Monkeys   104

hundreds

3

3

thousands

1

1

ones

2
6

8

tens

8

8

+

Remember, start
adding from ones.

+ 1 + 1 + 1 + 1 + 1 + 1

1 382 1 383 1 384 1 385 1 386 1 387 1 388

Method 1

Method 2
Saiz sebenar

29
TEA

CHER’S

NOT
ES

1 382      1 400
   104      100

1  4 0 0
+     1  0 0

1  5 0 0

Add 1 382 and 15.

Calculate the sum of 104 and 1 382.

2

3

1 382 + 15 =

104 + 1 382 =

1 382 + 15 =  1 397

thousands hundreds tens ones

1            3           9         7

8 tens + 1 tens = 9 tens

2 ones + 5 ones = 7 ones

• Emphasise that addition starts from ones, followed by tens, hundreds,
 and thousands.
• Encourage pupils to use simulations, number lines, representations, and
 diagrams to add any two numbers.

2.1.1

1 0 4
+ 1   3 8 2

1  4 8 6

1 382 1 392 1 396 1 3971 394

+ 10
+ 2 + 2 + 1

104 + 1 382 =   1 486

Check by using estimation.
The answer is reasonable.

3

3

1

1

2
5

7

8
1

9

+

Method 1

Method 2

Method 3
Saiz sebenar

30
TEA

CHER’S

NOT
ES

Up 5 054. The answer is  8 795.Add 3 741.

Type of
Butterfly

Number

5 054

3 741

Whose answer is incorrect? Explain.

2.1.1• Practise more on adding two numbers with an abacus using little friends
 of 5, for example 4 and 1, 3 and 2.
• Carry out quizzes such as quick calculation.

5 054 + 3 741 =

Rayner and Liza do the calculations.

4

5

Butterflies at
Taman Bunga Indah

5 054 + 3 741 =   8 795

+
6  0 7 3
3  9 1 0

9  9 8 3

+
6  0 7 3
3  9 1 0

9  9 8 0

Rayner Liza

5  0 5 4
+  3  7 4 1

8  7 9 5

AB

17-18

SCAN THIS

Method 1

Method 2
Saiz sebenar

31
TEA

CHER’S

NOT
ES

How many more tickets need to be sold?

46 more tickets need to be sold.

Arrange the digits above
to get the total of 7 958.

5 602 +          = 5 648

5 602 +   46  = 5 648

6 075 +          = 8 098           + 2 834 = 9 946

5  6  0  2
+     4  6

5  6  4  8

0 8 12 67 5

7       9       5       8

+

1

2

3

Add.

Find the total.

Complete these.

3  4 9 6
+       3

a

a

209 and 8 760. 7 351 and 2 538.a b

b

2 1
+ 6  0 7 5

b     4  1 5 3
+      8 2 4

c

• Surf https://www.ezschool.com/play/grade3/MultipleChoice/Game/474
• Surf https://www.youtube.com/watch?v=J8KJH7zb5E

2.1.1

6

Today’s promotion is
up to 5 648 tickets only.

AB
18

4

0 4

tens

8

2 6

ones I look for the
number pairs.

LET’S TRY

MIND
CHALLENGE

MIND
CHALLENGE

ZOO TICKETING COUNTER

5 602
tickets have
been sold.
Saiz sebenar

32
TEA

CHER’S

NOT
ES 2.1.1• Ask pupils to add four digit numbers and one digit numbers by counting

on using number lines.
• Emphasise that when the total of ones digit becomes 10 or more, carry

out regrouping.

What is the total number of tiles used?

The total number of tiles used
is 2 152 pieces.

2 148 + 4 =

1

MORE ADDITION

We have fitted 2 148
pieces of tiles.

2 148 + 4 =    2 152

We need to
fit 4 more.

1
0

1

2
0

2

8
4

2

4
0

5

+

1

1
   2  1  4 8
+           4

2  1  5 2

hundreds

1
thousands

2
ones

8
  4

1 2

tens

4
+
Saiz sebenar

33
TEA

CHER’S

NOT
ES

• Guide pupils to get information from newspapers such as the data of
 UPSR examination results and add any two numbers.
• Remind pupils that addition using an abacus starts from thousands,
 followed by hundreds, tens, and ones values.

2.1.1

Add 6 472 and 143. 2

6 472 + 143 =

6 472 + 143 =   6 615

Up 6 472.

Add 143.
Add 1 hundreds.
The little friend of 1 is 4.
Up 5 hundreds, down
4 hundreds.

3

5

2

Add 3 ones.
The little friend of 3 is 2.
Up 5 ones, down
2 ones.

4

10

6

Add 4 tens.
The big friend of 4 is 6.
Down 6 tens, carry
1 hundreds.

1

5

4

4
1

6 2
3

5

7
 4

1 1

+

4
1

6

6

6

2
3

5

7
4

1

+

1

SCAN THIS

Method 1

Method 2
Saiz sebenar

34
TEA

CHER’S

NOT
ES 2.1.1• Guide pupils to use simpler number analogies to find an unknown value.

• Surf http://www.worksheets.eldhelper.com/4_Digit_Addition.htm

3 215 + 1 997 =

7 654 +          = 8 021

3

4

1   1  1
     3 2 1 5
  +  1  9 9 7

5  2  1 2

1    1   1
     7   6  5  4
  +  0   3  6  7

8   0  2  1

3 215 + 1 997 =   5 212

7 654 +  367  = 8 021

1 7 0

8

thousands

1 6 3

10

hundreds

1 5 6

12

tens

4 7

11

ones

3 215  +  1 997 =

– 3           + 3

3 212  +  2 000 = 5 212

1 997 plus 3 equals 2 000.
3 215 minus 3 equals 3 212.

AB

19-21

Think!

3 215 + 2 997 =

Method 1

Method 2
Saiz sebenar

35
TEA

CHER’S

NOT
ES

+ 3 900 = 5 1005

Add two numbers to get a total which is near
to 10 000.

6 593

3 900 4 900 5 100

+ 1 000
+ 100 + 100

1 000 + 100 + 100 = 1 200

Find the total.

e f

g h

i

25 + 4 875 = 837 + 1 090 =

1 479 +          = 3 890

What is the sum of 1 273 and 8 539?

+ 3 600 = 5 000

b         8 4 3
+ 6  0  9 4

c     3  7 0 2
+ 4  9  8 5

d     8  2 7 6
+ 1  7  2 4

a     5  1 7 2
+         1  9

8 768 3 402

• In groups, provide more exercises using question cards or worksheets.
Provide various questions based on the level of difficulty.

• Surf http://www.aaaknow.com/lessonFull.php?slug=add4dVert

2.1.1AB

21

What is the digit in        to make

the answer a four digit number?

750 +      68

1 230

1 200   + 3 900 = 5 100

MIND
CHALLENGE

MIND
CHALLENGE

LET’S TRY
Saiz sebenar

36
TEA

CHER’S

NOT
ES

• Carry out group activities of adding any three numbers. Then, ask pupils
 to check the answers using calculator.

2.1.2

ADD THREE NUMBERS

Colour Score
8
27

542
1 130
3 420

IzanRishi

1

What is Rishi’s total score?

Calculate Izan’s total score.

Rishi’s total score is 3 970.

Izan’s total score is 4 577.

8 + 542 + 3 420 =

27 + 1 130 + 3 420 =

a

b

5 5 0
+ 3  4 2 0

3  9 7 0

3  4 2 0
+ 1   1 3 0

4  5 5 0

4  5 5 0
+        2 7

4  5 7 7

8
+ 5 4 2

5 5 0

8 + 542 + 3 420 =   3 970

27 + 1 130 + 3 420 =   4 577

Lim’s total score is 1 680.
What are Lim’s three scores?

1

+       +        = 1 680
Saiz sebenar

37
TEA

CHER’S

NOT
ES 2.1.2• Relate to various daily situations in newspapers or pamphlets involving

addition.
• Emphasise that to add according to the vertical form, digits must be
 positioned in the correct place value.

2

What is the total number of corn, vanilla, and chocolate
buns ordered?

The total number of corn, vanilla, and chocolate buns
ordered is 2 762.

2 406 + 302 + 54 =

2 406 + 302 + 54 =   2 762

169 + 3 547 + 49 =

a

b

Bun and Cake Orders

Corn
Bun

2 406

Vanilla
Bun
302

Chocolate
Bun
54

Cupcake

3 547

Waffle

169

Cheese
Bun
49

+

1

1
5

7

3

3

9
7
9

5

2

6
4
4

6

+

4
3

7

2

2

6
2
4

2

1

0
0
5

6

10

169 + 3 547 + 49 =   3 765

9 + 7 + 9 = 18 + 7
                      = 25

6 + 4 + 4 + 2 = 6 + 8 + 2
                      = 16

What is the value
of        ?

+        = 2 438

+        + 6 759 =

Make it
10 first.

Add the two
same digits first.

MIND
CHALLENGE

MIND
CHALLENGE
Saiz sebenar

38
TEA

CHER’S

NOT
ES

• Surf https://www.edhelper.com/4_Digit_Addition.htm
• Provide more exercises in worksheets.

3 084 + 896 +          = 5 000

39 + 2 541 + 4 172 =    1 354 + 560 +          = 3 000

Discuss other methods
to find the answer.

3

4

1
     8 1  7 5
  +  1  6 8 0

9  8  5 5

1
     7 5 0 0
  +     6 7 5

8  1  7 5

1  1
     3 0  8 4
  +     8 9 6

3  9  8 0 3 980 4 000 5 000

1 020+ 1 000+ 20

7 500 mℓ + 675 mℓ + 1 680 mℓ =         mℓ

7 500 mℓ + 675 mℓ + 1 680 mℓ =  9 855  mℓ

3 084 + 896 +  1 020   = 5 000

Find the total.

a

d e

4  8 2 0
        1  5  2
+              7

8  0 0 9
        1 4 7
+      5 9 3

2 6
    5   1  6 4
+      3 0 2

b c

7 500 mℓ

1 680 mℓ675 mℓ

2.1.2AB

22-23

LET’S TRY
Saiz sebenar

39
TEA

CHER’S

NOT
ES

148 – 5 = 143
1 480 – 50 = 1 430

2.2.1• Guide pupils to subtract without regrouping by simulation using number
lines and base ten blocks.

1 8 yellow buttons were taken
out from a box. Calculate the
number of yellow buttons left.

What is the difference, in number, between the blue buttons
and the green buttons?

2 369 – 8 =

1 480 – 50 =

a

b

2 3 6 9
  –            8

2  3  6 1

2 361 2 362 2 363 2 364 2 365 2 366 2 367 2 368 2 369

– 1– 1– 1– 1– 1– 1– 1– 1

2 369 – 8 =  2 361

The number of yellow buttons left is 2 361.

1 480 – 50 =   1 430

Calculate the
difference between

the blue buttons
and the red buttons.

2 369

370

1 480

50

Number of Buttons
at Rina TailorSUBTRACTION

The difference between the blue buttons
and the green buttons is 1 430.

Method 1

Method 2
Saiz sebenar

40
TEA

CHER’S

NOT
ES

• In groups, guide pupils to subtract using number lines and draw diagrams. 2.2.1

How much more is 4 927 than 805? 2

4 927 – 805 =

Subtract ones
7 ones – 5 ones = 2 ones

Subtract tens
2 tens – 0 tens = 2 tens

Subtract hundreds
9 hundreds – 8 hundreds
= 1 hundreds

Subtract thousands
4 thousands – 0 thousands
= 4 thousands4 927 – 805 =   4 122

4 927 is 4 122 more than 805.

4           1          2         2
thousands hundreds tens onesthousands hundreds tens ones

subtract 8 hundreds subtract 5 ones

hundreds

9
8

1

thousands

4
0

4

ones

7
5

2

tens

2
0

2

–

Method 1

Method 2

Method 3
Saiz sebenar

41
TEA

CHER’S

NOT
ES

Up 8 472.

The answer is 5 031.

2.2.1• Use various vocabulary for subtraction such as find the balance,
 difference, and how much less.
• Emphasise on subtracting a small number from a larger number.

8 472 – 3 441 =

How much less is 3 441 than 8 472?3

4

5

1

Subtract 3 441.
Down 3 thousands.

Down 4 hundreds.

Subtract 4 tens.
• The little friend
   of 4 is 1.
• So, up 1 tens and
   down 5 tens.
   Down 1 ones.

5 0 3 1
  +  3  4 4 1

8  4  7 2

3 441 is 5 031 less than 8 472.

I check
by adding.

8  4 7 2
–  3  4 4  1

5  0 3 1

AB

24-25

SCAN THIS

8 472 – 3 441 =   5 031

thousands hundreds tens ones

Method 1

Method 2

Calculate the difference
of values between
the abacus and the

counting frames.
Saiz sebenar

42
TEA

CHER’S

NOT
ES

• Guide pupils to subtract using coloured chips to represent thousands,
  hundreds, tens, and ones values.
• Ask pupils to check their answers using addition.
• Encourage pupils to use an abacus to subtract.

2.2.1

9 5 8 7
  –  6  0 1  4

3  5  7 3

4   7  6  5
  –  2   3  3  3

2   4  3  2
3 2

5

3 3

6

3 4

7

2 2

4

4

5

4 765 –          = 2 432

– 6 014 = 3 573

4 765 –   2 333   = 2 432

1

2

3

4

Subtract.

Complete these.

Calculate the difference between 6 312 and 7 345.

How many more are the red
beads than the blue beads?

a

a

c

b

b

d

4 587 − 5 =

7 851 −          = 1 230

5 643 − 530 =

6 890 − 70 =

− 5 346 = 2 123

9 615 − 7 212 =

Use
addition.

AB

25

9 587  – 6 014 = 3 573

3 5 7 3
  +  6  0 1  4

9  5  8 7

Red Beads
8 960 Blue Beads

2 740

thousands hundreds tens ones

Method 1 Method 2

LET’S TRY
Saiz sebenar

43
TEA

CHER’S

NOT
ES

1 238 1 239

– 1

2.2.1• Guide pupils to regroup to subtract. Emphasise that the digit value is
 regrouped when the value is insufficient to subtract.
• Encourage pupils to check their answers using addition.

MORE SUBTRACTION

The table shows the number of pupils in a school in 2018.

What is the number of pupils in March 2018?

The number of pupils in March 2018 is 1 238.

1 245 – 7 =

1

Month

February 1 245 0

7March

Number of pupils Number of pupils transferred

?

1 240 1 241 1 242 1 243 1 244 1 245

– 1– 1– 1– 1– 1– 1

• 5 ones cannot subtract
   7 ones.
• Change 1 tens to 10 ones.
   5 ones + 10 ones = 15 ones
• Subtract ones.
   15 ones – 7 ones = 8 ones
• Subtract tens, hundreds,
   and thousands.

1 245 – 7 =   1 238

hundreds

2

2

thousands

1

1

ones

5
7

8

tens

4

3

–

3 15

Method 1

Method 2
Saiz sebenar

44
TEA

CHER’S

NOT
ES

• Emphasise that subtraction needs to be done starting from ones place
 value followed by tens, hundreds, and thousands.
• Surf www.mymrt.com.my>sbk>route-map. Create questions based on
 the information for pupils to solve.

2.2.1

The table shows the number
of passengers on a train from
Sungai Buloh to Kajang.

Calculate the difference between adult passengers
and teenage passengers.

The difference between adult passengers and
teenage passengers is 493.

2

Passenger

Adult 1 283

Teenager

Number

790

1 283 – 790 =

Subtract ones.
Change 1 hundreds to 10 tens.

Subtract tens.
Change 1 thousands to 10 hundreds.

Subtract hundreds.

2
7

1 3
0

3

8
9–

181

2
7

4

1 3
0

3

8
9

9

–

18
11
10

2
7

1 3
0

3

8
9

9

–

18
11
10

1 283 – 790 =   493
Saiz sebenar

45
TEA

CHER’S

NOT
ES 2.2.1• Guide pupils to subtract using representatives such as coloured chips

and abacus.
• Provide exercises involving subtraction using number puzzles.

8 000 – 1 203 =  3

8 000 – 1 203 =   6 797

Subtract 1 from 8 000.
Subtract 1 from 1 203 as well.

0
2

8
1

0
3

0
0–

107

8 000 – 1 203 =

7 999 – 1 202 =

7 9 9 9
  –  1  2 0 2

6  7  9 7

– 1 – 1

0
2

7

8
1

6

0
3

7

0
0

9

–

10 10
9 9

107

0
2

8
1

0
3

0
0–

10
9

107

Method 1

Method 2
Saiz sebenar

46
TEA

CHER’S

NOT
ES

• Surf the Internet to obtain an abacus module that shows examples of
 subtraction in detail.
• Surf http://www.zapmeta.com.my/video?q=abacus+subtraction

2.2.2

4 910 – 1 362 =  4

Up 4 910.

The answer is 3 548.

6

10

4

Subtract 1 362.
Down 1 thousands.
Down 3 hundreds.

Subtract 6 tens, lower
beads are not enough.
The big friend of 6 is 4.
So, remove 1 hundreds.
Up 4 tens.

Subtract 2 ones, no
lower beads.
The big friend of 2 is 8.
So, remove 1 tens.
Up 8 ones.

10
            8 0 10

4 9 1 0
  –  1  3 6 2

3  5  4 8

2

10

8

4 910 – 1 362 =   3 548

Let’s check.

AB

26-28

SCAN THIS

Think!

4 910 – 1 372 =
Saiz sebenar

47
TEA

CHER’S

NOT
ES 2.2.1• Provide more exercises involving unknowns to enhance pupils’ understanding.

• Guide pupils to use simpler strategies to find unknowns. For example,
 2 400 –       = 1 970 is simplified to 6 –   1   = 5. So, 6 – 5 =   1  .

2 400 –          = 1 970 – 891 = 1 305 5 6

1

1 3 0 5
  +     8 9 1

2  1   9 6

Form two numbers
using digits 1, 2, 4,
5 and 6. Find the
largest difference
between them.

2

3

Subtract.

Find the answers and fill in the blanks.

a

a

c

b

b

d

4 723 − 8 =

3 247 −          = 1 152

5 456 − 670 =

5 369 − 97 =

− 1 309 = 4 041

7 000 − 3 028 =

1 Calculate.

a     5   1 3 4
–             5

4  0 8 6
–  1  9 0 2

9  4 2 5
–       1  7 3

b c

4 0  0
+    3 0
   4 3 0

–

7

3

AB

28

5  – 2 = 3

5  = 3 + 2

2 196   – 891 = 1 305

2 400 –   430  = 1 970

1 970 2 400

– 400– 30

2 000

MIND
CHALLENGE

MIND
CHALLENGE

LET’S TRY
Saiz sebenar

48
TEA

CHER’S

NOT
ES

Buy 12 young plants

Buy 103 young plants

• Guide pupils to subtract successively without regrouping first before
proceeding to subtraction by regrouping.

• Emphasise that the answer carried forward from step 1 to step 2 must
 be the same.

2.2.2

SUBTRACT SUCCESSIVELY

How many young plants are left?

2 343 young plants are left.

2 458 – 103 – 12 =

2 458 – 103 – 12 =   2 343

2 3 5 5
  –         1 2

2  3  4 3

2 4 5 8
  –      1 0 3

2  3  5 5

1   0   3
+       1   2

2   4   5   8
–       Is there any other

method to find the
answer? Discuss.

There are 2 458 young plants.

2  4 5 8
–        1 2

2  4 4 6
–     1 0 3

2  3 4 3

1

Method 1 Method 2

Method 3
Saiz sebenar

49
TEA

CHER’S

NOT
ES 2.2.2• Guide pupils to subtract successively using data or information involving

business transactions.

4 267 – 29 – 301 =  2

3

9 9
      6 101010
     7 0 0 0
  –  3  4 8 1

3  5  1 9

4  11
     3 5 1 9
  –      1 6 7

3  3  5 2

5 17
     4 2  6 7
  –         2 9

4  2  3 8

3  12
     4 2 3 8
  –     3 0 1

3  9 3 7

4 267 – 29 – 301 =   3 937

7 000 – 167 – 3 481 =

7 000 – 167 – 3 481 =   3 352

AB

29-30
Saiz sebenar

50
TEA

CHER’S

NOT
ES

b      8   7   2   9
–      6  0  3

8   7   2   9
–          1   4

8   7   2   9
–      2  5  4

7   4  0   5
–          6   1

a

• Use laminated number sentence cards for the Fun Project.
• Carry out reinforcement activities such as mathematics quizzes that
 include a variety of questions.

2.2.2

c

e

d

f

5 276 − 38 – 105 =     6 093 − 815 – 41 =

9 000 − 347 – 78 =     8 506 − 6 492 – 177 =

whiteboard marker, 2 number sentence cards,
rubber, calculator

pupils work in pairs (A and B)

Pupil A chooses one number sentence card.

Pupil B writes three numbers using the digits from 0 to 9
on the card. Calculate the answer.

Pupil A checks the answer using a calculator. If the number
sentence and answer are correct, pupil B gets 5 marks.

The pupil with the highest score wins.

Take turns. Repeat steps 1 to 3.

Examples of a number sentence card

– – =

– – =

Subtract.

Participants

Tools/Materials

1

2

3

4

5

FUN PROJECT

Method

LET’S TRY
Saiz sebenar

51
TEA

CHER’S

NOT
ES 2.5.1• Carry out addition and subtraction activities using objects and simulation.

• Emphasise that pupils should solve number sentence in the order of
 operations.

ADDITION AND SUBTRACTION

How many hats are not worn?

32 hats are not worn.

15 + 20 – 3 =

15 + 20 – 3 =  32

1

15 red hats 20 blue hats
3 hats are worn

1 2
+ 2 0

3  2

1 5
–     3

1  2

3 5
–     3

3  2

1 5
+ 2 0

3 5

Add first.
Then,

subtract.

The answer
is the same.

2 0
–     3 + 1 5

Calculate.
Explain how you
get the answer.

SCAN THIS

Method 1 Method 2
Saiz sebenar

52
TEA

CHER’S

NOT
ES

• Provide more simulation methods involving mixed operations to enhance
pupils’ understanding.

2.5.1

Which method is
correct? Discuss.

8 728 – 524 + 39 =

Look at the following.

9 007 – 215 + 640 =

2

3

1
     8 2 0 4
  +         3 9

8  2  4 3

8 7 2 8
  –      5 2 4

8  2  0 4

2 1 5
  + 6 4 0

8 5 5

9 0 0 7
  –     8 5 5

–     5 2 4
    8 7 2 8
  +        3 9

8 728 – 524 + 39 =   8 243

5 6
+ 1 2

6  0 5 2
–     3 0 0

+      8 1– 2 7

3 625        574         89 = 3 140

4 709 − 2 156 + 314 =     6 240 + 517 – 389 =

6 412        1 302        247 = 7 467

1

2

Solve these.

Complete the following using + and – symbols.

a

a

c

b

b

d

AB

31-3
2

9
8  1010

9 0 0 7
  –     2 1 5

8  7 9 2
+      6 4 0

Method 1

Method 1

Method 2

Method 2

LET’S TRY
Saiz sebenar

53
TEA

CHER’S

NOT
ES 2.7.1

2.7.2

• Guide pupils to create stories based on suitable picture cards
    and number sentences.
• Carry out a story making competition using MS Word.

There are 5 640 males and 3 290 females
taking part in the National Day poster
drawing contest. The total number of
participants is 8 930.

5 640 + 3 290 = 8 930

6 240 – 4 800 = 1 440

1 050 – 148 + 59 = 961

11

2

3

A factory produces 6 240 boxes of

biscuits. 4 800 boxes of biscuits are

donated to pupils. The number of

biscuits left is          boxes.

Create stories based on the number sentences.

a

c

b

d

AB

33-34

6 321 + 869 = 7 190

1 805 − 246 + 72 = 1 631    625 + 53 – 120 = 558

4 000 − 2 115 = 1 885

CREATE STORIES

people ride a train from Johor Bahru to Butterworth.

When the train reaches Kuala Lumpur          people get off

and          people get on the train. The number of passengers

left after leaving Kuala Lumpur is         .

HAPPY NATIONAL DAY

LET’S TRY
Saiz sebenar

54
TEA

CHER’S

NOT
ES

• Guide pupils to identify important information by underlining it.
• Guide pupils to solve problems by simulation using base ten blocks.

2.7.3

Given 3 409 Malaysian postcards
965 foreign postcards

Find

Method

total number of postcards

1

Total

3 409 Malaysian postcards
965 foreign
postcards

Draw a diagram.

3 409 + 965 =

The total number of postcards is 4 374.

1       1
    3 4 0 9
  +     9 6 5

4  3  7 4

3 409 + 965 =   4 374

Check     3  13 6 14

4  3 7 4
–     9 6 5

3  4 0 9

Pandalela has 3 409 Malaysian
postcards and 965 foreign
postcards. Calculate the total
number of her postcards.

SOLVE THE PROBLEMS
Saiz sebenar

55
TEA

CHER’S

NOT
ES

Dev’s father rears 6 000 catfish.
He sells 846 of the catfish.
How many catfish are left?

6 000 catfish
846 catfish sold

number of catfish left

2

6 000

846 sold Number of catfish left

6 000 – 846 =

9  9
     5 1010 10
    6 0 0 0
  –      8 4 6

5  1  5 4

6 000 – 846 =   5 154

The number of catfish left is 5 154.

• Train pupils to determine operations by identifying the keywords
 that mean add or subtract.
• Guide pupils to check their answers by addition or using a calculator.

2.7.3AB

35-36

1    1  1
   5  1 5 4
+     8 4 6

6  0 0 0

Given

Find

Method

Check
Saiz sebenar

56
TEA

CHER’S

NOT
ES 2.7.3• Discuss methods such as using analogy to solve problems.

• Provide exercises using question cards to enhance pupils’
 understanding.

A school provides 1 340 bottles of mineral water.
The Parent-Teacher Association (PTA) contributes another
960 bottles. 1 550 bottles of mineral water are given to guests.
How many bottles of mineral water are left?

3

Total

1 340 bottles of
mineral water

PTA gives
another

960 bottles

Total

1 550 bottles given
to guests

Balance

1 340 + 960 – 1 550 =

1    1
    1 3 4 0
  +     9 6 0

2  3  0 0

12
      1    2  10
    2 3 0 0
  –  1  5 5  0

7  5 0

750 bottles of mineral water are left.

In conjunction with Sports Day, a
school ordered 1 420 blue T-shirts
and 968 red T-shirts. What is the
total number of T-shirts?

1 580 participants took part in a patriotic song singing
competition. 27 participants made it to the finals. Calculate
the number of participants who did not make it to the finals.

Read the table. Airil’s father
sent 1 846 durians to the
fruit market. Calculate the
durians left.

Durian

D24 4 095

Musang King

Number

720

b

a

c

Solve the problems.

AB
37

Table of durian collection
at Airil's father's orchard

1 340 + 960 – 1 550 =  750

Method

LET’S TRY
Saiz sebenar

57
TEA

CHER’S

NOT
ES

• Carry out simulation activities to identify the unknown. 2.6.1
2.6.2

2

RECOGNISE UNKNOWN

An unknown is some fish.
7 plus the unknown is 10.

1

The total
number
of fish

becomes 10.

An unknown is several chicks.
The unknown plus 5 becomes 16.

There are several chicks
under the chicken coop.

5 eggs have just hatched.
There are 16 chicks altogether.

Father is going to
add in some fish.

There are 7 fish
in the aquarium.

unknown

+ 5 = 16

unknown

7 +        = 10Number sentence

An unknown is a quantity
that is not specified.
Saiz sebenar

58
TEA

CHER’S

NOT
ES 2.6.1

2.6.2

• Guide pupils to identify the unknown based on stories told or picture cards.

3

4

An unknown is several
cupcakes that were eaten.

I can write the
number sentence

like this.

Read the information
and identify the

unknown. Write the
number sentence.

CAR PARK AT
GLOBAL SUPERMARKET

TOTAL NUMBER OF PARKING SPACES ?

NUMBER OF PARKING SPACES OCCUPIED 40

NUMBER OF PARKING SPACES UNOCCUPIED 596

Several cupcakes from
12 cupcakes were eaten.

AB

38

12 cupcakes 9 cupcakes left

I ate several
cupcakes.

12 – r = 9

12 – ¶ = 9

12 minus the unknown equals 9.

12 –        = 9

The unknown is                                        .

Number sentence
Saiz sebenar

59
TEA

CHER’S

NOT
ES

• Guide pupils to identify any unknown through various situations
 in daily life involving addition and subtraction, such as using objects

in the classroom.

2.6.1
2.6.2

Shanti sells a few quail eggs. Then, she
sells another 90 quail eggs. The number
of quail eggs sold is 105 eggs altogether.

There are several mangoes
in the basket. 4 were eaten
and 14 were left.

15 storks are hunting
for fish in the lake.
A few fly away
and 12 are left.

There are 11 fishes
altogether.

I caught 6 silver
catfish. The rest

are catfish.

Identify the unknowns. Write the number sentences.

b

d

a

c

LET’S TRY
Saiz sebenar

60
TEA

CHER’S

NOT
ES 2.3.1• Guide pupils to multiply using counters and squared paper to reinforce

their understanding of the multiplication concept.

MULTIPLICATION

What is the total number of oranges in 3 boxes?

The total number of oranges in 3 boxes is 36.

3 × 12 =

1 Each box has
12 oranges.

3 × 2 = 2 × 3.
Is

3 × 12 = 12 × 3?

×

ones

2
3

6

tens

1

3

0 12 3624

+ 12+ 12 + 12    12
   12
+ 12

36

Multiply ones
3 × 2 ones = 6 ones

Multiply tens
3 × 1 tens = 3 tens

3 × 12 =  36

Method 1

Method 2

tens ones tens ones
Saiz sebenar

61
TEA

CHER’S

NOT
ES

• Provide more exercises without regrouping to reinforce pupils’
 understanding of the multiplication process.
• Encourage pupils to check their answers using estimation method
 and calculator.

2.3.1

Multiply ones
4 × 1 ones = 4 ones

Multiply tens
4 × 2 tens = 8 tens

Multiply hundreds
4 × 1 hundreds
= 4 hundreds

3

2 4 × 121 =

2 013 × 2 =

2 × 3 ones
2 × 1 tens
2 × 0 hundreds
2 × 2 thousands

2 013 × 2 =  4 026

4 × 121 =  484

Estimate to check.
2 000 × 2 = 4 000

4 026 is nearer
to 4 000.

The answer is
reasonable.

0

0
0

0

2

4

4

3
2
6
0
0
0

6

1

2
0
0

2

×

+

1

4

1
4

4

2

8

×
1 1

4

4

2

8

×
1 1

4

4

2
×

tens oneshundredstens oneshundredstens oneshundreds
Saiz sebenar

62
TEA

CHER’S

NOT
ES 2.3.1• For multiplication in vertical form, encourage pupils to place larger numbers

on top for easier calculation.
• Emphasise the multiplication pattern of any number by 10, 100 and 1 000.

4

6

5

7

596 × 10 =

10 × 1 000 =

78 × 100 =

9 ×          = 9 000

1 0
  ×     1  0 0 0

1 0  0  0 0

7 8
  ×      1 0 0

7  8  0 0

5 9 6
  ×        1 0

5  9  6 0

596 × 1 tens = 596 tens
     = 5 960

78 × 1 = 78
78 × 10 = 780
78 × 100 = 7 800

9 × 10 = 90
9 × 100 = 900
9 × 1 000 = 9 000

596 × 10 =   5 960

10 × 1 000 =   10 000

78 × 100 =   7 800

9 ×  1 000  = 9 000

What is the smallest hundreds digit if
the answer is a four digit number?

h i × 902 = 9 020     6 ×       = 6 000     j 10 000 =      × 1 000

Multiply.
a    4 0

×    8
   2 1
×    5

b    2 9
× 1 0

d   5 0 1
×       6

c

e 17 × 100 =     f 10 × 35 =     g 100 × 80 =

AB

39

12 × 4 =MIND
CHALLENGE

MIND
CHALLENGE

Method 1 Method 1

Method 2 Method 2

LET’S TRY
Saiz sebenar

63
TEA

CHER’S

NOT
ES

tens ones

tens ones

• Guide pupils to use number lines and squared paper to multiply
 two numbers involving regrouping.

2.3.1

MORE MULTIPLICATION

How many books are there altogether?

There are 45 books altogether.

1

15 × 3 =

15 × 3 =   45

Multiply ones
3 × 5 ones = 15 ones
Change 15 ones to
1 tens and 5 ones.

Multiply tens
3 × 1 tens = 3 tens
3 tens + 1 tens = 4 tens

ones

5
  3

1 5

tens

1
×

Could I add 15 and 30
to get the answer?

1  7
  ×       5

5 3 5

Is this calculation
correct? Explain.

ones

5
3

5

tens

1

4

1

×

SCAN THIS
Saiz sebenar

64
TEA

CHER’S

NOT
ES 2.3.1• Guide pupils to multiply using lattice and mental calculation methods.

• Encourage pupils to check their answers using estimation.

2

3

6 × 44 =

109 × 7 =

ones

4
6

4

tens

4

6

hundreds

0

2

22

×

Multiply ones
6 × 4 ones = 24 ones
24 ones is 2 tens and 4 ones.

Multiply tens
6 × 4 tens = 24 tens
24 tens + 2 tens = 26 tens
26 tens is 2 hundreds and 6 tens.

Multiply hundreds
6 × 0 hundreds = 0 hundreds
0 hundreds + 2 hundreds = 2 hundreds

ones

4
  6

2  4

tens

4
×

4
6

4

4

2 6

2

×

6 × 44 =  264

The total number of pupils in 6 buses is 264.

109 × 7 =  763

6
    1 0 9
  ×       7

7  6 3

1 0 9 ×

70 0 6

36

7 0 3

7

What is the total
number of pupils

in 6 buses?

Number of passangers’  44 people
Syarikat Lim
Jalan Damai

Selangor.

44 people

SCAN THIS

Method 1 Method 2
Saiz sebenar

65
TEA

CHER’S

NOT
ES

• Encourage pupils to use times table as a reference.
• Remind pupils about the commutative law in multiplication, that is
 a × b = b × a.

2.3.1

1  1
    1  0 3 2
  ×           5

5   1 6 0

1    2  1
    1  0 3 2
  ×           5

6   0 0 0

6

4 5576 × 8 =  4 × 2 193 =

2  1 9 3
×            4

1 2
        3 6 0
        4 0 0
+ 8  0 0 0

8  7 7 2

576 × 8 = 4 000 + 560 + 48
             = 4 608

576 × 8 =  4 608

4 × 2 193 =   8 772

Multiply.
a    3 0

×    2
   6 7
×    6

b    2  0 1 5
×           4

d   2 0 9
×       3

c

e 65 × 8 =     f 5 × 417 =     g 9 × 1 108 =

Asin Kaswini Adila

Whose answer is correct? Why?

500

4 000

×

8

70

560

6

48

01 3 2 ×

500 1 1

06

05 5 0

15

AB

40

Multiply according
to the place value.

LET’S TRY
66

Saiz sebenar
TEA

CHER’S

NOT
ES 2.4.1• Guide pupils to divide numbers without a remainder using object

simulations, diagrams, and times tables.
• Guide pupils to construct a 3 times table for an easier division process.

11

12

DIVISION
Calculate the number of small stones
in one jar.

There are 12 small stones in one jar.

Divide tens
4 tens ÷ 3
= 1 tens remainder 1 tens

Change 1 tens to 10 ones.
10 ones + 5 ones = 15 ones

Divide ones
15 ones ÷ 3 = 5 ones

24 ÷ 2 =

45 ÷ 3 =

12

12

24

We put 24 small
stones equally into

2 jars.

24 ÷ 2 =   12

45 ÷ 3 =  15

1
 3    4 5
    –   3
       1  5

1 5
 3    4 5
    –   3
       1  5
    – 1  5
          0

0 10 20 24

– 2 – 2 – 2 – 2 – 2 – 2 – 2 – 2 – 2 – 2 – 2 – 2
67

Saiz sebenar
TEA

CHER’S

NOT
ES 2.4.1• Guide pupils to divide numbers starting with hundreds, followed by tens

and ones.

628 doughnuts are packed in fours. How many
packets of doughnuts are there?

Divide hundreds.
Change the
2 hundreds
remainder to 20 tens.

Divide tens.
Change the 2 tens
remainder to 20 ones.

Divide ones.

628 ÷ 4 =

There are 157
packets of
doughnuts.

628 ÷ 4 =  157

1
 4    6 2 8
    –   4
       2  2

1 5
  4   6 2 8
    –   4
       2  2
    – 2 0
           2 8

1 5 7
 4   6 2 8
    –  4
      2  2
   – 2 0
          2 8
       –2 8
            0

13
68

Saiz sebenar
TEA

CHER’S

NOT
ES

4

5 6

•  Provide questions involving division in the form of games or number puzzles.
• Guide pupils to estimate before calculating the actual answers.

2.4.1

2 100 ÷ 7 =

Blue Card      Green Card
5 045 ÷ 5 =

5 045 ÷ 5 =   1 009

2 100 ÷ 7 =   300

Method 1 Method 2

3 0 0
 7   2 1 0 0
    – 2 1
         0  0
       –   0
            0 0
         –     0
               0

9 2 0
 8   7 2 1 6
  – 7 2
         0  1 6
       –    1  6
              0

9 0 2
 8   7 2 1 6
  – 7 2
         0  1
       –   0
            1 6
         – 1 6
              0

1  0 0 9
 5   5  0 4 5
    – 5
      0   0
    –   0
         0 4
       –   0
             4 5
          –  4 5
               0

3   × 7 = 21

300   × 7 = 2 100
  480 ÷ 6 =

7 200 ÷ 8 =

Which calculation
is correct?

AB

41-4
2

Calculate
using mental
calculation.

Talk about it.
69

Saiz sebenar
TEA

CHER’S

NOT
ES

7

9 10

8

BA 2

8 600 ÷ 100 =

7 000 ÷ 1 000 =                      ÷ 10 = 204

7 000 ÷ 10 =  700

7 000 ÷ 100 =  70

7 000 ÷ 1 000 =   ?

8 600 ÷ 100 =   86

80 ÷ 4 =

4 700 ÷ 100 =

5 004 ÷ 9 =

9 000 ÷ 1 000 =

180 ÷ 10 =

÷ 100 = 11

690 ÷ 10 =

690 ÷ 10 =   69

8 6
 100   8  6 0 0
       – 8  0 0
              6  0 0
          –  6  0 0
                  0

6 9
 10  6 9 0
    – 6 0
         9 0
     –  9 0
            0

Divide.

a

e

h

f

i

g

j

b c d

2   36

3  603

5  840

6   1 200

2.4.1
• Guide pupils to check their answers using multiplication.

2 0 4
×       1 0

2  0 4 0

2 040  ÷ 10 = 204

AB

42

7 000 ÷ 1 000 =   7

LET’S TRY

I use
multiplication.
70

Saiz sebenar
TEA

CHER’S

NOT
ES

•  Carry out simulation activities using objects and representatives.
• Guide pupils to use other division strategies such as repeated subtraction

according to pupils’ level of understanding.

2.4.1

MORE DIVISION

1

2

I put 29 pieces
of chalk equally

into 3 boxes.How many pieces of chalk are
there in each box? How many
pieces of chalk are left?

29 ÷ 3 =

47 ÷ 4 =

47 ÷ 4 =   11 remainder 3

29 ÷ 3 =  9 remainder 2

remainder

remainder

remainder

1 1
 4    4 7
    –   4
       0  7
    –     4
          3

Each box has 9 pieces of chalk.
There are 2 pieces of chalk left.
71

Saiz sebenar
TEA

CHER’S

NOT
ES

3

5

7

6

4

• Encourage pupils to check their answers using multiplication.
2.4.1

376 ÷ 6 =

682 ÷ 10 =

8 400 ÷ 1 000 =

7 090 ÷ 100 =

7 090 ÷ 100 =   70 remainder 90

8 400 ÷ 1 000 =   8 remainder 400

682 ÷ 10 =  68 remainder 2

8 035 ÷ 9 =

8 035 ÷ 9 =       9      remainder

376 ÷ 6 =   62 remainder 4

6  2
 6   3 7 6
    – 3 6
         1 6
     –  1 2
            4

6 8
 10  6 8 2
    – 6 0
         8  2
     –  8  0
             2

9
 9  8  0  3 5
  – 7   2
         8   3
     –  8   1
             2  5
        –

7 0
 100  7 0 9 0
     –  7 0  0
               9 0
             –    0
               9  0

8
 1 000  8 4 0 0
         – 8 0  0 0
               4 0 0          Solve 5 230 ÷ 1 000.

AB

43-44
72

Saiz sebenar
TEA

CHER’S

NOT
ES

• Provide more exercises to reinforce pupils’ understanding. 2.4.1

8 a

b

c

9 768 ÷ 10 =   976 remainder 8

9 768 ÷ 100 =   97 remainder 68

9 768 ÷ 1 000 =

What is your
answer for

?c

Fill in the blanks with the digits given.

Divide.

a b c d

2  45

3  590

7  8 032

10  607

92 ÷ 5 =  1 502 ÷ 9 =  702 ÷ 8 =

3 791 ÷ 10 =  513 ÷ 100 =  4 300 ÷ 1 000 =

e gf

h i j

5 9
2

3   1    7 remainder 1
     3

AB

44

LET’S TRY

MIND
CHALLENGE

MIND
CHALLENGE
73

Saiz sebenar
TEA

CHER’S

NOT
ES

• Guide pupils to create stories based on the pictures and number sentences.
• Provide suitable keywords to help pupils create stories. 2.7.1

1

2

3

4

8 pupils won the robotic
competition. Each pupil received
RM1 000. The total amount of
money received is RM         .

Puan Zurina distributed
bags of souvenirs to 3 group
leaders. Each group leader
received 24 bags. The total
number of bags is 72.

There were 675 boxes of food
distributed to          orphanages.
Each orphanage received
         boxes.

key chains are put into
100 boxes. Each box contains
37 key chains. The remainder
of the key chains are         .

Create stories.

a

c d

b
4 300 ÷ 1 000 =

CREATE STORIES

16 × 4 = 64

643 ÷ 100 = 6 remainder 43

7 × 1 000 = 7 000

528 ÷ 6 = 88

3 × 24 = 72

675 ÷ 9 = 75

3 740 ÷ 100
= 37 remainder 40

8 × RM1 000 = RM8 000

AB

45-46

LET’S TRY
74

Saiz sebenar
TEA

CHER’S

NOT
ES

1 Darren’s mother bought 4 boxes of strawberries. Each box
has 15 strawberries. What is the total number of strawberries?

Given bought 4 boxes of strawberries
                A box has 15 strawberries.

Find        total number of strawberries

4 × 15 =

4 × 15 = 15 + 15 + 15 + 15
           = 30 + 30
           = 60

Method

•  Guide pupils to solve problems using various methods such as models
    and number lines.
• Provide more practise in constructing number sentences orally based on

story cards.

2.7.3

The total number of strawberries is 60.

SOLVE THE PROBLEMS

1  5
×      4
    6  0

2

4 × 15 =   60

I draw
pictures.

I use repeated
addition to check

the answer.

15 strawberries

15 strawberries

15 strawberries

15 strawberries
75

Saiz sebenar
TEA

CHER’S

NOT
ES

Method

2

3

How many cocoa trees are there on Jarjit’s father’s farm?

Hajar puts 96 packets of dodol equally
into 4 containers. How many packets
are there in each container?

Given     96 packets of dodol
               4 containers

Find     number of packets of
     dodol in each container

The number of cocoa trees on Jarjit’s father’s farm is 5 010.

The number of packets of dodol in each container is 24.

2.7.3• Guide pupils to underline important points and understand the questions.
• Guide pupils to solve problems using number lines and encourage them
 to check their answers.

1   6 7 0
×            3
   5  0 1 0

2 2

3 × 1 670 =

3 × 1 670 =    5 010

Bee Tin’s father’s farm    1 670

Jarjit’s father’s farm        1 670     1 670      1 670

Check your answer
using repeated

addition.

96 ÷ 4 =   24

2 4
 4    9  6
    –   8
        1   6
   –  1  6
           0

Farm

Number of
cocoa trees

1 670 3 times the number of
trees Bee Tin’s father has

Bee Tin’s father Jarjit’s father

96 ÷ 4 =

96 packets of dodol

? ? ? ?

AB

47-49

Method
76

Saiz sebenar
TEA

CHER’S

NOT
ES

•  Working backwards is an easy way to check whether the answers are
reasonable or not.

•  Guide pupils to check the answers of division involving remainders.

2.7.3

4 A factory produces 9 507 bottles of soursop juice
in one day. 8 bottles are packed in each box.
How many boxes of soursop juice are there?
What is the remainder of bottles?

Given There are
 9 507
 bottles of
 juice. Each
 box has 8
 bottles.

Find number of
 boxes and
 remainder
 of bottles

9 507 ÷ 8 =          remainder

9 507 ÷ 8 =  1 188   remainder    3

1  1  8 8
    8  9  5 0 7
     –  8
        1   5
      –     8
             7 0
         –  6 4
                6 7
            – 6 4
                  3

Solve these.
 Rita arranges 18 flowers in a vase. Calculate the total
 number of flowers in 6 vases.

 A charity organisation distributes 840 storybooks
 equally to 5 orphanages. How many storybooks does
 each orphanage get?

 There are 2 008 packets of batteries. Each box has
 100 packets of batteries. How many packets of batteries
     are not in the boxes?

1 188 boxes of juice are produced. The remainder is 3 bottles.

I check by using
multiplication.

a

b

c

AB

49

Method

LET’S TRY

Soursop  So  So
      sop       op

Juice   Ju   Ju
       ice        ce
77

Saiz sebenar
TEA

CHER’S

NOT
ES

100 pieces
100 pieces

1

2

• Carry out simulation activities using story cards to identify the unknown.
• Provide a variety of unknown symbols in teaching and learning process.

For example       and      .

2.6.1
2.6.2

The number of pages for each comic is the unknown.

3 comics times the certain number of pages is 150 pages.

3 multiply unknown is equal to 150.

I have read
3 series of
this comic.

Several jars is the unknown.

Each comic has the same
number of pages.

Wow! You have
read 150 pages.

Number sentence    3 ×          = 150

Number sentence              × 100 = 1 200

unknown

unknown

There are
several jars of
biscuits in this
box. The total

number of
biscuits is

1 200 pieces.

▲  ★

RECOGNISE MORE UNKNOWN
78

Saiz sebenar
TEA

CHER’S

NOT
ES

3

4

• Carry out simulation activities to identify the unknown. Encourage pupils
 to relate the multiplication with division.

2.6.1
2.6.2

Puan Siti hands out 20 pieces of coloured paper

equally to several pupils. Each pupil receives

5 pieces of coloured paper.

Identify the unknown. Write the number sentence.

Several pupils is the unknown.

20 divided by the unknown is equal to 5.

Please distribute all
these food packs

equally to 4 classes
of year 3.

Each class
will get 30
packs of

food.

÷ 4 = 30

20 ÷          = 5

AB

50

State the unknown. Write the number sentence.

The unknown is                                                .
79

Saiz sebenar
TEA

CHER’S

NOT
ES

• Guide pupils to identify the unknown based on several situations inside and
outside the classroom.

2.6.1
2.6.2

The total mass of
several similar cakes
is 4 000 g. State the
unknown. Write the
number sentence.

Identify the unknowns. Write the number sentences.

Jamit has several files. He keeps 20 certificates
 in one file. There are 40 certificates altogether.

Mogan’s mother buys a quantity of apples.
 She puts 6 apples into each plastic bag and
 sells them. She has 30 bags of apples.

Habsah’s textile factory donated 400 pieces
 of batik and pelekat sarong to several
 charities. Each charity received 80 pieces.

35 schools take part in the
 Muafakat Johor Run. Each
 school is represented by
 a number of pupils. The total
 number of pupils participating
 in the run is 3 500.

a

b

c

d

LET’S TRY

MIND
CHALLENGE

MIND
CHALLENGE
80

Saiz sebenar
TEA

CHER’S

NOT
ES 1.5.1

dice, A4 paper, pencil, 2 markers,
12 red chips, 12 blue chips

2 players and 1 referee

• Provide copies of the game for pupils.
• Ask pupils to determine their turns before the game starts. Players

should take a set of coloured chips and a marker.
• Instil cooperation, honesty, and trustworthiness while playing.

Throw the dice. The first player moves the marker according
 to the number on the dice.

Answer the question. Show your calculation to the referee. If it is
 correct, put a chip on the answer in the middle.

If the marker stops on the flower, put a chip on any answer in
 the middle.

The next player takes his/her turn. Repeat steps 1 to 3. If the marker
 stops on a question answered correctly, throw the dice again.

The player with the most chips wins.

1

2

3

4

5

2.1.1, 2.1.2, 2.2.1,
2.2.2, 2.3.1, 2.4.1,
2.5.1, 2.7.3

AB

51-5
2

FINISH

START

Rani has 1 430 stamps. The
number of stamps Rani has

is 5 times more than
Dayang’s stamps. How many
stamps does Dayang have?

Yap has 1 860 marbles.
Rina has 247 marbles

less than Yap. How many
marbles do they have

altogether?

6 004 – 1 237 – 984 = 1 407 – 208 + 65 = 6 032 –         = 1 897

MISS A TURN

6 170 + 298 + 79 =

8 034 – 2 157 =

8 720 ÷ 4 =

3 × 819 =

4 135 3 473

2 180

4 596

3 783

2 457

6 547

1 264

5 877

286

7 150 2 107

4 032 + 564 =

Method

F

UN TIME

Participants

Tools/Materials

COLLECT CHIPSCOLLECT CHIPS
Saiz sebenar

81
TEA

CHER’S

NOT
ES

• Discuss fractions, decimals, and percentages shown in the picture above.
• Ask pupils to state several daily situations related to fractions, decimals,
 and percentages.

FRACTIONS, DECIMALS,
AND PERCENTAGES

2
5

3.1.1, 3.2.1
3.3.1, 3.3.2

The tip of this pen
is 0.7 millimetre.

2 of these
5 notebooks
are yellow.

discount

20%
50%

price cut

RM100
only RM50

NOTEBOOK

1
2

price

Reduced to
Saiz sebenar

82
TEA

CHER’S

NOT
ES

1

2

3.1.1

1

PROPER FRACTIONS

• Carry out activities of stating various proper fractions from a group of objects
where the denominator is up to 10 using flash cards.

• Explain that the value of a proper fraction is less than 1.
• Surf http://www.mathinenglish.com/worksheetview.php?id=3079&stid
 =10020

is a proper fraction.

The numerator is smaller than the denominator.

3
4

3 of the 4
mouses are red.

3 of 4 is
three over four.

4 of the 5 pencils
are not green.

4 of 5 is four over five.

Four over five is written

as    .4
5

State the fractions
of the balloons:

red.

blue.

yellow.

purple.

Look at the diagram.
Do the red parts have
the same fractions?
Discuss.

Say other
proper fractions.

AB

53-54

a

b

c

d

Three over four
is written as

3
4

numerator

denominator

MIND
CHALLENGE

MIND
CHALLENGE

LET’S TRY
Saiz sebenar

83
TEA

CHER’S

NOT
ES 3.1.2

• Use the same size and same coloured paper to colour parts that make
equivalent fractions.

• Reinforce pupils’ understanding of equivalent fractions by simulation using
a fraction kit, paper strips, and transparencies.

11

EQUIVALENT FRACTIONS

Is     equivalent to    ?2
1
5

2
10

2 ÷ 2 =  1
10 ÷ 2    5

is equivalent to     .
1
5

2
10

1
10

2
10

2 parts of      are     .

1
5

2 =
10

1
5

2
10

1
10

1
10

The green parts of these two
diagrams have the same size.

1
3

1
3

1
3

2
6

=2
6

1
6

1
6

1 × 2 = 2
3 × 2    6

The blue parts of the
two diagrams have

the same size.

EQUIVALENT FRACTIONS

Two different fractions that have equal value.

For example,     is equivalent to     .
1
2

2
4

1
3

2
6

is equal to     . These

are equivalent fractions.

Method 1

Method 2
Saiz sebenar

84
TEA

CHER’S

NOT
ES 3.1.2

3

Choose and say the following equivalent fractions.

a b dc

FRACTION CHART

Give examples of
equivalent fractions based

on the chart above.

Look at the parts

with the same

size as     .1
2

2
3

4
5

6
9

3
4

4
6

1
6

8
10

8
5

2
3

3
2

4
8

6
8

2
4

3
6
4
8
 5
10

1
8

1
6

1
5

1
4

1
3

1
2

1
4

1
5

1
6

1
6

1
8

1
8

1
8

1
10

1
10

1
10

1
10

1
10

1
5

AB

55

The equivalent fractions of

are    ,      ,       and      .
1
2

2
4

What is the equivalent fraction of    ?
1
2

Which fraction is

equal to     ?
1
2

1
2

= 2
4

1
2

= 3
6

1
2

= 4
8

=1
2

• Emphasise that to find an equivalent fraction, multiply or divide the
 denominator and numerator by the same number.
• Explore the number pattern of the numerator and denominator for
 equivalent fractions.
• Surf www.mathfox.com/topics/fractions/ for reinforcement exercises.

LET’S TRY
Saiz sebenar

85
TEA

CHER’S

NOT
ES 3.1.3

11

FRACTIONS IN THE SIMPLEST FORM

• Emphasise that to simplify a fraction, the numerator and the denominator
 must be divided by the same number.
• Emphasise that the simplest form of fraction has the smallest value for the

numerator and denominator, and can only be divided by 1.

2
4

3
9

1
2

Simplify    .
4
8

State     in the simplest form.

3
9

1
3

in the simplest form is    .

1
2

2
4

is the simplest form of    .

equals     .

Which fraction shows the simplest form?

2

3 4
8

1
2

3
9

1
3

4 ÷ 4 =  1
8 ÷ 4    2

2 and 4 can be
divided by 2.

3 ÷ 3 =  1
9 ÷ 3    3

3 =
9

1
3

4 =
8

1
2

2
4

1
2

2 ÷ 2 =  1
4 ÷ 2     2

2 =
4

1
2
Saiz sebenar

86
TEA

CHER’S

NOT
ES 3.1.3

4

• Surf www.kidsmathtv.com/video-by-topic/fractions-ratios-and-percentages/
to watch a video of fractions in the simplest form.

a

b

a b c

The fraction of       is     .

How many parts should
Ailee colour so that it is
equal to Dina’s?

The fraction of       is    .

Simplify.

4
10

6
10

4
10

1
10

1
10

1
10

1
10

1
10

1
10

1
10

1
10

1
10

1
10

2
5

1
5

1
5

1
5

1
5

The simplest form of      is    .
 4
10

2
5

1
5

4
10

2
5

6
10

6 ÷
10 ÷

2
6

2 ÷
6 ÷

4
8

4 ÷
8 ÷

8
10

8 ÷
10 ÷

The simplest form

of      is      .
6
10

There
are 4
and 6     .

There are 10 hula
hoops altogether.

What is the
simplest form
of fraction for
each of these

coloured hoops?

Dina Ailee

AB

56

MIND
CHALLENGE

MIND
CHALLENGE

LET’S TRY
Saiz sebenar

87
TEA

CHER’S

NOT
ES 3.1.7

• Use various objects such as fraction kits to show mixed numbers.
• Explain that the value of a proper fraction is less than 1 and the value
    of a mixed number is more than 1.

one one
over four

How many
parts does

this pie have?

There are
two and one over two

chocolate fingers.

11

2

1
4

IMPROPER FRACTIONS AND
MIXED NUMBERS

There is one and one over four pie.

One and one over four is written as 1    .

1
4

1
4

1
4

1     is a mixed number.

1 is a whole number.

is a proper fraction.

mixed number

1
4

1
whole

number
proper
fraction

1
2

2

1
4

1

Give other examples
of mixed numbers.

There is 1    pie.
Saiz sebenar

88
TEA

CHER’S

NOT
ES

Two hexagons are divided into 6 equal parts.
What is the fraction of 11 parts?

State 2    as an improper fraction.4

3

3.1.7
• Carry out paper folding activities to show the relationship between mixed
 numbers and improper fractions.
• Explain that an improper fraction has a numerator larger than or equal to the

denominator.

11 parts of     is      .

is an improper fraction.

11
6

11
6

1
6

2
9

2
9

9
9

9
9

2
9

20 parts of     is      .
1
9

20
9

1
6

1
6

1
6

1
6
1
6

1
6

1
6

1
6

1
6

1
6

1
6

6
6

5
6

The fraction of 11 parts is     .
11
6

11
6

improper
fraction

6
6

is also an improper fraction. Discuss.

Overlap the transparent plastic.
11

2
9

2

20
9

2
9

20
9

2 =

AB
57

The numerator
is larger
than the

denominator.
Saiz sebenar

89
TEA

CHER’S

NOT
ES

5
2

9
4 3

5
2

2
3

1

Improper Fractions and Mixed NumbersMonday 4/3/2019

13
5

5
3

1
4

2

1
2

2

3.1.7

5

• Prepare suitable examples of improper fractions and mixed numbers
 involving the denominators up to 10 using shapes for identifying activities.

What can you tell about
these two fractions?

This is an
improper
fraction.

1

2

Write the mixed numbers and improper fractions.

Say the improper fractions.

Say the mixed numbers.

a

a

b

b c d

6
6

9
4

7
3

14
8

15
7

2
9

3
1
4

2
4
5

1

AB

58

8
7

1
7

1

LET’S TRY
Saiz sebenar

90
TEA

CHER’S

NOT
ES

ADDITION OF FRACTIONS

3.1.5 (i)

1

3

• Use paper strips, paper discs, transparencies, and picture cards to simulate
addition. Emphasise that to add fractions of the same denominator, pupils
only have to add the numerators.

1
5

1
5

4
9

4
9

3
5

2
5

2
5

7
9

7
9

3
9

+

+

+

+

=

=

=

=

The denominator is
the same. Just add

the numerator.

Look at the number line.

What are two other fractions

which give a total of    ?

AB

59

7
9

12 Add     and    .
1
4

1
4

1
4

1
4

1
4

1
4

+

+

=

=

2
4

1
4

1
4

+ =

2 ÷ 2
4 ÷ 2

1
2

=

Simplify    .
2
4

1
2

=

1
5

1
5

1
5

1
4

1
4

1
2

0 1
9

2
9

3
9

4
9

5
9

6
9

7
9

+ ?
Saiz sebenar

91
TEA

CHER’S

NOT
ES 3.1.5 (ii)

3.1.5 (iii)

4

5 6

1
2

1
2

1
2

1
2

2
3

2
3

2
3

1
2

3
6

2
3

2 × 2
3 × 2

1 × 3
2 × 3

4 ÷ 2
6 ÷ 2

1
4

1
4

1
6

1
6

1
6

1
6

1
6

1
6

1
6

1
6

1
6

1
6

+

+

+

+ +

+

++

+

++

+

=

=

=

= =

=

==

=

=

=

=

=

1
4

1
4

1
2

1
2

1
4

1
4

1
2

2
4

3
4

1
4

1
4

+ +=

=

Different denominators.
Look at the fraction chart.

Add these.

•  Guide pupils to construct a fraction chart to find equivalent fractions when
adding two fractions of different denominators.

•  Emphasise that in order to add two fractions of different denominators, they
must find a common denominator for both.

The simplest

form of

is    . 4
6

2
3

1
4

1
4

1
4

1
2

1
8

+ = 1
3

4
9

+ =
1
2

3
10

+ =

3
4

2
3

1
41

2

1
2

2
4

= .Method 1 Method 2
Saiz sebenar

92
TEA

CHER’S

NOT
ES 3.1.5

7

• Surf https://solvemymaths.com/2015/02/06/adding-and-subtracting-
 fractions-worksheet/
• Guide pupils to add fractions of the same denominator involving an

unknown.

2
5

2
5

1
2

+

+ +

=

=

=

=

3
10

3
10

2
10

5 ÷ 5
10 ÷ 5

3
10

3
4

3
4

6
8

7
8

3 × 2
4 × 2

1
8

1
8

1
8

1
8

+

+

+

+

=

=

=

=

Show the workings
for this answer.

a

g

d

b

h

e

c

i

f

Solve these.

1
3

4
5

3
5

2
7

2
3

5
9

3
8

1
9

1
8

1
3

1
5

4
7

2
9

2
9

1
2

7
9

5
8

+

+

+

+

+

+

+

++

=

=

=

=

=

=

=

==
 1
10

AB

60

Look at the calculations
above. Which one is correct?

Discuss.

3
8

7
8

+ =

MIND
CHALLENGE

MIND
CHALLENGE

LET’S TRY
Saiz sebenar

93
TEA

CHER’S

NOT
ES 3.1.6 (i)

• Emphasise that to subtract fractions of the same denominator, pupils
should subtract the numerator only.

• Surf www.superteacherworksheets.com/fractions-subtracting.html
• Emphasise that answers must be written in the simplest form.

There are 2 out of 3 parts of a
bread roll. I’m going to take 1 part.

11

SUBTRACTION OF FRACTIONS

Subtract     from    .

What is the remaining part
of the bread roll?

2

2
3

7
8

7
8

7
8

2
3

3
8

7
8

1
3

3
8

3
8

1
3

1
3

The remaining part of the bread roll is     .
1
3

–

–

–

–

=

=

=

=

The denominator
is the same.

Just subtract
the numerator.

7
8

4
8

1
2

3
8

– =

=

Simplify the
answer.

AB

61

4 ÷ 4 = 1
8 ÷ 4    2

1
2

What is the difference between     and    ?3

6
7

6
7

4
7

4
7

– =

6
7

4
7

– =
2
7

0 1
7

2
7

3
7

4
7

5
7

6
7

7
7

4
7

–
Saiz sebenar

94
TEA

CHER’S

NOT
ES 3.1.6 (ii)

3.1.6 (iii)
3.1.6 (v)

Simplify the
answer.

• Emphasise that to subtract a fraction, the denominator must be of equal value.
• Use 2, 4, 6, 8 and 10 times tables to help pupils determine the equivalent

fractions.

1
4

1
8

1
8

1
8

1
8

1
8

1
8

1
8

1
8

1
4

1
2

1
2

1
4

1
4

On the
fraction
chart,

and

.

1
2

2
4

=

1
4

2
8

=

5
6

Can you subtract     from    ?

Discuss.

1
6

1
2

4 1
2

1
2

2
4

1
4

1
2

1
4

1
4

1
4

1
4

–

– –

–

=

=

=

=
1
4

5 1
4

1
4

2
8

1
8

1
4

1
8

1
8

1
8

1
8

–

– –

–

=

=

=

=
1
8

6 5
6

5
6

5
6

1
2

5
6

5
6

1
3

1
3

2
6

1 × 2
3 × 2

3 ÷ 3
6 ÷ 3

1
3

–

–

–

–

–

=

=

=

=

=

=
1
2
Saiz sebenar

95
TEA

CHER’S

NOT
ES

• Guide pupils to multiply correctly to find the equivalent fractions.
• Guide pupils to subtract fractions of the same denominator involving
 an unknown.

10

2
5

2
5

2
5

2
5

2
5

2
5

4
5

4
5

–

–

–

=

=

=9 –

–

–

=

=

=

3
10

6
10

6
10

3
10

9
10

9
10

9
10

3
10

a

d

b

e

c

f

Solve these.

7
8

1
2

5
6

4
5

1
5

2
3

5
8

1
6

2
9

–

–

–

–

–

–

=

=

=

=

=

= 7
10

1
10

3
10

3.1.6AB

62

8 2
3

2
3

5
9

2
3

5
9

5
9

5
9

2 × 2
3 × 2

5
9

–

– –

–

–

=

=

=

=

=

7

1
5

1
2

1
2

1
2

1 × 5
2 × 5

2 ÷ 2
10 ÷ 2

–

–

–

–

–

=

=

=

=

=

=

7
10

7
10

5
10

7
10

7
10

7
10

1
5

LET’S TRY
96

Saiz sebenar
TEA

CHER’S

NOT
ES 3.1.4

3.2.1

•  Ask pupils to state the fractions and the decimals of the white and the green
tiles in the diagram above.

• Guide pupils to read out decimal numbers correctly according to their place
value using word cards and number cards.

11

16 of 100 is sixteen hundredths.

Sixteen hundredths is written as         .

4 of 100 tiles are pink.

4 of 100 is        .

in decimal is 0.16.

in decimal is 0.04.

There are 100 tiles,
16 of them are blue.

It is read as
zero point one six.

RECOGNISE FRACTIONS OF HUNDREDTHS
AND DECIMALS

a

b

16
100

4
100

16
100

4
100

16
100

0.16 decimal
fraction of

hundredths

decimal point

ones tenths hundredths

0 0 4

AB

63

0.04

zero point
zero fourfour

hundredths

4
100 0.04

How beautiful! The kitchen
tiles are so colourful.
Saiz sebenar

97
TEA

CHER’S

NOT
ES 3.2.2

3.4.1

• Provide sufficient paper or hundred square grids for colouring activities
to represent various decimal numbers.

This is our
decimal project.

Correct the
incorrect.

zero point sixty

zero point
seven two

I coloured
23 of 100
squares.

12

13

14
What are the decimal

and hundredths fraction
of the white squares?

44 of 100
squares are

red.

= 0.4444
100

Zero point zero eight.
I coloured 8 of 100

squares.
98

Saiz sebenar
TEA

CHER’S

NOT
ES

5

•  Provide sufficient hundred square grids to pupils to represent decimals
 and fractions of hundredths.
• Surf http://www.visnos.com/demos/percentage-fraction-decimals-grid

How many squares
should be coloured?

1

2

Match the correct word cards to the numeral cards, and read
them out.

Colour the decimal parts and fractions on hundred square grids.

zero point
one eight

nine
hundredths

sixty-seven
hundredths

zero point
zero five

9
100

3
100

24
100

65
100

0.05

0.18

a b c
= 0.03 = 0.24 0.65 =

3.1.4
3.2.1
3.2.2
3.4.1

What is incorrect? Correct it.

Write the fractions and decimals of the coloured parts.

0.45 = 45
100 = 0.58 58

100
= 1.010

100

0.9

67
100

AB

64

LET’S TRY

MIND
CHALLENGE

MIND
CHALLENGE
Saiz sebenar

99
TEA

CHER’S

NOT
ES

0.2 kg

1

2

BA 2

The red squares
are more.

3.2.3
• Surf www.superteacherworksheets.com/place-value/orfering-cards-set
• Use common objects in daily life for the activity of comparing decimals.

Which is smaller, 0.03 or 0.07?

Which decimal is larger? Explain.

a b c

COMPARE DECIMALS

ones tenths hundredths

0
0

4
2

5
0

Compare the tenths digits.
4 is larger than 2.

0.45 is larger than 0.2

0.45 kg is more
than 0.2 kg.

0.03 comes before 0.07

0.03 is smaller than 0.07

value becoming larger

value becoming smaller
0 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 0.10 0.11 0.12

0.1 0.52 0.080.11 0.25 0.8

AB

65

Which mass
is heavier,

0.45 kg
or 0.2 kg?

LET’S TRY
100

Saiz sebenar
TEA

CHER’S

NOT
ES

• Emphasise that when pupils write decimal numbers, the decimal points
must be aligned before adding any numbers.

3.2.4

1

2

ADDITION OF DECIMALS

0.3 m

0.25 ℓ 0.4 ℓ

What is the total height of this shelf?

0.5 m

0.3 m + 0.5 m =         m

0.25 ℓ + 0.4 ℓ =         ℓ

0.25 ℓ + 0.4 ℓ =  0.65  ℓ

0.3 m + 0.5 m=  0.8  m

The total height of the shelf is 0.8 m.

The total volume is 0.65 ℓ.

Add both volumes.

0.25 0.40

Colour 3 of
the 10 parts.

Colour
another
5 parts.

Arrange the
digits. Make
sure that the
decimal point

is aligned.

ones tenths

0
0

0

3
5
8 Add the tenths

+

0 2 5
0 4 0

0 6 5

+

0.4 = 0.40

Add the blue and
the red squares.

0.3 0.5+ =  0.8

Method 1

Method 2

Method 1
Method 2
Saiz sebenar

101
TEA

CHER’S

NOT
ES

0 . 5 8
+     .

• Remind pupils that addition of decimal numbers is the same as addition of
whole numbers.

• Provide questions on addition of decimal numbers involving an unknown
for reinforcement.

3.2.4

3

4

0.45 + 0.36 =

0.03 + 0.5 =           0.8 +          = 0.99

0.09 m +           m = 0.87 m

0.09 m +  0.78  m = 0.87 m

0.45 + 0.36 =  0.81

Add 0.45 and 0.36.

Subtract 0.09 from 0.87.

0.40
0.45

+ 0.10 + 0.10 + 0.10 + 0.06

177

0.81
0.50 0.60 0.70 0.80 0.90

0.87 m

0.09 m ?

0 . 8 7
–  0 . 0 9

0 . 2    kg
+  0 . 6 9 kg

0 . 7 4
+  0 . 1 6

0 . 7 8

kg    0 . 9 0

Solve these.

a

d e

b c

0.36

AB

66

0 4 5
0 3 6

0 8 1

+

1

LET’S TRY

Method 1

Method 2
102

Saiz sebenar
TEA

CHER’S

NOT
ES

• Emphasise that to subtract decimal numbers, the decimal points must be
aligned.

• Remind pupils that subtraction of decimal numbers is the same as
subtraction of whole numbers.

3.2.5

1

SUBTRACTION OF DECIMALS
0.7 m

0.2 m

What is the length of the wooden
plank after it is cut?

0.7 m – 0.2 m =          m

0.7 m – 0.2 m =   0.5  m

ones tenths
0
0

0

7
2
5

– 0 0.1 0.2 0.3 0.4 0.5 0.60.7

Subtract the tenths
7 tenths – 2 tenths = 5 tenths

Use a number line.

The remaining part of the wooden plank is 0.5 m.

2 Subtract 0.28 ℓ from 0.54 ℓ.

0.54 ℓ – 0.28 ℓ =       ℓ

0.54 ℓ – 0.28 ℓ =  0.26  ℓ

0 . 5 4
–  0 . 2 8

0 . 2 6

– 0.1 – 0.1

4 14

Method 1  Method 2
Saiz sebenar

103
TEA

CHER’S

NOT
ES

• Encourage pupils to check their answers using addition.
• Surf http://www.k5learning.com/free-math-worksheets/third-grade-3/

fractions-and-decimals

3.2.5

0.6 kg – 0.13 kg =         kg

0.95 –         = 0.52

0.95 –  0.43  = 0.52

0.6 kg – 0.13 kg =  0.47  kg

We cannot subtract
3 hundredths from

0 hundredths.
Therefore, regroup
from the tenths to
the hundredths.

0.6 = 0.60

Check the answer.
 0.43 + 0.52 = 0.95

0.82 mℓ – 0.63 m ℓ =         m ℓ          0.93 –         = 0.4

0 . 9 5
–  0 . 5 2

0 . 4 3

0 . 4 3

3

4

Calculate the difference between 0.13 kg and 0.6 kg.

The difference between 0.13 kg and 0.6 kg is 0.47 kg.

105

0 . 6 0
–  0 . 1 3

0 . 4 7

0 . 3 9 m
–  0 . 2 8 m

0 . 7
–  0 . 3 4

0 . 5 9
–

m

Solve these.

a

d e

b c
.

AB

67

LET’S TRY
104

Saiz sebenar
TEA

CHER’S

NOT
ES

104

Saiz sebenar
TEA

CHER’S

NOT
ES

Danial
3 Aman

91
100

88
100

Maylee

3 Aman

1

2

• Ask pupils to provide examples of percentage in daily life.
• Surf https://www.teachervision.com/graph-chart-0/blank-100-grid
 to print hundred square grids for pupils to practise stating percentages

based on the number of coloured squares.

RECOGNISE PERCENTAGES

Did you know?Did you
know?

More than sixty
percent of our
body is water!

Jellyfish has more
water in its body.

Ninety-five percent.

26 of 100 is        .

in percentage is written as 26%.

We read it as twenty-six percent.

74 of 100 is         .

in percentage is written as          .

We read it as                            .

26
100

74
100

26
100

74
100

a

b

Say your test
marks in percentages.

3.1.4
3.3.1
3.3.2
3.4.2

This is the percentage symbol.

104

Saiz sebenar

104

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CHER’S

NOT
ESAB

68
Saiz sebenar

105
TEA

CHER’S

NOT
ES

3

4

5

• Provide sufficient hundred square grids to represent various fractions
 of hundredths and percentages.
• Surf https://www.extendoffice.com/documents/excel/2419-excel-grid-

paper-template.html

forty-seven
percent

35%

Sixty-four
percent.

42% pupils of
3 Alpha are

girls. State the
percentage in

decimal.

I coloured 42

squares green.

42% is equal

to       .

in decimal

is 0.42.

Write the percentages above.

15% is       .          15
100

42
100

42
100

3.3.3
3.3.4
3.4.2
3.4.3

Write the percentages and fractions of hundredths.

15
100

15% =

42% =  0.42

64
100

= 64%

0.42

42%

AB

69-70
106

Saiz sebenar
TEA

CHER’S

NOT
ES

•  Surf http://www.mathsisfun.com/converting-decimals-percents.html
 for more exercises on the relationship between percentages and decimals

and vice versa.

3.3
3.4.2
3.4.3

6

7

8% =

0.69 =

Say and write the percentages in words.

State in decimals.

State in percentages.

Write the fractions
of hundredths and
percentages of the
coloured parts.

0.69 =   69%

0.65 0.66 0.67 0.68 0.69

8% =   0.08

25% 3% 19%

0.42 0.07 0.86

8% =

is 8 hundredths.

8 hundredths in decimal is 0.08.

Which decimals
have equal
percentage
values? Explain.

8
100

65
100

66
100

67
100

68
100

69
100

8
100

0 0 8

0.4 0.400.04

a

a

a

a

b c

cb

b c

b c 30%27% d

1

2

Colour the hundred square grids.

9% 71% 40
100

13
100

a b c d

5

3

4

54%

AB

71

ones tenths
hundredths

6%

LET’S TRY

MIND
CHALLENGE

MIND
CHALLENGE
Saiz sebenar

107
TEA

CHER’S

NOT
ES

FUN PROJECT

MS Word software

Launch MS Word. Click Insert
and choose Table. Then, click
Insert Table.

Select 40 square grids.
Select a colour and click.

Type 10 for rows and columns.
Select AutoFit to Contents. Click OK.

Type fraction, decimal,
and percentage for the
coloured square grid.

1

3

2

Create your
own design.

• Guide pupils to type fractions in their Fun Project.
• Carry out activities individually or in pairs. Print pupils’ work and

display them at the mathematics corner.

3.1.4
3.2.2
3.3.3

a

FUN PROJECT
Tools/Materials

Method

FUN PROJECT

b

4
108

Saiz sebenar
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CHER’S

NOT
ES

• Assist pupils to create stories using appropriate terms as keywords.
Accept any stories that are related to logical mathematics. 3.5.1

1
2

1
8

5
8

Devi’s father bakes a fruit cake. He adds

kg of flour to      kg of mixed dried

fruits. The total mass is     kg.

1
8

1
2

5
8

1

2

3

CREATE STORIES

kg +      kg =      kg

9
10

3
5

3
10

m –      m =      m

Li Yin has      m of ribbon. She uses

m to decorate a gift box. The length

of the ribbon left is           m.

9
10

3
5

A bottle contains 0.6 ℓ of mineral

water. Another bottle has 0.25 ℓ

of mineral water. The difference in

volume of water for the two bottles

is        ℓ.

0.6 ℓ – 0.25 ℓ = 0.35 ℓ

0.6 ℓ 0.25 ℓ
Saiz sebenar

109
TEA

CHER’S

NOT
ES

• Provide number sentences involving addition of fractions, subtraction of
fractions, decimals, and percentages for creating stories.

3.5.1

63
100

54
100

63% =  = 54%

Create stories based on number sentences.

a

c

e f

d

b2
3

1
2

1
9

3
10

7
9

1
5

m +      m =      m ℓ –      ℓ =      ℓ

0.7 mℓ + 0.05 mℓ = 0.75 mℓ           0.9 kg – 0.38 kg = 0.52 kg

AB

72

4

Jason gets 95%

in a Mathematics test.

His marks in fraction is        .

95
100

95% =
95%

Jason

3 Aman

5

The length of the green ribbon

is 0.5 cm more than the red

ribbon. The length of the blue

ribbon is  0.4 cm more than the

green ribbon. So, the length of the

blue ribbon is        cm more than

the red ribbon.

0.5 cm + 0.4 cm = 0.9 cm           0.5 cm

0.9 cm

0.4 cm

LET’S TRY
110

Saiz sebenar
TEA

CHER’S

NOT
ES

Danny’s sister is making spaghetti sauce.

She adds      kg of mushrooms and      kg of

minced beef. What is the mass of the mixed

ingredients?

• Prepare paper strips and a fraction chart for simulation activities. Carry
out group activities to solve problems. Provide questions such as the
above to reinforce pupils’ understanding.

3.5.2

1
4

1
4

2

4

1

2

1
4

1
2

3
4

1
2

1
2

1

SOLVE THE PROBLEMS

mass of the mixed ingredients

The mass of the mixed ingredients is      kg.

kg of mushrooms

kg + kg =         kg

=

1 × 2
2 × 2

1
4

1
4

3
4

2
4

+ +=

=

kg of minced beef

Given

Find

Method

Check.

1
4

1
2

kg + kg = kg3
4

3
4

1
2

1
4

I draw a diagram.

It is      in total.3
4
Saiz sebenar

111
TEA

CHER’S

NOT
ES

Method

3.5.2• Use fraction chart and refresh pupils’ memory on how to find equivalent
fractions.

• Encourage pupils to check their answers using reverse operation, such as
checking addition by subtraction and vice versa.

Eli wants to make a tablecloth. She only has      m of cloth but

she needs      m. How much more length of cloth does she

need to buy?

2
2
5

2
5

2
5

9
10

9
10

9
10

Given length of cloth
to buy

she needs      m of cloth

she has      m of cloth

m – m =

Find

2
5

Find an equivalent fraction for      .

Simplify the

answer     .

Check your
answer using

addition.

4
10

2 × 2
5 × 2

=

5 ÷ 5
10 ÷ 5

= 1
2

2
5

9
10

m – m = 1
2

m

1
10

2
10

3
10

4
10

5
10

6
10

7
10

8
10

9
10

0

4
10

–

Eli needs to buy      m of cloth.
1
2

5
10
112

Saiz sebenar
TEA

CHER’S

NOT
ES

Given

Length of bracelet

Length of necklace

FindHaqim’s lobsters is 0.9 kg
Suresh’s lobsters is 0.55 kg

the difference
between the
masses of
lobsters

0.9 kg – 0.55 kg =

0.17 m + 0.38 m =

0.9 kg – 0.55 kg =  0.35  kg

0.17 m + 0.38 m =  0.55  m

Draw a
diagram.

The difference in mass is 0.35 kg.

The length of the necklace is 0.55 m.

3

4

Haqim caught 0.9 kg of lobsters. Suresh
caught 0.55 kg of lobsters. What is the
difference between the two masses of lobsters?

The length of a bracelet is 0.17 m. The length of a necklace
is 0.38 m more than the bracelet. How long is the necklace?

0 . 1 7
+  0 . 3 8

0 . 5 5

1

0 . 9 0
–  0 . 5 5

0 . 3 5

108

Check      0 . 5 5
–  0 . 3 8

0 . 1 7

154

0.17 m 0.38 m more

?

• Use simulation strategies using concrete materials so that pupils can
understand problems and solve them.

• Train pupils to write number sentences based on fractions and decimals
story cards.

3.5.2AB

73-74

0.55
0.35

Method

Method
Saiz sebenar

113
TEA

CHER’S

NOT
ES

5 There are 100 pupils in the Chess Club. 45 pupils are girls.
State the percentage of the boys.

Write the information in a table.
First, calculate

the number of boys.

Pupil Number
Girl 45

100

Boy

Total

55 boys of 100 pupils is        .

The percentage of boys is 55%.

1 0 0
–     4 5

5 5

=   55%

55
100

55
100

Solve the problems.

In a garden,      of the area is covered with flowering plants.

of the area is covered with non-flowering plants.

What is the total area covered with plants?

There are 2 packets of sweets with the mass of 0.17 kg and
0.08 kg. What is the difference in mass between the two
packets of sweets?

A cup of milk contains 30% of
calcium. State 30% in decimal.

1
4

3
8

Let’s drink milk for
strong bones and

teeth!

3.5.2• Prepare various problem solving questions of fractions, decimals, and
percentages. Ask pupils to solve them in groups using methods such
as bar model to reinforce pupils’ understanding.

1010
9

0

AB

74

a

b

c

Method

LET’S TRY
114

Saiz sebenar
TEA

CHER’S

NOT
ES

8 fraction cards, 8 percentage cards,
8 decimal cards

3 players and a referee

Examples
of cards

The referee distributes the cards equally
 among 3 players.

Each player aims to collect all 3 sets
 of  matching cards and submit them
 to the referee.

 The referee will then record the number
 of matching cards from each player.

The first player takes one of the remaining
 cards from the second player. If the
 player has 3 matching cards, submit them
 to the referee.

 The second player then takes a card from
 the third player.

 Continue playing until all matching cards
 are collected.

 The player with the most number of
 matching cards wins.

1

3

4

5

6

7

2

• Ask pupils to determine their turns. The referee shuffles a deck of 24 cards
consisting of fractions, decimals, and percentages.

• Instil values such as cooperation, honesty, and tolerance while playing.

AB

75-76
3.4.1
3.4.2
3.4.3

Tools/Materials

Participants

Method

MATCH AND WINMATCH AND WIN

F

UN TIME
Dengan ini, SAYA BERJANJI akan menjaga buku ini
dengan baiknya dan bertanggungjawab atas kehilangannya,

serta mengembalikannya kepada pihak sekolah pada
tarikh yang ditetapkan.

Nombor Perolehan: ______________________________

Tarikh Penerimaan: ______________________________

BUKU INI TIDAK BOLEH DIJUAL

Skim Pinjaman Buku Teks

Sekolah _______________________________________

Tahun Darjah Nama Penerima Tarikh
Terima
RUKUN NEGARA

KSSR_TahunPenerbitan_Judul_Tahun_3_prelim

KSSR_TahunPenerbitan_Judul_Tahun_3_Unit 1 NUMBER UP TO 10 000

KSSR_2018_ Matematik_Tahun_3_BT_Unit_2 tambah

KSSR_2018_ Matematik_Tahun_3_BT_Unit_2 tolak

KSSR_2018_ Matematik_Tahun_3_BT_Unit_2 tambah tolak

KSSR_2018_ Matematik_Tahun_3_BT_Unit_2 darab

KSSR_TahunPenerbitan_Judul_Tahun_3_Unit 2 MULTIPLICATION

KSSR_2018_ Matematik_Tahun_3_BT_Unit_3 pecahan perpuluhan peratus

KSSR_TahunPenerbitan_Judul_Tahun_3_Unit 3 FRACTIONS, DECIMALS, AND PERCENTAGES

AKAD SPBT KSSR ada 'nya'