7ji

l,rFl {fi-i

O=-=+

.,th,- t sIb' so!;2,on

Answer all questions

1. The pr.ior knowledge needed forchildren to lear:n numbers

- stage are the following except

VV

(A)

(B)

classifyingobjectsbytheirphysicalattributes../

creating, constructing and describing patterns by their geometrics

attributes. '/ ' :

physically comparing one to one correspondence..z'

say out the numbers and memorized them.

2. The Hindu-Arabic numeration system,has four important characteristics

which contributes to the devetopment of number sense. one of the

characteristics is

place valug

grouprng

use oftens

commutative proper$.

3. Children use different countlng procedures when quhntifying sets.

Supposeachildcountsu5,10,15,2aandsoon".

This is

(A) a eounting on strategy.

@ skip counting strategy.

(C) adding from left strategy.

(D) nrakingcompatiblesstrategy.'

(c)

o

@(B)

(c)

(D)

4.

Code No. : MTE3l09

Equivalent iepresentation refers to the fact that a number can be

presented in many different ways, all of which are equivalent to the same

number but maY look different'

It is an important component of dev9lopingi-ptace yalue understanding

because children would

be able to write out the numblrs correctly'

be able to memorise the number correctly' n

be able to name and write the number'

be able to regroup and rename two-digit numbers'

@(B)

(c)

(D)

ThereareanumberofmodelstoillustratetheEach modelcan applied in different situation'

which of the following word problem show tn" t'tu"tigng!9-':np"dto!t ?

Aminah had 7 cards. she gave 4 to her sister.How many did she

have left ?

,Aminah hadT cards. siti had 4 cards. How many more cards did//

' Aminah have than Siti ?

Aminah had 7 cards. 5 0f them were blue and the rest were red'

How manY were red ?

Aminah had 7 cards. Her father gave her 4 more cards- How many

cards did she have ?

0..-..--r--n.<-".-.'r'

meaning of subtraction.t

(A)

€,

(c) "

(D)

C

rE3 I 09

Puan Siti gives the

multiplication.

foltowing situatibn to 'explain the meaning of

Ahmad, spent RM3.O0 on gifts for her mother's birthday. His

sister, Siti spent Slimes more. How much did Siti spend?

The above problem describes the multiplication concept of

(A) t equal group Problem :t@ comparison problem

7.

(C) y rePeated addition

(D) 1 cornbination Problem

People use a wide range

menially.

3 ?3

of methods to solve arithmetic problems

I

sry versatile teaching and legrning tool. Which of theCalculator is a vr

following it g! = role of the calculllora

(A) To enhance understanding of number

(B) lt helps to develop understanding of decimals' "/To reinforce existing concepts such as'place value" vz

To introduce new concepts such as negative numbers' '

(c)

o

lowing are reasons why we need to emphasise mental

computation in our classrosm ?

-X Save time. /,.+f. As a check for calculator answers'

lll. The simplest way of doing many calculations : "Develop children's memory of comp-utational procedures..

8.

@(B)

(c)

(D)

I and tl

I and,lll

ll and lll

ll and lV I. -, - 1\,r r''-- I!.,

f.+1--!"v:?'L'l-i-:( -/'-

need an exact answer quickly. &'wanttocheckananswerobtainedbyadifferentmethod

need to check whether the answers obtained ar'e accurate answers.

want to develop an efficient and qqick method to get the correct

answer.

10.

(A)

(B)

(c)

r@

g. Estimation is a crucial skill in everyday life as welt as in school---..:

mathematics.

Estimation skills are usefulwhen we

(A)

(B)

(c)

@

During the process of developing meanings for the operations and

learning basic facts,' a teacher should take time to provide consolidation

activities.

Effective : consolidati n g activities have the followin g features, exceptf

aclivities are self-checking '1activities show pupits' progress v

activities are short and interesting

activities are or$anized around sets of facts

11. All mathematics teachers should be familiar with some of the cCInmon. .:. -.. ,' :. 'r ' l:'r':.'raltdrnativb:elgorithrys Children''should':explore'':different ali;orithms for

' several reasons:

Alternative algorithms emphasize arithmetii skflls - ..

' i

Alternative algorithms rnay serve as a remedial objectives

Alternative algorithmi' provide Orocedure in finding answer

Alternative algorithms may help children develop more flexible

mathematical thinking and number sense

(A)

(B)

,(c)

@

En. Rama ptans to develop' the concept

pupils with the fotlowing activities. ' ()t

l. Listing all the equivalent fractionsfor a certain fraction

,(. showing equivalent fractions by using fractbn strips

/f) lll. Folding a piece of'paper and shading the equivalent fractlonsu

-+v using shaded parts to show the similar areas occupied by

.

equivalent fractions

IS

,.1I,

12. of equivalent fractions for h

-- :.llo \f'{rl hv1-

(A) .1, ll, lll, lv

(B) l[, M, lll, I

ftci nl. tv, ll, It\?\__-/,(D) M, lll, ll, I

214

?L-+- or3+: .i

Code No. : MTE3I09

13. A teacher begins his lesson by giving a symbolic sentence such as

The statement above indicates that the most important aspect to look into

during the lesson is to help children

(A) solve the problem

(B) estimate the answer

(C) use the materials given

#t:r-t'ti

ii'ili

t;

lr

I'

ili1i"

t:

C

15. book. What could

2.5+5=3.0

.-ii

?. )--, \. .

.J

\

, t?..;

)l'ri

-1

--'a--"-'

-rt. I]r)

f,F1lt see why a common denominator is necessary when additing ortYsubtracting

/--'\.,^\Below is an example of two children d'rscussing which i{larger, )

Choose the suitable skillthe pupils should acquire

Ordering of decimals,

Rounding of decimals

Compgqg of decimals

f lace-val ue interpretation.

The above answers were taken from Ali's exercise

possibly be the reason for.the.errors made ?

n'@ or {@"

(A)

(B)

(c)

'- ''2.

...(n)

(B)/,4\{Yc}

',(s)

He has not acquired the basic addition tacts

Hetoes'not know'the eonceFt.st'adOition

Hedoes nstknow the coneegq€f pla'@ value

He has nst acquired the skil$r.egro.uping'.74< ot

t\..*,- /11 I _r lt

16. Diffrcul$r with,,add

f1I._.-:.-

:

. ' ; . .:

into percentage

f " the va'fues are given in'frorizental

lffi :in terma of s1ory Problem ' ' ' l

- the decirTrals are expressed inOrrtfe'r-e$$F.i:

nt- regrouPing.

0gL-l'.tl-€'nff'(B) l, l[ ,'lll and lV

1V.

I(b) l, tll and lV onlYtJ@

fne iogowing matqrialg can be usgd to'ctrange a fraction

exceot-.,:!:@

fraction bars

100 grids \,/

lamerter,rufe,, I,,,rope :with'',l 00 digcs I

o@,(B)

(c)r (D)

CodeNo,:MTE3l09tl

18.

o,3

l,l

l,]

I

lI

,l

liI

1

1r(l)

. i,trl> , ,'

The shaded area in Diagram

(A) 30% of 200 o(

(B) 6A%+2 0'..

@ zx gooto

(D) 6oo/a

:

Diagram 13Qloo

1 is appropriate to represent

\t

19. A key ldea in mathematics is thathumbers can be represented in manyways. A rational number

""r'b" explessed as a fraction, a decimal or b

percentage.

Which situation djd+glsupport the above idea ,

i: 0-5 : 509tr1

6.9% = 0.69 :ld",/\150%; ieo:f,i'

'

70c

50%of28=Tzof28=14

(A)

,,A@L.2^ (C)\s* '

, (D)

o'&:'

[)o

? 061'

.A -:ilt

2.0. , rT''here are varioqs,abilitie's''that'children,must. acgqqe to,rrv,ork efteetively

ElAfra*iens, such as,

--1. ability to represent fractions using words, models, and symb ols /'.t1:

' tfl=

t\t ability to eo'mpa re fragtions to'qonmon bench ma rks,.

:..:l

::l'and ll on:ly '

:: I : l

land lll only , i

t,l

t, ll'and lll'only

l,.ll, lll and lV

(A)

(ts)

(c)t/\t(D)i

ab ility to m ake con nection s betwee n'Words, diagram s. a n d sym Q,oj2

ability to gfvg olher

l0

an, have a tot of early nirmberexperience which provide the{. (a) , Childrr--- ,.

basis for building3gdi $'mbqr c9n

State fiue-steps invofved in devgloping prt

Ii. ct

ll.

iii: m bqY\sort

tv.

v.

k

I(b) State thre,e waY

refpsgl!,iumbers '

1ii) AAq\lnttonn*\1,9'q'', :.:r '' :' ; 'rr''i' : ::' :

l1

(iii)

2. (q) , Modern ,school mathematics.computer activities.

( 5 marks )

programmes include calculator and

(i) state three rores of carcurators in computation.

fbV\*r* molNcrt\rn qnd aonfroitnt\

(Smarks )

b) students shourd be encouraged to arways try mentarbefore written methods or using a calculator.

computation

(i) SJate and explain two ,reasons

should be emphasized.

why mental computations

.\U Pruvrdc o cl\rt cl qnd,{.t{ict<nt .,,o\ of dornt }flqn

octlt-tq"tt prr.rblc.m so\vr n

l2

sq. *.d t o, rgr.rs eitd

cqtcutfi $n

Sl trrrdir'/t\ $!s

,.:: : :

I

.

(ii). Give one example of mental computation strategy for whole- ,]

'I

:'':

(a) Cik Aminah starts her lesson by giving th'rs problem'

Amin ate I of a cake, ani! Yu of ate I 'of a eake, HoWrF

muchofthecakehadbeenea.ten?,

State one teacfiing aids that stre can use to demonstrat€ the

siiuation given ., , : ,

r. lI

' .. . .. ,

...:Jracfton 4lsc., - '. ,

ontnbutL tu \t\trf (t

l3

(ii) , , lllustrate with di,3 ms. how did cik Aminah'exprgi*the above

1

4\B

(iiD

. , (3marks)\tl

Children may come up. with many ways to approach the

problem. Some of her pupils gave ; as an answer.

ln youropinidn give a reasons why such respond were given.

( 1 marks )

(b) A teacher Was, teaching the multiplication and division of a fraction

, ,' using a suitable'diagram show howthe teacher'teach the meaning

of

(i) 6x 13

t4

{ii) ,' '6 ' +

(a) By using aPProPriatefollowing :

':materials, describe,an activity to explain the

: \ -:.i

:

.l

50% ,

( 5 marks )

.1

+

l5

( 5 marks )

7{t,\,i]

1i.It:,

',

I'

(b) Development of percentagB,gt'€?t€'r than 100 percent is challenging

and should be illustrated with models.. ,..

(i) Name one of the models that can be used to develop tt're

understanding of 235%

!.*

s(ii) lllustrate with diagrams how can the

above situation using the model chosen

teacher explain the

( 4 marks )

l6

sEcTrON c'(4O':marks')

36-18=18,124-98=174,367-149=222,635-597=162

(i)

(ii)

identify l6e error made by the students

with'the help of teaching aids, plan a teaching and learning

activity to help him'correct'the eror' '

How would you,explain ,that multi$lication structure ?S ?l'€?

or anays

Give an example of frnrqdigit multiplier- Suggest an _ac]ivltV

with illustratlon on how would you teach )/our pupils to find the.

product, using area br ag€y :models. You should include'

materials used and Procedures. \

I

.i:

"l

l

I

ii'o

(b)

ii)

2. ,'. (a) Addition of fraction with two different denominators is offen dfficult

to-understand. :

Suggest a lvorq problem to explain how to add

suggestion' should include models or'materials.t.

procedure involved.

:.. t;*:.Your$?

used and' the.

'

( 10 marks )

'r7

+-+--

@ Government of Malaysia2OlQ

-. ,C:*, -;

(b) Using an area model with,a suitable'situation, describe how you

willshowthemultiplicationofmixed.numbersby:

(i) changing both mixedlnumbers to improper fractions i

(ii) without changing them into improper fractions 't

=l*rl: E(10 marks)

After mastering decimal fractions for ones and tenths, a Year 4

pupil were fntroduced to common fraction recording. Some time

later when he was asked to write '7 tenths'. He recorded 7.1A .

What dfficulty might he have?

Suggest a reason for his. weekness. Write down the teaching

steps and activities with appropriate teaching aids to help the

pupilto overqome his dfficultY

( 10 marks )

You plan to teach a class of Year 3 pupils to add mixed decimals by

regrouping. Given a problem 1.5 + 0.7 + 1,6 . Suggest an activity

with illustration on how you woutd find the sum above by using

Base-Ten Bloks.

You should include the addition procedure by using place-value.

(10 marks)

G(a)3.

(i)

(ii)

(b)

18

.lrtwcraha -- l- .\ rt ,-\u7 J*., Yr , fi Qre'; L1

. SECTION A,,

', :Answerall'question$ '1, , ',',' ' ' "' :': .'

Answer all questions.

.:

basis for building early nurnber concepts...

i. classificationii . : , r

' !::

.

-

v,' f q"fa i,U^. d'f -,\Wlr.

'*

5 marks

rt

2.

(b) State three ways with example in which children wilt be abte to' represent numbers

i. concrete Models - box,, marbres. ice cream sticks.

il.

iii,

nurnbers and numerals,

3 x 2 rnarks

maxrmum 5 marks

(a) Modern school mathematics programmes include calculator and

computer activities.

(i) state three roles of calculators in computation.

Focus on oroblem solving process

perform tedious computations

o

(any other acceptable answers)

Maximum 5 marksstudents shoutd be encourage to always try mentat .orput"tionbefore written methods or using a calculator .

(i) state and explain two r_e_elels why mental cornputations

shoutd be emphasized

-Develop mental computation earlv is an important step tolvard

-Develop critical thinking and nurnber sense .

(b)

children to draw. record the icsuits

r1Y.L * j r+

3.t

&\

Jr l'

. {t. ,.

ffiSWp rwwwffiReasons with exPlaination 2 x2 marks

tal computation strategy for whole

number addition

nOOing from the le

Countinq on/

Makino tens or

Makinq comPatibles

(i)'stateoneteachingaidthatshecanusetodernonstratethesituation given.

1 -.

Paper strips./fraciion bai/cakq any relevent aid

1 rnark

I

{/| - -

lllustrate with diagiarns how did cik Aminah explain the above

using the aid chosen above.

Gik Aminah starts her lesson:by giving this

Amin ate .f, of a cake':nd

the cake hhO Ueeh eaten ?

Yusof ate -r1 of a cake' How rnuch of

$

T-\

lrl

1 rnark

'------?-

1 mark

1 mark

Children may come up with many ways to approach the

problem. Some of her pupils gave 1 u= an answer.

ln your opinion give a reasons why such respond were given,

Addinq the numerator and the denominator

1 mark

total = 5 marks

A teacher was teaching the multiplication of a fraction and whole

numbers.

Using a suitable diagram show hour the teacher teach ihe meaning

(iii)

(b)

of

(i) 6x \f \t\t

ffiruWTrmuWIl

'ls$ttw &

ffi. t'F-Tl

6 groups or , IAs repeated addition

of

100 grid 1

--

1 ,r 2 J 3+ "' . !'

'::I

Fupiis are asked to count how many 1/3 are in 6

{A . {

-,lClrii - = lo5 .' r'

, r, , , ' 1mark

!:

total = 5 marks-_-

describe an activity:to explain the

i mark

1'mark

1 rnark

,:'

1r1+1+1+1+1-ggi3't'3 3 3 3

t-':'

ox 1=i3

"-]

(ii)

,,. .)

By using aPProPriate materia.ls,

iorro*ini,'] =5oo/o ffi(a)

1

4-

5.il,

1.Gft

,Ask student to shade %

Ask student to shade 50/100

Let student realize that

Or any other materials

- same size{ =A:- -"

-500,,bt. lC.O :

2 marks1 rnark

'1 rnark

1 mark

Total = 5 marks

(b) Development of percentage greater than 100 percent is challenging

and should be illustrated with models'

(i) Name one of the model that can be used to develop the

understanding of 235%

(ii)

100 qrids / anY material

lllustrate with diagrams how can the

situation using the model chosen

1 mark

teacher explain the above

rf

2 marks

200, . XS

-+1oo o

1ou

-l

:235%

SECTION C

(40 marks )

23S

1gr)1 mark

l mark

0

1. (a) Below are the answers provided made by a girl in Encik Rosli's

class.

36 - 18 = 18, 124-98= 174 '367 -149 =222 '635 - 597 = 162

(i) identify the error made by the students' --:-^

O', with the hetp of teaching aids' plan a teaching and learntng

activity to help him correct the error'

(b)

lurbtr?ctinq the smaller number from the bigger number. She

mav not understand place value and,reoroupinq . 2 marks

suitable teachinq aids - base ten blocks, bundles of 10

sticks and individual sticks 2 marks

suiiabie activites emohasize ihe oroues$ o1' !'euroupincl

when the dioit in the subtracte.nd is greater than the

minuend. Stress that it is possible to take wav a larqer

number than a smaller number if the number can be

reqrouped.

6 marks

How would you explain that multiplication structure as area

or arrays .

Give an example of two-digit multiplicr. Suggest an activity

with iltustr:atiOn on how would you teacl-i your pripils to find the

productusingareaorarrayhodels.Youshould!nclude

materials used and procedures..

the area of anv fectanole qan be found eithqr by-lioverinq the

rectangle with unit squares and countinq them all individuallv

or multiplvinq the width of the rectanqle bv the lenqth.

2 marks/

23 X 15, set out rectanqular arav using base ten blocks.

ii)

lt.

Example and teachinq aids

Correct exolanation and diagram

2 rnarks

6 marks

Addition of ftaction

to understand.

II

(a) with two different denominators is offen difficult

)roblem to exPlainSuggest a word t

: " 'ld include rnodetssuggestion shou

procedures involved" ' I

r, ,, ! 3

h,owtoadd.i+1 Yottr

or materials used and t'he

Anita took 2/3

ffi$usietook %

2 marks

? mark

,1. mark,

1 6firlt.. : .

' ':.'

1 mark'

1 mark

.

1'mark

'1 rnark

Anita cut each Piece inm a equal naf' '-'ece into S eeHgl Parts

Suzie cut eacn Pt,, I,

:.

- m-Anita ate ; sr E

:!,'9,.t -- -i-

Srusielate ; *t ;F.s1?l,r'

;* 11 13:r5

al h -f: * -

1:-:- *..11 1t r:a- :

. AnY:other materials, ' . '

IU

Total = 10,rmarks

7l I tz^'+

rj,tlrtjtlI z J,r IlriL iI\ 'tu { y"it_____ r_-....... - _ *, _-.,

"J_+

Using an area model with a suitabre situation, describe how you

will show the multiply of mixed numbers by :

(i) changing both mixed numbers to improper fractions

(ii) without chinging them to improper fractions

1 mark

1 mark

1 mark

1 mark

1 rnark

'I

Without changingi mixed number to improper fraction,iri2

tl 1 'ur -t 1J!- n L-

-+3,

)ii

('j

i

t.\ f :-1 2-.

aJ

/'t I

{

,el

ti'-l

0(ii)

1I

+

2x1=2Zxlz= 1

Tnxl= T+= 2lB

%xTz7118,'Jt t '1

rotJt'=s 3 ) \\s,/\,/

l0tenths = I:1lu

3 marks

1 mark

l mark

Total= 10 mar:ks

'*$.','.ig:;'ljii:.. .i:

understandino of tenths

Teagher introduc.g^,one as :1 0 tenths':

o ? 'r?t s E.f

4ao

.tF $;a

3. (a) After mastering decimal fractions for ones and tenths, a year 4 pupil

were introduced to commonlfraction recording. some time later

when he was asked to write'7 tenths'. He 'recorded , T JA .

(i)

(ii)1 rnark

value qhart. Repeat.blr shFdinq 5 parts and 7 parti

l2

1 mark

!i:lr

I

1

il'I.l

li

.j

J

ones tenths

0 1

0 5

0 7

thq tenth. the,pupils record that

1 tenths = 0..1

5 tenihs = 0.5 ' '

7 tenths = 0-7 1 mark

1 mark

,'=r+"1Effien as-, -u;Any cither suitable' a"1iy1gi;i,Any cither suitable' activif iid'' . - ':.;,ilI : :ilii.'... ,. .

'.'1

.-':" :.', ,:f,..1 " l..: I

(b) - You plal to {each a crass of yeg S pupits to add mixed decimats by. :..:: . ;

regrouping. Given a problem 1.S + 0.7 + 1.6 , suggest an activity.'.-..with illustration on how you would find the sum above by using.:. _t.-.Base-Ten Bloks.

Thus 7 tenth's isrwiitten as 0.7

You should include the addition by using place-value.

3 marks

l3

' 1.5

ffi ffi/

3 rnarks

Accept any other suitable explaination and activities ( 10 marks )

l

3 marks

1 nrark

one tenth

1 5

0 7

3 I3 marks

ffiffiffilBHf;ffFSHAHfti.iFi ir!4j$

1

1.5 + 0.7

1

+ 1.6 = 3.8