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Whole
Numbers
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1.
2.
3.
4.
5.
6.
INTRODUCTION
Welcome to the first topic of this module. You will begin this topic with the
reading and writing of whole numbers within the range of 100,000. Next, you will
learn about place value of numbers and rounding off numbers.
The next part in this topic deals with addition and subtraction operations of two to
four numbers to the highest total of 100,000. Mixed operations that involve
addition and subtraction will be introduced here. Multiplication and division are
the next topics of discussion. You will find that multiplication is the repeated
addition of a unit. On the other hand, division involves determining how many
times one number is contained in another. Real-life examples of these four basic
operations are shown to enable you to apply these concepts and deliver them to
your class efficiently.
1.1
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WHOLE NUMBERS
Let us start off this module by looking at how to read and write whole numbers.
This involves reading and writing whole numbers from 1 up to 100,000. How do
you start off these lessons in your class? You explain to students the meaning of
whole numbers and ask them where they can see and experience numbers. Then
you can begin these lessons by doing some simple activities such as:
(a)
(ii)
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(b)
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For example, how do we read the postcode in Figure 1.2 (a)? The postcode
is read as forty thousand four hundred and fifty. On the other hand, the
amount on the cheque in Figure 1.2 (b) is read as Ringgit Malaysia twenty
one thousand three hundred and twenty three only.
Now that you have shown students some examples of reading numbers,
guide them in writing the numbers. Writing numbers means the changing of
words into numbers.
Try these activities in order to teach your students how to write numbers.
(i)
(ii)
1.2
Then, read the last few numbers, for example, two hundred and
forty three. Write it in numbers and it will be 243.
Give another example for the students to try out. Guide them through it
first and explain that this will be further explained later.
PLACE VALUE
Recognising the place value of a number is very important and is done by reading
the number. By knowing the place value of numbers, we are able to compare
them.
(a)
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WHOLE NUMBERS
One
(ii)
Hundred
Ten
One
Provide an empty table like the one above to the students. Read to the
students a number in words. For example, sixty two thousand, one
hundred and thirty four. Ask them to write the number in the table
provided.
(iii) Test their understanding again by writing the number 67,321 on the
board and reading it loudly as sixty seven thousand, three hundred
and twenty one. Then, fill up another table with the respective digits.
Lastly, ask the students to pronounce the number in words. The digit 6
has the value of 60,000 in number. It is spelt as sixty thousand. Next,
you can continue with thousands, hundreds, tens and ones. You can
check their answers by using these guidelines:
Combine all digits in words and add the word and after hundred.
ACTIVITY 1.1
Convert the following words into numbers:
(b)
1.
2.
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Description
Ascending or Count On
(i)
Comparing Numbers
You can use the following algorithm as a guide to compare two
numbers.
79,324
9,324
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Arranging Numbers
Let us look at how numbers can be arranged. There are two ways of
arranging numbers ascending and descending.
Arranging numbers in an ascending order is done by listing (count on)
in line numbers from smaller to bigger values. In contrast, when
arranging numbers in descending order, the numbers are (count back)
listed in line from bigger to smaller values. To visualise this, look at
Figure 1.3.
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WHOLE NUMBERS
Example 3:
Count On
59,820
58,820
57,820
56,820
55,820
54,820
28,972
28,962
28,952
28,942
28,932
Count Back
1.3
10
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Step 1
Step 2
Step 3
Round Off Numbers to the Nearest Ten, Hundred, Thousand and Ten
Thousand
How do we round off 53 to the nearest ten? Follow the steps below:
(a)
First, you have to locate the digit in the rounding place, that is, ten: 53.
Then, look at the digit at the right, 3.
(b)
(c)
First, you have to locate the digit in the rounding place, that is, hundred: 4
52. Then, look at the digit at the right, 5.
(b)
(c)
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11
Example 6:
Round off 94,851 to the nearest thousand.
(a)
First, you have to locate the digit in the rounding place that is thousand:
94,851. Then, look at the digit at the right of 4, which is 8.
(b)
(c)
Ten
56
644
9,878
3.
Thousand
5,236
32,644
90,878
2.
Hundred
156
5,110
8,779
4.
Ten Thousand
54,036
27,644
99,866
1.4
This section will begin with addition operations of two to four numbers up to the
highest total of 100,000. Next, you will perform subtraction of two numbers
within 100,000. Lastly, you will learn how to do subtraction in the range of
100,000. For each operation, there are some real-life examples to help you
understand and apply these concepts.
12
1.4.1
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How do we add numbers of two or more digits? To add numbers of two or more
digits, follow these two steps:
Step 1: The numbers of place value are arranged in the same column.
Step 2: Add from the right to the left column. Leave one digit of the sum and
carry whatever number more than one digit to the left column.
Example 7:
A storekeeper needs to count the total number of oranges and grapes that he has.
There are 2,379 oranges and 23,034 grapes in his store. What is the total number
of fruits?
First, arrange the numbers in the same column so that the ones, tens, hundreds,
etc., place values are in the same column. Note that it does not matter which
number is above or below. Show the alternative way to the students.
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13
Example 8:
Salim works in a bookstore. His boss needs to know the total number of items that
they have. The items that they have are 3,124 books, 13,824 magazines and
23,512 exercise books. Sum up the items that he has.
First, arrange the numbers in the same column so that all ones, tens, hundreds,
thousands and ten thousands place values are in the same column as shown below:
Addition is normally used in our daily life, like paying for the things that we buy
at the cashier counter. As a teacher, you should explain the importance of addition
in our real lives. By doing this, the pupils will understand better and appreciate the
importance of mathematics. The next example will illustrate this point.
14
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Example 9:
In July 2007, 21,991 people visited Langkawi Island and 49,889 people visited
Padang Besar, Perlis. Find the total number of tourists in July 2007.
To guide pupils in answering this question, ask them to do some analysis as
follows:
What is given?
Next, what should be done? Find the total number of tourists in July 2007.
Operation:
You can solve this by writing the following: 21,991 + 49,889 = ?
Or
1
2 1 9 9 1
4 9 8 8 9
7 1 8 8 0
You are given RM17,577 and RM4,944. Find the total amount of money
and check your answer with your classmates.
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15
ACTIVITY 1.3
1.
2.
(b)
(c)
Based on the digits below, form the largest and the smallest
numbers. Hence, find the sum of the numbers formed.
8
3.
4.
5.
1.4.2
This section shows subtraction of numbers within the range of 100,000. This is
done by subtracting the smaller number from a bigger number using the following
steps:
Step 1: Arrange the numbers according to the place value, with the bigger
number on top.
Step 2: Subtract digits from the right column to the left.
Step 3: To subtract a larger digit from a smaller digit in a column, borrow 1
from the left. This means borrowing one group of 10; thus, add 10 to the
top digit in the given column, then continue subtracting.
16
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Example 10:
Subtract 65,425 from 94,568.
Arrange the numbers in columns. Start subtracting from right to left. If the lower
number is less than the upper number, subtract as usual.
8
14
9
6
4
5
5 6 8
4 2 5
1 4 3
6 5 0 0 0
3 0 0 0 0
One of the most basic examples of subtraction is to know how much is left of your
salary after you have spent half of it. You can relate the use of subtraction to reallife situations to help your students understand the concept better.
Example 11:
There are 69,000 football match tickets to be sold. Last week, 22,358 tickets were
already sold. How many tickets are left?
8
6 9 0
2 2 3
4
0
5
4
10
0
8
2
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17
Example 12:
Aminah runs a catering business. She bought plates, bowls and cups totalling
87,645 pieces. If there are 8,145 plates and 25,346 cups, how many bowls does
she have?
In this problem, you are given the total number of plates, bowls and cups. Then,
you are given also the total number of plates and cups respectively. To find the
number of bowls available, you have to subtract these numbers from the total.
So the number of bowls Aminah bought is 54,155.
Note: It is only critical that the biggest number
must be placed on top when you do the deduction
(shown in Example 12). The arrangement order of
the other two numbers which are deducted are not
of importance.
SELF-CHECK 1.2
1.
2.
(b)
(c)
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ACTIVITY 1.4
1.
2.
3.
(b)
(c)
Subtract:
(a)
(b)
(c)
(a)
4.
6
1
4
4
6
2 2
4
(b)
2 5
1 0
4
2
4
6 2
2 1
4 1
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1.5
WHOLE NUMBERS
19
1.5.1
What is Multiplication?
4
3 2
20
(a)
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5+5+5
Let us say that there are three packs of biscuits. Each pack consists of five
biscuits. Count the total number of biscuits.
Answer:
There are 3 5 = 15 biscuits. In other words, five biscuits are added
repeatedly three times.
Give the students a few more situations to let them visualise and write the
multiplication. You may use items in the classroom to demonstrate this.
Do you know that multiplication has an order property? You can show this
by changing the order of multiplication as: 3 5 = 5 3 = 15
Three multiply by five means that we add three repeatedly five times.
3 + 3 + 3 + 3 + 3 = 15
Or, similarly like the first answer, you can tell your students that this
addition can also be done by adding five repeatedly three times.
5 + 5 + 5 = 15
Explain to your students that multiplication is very interesting and a
powerful tool in mathematics. The students are expected to memorise basic
multiplication from one until nine. Refresh their memory if they have
forgotten as this knowledge is required for use with other computational
skills.
(b)
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21
What are the factors of the product? The factors are 2, 3 and 5.
Here is an important fact about the order of factors. When doing
multiplication, the order of any number of factors does not count.
For example,
235=523=532
Show to the students that you can arrange the multiplication of two or more
numbers in various ways as shown above and still get the same answer, that
is 30.
Here is a tip you can give to your students:
When doing multiplication mentally, grouping the factors will help you.
Group the factors as you please in order to come out with an easy solution.
Doing multiplication mentally will help in speeding up the process of
problem solving.
Example 13:
Multiply this: 7 2 9 5
Solution:
There are many ways of solving this, but teach your students the easiest
method. This multiplication can be done easily if you know the right way of
grouping the factors. We can arrange the numbers in the order of your
preference because the order is not important here. Take advantage of
factors that produce a multiple of 10. So, you can group 2 5 and 7 9.
7 2 9 5 = (2 5) (7 9)
= 10 63
2 5 = 10 and 7 9 = 63
= 630
22
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WHOLE NUMBERS
Here are some guidelines for you to improve the skill of multiplication
mentally with whole numbers that end in 0s. Let us try the following:
200 30
You can ignore those 0s and multiply the numbers that remain. Then, put
back all the 0s that you ignored.
Example 14:
200 30 = 6,000
(ii)
Since we ignored the three 0s, we must put back these three 0s in the
answer. Count the total number of zeros for the two numbers (in this
case 3 zeros), then put it behind 6: 200 30 = 6,000.
SELF-CHECK 1.3
Calculate 9 20.
Example 15:
Calculate 16 5 mentally.
Can we calculate this mentally? The answer is yes. The multiplication of the
numbers without any ending 0s can be done mentally. How do we show this?
First, divide 16 into two groups (any ending numbers 0s) which are 10 and 6
(16 = 10 + 6). Then, multiply each of them by 5.
Therefore 16 5
=
=
(10 5) + (6 5)
50 + 30 = 80
TOPIC 1
WHOLE NUMBERS
23
Example 16:
What is the answer for 11 65?
=
=
SELF-CHECK 1.4
26 6
(d)
15 26
(b)
11 25
(e)
11 6
(c)
23 12
(f)
24 34
1.5.2
Your students should be able to multiply single digit numbers mentally. This will
help them and serve as a basis for them to learn multiplication of numbers with
more than two digits. Now, how do we deal with the multiplication of numbers
with two or more digits? These three steps are provided as guidelines:
Step 1: Arrange each digit of the number under the other and draw a line
beneath these numbers.
Step 2: Begin multiplying each of the digits in the number above with each of
the digit in the number below from right to left.
Copyright Open University Malaysia (OUM)
24
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WHOLE NUMBERS
Step 3: The products of multiplying each number above by each number below
are arranged under the other line from left to right.
Hence, 89 9 is 801.
(b)
3
3
7
8
61
5
2
8
9
7
6
3
4
8
2
0
2
}
}+
TOPIC 1
(c)
WHOLE NUMBERS
25
3
2
5
8
0
0
0
As an educator, you have to show more examples to your students to let them
fully understand the techniques of multiplication. Guide students through the steps
so that they will be confident enough to attempt to answer questions on their own.
1.5.3
What is Division?
26
1.5.4
(a)
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WHOLE NUMBERS
To solve this problem, first, show students that you can form the operation
using the symbol: 20 4. Second, write the division using a long-division
).
symbol (
5
4 20
20
0
Start dividing the digits of the numbers from left to right by four.
The first digit two is less than four, so you should choose two
digits (20) which is bigger than four. Next, you can ask your
students for a number when multiplied by four will result in an
answer less or equal to 20. The answer is 4 5 = 20. Place 5 on
) and 20 below 20. Then, subtract 20 20 = 0. This
top (
means that there are no remainders and 20 can be exactly divided
by 4. Therefore, 20 4 = 5.
TOPIC 1
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27
Example 22:
Calculate 57,000 8.
Example 24:
3,568 6
87
6 524
594
6 3568
48
30
44
56
42
2
54
28
24
4
28
(b)
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and
Hence, 78 35 = 2, remainder 8.
The next few examples will further illustrate this method.
Example 26:
564 35
Example 27:
9,578 35
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1.6
WHOLE NUMBERS
29
Multiplication and division are used regularly in our daily life. Below are some
examples which can be used to guide students.
Example 28:
3,550 sweets are to be divided into 25 packages. How many sweets are there in
each package?
25
105
100
50
50
0
Start dividing the digits of the numbers from left to right by 25.
The first digit three is less than 25, so you should choose two
digit (35) which is bigger than 25. Next, ask your students
whether 25 ? is less than or equal to 35. That is 1. Place one
and 25 below 35. Then subtract 35 25 = 10.
on top
The difference is less than 25. Bring down the digit five and
place it behind 10 to become 105.
Again, ask your students whether 25 ? is less than or equal to
105. The answer is 25 4 = 100. Then, subtract 105 100 = 5.
The difference is less than 25. Bring down the digit zero to add
and become 50. Finally, ask them whether 25 ? is less than or
equal to 50. The answer is 25 2 = 50. Subtract 50 by 50 and
you will get 0. Hence, 3 568 25 = 142.
Example 29:
Sarimah runs a photocopying business. She earns RM12,250 per week. Her
business operates five days a week and the machine can operate for 10 hours per
day. How much does she earn per hour?
To solve this question it will be wise to do some analysis like what is shown.
Once students have understood the question properly, it will be easier for them to
solve it.
30
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(a)
What is given?
(b)
What is asked?
(c)
Use division.
SELF-CHECK 1.5
1.
Salim is a hotel manager who wants to set all the tables with six
special cups each in an executive dining room. He needs 252 cups.
Calculate how many tables are there in the executive dining room.
2.
3.
(a)
5 2565
(b)
7 5279
(b)
7 6680
(d)
28 4884
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31
ACTIVITY 1.5
1.
2.
Abu buys Utusan Malaysia and The Star newspapers every day. He
needs to pay RM40 per month and RM36 per month for each
newspaper respectively. How much must he pay for both newspapers
in three months?
3.
4.
2,200 cards were put into packs of 10. How many cards are there in
each pack?
5.
1.7
Hence, 55 + 29 34 = 50.
32
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Example 31:
567 + 154 152 =
5 6 7
1 5 4 +
7 2 1
7 2 1
1 5 2
5 6 9
3
8
5
5
6
1
Bring the negative number to the right hand side value. When you move the
number to the other side of the = sign, the negative sign will change to
positive.
(b)
(c)
(d)
The right hand side value must be equal to the left hand side value.
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33
5
9
4
0
4
4
Hence, 55 + 29 34 = 50 is correct.
Let us look at how to solve some problems involving addition and subtraction.
First, you should understand the problem thoroughly so that you can arrange the
strategy to solve the problem.
Example 33:
Aminah has RM50 and her mother gives her RM20. She buys a book at a cost of
RM55. What is the amount of money left?
What is asked?
RM55
Addition
5
2
7
0
0
0
Subtraction
+
7
5
1
0
5
5
34
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Now, to check that the answer is correct, you should do the opposite. Move the
negative sign to the right hand side. Then it becomes:
RM50 + RM20 = RM55 + RM15
The left hand side and the right hand side have the same value, which is RM70.
ACTIVITY 1.6
Give these pictures to your students to have a look at them. Then, ask the
students to write THREE problems involving addition and subtraction for
any pictures that they like. Collect all the problems and solve them together.
ACTIVITY 1.7
1.
Mega Hotel has 82 single rooms, some double rooms and 35 suites.
There are 250 rooms in total. How many double rooms are there in
the hotel?
2.
There are 15 boys and 18 girls in a class. The following day, three
boys and two girls were transferred to another school. How many
children are left in the school?
3.
Amran has 35 stamps. His dad gives him another 10 stamps but then
he misplaces 13 of the stamps. Find the number of stamps left.
4.
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35
Addition
Ones
Approximation
Order property
Arrange
Place value
Ascending
Repeated addition
Borrowed
Count back
Round off
Count on
Subtraction
Descending
Division
Estimation
Symbol of multiplication,
Tens
Mixed operation
Thousands
Multiplication
36
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