Topic 1 Whole

Numbers
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Define the vocabulary related to whole numbers correctly;
2. List the major mathematical skills and basic pedagogical content
knowledge, related to whole numbers;
3. Explain the major mathematical skills and basic pedagogical content
knowledge, related to addition and subtraction; and
4. Apply teaching and learning activities for the topic of whole numbers
for Year Three.

INTRODUCTION
Number is a basic concept in mathematics. Why do we teach pupils the
concept of number?

A good understanding of numbers is important to build the foundation for

computational skills. To develop number sense of your pupils, you will
teach them to recognise, read and write whole numbers, compare and
arrange numbers.

Pupils in Year Three learn about whole numbers up to 10 000 and basic
number concepts. Understandings of number concepts include knowing
place value of numbers to the thousands, and round off numbers to tens,
hundreds, and thousands.

You have to make sure that the pupils are very comfortable with place value
and estimation. These are the two most important subtopics in this topics. In
addition, your pupils need to acquire computational skills such as addition
2 TOPIC 1 WHOLE NUMBERS

and subtraction operations within the range of 10 000 as well. Another thing,
we have to tell the pupils why we need to do additions and subtractions of
big numbers.

Addition and subtraction have been taught in Year One and Two. These two
operations are subsequently taught every year by reviewing operations
learnt previously and extending algorithms for work with bigger numbers.
Often the pupils are able to do the computation without understanding why
it works. You as a teacher should be able to explain to the pupils why it
works.

1.1 PEDAGOGICAL CONTENT KNOWLEDGE

One of the most important aspects of a number system is place value. You
know, there are many number systems in existence; but without the place
value you cannot do much with it. If you know Roman numerals, try to add
two numbers in this system. School children often have difficulty
understanding the concept of place value. Well, human civilisation took a
long time to come out with the place system

1.1.1 Place Value

The idea of place value must be taught properly at an early age. This is to
avoid misconceptions (or mislearning). They fail to make the connection
between numbers and place value, so that when two numbers are added
and the value exceeds 9; they have to understand that the number will move
to the next ÂcolumnÊ. When the number moves to the left, it increases its
value. Simple questions as follows should be emphasised (although they are
supposed to have learnt it before).

What is the place value of the 5 in 34856?

Hence the pupil will know that the value of a digit in a numeral is
dependent on its position. If the pupil has problem at this stage, they will
bigger problem when it comes to addition, subtraction, multiplication and
division.

1.1.2 Numbers to 10 000

In the previous year, the pupil has been exposed to numbers. From their
everyday experience, they also deal with numbers. Almost always, these
 TOPIC 1 WHOLE NUMBERS ! 3

numbers are not that big. However, the pupils look at these numbers as size
or quantity of something.

This is OK because the starting point for numeration is counting.

In the Year 2 syllabus, your pupils have learnt numbers to 1000. However,
counting does not stop with 1000. Seldom do they see the numbers as
symbolic representation of the quantities they count. In this manner, they
have difficulty of imagining higher numbers.

Another difficulty they encounter is the word used to vocalise these big
numbers. The English language can be strange at times especially to non-
native English speaking pupil. At this stage try not to introduce words like
ÂtenthsÊ, ÂhundredthsÊ or ÂthousandthsÊ. These words have different
meanings to tens, hundreds and thousands. Students must be taught the
vocabulary related to place value. Without it, they will continue to struggle,
especially when symbols are brought into the picture.

Example of Exercises

1. Let the pupil say numbers such 100 as one hundred.

The number 1000 as one thousand.
The number 10 000 as ten thousand.

Continue with other numbers such as 6 000, 10 000 and so on and let
the pupils say it themselves.

2. You must give more complex examples, first writing the numbers, and
then say it in words. For instance, you write:

7191

The pupils will say this as „seven one nine one.‰

Once they are comfortable with this, you may then asked the pupil to
say „seven thousand one hundred and ninety one.‰

It is very important at this stage that your pupils really understand the
concept of place value. It is true that they have learned it in previous year.
They might be able to read and write a number, but we would like them to
understand what they are doing. There are a number of activities at the end
of this topic to help them understand this concept.
4 TOPIC 1 WHOLE NUMBERS

ACTIVITY 1.1
We read numbers from left to right. A way of reading a four-digit
number is to cover the last three digits, read the first digit as
thousands, then read the three remaining digits in hundreds, tens
and ones.
The pupil is given a big number. Ask them to break it up into ten-
thousand, thousand, hundred, ten and one.

1.1.3 Addition and subtraction

In teaching addition and subtraction of four-digit numbers, you should pay
attention to the aspects of:
(a) Understanding of concepts and the process of regrouping; and
(b) Solving problems involving addition and subtraction in real life
situations.

In planning and carrying out teaching and learning strategies, you should be
attentive of the following activities.

Addition is related to counting on. Subtraction is related to counting back.

Your pupils acquire the concrete experience informally. You use concrete
objects to demonstrate before introducing formal mathematics symbols.

You teach the regrouping process using teaching aids such as Multi-based
blocks or abacus.

The addition operation is related to the subtraction operation. Subtraction is

the inverse of addition.

Problem solving questions are based on real life situations.

Your pupils have to solve non-routine problems so as to develop their critical
and creative thinking skills.

(Source: Teacher Education Division, Malaysia. 1998. Primary school mathematics

teaching and learning of whole numbers module. Kuala Lumpur. Page 36.)
 TOPIC 1 WHOLE NUMBERS ! 5

ACTIVITY 1.2

1. Search through the last few years of the Arithmetic Teacher

(available on the internet). Read an article on the teaching and
learning of addition or subtraction of four-digit numbers using non-
routine problems.

2. Discuss your article with your coursemates and tutor.

Before you continue, be sure to give a quiz as follows:

1. True or False: 546 is the same as 500 + 40 + 6
2. 501 + 158 = ?
3. 3782 1393 = ?

Relationship of counting and operations

To build the concept of four-digit numbers, you may tell your pupils to
count on by ones, tens, hundreds, and thousands. Odometer is a name given
to the principle which describes the nature of all place-value positions to
count like the ones position. For example:

(Adapted from: Tom Cooper, School of mathematics, Science and Technology

Education, QUT, 1999)

You have learnt number lines in the earlier modules. Again number lines
can be used to show the position of the four-digit numbers.

In the Figure 1.1 below, indicate somewhere that the first is the unit position
and the second one the position of the one thousand.
6 TOPIC 1 WHOLE NUMBERS

Figure 1.1: The unit position

The material for teaching counting on is a calculator. For example, enter

5467 and then add 100 and keep pressing = .

Similarly, you may tell your pupils to count back. For example:

Count on is similar to addition. For example,

On the other hand, count back is like subtraction. For example,

Using abacus
Do you know what an abacus is? It can be used to show four-digit numbers
and perform addition and subtraction operations subsequently. Piaget
(1972) said that primary school pupils understand mathematics concept
through concrete experience. Thus teaching aids play an important role in
showing mathematics concept effectively (refer to Figure 1.2).
 TOPIC 1 WHOLE NUMBERS ! 7

Figure 1.2: Parts of the abacus

Source: Chuah Lay Thiam, Institut Perguruan Temenggong Ibrahim, Johor Baru.

Movement of a lower bead indicates 1. Movement of upper bead indicates 5.

The first rod on the right is the place value for ones. The next rods indicate
tens, hundreds, and thousands. Refer to Figure 1.3 for the rods indication of
lower and upper.

move up 1, move down 1

1) Thumb : 2) Forefinger :
move up 1 move down 1
8 TOPIC 1 WHOLE NUMBERS

move up 5, move down 5

1) Middle finger : 2) Middle finger:

move up 5 move down 5

move up 9, move down 9

1) Thumb and middle 2) Middle finger and

finger : forefinger :
move up 9 at the move down 9 at the
same time. same time.

Figure 1.3: Rods indication of lower and upper

ACTIVITY 1.3

1. Use an abacus to perform addition and subtraction of four-digit

numbers. Demonstrate to your pupils the ways to do these
operations by using abacus.

2. What are the benefits of using abacus to perform addtion and

subtraction? Discuss with your tutor and coursemates.

Traditional Algorithms
In the modern approach in teaching mathematics, you introduce various
strategies in written algorithms for performing addition and subtraction
operations. To understand the process of addition and subtraction
algorithm, consider the following example, which makes use of blocks. You
may also use coloured cards.
 TOPIC 1 WHOLE NUMBERS ! 9

PROBLEM: There are 1497 pupils in a boyÊs school and 1422 pupils in a girlsÊs
school. How many pupils are there in the two schools?

MODEL AND Show the 1497 Thousands ! Hundreds! Tens Ones

LANGUAGE Ú.
…

Show the 1422 Thousands Hundreds Tens Ones

..

Thousands Hundreds Tens Ones

What do you want?
[The total] ! ÚÚ
What is the answer? Ú
[2 thousands 9 hundreds
1 ten and 9 ones]

Figure 1.4: Model and language of the problem

Source: Adapted from Tom Cooper, School of Mathematics, Science and
Technology Education, QUT, 1999

Figure 1.5 shows two examples of algorithms for addition and Figure 1.6
illustrates two examples of algorithms for subtraction.

Figure 1.5: Examples of algorithms for addition

You may then ask the pupil what it all means. Take for example the sum
1467 + 1422. You start by breaking up the number into parts. Hence
10 TOPIC 1 WHOLE NUMBERS

1437 = (1000) + (400) + (30) + 7

1422 = (1000) + (400) + (20) + 2

You then add up the various place values, to get

(1000+1000) + (400+400) + (30+20) + (7+2)

= 2000 + 800 + 50 + 9 = 2859

Now, make it slight more complicated:

(1497 + 1422)

That is:

1497 = (1000) + (400) + (90) + 7

1422 = (1000) + (400) + (20) + 2

Straight away you can see a problem with the addition (90 + 20). That is OK.
Write it as
90 + 20 = (110) = (100) + (10)

So the sum becomes:

1497 + 1422 = (1000+1000) + (400 + 400 + 100) + (10) + (7+2)

The same principle can be used for subtraction.

Whatever way you are showing, make sure there is a pattern. Once the pupil
can see the pattern, they are on the way to abstract thinking.

Figure 1.6: Illustrates examples of algorithms for subtraction

Source: Adapted from Gan Teck Hock, et al, 2003, KPLI mathematics module,
Teacher Education Division, Ministry of Education Malaysia, Page 81
 TOPIC 1 WHOLE NUMBERS ! 11

ACTIVITY 1.4
Study the algorithms for addition and subtraction carefully. Which of
these algorithms do you think is easier for your pupils to follow?
Why?
Share your views with your coursemates.

1.1.4 Estimation and Approximation

ACTIVITY 1.5

When you buy a packet of ground nuts, can you estimate the number
of ground nuts in the packet?
Can you suggest some ways to enhance the skill of estimation?

We teach Year 3 pupils to estimate quantities of objects up to 1000. This can

be done by asking the pupils to count in tens, hundreds, and thousands.

Exercise
Give the pupil several numbers. Asked them, to round the numbers to
nearest 10s, 100s and 1000s. This re-enforce their understanding of place
value. For example,

1234 = 1230 to nearest 10

This skill is very important. Sometimes the pupils make simple mistakes in
additions (or subtraction). Most often they use a calculator and punch in the
wrong number. You may ask them to check the calculation by having an
approximate answer.

For example, the pupil might make a mistake in the following addition:

1467 + 1422 = 22912

You may then ask them to „ball-park‰ the numbers. We then asked then to
round-up to nearest 1000 first to see whether they are on the right track.
1467 + 1422 is (1000 + 1000) to nearest 1000, that is 2000. The pupil can
straight away they see something is wrong.
12 TOPIC 1 WHOLE NUMBERS

We also hope the pupil to have the ability to visually approximate things.
We consider the following case.

We take several glass beakers of the same size, put in water according to the
amount shown in the figure above. We now asked to pupils to estimate to
the amount of water in the first beaker. You must ask the pupils to think
through the problem first. This is a higher level thinking and you need to
ask them questions as to what is the proper procedure.

When your pupils have acquired the skills of estimation and approximation,
they wound be able to check answers in their calculation quickly.

In planning the strategies for teaching and learning activities for the topic of
estimation and approximation, you have to ensure that your pupils acquire
skills in

(a) Estimation:
(i) Estimate to make wise decision; and
(ii) Count mentally.

(b) Approximation:
(i) They understand the concepts of place value of ones, tens and
hundreds.
(ii) They know how to round off to an approximate value based on
the place value.

In the activity below, pupils are asked to round up the price of some items.
Although the pupils have not been formally introduced to money, by now
they should have an intuitive idea of how to do some simple manipulation
of money.
 TOPIC 1 WHOLE NUMBERS ! 13

ACTIVITY 1.6

Item Price
Shampoo RM 9.90

Shower Gel RM 7.90

Tooth Paste RM 8.05

Tooth Brush RM 5.15

Soap RM 2.40

Try out the following activities.

1. Find the total cost of the items in the list. Here the pupils might
face some difficulties dealing with decimals. They need proper
guidance in this instance:
(a) Find the estimation of the total cost of the items excluding the
value of sen.
(b) Find the estimated total cost of the items with rounding off to
the nearest ringgit.

2. Compare the answer in each case. Ask the pupil to draw some
simple conclusion?

1.2 STAGES OF CONCEPTUAL

DEVELOPMENT FOR WHOLE NUMBERS
IN YEAR 3

1.2.1 Numbers to 10 000

In the teaching and learning of numbers to 10 000, you may follow the
following sequence. Your pupils can learn more effectively as they follow a
systematic approach. Major mathematics skills to be covered include:
(a) Say and use the number names in familiar contexts.
(b) Read and write numbers to 10 000.
14 TOPIC 1 WHOLE NUMBERS

(c) Know what each digit in a number represents.

(d) Understand and use the vocabulary of comparing and arranging
numbers or quantities to 10 000.
(e) Understand and use the vocabulary of estimation and approximation.

1.2.2 Addition and subtraction within the range of

10000
Major mathematical skills include:
(a) Understand addition as combining two groups of objects.
(b) Use and apply knowledge of addition in real life.
(c) Understand subtraction as „take away‰ or „difference‰ between two
groups of objects.
(d) Recognise subtraction as the inverse of addition.
(e) Use and apply knowledge of subtraction in real life.

SELF-CHECK 1.1

1. Name three examples of four-digit numbers that are used in real

life.
2. What are the teaching aids suitable for teaching and learning of
four-digit numbers and the addition and subtraction operations?

1.3 SAMPLES OF TEACHING AND

LEARNING ACTIVITIES
The following are samples of teaching and learning activities for various
mathematical skills in this topic. You can try out with your pupils.

1.3.1 Numbers to 10 000

Activity 1: Number representation
(a) Learning Outcomes (of pupil):
(i) Recognise numerals to 10 000
(ii) Count up to 10 000 objects by grouping them into thousands,
hundreds and tens.
 TOPIC 1 WHOLE NUMBERS ! 15

(iii) Recognise the place value of numbers

(iv) Compare two numbers and say which is more or less.

(b) Materials:
Four numeral cards, multi-based blocks, place value chart, pictures of
cubes, big squares, rectangles, and small squares, worksheet.

(c) Procedures:
(i) Divide the class into groups of four.
(ii) Give each group a beg containing numeral cards, some multi-
based blocks, some and some worksheets.

(iii) Appoint a pupil in the group to be the recorder.

(iv) Each pupil takes a numeral card. Pupils discuss to form two
different four-digit numbers using the numeral cards.

(v) The recorder writes down the two numbers in the worksheet.
(vi) Other pupils in the group show the two numbers using multi-
based blocks.
(vii) Group members cut the relevant pictures and paste them on the
place value chart accordingly, then they compare the two
numbers.
(viii) Allow group members to discuss their answers.
(ix) Repeat steps (4) to (8).
16 TOPIC 1 WHOLE NUMBERS

Activity 2: At the car park (Out-door)

(a) Learning Outcome:
Position numbers in order on a number line.

(b) Materials:
Pencils, writing paper, erasers, cars, number lines with two positions,
four positions and eight positions.

(c) Procedures:
(i) Divide the class in groups of four. Each group is given worksheet
with number lines.
(ii) Bring pupils to the car park so that they can write down numbers
by reading the car number plates. Each pupil jot down two
numbers.
(iii) Pupils compare two numbers individually and write down the
numbers on a number line of two positions.
(iv) Pupils compare four numbers in pairs. Allow pupils to discuss
and write down the numbers on a number line of four positions.

For example:

(v) Pupils compare eight numbers in groups. After discussion, the

recorder writes down the numbers on a number line with eight
positions.

Activity 3: Tic - Tac - Toe

(a) Learning outcome:
Round whole numbers less than 10 000 to the nearest 10.

(b) Materials:
Dice, answer paper with 9 squares, nine numbers less than 10 000.

(c) Procedures:
(i) Pupils play this game in pairs.
(ii) Throw a dice to decide who should start first.
 TOPIC 1 WHOLE NUMBERS ! 17

(iii) Pupil A chooses a number and round off to the nearest 10. Match
the answer on the answer sheet. Put a mark on the answer sheet
with a cross or a nought.
(iv) Pupil B repeat step (3).
(v) The first person who gets a straight line on the answer sheet with
right answers is the winner.

1.3.2 Addition and subtraction within the range

of 10 000
Activity 4: Numbers and operations
(a) Learning Outcomes:
(i) Write numerals to 10 000.
(ii) Round whole numbers less than 10 000 to the nearest 10.
(iii) Add two four-digit numbers with the highest total of 10 000.
(iv) Subtract a three-digit number from a four-digit number.

(b) Materials:
Cubes with numerals, a 16-hole tray, worksheet, abacus.
18 TOPIC 1 WHOLE NUMBERS

(c) Procedures:
(i) Divide the class into groups of four.
(ii) Give each group 16 dice, and some worksheets.
(iii) Each group member takes four cubes and put into the 16-hole
tray.

(iv) Each pupil identifies a four-digit number and round off to the
nearest hundreds. The numbers can be formed by reading the
numerals on the dice from left to right, right to left, top to down,
down to top or at any corner.
Question: Identify a four-digit number with the digit (6) as
the numeral in the place value of tens. Round off your
number to the nearest hundreds.
Answer: 4626 round off to 4600, 4253 round off to 4300, round
off to 4200, 5612 round off to 5600.

(v) Each pupil writes a number sentence of addition or subtraction.

Question: Add two four-digit numbers.
Round off your answer to the nearest tens.
Answer: 5612 + 2624 = 8240
Question: Subtract a three-digit number from a four-digit
number.
Round off your answer to the nearest tens.
Answer: 4215 - 652 = 3560

(vi) Pupils are encouraged to use the abacus.

(vii) A pupil checks the calculation of his peer.
(viii) Repeat steps (3) to (7).
Source: Adapted from Ehsan, Kinta Teacher Training College, Ipoh
 TOPIC 1 WHOLE NUMBERS ! 19

ACTIVITY 1.7
1. Do you think abacus is suitable to be used in Activity 4?
Discuss with your coursemates.

Activity 5: Problem solving

(a) Learning outcomes:
(i) Solve problems involving addition in real life.
(ii) Solve problems involving subtraction in real situations.

(b) Materials:
A set of 6 problems on addition and subtraction, cubes with answers,
colour pencils.

(c) Procedures:
(i) Pupils play this game in groups.
(ii) Each group is given a cube with answers randomly written on
the faces, two colour pencils, a set of 6 questions. For example:
You want to buy a computer of RM2500. You only have
RM1877 in your bank account. How much more money you
need to save?
You have collected 578 stems. Your brother has collected 753
stems. How many stems all together?
You walk 1360 metres on the jogging track in the park. Your
sister walks 2566 metres. How many more metres your sister
walks?
A hawker sells 3450 rambutans. Another hawker sells 4670
rambutans. How many rambutans do they sell?
(iii) The pupils chose the questions to answer. After working out the
answer, they match the answer on the cube and colour a face.
Each pupil uses a different colour.
(iv) The first pupil who makes a path across the squares with his /
her colour (top to bottom or right to left) wins.
20 TOPIC 1 WHOLE NUMBERS

Activity 6: Treasure Hunt

(a) Learning Outcome:
Subtract numbers within the range of 10 000.

(b) Materials:
A worksheet with 8 questions on addition and subtraction. A map
giving direction on the route for treasure hunt.

(c) Procedures:
(i) Each pupil is given a worksheet and a map on treasure hunt.
(ii) Pupils solve the questions on the worksheet.
(iii) Find the answers on the map.
(iv) Colour the space that contains the answer.
(v) Follow the track of coloured numbers to claim the treasure.
1640 63 =
2610 432 =
3577 888 =
4420 3752 =
2100 88 =
3060 399 =
5050 935 =
7765- 4592 =
766 6745 =
 TOPIC 1 WHOLE NUMBERS ! 21

Figure 1.7: Treasure hunt

Source: Adapted from Enrichment and remedial mathematics programme, Inspire
project, University of Science, Malaysia, 1986

ACTIVITY 1.8

1. List six mathematical skills related to whole numbers.

2. Why do we use teaching aids in teaching whole numbers, and
addition and subtraction operations? Discuss.
3. Plan a teaching and learning activity for addition with the
highest total of 10 000.
22 TOPIC 1 WHOLE NUMBERS

Numerals are symbols used to represent numbers.

Concrete object such as based-ten blocks and abacus help your pupils to
understand the idea of place value, and addition and subtraction
algorithms.
The skills of estimation and approximation enable your pupils to check
answers in calculation quickly.
There are various algorithms to perform addition and subtraction. There
is no best algorithm to teach these two operations.
Teaching and learning activities should be engaging and interesting to
your pupils.

Abacus Place value

Addition Subtraction
Estimation and approximation Traditional algorithms
Pedagogical content knowledge Whole numbers

Llewellyn, S., & Greer, A. (1996). Mathematics The basic skills. Britain:
Stanley Thornes.

Reys, R. E., & Suydam, M. N. & Lindquist, M. M. (1989). Helping children

learn mathematics. New Jersey: Prentice Hall.

Smith, Karl J. (2001). The nature of mathematics. US: Thomson Learning.