7j

.,th,-

l,rF
l {fi-

Ib' so!;2,on

O=-=+

Answer all questions

1.
-

V
V
2.

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

stage are the following except

(A)

classifyingobjectsbytheirphysicalattributes../

(B)

creating, constructing and describing patterns by their geometrics

attributes.
(c)

'/

'

physically comparing one to one correspondence..z'

say out the numbers and memorized them.

The Hindu-Arabic numeration system,has four important characteristics

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

3.

place valug

(B)

grouprng

(c)

use oftens

(D)

commutative proper$.

Children use different countlng procedures when quhntifying sets.

Supposeachildcountsu5,10,15,2aandsoon".
This is

(A)
@
(C)
(D)

a eounting on strategy.
skip counting strategy.
adding from left strategy.

nrakingcompatiblesstrategy.'

Code No. :

4.

MTE3l09

number can be
Equivalent iepresentation refers to the fact that a
to the same
presented in many different ways, all of which are equivalent
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'
n
be able to memorise the number correctly'

@
(B)

be able to name and write the number'

be able to regroup and rename two-digit numbers'

(c)
(D)

of
Thereareanumberofmodelstoillustratethe meaning

subtraction.

Each modelcan applied in different situation'

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

many did she

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

(A)

have left ?

'

(c)
"

(D)

,Aminah hadT cards. siti had 4 cards. How many more cards did
//
Aminah have than Siti ?
the rest were red'
Aminah had 7 cards. 5 0f them were blue and
How manY were red ?

cards- How many

Aminah had 7 cards. Her father gave her 4 more
cards did she have ?
0..-..--r--n.<-".-.'r'

rE3 I 09

Puan Siti gives the foltowing situatibn to 'explain the meaning of

multiplication.
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

t@

equal group Problem

comparison problem

3 ?3

(C) y rePeated addition

(D) 1 cornbination Problem

7.

Calculator is a vrsry versatile teaching and legrning

role of the calculllora
following it g!

(A)
(B)

To enhance understanding of number

lt helps to develop understanding of decimals'

(c)

To reinforce existing concepts such as'place value" vz

To introduce new concepts such as negative numbers' '

8.

tool. Which of the

People use

a wide range of

methods

"/

to solve arithmetic

menially.

lowing

are

reasons why we need to emphasise mental

computation in our classrosm ?

-X
.+f.
lll.

problems

Save time.

/,

As a check for calculator answers'

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

"

I and tl

(B)

I and,lll

(c)

ll and lll

(D)

ll and lV

- I
.
\,r r''-- -, !I
1

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

-/'-

.,

g.

Estimation

---..:

is a

crucial skill in everyday life as welt

as in

school

mathematics.
Estimation skills are usefulwhen we

&'

(A)

need an exact answer quickly.

(B)

wanttocheckananswerobtainedbyadifferentmethod

(c)

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.

During the process

of

developing meanings

for the operations

and

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

activities.
Effective consolidati
:

g activities have the followin g features, except

f

'1

(A)

aclivities are self-checking

(B)

activities show pupits' progress v

(c)

activities are short and interesting

r@

activities are or$anized around sets of facts

teachers should be familiar with some of the cCInmon

'
'r
:'r':.'raltdrnativb:elgorithrys :.
Children''should':explore'':different ali;orithms for

All mathematics
11.
,'
. .:. -..

'

several reasons:

'

(B)

Alternative algorithms emphasize arithmetii skflls

..
Alternative algorithms rnay serve as a remedial objectives

,(c)

Alternative algorithmi' provide Orocedure in finding answer

flexible
Alternative algorithms may help children develop more
mathematical thinking and number sense

(A)

12.

for
En. Rama ptans to develop' the concept of equivalent fractions
:.
-()

pupils with the fotlowing activities.

'

l.
,(.
lll.
/f)
u
-+v
.

(A)
(B)

ftci
\__-/
t\?

,(D)

llo \f'{rl

hv1-

h IS

,.1

Listing all the equivalent fractionsfor a certain fraction

showing equivalent fractions by using fractbn strips

fractlons
Folding a piece of'paper and shading the equivalent

using shaded parts to show the similar areas occupied

equivalent fractions

.1,

ll, lll, lv

l[, M, lll,

nl. tv, ll,

M, lll, ll,

by

Code No. : MTE3I09

13.

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

?L

-+3+:

or

21
.i

The statement above indicates that the most important aspect to look into
during the lesson is to help children

(A)
(B)
(C)

solve the problem

estimate the answer
use the materials given

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

tY
subtracting

#
t:

/--'\.
,^\

Below is an example of two children d'rscussing which i{larger,

n'@ or {@"
Choose the suitable skillthe pupils should acquire

r-

t'
ti

(A)

Ordering of decimals,

(B)

Rounding of decimals

(c)

Compgqg of decimals

f lace-val ue interpretation.

ii'
ili

t;
lr

I'

ili

15.

The above answers were taken from Ali's exercise book. What could
possibly be the reason for.the.errors made ?

1i"

t:

2.5+5=3.0

?. )
--, \.
.J

.-ii

'-

''2.

r)

\
,

)l

'ri
-1

t?.

.;

--'a--"-'

-rt. I
]

He has not acquired the basic addition tacts

...(n)

Hetoes'not know'the eonceFt.st'adOition

(B)
/,4\

{Yc}

Hedoes nstknow the coneegqf pla'@ value

',(s)

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

.7
ot
4<
t\..*,- I _r /
11
lt

f1

I._

.-:.-

Diffrcul$r with,,add

16.

the va'fues are given in'frorizental

lffi " :in terma of s1ory Problem ' ' '

nt-

the decirTrals are expressed inOrrtfe'r-e$$F

.i:

regrouPing.

0gL-l'.tl-'nff

'(B)

l, l[ ,'lll and lV

I(b)
tJ

l, tll and lV onlY

. ' ;.
percentage
into
fraction
to'ctrange
a
usgd
be
can
matqrialg
iogowing
.:

fne

1V.

exceot

-.,:!:@

@
,(B)

(c)

(D)

fraction bars
100

grids \,/

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

lamerter,rufe,,

CodeNo,:MTE3l09
tl

18.

o,3

1r(l)

Diagram

, ,'

i,trl>

3Q

loo

The shaded area in Diagram 1 is appropriate to represent

(A) 30% of 200

(B) 6A%+2 0'..
@ zx gooto

l
,l
l

,]

I
l
I

(D)

,l

li

o(

6oo/a

:
1

19.

A key ldea in mathematics is thathumbers can be represented in many

ways. A rational number
explessed as a fraction, a decimal or b

""r'b"

percentage.

Which situation djd+glsupport the above idea

(A)

\t

,,A@
L.2^
\s*

(C)

i:
1

0-5

509tr

6.9% = 0.69 :ld"

,/\

ieo:f,i'
150%; 70c

'

'

(D)

o'&:' .A

50%of28=Tzof28=14

-:ilt

[)

? 061'

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:

ab ility

'

tfl=

ability to gfvg olher

t\t

ability to eo'mpa re fragtions to'qonmon bench ma rks

to

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

,.

::

..:l

on:ly

(A)

l'and ll

(ts)

land lll

(c)

t, ll'and lll'only

t/\

t(D)i

t,l

only ,

'

::

l,.ll, lll and lV

l0

{.

(a)

which provide the

an, have
Childrr--,. a tot of early nirmberexperience
c9n
basis for building3gdi $'mbqr
devgloping prt
State fiue-steps invofved in

i.

ct

ll.
iii:
tv.

m bqY\sort

v.

(b)

State thre,e waY

refpsgl!,iumbers

'

1ii) AAq\lnttonn*\1,9'q'',

l1

:.:r ''

:' ; 'rr''i'

: ::'

(iii)

( 5 marks )

(q)

2.

Modern ,school mathematics programmes include

calculator and

.computer activities.

(i)

state three rores of carcurators in computation.

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

fbV\*r* molNcrt\rn qnd aonfroitnt\

(Smarks )

b)

students shourd be encouraged to arways try

mentar computation
before written methods or using a calculator.
(i)

SJate and explain two ,reasons

should be emphasized.
.\
U

Pruvrdc

why

mental computations

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

l2

cqtcutfi $n

Sl trrrdir'/t\ $!s
sq.

*.d t o, rgr.rs eitd

ontnbutL tu \t\trf (t

:: ,. :

I
.

(ii).
-

example of mental computation strategy for whole

Give one
,]

'I
:'

':

(a)

Cik Aminah starts her lesson by giving th'rs problem'

Amin

ate rF I

of a cake, ani! Yu of ate

'of a

eake, HoW

muchofthecakehadbeenea.ten?,

State one teacfiing aids that stre can use to demonstrat the
siiuation given .,

,:

r.

...:
Jracfton 4lsc.,

'

..

. ..

l3

'.

(ii)

, lllustrate with

di,3

ms.

how did cik Aminah'exprgi*the above

4\

(3marks)
\

tl

(iiD

Children may come up. with many ways

problem. Some of her pupils

gave ;

to approach

the

as an answer.

ln youropinidn give a reasons why such respond were given.

( 1 marks )

(b)

A teacher

teaching the multiplication and division of a fraction

Was,

, ,' using a suitable'diagram

show howthe teacher'teach the meaning

of

(i) 6x

1
3

t4

{ii) ,' '6 '

( 5 marks )

':

(a)

activity to explain the

describe,an
By using aPProPriate materials,
-:
: .i
\

following

.1
+

.l

50%

( 5 marks
l5

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

understanding

of

to develop tt're

235%

!.*

(ii)

lllustrate with diagrams how

can

the teacher explain the

above situation using the model chosen

( 4 marks )

l6

sEcTrON

'(4O':marks')

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

(ii)

i'o

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'

.i
:

"l
l

'

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

(b)

or anays
ii)

Give an example of frnrqdigit multiplier- Suggest an

_ac]ivltV
the.
pupils
find
to
you
teach
would
how
on
)/our
illustratlon
with
product, using area br agy :models. You should include'
materials used and

2. ,'. (a)

Procedures.

Addition of fraction with two different denominators is offen dfficult

to-understand.

Suggest a lvorq problem to explain how to add

:.. t
;*:.Your
$?

suggestion' should include models or'materials used and' the

.

.t.

'

procedure involved.

( 10 marks

'r7

+-+--

,C
-.
:*,
-;

(b)

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

willshowthemultiplicationofmixed.numbersby:

(i) changing both mixedlnumbers to improper fractions

(ii) without changing them into improper fractions 't

=l*rl: E
(10 marks)

3.

(a)

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 .
(i)

What dfficulty might he have?

(ii)

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

(b)

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)

Government of Malaysia2OlQ

18

a -- l- .\
\u7 J

.lrtwcrah

*.,

rt

Yr ,

fi

,-

Qre'; L1

SECTION A

,,

', :Answerall'question$ '1,

',',' ' ' "'

:':

.'

Answer all questions.

.:
..

ii

basis

: ,

i.

building early nurnber concepts.

classification

'

for

!::

v,'

q"fa

i,U^.

d'f

-,\Wlr.
5 marks

'*

rt

(b)
'

State three ways with example in which children wilt be abte to

represent numbers

i.

concrete Models

box,, marbres. ice cream sticks.

il.

children to draw. record the icsuits

iii,

nurnbers and numerals,

3 x 2 rnarks

maxrmum 5 marks

2.

(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 marks
(b)

students shoutd be encourage to always try mentat .orput"tion

before 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

-Develop critical thinking and nurnber sense

important step tolvard

r1Y.L *

r+

ffiSWp rwwwffi
2 x2 marks

Reasons with exPlaination

tal computation strategy for whole

number addition
nOOing from the le

Countinq on/
Makino tens or
Makinq comPatibles

Gik Aminah starts her lesson:by giving this

3.

of a cake':nd Yusof ate -r1 of

Amin ate
the cake hhO Ueeh eaten ?

.f,

a cake' How rnuch of

(i)'stateoneteachingaidthatshecanusetodernonstratethe
&
\

situation given.
Jr

l'

{t.
.

,.

-.

Paper strips./fraciion

bai/cakq

any relevent aid

1 rnark

$
I

{/|

the above
lllustrate with diagiarns how did cik Aminah explain
using the aid chosen above.

T-\

lrl

1 rnark

'------?-

1 mark

1 mark

(iii)

Children may come up with many ways

problem. Some of her pupils

gave 1

to approach the

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

(b)

A teacher was teaching the multiplication of a fraction and whole

numbers.

Using a suitable diagram show hour the teacher teach ihe meaning

ffiruWTrmuWIl

of

(i)

6x

\f \t

\t

'ls$ttw

&

ffi. t'F-Tl
i mark
6 groups

or

,:'

As repeated addition

1r1+1+1+1+1-g
3 3
gi3't'3

1'mark

t-

':'

ox 1=i
3

1 rnark

"-]
(ii)

of

,r 2
'::

3+

. !'

"'

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

-,lCl lo
rii -{5 =
.'
A .

,,.

r'

, r,

.)

, , '

1mark
!:

total
-_- = 5 marks
(a)

explain the
By using aPProPriate materia.ls, describe an activity:to

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

100 grid

--

5.il,

1
4-

1.Gft

,Ask student to shade %

Ask student to shade 50/100 - same size

:- -"
{

Let student realize that

Or any other materials

t.

=A

lC.O-500,,b

2 marks
1 rnark
'1

rnark

1 mark

Total = 5 marks

(b)

is challenging
Development of percentage greater than 100 percent
and should be illustrated with models'
one of the model that can be used to develop the
(i)

Name

understanding

of

235%

100 qrids / anY material

(ii)

1 mark

lllustrate with diagrams how can the teacher explain the above
situation using the model chosen

rf

2 marks

200,

o
1oo

-+

XS

23S

1ou

1gr)

1 mark

l mark

-l

:235%
SECTION C
(40 marks )
0

1.

(a)

Rosli's
provided made by a girl in Encik
Below are the answers
class.
36

(i)
O',

18 =

18, 124-98= 174 '367 -149 =222

'635

students'

- 597 = 162

the
identify the error made by
--:-^
plan a teaching and learntng
aids'
teaching
of
hetp
the
with
the error'
activity to help him correct

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

2 marks

sticks and individual sticks

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

(b)

or arrays
ii)

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
lt.

(a)

23 X 15, set out rectanqular

arav using base ten blocks.

Example and teachinq aids

Correct exolanation and diagram

6 marks

rnarks

Addition of ftaction with two different denominators is offen difficult

to understand.

marks

r,

to exPlain
Suggest a word t)roblem

"

'ld include

suggestion shou
procedures

involved"

rnodets

'

,,

h,owtoadd.i+1

Yottr

or materials used and t'he

2 marks

ffi
$usietook %

Anita took 2/3

? mark
,1.

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

'

I,

,,

1 6firlt

..

'

:.

Anita ate ;

msr

mark,
:

':.'

1 mark'

E
1 mark

:!,'9,.
t

-- -i;
Srusielate ; *t

1'mark

F.s1?
l,r'

;*

11

13

:r5

al

f:

11
a-

*
h

:1t

'1 rnark

*..r:

1:- -

AnY:other materials,

' .

'

IU

Total = 10,rmarks

7l

rj,t
lrt
jtl

"J_

tz^

'+

J,r

'tu

iIy"i

lri
L

+ t_____

r_-.......

- _ *, { _-.,

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

will show the multiply of mixed numbers by :

(i)
(ii)

changing both mixed numbers to improper fractions

without chinging them to improper fractions

-t 1
tlJ!- 1 'ur
n L-

+3,

t.\ f

:2-.

2x1=2

Zxlz=
Tnxl=

i
(

'j

1 mark

1 mark

T+= 2lB

1 mark

%xTz7118,

'Jt t

rotJt'=s

\,/

1 mark

'1

s,/

\\

'I

,el

(ii)

ti'-l
/'t

Without changingi mixed number to improper fraction

,iri2

1I

1 rnark

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

3 marks

ot

'r?

E.f

4ao

1 mark
.t

F $;

l mark
Total= 10 mar:ks

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)

understandino of tenths
1 rnark

(ii)

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

':

l0tenths

= I:1

1 mark

lu

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

l2

!
i:lr
I

'I.il

ones

tenths

li
.j

3 marks

thq tenth. the,pupils record that

1 tenths = 0..1

5 tenihs = 0.5

'

'

7 tenths = 0-7

Thus

,'=r+"1Effien
.'...

1 mark

7 tenth's isrwiitten as 0.7

as-,

-u;

Any cither suitable' activif

a"1iy1gi;i,
iid
'' . - ':.;,il
I : :ilii
,. .
'.

'1

.-':"

(b)

1 mark

:.',

..:

,:f,..1 "
I

You plal to {each a crass of yeg S pupits to add mixed decimats by

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

_t.-.

Base-Ten Bloks.

You should include the addition by using place-value.

l3

'

ffi

1.5

ffi

ffiffiffi

3 rnarks

lBHf;ffFSHAHfti.iFi ir!4j$

3 marks

1.5 + 0.7

+ 1.6 =

1 nrark

3.8

one

tenth

I
3 marks

and
Accept any other suitable explaination
l

activities
( 10 marks