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ADDITION WITHIN 10

ACTIVITY 1

i) Learning Outcomes :

By the end of this activity, ui!s shou!d "e a"!e to :

Add t#o num"ers u to 1$ "y com"ining t#o grous of o"%ects&

ii) 'ateria!s :

(a) Counters

(") icture cards

(c) Other concrete o"%ects

iii) rocedure

1) Teacher as*s three ui!s to come in front and form a grou& Others as*ed to count the

num"er of students in that grou& Teacher #rites +- on the "oard&.) Teacher as*s four more ui!s to come in front and form another grou& Others as*ed

to count the num"er of students in that grou& Teacher #rites +/- on the "oard&

) Teacher te!!s and as*s: 0Three and four "ecomes #hat a!together Lets #e count

together2&

/) Then, teacher as*s students in t#o grous in front to form one "ig grou&

3) Teacher guides them to count the num"er of students and say 0three !us four

"ecomes seven2&

4) Teacher use another method to e5!ain the activity a"ove, for e5am!e :

6irst grou com"ine #ith second grou

7econd grou com"ine #ith first grou

Both grou com"ine on the same time

8) Teacher uses and #rites different sentence to e5!ain it, !i*e :

Three plus four equals seven

The total of three and four is seven

9) eeat the a"ove activity #ith different set of num"er& As* the students to act out,

dra# or use concrete materia!s for the given situation&

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ACTIVITY .

i) Learning Outcomes :

By the end of this activity, ui!s shou!d "e a"!e to :

Identify a air of num"er that #i!! roduce the same tota!&

ii) 'ateria!s :

(a) A set of +;um"er 7ca!e- cards

(") Big si

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/) ui!s might use the same cards "ut arrange it different!y, !i*e 1=& @5!ain that a!though

the arrangement is different, the tota! is sti!! the same&

3) The activity is reeated #ith other num"ers&

31 1 + 3 = 4

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ACTIVITY .

i) Learning Outcomes :

By the end of this activity, ui!s shou!d "e a"!e to :

@5change (a) coins (sen) unti! ' 1

(") notes (ringgit) unti! ' 1$

ii) 'ateria!s :

(a) 7ecimen money (coins and notes)

(") rinted coins and notes ("ig si

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(a) Identify the shaes

(") ;ame the shaes

ii) 'ateria!s :

(a) A set of shaes

(") 6!ash cards (name of shaes)(c) Individua! smart "oard

(d) 'ar*er en

iii)rocedure

1) Teacher as*s divides ui!s into four in a grou&

.) Teacher distri"utes shaes one "y one to each grou #hi!e introducing it& Teacher

as*s the students to touch and have a !oo* at each one of it&

) Teacher #rites or astes the f!ash card #hich has the name of the shaes on the

"oard& 'a*e sure that a!! the students can se!! and say out the name correct!y&

/) Then, teacher distri"utes individua! smart "oard and mar*er en to each student&

Teacher sho#s a shae& As*s he ui!s to say and #rite the name of the shae on

their smart "oard& Teacher chec*s the ans#er&

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ACTIVITY .

i) Learning Outcomes :

By the end of this activity, ui!s shou!d "e a"!e to :

7ay the features of shae (curved surface)

ii) 'ateria!s :

(a) A!uminium tins (mi!*, sardine, mi!o and so on)

(b) O"%ects that has curved surface ("ott!e, "a!!)

(c) A set of shaes

iii) rocedure

1) Teacher as*s divides ui!s into four in a grou& Teacher distri"utes an a!uminium tin

to each grou& As*s them to have a !oo* at it& Teacher as*s :

Dhat o"%ect is given to you

Dhat you can see on that tin(discuss a"out its shae, ho# it can "e ro!!ed)

.) Teacher introduces 0curved surface2& As* the students to touch curved surface of the

tin& Then, sho# other o"%ects #hich has curved surface& As* the students to touch

curved surface of that o"%ects& Teacher says :

This is &curved surface'. How ou move our hand on that curved surface.

(show your hand o.eent on the ob5ect as the +ollows)

#an we roll..... (say the ob5ect) this curved ob*ect&

Eo# many curved surface it has

) istri"ute #or*sheet to each grou and as* them to

com!ete the num"er of curved surface on the ta"!e given