Topic

Whole Numbers

LEARNING OUTCOMES
By the end of this topic, you should be able to: 1. 2. 3. 4. Explain the importance of developing number sense for whole numbers to 1,000,000 in KBSR Mathematics; List the major mathematical skills and basic pedagogical content knowledge related to whole numbers to 1,000,000; Show how to use the vocabulary related to addition, subtraction, multiplication and division of whole numbers correctly; List the major mathematical skills and basic pedagogical content knowledge related to addition, subtraction, multiplication and division of whole numbers in the range of 1,000,000; and Plan basic teaching and learning activities for whole numbers, addition, subtraction, multiplication and division of whole numbers in the range of 1,000,000.

5.

INTRODUCTION
Welcome to the first topic of Teaching of Elementary Mathematics Part IV. What is your expectation of this topic? Well, this topic has been designed to assist you in teaching whole numbers to primary school pupils in Years Five and Six. For hundreds of years, computational skills with paper-and-pencil algorithms have been viewed as an essential component of childrens mathematical achievement. However, calculators are now readily available to relieve the burden of computation, but the ability to use algorithms is still considered essential. In An Agenda for Action (NCTM, 2000, p. 6), the NCTM standards support the decreased emphasis on performing paper-and-pencil calculations with numbers more than two digits. Most of the operations in this topic will cover the content area of whole numbers to 1,000,000 in KBSR Mathematics.

TOPIC 1

WHOLE NUMBERS

ACTIVITY 1.1 Talk to children in your classroom about the algorithms they use to solve problems. Describe these algorithms.

1.1

PEDAGOGICAL CONTENT KNOWLEDGE

Computation with whole numbers continues to be the focus of KBSR Mathematics. Thus, when you observe a classroom mathematics lesson, there is a high probability you will find a lesson related to computation being taught. The National Council of Teachers of Mathematics (NCTM) emphasises the importance of computational fluency, that is, having efficient and accurate methods for computing (NCTM, 2000, pg. 152). Computational fluency includes children being able to flexibly choose computational methods, understand these methods, explain these methods, and produce answers accurately and efficiently.

1.1.1

Whole Numbers Computation

A common but rather narrow view of whole numbers computation is that it is a sequence of steps to arrive at an answer. These sequence or step-by-step procedures are commonly referred to as algorithms. Tell your pupils, that there are three important points that need to be emphasised when teachers talk about whole numbers computation. (a) Computation is much broader than using just standard paper-and-pencil algorithms. It should also include estimation, mental computation, and the use of a calculator. Estimation and mental computation often make better use of good number sense and place-value concepts. Children should be allowed ample time and opportunity to create and use their own algorithms. The following shows a childs procedure for subtracting (Cochran, Barson, & Davis, 1970): 64 - 28 - 4 +40 36

(b)

TOPIC 1

WHOLE NUMBERS

What is the child doing? His thinking could be as follows: 4 minus 8 is -4, 60 minus 20 is 40. -4 plus 40 is 36! This childs method might not make sense to all or most children, however, it did make sense to that child, which makes it a powerful and effective method for him at that moment. (c) There is no one correct algorithm. Computational procedures may be altered depending on the situation. There are many algorithms that are efficient and meaningful. For this reason, teachers should be familiar with some of the more common alternative algorithms. Alternative algorithms may help children develop flexible mathematical thinking and may also serve as reinforcement, enrichment, and remedial objectives.

1.1.2

Estimation and Mental Computation

Estimation and mental computation skills should be developed along with paperand-pencil computation because these help children to spot unreasonable answers. Teachers should also provide various sources for computational creativity for children. (a) Mental Computation Sometimes, we need to do mental computation to estimate the quantity or volume. Mental computation involves finding an exact answer without the aid of paper and pencil, calculators, or any other device. Mental computation can enhance understanding of numeration, number properties, and operations and promote problem solving and flexible thinking (Reys, 1985; Reys and Reys, 1990). When children compute mentally, they will develop their own strategies and, in the process, develop good number sense. Good number sense helps pupils use strategies effectively. Teachers should explain to the children how to do mental computation. You should also encourage children to share and explain how they did a problem in their heads. Children often can learn new strategies by hearing their classmates explanations. Mental computation is often employed even when a calculator is used. For example, when adding 1,350, 785, 448, and 1,150, a child with good number sense will mentally compute 1,350 plus 1,150 and key in 2,500 into the calculator before entering the other numbers (Sowder, 1990).

TOPIC 1

WHOLE NUMBERS

(b)

Estimation You should know that estimation involves finding an approximate answer. Estimation may also employ mental computation, but the end result is only an approximate answer. Teachers should ensure that children are aware of the difference between Mental Computation and Estimation. Reys (1986) describes four strategies for whole number computational estimation. They are the front-end strategy, rounding strategy, clustering strategy, and compatible number strategy. The definition of each strategy is as follows: (i) Front-end strategy The front-end strategy focuses on the left-most or highest place-value digits. For example, for children using this strategy they would estimate the difference between 542 and 238 by subtracting the frontend digits, 5 and 2, and estimate the answer as 300.

(ii) Rounding strategy Children using this rounding strategy would round 542 to 500 and 238 to 200 and estimate the difference between the numbers as 300. (iii) Clustering strategy The clustering strategy is used when a set of numbers is close to each other in value. For example, to find the sum of 170 + 290 + 230, children would first add 170 and 230 to get 400, and then they can estimate the sum of 400 + 290, so its about 700. (iv) Compatible number strategy When using the compatible number strategy, children adjust the numbers so that they are easier to work with. For example, to estimate the answer for 332 , they would note that 333 is close to 332 and is divisible by 3, and that would give an estimated answer of 111.

1.1.3

Computational Procedure

When teachers engage their children in the four number operations of addition, subtraction, multiplication and division, it is important that they pay special attention to the following points: (a) Use models for computation Concrete models, such as bundled sticks and base-ten blocks help children to visualise the problem. Use estimation and mental computation These strategies help children to determine if their answers are reasonable.

(b)

TOPIC 1

WHOLE NUMBERS

(c)

Develop bridging algorithms to connect problems, models, estimation and symbols Bridging algorithms help children connect manipulative materials with symbols in order to make sense of the symbolic representation. Develop time-tested algorithms These algorithms can be developed meaningfully through the use of mathematical language and models. The teacher poses story problems set in real-world contexts. Children are able to determine the reasonableness of their answers when story problems are based in familiar and real-world contexts. SELF-CHECK 1.1 1. 2. Explain the three important points that need to be emphasised when teaching whole number computations. Explain Reys four strategies for whole number computational estimation.

(d)

(e)

1.2

MAJOR MATHEMATICAL SKILLS FOR WHOLE NUMBERS

The introduction of the basics of whole number skills will help children to learn higher mathematical skills more effectively. Teachers should note that before children learn to name and write numbers they will already have developed considerable number sense. The major mathematical skills to be mastered by your pupil when studying the topic of whole numbers are as follows: (a) (b) (c) (d) (e) (f) (g) Name and write numbers up to 1,000,000. Determine the place value of the digits in any whole number up to 1,000,000. Compare value of numbers up to 1,000,000. Round off numbers to the nearest tens, hundreds, thousands, ten thousands and hundred thousands. Add any two to four numbers to 1,000,000. Subtract one number from a bigger number less than 1,000,000. Subtract successively from a bigger number less than 1,000,000.

TOPIC 1

WHOLE NUMBERS

(h) (i) (j) (k) (l)

Solve addition and subtraction problems. Multiply up to five digit numbers with a one-digit number, a two-digit number, 10, 100 and 1,000. Divide numbers up to six digits by a one-digit number, a two-digit number, 10, 100 and 1,000. Solve problems involving multiplication and division. Calculate mixed operations of whole numbers involving multiplication and division.

(m) Solve problems involving mixed operations of division and multiplication.

1.3

TEACHING AND LEARNING ACTIVITIES

There are a few activities that can be carried out with pupils for better understanding about this topic.

1.3.1

Basic Operations of Whole Number

Now, let us look at a few activities to learn the basic operations of whole numbers in class. ACTIVITY 1.2 Learning Outcome: To practise the algorithms of addition.

Materials: Clean writing papers; and Task Sheet as below

Procedures: 1. 2. Divide the class into groups of four. Give each pair some clean writing paper and a Task Sheet.

TOPIC 1

WHOLE NUMBERS

3. 4. 5.

Each pupil in the group takes turn to fill in numerals from 0 to 9 randomly on the Task Sheet. The teacher gives the instruction for addition by saying, Find the sum of any three three-digit numbers. Each pupil identifies three three-digit numbers by reading the numerals from the square from left to right, right to left, top to bottom, bottom to top or even diagonally. Each pupil in the group checks the calculation of their peers using the calculator. Example:
841 + 859 + 768 = 2,469

6. 7. 8.

The winner for this round is the pupil with the highest sum and is awarded 5 points. Pupils in the group repeat steps (5) and (6) when the teacher gives the instruction for the next addition. The teacher summarises the lesson on addition.

TOPIC 1

WHOLE NUMBERS

In subsequent sections, some examples are provided for pupils to practise the algorithms of addition, subtraction multiplication and division. The next section discusses subtraction using the calculator and estimation of the product of two numbers. Let us look at Activity 1.3 first. ACTIVITY 1.3 Learning Outcome: To practise the algorithms of addition. To increase the understanding of place value.

Materials: 10 cards numbered 0 through 9 Task Sheet as below

Procedures: 1. Divide the class into groups of four. 2. Give each pair some clean writing paper and a Task Sheet.

3.

Each pupil in the group takes turns to draw a card and announces the number on it. All players in the group write this number in one of the addend boxes on the Task Sheet. Once a number has been written on the Task Sheet, it cannot be moved or changed. Replace the card and shuffle the cards. Repeat steps (3) and (4) until all addend boxes are filled. Pupils will compute their respective sum. The winner is the pupil with the greatest sum and is awarded 5 points. Repeat steps (3) through (7) until the teacher stops the game.

4. 5. 6. 7. 8.

TOPIC 1

WHOLE NUMBERS

ACTIVITY 1.4 Learning Outcomes: To practise subtraction using the calculator. To practise the algorithms of subtraction. To increase the understanding of place value.

Materials: Calculator Clean writing papers Procedures: 1. 2. 3. 4. 5. 6. 7. Pupils play this game in pairs. Give each pair a calculator and some clean writing paper. Throw a dice to decide who should start first. Pupil A chooses three different single-digit numbers. For example: 1, 2, and 4. Enter the selected digits into the calculator in order to create the largest number possible. Enter - Next, enter the same three selected digits to create the smallest number possible followed by the = sign. Example: The largest number created from the three single-digit numbers is 421. The smallest number created from the three singledigit numbers is 124. 421 - 124 297

10

TOPIC 1

WHOLE NUMBERS

8.

Repeat steps (5) through (7) with the digits 2, 7 and 9 (derived from the first subtraction) as shown below. ACTIVITY 1 421 124 297 954 - 459 495 972 279 693 963 369 594

9. 10. 11. 12. 13.

Pupil B will have to write out all the algorithms of the subtractions and Pupil A will check it. If Pupil B had carried out all the subtractions correctly, the answer will eventually yield the magic number 495! Pupil B repeats steps (4) through (8). The game continues until the teacher instructs the the pupils to stop. The teacher summarises the lesson on subtraction.

TOPIC 1

WHOLE NUMBERS

11

ACTIVITY 1.5 Learning Outcomes: To estimate the product of two numbers. To practise the algorithms of multiplication.

Materials: Calculator Task Sheet as given

Procedures: 1. 2. 3. 4. 5. 6. 7. Divide the class into groups of four. Give each group some clean writing paper, a calculator and a Task Sheet. Working in their group pupils will discuss the best strategy to fill in the missing numbers in the boxes. Pupils will compute the algorithm of multiplication and fill in the blank boxes. The winner is the group who obtained the correct answer in the shortest time. Members of the winning group will explain to the class their strategy and also the algorithm of multiplication. Teacher summarises the lesson on multiplication.

12

TOPIC 1

WHOLE NUMBERS

TASK SHEET ACTIVITY 1 1. Use only the numbers 4, 5, 6, 7, 8 and 9 to make The largest possible product

The smallest possible product

2.

Use your calculator to help you find the missing number.

8
X

6 2

1 + 5

9 9

TOPIC 1

WHOLE NUMBERS

13

ACTIVITY 1.6 Learning Outcome: Using calculators to develop number sense involving division.

Materials: Task Sheet Four calculators

Procedures: 1. 2. 3. 4. 5. 6. Divide the class into groups of four. Provide each group some clean writing papers, a Task Sheet and four calculators. Teacher explains the rules and starts the game. Pupils will compete against members of their own group. Pupils will use the calculator to determine a reasonable dividend and divisor. The winner is the one in the group with the dividend and divisor that results in a quotient closest to the target number. Example: Target Number = 6,438 Entered into the calculator: 32,195 Followed by = (within 5 sec.) : Display shows 6,439 7. 8. 5

The winner will explain to the group members his strategy in determining a reasonable answer. The teacher summarises the lesson on division.

14

TOPIC 1

WHOLE NUMBERS

TASK SHEET Target Numbers 446 6,438 29,881 815 654 31,455 845 8,523 44,467 490 6,658 51,118

Pick a target number and circle it. Enter any number into your calculator. Press the key. Enter another number that you think will give you a product close to the target number. Press the = key to determine your answer. How close are you to the target number?

TOPIC 1

WHOLE NUMBERS

15

1.3.2

Estimation and Mental Computation

Below are the activities you can use to teach your pupils about estimation and mental computation. ACTIVITY 1.7 Learning Outcomes: To recognise patterns in whole number operations. To practise estimation and computation of whole numbers.

Materials: Calculator Procedures: 1. 2. 3. 4. 5. 6. 7. 8. 9. Divide the class into groups of four. Ask each member of the group to choose a two-digit number. Using the calculator ask them to multiply their numbers by 99. Pupils in their group record and compare their results. Ask them if they can see a pattern or relationship in their answers. In their groups pupils will write a statement describing their pattern. Ask pupils to predict the results of multiplying 5 other numbers by 99. Repeat steps (2) through (7) but this time multiply the numbers by 999. Ask pupils to compare results obtained from multiplication by 99 and 999 and write statements describing the pattern The same as the one for two-digit numbers x 99. Different from the two-digit numbers x 999.

16

TOPIC 1

WHOLE NUMBERS

ACTIVITY 1.8 Learning Outcome: To practise estimation and computation of whole numbers.

Materials: Calculator Task Sheet

Procedures: 1. 2. 3. 4. 5. 6. 7. Divide the class into groups of four. Give each group some clean writing paper, a calculator and a Task Sheet. In their groups, ask pupils to discuss the best strategy to fill in the missing numbers. Pupils will compute the algorithm of division and fill in the blank boxes. The winner is the group that arrives at the correct answer in the shortest time. Members of the winning group will explain to the class their strategy and also the algorithm of division. Teacher summarises the lesson on division.

TOPIC 1

WHOLE NUMBERS

17

TASK SHEET 1. Use only the numbers 4, 5, 6, 7, 8 and 9 to make The largest possible answer

The smallest possible answer

2.

Use your calculator to help you find the missing number.

5R2 8)6 07 8) 28

18

TOPIC 1

WHOLE NUMBERS

In this topic, we have learned : To explain the importance of developing number sense for whole numbers to 1,000,000 in KBSR Mathematics. The major mathematical skills and basic pedagogical content knowledge related to whole numbers to 1,000,000. How to use the vocabulary related to addition, subtraction, multiplication and division of whole numbers correctly. The major mathematical skills and basic pedagogical content knowledge related to addition, subtraction, multiplication and division of whole numbers in the range of 1,000,000. To plan basic teaching and learning activities for whole numbers, as well as the addition, subtraction, multiplication and division of whole numbers in the range of 1,000,000.

Addition Division Multiplication

Place value Subtraction Whole numbers

Hatfield, M. M., Edwards, N. T., & Bitter, G. G. (1993). Mathematics methods for the elementary and middle school. Needham Heights, MA: Allyn & Bacon. Kennedy, L. M., & Tipps, S. (2000). Guiding childrens learning of mathematics. US: Allyn &Wadsworth. Rucker, W. E., & Dilley, C.A. (1981). Heath mathematics. Washington, DC: Heath and Company.

TOPIC 1

WHOLE NUMBERS

19

Tucker, B. F., & Weaver, T. L. (2006). Teaching mathematics to all children. Ohio: Merill Prentice Hall. Vance, J. H., & Cathcart, W. G. (2006). Learning mathematics in elementary and middle schools. Ohio: Merrill Prentice Hall.