Edisi Bahasa Inggeris

MoLIB
(Modul Latihan Intervensi Berfokus & Terbeza)

Training Module
for
Focused & Differentiated Intervention

#24 PLaN
(Program Literasi dan Numerasi Sekolah Rendah)

Programme
for
Literacy & Numeracy in Primary Schools

NUMERACY
 #24 PLaN
#MoLIB-Numeracy
INSTITUT PENDIDIKAN GURU
MALAYSIA

PANEL OF TRANSLATORS

COORDINATOR Puan Zaiton binti Arshad

HEAD OF PANEL Dr. Fan Siong Peng

ENGLISH
TRANSLATORS: Dr. Hamden bin Gani (Team Leader)
Cik Ernie Kho Siaw Nee
Cik Chong Chee Huea
Cik Susan Chow Li Na
Cik Tnay Tan P’ing
Dr. Hajah Noradzimah binti Abdul Majid
Dr. Narawi bin Abu Bakar
Encik Abdul Rahim bin Roslie
Encik Johnson a/l Savarimuthu
Encik Mohamad Mahathir bin Shamsulbahri
Puan Lim Boon Yann

PROOFREADERS: Encik Camillus Ong Hock Siew

Puan Jannet Ng Yin Yin

May 2022
#24 PLaN
#MoLIB-Numeracy
Training Module for Focused & Differentiated Intervention
(Modul Latihan Intervensi Berfokus & Terbeza – Numerasi)
Institut Pendidikan Guru Malaysia,
Kementerian Pendidikan Malaysia.

Published by:

INSTITUT PENDIDIKAN GURU MALAYSIA

Kementerian Pendidikan Malaysia
Aras 1-3, Blok 2250,
Jalan Usahawan 1,
63000 Cyberjaya Selangor Darul Ehsan
Malaysia
Tel : 03-83126666
Fax : 03-83126655
Web : http://ipgm.moe.edu.my

ISBN
978-968-17720-3-4

© All rights reserved. Copyright Institut Pendidikan Guru Malaysia,

Ministry of Education Malaysia 2020. All excerpts from this publication
may not be published or stored in a retrievable form or broadcast in
any form whatsoever including electronic, mechanical, photocopying,
recording or otherwise without permission from the publisher.

September 2020
PANEL OF WRITERS

ADVISORS Dr. Rusmini binti Ku Ahmad

Dr. Jamiah binti Mohamad
Dr. Yazid bin Abdul Manap

COORDINATORS Puan Zaiton binti Arshad

Dr. Yusminah binti Mohd Yusof

HEAD OF PANEL Dr. Fan Siong Peng

PANEL Dr. Fatimah binti Abd. Kadir

Dr. Hajah Noradzimah binti Abdul Majid
Datin Zaitun binti Othman
Puan Hajah Haniah binti Bachok
Puan Azalina binti Raya
Puan Norilla binti Satari
Puan Nor Aziah binti Badri
Puan Latifah binti Othman
Encik Johnson a/l Savarimuthu
Encik Noorhazainol bin Derahin

MODULE Dr. Mazlan bin Ismail

EVALUATOR Dr. Abdul Razak bin Othman

PAGE DESIGN Puan Rubiaton binti Ibrahim

& LAYOUT Encik Mohd Kashfi bin Md Zain
Puan Chia Lee Shan

IMPLEMENTATION STRATEGY
▪ Face-to-Face Discussion
▪ Individual Activity
▪ Group Activity
▪ Guidance in Planning and Implementing Activities
▪ Presentation and Simulation

MoLIB Numeracy i
CONTENTS
TRAINING MODULE FOR FOCUSED & DIFFERENTIATED INTERVENTION
(MoLIB-NUMERACY)
Panel of Writers …i
Contents …ii
Foreword by IPGM Rector …iii
Synopsis of MoLIB-Numeracy …iv

Guidelines for MoLIB …1

TOPIC 1 …6
01 Theoretical Framework

TOPIC 2 …14
02 Focused and Differentiated Teaching and
Learning Approach to Numeracy

TOPIC 3 …24
03 Mapping between DSKP and Focused and
Differentiated Teaching and Learning
Materials for Numeracy

TOPIC 4
04 Implementation of Focused and
…33

Differentiated Teaching and Learning of

Numeracy

05 TOPIC 5 …86
Building of Focused and Differentiated
Teaching and Learning Materials for
Numeracy

Glossary …97
Acknowledgement ...99

MoLIB Numeracy ii
 Foreword
Assalamualaikum warahmatullahi wabarakatuh dan salam sejahtera.

The Malaysian Institute of Teacher Education is a leader in implementing

literacy and numeracy programmes in order to achieve the aspirations of
pupil outcomes by 2025 through Initiative #24. The Programme for Literacy
and Numeracy in Primary Schools (Initiative #24) needs to be implemented
in a systematic manner to ensure pupil outcomes in the delivery of
knowledge and skills by teachers. Therefore, the Training Module for
Focused and Differentiated Intervention (MoLIB – Modul Latihan Intervensi
BerFokus dan Terbeza) was developed to assist primary school Malay
language and mathematics teachers in mastering and implementing a
focused and differentiated pedagogical approach. This is to enable the
delivery of knowledge and skills of the Malay language and mathematics to
be channeled more accurately and reach the target groups.

MoLIB's target groups are Year 2 and Year 3 primary school

pupils who are at Performance Level 3 in classroom assessment (PBD –
Pentaksiran Bilik Darjah). These pupils have already learned the basic
skills of literacy and numeracy but need to be given reinforcement activities
for them to master these basic skills and hence prepare them to achieve
Performance Level 4 in classroom assessment. To achieve this goal, Malay
language and mathematics teachers need to be exposed to the focused
and differentiated pedagogy.

A focused and differentiated pedagogical approach

underlies this module. Pedagogy is generally interpreted as a science and
art that helps teachers design instruction to ensure that the knowledge
imparted to pupils can be accepted and utilised in their lives. Malay
language learning in primary schools focuses on literacy skills and
language application (DSKP, 2017: 06). The mastery of basic literacy and
numeracy skills allows Level I (Year 1, 2, 3) pupils to master the basic skills
well and thus have the ability to master the phases of the subsequent skill
level.

The Malaysian Institute of Teacher Education would like to

express its deepest appreciation and gratitude to all parties involved in the
drafting of MoLIB. It is our hope that the implementation of MoLIB will
achieve the aspiration and goal to empower pupils to master literacy and
numeracy.

(YBrs. Dr. RUSMINI BINTI KU AHMAD)

Rector of the Malaysian Institute of Teacher Education
(IPGM - Institut Pendidikan Guru Malaysia)

MoLIB Numeracy iii

Training Module for Focused & Differentiated
Intervention (MoLIB-NUMERACY)
CLUSTER : Education

TITLE : Focused and Differentiated Teaching and Learning for

Numeracy

DURATION : 17 hours

SYNOPSIS : This module focuses on providing Year 2 and Year 3

primary school mathematics teachers with skills in focused
and differentiated teaching and learning for numeracy
(PdPBT-n Pengajaran dan Pembelajaran Berfokus dan
Terbeza numerasi). PdPBT-n is a teaching and learning
approach (know how) that allows the curriculum (know what)
in the Standard-Based Curriculum and Assessment
Document (DSKP - Dokumen Standard Kurikulum dan
Pentaksiran) to be delivered by teachers to mixed ability
pupils. The PdPBT-n approach is an alternative way apart
from other approaches to enable teachers to achieve
Teaching and Learning (PdP - Pengajaran dan Pembelajaran)
objectives. This module will expose teachers to the
conceptual framework that is the basis in the formulation of
the PdPBT-n model. They will also be introduced to the way
to implement PdPBT-n in practice using materials based on
Year 2 and Year 3 Standard-Based Primary School
Curriculum (KSSR – Kurikulum Standard Sekolah Rendah)
DSKP. They will also be guided to design materials using the
PdPBT-n template.

LEARNING
OUTCOMES :

At the end of this course, participants will be able to:

1. explain the theoretical framework of focused and

differentiated teaching and learning for numeracy
2. apply focused and differentiated teaching and
learning for numeracy based on materials.
3. analyse the suitability of DSKP to design teaching
materials for focused and differentiated teaching and
learning of numeracy

MoLIB Numeracy iv
 GUIDELINES for MoLIB Modul Latihan Intervensi Berfokus & Terbeza
Training Module for Focused & Differentiated Intervention

01 INTRODUCTION

Teachers expertise in planning teaching and learning (PdP) plays a key role in pupil
achievement. Good teachers are able to vary activities to suit the diverse levels of ability
of their Pupils. Teachers need to master focused and differentiated pedagogical
knowledge in planning for the achievement of a pupil’s performance level..

This Training Module for Focused and Differentiated Intervention (MoLIB) can be used as
a reference for teachers to plan effective PdP for Malay (BM – Bahasa Melayu) and
Mathematics subjects in primary schools at Level I (Year 1, 2, 3). As for English (BI –
Bahasa Inggeris), teachers need to refer to the Scheme of Work (SoW) as contained in
the Standard-Based Curriculum and Assessment Document (DSKP – Dokumen Standard
Kurikulum dan Pentaksiran) based on the Common European Framework of Reference
(CEFR).

This module is designed based on the skills listed in the DSKP and contains different
activities and materials for Pupils of different performance levels. This module can also be
used as a guide to help non-optionist teachers in implementing PdP.

The pilot implementation of this module was carried out from September to October 2019
in 54 schools involving the districts of Sepang Selangor, Pitas Sabah and Julau Sarawak.
From the pilot findings, efforts have been made to improve MoLIB to make this module
easier to use. Hence, the implementation of MoLIB has been extended to primary schools
of the Ministry of Education Malaysia (KPM – Kementerian Pendidikan Malaysia) with
effect from 2020.

Mo Modul

L Latihan

I Intervensi

B Berfokus dan Terbeza

Training Module for Focused & Differentiated Intervention

MoLIB Numeracy | Guideline

9
02 RATIONALE

Studies have shown that low-performing schools are those schools with a large number of
Pupils in one class, indigenous Pupils taught by non-indigenous teachers and non-
optionist teachers. Teachers are less skilled in planning activities that involve Pupils of
mixed abilities. This problem continues as the Pupils advance to Level II (Year 4, 5, 6).

03 GOAL
MoLIB was developed as a guide and reference for teachers to plan a focused and
differentiated PdP for a more effective implementation.

This is to ensure that teachers are able to plan focused and differentiated PdP in
accordance with the various levels of pupil ability. In addition, teachers can make the
practice of Professional Learning Community (PLC) as a platform in planning PdP so that
there is a sharing of ideas and results together.

04 OBJECTIVES Tema: Keluarga

At the end of the implementation of MoLIB, teachers are able to:

master the basic skills of planning effective PdP based on various levels of pupil
ability (basic, intermediate and advanced);

implement focused and differentiated pedagogy in improving Pupils'

performance level; and

making PLC as a practice in increasing knowledge in planning PdP.

05 SCHOOL TARGET
The implementation of MoLIB involves all KPM primary schools.

06 TEACHER TARGET
a. MANY Pupils b. NON OPTIONISTS c. INDIGENOUS
Level I Malay, English Level I Malay, English Level I Malay, English
and Mathematics and Mathematics and Mathematics
teachers who teach in teachers who are not teachers who teach
classes with a large optionists for the indigenous Pupils.
number of Pupils. subject

MoLIB Numeracy | Guideline

10
07 CONCEPTUAL FRAMEWORK Tema: Keluarga
RESOURCE PROCESS OUTCOME

• Level I Malay, • Implement • Improve the

English and focused and Performance
Mathematics differentiated Level of Level I
teachers PdP based on (Year 1, 2, 3)
•DSKP Pupils
•MoLIB

08 IMPLEMENTATION TIMELINE

JANUARY NOVEMBER
Implementing Reporting &
JUNE-JULY AUGUST Improving
In Schools
MoLIB 2019 Upgrading
Piloting of Master
MAY-JULY AUGUST SEPT-OCT NOVEMBER Monitoring &
Report Trainers
Designing Piloting Pilot Evaluating of Coaching
the MoLIB (ToT)
MoLIB Testing at 3 Implementation Revising of
selected PPDs of MoLIB Piloting
MoLIB 2020

09 IMPLEMENTATION MODE

1 DIFFERENTIATED PdP
Implement focused and differentiated PdP based on DSKP and MoLIB;

2 SKPMg2 STANDARD 4
The activities planned in the daily lesson plan (RPH – Rancangan Pelajaran Harian)
based on the MoLIB proposal are implemented during the Malay Language and
Mathematics PdP based on SKPMg2 Standard 4: Learning and Facilitating (PdPc –
Pembelajaran dan Pemudahcaraan).

3 PAK-21
The carrying out of PdP uses the 21st Century Learning (PAK21 – Pembelajaran Abad
ke-21) conceptual framework which consists of five elements, namely learning plan,
cooperative and collaborative learning, thinking skills, learning assessment, and a
positive classroom ecosystem based on the basic standards of PAK21, namely
communication, collaboration, creativity and critical thinking, and values (4K1N).

MoLIB Numeracy | Guideline

11
10 Tema:
MoLIB-BASED PdP IMPLEMENTATION STRATEGY Keluarga
Prepare daily lesson plan (RPH) by selecting the appropriate Learning
Step 1
Standard (SP – Standard Pembelajaran) with reference to MoLIB.

Step 2 Plan PdP activities based on the levels in MoLIB;

a) Teachers can choose any level that suits the level of Pupils in the
class, or
b) Teachers can use all three levels in one PdP.

Step 3 Prepare supporting materials with reference to suggested activities in

MoLIB .

Implement PdP in a focused manner and summarise or reflect on the

Step 4
PdP.

11 ROLES AND RESPONSIBILITIES

Malaysian Institute of Teacher Education (IPGM – Institut Pendidikan Guru Malaysia)

a) Manage, coordinate and evaluate feasibility of the module
b) Hold coordination meetings with various divisions in the Ministry
of Education (KPM - Kementerian Pendidikan Malaysia) and the
State Education Department (JPN – Jabatan Pendidikan Negeri)
c) Plan and implement upgrades to JPN, the District Education
Department (PPD - Pejabat Pendidikan Daerah) and schools
d) Analyse the findings of the MoLIB implementation report from
JPN

State Education Department (JPN – Jabatan Pendidikan Negeri)

a) Assist KPM to plan and implement upgrades to PPDs and
schools
b) Ensure implementation in accordance with the guidelines
provided
c) Manage, coordinate and evaluate the implementation at the
state (JPN) level
d) Monitor periodically the implementation of MoLIB
e) Analyse the findings of the MoLIB implementation report from
PPD
f) Report the findings of the implementation of MoLIB to KPM

MoLIB Numeracy | Guideline

12
 District Education Office (PPD - Pejabat Pendidkan Daerah)
a) Guide schools to implement MoLIB based on guidelines given
b) Analyse the findings during the coaching sessions
c) Ensure the effectiveness of the implementation of MoLIB by
the schools
d) Report on the implementation of MoLIB to the PPD and JPN
e) Conduct follow-ups for improvement

School Administrator
a) Ensure the implementation of MoLIB based on guidelines
provided
b) Guide teachers to implement effective PdP through PLC
c) Observe teachers' PdP regularly
d) Discuss the effectiveness of MoLIB implementation during
Performance Dialogue
e) Report on the implementation and effectiveness of MoLIB to
PPD

Subject Teacher
a) Plan and implement focused and differentiated PdP
b) Provide support materials appropriate to the needs of
Pupils during PdP
c) Improve PdP to help Pupils who have not attained the
minimum level of performance
d) Implement Classroom Assessment (PBD –
Pentaksiran Bilik Darjah) based on DSKP

12 SUMMARY

These guidelines are a guide to all parties involved in implementing MoLIB in the PdP of
Level I (Year 1, 2, 3) Pupils in primary schools. It is hoped that the implementation of MoLIB
will benefit all parties concerned in order to help enhance English and Malay proficiency and
Mathematics skills among Pupils in schools.

MoLIB Numeracy | Guideline 13

1 THEORETICAL FRAMEWORK
1.1
1.2
1.3
Introduction
Theory Underlying Differentiated PdP
Conceptual Framework of Focused and Differentiated PdP
for Numeracy
Objectives
1
HOUR

At the end of the session, participants will be able to:

i. explain the theory underlying Focused and Differentiated Teaching and
learning (PdPBT)
ii. describe the conceptual framework of Focused and Differentiated
Teaching and Learning for Numeracy (PdPBT-n)

1.1 Introduction
The implementation of Teaching and Learning (PdP) is increasingly
challenging at the moment. According to Tomlinson (2013), teachers faced
difficulties in delivering PdP effectively because there were Pupils from
various backgrounds in class. For example, Pupils differ in terms of culture,
race, language, economic status, gender, experience, motivation, mental
intelligence, personal interests, and inclination to learn. Quality teachers not
only can deliver content effectively but they also need to pay attention to the
PdP process in order to meet the needs of Pupils. This ensures that learning
outcomes can be achieved by each pupil. Therefore, the PdPBT approach is
introduced as one of the alternative methods to improve Pupils' learning
ability in Mathematics subject at the primary school level.

1.2 Theory Underlying PdPBT

Tomlinson is a pioneer of the PdPBT method (1999, 2001, 2006, 2010,

2013). According to Tomlinson, every teacher should have a positive
mindset that always consider the needs of Pupils (refer to Figure 1). There
are five elements in the basic principles of PdPBT namely; an environment
that encourages and supports learning, curriculum quality, assessments that
explain the PdP, PdP for various levels of pupil ability, as well as guiding
Pupils and managing routine activities.

MoLIB Numeracy| Topic 1 14

1.2.1 Basic Principles of PdPBT

a. Environment that encourages and supports learning

The learning environment refers to the physical and affective climate that
exists in the classroom. In the PdPBT-n class, the teacher plans activities in
the class to suit the needs of each pupil. Among the aspects that form the
basis of teachers' beliefs are; have confidence that every pupil is capable of
success if they are given support, respect pupil background, ensure the
active involvement of Pupils in every activity and always reflect to improve
the level of pupil learning.

b. Quality Curriculum
Curriculum refers to the content that teachers should teach or / and that
Pupils should learn. Quality Curriculum refers to the nature of the gap that
exists between what teachers should teach and what Pupils should learn.
There are three characteristics of a quality curriculum:

i. have a clear purpose related to what Pupils should learn, understand,

and achieve outcomes throughout the learning process.
ii. enable Pupils to understand content knowledge, rather than just
memorising.
iii. involve Pupils in the learning process.

Figure 1: Key Elements of Effective Focused and Differentiated PdP.

MoLIB Numeracy | Topic 1 15

c. Assessment that explains the PdP
Teachers who are concerned about the understanding of their Pupils,
should also follow the progress of their learning. They do not like to see
bored Pupils while following the PdP process. Therefore, assessment
can be used by teachers to track the development of Pupils' learning and
feelings. The information obtained through assessment can help
teachers identify the gap in Pupils' understanding compared to the
success criteria in the learning unit and hence use that information to
plan the next PdP.

d. Varied levels of PdP

PdP refers to how teachers teach or how Pupils should gain experience
in learning. According to Tomlinson (2011), PdPBT is very important
because every pupil is given the opportunity to gain experience through
learning that can maximise their academic development.

e. Guiding pupil progress and managing routine activities

Classroom management is commonly associated with classroom control.
In the context of PdPBT, classroom management refers to building a
classroom environment so that PdP can take place productively to drive
Pupils 'academic progress while managing teachers' routine processes
and activities. In differentiated PdP classes, the vision and mission of
teachers are to enable Pupils to learn in groups to achieve individual and
group goals as a whole. Through the management of routines and
processes in differentiated classrooms, teachers help Pupils understand,
contribute, and are directly involved to encourage them to learn together.

These five basic principles are

the beliefs and practices that
teachers who intend to start a
PdPBT class should have. To
enable Pupils to have the
opportunity to learn based on
their needs, three aspects must
be taken into account in order
to plan PdP namely the
readiness, interest, and pupil
learning profile.

MoLIB Numeracy | Topic 1 16

1.2.2 pupil Learning Needs
a. Readiness
Tomlinson states that readiness is not synonymous with the ability or
capacity to learn. Readiness refers to a pupil’s proximity to learning
objectives (Tomlinson, 2013). The term readiness is aligned with the
development of the pupil’s mind. According to Tomlinson, knowledge of
pupil readiness allows teachers to prepare differentiated PdP plans that
can help Pupils do the things they should do in order to succeed.

b. Interest
Interest motivates Pupils to learn. Tomlinson (2013) defines interest as a
topic or skill that can benefit the development of a pupil’s talents,
experiences, and ambitions. Interest is also related to an idea, skill, or
work that has an appeal to a pupil.

c. pupil Learning Profile

A pupil’s learning profile refers to a learning inclination that enables a
pupil to learn more effectively. Each pupil has a different learning profile
due to factors of gender, culture, environment, biology, and specific
learning context. If teachers provide varied ways for Pupils to get
involved together, such as doing explorations and making presentations
of content, this can create awareness in Pupils about which learning
approach is most suitable for them.

Teachers’ knowledge of Pupils'

readiness, interests, and
learning profiles enables them to
plan PdPBT. There are four
elements of PdPBT namely
content, process, product, and
classroom environment.

MoLIB Numeracy | Topic 1 17

1.2.3 Elements in Focused and Differentiated Teaching and
Learning

a. Content
Content refers to things that Pupils should learn, or the knowledge, ideas, and
skills that Pupils need to acquire.

b. Process
Process refers to the way Pupils acquire and master knowledge, ideas, and
skills.

c. Product
Products refer to how Pupils can demonstrate what they have learned.

d. Classroom environment
Classroom environment refers to the climate of interaction among Pupils and
teachers. The environment also encompasses the individual, social, and
physical arrangement of the classroom.

Food for Thought

Why are the five basic principles, namely an environment that encourages
and supports learning, curriculum quality, assessment that explains PdP,
PdP that can meet various levels of pupil ability, and driving Pupils progress
and managing routine activities, needed to enable a teacher to implement
PdPBT?

Practice
1. List five learning principles that a teacher must have to enable them to
implement PdPBT.

2. List three pupil needs that are a source of input for teachers to plan
PdPBT.

3. Explain the four elements that form the backbone to implementing

PdPBT.

MoLIB Numeracy | Topic 1 18

1.3 Conceptual Framework for PdPBT-n
The conceptual framework for PdPBT-n is formed by taking into account two
main components, namely the Primary School Mathematics Curriculum
Framework and the three elements of PdPBT-n as shown in Figure 2.

MATHEMATICAL
THOUGHTFUL
LEARNING

Figure 2: PdPBT-n Conceptual Framework

a. Primary School Mathematics Curriculum Framework

The core of the Primary School Mathematics Curriculum framework is
mathematical thoughtful learning. Mathematical thoughtful learning refers to the
desired quality of pupils to be obtained through the national mathematics
education system. There are four main components that support mathematical
thinking namely, attitudes and values, skills, processes, and learning areas.

Attitudes and Values ​consist of mathematical values ​and universal attitudes and
values. Skills consist of mathematical skills, analysing skills, problem solving
skills, research skills, communication skills, and information communication
technology skills.

Process consists of five interrelated mathematical processes and is implemented

in an integrated manner across the curriculum. The five mathematical processes
in question are problem solving, reasoning, communication in mathematics,
relationship, and representation.

Mathematics content encompasses five learning areas, namely Numbers and

Operations, Measurement and Geometry, Relationship and Algebra, Statistics and
Probability, and Discrete Mathematics.

MoLIB Numeracy | Topic 1 19

b. PdPBT-n Elements
The three main elements in PdPBT-n are content, process, and product.
Environmental aspects found in the original theory of PdPBT were not included in
this framework because social interaction activities between Pupils, and Pupils
with teachers are taken into account in designing PdPBT-n teaching plans.

In the Malaysian context, content means the curriculum or syllabus contained in

the Year 2 and Year 3 DSKP. Only Year 2 and Year 3 DSKPs were selected in
implementing PdPBT-n in accordance with the stipulations made under the
Literacy and Numeracy Program (PLaN) PPPM Initiative #24.

Process refers to how Pupils perform mathematical thinking to master and acquire
knowledge, ideas, attitudes and values ​in learning areas by using skills and
processes across the curriculum.

Food for Thought

Why is the original PdPBT model introduced by Tomlinson not feasible in
Malaysia? What aspects have been adapted by the PdPBT-n conceptual
framework from Tomlinson’s original PdPBT framework?

Practice
1. List the elements found in the conceptual framework of PdPBT-n.

2. Explain the strengths and weaknesses of the PdPBT-n conceptual

framework.

References
Tomlinson, C. A. (1999). Differentiated instruction classroom: Responding to
the needs of the learners. USA: ASCD.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability

classrooms. USA: ASCD.

Small, M. (2017). Good questions: Great ways to differentiate mathematics

instruction in the standards-based classroom. Teachers College Press.

Small, M. (2017). Teaching mathematical thinking: tasks and questions to

strengthen practices and processes. Teachers College Press.

MoLIB Numeracy | Topic 1 20

1 IMPLEMENTING THE TRAINING OF TRAINERS
THEORETICAL FRAMEWORK

TOPIC 1
1 HOUR

Theoretical Framework

Content Activities / Strategies Resource

1.0 Theory Underlying • Match Mine Jigsaw Puzzle

PdPBT • Round Table
(40 mins)
• Simultaneous Round Table Instruments related
Theory Underlying to
PdPBT • Think- Pair-Share ● Readiness
a.Basic Principles of ● Interest
Focused and • Team Statement ● Learning Profile
Differentiated
Teaching and
Learning
• Reading
b.Pupils’ Learning • Think- Pair-Share materials on
Needs - Content
• Team Statement - Process
c.PdPBT elements - Product
- Environment

1.1. Conceptual
Framework of PdPBT Conceptual
numeracy Framework
(20 mins) • Share N Stand PowerPoint

a.PdPBT-n
Conceptual
Framework
Year 2 and Year 3
b.Components of • Sticky Note
DSKP
PdPBT-n conceptual • Paraphrase Passport
Framework

MoLIB Numeracy | Topic 1 21

2
FOCUSED AND DIFFERENTIATED
TEACHING AND LEARNING (PdPBT)
APPROACH
2.1 Introduction
2.2 Features of PdPBT 1
2.3 The PdPBT Process HOUR
2.4 Implementing PdPBT-n

Objectives
At the end of this session, participants will be able to:
i. explain the strategy in managing a class in PdPBT
ii. apply PdPBT based on pupil readiness, interest and learning style
iii. apply PdPBT-n in the context of KSSR

2.1 Introduction
The PdPBT approach has attracted a lot of attention, especially among
educators and researchers. This section will explain the PdPBT approach from
the perspective of the method of conducting classes using principles and
elements of differentiation. The elements of PdPBT are content, process, and
product. Content refers to what Pupils are supposed to learn. Process, on the
other hand, refers to how Pupils acquire the knowledge or skills whereas
Product refers to how Pupils demonstrate what they learn and know. The
learning needs of Pupils, that is, the readiness, interest, and learning profile of
Pupils, allows teachers to plan PdPBT so that Pupils can gain experience from
aspects that are relevant to their abilities, personalities and inclinations. In the
context of PdPBT, input related to the Pupils and the three elements of PdPBT
influence how the planned class is implemented.

2.2 Features of PdPBT

a. Meaningful Learning
PdPBT emphasises meaningful learning by helping Pupils generate ideas. Each
pupil is not grouped according to the level of achievement. The PdP process
sometimes involves the whole class, small groups, and individual activities.
These variations are emphasised so that Pupils can improve their skills and
understanding.

MoLIB Numeracy | Topic 2 22

b. Varied Activities
PdPBT classes need to take into account various activities at a given time.
Teachers also need to build the personal foundation and discipline of Pupils so
that they can gain experience through the activities conducted.

c. Flexible Grouping
Group activities are emphasized in the implementation of PdPBT. Groups are
formed more openly by combining Pupils from a variety of readiness, interests,
and pupil learning profiles. Sometimes Pupils are given the option of choosing
their own group members whether in twos, threes, or any number. Therefore,
teachers need to ensure that the task given leads to improving skills based on the
needs of the Pupils.

d. Varied Tasks
PdPBT classes are not a one-size-fits-all for Pupils of varying needs. A variety of
tasks need to be designed to enable Pupils of varying levels to progress. They
are also given the opportunity to choose tasks that suit their desired needs.

e. Proactive Teachers
Proactive teachers are teachers who act before instructions are given to ensure
that PdPBT-n planning can be implemented successfully.

MoLIB Numeracy | Topic 2 23

f. Qualitative Nature
Focused and differentiated approaches are more qualitative than quantitative.
Completing more tasks is not a guarantee that Pupils understand better.
Teachers in focused and differentiated classrooms emphasise the mastery of
understanding that is needed by their Pupils. Therefore, varying the quality or
nature of the tasks is a priority in a focused and differentiated classroom rather
than the number of tasks that have to be done.

g. Continuous Assessment
Assessment is one of the most important components in a focused and
differentiated classroom. Information related to pupil progress can be obtained
through individual oral communication with Pupils, observing Pupils discussing in
groups, doing work, or giving formal assessments. Emphasis is given to the
development of Pupils' level of readiness, interests, and modes of learning.

h. Varied Approaches
Differentiated teaching and learning provides at least three elements of the
curriculum (a) Content (input)-what Pupils should learn (b) Process - how Pupils
go about making sense of ideas and information and (3) Product (output) - how
Pupils demonstrate what they have learned.

i. pupil-Centred
Focused and differentiated teaching and learning classes are pupil-centred. Each
pupil actively makes and evaluates decisions. Pupils are required to share roles
and responsibilities with group members or specific individuals in order to achieve
the needs of learning.

MoLIB Numeracy | Topic 2 24

Food for Thought
PdP in PdPBT is not individualized instruction. Discuss.

Practice
Give an example of PdPBT from the following aspects :
a) Meaningful Learning
b) Varied Activities
c) Flexible grouping
d) Varied Tasks
e) Proactive teachers
f) Qualitative Nature
g) Continuous Assessment
h) Varied Approaches

MoLIB Numeracy | Topic 2 25

2.3 The PdPBT Process

Tomlinson (2001) proposed nine steps or processes in the flow of

instruction in a Differentiation Classroom (PdPBT) as illustrated in Figure 3.

2.3.1 Teacher and the whole class begin exploration of a topic or concept
to be learned.

2.3.2 Pupils engage in further study using varied materials based on

readiness and learning profile..

2.3.3 Pupils and teacher come together to share information and pose
questions.

2.3.4 Pupils work on varied assigned tasks designed to help them make
sense of key ideas at varied levels of complexity and varied pacing.

2.3.5 The whole class reviews key ideas and extends their study through
sharing.

2.3.6 In small groups selected by Pupils, they apply key principles to solve
teacher-generated problems related to their study.

2.3.7 The whole class is introduced to the skills needed later to make a
presentation.

2.3.8 Pupils self-select interest areas through which they extend their
understanding.

2.3.9 The whole class listens to individual study plans and establishes
baseline criteria for success.

MoLIB Numeracy | Topic 2 26

Figure 3: The Flow of Instruction in a Differentiated Classroom (PdPBT) by Tomlinson (2001, pg 6).

Tomlinson (2001) concluded that a

differentiated classroom (PdPBT) is
marked by a repeated rhythm of
whole-class preparation, review, and
sharing, followed by opportunity for
individual or small-group exploration,
sense-making (understanding
concepts), extension, and production.

Food for Thought

Tomlinson notes that flow of instruction in a differentiated classroom (PdPBT)
is marked by a repeated rhythm that typically occurs in a normal classroom.
Give your opinion on the advantages and disadvantages of this flow of
instruction.

Practice
Elaborate on the differences between reinforcement tasks and enrichment tasks
by giving examples of appropriate activities.

MoLIB Numeracy | Topic 2 27

2.4 Implementing PdPBT-n
Focused and Differentiated Teaching and Learning of Numeracy (PdPBT-n) is an
approach developed through referencing and modifying Tomlinson's ideas to fit the
policies of KPM, DSKP, culture, practice, and school administration in the teaching
and learning of mathematics.

KPM through PPPM 2013-2025 emphasises the quality of education and pupil
outcomes. Therefore, the differentiation of content, process, and products should
be adapted to primary school mathematics in terms of fields, values, skills, and the
process standards that is set so that Pupils can improve their mathematical
thinking to the maximum level.

It is recommended that KSSR mathematics teachers implement the Focused and

Differentiated Teaching and Learning of Numeracy (PdPBT-n) based on
Tomlinson's comprehensive idea in a flexible manner by taking into account
several aspects in the PdP process that are adapted to the common practices in
mathematics classes in Malaysia as follows:

a. Introduction

Teacher and the whole class begin exploration of a topic or concept to be learned
- the set induction.

b. Development

Task 1

Pupils engage in further study in groups using varied materials based on their
readiness, interest, and learning profiles.

Activity 1

Teacher and Pupils come together to share information and pose questions.

MoLIB Numeracy | Topic 2 28

Task 2
Pupils work on varied assigned tasks designed to help them make sense of key
ideas at varied levels of complexity and varied pacing.

Activity 2
The whole class reviews key ideas and extends their study through sharing.

Task 3
In small groups selected by Pupils, they apply key principles to solve teacher-
generated problems related to their study.

Activity 3
The whole class is introduced to the skills needed later to make a presentation.

c. Consolidation
Pupils choose to complete the worksheets based on their readiness, interest, or
learning profile.

d. Enrichment
Next, Pupils self-select interest areas through which they extend their understanding
of the concepts by doing additional tasks that they themselves have created.

e. Closing
The whole class listens to individual and group study plans and establishes baseline
criteria for success.

MoLIB Numeracy | Topic 2 29

Food for Thought
The focused and differentiated teaching and learning of numeracy (PdPBT-n)
process needs to be modified from the proposed flow of instruction in a
differentiated classroom (PdPBT) introduced by Tomlinson. Discuss.

Practice
To what extent can the flow of instruction (PdPBT) introduced by Tomlinson be
adapted in the primary school mathematics classes?

References
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability
classrooms. USA: ASCD.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction &

understanding by design: Connecting content and kids. USA: ASCD.

Tomlinson, C. A., & Imbeau, M.B. (2010). Leading and Managing A

Differentiated Classroom. USA: ASCD.

Tomlinson, C.A., & Moon, T.R. (2013). Assessment and pupil Success in a
Differentiated Classroom. USA: ASCD.

MoLIB Numeracy | Topic 2 30

2 IMPLEMENTATING THE TRAINING OF TRAINERS
FOCUSED AND DIFFERENTIATED TEACHING AND
LEARNING (PdPBT) APPROACH

TOPIC 2
1 HOUR

PdPBT-n Approach

Contents Activity / Strategy Resource

A (15 mins)
Features of PdPBT
- List down features of teaching and
learning (PdP) related to
- Meaningful Learning
- Varied Activities - Team Word-Web Questions in
- Flexible grouping - Think-Pair-Share Kahoot Application
- Varied Tasks
- Proactive teachers
- Qualitative Nature
- Continuous Assessment
- Varied Approaches

B (30 mins)
Differentiation Teaching and
Nine cards with
Learning Process
PdP activities
- Nine steps in Tomlinson’s Flow of - Showdown
written on them
Instruction in a Differentiated - Kinesthetic
Classroom listed at the back of a Symbols
Tomlinson’s Flow
card
of Instruction Chart
- Image of a river flow is given to
each group

C (15 mins)
Focused and Differentiated Teaching
and Learning for Numeracy
Diagram in part (ii)
- Steps in the daily lesson plan
- Think-Pair-Share is used to produce
related to Tomlinson’s model of
daily lesson plan.
instruction in a differentiated
classroom

MoLIB Numeracy | Topic 2 31

3
MAPPING OF DSKP AND FOCUSED AND
DIFFERENTIATED TEACHING AND
MATHEMATICS ASSESSMENT FOR 2 HOURS
NUMERACY(PdPBT-n)
3.1 Introduction
3.2 Unpacking DSKP through mapping
3.3 Minds-on activites towards DSKP and PdPBT-n materials

Objectives
At the end of the session, participants will be able to:
i. explain DSKP Mathematics Year 2 and Year 3
ii. unpack the DSKP through mapping
iii. suggest suitable PdPBT-n materials that reflect the learning standards

3.1 Introduction

The education in Malaysia is an on-going effort towards further developing

the potential of individuals (KPM, 1996) even though their intellectual growth
is different. Thus, the Programme for Literacy and Numeracy in Primary
Schools Year 2020 (PLaN) under PPPM #24 initiative emphasises PdPBT.
This will provide opportunities for pupils from different levels to think
creatively and critically, build their interests, and motivate them towards the
learning through activities in teaching and learning (PdP). PdPBT consists of
three elements namely differentiated content, process and product.
Therefore, at the early stage of PdPBT, teachers need to master the skills in
mapping the DSKP with the PdPBT-n materials and are able to unpack
DSKP to help pupils master the skills in Mathematics learning.

MoLIB Numerasi | Topic 3 32

3.2 Unpacking DSKP Through Mapping

Mathematics learning through the proper unpacking DSKP activity, will be

able to provide opportunities for pupils to perform creative tasks and
experience the fun and excitement in learning something new (KPM, 2017).
This experience will enhance interest and curiosity of the pupils to learn
mathematics by applying their knowledge and mathematical skill effectively
in daily life.

Through mapping and unpacking the DSKP, teachers’ professionalism can

be improved. Additionally, pupils can be equipped with thinking skills in
facing the challenges during the implementation of PdPBT-n.

Mapping DSKP onto PdPBT-n materials helps

teachers to understand what should be taught in
classroom by using the content and learning
standards, in line with PdPBT-n materials.
Table 1 shows the mapping and unpacking of
DSKP in PdPBT-n

MoLIB Numerasi | Topic 3 33

Table 1: Mapping and unpacking of DSKP in PdPBT-n

Content : Classify 3D shapes

Draw 3D shapes
List 3D shapes
Process : Classify 3D shapes based on descriptions
Draw 3D shapes based on descriptions
List the 3D shapes based on descriptions
Product : Table of the 3D shapes based on descriptions

Descriptions
Object Shape
Edge Vertice Face

Notes* refers to suggested activities and PdP

materials that are relevant to learning standard.
Nevertheless, teachers can suggest other activities
and materials as an alternative to achieve the goals
of PdPBT-n in DSKP.

MoLIB Numerasi | Topic 3 34

3.3 Minds-on Activities Towards DSKP and PdPBT-n Materials

Minds-on activities towards DSKP enables teachers to map and suggest various
suitable PdPBT-n materials in stimulating a structured and focused thinking among
pupils. Table 2 shows minds-on activities in mapping DSKP for Mathematics Year 2
onto materials :

Table 2: Minds-on activities towards DSKP and materials

Similar PdPBT-n Materials
Learning Tasks Explanation
Standard Activity 1 Activity 2 Activity 3
Materials: Materials: Materials: Same materials
5.1.1 Recognise
Colour pencil, Colour pencil, Colour pencil, are used such
minute
eraser, clock eraser, clock eraser, clock as colour
graduations on
face template face template face template pencil, eraser,
the clock
(round). (round). (round). clock face
face.
template
Marking the Write the Draw a (round) for all
graduations on number and complete clock three activities
the clock face. mark the face with to achieve
graduations on minute same learning
the clock face. graduations on standard which
the clock face is to recognise
template. minute
graduations on
the clock face.

Different PdPBT-n Materials

Learning Tasks Explanation

Standard
Activity 1 Activity 2 Activity 3
7.2.2 Draw Pieces of blank Cuttings of A piece of
paper and paper, ruler and Materials used
basic shapes of various shapes, to draw basic
two- pencil. parchment pencil.
shapes for two-
dimensional paper, ruler and dimensional
shapes. Trace the pencil. Draw any basic
shape. two- shapes are
Combine cuttings different for
of various dimensional
shapes. different
shapes to form activities.
two-dimensional
shape and draw
the shape
formed.

MoLIB Numerasi | Topic 3 35

Food for Thought
Predict all the problems that may arise when unpacking the DSKP while
implementing PdPBT-n? How would you solve the problems?

Practice
1. Why is the mapping of DSKP onto materials needed before the
implementation of PdPBT-n?

2. What is the importance of unpacking DSKP in maximising pupils’ potential

in PdPBT-n?

References
Kementerian Pendidikan Malaysia. (2017). DSKP Matematik Tahun 2.
Bahagian Perkembangan Kurikulum: Putrajaya.
Kementerian Pendidikan Malaysia. (2017). DSKP Matematik Tahun 3.
Bahagian Perkembangan Kurikulum: Putrajaya.

MoLIB Numerasi | Topic 3 36

 Appendix 1

Video 1 : Basic Operations

https://youtu.be/KrG7QHXoOxM

Complete the table below based on the video :

Title

Content Standard

Learning Standard

Materials

PdPBT-n Pedagogy :

Content

Process

Product

Suggestion of other suitable materials :

MoLIB Numerasi | Topic 3 37

 Appendix 2

Video 2 : Measurement of Length

https://youtu.be/0Nt/cmGfRA

Complete the table below based on the video :

Title

Content Standard

Learning Standard

Materials

PdPBT-n Pedagogy :

Content

Process

Product

Suggestion of other suitable materials :

MoLIB Numerasi | Topic 3 38

3
IMPLEMENTING THE TRAINING OF TRAINERS
MAPPING OF DSKP AND FOCUSED AND
DIFFERENTIATED TEACHING AND LEARNING
MATERIALS FOR NUMERACY (PdPBT-n) 2 HOURS

TOPIC 3
Mapping of DSKP and Focused and Differentiated Teaching and Learning
Materials for Numeracy (PdPBT-n)

Content Activities / Strategies Materials

DSKP - Participants are briefed on the contents

Kahoot
(30 minutes) of DSKP for Mathematics Year 2 and
Application
Year 3 in general. Participants discuss
DSKP for the DSKP.
Mathematics - Participants are shown how to map and
PowerPoint of
Year 2 and Year 3 unpack the statements in the DSKP
DSKP
Mathematics Year 2 and Year 3.
Mapping of - Participants are given the excerpts of
Excerpts of
DSKP DSKP to map and unpack via Stand-N-
DSKP
Unpacking DSKP Share and Windows Pane.
- Q&A session

- Participants are shown Video 1.

- Participants are required to complete
Appendix 1 as follows:-
• Title
• Content Standard
Basic Operations • Learning Standard Video 1
Year 3 • Materials
(45 minutes) • Unpacking differentiated https://youtu.be/K
elements in PdPBT-n rG7QHXoOxM
Video: • Suggestions of other suitable
Basic materials of PdPBT-n Appendix 1
Operations A4 paper
- Participants apply Round table and
Whiteboard sharing in order to complete
Appendix 1.
- Participants discuss their answers.

MoLIB Numerasi | Topic 3 39

 - Participants are shown Video 2.
- Participants are required to apply Team
Word Web in order to get ideas and
complete Appendix 2 as follows:-
Measurement of Video 2
• Title
Length https://youtu.be/0
• Content Standard
(45 minutes) Nt-cmGfRA
• Learning Standard
• Materials
Video : Mahjong paper
• Unpacking differentiated
Measurement of
elements in PdPBT-n
Length Appendix 2
• Suggestions of other suitable
materials of PdPBT-n
- Participants’ works are evaluated and
discussed during Gallery Walk.

MoLIB Numerasi | Topic 3 40

4 IMPLEMENTATION OF FOCUSED
AND DIFFERENTIATED TEACHING
AND LEARNING - NUMERACY
4.1 Introduction
4 hours

4.2 Steps for Production of PdPBT-n Materials, RPH Writing and

Pupil Task

Objectives
At the end of the session, participants will be able to:

i. explain the importance of differentiated learning

ii. relate differentiated learning to Standard 4 SKPMg2

iii. use three differentiated learning elements in designing RPH

iv. adapt the focused and differentiated framework materials in planning PdPBT=n

MoLIB Numerasi | Topik 4 41

4.1 Introduction

The implementation of PdPBT-n is an intervention for teachers to provide

effective teaching in facing the challenges of Pupils with different levels of
ability. Through this intervention, teachers will:
• acquire the content
• process, build and generate ideas
• develop teaching materials and assessment measures

The Standard-Based Primary School Curriculum (KSSR) of Mathematics

through the formulation of DSKP is based on the thoughtful learning of
mathematics. Mathematical thinking is an important foundation for the
implementation of quality PdP in the classroom. This quality of success can
be achieved through PdPBT-n.

This PdPBT-n also meets the quality standards set out in SKPMg2 Standard
4, Jemaah Nazir dan Jaminan Kualiti, MOE.

The three elements of PdPBT-n are differentiated content, process and

product. This PdPBT-n application is embodied in RPH writing provided by
mathematics teachers.

As a guide to mathematics teachers, six PdPBT-n topics are provided in

MoLIB. The six topics are selected from DSKP Mathematics Year 2 and
Year 3. All topics are equipped with PdPBT material templates, complete
RPH writing and pupil tasks by levels i.e. basic, medium and high levels
(depending on PdP), inclusive of enrichment and reinforcement worksheets.

RPH is prepared based on learning standard of DSKP Year 2 and 3:

Year 2: i. Recognise minute graduations on the clock face.

ii. Measure length.
iii. Draw basic shapes of a two-dimensional shapes.

Year 3: i. Write numbers in numerals and words.

ii. Identify the proper fractions as part of one whole.
iii. Solve the number sentences involving addition of two values
of money and the summing up to RM10 000.

MoLIB Numerasi | Topik 4 42

4.2 Steps for Production of PdPBT-n Materials, RPH Writing
and Pupil Task

i iii iv
PdPBT-n PdPBT-n
DSKP Pupil Task
Framework RPH

ii
PdPBT-n - Pupil Activities
Materials
- Levelled
Worksheets

- Reinforcement

- Enrichment

4.2.1 Steps in Producing PdPBT-n RPH

Standard-Based Curriculum and Assessment Documents (DSKP) is
1 the primary source of reference in producing PdPBT-n materials.

Through this framework, numeracy teaching and learning resources

2
that are focused and differentiated are developed.

The production of PdPBT-n materials is based on Pupils’ multiple

3
intelligences and abilities (usually 2 or 3 levels).

The elements in this PdPBT-n material are:

4 ✔ Prior Knowledge
✔ Multiple Intelligences
✔ Differentiated Learning (Content, Processes and Products)
✔ Suggested Delivery (Materials, Use of Materials and PdP
Activities)

5 Information from this PdPBT-n materials is embodied in the Daily

Lesson Plan (PdPBT-n RPH).

6 The planned RPH that is based on pupil profile includes pupil task,
such as group activity sheets or worksheets, reinforcement, and
enrichment.

MoLIB Numerasi | Topik 4 43

EXAMPLE 1 YEAR 2 | 6.1.2 Measure the Length

i. DSKP is the main reference for the design of different materials and RPH

CONTENT
LEARNING STANDARD NOTES
STANDARD
Pupils will be able to:
6.1 Length 6.1.1 Recognise unit length Recognise centimeters and meters by
observing the graduations on rulers and
measuring tape.
Write the given length in centimeters and
meters by the symbol cm and m.

Measure and mark specified distances in units

6.1.2 Measure length cm and m. Measure and record the length of
objects in the units cm and m units. Sketch
and draw straight lines according to the given
measurements in units of cm and m.

Estimate the length of objects in units of

6.1.3 Estimate length centimeters and meters and compare the
estimation with the actual measurement.

Information from DSKP is mapped to MoLIB Materials and RPH

Year :2

Learning Area : Measurement and Geometry

information

Materials
In MoLIB
Basic

Topic : 6.0 Measurement

Content Standard : 6.1 Length

Learning Standard : 6.1.2 Measure length

Basic information in the writing of the Daily Lesson Plan

Subjects: Class: 2 Date: Time:

Mathematics Anugerah 2 May 2022 9.00 – 10.00 a.m

Learning Area: Topic: Content Standard

Measurement and Geometry 6.0 Measurement 6.1 Length

Learning Standard: 6.1.2 Measure length

MoLIB Numerasi | Topik 4 44

 Standard-Based Curriculum and Assessment Documents

LEARNING STANDARD NOTES

Pupils will be able to :

6.1.1 Recognise units of length Recognise centimeter and meter by observing the
graduations on a ruler and the measuring tape.

Write the given length in centimeters and meters by

using the symbols cm and m.

Measure and mark the specified distance in units cm

6.1.2 Measure length and m. Measure and record the length of objects in the
units cm and m.
Sketch and draw straight lines according to the given
measurements in units of cm and m.

.
6.1.3 Estimate length Estimate the length of the object in centimetres and
metres and compare the estimation with the actual
measurement.

From the notes in DSKP to the content column

in the PdPBT-n framework based on levels to
PdPBT-n Framework produce teaching and learning resources that
are focused and differentiated
DIFFERENTIATED LEARNING SUGGESTED
LEVEL
CONTENT PROCESS PRODUCT DELIVERY
1 Materials:
Prior
knowledge: Use of Materials:

Multiple PdP Activities:

intelligences:

Materials:
2
Prior
Use of Materials:
knowledge:
PdP Activities:
Multiple
intelligences:
3 Materials:
Prior
knowledge: Use of Materials:

Multiple PdP Activites:

intelligences:

MoLIB Numerasi | Topik 4 45

ii. PdPBT-n Materials

Sample of PdPBT-n Materials

DIFFERENTIATED LEARNING
LEVEL SUGGESTED DELIVERY
CONTENT PROCESS PRODUCT

1 Measure and mark Measure and write Pupils write the Materials:
Prior specified distance the length of object length of Ruler, measurement tape,
Knowledge: in units cm and m. given start with zero. measurement for textbook, pencil, eraser, white
Recognise by each of the object in board dan classroom.
observing the cm or m.
graduations on Use of Materials:
a ruler and Guide the pupils in executing
measuring Length the activities for measuring
tape. object using ruler and
Textbook = ……cm measurement tape.
Multiple White board = …..m
Intelligences : PdP Activities:
Spatial Pupils are guided to use
Bodily- appropriate measuring tools
Kinaesthetic according to the object given.
All measurements must start
from zero (0).
Record the reading accurately.

2 Measure and Measuring 6 objects Pupils record the Materials:

Prior record the length of inside or outside the measurement. Ruler, and measurement tape,
Knowledge: objects in the units classroom objects inside or outside the
Compare and cm and m, accurately. classroom (example: table,
contrast the accurately. pencil box, leaf, length of car
appropriate OBJECT LENGTH
park, etc).
measurement
of an object. Table Use of Materials:
Pupils may choose 6 objects
Leaf
Multiple from inside and outside the
Intelligences: Chair classroom to measure.
Logical - height Pupils record the finding.
Mathematical Broom
Bodily- From PdP Activities:
Kinaesthetic Pupils prepare a table to record
DSKP Car Park
the length of the object.
Pupils search appropriate
objects to measure in units cm
dan m.

3 Sketch, draw and Drawing straight lines Pupils draw the front Materials:
Prior label according to for the front view of view of the school Ruler and form to sketch the
Knowledge: the given the school building building and label front view of the school building.
Pupils are able measurement in according to the according to the
to apply and units cm and m. given measurement. given measurement. Use of Materials:
use the Sketch the front view of the
measurement Length of Roof school building. Measurement of
unit in daily life. = 20 cm the building is given.

Multiple Length of Roof Tilt PdP Activities:

Intelligences: = 7 cm Pupils draw and label the front
Interpersonal view of the school building
Building Height
Logical - according to the given
= 12 cm
Mathematical measurement.
Existential Length of Building
= 30 cm
Creativity
Door Height
= 5 cm

Door Width
= 3 cm

MoLIB Numerasi | Topik 4 46

 iii. PdPBT-n LESSON PLAN
Subject: Mathematics Class: 2 Awards Date: 2 May 2022 Time: 9.00 – 10.00 a.m.
Learning Area: Topic: Content Standard:
Measurement and Geometry 6.0 Measurement 6.1 Length
Learning Standard: 6.1.2 Measure length.
Pupils’ Prior Knowledge :
pupil READINESS/
A1) Recognise by observing the graduations on a ruler and measuring tape. INTEREST/
A2) Compare and contrast the appropriate measurement of an object. LEARNING PROFILE
A3) Pupils are able to apply and use the measurement unit in daily life.
Learning Objective: By the end of the lesson, pupils are able to;
DIFFERENTIATED CONTENT,
A1) Measure and mark specified distance in units cm and m starting with zero. PROCESS, PRODUCT
A2) Measure and record the length of objects in the units cm and m, accurately.
A3) Sketch and draw straight lines according to the given measurement in units cm and m, accurately.
Success Criteria: Pupils are able to;
1) Identify the graduations on a ruler and measuring tape in unit cm and m. DIFFERENTIATED PROCESS,
PRODUCT
2) Measure the distance starting from zero.
3) Mark, label and read the measurement of the object in unit cm and m.
Teaching Aids / Learning Aids: Ruler, measuring tape, thread, string, ribbon and measureable objects (textbooks, eraser, white
boards, etc).
Activity Remark
1) Collect and arrange objects: Eraser/pencil, textbook/shows, belt or neck Multiple Level of Groups Multiple
tie. Compare and state the objects’ length. Questioning Technique
Pre Lesson
2) “Show Me”: Pupils write the length of the objects (in unit m and cm) on the
(5 minutes) mini white board which is marked by the teacher on the measurement tool pupil READINESS
(Assessment – Verbal & Written)
- Pupils choose one of the 3 tasks given (group activity);
3 activities based on level
Development:
Activity 1 (A1) Measure the given object accurately. DIFFERENTIATED PROCESS
(20 minutes) Pupils are guided on how to use the measuring tools based on the
objects given appropriately. Write the measurement of each object in 3 different measurement activities

cm or m. DIFFERENTIATED PRODUCT
(A2) Measure 6 objects inside or outside the classroom, accurately.
Pupils prepare a table to record the length of the object. - A1: Measure and write the
Pupils find 6 appropriate objects to be measured in unit cm and m. length
Pupils record the finding. - A2: Measure and record
the length using table
- A3: Sketch, measure and
(A3) Sketch and draw straight lines according to the given measurement in
draw the length
units cm and m.
Pupils draw the front view of the school building and label according
to the given measurement.
pupil READINESS/
INTEREST/
- Pupils shared the product/work of each of their group. LEARNING PROFILE
(Assessment – Observation, Verbal & Written)
Activity 2 - In pairs, pupils choose the task in the provided worksheet: Worksheet
(15 minutes) A1) Draw straight lines matched to the given measurement. DIFFERENTIATED PROCESS,
A2) Measure and write the length of each objects in picture, accordingly. PRODUCT

A3) Cut the string according to the given measurement.

pupil READINESS/
- Pupils are given an oppoturnity to explain the answer of the task in the INTEREST/
worksheet provided. (Assessment – Written) LEARNING PROFILE

Reinforcement Make and decorate the photo frame using string and ribbon.
(15 minutes) DIFFERENTIATED PROCESS,
PRODUCT
Elements Across the Curriculum (EMK) – Creativity & Innovation
Application of Measuring Skill pupil READINESS/
LEARNING PROFILE

Closure Cognitive Closure – summary from pupils. Exit ticket

(5 minutes) Social closure – teacher praises the pupils because they were able to
execute the activities very well
Enrichment Experiment in planting the mung bean. Project Task
Record the growth of the seed for a week after the seed sprout.
DIFFERENTIATED PROCESS,
PRODUCT

pupil READINESS/
INTEREST/
LEARNING PROFILE

Reflection Today’s PdP went well. I am very / Based on my assessment.............................................................................

(Strength, ……...../…....….. pupils are able to master the skills……………………................................................................
MoLIB | Numerasi 47
weaknesses & Only ………… pupils who have not…………………..........…................................................................................
Improvements) Follow-up actions to be taken……………………….............................................................................................
MoLIB Numerasi | Topik 4 47
iv. PdPBT-n PUPIL TASK

Group Activity Worksheet - 3 Level

A1 A2

- Collect 3 short objects and 3 long objects in - Prepare a table to record the length of the
the classroom which can be measured 6 objects.
(example; eraser, textbooks, white board, Example;
etc).
OBJECT LENGTH
- List the objects. xxx

yyy

Example; Long zzz

Textbook = .......................... - Group members think about objects (inside

and outside classroom) that are
White board = ..................... appropriate to be measured in the table
given.
- Measure the length of the object in cm or m
- Write the measurement of the object in cm and fill in the same table.
or m.
Please check with teachers regarding the
Do ensure all the measurement starts at 0. chosen objects for measurement.

A3

- Please draw the basic front view of the school

building.
- Measurement of the top view for the buiding is
given.
- Produce a drawing on the front view of the buiding
based on the measurement given.

Length of roof = 20 cm

Height of roof = 7 cm

Height of buiding = 12 cm

Length of buiding = 30 cm

Height of door = 5 cm

Width of door = 3 cm

Picture of the school buiding that is constructed only

based on the roof, body of the buiding and door only.

MoLIB Numerasi | Topik 4 48

iv. PdPBT-n PUPIL TASK

Group Worksheet - 3 Levels LEVEL 1

WORKSHEET
A1

Topic : 6.0 Measurement Name:..............................................................

Learning Standard: 6.1.2 Measure Length Class :..............................................................

Draw a straight line based on the measurement given in the box provided.

1) 1 cm

2) 5 cm

3) 9 cm

4) 12 cm

5) 18 cm

MoLIB Numerasi | Topik 4 49

 Group Worksheet - 3 Levels LEVEL 2

WORKSHEET
A2

Topic : 6.0 Measurement Name:..............................................................

Learning Standard: 6.1.2 Measure Length Class :..............................................................

Measure and write the length of each of the objects below:

................................... cm

......................................... cm ............................. cm

................................. cm

................................ cm ................................ cm ................................... cm

MoLIB Numerasi | Topik 4 50

 Group Worksheet - 3 Levels
LEVEL -3

WORKSHEET A3

Topic : 6.0 Measurement Name:..............................................................

Learning Standard: 6.1.2 Measure Length Class :..............................................................

Cut the string given according to the measurement stated, and, answer the questions below.

1) 8 cm

2) 21 cm

3) 132 cm

4) 1m

5) 2m

6) 5m

Based on the measurement of string number 3 and 4.

a) Which string is longer? .................................................................................................................

b) What is the difference in length between the two strings? ...............................................................................................

MoLIB Numerasi | Topik 4 51

 Reinforcement and Enrichment Activity REINFORCEMENT

• SUGGESTED REINFORCEMENT ACTIVITY

Reinforcement

Decorate and make a photo frame

• Materials that pupils need to bring;

A family photo, string/ribbon, card board /colour paper, glue, scissors and decorative
accessories.
• Pupils apply their measuring skills to make and decorate photo frame based on their
creativity.

Reinforcement and Enrichment Activity ENRICHMENT

• SUGGESTED ENRICHMENT ACTIVITY

Social and Physical

Approach Teaching Strategy Delivery Strategy
Environment

The mung bean growth Activity-centred Based on pupil Work in groups.

experiment. readiness.

Record the growth of

mung beans in one DAY LENGTH
week after the
germination of seeds. 1

MoLIB Numerasi | Topic 4 52

 2
Recognise minute graduations
EXAMPLE YEAR 2 | 5.1.1 – on the clock face

Production of Materials, RPH Writing and Pupil Task

Based on PdPBT-n Framework

i. DSKP

MoLIB Numerasi | Topik 4 53

 ii. PdPBT-n Framework & Materials
Year : 2

Learning Area : Measurement and Geometry

Topic : 5.0 Time

Content Standard : 5.1 Time in hours and minutes

Learning Standard : 5.1.1 Recognise minute graduations on the clock face

DIFFERENTIATED LEARNING
LEVEL SUGGESTED DELIVERY
CONTENT PROCESS PRODUCT
1 1) Mark the Activity 1: Activity 1: Materials:
Prior graduations Pupils paste the minute Clock face is marked with graduations in
Knowledge: correctly on the graduations on the clock quarters.
Able to identify analogue clock face which has mark Graduation made from Manila card.
clock hand on face. with the graduations in Glue/blue tack/double-sided tape
the analogue quarter parts.
 Number cards in multiples of 5 until 60.
clock. 2) Mark on the
Use of Materials:
graduations Activity 2:
Multiple Activity 1: Graduation paste on the
accurately with Pupils cut the number
Intelligences: Activity 2: analogue clock face which marked on the
Spatial the multiples of 5 card of multiples of quarter parts.
60
Bodily- minutes in five minutes (multiples of 55 5 Activity 2: Card numbers of multiple five is
Kinaesthetic numerals on five minutes until cut and paste at the edge of the analogue
Logical – analogue clock number 60 in ascending 50 10 clock face using Glue/blue tack/double-
Mathematical face. orders) and paste the sided tape.
45 15
numbers next to the 
graduations in activity 1. PdP Activities:
40 20 Pupils mark and label the graduations on
35 the analogue clock face with the number of
30 25 multiples of 5.
2 1) Mark the Activity 1: Activity 1: Materials:
Prior graduations on Pupils draw the  Round shaped cardboard
Knowledge: the analogue graduations on the blank  Colour pencil/magic colour
Able to clock face analogue clock face.  Number cards in multiples of 5 to 60
identify the correctly. 
hours and Activity 2: Use of Materials:
minute hand 2) Mark the Pupils choose the Activity 1: Pupils use colour pencils or
on the graduations and numbers of mutiples of 5 magic pen to mark the graduations on the
analogue multiples of 5 given in the envelope clock face.
clock. minutes in (numbers of mutiples of Activity 2: Activity 2: Number card that is given in the
numerals on 5, from 5 to 60) and envelope is used to label each of the
60
Multiple analogue clock, paste the numbers on 55 5 graduations.
Intelligences: accurately. the clock face.
50 10
Logical – PdP Activities:
Mathematical 45 15 Pupils mark and label the graduation on the
Bodily –  analogue clock face with the multiples of 5.
Kinaesthetic 40 20
Spatial
35
30 25
3 1) Mark the Activity 1: Activity 1: Materials:
Prior graduations on Pupils draw a round  Round-shaped cardboard
Knowledge: the analogue shape and label the  Colour pencil/magic colour
State the time clock face graduations  Number cards in multiples of 5 to 60
in hour, half
an hour and a
correctly.
Activity 2:
 Use of Materials:
quarter hour 2) Mark the Pupils choose the Activity 1: Pupils use colour pencils/magic
using an graduations and correct number from the pens to mark on the clock face.
analogue multiples of 5 envelope (numbers of Activity 2: Card number given in envelope
clock. minutes in mutiples of 5, from 5 to Activity 2: is used to label every graduation.
numerals on 60) and paste the
60
Multiple analogue clock numbers on the 55 5 PdP Activities:
Intelligences: accurately. analogue clock face that Pupils mark the graduations in the
Interpersonal
50 10
labelled in activity 1. analogue clock face and label the
Logical - 45 15 graduation with number of multiples of 5.
Mathematical 
Spatial 40 20
Bodily –
35
30 25
Kinaesthetic

MoLIB Numerasi | Topik 4 54

iii. PdPBT-n RPH
Subject: Mathematics Class: 2 Awards Tarikh: 14 July 2020 Time: 9.00 -10.00 a.m.
Learning Area: Measurement and Geometry Topic: 5.0 Time Content Standard:
5.1 Time in hours and minutes
Learning Standard: 5.1.1 Recognise minute graduations on the clock face.
Pupils’ Prior Knowledge:
(A1) Able to identify clock hand on the analogue clock.
(A2) Able identify the hours and minute hand on the analogue clock. pupil READINESS
(A3) State the time in hour, half an hour and a quarter hour using an analogue clock.
Learning objective: By the end of PdP, pupils able to;
1) Mark the graduations on the analogue clock face correctly. DIFFERENTIATED
2) Mark on the graduations with the multiples of five minutes in numerals on analogue clock face accurately CONTENT

Success Criteria: Pupils able to;

1) Recognise minute graduations on the clock face. DIFFERENTIATED PROCESS,
2) Complete the graduations and multiples of five in numerals on analogue clock. PRODUCT
3) Determine the location of the numeral for the multiples of 5 on the analogue clock face.
Teaching Aids / Learning Aids: A few types of analogue clock, colour pencil, eraser, template of clock face and Manila Card.
Activity Remark
Pre Lesson 1) Pupils say aloud a few types of analogue clock which has - Mixed Ability Group
(5 minutes) graduations and no graduations. - Various Questioning Techniques
2) Pupils state the name of the marking on the analogue clock face.

Development: Pupils choose any of the activities below (Individual):

Activity 1 A1) Pupils paste the minute graduations on the clock face which has
(25 minutes) mark with the graduations in quarter parts. Activities incorporate
A2) Pupils draw the graduations on the blank analogue clock face. 3 levels and pupil
A3) Pupils draw the shape of the clock face in round face and label readiness / interest /
with the graduations. learning profile
(Assessment Method – Observation and Verbal)

DIFFERENTIATED PROCESS,
PRODUCT

Activity 2 - In pairs, pupils choose the task in the provided worksheet;

(15 minutes) (A1) Pupils cut the number card of multiples of 5 minutes (multiples
of 5 minutes until number 60 in ascending orders) and paste the
Activities incorporate 3
numbers next to the graduations in activity 1. levels and pupil readiness /
A2) Pupils choose the numbers of mutiples of 5 given in the interest / learning profile
envelope (numbers of mutiples of 5, from 5 to 60) and paste the
numbers on the clock face that marked in activity 1
A3) Pupils choose the correct number from the envelope (numbers
of mutiples of 5, from 5 to 60) and paste the numbers on the
analogue clock face that labelled in activity 1.
DIFFERENTIATED PROCESS,
(Assessment Method – Observation and Verbal) PRODUCT

Enrichment Pupils will made the clock hand using manila card based on the Project task, Element Across the
(15 minutes) template given by teacher. Curriculum (EMK) - Creativity&
(Pupils draw the analogue clock hand based on their own creativity). Innovation, Drawing skills

pupil INTEREST /
LEARNING PROFILE

Closure Cognitive Closure – summary from pupils. Exit ticket

(5 minute) Social closure – teacher praises the pupils because they are able to
DIFFERENTIATED PROCESS,
execute the activities very well
PRODUCT

Reinforcement Based on the relevance and pupils’ level of understand

Today’s PdP went well. I am very / Based on my assessment..........................................................................
Reflection
……...../…....….. pupils are able to master the skills……………………..............................................................
(Strength, weaknesses &
Only ………… pupils who have not…………………..........…..............................................................................
Improvements)
Follow-up actions to be taken……………………….............................................................................................

MoLIB Numerasi | Topik 4 55

 iv. Pupil Task

Group Worksheet - 3 Levels REINFORCEMENT

• Suggested Reinforcement Activity

Approach Teaching Strategy Delivery Social and Physical
strategy Environment

Activity to produce hand watch with Task/Activity Based on pupil Pupils move in groups.
template given by teachers Oriented Readiness

Example of Pupil Task LEVEL 1 - 3

Example of Pupil Task (A1)

Draw the graduation marks of minute on the clock face.

Example of Pupil Task (A2)

Draw an analogue clock face creatively complete with the

hand, number and minute graduations on it.

Example of Pupils Task (A3)

Draw and label an analogue clock face creatively complete
with hand, number and minute graduations on it.

MoLIB Numerasi | Topik 4 56

 3
Draw basic shapes of two-
Example YEAR 2 | 7.2.2 – dimensional shapes

Production of Materials, RPH Writing and Pupil Task

Based on PdPBT-n Framework

i. DSKP

MoLIB Numerasi | Topik 4 57

 ii. PdPBT-n Framework & Materials

Learning Area : Measurement And Geometry

Topic : 7.0 Space

Content Standard : 7.2 Two-Dimensional Shapes

Learning Standard : 7.2.2 Draw basic shapes of two-dimensional shapes

DIFFERENTIATED LEARNIANG
LEVEL SUGGESTED DELIVERY
CONTENT PROCESS PRODUCT
1 Draw basic (i) Draw Draw and name basic shapes Materials:
Prior shapes of basic shapes of two-dimensional shapes. (i) Three-
knowledge two- of two- The shapes are as follows: dimensional basic
Pupils can dimensional dimensional shapes are cube,
name basic shapes for : shapes by (i) rectangle cuboid, pyramid,
shapes of two- tracing cylinder and cone.
(i) square
dimensional three- (ii) square (ii) A4 paper
shapes based dimensional (iii) Pencil
(ii) rectangle
on given shapes (iii) triangle
descriptions namely Use of materials:
(iii) triangle
cube, (iv) circle 3 dimensional
Multiple cuboid, shapes are placed on
(iv) circle
Intelligences pyramid, 3D shapes 2D basic shapes blank paper and
Bodily- cylinder and traced.
Kinaesthetic cone.
Logical- square PdP activity:
Mathematical (i) Pupils trace the
Spatial basic shapes of two-
(pupil readiness rectangle dimensional shapes
/ interest / on A4 paper from the
profile) three- dimensional
triangle shapes provided.

(ii) Pupils name the

circle basic shapes of two-
dimensional shapes
traced.
circle

MoLIB Numerasi | Topik 4 58

 DIFFERENTIAL LEARNING
LEVEL SUGGESTED DELIVERY
CONTENT PROCESS PRODUCT
Draw basic (1) ) Draw Using the grid paper, Materials:
2 shapes of basic shapes of pupils draw a Grid paper, ruler, pencil and
two- two-dimensional rectangle, a square and three-dimensional shapes.
Pior dimensional shapes which a triangle.
knowledge: shapes for : consist of a Example: Use of materials:
Pupils can name square, a Use a ruler and pencil to draw a
(i) square rectangle and a straight line on the grid paper
basic shapes of
triangle on a for the shapes of square,
two-dimensional
(ii) rectangle piece of grid rectangle and triangle.
shapes based
paper.
on given
(iii) triangle Place the curved surface of the
descriptions (ii) Trace the cone or cylinder on a piece of
(iv) circle surface of three- blank paper and trace it.
Multiple dimensional
Intelligences circular shape
Bodily Square PdP activity:
Kinaesthetic (i) Using the lines, pupils draw
Logical and name the shapes of
Mathematical square, rectangle and triangle
Spatial on grid paper.
(pupil readiness
/ interest / Pupils draw the shapes of
profile) circles by tracing the surfaces of
cylinder or cone.

Rectangle

3 Draw basic Draw shapes of Draw all the basic Materials:

Prior shapes of square, shapes of two- A4 paper, pencil and ruler.
knowledge two- rectangle and dimensional shapes
Pupils can dimensional triangle on a accurately on a piece Use of materials:
compare and shapes for : piece of blank of blank paper. Use a pencil and a ruler to draw
contrast paper using Example: and measure the sides of a
characteristic (i) square pencil and ruler. 5 cm rectangle, a square and a
shapes of two- Then name the triangle.
dimensional (ii) rectangle shapes and 5 cm
basic shapes write the Draw a circle from anything that
(iii) triangle measurement of is circular in the classroom.
the sides. Square
Multiple (iv) circle PdP activity:
Intelligences Draw an 6 cm i) Pupils draw square, rectangle
accurate circle and triangle by measuring the
Interpersonal
on a piece of 4 cm length of the sides to meet its
Bodily-
blank paper. characteristics.
Kinaesthetic
Logical- Rectangle
(ii) Pupils draw a circle by using
Mathematical any circular shapes around
Spatial 6 cm 6 cm them or their own creativity.
(pupil readiness
/ interest / 5 cm
profile) Triangle

Circle

MoLIB Numerasi | Topik 4 59

 iii. PdPBT-n RPH
Subject: Mathematics Class: Year 2 Date: Time: 1 hour
Learning Area: Topic: 7.0 Space Content Standard:
Measurement and Geometry 7.2 Two-dimensional shapes
Learning Standards: 7.2.2 Draw basic shapes of two-dimensional shapes
Pupils’ prior knowledge:
(A1) Pupils can name basic shapes of two-dimensional shapes based on given descriptions.
(A2) Pupils can name basic shapes of two-dimensional shapes and explain their descriptions. pupil readiness
(A3) Pupils can compare and contrast characteristics of two-dimensional basic shapes.
Learning Objective: At the end of lesson, pupils are able to;
Draw basic shapes of two-dimensional shapes namely squares, rectangles, triangles and circles DIFFERENTIATED PROCESS,
accurately. PRODUCT

Success Criteria: Pupils are able to;

(A1) Draw and name basic shapes of two-dimensional shapes namely square, rectangle, DIFFERENTIATED PROCESS,
triangle and circle by tracing the surface of three- dimensional shape. PRODUCT
(A2) Draw and name basic shapes of two-dimensional shapes on a piece of grid paper and
determine the shape of the other basic shapes of two-dimensional shapes formed of rectangles and triangles.
(A3) Draw and name all the basic shapes of two-dimensional shapes and create the combined shapes creatively from the basic
shapes of two-dimensional shapes and describe the suitability of the shapes chosen.

Teaching Aids / Learning Aids:

3-dimensional block (cube, cuboid, pyramid, cylinder and cone), A4 paper, grid paper, Mini whiteboard, Worksheet.

Activity Remark

Find Someone Who

Pre Lesson Bodily-kinaesthetic
1) Pupils are divided into 2 groups. One group is given basic
(5 minutes) Logical Mathematical / Spatial
shapes of two-dimensional shapes per person and another
group is given basic shapes of two-dimensional shapes
characteristics. pupil readiness
2) Pupils find partner of two-dimensional basic shapes and their
characteristics. Cooperative learning activities
3) Teacher checks pupils’ answers and carries out reinforcement.

Tiered Activities:
Activities incorporate 3 levels
Development: 1) Pupils are given the option to complete any of the assigned
and take into account the
Activity 1 tasks.
readiness of the pupil /
(40 minutes) 2) Pupils complete 1,2 or all tasks according to their ability within
interests / learning profiles
the alloted time.

Task 1:
i) Trace basic shapes of two-dimensional shapes using three- Bodily-Kinaesthetic
dimensional shapes (cubes, cuboids, pyramids and cylinders). Logical-Mathematical, Spatial
ii) Name two-dimensional basic shapes drawn.

Task 2:
(i) Draw squares, rectangles and triangles on a piece of grid pupil Interest /
paper. Learning Profile /
(ii) Name the shapes. / Learning Environment
(iii) Trace a circle using appropriate three-dimensional shapes.
(iv) Match the basic shapes of two-dimensional shapes to the
given characteristics.

Task 3:
(i) Using a pencil and ruler, draw basic shapes of two-
dimensional shapes namely squares, rectangles and triangles
on a piece of paper. DIFFERENTIATED
(ii) Name the basic shapes of two-dimensional shapes and write PROCESS, PRODUCT
the measurement of their sides.
(iii) Draw circles creatively with teacher's guidance.
Example:
Use any shape that has a round surface.

(Assessment Methods: Observation and Writing)

MoLIB Numerasi | Topik 4 60

 Match Mine
Bodily-Kinaesthetic /
 Pupils who choose the same task, form groups Logical Mathematical / Spatial
and compare the results of their tasks.
Reinforcement
pupil Interest /
(15 minutes) Learning Profile

PRODUCT DIFFERENTIATED

Take Off, Touch Down

Take Off
Pupils stand if they agree with the given statement.
Touch Down
Pupils sit down if they do not agree with the given
statement.
Bodily-Kinaesthetic
Examples:
The two-dimensional basic shapes are squares,
rectangles, triangles and circles.(Take Off/Stand)
1) A square has 4 sides. (Take Off/Stand) PRODUCT DIFFERENTIATED
2) A triangle has 3 vertices and 4 sides. (Touch
Down/Sit down)
3) A rectangle has curved sides. (Touch Down/Sit
down)
4) Two-dimensional basic shapes of a pyramid are
a square and a triangle.(Take Off/Stand)
(Assessment Method: Verbal)
Reflection Today's PdP went well. I am very/ Based on my assessment...............................................
(Strength, Weakness ……...../…....….. pupils are able to master the skills ……………………....................................
& Improvement) Only ………… pupils who have not……………………................................................................
Follow-up actions to be taken…………………………................................................................

MoLIB Numerasi | Topik 4 61

 iv. Pupil Task

Starters Worksheet

Name the 2D shapes from the given features. Find your partner.

• 3 vertices
• 3 straight sides • No vertices
• No straight sides
• 4 vertices
• 4 straight sides • 4 vertices
• 2 sides of equal length • 4 straight sides
• All sides are equally long

Activity Development Sheet 1

Task 1

Trace and name 2D shapes using the blocks provided

On a piece of grid paper, draw and name the 2D shapes

Task 2

Task 3

On a piece of blank paper, draw and name 2D shapes using pencil, ruler, thread and a
compass.
MoLIB Numerasi | Topik 4 62
 Reinforcement and Enrichment Activity REINFORCEMENT

Task 1
Using a ruler, join the dots to get 2D shapes.

Rectangle Square

Task 2

1. Using a ruler, join the dots to obtain the two-dimensional basic shapes stated.
2. Share your answer.

Rectangle Square Triangle

Reinforcement and Enrichment Activity ENRICHMENT

• SUGGESTED ENRICHMENT ACTIVITY:
Social and
Teaching Delivery
Approach Physical
Strategy strategy
Environment
(i) Draw a model creatively by combining basic shapes of Cooperative Based on pupil Individual and
two-dimensional shapes drawn and then describe the learning readiness group work
suitability of the chosen shapes. structured
Example: group

Examples of storytelling activities (Group):

(1) I am a car.
I used rectangles for the roofing and the body of the car. My
car tyres are made up of two circles.

(2) I am a house
I used: rectangles for the body of the house, door and
windows; triangle for the roof; circles for roof decoration and
door knobs.

Multiple Intelligences:
Interpersonal, Logical-Mathematical, Spatial, Bodily-
Kinaesthetic (pupil Readiness / Interest/ Learning Profile)

MoLIB Numerasi | Topik 4 63

 Write numbers in numerals
Example 4 Year 3 |1.2.1 – and words.

Creating framework, RPH Writing and Pupils Tasks PdPBT-n

i. DSKP

MoLIB Numerasi | Topik 4 64

 ii. PdPBT-n Framework & Materials

Year : 3
Learning Area : Numbers And Operations
Topic : 1. 0 Whole Numbers UP to 10 000
Content Standard : 1.2 Write Numbers
Learning Standard : 1.2.1 Write numbers in numerals and words

DIFFERENTIATED LEARNING
LEVEL SUGGESTED DELIVERY
CONTENT PROCESS PRODUCT
1 Write whole  Pupils  Write the Materials: Activity Sheet.
Prior numbers in choose the correct PdP Activities:
Knowledge: numerals and correct numerals Example:
 Name whole words up to numerals based on (i) Choose the correct numerals for the words below:
numbers in 10 0000 based on the given
numerals up to the given words. 9 026 3 400 1 702
10 0000 words.  Write the
 Read whole  Pupils correct 6 578 10 000
numbers in choose the words
words up to correct based on Word Numeral
10 000 words based the given One thousand seven hundred and
on the given numerals. two
Multiple numerals. Three thousand four hundred
Intelligences: Nine thousand twenty six
Bodily- Ten thousand
Kinaesthetic Six thousand five hundred and
Logical- seventy-eight
Mathematical
Spatial (ii) Choose the correct words for the numerals below:

Five thousand three hundred and twenty-seven

Nine thousand nine hundred and nine
Four thousand sixty-eight
Nine thousand ninety-nine
Five thousand one hundred and six

a) 9099 = _______________________________
b) 5327 = _______________________________
c) 5106 = _______________________________
d) 9909 = _______________________________
e) 4608 = _______________________________

2 Write whole Pupils write Write Materials:

Prior numbers in their own numbers in Mini whiteboard, marker pen, envelope containing
Knowledge: numerals and numbers in words and numbers and words, placemat.
 Say whole words up to words and vice versa
numbers in 10 000. vice versa. up to 10 000. Use of Materials:
numerals up
to 10 000 PdP Activities:
Placemat Consensus (Combo Mat)
 Read whole
In groups of four, pupils write (pupils are numbered 1,
numbers in
2, 3 and 4)
words up to
10 000  3 digit number
 4 digit number
Multiple
Intelligences: given by the teacher on the respective spaces in
Interpersonal numbers and words on the placemat. Pupils check
Bodily- the written answers, choose the right answer for their
Kinaesthetic group answer and write it in the middle.
Logical-
Mathematical
Spatial

MoLIB Numerasi | Topik 4 65

 ii. PdPBT-n Framework & Materials

Year : 3
Learning Area : Numbers and Operations
Topic : 1. 0 Whole Numbers Up to 10000
Content Standard : 1.2 Write Numbers
Learning Standard : 1.2.1 Write numbers in numerals and words

DIFFERENTIATED LEARNING
LEVEL SUGGESTED DELIVERY
CONTENT PROCESS PRODUCT
3 Write Write any Write whole Materials:
 To say out the number in whole numbers numbers up to Mini Whiteboards, marker pens
number in numerals up to 10 000 in 10 000 in
numerals of and words of numerals and numerals and Use of Materials:
whole numbers whole words on their words.
up to 10 000. numbers up own. PdP activities:
to 10 000. (i) Think - Pair - Share
 To read the Example:
number in Think - Pair – Share
words for  In pairs, pupils write a whole number in
whole numbers numerals up to 10 000 simultaneously.
up to 10 000.  Ask their shoulder partner to write the
respective numerals in words.
 Repeat the activity by writing any number in
words and ask the shoulder partner to give
the answer in numerals.
 Check the answers with teacher’s guidance. (
Duration determined by teacher)

Activity 2 Write whole Write numbers Write whole Grass Skirt:

Level 1 numbers up in word and numbers up to  Paper strips that consist of questions are
Level 2 to 10 000 in numerals 10 000 in arranged according to the levels of difficulty.
Level 3 numeral and based on pupil’ numerals and  Question strips will be prepared according to
words. level of words. the number of groups.
achievement  4 questions will be prepared and labelled
within a time according to the levels.
frame.  On every strip, there are 2 questions which
require the pupil to write the number in
numerals and in words

Activity Procedures:
 Pupils are numbered in groups ( example;
1,2,3,4 from lower level of performance to
higher level of performance).
 Pupil 1 will tear one strip and write the answer
on the mini whiteboard. Pupil will then show
the answer to teacher for verification.
 If the pupil answers correctly, pupil 2 will tear
strip 2, answer the question and show it to the
teacher. For incorrect answers, the pupil
needs to return to the group to seek help from
teammates and later show the answer to
teacher. Repeat the steps until the pupil gets
it right.
 If the answer is correct, proceed to the next
pupil.
• The activity is repeated until teacher blows the
whistle.

MoLIB Numerasi | Topik 4 66

 iii. PdPBT-n RPH
Subject: Mathematics Class: Year 3 Date: 22 February2022 Time: 30 minutes
Learning Area: Topic: Content Standard:
Numbers dan Operations. 1.0 Whole Numbers up to 10 000 1.2 Write Numbers
Learning Standard: 1.2.1 Write Numbers in Numerals and Words.
Pupil Prior Knowledge:
 Say round numbers in word up to 10 000. pupil Readiness
 Read round numbers in word up to 10 000

Learning Objective: By the end of the lesson, pupil are able to; DIFFERENTIATED
write whole numbers in numerals and words up to 10 000 correctly. CONTENT
Success Criteria: pupils are able to;
(1) Identify place value of a number up to 10 000. DIFFERENTIATED
(2) Write whole numbes up to 10 000 in numerals. PROCESS &
(3) Write whole numbers up to 10 000 in words. PRODUCT

Teaching Aids/Learning Aids: Mini Whiteboard, marker pen, placemat/combomat , Activity sheets.
Activitiy Remark
Pre Lesson Popcorn
Bodily-Kinaesthetics
(5 minutes) 1) Pupils write number that teacher calls out on mini
Spatial
whiteboard.
Logical-Mathematics
2) Pupils raise the mini whiteboard when teacher
calls out popcorn. (Assessment strategies :
Observation and written)
Development 1) pupils choose which task to complete.
pupil Readiness
Activity 1 (20 2) pupils can complete 1,2 or all tasks based on their
minute) abilities within a time given
3) Teacher guides the pupil throughout the activiy.
Level 1: Activities incorporate
3 levels and taken
9 026 6 578 3 400 10 000 1 702 into the consideration
of pupil readiness,
i) Choose the correct numeral for the number words interests and learning
below: profile
Word Numeral
One Thousand Seven Hundred and
Two Bodily-Kinaesthetics
Spatial
Three Thousand and Four Hundred
Logical-Mathematics
Nine Thousand and Twenty Six
Ten Thousand pupil Interest /learning
Six Thousand Five Hundred Seventy Eight profile/learning
ii) Choose the correct word for the numerals below: environment

DIFFERENTIATED
Five Thousand Three Hundred and Twenty Seven. PROCESS
Nine Thousand Nine Hundred and Nine
Four Thousand and Sixty Eight
AND PRODUCT
Nine Thousand and Ninty Nine. Five Thousand One
Hundred and Six

a) 9099 = _______________________________
b) 5327 = _______________________________
c) 5106 = _______________________________
d) 9909 = _______________________________
e) 4608 = _______________________________
(Assessment strategies : Observation and written)

Placemat Consensus (Combo Mat)

 In groups of four, pupils write (pupils are numbered
1, 2, 3 and 4)
(i) 3 digit numbers (ii) 4 digit numbers
given by the teacher on the respective spaces in
numerals and words on the placemat.
 pupils check the written answers and choose the
right answer for their group answer and write it in
the middle.

MoLIB Numerasi | Topik 4 67

iii. PdPBT-n RPH
Activity Remark
Development
Activity 1 1 DIFFERENTIATED
(20 minutes) 2 CONTENT

Consensus Bodily-Kinaesthetics
Spatial
Logical-Mathematics
4 3
Placemat/combomat pupil Readiness

Level 3 Activities incorporate

3 levels and taken
Think - Pair – Share into the consideration
 In pairs, pupil write any round numerals up to 10 000 of pupil Readiness,
simultaneously. Interests and
 Shoulder partner writes that number in words. Learning Profile
 Repeat the activity by writing the number in words and
ask the shoulder partner to give the answer in
numerals. Check Answers. Bodily-Kinaesthetics
Spatial
(Assessment Method : Observation dan Writen) Logical-Mathematics

Grass skirt:
 Paper strips with questions are arranged according to
the levels of difficulty.
 Question strips will be prepared based on the number
of groups.
 4 questions will be prepared and labelled according to
the levels. pupil Interest, Learning
 Every strip consists of 2 questions which are to be Profile and Learning
written in numerals and in words. Environment

Activity Procedures:

 pupils are numbered in groups ( example; 1,2,3,4

DIFFERENTIATED
from lower level of performance to higher level of PROCESS/ PRODUCT
performance).
 Pupil 1 will tear one strip and write the answer on the
mini whiteboard, and later show the answer to teacher
for verification. If the pupil answers correctly, pupil 2
will tear strip 2. If the answer is incorrect, the pupil Bodily-Kinaesthetics
can seek help from his teammtes. The activity repeats Spatial
itself till the pupil gets the correct answers. Logical-Mathematics
• The activity repeats until the teacher blows the whistle.
(Assessment Method : Observation dan Writen)

MoLIB Numerasi | Topik 4 68

 iii. PdPBT-n RPH
Reinforcement Find The Fib
(10 minit)  Pupils need to identify error in words based on the
number given.
 Pupils need to rewrite the words correctly.
Example: Logical-
Put a tick () on the correct words and a () for the words Mathematics
that consist errors based on the number given. Then,
rewrite it with correct words.

......................................................................................... DIFFENTIATED
9040 Ninety Four Thousand and Forty
PRODUCT
.

..................Seven
7249 Thousand Two Hundred and
Forty Nine

...................................................................
1101 Eleven Thousand One Hundred and
one
.........................................................................................

6853 Six Hundred Eight Thousand and

Fifty Three
.........................................................................................
(Assessment Methods : Observation dan Writen)

Closure Exit Ticket & Parking Lot

(5 minit) pupils write what they had learnt today on a sticky note,
then paste it on the parking lot given.

Reflection Today’s PdP went well. I am very/Based on my assessment ........../........pupils are able to
(Strength, master the skills . Only ...........pupils who have not .......................... Follow-up actions to
Weaknesses & be taken ..........................................
Improvement)

iv. Pupil Task

Reinforcement and Enrichment Activity ENRICHMENT

Social and Physical

Appraoch Teaching Strategy Delivery Strategy
Environment
 pupils explain how round numbers until 10 000 Cooperative Learning Based on pupil Individual works but
can be used in daily situations. Structured groups readiness in group.
Example:
Car number plate, house number, number of pupil in
class. number of residents in a housing estate and so
on.
• pupils identify differentiated method and say
aloud those numbers related to the daily
situation.
Example:
(i) The car plate number is 4664 read as Four Six
Six Four.
(ii) Number of residents in a housing estate are 1203
read as one thousand two hundred and three.

MoLIB Numerasi | Topik 4 69

 Topic : 1.0 Round Numbers up to 10 000
LS : 1.2.1 Write Numbers in numerals and in words.

WorkSheet TASK 1

Name: ________________________________

Class : ________________________________

1) Write the following numbers in words.

Number Word
1 207
3 040
6 591
8 808
9 001

WorkSheet TASK 2

Write the following words in numbers.

One Thousand Three Hundred and

Twenty Five

Four Thousand Six Hundred and

Four

Seven Thousand One Hundred

Fifty Thousand and Sixty Eight

Eight Thousand and Twenty

Nine Thousand One Hundred and

Sixteen

MoLIB Numerasi | Topik 4 70

 EXAMPLE Identify the proper factions as part of one
YEAR 3 |3.1.1 –
5
whole.

Production of RPH and Pupil Task based on PdPBT-n Framework

i. DSKP

MoLIB Numerasi | Topik 4 71

ii. PdPBT-n Framework & Materials
Year :3
Learning Area : Number and Operations
Topic : 3.0 Fractions, Decimals and Percentages
Content Standard : 3.1 Fractions
Learning Standard : 3.1.1 Identify the proper fractions as part of one whole

DIFFERENTIATED LEARNING SUGGESTED DELIVERY

LEVEL
CONTENT PROCCESS PRODUCT
1 State a proper Count the numbers of State and write the Materials:
Prior fraction that the a group of objects. number of objects ‘Realia’, fractional
knowledge: value of no. above from a group in terms diagrams, scan cards,
pupils can is smaller and the State the value of a of proper fractions mini whiteboards
recognize the value of no below number and relate it Example;
physical is larger. to the number above 3 out of 4 Use of Materials:
differences of and the number Called the Three – Guide pupil to count an
an object such 3 𝑎𝑏𝑜𝑣𝑒 − 𝑠𝑚𝑎𝑙𝑙𝑒𝑟 𝑛𝑜 below. quarters object such as color
as color 4 𝑏𝑒𝑙𝑜𝑤 − 𝑙𝑎𝑟𝑔𝑒 𝑛𝑜 compare to the total
Example: Written as; number of objects.
Multiple 3 out of 4 is three 3 𝑛𝑜 𝑎𝑏𝑜𝑣𝑒 − 𝑠𝑚𝑎𝑙𝑙 PdP Activity:
Intelligences: quarters 4 𝑛𝑜 𝑏𝑒𝑙𝑜𝑤 − 𝑙𝑎𝑟𝑔𝑒 Carry out the activity of
Spatial The value of the no stating some proper
The name of the
Logical- above is smaller and fractions of a group.
fraction;
Mathematicis the no below is
Proper Fractions
Bodily- larger.
Kinaesthetic

2 State a proper State the fractions Name and write the Materials:
Prior fraction, value of from a group of number of objects ‘Realia’, fractional
knowledge: where the number objects. from a group in diagrams, scan cards,
pupils can state smaller (numerator) proper fractions mini whiteboards
State the value of
the physical and the value of Example;
proper fractions
differences of the number below 3 out of 5 Use of Materials:
and relate them to the
an object such is larger Guide pupil to count an
number above Read as;
as color (denominator). object such as color in
numerator and the 3 over 5 comparison to the total
3 𝑎𝑏𝑜𝑣𝑒: 𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟 number below
Multiple number of objects.
denominator. Written as;
Intelligences: 3 𝑏𝑒𝑙𝑜𝑤: 𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟 3 𝑎𝑏𝑜𝑣𝑒: 𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟 PdP Activity:
Spatial Example: Carry out the activity
Logical- 3 out of 5 is three 5 𝑏𝑒𝑙𝑜𝑤: 𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟 stating various proper
Mathematics over five. The value of fractions from a group
Bodily- the numerator is Name of the fractions;
Kinaesthetic smaller than the value Proper fractions
of the denominator.

3 State the proper State the fractions Say out loud and Materials:
Prior fraction that the no from a group of write the number of ‘Realia’, fractional
knowledge: above is the objects. objects from a group diagrams, scan cards,
pupils can numerator and the in proper fractions mini whiteboards
State the value of
recognize the no below is the Example;
proper fractions
differences of denominator. 3 out of 8 Use of Materials:
more than two Example: pupil say out loud a
physical 3 𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟 3 out of 8 is three Called as; proper fraction according
properties of an over eighth. 3 is the 3 over 8 to the group of objects.
object such as
8 𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟 numerator and 8 is
Written as;
4 different the denominator. 3 𝑎𝑏𝑜𝑣𝑒: 𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟 PdP Activities:
colors Carry out the activity
Multiple 8 𝑏𝑒𝑙𝑜𝑤: 𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟 stating various proper
Intelligences: fractions from a group
Spatial Name of the fractions;
Logical- Proper fractions
Mathematics
Bodily-
Kinaesthetic

MoLIB Numerasi | Topik 4 72

 iii. Designing PdPBT-n RPH
Subject: Mathematics Class: 3 Anugerah Date: 2 May 2022 Time: 9.00 – 10.00am
Learning Area: Number and Operations Topic: 3.0 Fractions, Content Standard: 3.1 Fractions
Decimals and Percentages
Learning Standard: 3.1.1 Identify the proper fractions as part of one whole
Pupils' Prior Knowledge: pupil Readiness,
A1) pupils can recognise the physical differences of an object such as 2 different colors. Interest and
A2) pupils can state the physical differences of an object such as 2 different colors. Learning Profile
A3) pupils can recognize the differences of more than two physical properties of an object such as 4 different colors.
Learning Objective: At the end of PdP pupils are able to; DIFFERENTIATED
1) State the proper fractions as part of one whole correctly PRODUCT/PROCESS
2) Write proper fractions accurately. /PRODUCT

Success Criteria: pupil are able to;

DIFFERENTIATED
1) Count the number of an object and the total number of objects. PRODUCT/PROCESS
2) Express the number of an object out of the whole in terms of proper fractions. /PRODUCT
3) Write proper fractions
Teaching Aids/Learning Aids: Realia (pupil bags, water bottles, lollipops, pencils etc), number cards, mini whiteboards, fraction
diagrams and A4 paper.
Activity Remark
- Collect pupils’ blue and pink water bottles and bags : Different group levels
- pupils count the total number of water bottles and bags collected and Techniques
Pre Lesson the number of water bottles and bags by color (blue and pink). Various Questioning
- pupils give answers through "stand and share" activities. pupil Readiness/
(5 minutes) Techniques
(Assessment - Observation and Verbal) Interest

- pupils choose 1 of the 3 tasks given (group activity);

Development: (A1) Count the proper fractions as part of one whole
DIFFERENTIATED
Activity 1 State the colours of the lollipops. PROCESS
(15 minutes) What is the total number of lollipops?
What is the number of yellow lollipops?
pupil Interest, Learning
State the value of the fraction and relate it to the number above and the Profile, Learning
number below. Environment
Example:
3 out of 4 lollipops are yellow.
Called as: 3 out of 4 is three -quarters.
Write a proper fraction that the value of the no above is smaller and the
no below is larger.
3 𝑎𝑏𝑜𝑣𝑒 − 𝑛𝑜 𝑠𝑚𝑎𝑙𝑙𝑒𝑟
4 𝑏𝑒𝑙𝑜𝑤 − 𝑛𝑜 𝑙𝑎𝑟𝑔𝑒𝑟
(A2) Say out loudthe proper fractions as part of one whole
. Say out loud the colors of the lollipops..
What is the total number of lollipops?
What is the number of yellow lollipops?

State the value of a number and related to the number above is the
numerator and the number below is the denominator.
Example: Example: 3 out of 5 lollipops are yellow.
Called as: 3 out of 5 is three over five
Write a proper fraction that the value of the numerator is smaller than the
value of the denominator.
3 𝑎𝑏𝑜𝑣𝑒: 𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟
5 𝑏𝑒𝑙𝑜𝑤: 𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟
(A3) State the proper fractions as part of one whole
What is the total number of lollipops?
State the colors of the lollipops.
What is the number of yellow lollipops?

State the value of a proper fraction.

Example: 3 out of 8 lollipops are yellow
Called as: 3 out of 8 is three over eight
Write a proper fraction where 3 is the numerator and 8 is the
denominator.
3 𝑎𝑏𝑜𝑣𝑒: 𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟
8 𝑏𝑒𝑙𝑜𝑤: 𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟

- “Pop Corn” activity - each group writes the answer on a mini whiteboard.
(Assessment - Observation, Oral & Written)

MoLIB Numerasi | Topik 4 73

 iii. DESIGNING PdPBT-n RPH
Activity Notes
Activity 2 Each pupil selects the task from the worksheet provided : Worksheet
(10 minutes)
A1) Match the objects in pictures with fractional values in words and DIFFERENTIATED
PROCESS, PRODUCT
numbers.

A2) Write proper fractions in words and numerals based on pictures given. pupil READINESS/
INTEREST/
A3) Solve various problems of proper fractions as part of a whole. LEARNING PROFILE

- Pupils discuss answers in their respective groups.

(Assessment – Observation, Oral & Writing)

Activity 3 - In group, pupils collect objects of the same type, inside or outside of the
(15 minutes) classroom. Pupils create a proper fractional question that match the object.

- Implementing activity “One stay three stray”.

Assessment Items DIFFERENTIATED

PROCESS,
a) How many pencils are there? PRODUCT
b) What colors are the pencils?
c) How many blue pencils are there? pupil READINESS/
d) We say it as......... per............ INTEREST/
e) Write the proper fraction. LEARNING PROFILE

Collected objects Top: Is it a numerator/denominator?

Bottom: Is it a numerator/denominator?
(Assessment – Observation, Oral & Writing)
Reinforcement - Activity pairing. Each pupil is given a piece of A4 paper. Pupil A gets a
Activity piece of blue A4 paper and Pupil B gets a piece of green A4 paper.
(10 minutes)
- Pupil A folds the paper into 4 parts. Pupil B, in turn, folds the paper into 8
pupil READINESS/
parts. The folding technique is demonstrated by the teacher. INTEREST/
LEARNING PROFILE
- Pupils discuss how many quarters and eighth parts they need to shade to
get the same fractional value. DIFFERENTIATED
PROCESS,
PRODUCT
(Assessment – Observation & Oral)
Closure Cognitive closure– a video screening of the pizza cut. Questioning Techniques
(5 minutes) Question and answer session is conducted based on proper fractions.
DIFFERENTIATED
PRODUCT
Social closure - teacher congratulates the pupils for being able to carry out
the activities well.
(Pentaksiran – Pemerhatian & Lisan)
Enrichment For your project work, you are required to design a scrapbook entitled Project Work
“Fractions in Birthday Party" based on your creativity. That is, take whatever
DIFFERENTIATED
object can be related to the fraction. You can use any objects that are related PROCESS,
to fractions. PRODUCT

The scrapbook needs to have at least 3 objects showing fractions such as pupil READINESS/
slices of equal portion cakes, colours of balloons, brown colours, number of INTEREST/
glasses of cordial and syrup etc. LEARNING PROFILE

(Assessment – Observation, Oral & Writing)

Reflection PdP today went well. I am very / Based On my assessment,.........................................
(Strengths, ……...../…....….. pupils are able to master the skills ……………………....................................................
Weaknesses & Only............ pupils who have not ……………………................................................................................
Improvements) Follow-up actions to be taken…………………………................................................................................

MoLIB Numerasi | Topik 4 74

 Reinforcement and Enrichment Activities Reinforcement

• SUGGESTED REINFORCEMENT ACTIVITY

Reinforcement

- Activity pairing. Each pupil is given a piece of A4 paper, Pupil A will get blue A4 paper
and Pupil B will get green A4 paper.

- Pupil A folds the paper into 4 parts. Pupil B, in turn, folds the paper into 8 parts. The
folding technique is demonstrated by the teacher.

- Pupils discuss how many quarters and eighth parts they need to shade to get the same
fractional value.

Reinforcement and Enrichment Activity ENRICHMENT

• SUGGESTED OF ENRICHMENT ACTIVITY:

• For your project work, you are required to design a scrapbook entitled “Fractions in
Birthday Party" based on your creativity. That is, take whatever object can be related
to the fraction. You can use any objects that are related to fractions.

• The scrapbook needs to have at least 3 objects showing fractions such as slices of
equal portion cakes, colours of balloons, brown colours, number of glasses of cordial
and syrup etc.

4 out of 10 chocolates in
orange

4
𝑓𝑜𝑢𝑟 − 𝑡𝑒𝑛𝑡ℎ
10
Four out of tenth
3 out of 9 cup cakes in 2 out of 7 balloons in
green colour yellow

3 2
three out of nine two out of seven/
9 7
three over nine two over seven
Three-ninth two-seventh

MoLIB Numerasi | Topik 4 75

iv. PUPIL TASK PdPBT-n

Group Worksheet- 3 Levels Level 1

Worksheet
A1

Content Standard: 3.1 Fractions Name:...............................................

Learning Standard: 3.1.1 Identify Proper Fractions
as part of one whole. Class:...............................................

Match the given picture card with the fractional value in the form of numerals and words.

Green color shape

Four out of seven Two-thirds A half

2 1 1 3 4 4
3 4 2 5 7 8

A quarter Three-fifths Four-eighths

White Fish Blue Glasses Red Shapes

MoLIB Numerasi | Topik 4 76

 Group Worksheet - 3 Levels Level 2

Worksheet
A2

Content Standard: 3.1 Fractions Name:...............................................

Learning Standard: 3.1.1 Identify Proper Fractions
as part of one whole. Class:...............................................

Write fractions of shaded pictures in the form of numerals and words.

Yellow pencils out of all pencils

_____ out of _______________ =

Blue umbrellas out of all umbrellas

_____ out of________________ =

Football out of all balls

_____ out of ______________ =

Lorry out of all vehicles

_____ out of _____________ =

Red triangles out of all triangles

_____ out of _______________ =

MoLIB Numerasi | Topik 4 77

 Group Worksheet - 3 Levels Level 3

Worksheet
A3

Content Standard: 3.1 Fractions Name:...............................................

Learning Standard: 3.1.1 Identify Proper Fractions
as part of one whole. Class:...............................................

Write down the proper fractions in words and numbers, the numerator and denominator value of the following
pictures.

Slices of watermelon that are missing:

Read as = .............................................

Proper fraction =
Green Balloons:
Numerator =...........,
Read as = .............................................
Denominator = .........
Proper fraction =

Numerator =...........,

Denominator = .........

Roosters:

Read as = .............................................
Coloured Triangles:
Proper fraction =
Read as = .............................................
Numerator =...........,
Proper fraction =
Denominator = .........
Numerator =...........,

Denominator = .........

Number of Blue Pencils:

Read as = .............................................

Proper fraction =

Numerator =...........,

Denominator = .........
MoLIB Numerasi | Topik 4 78
 Solve the number sentences involving addition
Example YEAR 3 |4.1.1 – of two values of money and the summing up to
No. 6 RM10 000.

Production of Materials, RPH Writing and Pupil Task Based on

PdPBT-n Framework

i. DSKP

MoLIB Numerasi | Topik 4 79

ii. PdPBT-n Framework & Materials
Year :3
Learning Area : Numbers And Operations
Topic : 4.0 Money
Content Standard : 4.1 Addition of money
Learning Standard : 4.1.1 Solve the number sentences involving addition of two values of money and the summing
up to RM10 000.
DIFFERENTIATED LEARNING SUGGESTED DELIVERY
LEVEL
CONTENT PROCESS PRODUCT
1 Solve the Solve the Pupils solve the Materials:
Prior number number number Medium-sized square Mathematics
Knowledge: sentences sentences sentences exercise book / graph paper and
Add two involving addition involving involving addition grid/ mini whiteboard with graph and
values of of two values of addition of two values of grid/ ICT -assisted teaching.
money within money without of two values of money without
the sum of coins and the money without coins using the Use of Materials:
RM100 without summing up to coins using the standard form Guide pupils to solve number
coins RM10 000 standard form method sentences involving two values ​of
method and the summing money according to the value of the
Multiple and the up to place without coins using a medium
Intelligences: summing up to RM10 000 square-sized mathematics exercise
Logical- RM10 000 book.
Mathematical
Bodily- RM6 235 + RM2 413 = PdP Activities:
Kinaesthetic Pupils are guided to solve number
thousands

Spatial hundreds sentences by adding two values ​of

ones
tens
Money
Symbol money using the standard form
Value
method.
PROCESS
RM 6 2 3 5 Emphasis during solution process:
+
RM 2 4 1 3 • Place value position for each
PRODUCT number.
RM 8 6 4 8 • Plus symbol
• Writing RM

2 Solve the Solve the Pupils solve the Materials:

Prior number number number Medium-sized square Mathematics
Knowledges: sentences sentences sentences exercise book / graph paper and
Add two involving addition involving involving addition grid/ mini whiteboard with graph and
values of of two values of addition of two values of grid/ ICT -assisted teaching.
money within money without of two values of money without
the sum of and with coins money without and with coins
RM100 without and the summing and with coins using the
and with coins up to RM10 000 using the standard form
standard form method and the
method and the summing up to
Multiple summing up to RM10 000
Intelligences: RM10 000
Logical-
Mathematical RM1758 + RM5230 = How to use the Material:
thousands

hundreds

Bodily- Pupils are given chances to solve

ones

Money
tens

Kinaesthetic Symbol number sentences involving two

Interpersonal Value values ​of money according to the
Spatial value of the place without and with
PROCESS RM 1 7 5 8 coins using a medium square-sized
+ mathematics exercise book.
RM 5 2 3 0
PRODUCT
RM 6 9 8 8 PdP Activities:
Pupils show the steps to solve
number sentences by adding two
RM6 235 .15 + RM2 413. 70 = values ​of money using the standard
thousands

hundreds

form method or other method.

Cents
ones

Money
tens

Symbol .
Value Emphasis during solution process:
PROCESS • Place value position for each
RM 1 7 5 8 . 1 5 number.
+
RM 5 2 3 0 . 7 0 • Decimals place value
• Plus symbol
PRODUCT RM 6 9 8 8 . 8 5 • Writing RM

MoLIB Numerasi | Topik 4 80

ii. PdPBT-n Framework and Materials
Year :3
Learning Area : Numbers And Operations
Topic : 4.0 Money
Content Standard : 4.1 Addition of money
Learning Standard : 4.1.1 Solve the number sentences involving addition of two values of money and the summing
up to RM10 000.

DIFFERENTIATED LEARNING SUGGESTED DELIVERY

LEVEL
CONTENT PROCESS PRODUCT
3 Solve the Solve the Pupils solve the Materials:
Prior number number number Medium-sized square Mathematics
Knowledge: sentences sentences sentences exercise book / graph paper and
Add two involving addition involving involving addition grid/ mini whiteboard with graph and
values of of two values of addition of two values of grid/ ICT -assisted teaching.
money within money with of two values of money with
the sum of combinations of money with combinations of
RM100 with coins and notes combinations of coins and notes
combination of and the summing coins and notes by using standard
coins and up to by using form method and
notes RM10 000 standard form the summing up
method and the to RM10 000
summing up to
RM10 000
Multiple Use of Materials:
Intelligences: RM6 235.15 + RM1758 = Pupils solve number sentences
Logical- involving two values ​of money
thousands
hundreds

Cents
Mathematical according to the value of the place
ones
Money
tens

Bodily- Symbol . with combination of coins and notes

PROCESS Value
Kinaesthetic using other method besides the
Interpersonal standard form method
Spatial RM 6 2 3 5 . 1 5
+
RM 1 7 5 8 . 0 0 Activity PdP:
PRODUCT RM 7 9 9 3 . 9 5 Pupils show the steps to solve
number sentences by adding two
values ​of money with the
combination of notes and coins
RM2304 + RM5867.05= using the standard form method or
other method.
thousands
hundreds

Cents
ones

Money
tens

Symbol . Emphasis during solution process:

PROCESS Value
• Place value position for each
number.
RM 2 3 0 4 . 0 0 • Decimals position
+ • Write 00 on money value without
RM 5 8 6 7 . 0 5
cents
PRODUCT RM 8 1 7 1 . 0 5
• Plus symbol
• Writing RM

MoLIB Numerasi | Topik 4 81

 iii. DESIGNING PdPBT-n RPH
Subject: Mathematics Class: 3 UKM Date: 2 May 2022 Time: 9.00 – 10.00 AM
Learning area: Number and Operation Topic: 4.0 Money Content Standard: 4.1 Addition of Money
Learning Standard: 4.1.1 Solve the number sentences involving addition of two values of money and the summing
up to RM10 000.
Pupils’ prior knowledge : Different processes PUPIL READINESS/
A1) Pupils are able to add two values of money up to RM100 without coins. PUPIL INTEREST/
LEARNING PROFILE
A2) Pupils are able to add two values of money up to RM100 without coins and with coins
A3) Pupils are able to add two values of money up to RM100 combine notes and coins DIFFERENTIATED
Learning objective: Pupils’ are able to: PROCESS,
1) Solve the number sentences involving addition of two values of money and the summing DIFFERENTIATED
PRODUCT
up to RM10 000 with accuracy.
Pupils’ are able to: DIFFERENTIATED
1) Adding involves two values ​of money without coins. PROCESS,
DIFFERENTIATED
2) Adding involves two values ​of money without and with coins. PRODUCT
3) Adding involves two combined monetary values ​of banknotes and coins.
Teaching Aids/ Learning Aids:
mathematic box size/ excersise book/ graph paper and grid/ mini whiteboard with graph and grid/ ICT - assisted teaching

Activity Remark

Set Induction Show me • Different - level of

(5 minutes) 1. Pupils look at the display adding two values ​of money shown. Pupils
2. Pupils answer the questions asked. • pupil Readiness
3. Pupils add up the value of money on their respective mini whiteboards. • Pupils Ability
4. Pupils raise the traffic light sign when finished. • Various Techniques
5. Pupils show the answers on their respective mini-whiteboards.
6. Two pupils voluntarily share a method of getting answers.
pupil READINESS/
pupil INTEREST
RM 5 0

+ RM 3 7

RM 8 7
(Assessment - Observation, Oral & Written)
Development Showdown Three activities are
(20 minutes) Pupils complete any of the tasks available. They can select one, two or all provided according to
tasks according to their respective capabilities according to their respective pupils level groups.
levels in the time given.
pupil READINESS/
Solve the number sentences involving addition of two values of money up to pupil INTEREST
RM10 000 : LEARNING PROFILE
(A1) Without coins using the standard form method
DIFFERENTIATED
• Pupils are given an addition math sentence involving two values ​of PROCESS,
money without coins. DIFFERENTIATED
PRODUCT
• Pupils are guided to solve number sentences adding two values ​of
money without coins using the usual form method. Three different activities in
• Pupils add according to the position of the place value of each solving addition of
number. mathematics sentences
• Pupils write the plus symbol and RM. involve two values ​of
money up to RM10 000
(A2) Without and with coins money using the standard form method
A1: Without coins use
• Pupils are given two additional number sentences:
standard form mathod with
1. mathematical sentence adds two values ​of money without coin.
teacher guidance.
2. mathematical sentence adds two values ​of money with coin.
• Pupils demonstrate the steps of solving a mathematical sentence A2: Without and with coins
adding two values ​of money without and with coins using the standard demonstrate the
form method. computation steps by
• Pupils add according to the place value of each number. standard form method.
• Pupils add according to the position of the coin decimal point.
• Pupils write the plus symbol and RM.

MoLIB Numerasi | Topic 4 74

 iii. DESIGNING PdPBT-n RPH
Activity Notes
(A3) Combination of notes and coins using the standard form method
A3: Combination notes and
• Pupils are given two addition mathematic sentences involving two coins with computational
combined notes and coins. steps coins using the
• Pupils demonstrate the steps of solving a mathematical sentence standard form method.
adding two values ​of a combination of notes and coins using the
standard form method.
• Pupils add by positioning the place value of each number.
• Pupils add by following the position of the decimal coin point
• Pupils write the plus symbol and RM.

(Assessment - Observation, Oral & Written)

Activity 2 SAME-DIFFERENT
pupil READINESS
(15 minutes) • Pupils are given the option of selecting an assignment from the offered
math sentence cards.
• Each pupil chooses one math sentence card to top up the money DIFFERENTIATED
provided. PROCESS,
DIFFERENTIATED
• Pupils complete mathematic sentence adding two selected money PRODUCT
values ​on their mini whiteboards respective.
• Pupils check each other's answers in pairs, looking for similarities and
discrepancies. DIFFERENTIATED
A1: Solving addition math sentences involves two values ​of money without PROCESS,
DIFFERENTIATED
coins using the standard form method add up to RM10 000. PRODUCT
A2: Solving addition mathematic sentences involves two values ​of money
without and with coins using the standard form method and add up to
RM10 000.
A3: Solving addition mathematic sentences involves two values ​of money
combination of notes and coins money using the standard form
method and add up to RM10 000.
(Assessment - Observation, Oral & Written)
• Pupils choose two picture cards of objects with price values. Ticket
Reinforcement • Pupils write a mathematical sentence adding value to the price of Draw and write on stiky
(15 minutes) objects in two pictures. pupil show the steps to complete the sentence Exit note
mathematics adds value to the price of two pictures of the object using
standard form method.
• (Assessment - Observation, Oral & Written)
DIFFERENTIATED
TERBEZA PROSES,
Cognitive closure - summaries from Pupils.
PROCESS,
TERBEZA PRODUK
Closer Social closure - the teacher congratulates the Pupils for being able to carry DIFFERENTIATED
(5 minutes) out today’s activities very well. PRODUCT

Create playing cards:

Pupils READNESS
Enrichment • Pupils make half A4 size cards according to their creativity. PROFILE
• Pupils choose two pictures with the price that can be taken from the
brochure of goods worth RM5000 and below. pupil READINESS/
pupil INTEREST/
• Stick it on the card produced earlier. pupil LEARNING
• Then, prepare an addition mathematic sentence involving two values ​of
money and the sum of up to RM10 000. DIFFERENTIATED
• On the back of the cards are shown the solution steps and answers. PROCESS,
DIFFERENTIATED
• The card can be used as a scan card for a question and answer session PRODUCT
with a friend.
Reflection Today’s PdP today wen. Based on my assessment ............................................ .. .................
(Strengths, …… ...../… ....… ..pupils are able to master the skills …………… ..................... .... ........................
Weaknesses & Only ………… pupils who have not …………… ................................. .... ........................................
Improvements) Follow -up actions to be taken ……………………… ................................. ... .............................................

MoLIB Numeracy | Topic 4 75

 Reinforcement and Enrichment Activity ENRICHMENT

• SUGGESTION ENRICHMENT ACTIVITY

Enrichment
1. Pupil choose TWO picture cards of objects with price values.

2. Pupil write a sentence adding value to the price of the two pictures of the object.

3. Pupil show the steps of solving a mathematical sentence adding the value of the price of two
mathematical pictures of the object using the usual form method.

RM2 000 RM3 499.90 RM4 320.05 RM1 050

RM5 785 RM3 600.50 RM2 400 RM1 785.70

RM2 121 RM3 071.65 RM2 423.10 RM1 325

MoLIB Numeracy | Topic 4 76

 Reinforcement and Enrichment Activity REINFORCEMENT

• SUGGESTED REINFORCEMENT ACTIVITY

Enrichment

They create playing cards:

• Pupils make half A4 size cards according to their creativity.
• Pupils choose two pictures with the price that can be taken from the brochure of goods worth
RM5000 and below.
• Cut and paste on the card produced earlier.
• Then, prepare an addition math sentence involving two values ​of money and the sum of up to
RM10 000.
• On the back of the card is shown the solution steps and answers.
• The card can be used as reference for a question and answer session with a friend.

Example of brochures goods.

Choose 2 goods.
Cut and paste on card.

Aktiviti Pengukuhan dan Pengayaan PENGAYAAN

• CADANGAN AKTIVITI PENGAYAAN

Front of the card Back of the card

Lina moved to a new house in Johor. She Answer:
bought a refrigerator and a television.
How much did Lina have to pay? RM1 399 + RM2 490 =
hundretds
thousends
symbol

Money
value

cents
ones
tens

RM 1 3 9 9 . 0 0
+
RM 2 4 9 0 . 0 0
RM 3 8 8 9 . 0 0

MoLIB Numeracy | Topic 4 77

iv. PUPIL PdPBT-n TASK

Group worksheet - 3 levels LEVEL 1

Worksheet – Activity 1
A1

Content standard: 4.1 Addition of Money. Name:...............................................

Learning standard : 4.1.1 Solve the number sentences involving. Class :...............................................
addition of two values of money and the summing up to RM10 000.

Complete and solve the following number sentences in the space provided.

thousands

hundreds
symbol

Money

ones
value

tens
RM6 235 + RM2 413 = RM 6 2 3 5
+
RM 2 4 1 3

RM

thousands

hundreds
symbol

Money

ones
value

tens
RM3 112 + RM5 671 = RM 3 1 1 2
+
RM

RM
hundreds
thousand
symbol

Money

ones
value

tens
s

RM5 324 + RM4 652 = +

RM
RM 4 6 5 2
RM
thousands

hundreds
symbol

Money

ones
value

tens

RM2 733 + RM6 222 = RM 2 7 3 3

+
RM

RM
thousands

hundreds
symbol

Money

ones
value

tens

RM8 567 + RM1 232 = RM

+
RM 1 2 3 2
RM

MoLIB Numeracy | Topic 4 78

iv. PUPIL PdPBT-n TASK

Group worksheet - 3 Levels LEVEL 2

Worksheet – Activity 1
A2

Content Standard: 4.1 Addition of money. Name:...............................................

Learning Standard : 4.1.1 Solve the number sentences involving Class :...............................................
addition of two values of money and the summing up to RM10 000.

Complete and solve the following number sentences in space provided.

thousands

hundreds
symbol

Money

ones
value

tens
RM5 326 + RM3 142 = RM 5 3 2 6
+
RM 3 1 4 2
RM

thousands

hundreds
symbol

Money

ones
value

cents
tens
RM3 211.75 + RM6 751.24 = RM 3 2 1 1 . 7 5
+
RM .
RM .
thousands

hundreds
symbol

Money

ones
value

tens

RM4 235 + RM2 564 = RM

+
RM 2 5 6 4
RM
thousands

hundreds
symbol

cents
Money
value

ones
tens

RM7 323.05 + RM2 622.10 = RM .

+
RM .
RM .
thousands

hundreds
symbol

Money

ones
value

tens

RM6 785 + RM2 212 = RM

+
RM

RM

MoLIB Numeracy | Topic 4 79

iv. PUPIL PdPBT- n TASK

Group worksheet - 3 Levels LEVEL 3

Worksheet – Activity 1
A3

Content Standard : 4.1 Addition of money. Name:...............................................

Learning Standard: 4.1.1 Solve the number sentences involving Class :...............................................
addition of two values of money and the summing up to RM10 000.

Complete and solve the following number sentences in space provided.

thousands

hundreds
symbol

symbol
Money
value

ones

cents
tens
RM .
RM6 235.15 + RM1 758 = +
RM .
RM .

thousands

hundreds
symbol

Money

cents
ones
value

tens
.

RM2 304 + RM5 867.05 =

RM .
+
RM .
RM .
thousands

hundreds
symbol

Money

Cents
value

ones
tens

RM5 458 + RM2 344.99 = RM .

+
RM .
RM .
thousands

hundreds
symbol

Money

Cents
value

ones
tens

RM8 713 + RM2 262.10 = RM .

+
RM .
RM .
thousands

hundreds
symbol

Cents
Money

ones
value

tens

RM6 785.55 + RM2 212.55 = RM .

+
RM .
RM .

MoLIB Numeracy | Topic 4 80

iv. PUPIL PdPBT- n TASK
QUESTION CARD - 3 LEVELS

QUESTION CARD – ACTIVITY 2

A1
Solve the following number sentences in standard form.

RM6 000 + RM2 000 =

thousands RM3 500 + RM5 600 =

thousands
hundreds

hundreds
symbol

symbol
Money

Money
ones
value

value
tens

ones
tens
RM RM
+ +
RM RM

RM RM

Question Card – Activity 2

A2

Solve the following number sentences in standard form.

RM2 300 + RM3 400 = RM1 400.90 + RM2 200.05 =

RM6 800 + RM3 100 = RM5 300.70 + RM3 200.10 =

RM2 300 + RM4 500 = RM9 800.20+ RM1 100.30 =

Question Card – Activity 2

A3

Solve the following number sentences in standard form.

RM2 300 + RM3 410.80 = RM1 550 + RM7 235.10 =

RM3 840.05 + RM5 100 = RM6 106.70 + RM3 293 =

RM1 300.65+ RM4 500 = RM7 805.45 + RM1 194 =

MoLIB Numeracy | Topic 4 891

FOOD FOR THOUGHT

▪ List the key elements in focused and differentiated teaching and learning
applied in numeracy?
▪ How does the focused and differentiated teaching and learning of numeracy
have an impact on Mathematical Thought Learning?
▪ Analyze the writing of focused and differentiated teaching and learning of
numeracy template and give your response.
▪ Examine the writing of daily lesson plan and give response.
▪ Examine each Pupils work, reinforcement, enrichment worksheet and
response.

TASK

▪ Guidance incorporates information from the DSKP into examples of focused

and differentiated numeracy teaching and learning materials.

▪ Guidance to transfer the information from focused and differentiated

numeracy teaching and learning templates to daily lesson plans.

▪ List the focused and differentiated elements found in the provided daily
lesson plans.

▪ State examples of pupil group assignments by level.

MoLIB Numeracy | Topic 4 82

References
Tomlinson, C.A. (2000). Differentiation of Instruction in the Elementary Grades.

Carol Ann Tomlinson (2002), How To Differentiate Instruction In Mixed-Ability

Classrooms, 2nd Edition

Kementerian Pendidikan Malaysia. (2016). Dokumen Standard Kurikulum dan

Pentaksiran Matematik, Kurikulum Standard Sekolah Rendah, Tahun 2.
Bahagian Perkembangan Kurikulum: Putrajaya.

Kementerian Pendidikan Malaysia. (2016). Dokumen Standard Kurikulum dan

Pentaksiran Matematik, Kurikulum Standard Sekolah Rendah, Tahun 3.
Bahagian Perkembangan Kurikulum: Putrajaya.

Kementerian Pendidikan Malaysia. (2016). Surat Pekeliling Ikhtisas (SPI),

Bilangan 3,/1999: Penyediaan Rekod Pengajaran dan Pembelajaran,
bertarikh 9 Mac 1999.

Kementerian Pendidikan Malaysia (2018), Standard Kualiti Pendidikan

Malaysia Gelombang Kedua. Jemaah Nazir dan Jaminan Kualiti,
Putrajaya

MoLIB Numeracy | Topic 4 83

4IMPLEMENTING TRAINING OF MASTER TRAINER
TEACHING AND LEARNING OF FOCUSED AND
DIFFERENTIATED TEACHING OF NUMERACY

TOPIC 4
2
HOURS

Implementing of Teaching and Learning of Focused And Differentiates

Teaching of Numeracy

CONTENT ACTIVITY / STRATEGY MATERIAL

4.1 Introduction of
Implementation Teaching and
Learning of Focused and
Differentiates Teaching of
Numeracy
(60 minutes)

∙ Effective teaching interventions • power point

to meet the challenges of • Slide display application
Pupils of different ability levels. Presentation using
PowerPoint
∙ Comply with Standard 4 in the
Second Wave Malaysian • Dragon Ball activity • Standard 4 SKPMg2
Education Quality Standards • Stand & Share activity Instrument
(SKPMg2), Board of
inspectors and Quality • Think-Pair-Share activity • DSKP KSSR
Assurance (JNJK), Ministry of Mathematic(review)
Education Malaysia. • Team Statement activity Year 2
∙ Three elements of focused
and distinct teaching and • Window Pane Activity
learning of numeracy: • Round Robin Activity • DSKP KSSR
• traffic light Mathematic(review)
∙ Different Content Year 3

∙ Different Processes

∙ Different Products

84
MoLIB Numeracy | Topic 4
 4.2. Adapting focused and
differentiated material construction
templates to the Daily Teaching
Plan (RPH)
(180 minutes) • Power Point
• Slide display Application
2. Six examples of Content Presentation using
Standards (SK) for topics in the PowerPoint
Year 2 and Year 3 Mathematics
Curriculum and Assessment • DSKP KSSR
Standards Document (DSKP): Mathematic (review)
Year 2
• Tiered Activities • DSKP KSSR
2.1 Year 2: Recognize the • Choice Board Activities Mathematic (review)
minutes tick mark on the clock • Work station Activities Year 3
face.
• Grass skirt Activities
2.2 Year 2: Measuring length.
2.3 Year 2: Draw basic shapes • Critic RPH Activities
for two -dimensional shapes.
• Constructing
2.4 Year 3: Write numbers in
numbers and words. material PdPBT-n
2.5 Year 3: Identify proper template
fractions as part of a group.
2.6 Year 3: Solve addition math • Parking Lot • Six samples Daily
sentences involving two values Teaching Plan
​of money and the sum of up to
• Pupils task follow
RM 10 000.
the pupil level
(Level low,
Moderate, Height)

MoLIB Numeracy | Topic 4 85

5
PdPBT-n MATERIAL CONSTRUCTION

5.1 Introduction 5
5.2 Element of PdPBT-n Material HOURS
5.3 Differentiated Learning Aspect
5.4 PdPBT-n Material Preparation
5.5. PdPBT-n RPH
5.6 Important aspect in PdPBT-n activities
Objectives
At the end of the session, participants will be able to:
i. produce PdPBT-n material for the topic in Year 2 and Year 3
ii. plan RPH based on example of PdPBT-n materials

5.1 Introduction

Focused and Differentiated Teaching and Learning Approaches to Numeracy

(PdPBT-n) materials refer to the activity planning framework for PdP
Numeracy Year 2 and 3 that integrates the elements of differentiate content,
process, and products. This planning framework is created by utilising the
Pupils' basic information, namely readiness, interest, and learning profile that
is relevant to the content standard (CS) and learning standard (LS).

To achieve the same CS and LS, it is recommended that activities be planned

in three levels: basic, medium, and high. When planning activities, each level
must address the four aspects found in the design of the DSKP Mathematics
curriculum, such as learning area, process, skill, attitude, and value. When
planning activities, each level must consider the four aspects found in the
design of the DSKP Mathematics curriculum, such as learning area, process,
skill, attitude, and value. This is important because pupil with varying levels of
achievement are put together, they can even learn together through
Mathematical Thoughtful Learning.

PdPBT-n teaching and learning strategies should be pupil-centred. Among the

approaches that can be used are individuals, peers with similar interests, or
groups with similar learning profiles. Pupil should be given the opportunity to
experience for themselves via exploration activities, use appropriate
technological aids, solve problems in a fun, meaningful, useful, challenging
environment.

MoLIB Numerasi | Topic 5 94

The teaching and learning process should focus on conceptual
understanding and algorithmic skill proficiency. Teachers can select
appropriate teaching and learning approaches and methods based on their
Pupils' readiness, interests, and learning profiles. The effectiveness of
teaching and learning is determined by how teachers enable pupil to express
themselves through productive communication. Teachers can stimulate and
encourage pupil to think critically, creatively, and innovatively by applying
concept understanding and algorithmic skills through productive
communication.

Fostering attitudes and values must be planned as part of the PdPBT-n

material. The application of values can be done in accordance with the
context of the lesson's content.

MoLIB Numerasi | Topic 5 95

5.2 Elements of PdPBT-n material

Material construction must address the three elements of PdPBT.

a. Differentiated content b. Differentiated process c. Differentiated Product

The content of the Pupil can engage in the Pupil of various
lessons varies same learning activities intelligences
depending on the pupils’ but go through different exhibit/build various
level (high, medium, and learning processes. products or learning
basic) outcomes based on
pupil potential or
inclination.

5.3 Differentiated Learning Aspect

The material construction must be fulfilled by five different aspects of learning:

5.3.1 The task must provide equality in terms of pupils' interests,

inclinations, and relevance.

Providing opportunities for pupil to challenge themselves and

5.3.2 improve their abilities, as well as meeting the needs of pupil with a
variety of learning styles.

5.3.3 Differentiation and learning assessment are integrated.

Flexibility in group formation, after a period of learning, pupil will

5.3.4 associate with friends of various inclinations
.
Tasks should be meaningful, significant, and engaging in order to
5.3.5 increase individual potential so that they can become productive
. members of the community.

5.4 PdPBT-n Material Preparation

The preparation of appropriate materials in a PdP situation requires the teacher to
process the material before it is used. Several steps, such as selecting,
processing, constructing, using, and evaluating, can be used. This is an ongoing
process that should be carried out in accordance with the material selection
criteria that have been established.

MoLIB Numerasi | Topic 5 96

The utilisation of material will be more effective if it is in line with:

• National Educational Philosophy (NEP)

• Societal values
• the curriculum
• pedagogical principles
• up-to-date information
• cost-effectiveness
• availability
• usability
• Portability
• Easy maintenance
• Variety of stimuli
• Repetition of usage
• flexibility

Dr. Carol Ann Tomlinson (2000) states,

“ a successful learning approach can be achieved when

teachers:
✔Differentiate content
✔Differentiate process
✔Differentiate products in a conducive environmental
setting ”

MoLIB Numerasi | Topic 5 97

5.5 PdPBT-n RPH

The following are the recommendations of the PdPBT-n RPH template

Year :

Learning Area :

Topic :

Content Standard :

Learning Standard :

DIFFERENTIATED LEARNING
LEVEL SUGGESTED DELIVERY
CONTENT PROCESS PRODUCT
1 Materials:
Prior knowledge:
Use of Materials:

Multiple Intelligences:
PdP Activities:

2 . Materials:
Prior knowledge:
Use of Materials:

Multiple Intelligences:
PdP Activities:

3 Materials:
Prior knowledge:

Use of Materials:
Multiple Intelligences:

PdP Activities:

MoLIB Numerasi | Topic 5 98

5.6. Important aspects in PdPBT-n activities
The issues and aspects emphasized in the PdPBT-n activities are as
follows:-

i. pupil-centred activities ii. Use of Learning resource

Plan activities that can materials
enhance the potential of The preparation of learning
pupil of various inclination, resource materials should
backgrounds and be based on the inclination,
intelligences. background and
intelligences of the pupil.

iii. Classroom Management

Plan learning activities so that the
objectives and success criteria are met for
all pupil with varying inclination,
backgrounds, and intelligences.

NB
Differentiated learning does not label pupil as smart,
average, or weak. Pupils’ intelligence varies because of
culture, environment, educational opportunities, food,
learning and others. The opportunity to reach the optimum
potential remains the same but what differs is the content,
process or outcome (product).

MoLIB Numerasi | Topic 5 99

List of learning standards for PbPBT-n RPH construction

YEAR 2 YEAR 3
• Write numbers in numerals and
• Recognise minute
words.
graduations on the clock
• Identify the proper fractions as
face.
part of one whole.
• Measure length.
• Solve the number sentences
• Draw basic shapes of involving addition of two values
two-dimensional shapes of money and the summing up
to RM10 000.

Food For Thought

Video Task Sharing

Problem Summary
PdP

Exercise
The main objectives of preparing daily lesson plans for focused and differentiated teaching
and learning of numeracy are:

a. improve learning outcomes

b. increase pupils’ self-awareness.
c. assist pupil in learning with more meaningful and deeper understanding.
d. foster the enjoyment of learning
e. increase pupils' optimal engagement in all aspects/activities.

MoLIB Numerasi | Topic 5 100

Reference

Chapin, S. H., O'Connor, C., O'Connor, M. C., & Anderson, N. C.

(2009). Classroom discussions: Using math talk to help Pupils learn,
Grades K-6. Math Solutions.

National Research Council, & Up, A. I. (2001). Helping Children Learn

Mathematics. Mathematics Learning Study Committee. J. Kilpatrick, J.
Swafford, and B. Findell, eds. Washington, DC: National Academy
Press.

Tomlinson, C.A. (2000). Differentiation of Instruction in the Elementary

Grades. ERIC Digest. Available: www.ericdigest.org/2001-
2/elementary.html

White, J. (1998). Do Howard Gardner’s Multiple Intelligences Add Up?

London: Institute of Education, University of London.

MoLIB Numerasi | Topic 5 101

5
MASTER TRAINER TRAINING IMPLEMENTATION
PdPBT-n MATERIAL CONSTRUCTION

Topic 5
5
HOURS

PdPBT-n Material Construction

Content Activities / Strategies Materials

Video
Introduction - PdP video viewing Mark Angel
(10 minitues) - Complete *KST form (attachment) Comedy
- Brainstorm the importance of https://www.youtub
The importance of preparation before teaching e.com/watch?v=IsaC
PdP resource - Summary k4SARPk&t=49s
materials **KST- Methods, Strategies, and
Improvement KST form

- PdP video viewing (Hungary)

- Teacher gives the idea orally Video
(Group representative) Hungary
PdP Resource
- Round Robin https://www.youtub
Material Construction
- List the PdPBT-n RPH resource e.com/watch?v=rnaS
(1 hour 30 minutes)
materials, methods, and exvLW9I
strategies. Cooperative
PdP Resources
- Mindmap Learning
material
- Use the KST form, each group (Round Robin)
presented a sharing of resource
materials. Mahjong Paper
- Topic selection by group (Fan-N- (Gallery Walk)
Pick)
- Construct PdPBT-n resource Fan-N-Pick (topic
material for the selected topic Y2 & Y3)
- Summary

RPH
PdPBT-n RPH - PdPBT-n RPH template sharing.
PdPBT-n RPH
(1 hour) - Unpack and repack skills in Year 2
template
PdPBT-n RPH and Year 3.
Construction - Sharing PADLET.
PADLET
PdPBT-n RPH
Presentation &
- Simulation session
Simulation
- Video recording Video PdP
(2 hours)
- Video critique
Simulation & Video
Critic

MoLIB Numerasi | Topic 5 102

 KST FORM APPENDIX

Reflection on PdP video after viewing (Thailand)

Methods Strategies Improvement

MoLIB Numerasi | Topic 5 103

 FAN AND PICK

YEAR 2 YEAR 3
1. Basic Operations
1. Whole Numbers Up to 1000
2. Time
2. Basic Operations
3. Measurement
3. Fractions and Decimals
4. Space
4. Money
5. Coordinates
5. Data Management
6. Data Management

MoLIB Numerasi | Topic 5 104

GLOSSARY

Year 2 and 3 Numeracy PdP Activity planning

PdPBT material framework that integrates different elements of content,
differentiated process, and differentiated product
Standard-Based Curriculum and Assessment
DSKP
Documents
Element PdPBT Content, Process, Product, Classroom environment
Mathematical The quality of pupils that are intended to be produced
Thoughtful Learning through the National Education System
Things that Pupils are supposed to learn, or how Pupils
Content
can gain achieve knowledge, ideas, and skills

Numbers and Operations; Measurement and

Learning Area Geometry; Relationship and Algebra; Statistics and
Probability; and Discrete Mathematics
Analysing skills, problem solving skills, research skills,
Mathematical Skills communication skills, Information Communication
Technology skills which are maths related.
Synthesise and relate with the topics contained in the
Repack DSKP
DSKP to achieve the objectives of PdP
Analyse and understand the meaning of the topics
Unpack DSKP
found in the DSKP
pupil learning needs Readiness, interest, pupil learning profile
Components in Attitudes and values, skills, processes, and areas of
mathematical thought learning
Kementerian Pendidikan Malaysia
KPM
(Ministry of Education Malaysia)
Kurikulum Standard Sekolah Rendah
KSSR
(Standard-Based Primary School Curriculum)
The nature of the gap that exists between what
Curriculum quality teachers are supposed to teach and what Pupils are
supposed to learn
The relationship between DSKP, Content Standard,
Curriculum mapping
Learning Standard and PdPBT materials

MoLIB Numerasi | Glosari 105

GLOSSARY

PdP Teaching and Learning

PdPBT Focused and Differentiated Teaching and Learning

Focused and Differentiated Teaching and Learning
PdPBT-n
Approaches to Numeracy
MEB Malaysia Education Blueprint
PPT PowerPoint

How Pupils master and acquire knowledge, ideas, and

Process
skills

Problem solving, reasoning, mathematical

Mathematical Process
communication, representation and connection
The flow of differentiated instruction as suggested by
PdPBT process
Tomlinson

Product How Pupils show what they have learned

The climate of interaction among Pupils and teachers;

Classroom
The environment also encompasses the individual,
environment
social, and physical arrangement of the classroom.

An environment that supports learning, quality

Basic Principles of curriculum, assessments that clarify PdP, PdP for
PdPBT various levels of pupil ability, as well as guiding Pupils
and managing routine activities
RPH Daily Lesson Plan
Attitude and Value Mathematical and universal values

Creating a classroom environment so that PdP can

Classroom take place productively to drive Pupils' academic
Management progress while managing teachers’ routine processes
and activities

MoLIB Numerasi | Glosari 106

Institute of Teacher Education Malaysia
Ministry of Education Malaysia

Aras 1-3, Blok 2250, Jalan Usahawan 1

63000 Cyberjaya

Tel : 03-8312 6666

Fax : 03-8312 6655