1) Subtraction involves three different types of situations.

The first, and the easiest

for children to learn is separation or taking away, in which one quantity is taken away
from another to find out what is left. The second is comparison, in which two quantities
are compared to find the difference. The third is part-whole, in which the quantity in the
whole set and one part are known, and may be used to find out how many are in the
unknown part. arly instruction should provide many opportunities for children to
e!plore the three types of subtraction situations. "hildren learn the meaning of
subtraction through concrete e!periences and then learn to record subtraction in
hori#ontal and vertical forms.
There are four basic models to illustrate the meaning of subtraction
The take $away model
The comparison model
The missing-addend model
The number $ line model
%ere & will e!plain three ways to illustrate the meaning of subtraction. The following
word problems will make it easier to see the difference between these three meanings of
subtraction.
a) The take away model of subtraction
' $ ( ) * '
- (
*
PROBLEM 1
+eela has ' dolls. She gave ( dolls to her sister. %ow many dolls are
there left with +eela.,
&n -roblem 1, subtraction is illustrated as taking away of one set of dolls from a
bigger set of dolls. This situation illustrated in .igure 1.

.igure 1 / The take away model of subtraction.
b) The comarison model of subtraction
&n -rblem (, subtraction is shown by comparing two sets of quantities of apples in
order to find the difference the two sets. This situation is illustrated in .igure (.
!"inash
#issha

.igure (/ The comarison model of subtraction
PROBLEM $
0vinash has ' apples. 1issha has ( apples. %ow many more apples
does 0vinash have compared to 1issha,
c) The missin% addend model of subtraction.
&n -roblem *, Subtraction is shown as the action of finding the missing set of
rabbits in order to form a bigger set of rabbits. This situation is illustrated in .igure *.



.igure * / The missin% addend model of subtraction.
PROBLEM &
2avi wants to keep ' rabbits as pets. %is uncle gave him ( rabbits to
start with. %ow many more rabbits must 2avi buy,
$a' 3i!ing up the addition and subtraction signs as one common mistake, which it
certainly is. Similar 4wrong operation4 errors occur particularly when an e!ercise is
written as a 4missing addend4 problem.
-upils are supposed to see that the question is asking what do you add to * to
get ', and recogni#e that a 4( is needed to make the statement true, but the 454 sign is
6ust too 4powerful a stimulus4 for many, so they 6ust add * 5 ' and write 7 as the answer.
They don8t understand the concept of addition.
(b) 0ddition is the mathematical process of putting things together. The plus sign
454 means that numbers are added together. .or e!ample, in the picture below, there are *
5 ( rabbits - meaning three rabbits and two other rabbits - which is the same as five
rabbits, since * 5 ( ) '. 9esides counts of rabbits, addition can also represent combining
other physical and abstract quantities using different kinds of numbers.
Teacher must e!plain the number sentences with some e!amples. &t will help the
pupils to understand the concept how to find the answer. Teacher using the missing $
addend model of subtraction to understand the concept. Teacher created a problem to
e!plain the concept.
& (
) *
PROBLEM
2avi wants to keep ' rabbits as pets. %is uncle gave him * rabbits to
start with. %ow many more rabbits must 2avi buy,
Step 1
Teacher show the pupils number sentences.
& ( ) *





Teacher e!plain that 2avi wants to keep ' rabbits as pets. %is uncle gave him *
rabbits to start with. .ind how many more rabbits must 2avi buy, 1ow, pupils
understand how to find the answer.
*a) 2inggit is the word taken from the 3alay language that means, 46agged4 or
4anything that has rough or uneven surface4 and is the name given to the currency of
3alaysia. -reviously, the word used to refer to the sharp edges of Spanish silver coins
that were widely e!changed in the country in the past. The 3alaysian ringgit, as it is
called, was introduced in 1:;< with the name 43alaysian dollar4 and 4cent4 in nglish
language and 4ringgit4 and 4sen4 in 3alay language as the official monetary units. The
currency is still known as 3alaysian dollar unofficially and is usually denoted with the
e!pression 4234 which stands for 42inggit 3alaysia4.
3alaysian ringgit has been one of the few strong currencies in the 0sian
continent. The country is one of the rapidly developing countries in the world that is
e!periencing the phase of industriali#ation. The currency of the country plays an
important part in the development as it had been strong for quite some time and the
policies of the central bank of the country that believes in the keeping the ringgit8s
e!change rate down rather than supporting it.
=hen the 3alaysian ringgit came into e!istence, it was made to peg with the >S
dollar and with time, the peg was removed. 9ut in 1::<, during the time of severe 0sian
financial crisis, the currency was re-pegged to the >S dollar at a fi!ed rate regime ?
23*.7@ to a dollar. The <-year peg to the >S dollar has now been removed and the
currency has been floated against several ma6or currencies of the world. The import and
e!port restrictions of the currency are like the import and e!port of the local currency is
free if the amount does not e!ceed 1@@@ ringgits. The import and e!port is free up till
1@@@@ ringgits if it is pertaining to the foreign currency in the country.
3alaysian ringgit, like most of the modern currencies in the world, has coinage
issues for the smaller currency units and banknotes for the larger denominations. Ane unit
of the currency is equally divided into 1@@ units of sen i.e. the subunit of the currency.
The second series of currency coins has been used currently since September 1:7: in
3alaysia and ' denominations are minted in this series i.e. 1 sen, ', 1@, (@ and '@ sens.
Till (@@', 231 coin was also being used with other coins but it had to be withdrawn out
of circulation due to problems of forgery and standardi#ation. The obverse sides of all the
coins depict different images engraved on them such as the 1 sen coin bear an image of
42ebana ubi4 i.e. a traditional drum, ' sen coin shows an image of 4gasing4 - a spinning
top, 1@ sen coin has an image of 4"ongkak4, a mancala board game, (@ sen coin shows
an image of 4sirih4 and 4kapur4 containers and a '@ sen coin depicts 4=au4, a 3alaysian
kite. The reverse sides of the coins possess the bank value and the year in which the coin
was minted. The first series of coins was issued in 1:;< when the country switched over
to its current currency called 3alaysian dollar at that time. The ringgit bank notes are
issued in the ; following denominations - 231, 23(, 23', 231@, 23'@, 231@@
Since the colonial times, 3alaysia has been using color code to differentiate
between the different notes of different face values. The various colorsBcolor
combinations for different ringgit currency banknotes are mentioned below
231 - blue
23( - lilac
23' - green
231@ - red
23'@ - blueBgray
231@@ - violet
The backsides of the notes have images showing various sectors of the 3alaysian
economy. The 231@@ note symboli#es the manufacturing sector, 23 '@ bank note
depicts the mining sector, 23 1@ note symboli#es transportation sector, 23 ' bank note
shows image from country8s construction sector and the 23( note symboli#es the
telecommunication sector. .ew commemorative bank notes have also been issued on
various occasions including an 23'@ polymer banknote. The production and distribution
of both coinage and banknote in the currency is taken care of by the central bank of the
country i.e. 9ank 1egara 3alaysia.
&SA C(1< regulation describes the currency code i.e. 3D2 and numeric code i.e.
C'7 for 3alaysian dollar. The subdivision of the currency is 4sen4 that divide it into 1@@
equal parts.3alaysia has a long, deep and comple! history in conte!t of the currencies
that were used as a medium of e!change in the country as it had been ruled by numerous
rulers that had their own currencies. The country had seen many sorts of currencies, be it
the tin ingot money in which tin ingots were used as a monetary unit or animal money in
which coins were minted in the shapes of various animals and insects and also currencies
of the 3alacca Sultanate, coinage of Eelantan and Fohore, Eedah coins, -erils tin coins
and Terengganu "oins, until in the start of the 1;th century when 3alaysia was attacked
by the foreign powers of that time. .irst the -ortuguese laid their hands on the country
and started to mint their coins followed by the Gutch and then the 9ritish.
Till 17*<, Spanish silver dollars were accepted as the legal tender in the country
but from then onwards it changed over to the &ndian rupee. 2upee served as the official
monetary unit for *@ years and after that, silver dollars as a currency was re implemented.
&n 1:@*, straits dollar were looked upon as the official currency and it replaced the silver
dollar again. &n 1:;* the thirteen states got united and soon after the union induced
3alaysian dollar replacing the straits dollar. The responsibility to issue the new currency
was given to the newly established 9ank 1egara 3alaysia. The currency, until 1:<*,
went along with the Singapore dollar and the 9runei dollar as the e!change rate between
the three was maintained at par. The currency of 3alaysia was termed as 3alaysian
dollar in the nglish language but 3alaysian ringgit in the 3alay language, but in 1:<',
ringgit was adopted as the sole name of the currency and it was pegged to the >S dollar
? 1 dollar ) 23*.7@.
The sign that was used for the new currency i.e. 4H4 remained the same even after
change of name of the currency. 4234 as the 3alaysian ringgit symbol replaced the
dollar symbol in as late as in 1::@s. The prevailing bank note series in the country is the
third one, which was issued in 1::;-1:::, the prior series being withdrawn from
circulation. The first series was issued as and when the currency was introduced in 1:;<.
=ith the adoption of new spelling system for the national language i.e. 9ahasa 3alaysia,
a new series of banknotes were issued in 1:7( with the new spellings. This series even
had some of the banknotes that are not issued in the current series namely 23(@, 23'@@
and 231@@@ and had an identical design pattern like the first series. The third series was
issued in the spirits of =awasan (@(@.
*b)
LE!R#+#, OB-E.T+/E0
To be able to recognise coins and notes of 3alaysian currency.

LE!R#+#, O1T.OME
-upils will be able to recognise coins and notes of 3alaysian currency.
01,,E0TE2 !.T+/+T+E0
-upils see a video of how money can be used.
-upils are to understand that money is used to buy things.
-upils will see coins and notes of 3alaysian currency.



The teacher demonstrate to the pupils the different coins and notes of 3alaysia
and the names of them.





fi"e sen
ten sen
twenty sen
fi"e sen
one rin%%it
fi"e rin%%it
ten rin%%it
The teacher click on the coins and notes and their names will be read out. I"G)
0fter going through one time with the pupils, the teacher ask the pupils to say out
the names of the notes and coins as the teacher mouses over them. I"G)
The teacher click on the coin or note and the pupils can check whether their
answers are correct.
-upils write the value of coins and notes. Iworksheet)
Write the value of each coin.

Write the value of each note. The first one has been done for you.
*c)
LE!R#+#, OB-E.T+/E0
>nderstand and use the vocabulary related to money.

LE!R#+#, O1T.OME
-upils will be able to add coins up to 1 ringgit and notes up to 23 1@.
01,,E0TE2 !.T+/+T+E0
-aste picture cards of a 1@ sen coin and a (@ sen coin on the board.
0sk pupils to say the number and value of the coins they see.

Teacher shows the method of counting on in tens from (@
& see a 1@ sen coin and a (@ sen coin.
=hat is the total ,
+et us count.
(@ 1@

=rite the number sentence on the board.
$3 sen ( 13 sen ) &3 sen
2ead the sentence and ask pupils to follow.
Twenty sen plus fifty sen equals thirty sen
Teacher continue the activity with notes.
-aste picture cards of a 23 1 and a 23 ' on the board.
0sk pupils to say the number and value of the notes they see.


Teacher shows the method of counting on in ones.

1
'

=rite the number sentence on the board.
RM * ( RM 1 ) RM 4
2ead the sentence and ask pupils to follow.
.ive ringgit plus one ringgit equals si! ringgit
"ontinue the activity with other notes. The method of counting on in ones can
be used in order to find the total.