Math (1st Term) KG

Page 1

emergent learning series

Mathematics


Emergent Learning Series Phonics Reader (4-5 year)

Curriculum & Content Designed by Aneela Shabbir Sania Tanveer

Design & Illustration by Asim Hussain

ISBN 978-969-7603-02-2 Edition 1st 2015

All rights reserved No part of this book may be reproduced or translated. Stored in retrieval system or transmitted in any form or by any means without the prior written permission of bookline. Produced in Pakistan 60-B1 Johar Town, Lahore Tel: 042-35177779 Email: info@bookline.com website: www.bookline.com


emergent learning series

Mathematics


Review & Assess

Colours Fun Did your finger tips paints Follow the patterns by using finger tips.

02

Ask students to brings paint colours for this activity. Ask them to dip f inger tips in different colour to colour the pattern one-by-one.


Review & Assess

Colours by Number 1: Brown 2: Orange

3: Green 4: Yellow

5: Purple 6: Black

7: Blue

3

3

3 3

3

1

7

4 4

6

7

1

3

2 2 5

5

1

Direct students colour the picture by f lowing numbers.

2

1 03


Review & Assess

Count & write backward Ants are going back their home. Write number 0-30 to reach them. 30

04

Encourage students to count forward counting 0-30 first. Them ask them to count back from 30-0 before writing.


Review & Assess

Count Forward Write forward counting 0-30 on board.

0

30

th math ma

Read aloud counting 0-30 before activity.

05


Review & Assess

Missing Numbers Help Ali to write what comes before & after

3 8

9

12

13

15

16

10

21 24

06

Ask students to read aloud counting 0-30. Write numbers on board. Skip some of than to practice before & after numbers.


Review & Assess

My Lost Numbers Help Sara to write her lost number in between the numbers.

1

3

19

21

4

6

22

24

10

12

25

27

15

17

28

30

Make flash cards of numbers. 0-30 paste two number on board with space. Ask students to tell which number comes between these numbers.

I have done my work

07


Review & Assess

The Balloon Man The balloon man has different shaped balloons. Count and write the numbers of shapes.

How many circle?

How many oval?

How many triangle?

How many square?

How many rectangle? 08

Cut different shapes. Hide them in sand box. Bring the box in class. Ask students to find shapes hidden in sand box & tell their name.


Review & Assess

Look like me! Match each solid shapes to the objects that look like them below.

Cylinder

Cube

Cuboid

Encourage students to recall 3D shapes they learnt in previous class. Ask them to tell the names of solid shapes if they remember.

Sphere

Cone

09


Review & Assess

Think and Tell Look at the clock and write the time.

10

O’Clock

O’Clock

O’Clock

O’Clock

O’Clock

O’Clock

Make clocks on different charts with different time. Show chart one by one by one & ask students to tell the time.


Review & Assess

Telling the time Help the clock to draw according to the time

Small hand of clock big hand of clock

3 O’Clock

5 O’Clock

9 O’Clock

1 O’Clock

6 O’Clock

10 O’Clock

Draw a clock on board. Make hands with chart paper. Call students one by one to paste hands on clock according the time teacher tells.

11


Review & Assess

Witch’s Numbers Soup Witch is cooking numbers soup. Help her to add numbers words in soup circle the given numbers.

1

7 three seven five

two ten one

15

19 fifteen eighteen eleven

nineteen seventeen thirteen

23

26 twenty-four twenty-three twenty-six

twenty-two twenty-six thirty

1 2 3 4 5 6 14 15 16 7 8 9 10 13 16 11 12

12

Write counting in words on board to recall before activity.


Review & Assess

Numbers Names Look at numbers in given sentences write their words.

I have 3

apples.

There are 9

Sara has 13

dolls.

Do you have 30

My mother is 22

dogs.

rupees?

years old.

There are 11

Draw a clock on board. Make hands with chart paper. Call students one by one to paste hands on clock according the time teacher tells.

houses.

13


Review & Assess

Money in wallet Mrs. Khan has a wallet. How much money does he have? 2 Note 10 Rs.

1 Note 20 Rs.

4 Coin 2 Rs.

5 Coin 1 Rp.

3 Coin 5 Rs.

Notes Notes Coins Coins Coins

14

Use realia (real money) to count. Ask students to count money.


Review & Assess

Buying Food How much money Ali spent.

Rs. 4

Rs. 6

Rs. 7

Rp. 1

Rs. 5

Chocolate

Rs.

Juice

Rs.

Chips

Rs.

Candy

Rs.

How much money?

How much money?

Ice Cream

Rs.

Chips

Rs.

Candy

Rs.

Candy

Rs.

How much money?

How much money?

Draw different objects with a price tag and ask question like; If I have one sharpener of Rs. 2 and one pencil of Rs. 5. How much money I spent on both things, Ask them to count and add money.

15


Review & Assess

Count & Write Count the number of objects and write the number in given boxes.

16

Read count from 0-30 aloud in class before this activity. Ask students to count the objects and write numbers in boxes.


Read count from 0-30 aloud in class before this activity. Ask students to count the objects and write numbers in boxes.

17


Review & Assess

Wardrobe Addition Add the numbers and write numbers.

+ + + + 18

Make group of 2, 3, 4 students. Ask them to count their shirts. Ask how many shirts each group have?


Review & Assess

Addition Stories There are 2 monkeys in the three 2 monkeys are sitting on the ground. There 2 + 2 = There are

monkeys altogether.

There are 3 bottles on the table and 4 burgers. 3 + 4 = There are

things altogether.

There are 5 white rabbits 3 rabbits are grey 5 + 3 = There are

rabbits altogether.

Do a classroom activity by counting chains, tables etc. Then ask how many tables are there?

19


Review & Assess

Substraction Stories Substract and write the correct answer. There are 5 birds on the tree.

3 birds flew away

How many birds are left on the tree.

5 -3

There are 7 carrots in the basket.

Rabbit ate 3 carrots

How many carrots are left in the basket?

4 -3

20

Make group of 2, 3, 4 students. Ask them to count their shirts. Ask how many shirts each group have?


Review & Assess

Substraction Stories

3 cars started the race.

H

START

There are 9 bead in the necklace

1 car reached to the finish line.

FINIS

3 cars started the race.

Necklace is broken. 2 beads are fell out of the necklace

How many beads are left?

9 -2

Do a classroom activity by counting chains, tables etc. Then ask how many tables are there?

21


Review & Assess

Take away Substract and write the correct answer.

22

Make group of 2, 3, 4 students. Ask them to count their shirts. Ask how many shirts each group have?


Review & Assess

Time to compare! Look at the pictures. Then circle the correct answer.

which castle is smaller?

which girl is taller?

which carrot is shorter?

which bear is bigger?

which arrow is longer?

which object is lighter?

which object is heavier? Comparing objects by length gives children early experience of measuring length. Language is important. Use key words and ask questions like which is smaller castle etc

23


Mushroom Counting Write 1 to 3 to show the order from shorter to longest objects.

24

Make group of 4. Give each group objects like pencils, crayons, spoons, eraser etc. Ask them to order objects from shortest to longest


Mushroom Counting Write 1 to 3 to show the order from shorter to longest objects.

Choose 3 crayons that are different colours. Put them in order from longest to shortes. Ask them to tell which crayon is longest which is longer which is long? etc.

25


Short/Shorter/Shortest Write 1 to 3 to show the order from shorter to longest objects.

Short

Shorter Shortertest

26

Make group of 4. Give each group objects like pencils, crayons, spoons, eraser etc. Ask them to order objects from shortest to longest


Ordering Sizes Write 1 to 3 to show the order from shorter to longest objects.

I am the longest

I am the longer

Ask 3 students of different heights in a row and ask students to tell the differences among them. Give them names like longer, longest, log. Use different objects of different length for this activity.

I am the long

27


Ordering Sizes Write 1 to 3 to show the order from shorter to longest objects.

28

Make group of 4. Give each group objects like pencils, crayons, spoons, eraser etc. Ask them to order objects from shortest to longest


Ordering Sizes Write 1 to 3 to show the order from shorter to longest objects.

Choose 3 crayons that are different colours. Put them in order from longest to shortes. Ask them to tell which crayon is longest which is longer which is long? etc.

29


Mass

Light/lighter/lightest Comparing Weight “To measure weight and order objects according to their weight is called mass�

light lightest

lighter

light

lighter

lightest

30

Use different heavy or light objects to compare. Ask students to tell difference about objects. For example, take one pencil, book and stapler and ask students to carry the object and tell which is heavy or heavier or heaviest.


Mass

Heavy/heavier/heaviest Comparing Weight “To measure weight and order objects according to their weight is called mass�

heaviest heavier

heavy

heavy

heavier

Use different heavy or light objects to compare. Ask students to tell difference about objects. For example, take one pencil, book and stapler and ask students to carry the object and tell which is heavy or heavier or heaviest.

heaviest 31


Tell the difference Colour the lightest object.

Colour the lighter object.

Colour the light object.

32

Ask students to look at each picture carefully. Tell the sizes of objects (or show if possible) Use different objects to compare and ask students to measure to tell the difference.


Tell the difference Tick the heavier object.

Tick the heavy object.

Tick the heaviest objects.

33


Capacity The amount o liquid that a container can hold is knon as “capacity�

1500ml 1000ml 500ml

34

Use 3 different size of jugs and tell students that jug holds less amount of water and biggest jug holds largest amount of water. Use f lash card to practice this concept in class.


Capacity

I have less soup than purple bowl

I have soup more than pink bowl

I have soup more than purple bowl

Choose 3 crayons that are different colours. Put them in order from longest to shortes. Ask them to tell which crayon is longest which is longer which is long? etc.

35


Capacity

I hold more... Colour the number 1 yellow. Colour the number 2 blue. Colour the number 3 green.

Colour the number 1 red. Colour the number 2 purple. Colour the number 3 blue.

36

Before this activity use different volume capacity related things in class. Draw a picture of glass, jug and cane on board. Ask students that which container holds the longest amount of liquid.


Capacity

Which hold more? Circle the object that holds more volume of liquid than the other in each picture.

E

CHOCOLAT

Choose 3 crayons that are different colours. Put them in order from longest to shortes. Ask them to tell which crayon is longest which is longer which is long? etc.

37


Ordinal Numbers “Ordinal numbers are what order things are in�

38

Place different books in order and ask students to tell their positions like blue/English is number one. Tell students that to tell about position.


Ordinal Numbers Circle the object that holds more volume of liquid than the other in each picture.

SCHOOL

We use ordinal numbers like 1st. second, third etc. Write numbers along with ordinal numbers on board. Use different concept objects to practice this in class.

39


Ordinal Numbers

Match 1st

Match up the numbers with their words:

fifth

2nd

fithird fth 3rd

first 4th

sixth 5th

second 6th

fourth 7th

tenth 8th

ninth 9th

seventh 10th

eigth

40

Help students to match number with words correctly.


Ordinal Numbers

Ordinal Parrots Fill in the blanks and then follow instructions below.

Instructions: 1- Colour the second parrot green. 2- Draw a square around the fourth parrot. 3- Colour the f ifth parrot yellow. 4- Circle the sixth parrot. 5-Colour the seventh parrot blue. 6-Colour the ninth parrot red. 7-Underline the tenth parrot. How many parrots?

Before this activity, draw different objects on board. Ask students which is third?. “come and cross the f ifth etc.

41


Ordinal Numbers

Use your brain! Colour the 5th candle red.

Draw eye on 3 face.

Draw wheels of 1st car.

42

Ask students to stand in the stairs and tell that who is standing on 1st stair etc.


Ordinal Numbers

Use your brain! Draw a f lower for 6th honey bee.

Colour the 9th carrot.

Colour the 8th fish pink.

Help students to complete this activity correctly.

43


Ordinal Numbers

Tell the names Read the statements and write names according to the positions

Sara

Amir

Ali

Sidra

Rabia

If Sara is f irst in time, Who is third? Who is fifth? Who is second? Who is fourth?

44

Divide a class in two groups. Ask one group to make a train. Them ask from other group who is ‘third’ in train etc.


Ordinal Numbers

Bags Look at the picture and tell the position.

1)

Yellow bag is on

6)

Pink bag is on

2) Purple bag is on

7)

Orange bag is on

3) Blue bag is on

8)

Black bag is on

4) Red bag is on

9)

Green bag is on

5) Brown bag is on

10) White bag is on

Direct students to look each bag carefully and write the position of the bags.

45


Comparing Numbers

Scarecrows

0-9

2

>

1

2 is greater than 1

1

>

2

1 is less than 2

46

Before this concept, ask students to collect small rocks around the school yard to count them. Divide class into small groups and ask students to compare their numbers of rock with other group.


Comparing Numbers

Scarecrows

Symbol

2

Meaning

>

When one value is bigger than other we use “greater than” sign: 8 > 4.

>

When one value is smaller the other we use “less than” sign: 4 < 7

=

When two values are equal. We use “equal” sign: 7=7

=

2

2 is equal to 2

Ask them to figure out how many more or less rocks they have than other group. Write their numbers on board and compare the greater, less and equal values. Tell them greater number has more value then smaller number.

47


Comparing Numbers

Blocks `10-20

> 11 is greater than 10

> 15 is less than 17

48

Divide students into two group randomly. Ask them to count the number of students.


Blocks

Comparing Numbers

= 20 is equal to 20

Write numbers on board and ask students to tell greater than, less than and equal than number values.

49


Comparing Numbers

French Fries 21-30

25

>

22

25 is greater than 22

26

>

27

26 is less than 27

50

Play secret number game with students. Say “Time number is less than 26, greater than 26 or equal to 26 etc�


Comparing Numbers

French Fries

30

=

30

30 is equal to 30

Write the answer on board that are greater them. less than and equal to 26.

51


Comparing Numbers

Equal Numbers Match the groups that have an equal number of objects.

52

Encourage students to count equal number of objects and ask them to tell which number is bigger.


Think & Circle

Comparing Numbers

Circle the group with greater number of objects.

Ask students to count objects in each set. Tell them that you have read about the number which value is more than other called greater number.

53


Comparing Numbers

Compare & Colour Color the group with smaller number of objects.

54

Ask students to count objects in each set. Tell them that you have read about the number which value is less than other number called smaller number.


I can compare!

Comparing Numbers

Colour the leopard orange with greater numbers of spots.

Colour the giraffe yellow with lesser number of spots.

Bring a basket ball in class. Divide class into two teams A & B. Draw 2 baskets on board. Name one basket as ‘Yes’ and other as ‘No’. Ask questions is 4 greater than 7? Yes or No ? If the team answers correctly, hit the ‘Yes’ basket and mark 1 score. Continue the game by different question.

55


Comparing Numbers

I can compare!

Colour the leopard orange with greater numbers of spots.

Colour the giraffe yellow with lesser number of spots.

56

Yes or No ?. If the team answers correctly, hit the yes basket and mark. 1 Score: Continue the game by different question.


Comparing Numbers

I can compare!

1

2

3

4

5

6

7

8

9

10

Write the number that comes after.

2

8

4

5

5

1

9

3

Encourage students to read aloud counting 1-10 before this activity.

57


Comparing Numbers

Greater or less? Mr. Crocodile is hungry. Help him to eat number by circling

58

for less than

for greater than.

Yes or No ?. If the team answers correctly, hit the yes basket and mark. 1 Score: Continue the game by different question.


Greater or less?

Comparing Numbers

Count the number of jellies. Write the number under each jelly jar. Write ‘>’ for greater than, ‘<’ for less than and = for equal number.

5

<

7

Help students to count jellies in each jar and write correct answer.

59


Number bonds Numbers bonds are different pairs of numbers which make up the same number like 2+3, 3+2, 4+1 makes number 5.

0

1

1

1

2

1

60

Give your students six counters (shapes, buttons, swats) and ask them question like what do you add to 4 to make 6, what do you add to 5 to make 6?


Number bonds 1

3

2

2

2

4 2

2

5

Encourage them to use the counters to work it out.

3

61


Number bond Look at the pictures and complete the number bond.

62

and

make 1.

and

make 2.

and

make 3.

Make number bond cards for any number for example number ‘8’. Use “whole” for “8” and parts for its pair. Display them on board.


and

make 4.

and

make 5.

and

make 6.

and

make 7.

Practice different numbers for number bond practice.

63


Number bond Look at the pictures and complete the number bond.

64

and

make 1.

and

make 2.

and

make 3.

Make number bond cards for any number for example number ‘8’. Use “whole” for “8” and parts for its pair. Display them on board.


Comparing Numbers

Making 10 Look at the numbers in this grid some pair of numbers add up to 10. Find and circle them. One is done for you.

0

10

3

3

4

2

9

1

2

7

8

4

5

0

7

6

4

3

10

0

5

3

0

2

5

6

7

4

1

2

3

6

3

7

8

0

9

1

0

4

1

2

3

4

5

6

7

8

9

5

6

4

3

1

2

2

5

5

9

7

8

2

0

9

Help students to f ind number pairs. Tell than number can be written in vertical across & downward.

9+1= 10

65


I Can Do ! Listen the story and complete number bond.

a) There are 2

footballs and 3

tennis balls.

b) Circle the things that make ‘6’.

4

4

66

2

3

1

3

3

2

Make number bond cards for any number for example number ‘8’. Use “whole” for “8” and parts for its pair. Display them on board.


I Can Do ! c) Colour the things that make ‘7’.

5 6

1

6

3

3

4

3

d) Match each brush to paste to make9. 5

3

8

4

0

7

6

1

2

9

Blocks are there? Tell students that you are to going to move some blocks. Separate blocks from rest and ask how many blocks you have moved? ask how many are left? Join all the, block and ask how many blocks are there?

67


Place Value:

Tens and Ones Do you know? Place value is all about the position of a digit in a number. It is the value of every digit in a given number.

Ten digits 0

1

2

3

4

5

6

7

8

9

Count upto 9: 0 1 2 3 4 5 6 7 8 9 ??

What happens after 9 ? 68

When we have more than 9 items, we show than as “tens� and count on.


Place Value How many balls?

Do you know?

= 1 Tens = 10

when we count things upto 10, we call them “tens” and write down now many “tens” we have, followed by how many “ones” (also called “unit”.

= 2 Tens = 20

= 3 Tens = 30

69


Place Value:

Tens and Ones

Tens 1 0

Ones 1

0 0 0 0

0

0 0 0 0 0

Tens

Units

1

1

10 1 Place Values It means, we have 1 Ten and 1 Ones which makes 11. 70


Zero If we have, 1 Ten, but no Ones? We show “no Ones” by putting a zero Tens 1 0

Ones 0

0 0 0 0

0

0 0 0 0 0

We put a zero in the place of ones, ‘10’ would look like “1”

Tens 1

Units 0

10

0 Place Values

Use concrete groupable object (e.g. connecting cubes, bounties, candies) to represent the combination of one ten and ones for each number. Use different pictures.

71


Place Value:

Counting in tens

2 Tens

1 Tens

3 Tens 72

Tell students “10” is called “1 ten” same as “20” called “2 tens” and “30” “3 tens” Practice ones & tens activities on board.


How many? Tell and write how many and ones are there?

You remember “10� sequel to 1 tens.

+ Tens

Ones

2 tens are equal to ?

+ Tens

Use concrete groupable object (e.g. connecting cubes, bounties, candies) to represent the combination of one ten and ones for each number. Use different pictures.

Ones

73


Place Value:

Counting in tens

0 0 0 0 0 0 0 0 0 0

74

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0

We show “no Ones” by adding zero.

+

0 Tens

Ones

Ask questions about what is “tens”. Do practice on board before activity. Use concrete or set of objects for practicing ‘tens’ and ‘ones’.


Units & Tens.

Colour units pink. Colour tens yellow. T

U

f lowers

Colour units blue. Colour tens orange.

T

U

ribbons

Draw countable objects on board and ask students to group them as “tens” “Units/Ones” before this activity.

75


Place Value:

Let’s Practice a) There are 12 f ishes.

so

1

tens and 2 ones

b) There are 18 pencils. Write how many tens and ones?

tens and

ones

c) There are 24 stars. Write how many tens and ones.

tens and

76

Ask questions about what is “tens”. Do practice on board before activity. Use concrete or set of objects for practicing ‘tens’ and ‘ones’.

ones


Units & Tens.

d) There are 27 bees. Write how many tens and ones?

tens and

ones

e) There are 30 oranges. Write how many tens and ones.

tens and

Ask students to count objects before writing. Encourage them to write correct tens and ones.

ones

77


Place Value:

Learning Number 31 Ahmad is counting beads on abacus. Read with him! Do you know? Tens

Thirty One

78

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0

Units 0 0 0 0 0 0 0 0 0 0

Ask students to rea aloud number 0-30 then introduce number 31. Give them beads to count upto 31 as warm activity.

0


Learning Number 32 There are different bus family count them. Do you know? Tens 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0

Units 0 0 0 0 0 0 0 0 0 0

0 0

Ask students to rea aloud number 0-31 then introduce number 32. Give them beads to count upto 32 as warm activity.

Thirty Two

79


Place Value:

Learning Number 33 Sara is counting stars. Count with her. Do you know? Tens

Thirty Three

80

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0

Units 0 0 0 0 0 0 0 0 0 0

0 0 0

Ask students to rea aloud number 0-32 then introduce number 33. Give them beads to count upto 33 as warm activity.


Learning Number 34 Seahorses are swiming in the pond. count ‘seahorses’ Do you know? Tens 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0

Units 0 0 0 0 0 0 0 0 0 0

0 0 0 0

Ask students to rea aloud number 0-33 then introduce number 34. Give them beads to count upto 34 as warm activity.

Thirty Four

81


Place Value:

Learning Number 35 There are peaches on the tree. Count peaches. Do you know? Tens

Thirty Five

82

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0

Units 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0

Ask students to rea aloud number 0-32 then introduce number 33. Give them beads to count upto 33 as warm activity.


Find the numbers Draw a Circle

31

around number ‘32’

32 27

28

28 32

Draw a Square

32 34

34

28

32

30

32 34

28

31

30

31

around number ‘31’

31 30

29

27

32 34

32 35

32

around number ‘34’

32

30

32

28

Draw a Square

30

26

34 28

31

29

32 31

Ask students do you remember shapes names? Read out loud numbers 31-35. Give them different objects to count upto 35.

32 28

31 83


Place Value:

Find the numbers

Draw a rectangle

31

around number ‘35’

35 27

35

33 28

35

30 35

26

32 27

28

31

30

32

Draw a Square around number ‘34’

32

34 28

34

84

34 28

32

32 34

34 28

31

Ask students do you remember shapes names? Read out loud numbers 31-35. Give them different objects to count upto 35.


Matching Objects 31-35 Count the objects match number with correct set of objects.

31 32 33 34 35 Ask number riddles (e.g; I come 31 and 33. who am I ?) Help students to match numbers with objects correctly.

85


Cow’s Barn Match flowers with their number cows.

Thirty One

Thirty Two

Thirty Three

Thirty Four

Thirty Five

86

Use countable objects for one-to-one correspondence. Help students to count and match correctly.


Matching Carrots Match carrots with correct number words.

31

Thirty three

32 Thirty two

35

Thirty four

34

Thirty five

Thirty one 33

Direct students to draw a line match counts correctly

87


Counting Objects Count the objects. Circle the correct number.

88

31

32 33

31

34 35

31

33 35

34

35

32

34 33

31

Use countable objects for one-to-one correspondence. Ask students to count the object th object circle the correct number.


Walk Time Look at given number names and write number in houses.

thirty-two

thirty-three

thirty-one

thirty-five

thirty-four

Write numbers name “thirty� on board. Ask students to put, one, two, three, four & f ive. Help them to write numbers.

89


Number Plane Fill in the spaces with numbers in order from biggest to smallest numbers.

31

35

34

90

32

33

Use countable objects for one-to-one correspondence. Ask students to count the object th object circle the correct number.


Ants in Numbers Count ants as ‘tens’ and ‘units’ Write numbers in given boxes.

=

Tens

Units

+

=

Tens

Units

+

=

Tens

Units

+

=

Tens

Units

=

Tens

Units

+

+

+

Ask students to tell their ages. Write their ages and your age on board. Ask them how many ‘tens’ and ‘units’ are in our age numbers.

91


Making Pizzas Lets make pizzas by counting the numbers of count the pizza topping by counting the number of “tens” and then “ones”

34

92

Ask students to count 35-31 loud and tell that how many ‘tens’ are in 35-31


Ask students to count 35-31 loud and tell that how many ‘tens’ are in 35-31

93


How many?

How many “tens” are in 30?

How many “ones”are in 32?

How many “tens”are in 33?

94

Write different numbers like “32, 26, 14” on board. Ask students that how many “tens” and “ones” are there?


How many “tens”are in 31?

How many one are in “35”

Direct students to draw a line match counts correctly

95


Number Fun Count the Objects

Trace and write number “31�.

31 31

31 31 31 31

31 31

31 31 31 31

31 31 31 31 96

Help students to write number 31, Give them buttons/beads to count and practice numbers.


Number Fun Count the Objects

Trace and write number “32�.

32 32 32 32 32 32 32 32 32 32 32 32 32 32 32 32 Help students to write number 32, Give them buttons/beads to count and practice numbers.

97


Number Fun Count the Objects

Trace and write number “33�.

33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 33 98

Help students to write number 33. Ask them to read aloud counting 0-33.


Number Fun Count the Objects

Trace and write number “34�.

34 34 34 34 34 34 34 34 34 34 34 34 34 34 34 34 Help students to write number 34. Ask them to read aloud counting 0-34.

99


Number Fun Count the Objects

Trace and write number “35�.

35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 100

Help students to write number 33. Ask them to read aloud counting 0-33.


Spelling Writing

3 1 Write number 31.

31 Practice Writing the number word thirty-one.

thirty-one

Encourage students to learn the spellings of number word “thirty-one”. Ask students to tell how many “Tens and Ones” in number “31”.

101


Spelling Writing

3 2 Write number 32.

32 Practice Writing the number word thirty-two.

thirty-two

102

Encourage students to learn the spellings of number word “Thirty-Two”. Ask students to tell how many “Tens and Ones” in number “32”.


Spelling Writing

3 3 Write number 33.

33 Practice Writing the number word thirty-three.

thirty-three

Encourage students to learn the spellings of number word “thirty-three”. Ask students to tell how many “Tens and Ones” in number “33”.

103


Spelling Writing

3 4 Write number 34.

34 Practice Writing the number word thirty-four.

thirty-four

104

Encourage students to learn the spellings of number word “thirty-four”. Ask students to tell how many “Tens and Ones” in number “34”.


Spelling Writing

3 5 Write number 35.

35 Practice Writing the number word thirty-five.

thirty-five

Encourage students to learn the spellings of number word “thirty-five”. Ask students to tell how many “Tens and Ones” in number “35”.

105


Number Practice Write each number three times.

31 32 33 34 35 106

Encourage students to learn the spellings of number word “f ifty”. Ask students to tell how many “Tens and Ones” in number “50”.


Number Practice Trace the name of each number twice.

31 thirty-one

thirty-one

32 thirty-two

thirty-two

33 thirty-three thirty-three 34 thirty-four

thirty-four

35 thirty-five

thirty-five

Help students to read counting 0-35 in class. Give them 35 pencils to count before writing.

107


Place Value:

Learning Number 36 Do you know?

There are many birds. Count bird.

0 0 0 0 0 0 0 0 0 0

Thirty Six

108

Tens

Units

3

6

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0

3 tens and 6 ones make 36

Ask students to rea aloud number 0-35 then introduce number 36. Give them buttons to count up to 36 as warm up activity.


Learning Number 37 Do you know?

0 0 0 0 0 0 0 0 0 0

Tens

Units

3

7

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0

There are many sea animals in the sea. Count sea animals

0 0 0 0 0 0 0

3 tens and 7 ones make 37

Ask students to rea aloud number 0-36 then introduce number 37. Give them buttons to count up to 37 as warm up activity.

Thirty Seven

109


Place Value:

Learning Number 38 Do you know?

There are many books in library shelves. Count books 0 0 0 0 0 0 0 0 0 0

Thirty Eight

110

Tens

Units

3

8

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0

3 tens and 8 ones make 38

Ask students to read aloud number 0-37 then introduce number 38. Give them buttons to count up to 38 as warm up activity.


Learning Number 39 Do you know?

0 0 0 0 0 0 0 0 0 0

Tens

Units

3

9

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0

There are many sea animals in the sea. Count sea animals

0 0 0 0 0 0 0 0 0

3 tens and 9 ones make 39

Ask students to rea aloud number 0-38 then introduce number 39. Give them buttons to count up to 39 as warm up activity.

Thirty Nine

111


Place Value:

Learning Number 38 Do you know?

There are many birds. Count bird.

Forty

0 0 0 0 0 0 0 0 0 0

Tens

Units

4

0

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0

4 tens and 0 ones make 40

112

Ask students to rea aloud number 0-39 then introduce number 40. Give them buttons to count up to 40 as warm up activity.


Find the numbers Draw a Circle

36

around number ‘36’

31 36

32

35 33

Draw a Square

37 33

34

35

32

37

37 34

37

35

36

38

around number ‘38’

38 35

33

30

32 36

32 38

36

around number ‘37’

32

31

32

37

Draw a Square

30

36

32 31

38

34

38 31

Ask students do you remember shapes names? Read out loud numbers 36-40. Give them different objects to count upto 40.

36 32

31 113


Place Value:

Learning Number 35

Draw a rectangle

39

around number ‘39’

31 27

34

33 39

39

39 35

36

33 27

28

39

35

40

Draw a Square around number ‘40’

40

31 28

40

114

33 28

32

40 40

34 28

39

Ask students do you remember shapes names? Read out loud numbers 36-40. Give them different objects to count upto 40.


Matching Objects 36-40 Count the objects match number with correct set of objects.

36 37 38 39 40 Ask number riddles (e.g; I come between 37 and 39. who am I?) Help students to match numbers with objects correctly.

115


Birds food Match caterpillar with their number birds Thirty Six

Thirty Seven

Thirty Eight

Thirty Nine

Thirty Forty Nine

116

Use countable objects for one-to-one correspondence. Help students to count and match correctly.


Matching Animals Match carrots with correct number words.

36

37

39

38

thirty seven

thirty eight

forty

40

Direct students to draw a line match counts correctly

thirty nine

thirty six

117


Counting Objects Count the objects. Circle the correct number.

118

36

37 38

37

38 39

38

39 40

40

39 38

39

38 36

Use countable objects for one-to-one correspondence. Ask students to count the object th object circle the correct number.


Write the numbers Look at given number names and write their names on trees.

thirty eight thirty seven

thirty nine

thirty eight

Write numbers name “thirty� on board. Ask students to put, six, seven, eight after thirty. Tell them about Help them to write number.

forty

119


Number Buildings Match caterpillar with their number birds

36

39

37

40

120

Set a destination point at the distance of 36-40 steps. Ask students to reach at the point by taking 36-40 steps.

38


Fish in Numbers Count fish as ‘tens’ and ‘units’ Write numbers in given boxes.

=

Tens

Units

+

=

Tens

Units

+

=

Tens

Units

+

=

Tens

Units

=

Tens

Units

+

+

Ask students to tell their ages. Write their ages and your age on board. Ask them how many ‘tens’ and ‘units’ are in our age numbers.

121


Making Pudding Lets make pudding buy counting them numbers of pudding happing

34

122

Ask students to count 35-31 loud and tell that how many ‘tens’ are in 35-31


Ask students to count 35-31 loud and tell that how many ‘tens’ are in 35-31

123


How many?

How many ‘tens’ are in 36 ?

How many ‘ones’ are in 37 ?

124

Write different number like 36, 37, 38 on board. Ask students that how many ‘tens’ and ‘ones’ are there?


How many ‘tens’ are in 38 ?

How many ‘ones’ are in 40 ?

Direct students to draw a line match counts correctly

125


Number Fun Count the Objects

Trace and write number “36�.

36 36 36 36 36 36 36 36 36 36 36 36 36 36 36 36 126

Help students to write number 36, Ask them to read aloud counting 0-36.


Number Fun Count the Objects

Trace and write number “37”.

37 37 37 37’ 37 37 37 37 37 37 37 37 37 37 37 37 Help students to write number 37, Ask them to read aloud counting 0-37.

127


Number Fun Count the Objects

Trace and write number “38�.

38 38 38 38 38 38 38 38 38 38 38 38 38 38 38 38 128

Help students to write number 38, Ask them to read aloud counting 0-38


Number Fun Count the Objects

Trace and write number “39�.

39 39 39 39 39 39 39 39 39 39 39 39 39 39 39 39 Help students to write number 39, Ask them to read aloud counting 0-39.

129


Number Fun Count the Objects

Trace and write number “40”.

40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 40 130

Encourage students to learn the spellings of number word “thirty-six”. Help students to write number 40, Ask them to read aloud counting 0-40. Ask students to tell how many “Tens and Ones” in number “36”.


Spelling Writing

3 6 Write number 36.

36 Practice Writing the number word thirty-six.

thirty-six

Encourage students to learn the spellings of number word “thirty-seven”. Ask students to tell how many “Tens and Ones” in number “37”.

131


Spelling Writing

3 7 Write number 37.

37 Practice Writing the number word thirty-seven.

thirty-seven

132

Encourage students to learn the spellings of number word “thirty-seven”. Ask students to tell how many “Tens and Ones” in number “37”.


Spelling Writing

3 8 Write number 38.

38 Practice Writing the number word thirty-eight.

thirty-eight

Encourage students to learn the spellings of number word “thirty-eight”. Ask students to tell how many “Tens and Ones” in number “38”.

133


Spelling Writing

3 9 Write number 39.

39 Practice Writing the number word thirty-nine.

thirty-nine

134

Encourage students to learn the spellings of number word “thirty-nine”. Ask students to tell how many “Tens and Ones” in number “39”.


Spelling Writing

4 0 Write number 40.

40 Practice Writing the number word forty.

forty

Encourage students to learn the spellings of number word “forty”. Ask students to tell how many “Tens and Ones” in number “40”.

135


Number Practice Trace each number three times.

36

36

36

36

37

37

37

37

38

38

38

38

39

39

39

39

40

40

40

40

136

Help students to read counting 36-40 in class. Give them 40 pencils to count


Number Practice Trace the name of each number twice.

36 thirty-six

thirty-six

37 thirty-seven thirty-seven 38 thirty-eight thirty-eight 39 thirty-nine thirty-nine 40 forty Help students to read counting 0-35 in class. Give them 35 pencils to count before writing.

forty 137


Using a number line How to make 11 ?

0

1

2

3

4

5

6

7

8

9

10

11

12 13 14

15 16 17

18 19 20

15 16 17

18 19 20

To make 11, we have to jump from 0 to 10.

0

1

2

3

4

5

6

7

8

9

10

11

12 13 14

Now we have to add number 11 with number 10. So we jump 1 step to the right of number 10 that is number 11.

0

138

1

2

3

4

5

6

7

8

9

10

11

12 13 14

15 16 17

18 19 20

Draw a number timeline on board. Ask students to count forward numbers to make different sums. Use pencils to count. Tell students that zero represents nothing but when it comes in “10� it has its value.


Addition Problem What is the total of 10 + 1 ?

0

1

2

3

4

5

6

7

8

9

10

11

12 13 14

15 16 17

18 19 20

Count forward the next 1 number to the right from 10 to 11

0

1

2

3

4

5

6

7

8

9

10

11

12 13 14

15 16 17

18 19 20

We count forward the next 1 number to the right from 10 to make total of number 11. The total of

10 + 1

is

11

Draw a time line on board. Write different equantions of numbers. Divide students into group ask them to count the sum. Practice this activity to make different sums.

139


Word Problem: Addingline Chicks Using a number

How find total number? The hen has 10 chicks

140

Ask different question like: if I have 3 apples and my sister has 3 apples. How many apples do we have etc.


Her friend brings 3 more chicks.

Now these are

13 chicks

+

10 chicks 3 chicks Total: 13 chicks. Use different countable objects to make addition fun.

We can f ind total number of objects by adding 10 + 3 that make 13

141


Birds on Strings Do you remember? Addition on finding to total sum by combining two or more numbers.

There are 10 Sparrows on the strings.

1 Parrot

comes to join sparrows.

How many birds are there? 142

10 + 1 =

Make a f lash cards of different numbers. Give students different equations of numbers sets.


Addition Problem

Suddenly 1 big black

crow sits on string

How many birds make 13 13 = 10 +

1 clever eagle

sits near the crow on string.

How many birds are there? Ask them to tell the sum of numbers sets.

143


Addition Fun There are 9 candies on the table. 5 candies are under the tables. How many candies are there?

+

9

+

=

5

Candies

=

17 cupcakes are in showcase. Baker bring 2 more cupcakes. How many cupcakes are there?

+

17

144

+

=

2

Cupcakes

=

Encourage students to learn the spellings of number word “thirty-seven”. Ask students to tell how many “Tens and Ones” in number “37”.


Addition Fun 13 lollipops are in the jar. 5 lollipops are outside the jar. How many lollipops are there?

+

+

13

=

5

Lollipops

=

There are 10 vanilla ice cream and 7 chocolate ice cream. How many ice cream on there?

+

10

+

=

7

Ice Creams

=

Encourage students to learn the spellings of number word “thirty-eight”. Ask students to tell how many “Tens and Ones” in number “38”.

145


Addition story

Some of the butterflies were on the f lowers. 3 more butterf lies came over. Then there were 15 butterflies. How many were on the f lowers before! + 3 = 15

Some of the jelly beans were in the jar. Amina add 4 more jelly beans then there were 19 beans. How many beans were in the jar before ?

+ 4= 19

146

Use candies/beans for addition. Use videos on addition as warm up activity.


Addition story

Some of the frogs were sitting on the grass. 6 more frogs jump there. Then there were 16 frogs how many frogs were on the grass before? + 6 = 16

Some of the bounty bites were in the jar. Ali add 2 more bites then there were 13 bites. How many bites were in the jar before.

+ 11 = 13

Use candies/beans for addition. Use videos on addition as warm up activity.

147


Find Number ‘17’ Draw a line to join two shells that sum equal 17. One pair has done for you.

10

8

0 7 9

148

17

15

9

2 1 2

16 8 16

Use match sticks for number ‘17’. You can use board or table for joining sticks


Addition with dragon Complete the following sums:

T U 1 3 + 5 1 8

T U 1 0 + 9

T U 1 3 + 2

T U 1 6 + 3

T U 1 1 + 4

T U 1 9 + 0

Draw a colour of ‘tens’ and limits on board. Ask student to place values of numbers and to write the correct answer.

149


Dumbo Elephant Dumbo is an elephant Dumbo is fond of addition. Try there addition sums with Dumbo ?

+ Total Flowers:

+ Total Balls:

+ Total Balloon: 150

Use candies/beans for addition. Use videos on addition as warm up activity.


I can add numbers

Count burgers and write total number.

+

=

Burgers

=

Pizzas

Count pizzas and write total number.

+

Count sandwiches and write total number.

+

Roll 3 dices and count the numbers that come in front. Practice this game before starting this activity.

=

Sandwiches

151


I can add 3 numbers Ali has 5 red crayons, 5 blue crayons. How many crayons does Ali have in all?

5 5 Crayons There are 7 oranges, 5 apples and 7 melons in the basket. How many fruits are in basket ?

7 7

152

Use flash cards with different fruit count as


Can you count? Count Objects Circle the number that matches with objects in pictures.

5

6

7

8

9

10

12 13 14

20 21 22

Use countable objects to count in the class.

153


I can add 3 numbers

22 23 24

27 28 29

31 32 33

34 35 36

154

Use flash cards with different fruit count as


Sara’s stationary Sara loves to collect stationery items. She wants to count each item and write answer.

Pencils

Eraser

Crayons

Use countable objects to count in the class.

155


Sara’s stationary

Sharpener

Thumb pins.

156

Use flash cards with different fruit count as


Animal’s Count Count and write the numbers.

Five

Seven

Ten

Reindeer

Use countable objects to count in the class.

Sixteen

157


Revision

158

Rabbits

Eighteen

Squirrel

Twenty-three

Cats

Thirty

Rats

Thirty-four

Ask students to count objects, read the number name and write the correct numbers


Comparing Lengths Circle the shortest one.

Circle the longest one.

Use pencils/wood stick for practicing comparing length.

159


Revision

10

Thirty

20

Forty

30

Ten

40

Twenty

160

Ask students to read counting 0-40 aloud in the class while matching tens.


Comparing weight

Circle the heaviest object.

Circle the highest object.

Use comparable objects for practicing comparing different weights.

161


Racing Cars

FINISH

The car race has finished number the cars to give positions.

6th

8th

7th

4th 3rd 2nd

1st

5th

10th

9th

START 162

Ask students to count objects, read the number name and write the correct numbers


Addition with number bond Read the addition story and f ill in the missing numbers

a) 4 rabbits are playing. 4 more rabbits hopped there. How many rabbits are in all?

4

4+4 4 b) There are 6 blue and 4 red jackets. How many jackets are in all?

6

6+4 4 c) There are 6 toy cars and 6 spinning toys. How many toys are in all?

6

6+6 6 Use pencils/wood stick for practicing comparing length.

163


Racing Cars Read the addition story and f ill in the missing numbers

d) 8 boys are playing football 6 are playing basketball. How many boys are in all?

8

8+6 6 e) There are 9 brown cats and 9 grey cats. How many cat are in all?

9

9+9 9

164

Draw different images on board. Ask students to count and add them. Make number pairs also.


Johny the Donkey! Johny, the donkey does not know about the numbers that are greater than. less than or equal. Help him to know by writing (>) for greater than. (<) for less than. (=) for equal in given numbers.

1)

12

14

2)

23

19

26

26

4)

37

37

5)

3

30

6)

37

8

3)

Write different numbers on board. Ask students to write the symbols accordingly.

9>5

8 x > 7

+

2<1 3

=

9=5

165


Birds Nests These are many eggs in birds “nests’ Count eggs as ‘ten’ and ‘ones’. Write numbers in given columns and add them.

tens

ones

= tens

ones

= tens

total

ones

=

166

total

ones

= tens

total

total

Ask students to count the number as ‘tens’ and ‘ones’ and add them together.


How many?

Done is is holding 5 flowers. Parrot is holding 10 flowers. How many flowers are they holding? flowers.

7 boats are sailing in the sea. 5 boats are on seashore. How many boats are here? boats. There are 12 dogs inside the fence and 1 dog is outside the fence? How many dogs. are there? dogs. Write different numbers on board. Ask students to write the symbols accordingly.

167


Numbers Count the bird houses.

Write numbers 0-10.

168

Write numbers on board. Ask students to read out loud counting while writing numbers


How many? Count the pictures hanging on the wall.

Write numbers 11-20.

0

0

Write different numbers on board. Ask students to read out loud counting while writing numbers.

169


Numbers Count the tress in a row.

Write numbers 21-30.

0

0

168

Write numbers on board. Ask students to read out loud counting while writing numbers


How many? Count shirts hanging on the string.

Write numbers 31-40.

0

0

Write different numbers on board. Ask students to read out loud counting while writing numbers.

169




Mathematics

Emergent Learning Series comprises textbooks and workbooks together. It has been divided into two books: English Playgroup 1 and English Playgroup 2. This colourful book is easy to use for both students and teachers. All essential skills have been focused that provide plenty of opportunities for students to practice language skills.

ISBN 9789697603015

Head Office: 60, B-1 Johar Town, Lahore. t: 042 3517 7779 e: info@bookline.pk u: www.bookline.pk

9 789697 603015 Rs. 280/-


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