Pupil’s Book
Consultant: Dr Spario Soon Author: Christina Soh
© 2017 Marshall Cavendish Education Pte Ltd Published by Marshall Cavendish Education Times Centre, 1 New Industrial Road, Singapore 536196 Customer Service Hotline: (65) 6213 9444 E-mail: tmesales@mceducation.com Website: www.mceducation.com First published 2017 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Any requests for permission should be addressed to the Publisher. Marshall Cavendish is a registered trademark of Times Publishing Limited. ISBN 978-981-4736-75-6 Printed in Indonesia The questions in this book are created by the author.
Acknowledgements One, Two, Buckle My Shoe from Mother Goose’s Melodies or Songs for the Nursery [Public Domain] Hickory Dickory Dock from Mother Goose’s Melodies or Songs for the Nursery [Public Domain]
Contents
1
Numbers 0 to 10 A Counting Within 10 B Ordering Numbers Within 10 C Comparing Numbers Within 10 Mind Corner
2 3
1
Naming Positions
15
A Understanding Positions B Days of the Week Mind Corner
16 21 24
Length and Mass
25
A Comparing Lengths B Comparing Masses Mind Corner
26 30 36
4 vi
2 7 9 14
Number Pairs
37
A Making Number Pairs to 2, 3, 4, 5 and 6 B Making Number Pairs to 7, 8 and 9 Mind Corner
38 43 46
5 6
47
A Ways to Add B Writing Addition Sentences C Solving 1-Step Addition Word Problems D Adding Three Numbers Mind Corner
48 52 54 57 60
Subtraction Within 10
61
A Ways to Subtract B Writing Subtraction Sentences C Solving 1-Step Subtraction Word Problems D Relating Subtraction to Addition Mind Corner
62 66 68 7 1 74
7 8
Addition Within 10
3D Shapes
2D Shapes
75
A Straight Lines and Curved Lines B Squares, Rectangles, Triangles and Circles C Making Patterns With 2D Shapes D Symmetry Mind Corner
76 78 84 86 88
89
A Flat Faces and Curved Faces 90 B Cubes, Cuboids, Spheres and Cylinders 92 C Making Patterns With 3D Shapes 98 Mind Corner 100
vii
9
Making 10
101
A Making Number Pairs to 10 B Subtracting From 10 Mind Corner
102 106 108
0 110
1111
109
A Counting Within 20 B Ordering Numbers Within 20 C Comparing Numbers Within 20 Mind Corner
110 114 118 123
Addition and Subtraction Within 20
124
A Adding Numbers Within 20 B Subtracting Numbers Within 20 C Solving 1-Step Word Problems Mind Corner
125 130 134 137
2 112 viii
Numbers 11 to 20
More on Length and Mass
138
A Measuring and Comparing Lengths A B Measuring and Comparing Masses B Mind Corner Mind Corner
139 143 147
3 113
Time
149
A Telling Time to the Hour B More on Telling Time Mind Corner
150 152 155
4 114 5 115
Graphs
156
A Reading Lists and Tables B Reading Pictograms C Reading Block Graphs Mind Corner
157 160 163 166
Doubles and Halves
167
A Finding Doubles B Finding Near Doubles C Finding Halves of Shapes D Finding Halves of Numbers Mind Corner
168 172 174 176 177
6 116
Sharing
179
A Sharing Equally B Even and Odd Numbers Mind Corner
180 183 186
ix
1177
Numbers to 100
188
A Counting Within 40 B Counting Within 100 Mind Corner
189 193 205
8 118 9 119
206
A Coins B Paying With Coins Mind Corner
207 210 212
Capacity
213
A Comparing Capacities B Measuring Capacities Mind Corner
214 216 219
0 220
x
Money
Handling Information
220
A Making Graphs B Grouping Objects Mind Corner
221 226 230
How many sticks are on the ground?
One, two, Buckle my shoe. Three, four, Shut the door. Five, six, Pick up sticks. Seven, eight, Lay them straight. Nine, ten, A big, fat hen.
1
Numbers 0 to 10
Let’s Explore What numbers have you seen today? Tell your classmate. In this chapter, you will learn to • • • •
count within 10 read and write numbers within 10 order numbers within 10 compare numbers within 10
A
Counting Within 10
Let’s Learn Together 1 Count.
1
one
2
two
3
three
4
four
5 five
2
Chapter 1
Let’s count. 1, 2, 3, 4, 5, ‌
6 six
7
seven
8
eight
9
nine
10 ten
Numbers 0 to 10
3
2 Count back.
3
three
2
two
1
one
0
zero
What do you think zero means?
4
Chapter 1
Stop-Think-Go How many hats are there?
Let’s Practise 1 Match.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
Eight
9
Six
One
Nine Five
Two
Three
3
2 1 8 5 6 Numbers 0 to 10
5
Activity Book
Consultant: Dr Spario Soon Author: Christina Soh
Š 2017 Marshall Cavendish Education Pte Ltd Published by Marshall Cavendish Education Times Centre, 1 New Industrial Road, Singapore 536196 Customer Service Hotline: (65) 6213 9444 E-mail: tmesales@mceducation.com Website: www.mceducation.com First published 2017 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Any requests for permission should be addressed to the Publisher. Marshall Cavendish is a registered trademark of Times Publishing Limited. ISBN 978-981-4736-78-7 Printed in Indonesia The questions and answers in this book are created by the author.
1 Worksheet
Numbers 0 to 10
1
Counting Within 10 1 Write the numbers.
(a) Count
(b) Count
(c) Count
.
.
.
Š 2017 Marshall Cavendish Education Pte Ltd
Numbers 0 to 10
1
2 Count each type of fruit.
Write the numbers.
(a)
(c)
(e)
2
Chapter 1
(b)
(d)
(f)
© 2017 Marshall Cavendish Education Pte Ltd
Draw some
and
in the fish tank.
How many
and
are there?
3
4 Match.
(a)
(b)
(c)
(d)
six
eight
zero
nine
9
6
8
0
Š 2017 Marshall Cavendish Education Pte Ltd
Numbers 0 to 10
3
5 Count.
Complete the table. The first row has been done for you. Sea animal
Number
Word
5
five
4
Chapter 1
Š 2017 Marshall Cavendish Education Pte Ltd
Teacher’s Guide Consultant: Dr Spario Soon Author: Christina Soh
© 2017 Marshall Cavendish Education Pte Ltd Published by Marshall Cavendish Education Times Centre, 1 New Industrial Road, Singapore 536196 Customer Service Hotline: (65) 6213 9444 E-mail: tmesales@mceducation.com Website: www.mceducation.com First published 2017 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Any requests for permission should be addressed to the Publisher. Marshall Cavendish is a registered trademark of Times Publishing Limited. ISBN 978-981-4736-79-4 Printed in Indonesia The questions and answers in this book are created by the author.
Acknowledgements One, Two, Buckle My Shoe from Mother Goose’s Melodies or Songs for the Nursery [Public Domain] Hickory Dickory Dock from Mother Goose’s Melodies or Songs for the Nursery [Public Domain]
Preface is a series for Stages 1–6 designed to meet the requirements of the Cambridge International Examinations Primary Mathematics curriculum framework. The series: • deepens conceptual understanding through the Concrete-Pictorial-Abstract approach — a sequence of understanding using physical objects (concrete), then diagrams (pictorial) and finally numeral representation (abstract). • provides a highly scaffolded learning framework with problem solving at its heart. • builds and consolidates knowledge by using a focused, coherent and cumulative spiral curriculum. • uses exploratory questioning and encourages extensive practice to guide all pupils towards discovery and develop fluency and mastery. • introduces heuristics or strategies that pupils can adopt to solve unfamiliar or non-routine problems. These strategies include drawing a bar model or diagram, making a list, patternspotting, estimating or ‘guess and check’, acting it out and working backwards. • stimulates thinking beyond the activities in the Pupil’s Book. The activities kick-start mathematically meaningful conversations through questioning, giving pupils opportunities to think mathematically, discover connections and be creative. Written problems can be used as a starting point for further questioning, for example, when presented with 7 + 4 = 11 and an accompanying bar model, the pupil could be asked ‘What would happen if it was 11 – 4 or 11 – 7? What about 7 + 4 or 4 + 7?’ Then take it further: ’What would the bar model look like if it was 8 + 4?’ • makes use of variation. Mathematical and perceptual variation deepens understanding as it constantly challenges children to develop their existing understanding by looking at questions from different perspectives and adapting to new situations. series was developed with this approach in mind. This led to the creation of the following components in this series: Teacher’s Guide
Pupil’s Book
Teachers plan and prepare lessons using these: • Schemes of Work • Teaching Ideas • Suggested Answers (Pupil’s Book) • Digital resources (CD-ROM) (Also available at www.mc-maths.com) - Schemes of Work (editable) - Lesson Plans (editable) - Revision Worksheets (editable) - Blackline Masters and Photocopiable Activities - Chapter Openers - Activity Book with suggested answers
Teachers teach and pupils learn using these: • Chapter Openers and key content • ‘Let’s Explore’ • ‘Let’s Learn Together’ • ‘Let’s Practise’ • ‘Stop-Think-Go’ • ‘Let’s Discover’ • ‘Mind Corner’ • ‘Let’s Recall’ Activity Book Pupils practise and teachers assess using these: • Worksheets • ‘Reflection’
Through the use of this series, we believe that pupils can develop Cambridge learner attributes — five highly desirable habits in learning: confident, responsible, reflective, innovative and engaged, and become fully proficient in mathematics. This series offers a complete solution to the delivery of the Cambridge Primary Mathematics curriculum framework in schools.
iii
How to Use the Teacher’s Guide This easy-to-use Teacher’s Guide, together with the accompanying digital resources, has been designed as a comprehensive teacher support resource for both experienced and new teachers. It contains detailed guidance on how to teach all the topics in the Pupil’s Book and Activity Book in a fun and stimulating way.
11
144 Chapter 11
(M)CIE MathsTG1_C11.indd 144
Scheme of Work provides a quick chapterby-chapter overview of the Cambridge Primary Mathematics curriculum framework for the stage. Teachers can introduce topics through a spiral progression that builds on concepts already taught and mastered.
Addition and Subtraction With
Scheme of Work
Suggested Time Frame
Suggested time frame: 12 periods (1 period is approximately 40 minutes.)
helps you manage your curriculum planning and timetabling effectively.
Teaching and Learning Sequence
Teaching and Learning Sequence
No. of Periods
Lessons 1–2 Chapter Opener
helps you match the standards and content to the Cambridge Primary Mathematics curriculum framework.
Learning Outcome(s)
4
• Make number pairs to 10. (Let’s Recall) • Add numbers within 20.
• Pupil’s Boo pp. 124–12 • Activity Bo WS 1, pp. 1 • Teacher’s G pp. 146–15
4
• Subtract numbers within 10. (Let’s Recall) • Subtract numbers within 20.
• Pupil’s Boo pp. 130–13 • Activity Bo WS 2, pp. 1 • Teacher’s G pp. 152–15
A. Adding Numbers Within 20
Learning Outcome(s)
Lessons 3–4 B. Subtracting Numbers Within 20
help you identify the objectives of the lesson and what pupils need to do and know.
2
Wraparound includes the relevant pages from the Pupil’s Book to allow for quick referencing during lesson planning.
Naming Positions
Let’s Recall
Lesson 1 (2 periods)
Chapter Opener
17/3/17 6:27 pm
Use this picture to establish ‘between’.
that we can tell positions using
words such as ‘first’, ‘last’,
‘before’, ‘after’ and
provides opportunities for pupils to revisit prior concepts and assess their readiness to proceed.
Teaching ideas
positions and the • Introduce the concept of leading the pupils words to tell positions by writing the in singing the alphabet song, on the board letters in alphabetical order as you do so. (A) What is • Ask: What is the first letter? letter is before the last letter? (Z) What D? (E) What C? (B) What letter is after (F) letter is between E and G? Ask: How picture. • Have pupils look at the (4) Ask the many children are there? children are pupils what they think the
Chapter Opener provides you with trigger questions that will help you engage pupils and serve as a lead-in to the chapter.
Who is last?
Am I before Raj?
Am I rst?
2
Let’s Expl ore
playing. Who is last? (Lily) • Ask: Who is first? (Tom) Who is after Who is before Lily? (Raj) Aishah? (Raj) learn more words • Tell pupils that they will to tell positions in this chapter. or small groups • Have pupils discuss in pairs positions. on how to tell the children's questions: • Other possible probing such as first, − When do you use words last, before and after? use to tell − What other words can you positions?
give you detailed lesson ideas and suggestions to enable sound concept development. This is centred around pupils’ self-discovery.
children
In this chapter, you will learn to • recognise positions • tell days of the week
13/3/17 10:30 am (M)CIE MathsPB1_02.indd
Teaching Ideas
Who is after me?
How would you tell the positions of the in the picture? Tell your classmate.
Naming Positions
15
Naming Positions
19 13/3/17 10:46 am
(M)CIE MathsTG1_C02.indd
iv
19
Resour
Resources
For Advanced Learners
refer you to the relevant pages from the Pupil’s Book, Activity Book and Teacher’s Guide to aid your planning and preparation.
For Learners Needing More Support
challenges your more able pupils and reinforces their understanding of the concepts.
Material(s)
offers a differentiation opportunity to less confident pupils. Let’s Practise Let’s Practise Let’s Practise Let’s Practise
1 What comes next? What comes next? 11 What comes next? What comes next? 1 (a) (a) (a) (a) (b) Some pupils may have trouble extending (b)patterns. Have (b) (b) pupils identify colour, shape and size of the patterns, and say the patterns aloud. Help pupils create (c) a rhythm in their (c) (c) (c) recitation of the patterns. This is to help pupils identify (d) more easily what comes next in the pattern. (d) (d) (d)
For learners needing more support
help you plan and prepare what you need for the chapter. Additional teacher resources (TR) are provided as photocopiables in the CD-ROM.
Let’s Practise
For advanced learners
offers you suggested answers to the questions in the Pupil’s Book.
C
Encourage pupils to answer further 1
Making Patterns With 3D Shapes
Let’s Practise
hin 20
?
Let’s Practise Let’s Practise Let’s Practise Let’s Practise
1 We make patterns using different shapes. What 3D shapes are used in this pattern?
2
3
1
C
Wrap Up
98
• • • • •
ok, 33 ook, 133–135 Guide, 55
• 18 green cubes • 9 red, 3 blue, 14 green cubes per pair (Stop-Think-Go)
17 blue magnetic counters 14 green cubes 9 red cubes 9 blue cubes 15 cubes per pair (Let’s Discover)
2
What shapes are missing? What shapes are missing? What shapes are missing?
17/3/17 11:08 am
Let’s Recall
• Analysing parts and whole
?
? up Wrap ?
are used in this pattern?
These shapes repeat. 2 We make patterns using shapes of different size.
3 We make patterns using shapes of different colour.
(c)
(d)
2
What shapes are missing? How do you find the answers?
17/3/17 11:08 am 17/3/17 11:08 am 17/3/17 11:08 am 17/3/17 11:08 am
or
Have pupils do Worksheet 3 to practise making patterns with 3D shapes on their own.
or
or
or
?
?
or
or
or
?
20/3/17 3:55 pm
Have pupils do Worksheet 3 to practise making patterns with 3D shapes on their own.
or
Worksheet 3, page 100
?
Make patterns using and . Exchange the patterns with your classmate. Tell each other how the patterns are made. Do you agree with each other? Why do you say so?
Worksheet 3, page 100
Chapter 8
17/3/17 11:08 am
Teaching ideas
(M)CIE MathsPB1_08.indd 99
3D Shapes
99 17/3/17 11:08 am
2 10 Frame. • Next, place 3 counters on the (3) Ask: How many counters are there? many How Ask: r. counte 1 e • Remov now? (2)pupils. that count commonly confuse ers are there
(M)CIE MathsTG1_C08.indd 115
Common Error(s) Lesson 2 (2 periods)
highlight concepts
Teaching ideas • Show two 5-cent coins. Ask: What is the total value of these two coins? (10) How do you get the answer? (Answers will vary. E.g. double 5 is 10.)
Ways to Subtra ct
• Show one 10-cent coin. Ask: What is the value of this coin? (10 cents)
Let’s Recall
• Have pupils look at Pupil’s Book p. 208. Learning outcome(s)
• Have pupils pick a number from 5 to 9. Ask: What number pairs make that number? (Answers will vary.)
Vocabulary
• Have pupils look at the picture of the 10-cent and 5-cent coins. Guide pupils to points out the key conclude that one 10-cent coin has the terms that same mathematical value as two 5-cent coins. So, we can exchange one 10-cent coin for two 5-cent pupils need to know. coins.
Material(s)
• 9 cubes
Vocabulary
• subtract • difference
Let’s Learn Togeth er Teaching ideas 1 • Introduce pupils to the concept of subtraction. • Make a number train with 4 cubes. Have pupils count along as you make it. Ask: How many cubes are there altogether? (4)
A
Pick a number from 5 to 9. What number pairs make this number?
1 There are 4 books.
Subtract 2 books from 4 books.
Subtract means take away. We can cross out the 2 books to show that they are taken away.
2 • Have pupils look at 2 . Read the question and have pupils repeat each line after you. • Have pupils count the lions that are not sleeping (4). Point out that this is a subtraction problem. Explain that if we take away the sleeping lion, there are 4 lions left.
• Draw a number bond on the board. Write one part (1) and the whole (5). Tell pupils that instead of counting the lions, we can use number pairs to subtract. Complete the number pair to find the number of lions that are not sleeping.
1 lion is sleeping. How many lions are not sleeping?
1
62
approach has been applied. • Have pupils When we count compare how back, we exchanged the numbers get smaller. 4 rabbits are left. the 25-cent coin and 50-cent coin. Guide them to see that we exchanged the 4 Look at these two sets of cubes. 25-cent coin for a set How many of cubes are and the 7 coins Set A there in each set? Which set has more cubes? 50-cent coin for a set ofset 5has coins. Which Set B fewer cubes? Point out that the number of coins in a set has no What is the difference in the relation to its total value. number of cu bes in Sets A and B?
2 There are 5 lions.
5 4
10
I can use number pairs to subtract.
Chapter 6
Material(s): 1 set of real coins per pair
(M)CIE MathsTG1_C06.indd 74 13/3/17 10:48 am
1 Count.
How many are there? 10
10
cents
1
one 50-cent coin
Let’s Discov er
10
cents
10
cents
10
cents
10
cents
50
5
25
cents
cents
cents
5
cents
1
cents
5
cent
two 10-cent coins and t for all ten snumbers. (4) Repeafive 1-cent coin
• Have pupils work in pairs. • Ensure that each set includes enough real coins of smaller values to allow pupils to exchange them.
one 10 Frame
one 25-cent coin
cents 63
(M)CIE MathsPB1_06.indd 63 13/3/17 10:33 am
cents
pair one (TR01) per two 10-cent coin 5-cent coins work in pairs. Give each pair (1) Have pupils
50
Subtraction Within 10 13/3/17 10:33 am
Let’s Practis e
Double 5 is 10.
Material(s): 10 counters per pair, cents
2 Count back.
1
cent
cent
10
cents
25
cents
cents
2 Complete. 10
Count in tens. 10, 20, 30, 40, 50
Set A has 6 cubes. Set B has 2 cubes.
(M)CIE MathsPB1_06.indd 62
20/3/17 3:55 pm
. 10 counters and one 10 Frame (TR01) Count Ask in tens. 10. to 1 from r numbe a (2) Say aloud 10, 20 r of t numbe 10 10 place the correc Then count in ones. to pupils cents cents 21, 22, 23, 24, 25 25 counters on their 10 Frames. cents 1 1 1 1 1 board to cent volunt cent come cent to cent cent to the eers (3) Get write the numeral and number word.
Let’s Discover
4 lions are not sleeping.
activity Additional 5 5
cents
to subtract.
There are 2 books left.
rt For learners needing more suppo number of coun Use a 10 Frame to show different at a time and hav within 10. Remove counters one count back along with you.
115
r. Ask: • Continue to remove another counte (1) Common error(s) How many counters are there now? uce introd and r counte • Pupils may confuse last the e of a coin with its value, e.g. the size • Remov ‘zero’ above and they may perceive r, 0. Write bigger sized 5-cent‘0’ coin thea numbe as having a higher value than 10-cent in the list. Ask: What do you ‘one’coin. ‘1’ aand nothing.) means (Zero ? means zero • Pupils may confuse think the number of coins with the total are no counters, value, e.g. they may n thatawhen Explai perceive set ofthere six 1-cent coins is 0.’ rs counte of r as having a greater numbe ‘The than say, value wetotal a set of two 5-cent coins. repeat • Say ‘zero’ aloud and have pupils after you. p. 4. • Have pupils look at Pupil’s Book Additional Activity hips. Prompt • Have them look at the spaces for the number, 0, there to see that them offers you more teaching are no spaceships. ideas for pupils’ yenrichment. if time • Carry out Additional activit permits.
• Have pupils look at the picture of the the key 50-centexplains and 10-centwhat coins. Tell them that this is one way of exchanging a 50-cent concepts are and how the coin for coins of smaller values. Guide them Count back from 7. Concrete-Pictorial-Abstract to count in tens. I can count back 4 , 5 , 6 , 7
Let’s Learn Together
• Explain that when we subtract 2 books, we can cross out 2 books in the picture. Count the remaining books to get the number of books left.
Chapter 6
Ways to S ubtract
Let’s Recall
• Have pupils look at Pupil’s Book p. 62. • Go through 1 . Relate the cubes to the books.
74
• Have pupils look at the picture of the 25-cent, 10-cent and 1-cent coins. Tell them that this is one way of exchanging a 25-cent coin for coins of smaller values. Guide pupils to count in tens first, then in ones: 10, 20, 21, 22, 23, 24, 25. Highlight that 3 There are 7 r it is easier to start counting from the abbits. 3 of them hop away. largest number/value Note toft? Teachers . How many r abbits are le
Note to teachers: In this section, pupils will explore the concept of subtracting numbers using cubes as concrete representation. Next, they will move on to the pictures on the page and finally arrive at the symbolic representation in the form of numbers.
• Take away 2 cubes. Explain that instead of saying ‘take away 2 cubes’, we can say ‘subtract 2 cubes’. Ask: Subtract 2 cubes from 4 cubes. How many cubes are left? (2)
115
17/3/17 11:08 am 17/3/17 11:08 am 17/3/17 11:08 am
3D Shapes
• Subtract numbers within 10.
3D Shapes
99 99 99 99
Let’s Discover
98
• Begin by having pupils recall making number pairs up to 9. [Stage 1 Chapter 4, Section B]
99 99 99 99
(M)CIE MathsPB1_08.indd 98
A
? ?? ?
17/3/17 11:08 am
??
17/3/17 11:08 am
3D Shapes 3D Shapes 3D Shapes
(M)CIE MathsTG1_C08.indd 115
(b)
1 We make patterns using different shapes. What 3D shapes
(M)CIE MathsPB1_08.indd 99
99
(a)
? up Wrap ?
Material(s): 1 set of solid shapes per pair Reinforce the concept of making patterns with 3D shapes by having an activity. Have pupils work in pairs. One pupil quietly forms a pattern of 2 or 3 repeating shapes. The other Worksheet 3, page 100 pupil will put the next 2 shapes in the pattern. Worksheet 3, page 100 Worksheet 3, page 100 Worksheet 3, page 100 Have pupils switch roles.
? ?? ?
??
3D Shapes
,
,
(M)CIE MathsPB1_08.indd 99
or or or or
Material(s): 1 set of solid shapes per pair Reinforce the concept of making patterns Worksheet 3, page 100 with 3D shapes by having an activity. Have pupils work in pairs. One pupil quietly forms a 99 pattern of 2 or 3 repeating shapes.3D Shapes The other Worksheet 3, page 100 pupil will put the next 2 shapes in the pattern. Worksheet 3, page 100 Worksheet 3, page 100 Worksheet 3, page 100 Have pupils switch roles.
Let’s Practise (M)CIE MathsPB1_08.indd 99 (M)CIE MathsPB1_08.indd 99 (M)CIE MathsPB1_08.indd
(d)
2
How do you find the answers?
1 What comes next?
What is the missing shape in this pattern? How do you find it?
ok, 29 ook, 127–132 Guide, 51
Chapter 8
consolidates pupils’ learning and brings the Let’s Learn Together lesson to a close.
or or or or
3D Shapes 3D Shapes 3D Shapes
Let’s Practise
Explain to your classmate how the patterns are made.
(M)CIE MathsPB1_08.indd 98
Making Patterns Wi th 3D Shapes
or or or or
99
(b) (c)
(E.g.. (c) shapes of different colour) Make patterns using and Exchange the patterns with your classmate. Tell each other how the patterns are made. Do you agree with each other? Why do you say so?
Thinking Skill(s)
Material(s)
2 2 2
or or or or
3D Shapes
2 How do you find the answers? What shapes are missing? Encourage pupils to answer further question(s): How do you find the answers? How do you find the answers?
Let’s Discover
(a) (b) (c)
Worksheet 3, page 100
1 What comes next? What comes next? 11 What comes next? 1 What comes next?
For advanced learners
(M)CIE MathsPB1_08.indd 99 (M)CIE MathsPB1_08.indd 99 (M)CIE MathsPB1_08.indd 99 (M)CIE MathsPB1_08.indd
(a) (d) (a) For learners needing more support (a)(a) or (a) 1 or or These shapes repeat. or (b) Some pupils may have trouble extending (b)patterns. Have (b) (b) (b) or We make patterns using sh pupilsapes of different size. identify colour, shape and size of or the patterns, or 2 and or What shapes are missing? say the patterns aloud. Help pupils create (c) a rhythm in their How do you find the answe or (c) rs? (c) (c) (c) or recitation of the patterns. This is to help or pupils identify or (d) more easily what comes next in the pattern. (d) (d) (d) (d) We make patterns using shapes of different colour. or or or or
rces
(a)
Let’s Learn Together
Suggested duration: 8 h
1
2 What shapes are missing? 2 What shapes are missing? What shapes are missing? 2 2 How do you find the answers? What shapes are missing? How do you find the answers? question(s): How do you find the answers? How do you find the answers?
Explain to your classmate how the patterns are made. (E.g. (c) shapes of different colour)
1 What comes next?
Let’s Recall What is the missing shape in this pattern? How do you find it?
Let’s Practise
5
cents
cents
one 10-cent coin
10
cents
five 10-cent coins
v 4
3
Set A Set B
Chapter 1
1
cent
5
cents
1
cent
1
cent
1
cent
1
cen
What d 5-cent coin and zero
1
cent
10
cents
1
cent
1
cent
1
cent
5
cen
1
Numbers 0 to 10
Lesson 1 (2 periods)
Chapter Opener Use this picture to introduce the number words ‘one’ to ‘ten’.
Teaching ideas • Have pupils look at the rhyme in the picture. Read the rhyme with them. • Have pupils look at the four children in the picture. Introduce the children’s names: (clockwise from top) Lily, Aishah, Raj, Tom. • Ask: What are the children doing in the picture? (Answers will vary. E.g. Aishah is carrying a hen.) Prompt them to see that the children are doing what the rhyme says. Lily is shutting the door, Aishah is carrying a big, fat hen, Raj is picking up sticks and Tom is buckling his shoe. • Guide pupils to count the objects in the picture. (2 windows, 5 sticks on the ground, etc.) • Point out that ‘one’, ‘two’, ... are numbers. How many sticks are on the ground?
• Tell pupils that they will learn more about numbers in this chapter. • Carry out Additional activity if time permits. • Have pupils discuss in pairs or small groups the numbers they have seen around them.
One, two, Buckle my shoe.
• Other possible probing questions: − What are the numbers used for? − What numbers can you read or write?
Three, four, Shut the door. Five, six, Pick up sticks. Seven, eight, Lay them straight.
• Have pupils draw everyday objects that have numbers.
Nine, ten, A big, fat hen.
Additional activity
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Numbers 0 to 10
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Introduce other number rhymes or songs such as ‘Ten Little Indian Boys’ and ‘Ten Green Bottles’.
Let’s Explore What numbers have you seen today? Tell your classmate. In this chapter, you will learn to • • • •
count within 10 read and write numbers within 10 order numbers within 10 compare numbers within 10
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Numbers 0 to 10
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A
Counting Within 10
Let’s Learn Together Teaching ideas 1 • Begin by introducing pupils to the concept of counting from 1 to 10.
Learning outcome(s)
Material(s)
• Count within 10. • Read and write numbers within 10.
• • • •
• Have pupils work in pairs. Give each pair one 10 Frame (TR01) and 10 counters. • Show a 10 Frame (TR01) on the board and place 1 magnetic counter on it. Have pupils follow you by placing 1 counter on their 10 Frames. • Write ‘1’ and ‘one’ on the board. Explain that there are two ways of writing a number. Say '1 counter' and have pupils repeat after you.
Note to teachers: In this section, pupils will explore the concept of counting from 0 to 10 using counters as concrete representation. Next, they will move on to the pictures on the page and finally arrive at the symbolic representation in the form of numerals and number words.
• Place another counter on the 10 Frame and have pupils do the same. Write ‘2’ and ‘two’ on the board. Say ‘2 counters’ and have pupils repeat after you. • Do the same for numbers 3, 4 and 5, adding counters to the 10 Frame one at a time. Write the numerals and number words in a list.
10 magnetic counters 10 counters per pair one 10 Frame (TR01) one 10 Frame (TR01) per pair
A
Counting Within 10
Let’s Learn Together 1 Count.
1
one
2
two
3
three
4
four
5 five
2
4
Chapter 1
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Chapter 1
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Teaching ideas
For advanced learners Encourage pupils to count different types of everyday objects within 10.
• Continue for numbers 6 to 10, adding counters to the 10 Frame one at a time and writing the numerals and number words in a list. • Next, lead pupils to say aloud the numbers 1 to 10 as you point to each number in the list. Repeat this a few times until pupils can say all ten numbers easily. • Have pupils look at Pupil’s Book pp. 2−3. • Point to each number and object and say ‘1, 1 tie’, ‘2, 2 sweets’, ‘3, 3 shirts’, ‘4, 4 plates’, ‘5, 5 watermelons’, ‘6, 6 balls’, ‘7, 7 oranges’, ‘8, 8 cups’, ‘9, 9 apples’, ‘10, 10 pears’. Have pupils repeat each number after you. • Guide pupils to see that the counters can be used to represent different objects. Have them relate the counters to the pictures of objects.
Let’s count. 1, 2, 3, 4, 5, …
6 six
7
seven
8
eight
9
nine
10 ten
Numbers 0 to 10
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Numbers 0 to 10
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