Go Get Maths Textbook P2 samplebook

PELANGI

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A perfect fusion of Thai Syllabus and Singapore Maths approach

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Textbook Prathomsuksa 2

Based on the Basic Education Curriculum B.E. 2551 (Revised Edition B.E. 2560)

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Textbook

Prathomsuksa 2 © Pelangi Publishing (Thailand) Co., Ltd. 2022 All rights reserved. No part of this publication may be reproduced, stored in any retrieval system or transmitted in any form or by any means without permission of Pelangi Publishing (Thailand) Co., Ltd. 2022

BDRC302031_GoGetMaths TB Prelimpage P2.indd 1

885-87220-0347-0 First Published 2022

5/11/2564 BE 12:00

Contents Chapter 1

Chapter 2

Chapter 3

Numbers to 1,000

1

Lesson 1 Lesson 2 Lesson 3 Lesson 4

2 7 14 19

Addition and subtraction within 1,000

21

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

22 26 31 33 37 41 44

51 Measuring length Units of length Comparing and ordering lengths Word problems

Mass Lesson 1 Lesson 2 Lesson 3 Lesson 4

Chapter 5

Adding two numbers without regrouping Adding two numbers with regrouping Adding three numbers Subtracting without regrouping Subtracting with regrouping Finding the unknowns Word problems

Length Lesson 1 Lesson 2 Lesson 3 Lesson 4

Chapter 4

Counting to 1,000 Comparing and ordering numbers Number patterns Even and odd numbers

52 56 58 63

67 Measuring mass Units of mass Comparing and ordering masses Word problems

68 72 73 78

Volume and capacity

81

Lesson 1 Lesson 2 Lesson 3 Lesson 4

82 84 88 94

Understanding volume and capacity Measuring volume and capacity Comparing and ordering volumes and capacities Word problems

Chapter 6

Chapter 7

Multiplication

97

Lesson 1 Lesson 2 Lesson 3 Lesson 4

98 101 111 118

Division Lesson 1 Lesson 2 Lesson 3 Lesson 4

Chapter 8

Chapter 9

Chapter 11

121 Meaning of division Division and multiplication Division Word problems

122 125 127 131

Mixed operations

135

Lesson 1 Lesson 2

136 139

Order of operations Word problems

Time Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Chapter 10

Meaning of multiplication Multiplication of a 1-digit number by a 1-digti number Multiplication of a 1-digit number by a 2-digit number Word problems

146 Telling and writing time Duration of events in hours and minutes Comparing and ordering duration of events Word problems Understanding calendars

147 156 161 166 172

Shapes and patterns

176

Lesson 1 Lesson 2

177 182

More 2D shapes Making patterns with shapes

Picture graphs

184

Lesson 1 Lesson 2

185 189

Reading picture graphs with scales Solving problems

Computational thinking

194

The big idea

Illustrates a scenario through which students can connect to the Chapter 5 chapter.

Volume and capacity

Special Features

Computational thinking

Introduces a new approach for solving complex problems with confidence.

Which flask contains the most liquid? How do you find out?

Lesson 1

Understanding volume and capacity

Lesson 2

Measuring volume and capacity

Lesson 3

Comparing and ordering volumes and capacities

Lesson 4

Word problems

Starting point

Provides questions to initiate thinking and jump-start learning.

Computational thinking is not about programming a computer or thinking like a computer. It is rather a set of systematic approaches to solving problems. Then, we can present the solutions in a way a computer or a human or both can understand.

There are four skills or elements in computational thinking.

Decomposition

Lesson 3

Breaking a complex problem into manageable, smaller problems

Division

Starting point

There are 5 apples.

Can you divide the apples into 2 groups equally?

Learning to know

Learning to know

Introduces new concepts using the CPA approach with engaging illustrations.

Developing a set of step-by-step solution

Division without remainders

Abstraction

Challenges students with unconventional questions to develop higher-order thinking skills.

Focusing on relevant information, and removing irrelevant information

The teacher has 8 lollipops. She wants to divide them equally among 4 students.

How many lollipops will each student get?

With this new approach, we will be able to tackle unfamiliar and complex problems with confidence. It trains us to analyze information and deal with problems across disciplines. It will help us see a relationship between the school and the outside world.

194 | Mathematics Prathomsuksa 2

8÷4=2 Each student gets 2 lollipops.

In this situation, the teacher will have no lollipop left after dividing them among the students. This type of division has no remainder.

Thinking corner

Pattern recognition Identifying similarities and differences, and observing similar patterns

Algorithms

If you were the teacher, how would you give out the lollipops and ensure each of the students gets the same number of lollipops?

Chapter 7 | 127

Fun with Maths!

Allows students to explore mathematical concepts actively either as an individual or in groups.

1. Get into groups of 4.

2. Get 36 marbles.

3. Divide the marbles equally into 2 groups. How many marbles are there in each group?

4. Repeat step 3 with 3, 4 and 6 groups.

Number of groups

2

3

4

6

Number of marbles in each group

1. There are 4 roses. Aom wants to divide the flowers equally between her 2 teachers.

4÷2= Each teacher will get

roses.

2. Mother has 9 cookies. She wants to split them equally onto 3 trays.

9÷3= Each tray will have 124 | Mathematics Prathomsuksa 2

cookies.

Try this

Provides various exercises to immediately evaluate students’ understanding.

Chapter 1

Numbers to 1,000

How many lollipops are there altogether?

Lesson 1

Counting to 1,000

Lesson 2

Comparing and ordering numbers

Lesson 3

Number patterns

Lesson 4

Even and odd numbers

Counting to 1,000

Lesson 1 Starting point

There are many candies.

How do we count when the items are more than 100? Should we count in tens?

Learning to know

๑๐ ten

100

๑๐๐ one hundred

๒๐๐ two hundred

300

๓๐๐ three hundred

10

200

Counting to 1,000

2 | Mathematics Prathomsuksa 2

400

๔๐๐ four hundred

500

๕๐๐ five hundred

600

๖๐๐ six hundred

700

๗๐๐ seven hundred

800

๘๐๐ eight hundred

900

๙๐๐ nine hundred

1,000

๑,๐๐๐ one thousand Chapter 1 | 3

How many building blocks are there?

We can count them in hundreds, tens and ones.

100

200

210

220

230

231

10

10

10

10

310

320

330

340

10

10

710

720

721

722

232

233

234

235

There are 235 building blocks.

How many candies are there?

100

100

100

100

200

300

341

342

343

There are 343 candies.

100

100

100

100

700

There are 726 candies.

4 | Mathematics Prathomsuksa 2

723

724

725

726

Learning to know

Place values

144424443 144424443 144424443 2 hundreds

258 = 2 hundreds 5 tens 8 ones 258 = 200 + 50 + 8

5 tens

8 ones

Hundreds 2

Tens 5

Ones 8

The digit 2 in 258 is in the hundreds place. Its value is 200.

The digit 5 in 258 is in the tens place. Its value is 50.

The digit 8 in 258 is in the ones place. Its value is 8.

1444442444443 1442443 1442443 9 hundreds

904 = 9 hundreds 4 ones 904 = 900 + 4

0 ten

Hundreds 9

4 ones

Tens 0

Ones 4

The digit 9 in 904 is in the hundreds place. Its value is 900.

The digit 0 in 904 is in the tens place. Its value is 0.

The digit 4 in 904 is in the ones place. Its value is 4.

Chapter 1 | 5

1. Count. Write in numerals and words.

Thai numerals

Items 100

100

100

100

100

100

100

100

100

100

100

100

100

100

Hindu-Arabic numerals

Words

10

10

10

10

100

100

100

10

2. Fill in the blanks. (a)

hundreds

tens

one = 590

(b)

hundreds

tens

ones = 427

3. Fill in the blanks.

346

(a) The digit 3 in 346 is in the

place. Its value is

.

(b) The digit 4 in 346 is in the

place. Its value is

.

(c) The digit 6 in 346 is in the

place. Its value is

.

6 | Mathematics Prathomsuksa 2

Comparing and ordering numbers

Lesson 2 Starting point

There are 2 bowls of paper clips.

Which has more paper clips? Which has fewer paper clips? How do you know?

Learning to know

250

180

Comparing numbers with different hundreds

Which number is greater, 213 or 312?

Hundreds 2

Tens 1

Ones 3

Hundreds 3

Tens 1

Ones 2

Hundreds 8

Tens 6

Ones 2

Compare the hundreds.

3 is greater than 2.

So, 312 is greater than 213.

Compare 734 and 862.

Hundreds 7

Tens 3

Ones 4

Compare the hundreds.

7 is smaller than 8.

So, 734 is smaller than 862.

734 < 862

or or or

8 is greater than 7.

So, 862 is greater than 734.

862 > 734 Chapter 1 | 7