Book
1
In line with the latest National Preschool Curriculum
ills king Sk er Thin rd O r e High
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App Reality
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Suggested Activities P2
Hold up two caps that are the same. Ask the children to say if they are the same or different. Then, show two caps that are not the same. Get the children to say how are they not the same, e.g. different colour, different size.
P3
Show the children pictures of things that go together, e.g. spoon and fork, pencil and paper. Talk about other things that go together in the classroom (e.g. broom and dustpan) and at home.
P4
Have a treasure hunt. Find things in the classroom that look like the number 1 ´ (a pencil, a ruler, etc.) Prepare a box with the number 1 ´ written on it and some blocks. Ask each child to take one block, say 1 ´and place it into the box.
P5
Using chalk, draw some large circles with the numbers 1 ´or 2 in them. Put some music on and have children walk around freely. Then, pause the music and say out the number 1 ´ or 2, and ask them to stand in the circles that have the correct number.
P6
Line up 6 paper plates (each labelled ‘ 1’´ or ‘2’). Ask the children to match the correct number of spoons to each plate.
P7
Make a picture book of animals and their young using (pre-cut) animal pictures. Flip through the book and ask the children to say which animal is big and which is small.
P8
Let the children observe paper bowls, plates and cups of different sizes. Have them compare sizes by (a) lining the items up (e.g. paper bowls) from the smallest to the biggest and (b) placing the smaller items inside the bigger ones.
P9
Prepare picture cards of things that are tall and things that are short. Ask the children to pick the cards that show tall things and the ones that show short things. Ask the children to sort them into 2 groups: ‘Tall’ and ‘Short’. (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P 10´
Let the children stack paper cups up to make shorter and taller ‘coconut trees’. They can finish their trees by kneading plasticine leaves and coconuts to stick on top of the trees. Then, get the children to arrange the trees from the shortest to the tallest.
P 1 ´1 ´
Get the children to count and make rows of 3 skittles. Then ask the children to roll a ball to knock the skittles down.
P 12´
Draw some houses on the board. Let the children draw 1-4 ´ windows/doors on a house according to a number you state.
P 13´
Call out a number from 1 ´to 4. Get the children to beat the drum/click their castanets the same number of times.
P 14´
Compare long and short items in the classroom (e.g. long and short socks, pencils, rulers, etc.). Let the children draw long and short lines on the board.
P 15´
Make a plasticine worm. Let the children compare their plasticine worms to yours as they make longer and shorter worms.
P 16´
Show children pictures of things that come in pairs (e.g. shoes, socks). Then, have them find matching pairs of things from two sets of cards. (Suggest using Kids’ Time application to view 3D animations.)
P 17´
Give each child colouring sheets of stars/starfish. Ask the children to count the 5 arms on each one and colour.
Contents Unit
Unit
About Me
4
My School
Same and not the same
2
Thickness
19
Things that go together
3
Number 6
21
Number
4
Number 7
22
Number 2
5
Let’s revise
23
Let’s revise
6
Unit
2
Unit
My Family and I
5
My Friends
Size
7
Shapes
24
Height
9
Number 8
25
Number 3
11
Number 9
26
Number 4
12
Let’s revise
27
Let’s revise
13
Unit
3
Unit
My House
6
Playtime
Length
14
Equal and not equal
28
Things that come in pairs
16
More and less
29
Number 5
17
Number 0
30
Let’s revise
18
Number 0
31
Let’s revise
32
Name:
Class:
Unit 1 About Me
Date:
Same and not the same
same
not the same
Circle the picture that is the same as the picture given.
Learning Standard: • Match objects based on: (i) colour (ii) shape
2
Performance Standards: 1
2
3
Date:
Things that go together
Things that that go go together together Things Which things go together? Look and match.
Learning Standard: • Match different objects that go together.
Performance Standards: 1
2
3
3
Date:
Number 1
one Count and match.
Learning Standards:
4
Performance Standards:
• Say the numbers 1 to 10 in order.
1
2
3
• Count objects. • Use shapes such as dots to represent the number of objects.
1
2
3
Date:
Number 2
two Count and circle the sets of 2.
Learning Standards:
Performance Standards:
• Say the numbers 1 to 10 in order.
1
2
3
• Count objects. • Use shapes such as dots to represent the number of objects.
1
2
3
5
Date:
Let’s revise Count and match.
2
Learning Standard: • Count objects.
6
Performance Standards: 1
2
3
Unit 2
Date:
My Family and --I
big
Size small
Match the small caps to the boy and the big caps to his father.
Learning Standard: • Match objects based on: (iii) size
Performance Standards: 1
2
3
7
Date:
Look and say.
big
bigger
biggest
small
smaller
smallest
Which set has things that are arranged from the smallest to the biggest? Tick ( ).
Learning Standard: • Arrange objects according to the following criteria: (i) small to big and vice versa.
8
Performance Standards: 1
2
3
Date:
Height tall short
Who is tall? Put a tick (
). Who is short? Put a cross ( ).
Learning Standard: • Arrange objects according to the following criteria: (iii) short to tall / low to high and vice versa.
Performance Standards: 1
2
3
9
Date:
Look and say.
tall
taller
tallest short shorter shortest
Which set has things that are arranged from the tallest to the shortest? Circle.
Learning Standard: • Arrange objects according to the following criteria: (iii) short to tall / low to high and vice versa.
10
Performance Standards: 1
2
3
Suggested Activities P 18´
Get the children to make sets of 1 ´ to 5 items from a larger pile of common items (e.g. crayons). Next, have them line up the sets from the smallest to the biggest (and vice versa).
P 19´
Get the children to compare different books. Ask them which books are thin and which ones are thick.
P 20
Show the children a thick book. Get them to bring books that are thinner/thicker than the one you have. Get the children to arrange them from the thinnest to the thickest.
P 2 1´
Prepare some cutouts of flowers – some with 5 petals and some with 6 petals. Place them all around the room. Ask the children to gather only those with 6 petals.
P 22
Have the children paint 7 dots on some paper, then number the dots 1 ´to 7 and join them up in the correct order.
P 23
Make lines of 1 ´ to 7 teabags. Let the children count and say the number of teabags in each line.
P 24
Give the children colourful paper in various shapes. Guide them in making a fun picture with the shapes (e.g. triangle-shaped trees in a forest, spectacles with pairs of circles, tall rectangle-shaped buildings in a city, square sandwiches).
P 25
Get the children to make 2 plasticine balls, one bigger. Join them up and stick 8 L-shaped straws into the bigger ball to make a spider with 8 legs. Then, get the children to read and act out the nursery rhyme ‘Incy Wincy Spider’.
P 26
Let the children make 9 plasticine eggs/strawberries. Then, write the numbers 1 ´ to 9 on the board. Have them take turns naming a number you point to and fill a basket up with the correct number of eggs/strawberries.
P 27
Spread out picture cards of different-shaped birthday cakes on the table/floor. Ask the children to put 1-9 ´ stickers (of birthday candles, etc.) on a cake that you call out (e.g. “Please stick 7 candles on a square cake.”).
P 28
Have a pretend tea party. Let the children match dolls to toy cups/saucers one to one and state if they are ‘equal’ or ‘not equal’.
P 29
Set 2 large hoops on the ground. Have the children form groups of different numbers (e.g. 1 ´child stands in one hoop, 3 in the other, etc.). Get the class to count and say which hoop has more, which has less. (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P 30
Let the children number ten sheets of paper ‘ 1’´ to ‘ 10’. ´ Get them to draw the correct number of fruits (e.g. oranges/strawberries) on each sheet. Then, spread the sheets out and have the children put them in order.
P 3 1´
Sit some teddy bears on a chair. Have the children remove one at a time (e.g. “There are 4 teddy bears now, 3 teddy bears now,” etc.) until there are none left. Then, get them to say and write the number zero (0) for “no more teddy bears sitting on the chair”.
P 32
Fold and number 10´ paper planes. Write a number on the board (e.g. 6). Let the children line up the paper planes in the correct order (up to the number given).
programme to help A fun-filled Maths velop mathematical children aged 4 - 6 de g skills and problem-solvin
Contents are in line with the latest National Preschool Curriculum Varied interesting contents (Kids’ Voice application and AR technology) to make learning fun and engaging Book
es atic approach mak The use of the them d an l fu ng ng more meani teaching and learni effective Infusion of contents that help build Higher Order Thinking Skills (HOTS) to encourage children to think critically and creatively ook
Activity B
Systematic reviews for more learning
effective
Learning Standards and Performance Standards are given to ease teachers’ assessment of children’s progress
Kids’ Time series aims to develop children’s essential language skills, while boosting their skills in technology through the use of mobile applications that complement the books. The engaging contents available in the mobile applications are able to stimulate children’s interest and to encourage fun learning. Download the free mobile applications from App Store or Google Play.
kids’ time
kids’ voice
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