Book
2
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
Have the children stand in a circle. Put 10´ shakers (i.e. plastic bottles filled with pencils, crayons, or pen caps) in the middle. Get them to pick up and shake as many shakers (e.g. “8”) as you say.
P 3-4
Ask the children to line up 10´ balls (labelled ‘ 1’´ to ‘ 10’) ´ in the correct ascending order ( 1,´ 2, 3, and so on). Then, let them take turns rolling a ball towards a goal (e.g. a plastic cone/ some toy skittles). Have the children gather all the balls back in the correct descending order ( 10, ´ 9, 8, and so on).
P 5-6
Write a number from 1 ´to 5 on the board (e.g. ‘4’). Then, stick on a cardboard square and get the children to add more squares to make ‘4’ (say together, “ 1 ´ and 3 make 4”). Explore other ways of making 4 (e.g. ‘2 and 2 also make 4’).
P 7- 10´
Mark 3 circles in a line (place a card labelled ‘and’ after Circle 1 ´ and a card labelled ‘make’ after Circle 2). Get the children to fill Circles 1 ´ and 2 with a number of soft toys. Then, ask them, e.g. “2 and 3 make how many?”. Let them move all the toys over to Circle 3 and count to get the answer (“2 and 3 make 5”). (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P 1 ´1-´ 14´
Place 5 pancakes/pieces of bread on a paper plate. Let the children transfer 2 to another plate using a fork. Ask, “5 take away 2 equals how many?” and let them count the number left on the first plate (‘3’). Repeat with other numbers for taking away (e.g. 5 take away 4, etc.). (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P 15´
Give children 1 ´1 ´dot cards (with 1 ´to 1 ´1 ´dots). Ask them to count the dots on each card and write the number on the other side. Then, gather the cards up and shuffle them. Get the children to arrange them in the correct ascending and descending orders.
P 16´
Hide 6 pairs of socks in the play area. Ask the class to find them and put them in the basket where they belong. Then, count all 12´ socks in the basket.
P 17´
Label 13´ toy vehicles ‘ 1’´ to ‘ 13’. ´ Let the children push them around and then ‘park the vehicles’ in a line from 1 ´ to 13. ´ Now, remove some vehicles from the line and get the children to fill in the missing numbers/vehicles as they count from 1 ´to 13. ´
P 18´
Let the children find and tick 14´ shapes, lines, objects, etc. on a sheet of gift wrapping paper. (Suggest using Kids’ Time application to view 3D animations.)
P 19´
Draw a giraffe with 7 spots. Get the children to draw more spots to make 15. ´ Then, have them number the spots 1 ´to 15´ in the correct order. Draw other animals or insects (e.g. a zebra with 9 stripes, a butterfly with 8 spots) and repeat the activity.
P 20
Call out a number from 1 ´1 ´ to 15´ (e.g. “ 13”). ´ Get the children to find the same number of crayons/pencils in the classroom and then draw the same number of lines with the crayons/pencils.
Suggested Activities P 2 1´
Have a child count 1 ´to 16´ while the rest of the class takes 16´ steps forwards. Then, have another child count 1 ´ to 16, ´ while the others take 16´ steps sideways (to the left or right, depending on the space).
P 22
Let the children take turns using crayons to draw a petal on a flower to make 17´ colourful petals altogether. They can also draw 17´ eggs in a nest, 17´ fish in the sea, etc.
P 23
Number 18´ ping-pong balls and place inside a small bucket. Let the children take turns drawing a ball from the bucket and saying the numbers that come before the number Unit written on it.
Unit
Contents
At Home
4
At the Pet Shop
Let the all around the edges P 24 Let’s revise numbers to 0children count and tape2 19´ paper streamers Let’s revise numbers to 5 of an upside down paper bowl to make a colourful jellyfish. Numbers in ascending and Number 6
20
descending orders 3 Number 7 Give each child 20 paper squares of a face Number bonds 5 and a picture Number 8 with a wide mouth. Show the P 25 children how to paste the squares on the picture to fill the mouth with teeth.
22
P 26
Unit
5
In the Garden
Let the children join up two numbers of toy blocks (e.g. 3 + 4) to make a longer wall. Then, P 27 Addition within 5 count and solve the sum (e.g. 3 7+ 4 = 7). The children Number can9 also add by stacking up blocks Subtraction within 5 11 Number 20 to make a higher wall. Let’s revise numbers P 28
Unit
P 29
3
Number Number 2 P 30 Number 3 Number 4 Number 5
to 20
Addition within 0 Line up 10´ plasticine balls to make a colourful ‘caterpillar’. Have the children add by bytap counting on (of the caterpillar’s counting on: Ask, “How many is 2 plus 8?” andAdding let them on 8 balls body) with a straw to count on from 2 (“…3, 4, 5, 6, 7, 8, 9, 10”). ´ Try counting on from a number using the fingers on both hands, too. Act out the story of ‘The Enormous Turnip’. Place 6 cardboard turnips in a row on the Unit field/floor. Have the children pretend to ‘pull’ a number of turnips from the ground (e.g. 3). Then, count the number of turnips left and complete the number sentence (e.g. 6 – 3 = 3). 15 Subtraction within 0
A Walk in the Park
6
24 25 26 27 28
At the Market
16 Subtracting by counting back Set 1 ´1 ´ cardboard cutouts of leaves/rocks (numbered 0 to 10) ´ on the table. Have the 17 Position children subtract by counting back: Ask, “ 10´ minus 5 equals how many?” and let them 18 a plasticine/toy frog to get the answer (“…9, 8, 7, 6, 5”). ‘hop’ back 5 spaces from 10´ with 19
Have the children practise stating the position of a pencil/ruler in relation to a pencil case: P 3 1-32 ´ inside/outside/in front of/behind/on/under the pencil case.
Name:
23
Have the children find a number of locations (e.g. 1 ´1)´ on a fun, simple map of a tourist attraction (e.g. at a zoo/park, on an island). Practise counting 1 ´1 ´ to 20 locations on the Unit map.
Mealtimes
2
21
Class:
29 30 31
Unit 1 At Home
Date:
Let’s revise numbers 1 to 10
Count and trace.
Learning Standards:
2
Performance Standards:
• Say the numbers 1 to 10 in order.
1
2
3
• Trace numbers.
1
2
3
Date:
Numbers in ascending and descending orders Fill in the missing numbers.
1
10 10
1 Learning Standards: • Say the numbers 1 to 10 in order. • Count in ascending and descending order.
Performance Standards: 1
2
3
3
Date:
Fill in the missing numbers.
4
1 7
9
10
9
6
5
2
What number comes next? Write.
3 Learning Standard: • Count in ascending and descending order.
4
7
9 Performance Standards: 1
2
3
Date:
Number bonds How do we make 3? Let’s trace and say.
Is there another way to make 3?
Learning Standard: • Count objects.
3 Performance Standards: 1
2
3
5
Date:
How do we make 5? Count, write and say.
and
Learning Standard: • Count objects.
6
make
and
make
and
make
5
Performance Standards: 1
2
3
Unit 2 Mealtimes
Date:
Addition within 5
Tell the story. Then sing the song.
2 + and
equals
=3
I have 2 big juicy pears, Juicy pears, juicy pears. Daddy gives me more pear. How many pears are there? Tune: Mary Had a Little Lamb
Trace the ‘+’ and ‘=’ symbols and write the answer.
3
2
Learning Standards: • State the sum of two sets of objects. • Write and express mathematical sentences by using the ‘addition’ symbol (+) and the ‘equal’ symbol (=). • Add in the range of basic facts.
Performance Standards: 1
2
3
7
Date:
Add and write the correct answer.
+ =
4 + 0 =
3 + 2 = Learning Standards:
8
• State the sum of two sets of objects. • Add in the range of basic facts.
Performance Standards: 1
2
3
Date:
Add.
2 + 3 =
+ 4 =
+ 0 =
3 +
2 + 2 =
5 + 0 =
Learning Standards: • State the sum of two sets of objects. • Add in the range of basic facts.
=
Performance Standards: 1
2
3
9
Date:
Now, let’s add in vertical form!
+
3 + 0
+ 3
5 + 0
4 +
2 + 2
Learning Standards:
10
• State the sum of two sets of objects. • Add in the range of basic facts.
Performance Standards: 1
2
3
Suggested Activities P 2 1´
Have a child count 1 ´to 16´ while the rest of the class takes 16´ steps forwards. Then, have another child count 1 ´ to 16, ´ while the others take 16´ steps sideways (to the left or right, depending on the space).
P 22
Let the children take turns using crayons to draw a petal on a flower to make 17´ colourful petals altogether. They can also draw 17´ eggs in a nest, 17´ fish in the sea, etc.
P 23
Number 18´ ping-pong balls and place inside a small bucket. Let the children take turns drawing a ball from the bucket and saying the numbers that come before the number written on it.
P 24
Let the children count and tape 19´ paper streamers all around the edges of an upside down paper bowl to make a colourful jellyfish.
P 25
Give each child 20 paper squares and a picture of a face with a wide mouth. Show the children how to paste the squares on the picture to fill the mouth with teeth.
P 26
Have the children find a number of locations (e.g. 1 ´1)´ on a fun, simple map of a tourist attraction (e.g. at a zoo/park, on an island). Practise counting 1 ´1 ´ to 20 locations on the map.
P 27
Let the children join up two numbers of toy blocks (e.g. 3 + 4) to make a longer wall. Then, count and solve the sum (e.g. 3 + 4 = 7). The children can also add by stacking up blocks to make a higher wall.
P 28
Line up 10´ plasticine balls to make a colourful ‘caterpillar’. Have the children add by counting on: Ask, “How many is 2 plus 8?” and let them tap on 8 balls (of the caterpillar’s body) with a straw to count on from 2 (“…3, 4, 5, 6, 7, 8, 9, 10”). ´ Try counting on from a number using the fingers on both hands, too.
P 29
Act out the story of ‘The Enormous Turnip’. Place 6 cardboard turnips in a row on the field/floor. Have the children pretend to ‘pull’ a number of turnips from the ground (e.g. 3). Then, count the number of turnips left and complete the number sentence (e.g. 6 – 3 = 3).
P 30
Set 1 ´1 ´ cardboard cutouts of leaves/rocks (numbered 0 to 10) ´ on the table. Have the children subtract by counting back: Ask, “ 10´ minus 5 equals how many?” and let them ‘hop’ back 5 spaces from 10´ with a plasticine/toy frog to get the answer (“…9, 8, 7, 6, 5”).
Have the children practise stating the position of a pencil/ruler in relation to a pencil case: P 3 1-32 ´ inside/outside/in front of/behind/on/under the pencil case.
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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