Book
3
In line with the latest National Preschool Curriculum
ills king Sk er Thin rd O r e High
nted Augme
App Reality
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Suggested Activities P2
Draw 20 circles on the board. Get the children to number them ‘ 1’´ to ‘20’. Then, say a number (e.g. “ 19”) ´ and have a child colour the circle with the number.
P3
Label 10´ cards with ordinal numbers 1st ´ (first) to 10th ´ (tenth). Get the children to make different lines of 10´ objects from the classroom and name the items correctly from “first” to “tenth” using the cards. Get them to answer questions like, “What is the third thing in the line?”. (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P4
Prepare cutouts of hats. In class, let the children take turns drawing a simple face on the board until there are 22. Then, get them to count and stick 22 hats above all the faces (using some plasticine).
P5
Jumble up clothes pegs labelled ‘ 1’´ to ‘24’. Let the children pick a peg and say its number (e.g. “23”). Guide them in clipping the pegs onto pictures showing the correct number of items (e.g. 23 strawberries).
P6
Draw a big leaf on the board. Let the children count and draw 26 holes in the leaf (that bugs/caterpillars have made in it). Children can also draw 26 squares (e.g. on a chocolate bar).
P7
Prepare 28 colourful paper circles (punch a small hole in the middle of each circle). In class, let the children count and thread all the paper circles through a thick wool thread to make a colourful decoration for the classroom wall.
P8
Get the children to number 30 ping-pong balls and 30 compartments of a large egg carton. Say a random number (from 1 ´to 30) and have the children fill the carton with the correct ping-pong ball. Call out, “Bingo!” whenever an entire row is filled.
P9
Write the numbers 2 1 ´to 30 on 10´ plastic jars. Have the children drop the correct number of items (e.g. pencils, cotton balls) into each one.
P 10´ 1 ´1 ´
Name and observe three-dimensional shapes found in the classroom. Then, let the children arrange toy blocks to make a repeating pattern. Let them also make a repeating pattern with spheres (e.g. ping-pong balls) and pyramids (e.g. pyramid-shaped packages).
P 12´ 13´
Place a large 3x3 bingo board filled with Numbers 1 ´ to 9 on the ground. Let each child toss a sponge onto the board twice and add up the numbers in the squares on which it lands (5 + 7 = 12, ´ 9 + 9 = 18, ´ etc.).
P 14´ 15´
Let the children slide a number of elastic bands off a ruler and count the number remaining (e.g. 20 – 8 = 12). ´
Contents Unit
Unit
Things to Wear
To the Beach
4
Let’s revise numbers to 20
2
Are they the same? (conservation)
16
Ordinal numbers st to 0th
3
Addition within 30
18
Numbers 2 and 22
4
Subtraction within 30
20
Numbers 23 and 24
5
Let’s revise
22
Unit
2
Unit
My Birthday
5
At a Fruit Farm
Numbers 25 and 26
6
Counting in twos
23
Numbers 27 and 28
7
Counting in fives
24
Numbers 29 and 30
8
Time (o’clock)
25
Let’s revise numbers 2 to 30
9
Time (half past)
26
3D shapes
10
Sequence of events
27
Let’s revise
28
Unit
3
Unit
On the Farm
6
Let’s Go!
Addition within 20
12
Addition problems within 0
29
Subtraction within 20
14
Subtraction problems within 0
31
Name:
Class:
Unit 1
Date:
Things to Wear
Let’s revise numbers 1 to 20
Fill in the missing numbers.
4 6
7 2
6 Learning Standards:
2
5
5 20 Performance Standards:
• Say the numbers 1 to 10 in order.
1
2
3
• Count on from 11 to 20. • Write the numbers 11 to 20.
1
2
3
Date:
Ordinal numbers 1st to 10 th
Look and say.
st (first) 2nd (second)
3rd (third)
4th (fourth)
5th (fifth) 6th (sixth)
7th (seventh) 8th (eighth)
9th (ninth)
0th (tenth)
Based on the picture above, circle the answers to the questions. Which child is wearing a red skirt?
st child
2nd child
Which child is wearing glasses?
4th child
9th child
Learning Standard: • State the position of an object in a space.
Performance Standards: 1
2
3
3
Date:
Numbers 21 and 22
2 twenty-one
22
twenty-two
2
is
20 and
22
is
20 and 2
Circle to show the numbers given.
2 Learning Standards:
4
22 Performance Standards:
• Use shapes such as dots to represent the number of objects.
1
2
3
• Compare: (i) 11 and 12 (12 is one more than 11) (ii) 12 and 13 (13 is one more than 12), and so on.
1
2
3
Date:
Numbers 23 and 24
23
twenty-three
24
twenty-four
23
is
20 and 3
24
is
20 and 4
Count and match correctly.
23
24 Learning Standards:
Performance Standards:
• Use shapes such as dots to represent the number of objects.
1
2
3
• Compare: (i) 11 and 12 (12 is one more than 11) (ii) 12 and 13 (13 is one more than 12), and so on.
1
2
3
5
Unit 2 My Birthday
25
twenty-five
26
twenty-six
Date:
Numbers 25 and 26
25
is
20 and 5
26
is
20 and 6
Count and write.
Learning Standards:
6
Performance Standards:
• Use shapes such as dots to represent the number of objects.
1
2
3
• Compare: (i) 11 and 12 (12 is one more than 11) (ii) 12 and 13 (13 is one more than 12), and so on.
1
2
3
Date:
Numbers 27 and 28
27
twenty-seven
28
twenty-eight
27
is
20 and 7
28
is
20 and 8
Count and trace the correct numbers.
Learning Standards:
Performance Standards:
• Use shapes such as dots to represent the number of objects.
1
2
3
• Compare: (i) 11 and 12 (12 is one more than 11) (ii) 12 and 13 (13 is one more than 12), and so on.
1
2
3
7
Date:
Numbers 2 and 30
29 twenty-nine
30 thirty
29
is
20 and 9
30
is
20 and
0
Count and circle the correct numbers.
28
29
Learning Standards:
8
29
30 Performance Standards:
• Use shapes such as dots to represent the number of objects.
1
2
3
• Compare: (i) 11 and 12 (12 is one more than 11) (ii) 12 and 13 (13 is one more than 12), and so on.
1
2
3
Date:
Let’s revise numbers 21 to 30 Count and write the numbers.
What numbers are bigger than 25 but smaller than 30? Write 2 of them in the boxes. Learning Standard: • Count objects.
Performance Standards: 1
2
3
9
Date:
3D shapes cuboid
cube
pyramid
sphere
Can you name some things that have the shape of a cuboid? Learning Standard: • Identify cuboids, cubes, pyramids and spheres.
10
Performance Standards: 1
2
3
Suggested Activities P 16´ 17´
Carry out the activities given. You can replace the straws with other things, such as sticks, string or pencils of the same length. For the plasticine balls, you can replace with dough.
P 18´ 19´
Draw two jellyfish on the board with different number of tentacles. Have the children add up the tentacles on both jellyfish: e.g. “9 + 16´ = 25”. Add up other numbers in this way.
P 20-2 1 ´
Stack 24 paper cups in 3 rows. Get the children to remove the cups in the top row without toppling the others and count the number of cups left (e.g. 24 – 6 = 18). ´
P 22
Put 8 pencils in a pencil case. Let the children add more pencils (e.g. 15) ´ and solve the sum on the board (8 + 15´ = 23). To practise subtraction, let the children remove 10´ pencils from the pencil case and solve the sum on the board (23 – 10´ = 13). ´
P 23
Let the children stack toy blocks in twos (in ascending order: 2, 4, 6, 8, and so on) and then unstack them in twos (in descending order: 10, ´ 8, 6, 4, and so on).
P 24
Let each child colour 5 wheels (e.g. 5 in red, then 5 in green, etc.) on a picture of a long train. Then, have the class count in fives (5, 10, ´ 15, ´ 20, and so on) and state the number of wheels on the train.
P 25-26
Recite and act out the rhyme ‘Hickory Dickory Dock’. Guide the children in showing the times mentioned (e.g. “ 1 ´ o’clock”) on a clock face. Then, point the minute hand at 6 and move the hour hand around. Get the children to tell time to half past the hour (e.g. “Half past 8”). (Suggest using Kids’ Time application to view 3D animations.)
P 27
Show the children a set of picture cards (e.g. of a family at mealtime: setting the table, eating, clearing the dishes, brushing their teeth). Give 4 children each a clock face showing different times. Ask them to match the correct time to each event in the sequence. (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P 28
Play a game: Draw some clock faces on the board showing different times (e.g. 8 o’clock, half past 12). ´ Say, e.g. “I am going to have lunch at this time.” Let the children take turns guessing the correct from those shown on the board.
P 29-30
Add by counting on, using finger puppets: e.g. “There are 5 people at the bus stop. Then, 3 more come to the bus stop. How many people are waiting for the bus now?” Let the children count on their fingers from 5 (…6, 7, 8) and answer, “8 people are waiting for the bus now.”
P 3 1-32 ´
Draw a number of seeds on the board (e.g. 9). Then, have the children erase some (say, e.g. “The farmer plants 4 of the seeds.”). Ask, “How many seeds are left?” and let the children count the number of seeds still on the board (e.g. “There are 5 seeds left.”).
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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