Based on top-performing Singapore, Republic of Korea and Hong Kong Complete coverage of the Cambridge Primary Mathematics curriculum
Supports learning to mastery of all students with a pedagogical framework and instructional design based on proven teaching and learning practices Integrates assessment for learning so that every child can succeed powered by offers a comprehensive, accessible suite of teaching, learning, practice and assessment resources with real-time data for flexibility in planning and instruction.
Proven pedagogy
What teachers are saying
Our data clearly shows that PR1ME Maths works for our students. The end-of-year achievement results speak for themselves: 93% of our students are performing at or above the current expected curriculum level in mathematics.
Mathematics is designed to specifically develop Critical thinking, Collaboration, Communication and Creativity. In building these 4Cs, Mathematics helps students and teachers grow in Confidence as they are motivated to learn and teach and to continue challenging themselves.
works for every student and teacher.
– Franz Josef School
1
Supports learning to mastery for all students because it incorporates a pedagogical framework and instructional design based on proven teaching and learning practices of global top-performing education systems
The central focus of the Mathematics Framework is problem solving. Learning progressions ensure focus and coherence in content using an instructional design that incorporates the Readiness-Engagement-Mastery model.
Learning experiences designed on the Readiness-Engagement-Mastery instructional model
Learning mathematics via problem solving
Development and communication of mathematical thinking and reasoning
Learning mathematics by doing mathematics
Focused and coherent curriculum based on learning progression principles
2
Integrates assessment for learning to enable every child to succeed: Formative and summative assessment tasks provide insights for effective teaching and learning
3
Offers a comprehensive, accessible suite of teaching and learning resources for flexibility in planning and instruction, and lear ning
Learning experiences designed on the Readiness-Engagement-Mastery model
The instructional design of each chapter comprises learning experiences that consistently involve three phases of learning: Readiness, Engagement and Mastery, so that teaching and learning mathematics is effective, measurable and diagnostic.
Every student is a successful mathematics learner.
MASTERY
There are multiple opportunities in each lesson for students to consolidate and deepen their lear ning.
Motivated practice
Practice book and digital practice exercises incorporate systematic variation for students to achieve proficiency and flexibility. page 16
Reflective review
Think About It and Math Journal encourage development and communication of mathematical thinking. page 10
Consolidation of learning
Assessment and Reviews provide summative assessment for consolidation of lear ning. page 17
Extension of learning
Mind Stretcher, Create Your Own and Mission Possible immerse students in problem-solving tasks at various levels of difficulty. page 7
Learning Progression Principle
ENGAGEMENT
Every lesson is designed to develop deep conceptual understanding and procedural fluency in every student.
READINESS
Checking prior k nowledge
At the beginning of each chapter, Let’s Remember systematically assesses students’ grasp of the required prior knowledge and provides an accurate evaluation of their readiness to learn new concepts or skills.
Taking ownership of learning
Explore encourages mathematical curiosity and a positive learning attitude by getting students to recall the requisite prior knowledge, set learning goals and track their learning as they progress through the unit. page 6
ENGAGEMENT
This is the main phase of learning for which Mathematics principally incorporates three pedagogical approaches to engage students in learning new concepts and skills.
Concrete-Pictorial-Abstract approach
Both concept lessons and formative assessment are centered on the proven activity-based Concrete-Pictorial-Abstract (CPA) approach.
Gradual Release of Responsibility
Concept lessons progress from teacher demonstration and shared demonstration to guided practice, culminating in independent practice and problem solving.
Teacher-led inquiry
Purposeful questions provided in the Teacher’s Guide help teachers to encourage students to investigate and explain and reflect on their thinking.
Stage 1: 10 + 20 = 30
Stage 2: 30 – 5 = 25
Stage 3: 25 + 20 = 45
Supports learning to mastery for all students
Learning mathematics via problem solving
81 – 45 = 36 The number is 36 more than 10.
10 + 36 = 46
Problem solving for productive struggle evelop resilience
She starts with the number 46.
3. Add or subtract. You may use the number track to help you. 567891011121314151617
Mathematics, problem solving is not only a goal of learning mathematics, it is also a tool for learning.
Compare the methods in steps 3 and 5. Which method do you prefer? Why 2.Plan 3. Answer 4. Check 5.Plus
At the beginning of each chapter, Explore provides the opportunity to engage prior knowledge in problem solving, leading to independent thinking and greater ownership of learning.
Mexico has 35 UNESCO World Heritage sites. Italy has 55 UNESCO World Heritage sites. How many more UNESCO World Heritage sites does
How can we solve this problem? Discuss in your group and fill in columns 1 and 2.
word problems involving addition and subtraction non-routine problem involving addition and subtraction
What I need to find out and learn 3. What I have learned
Throughout the chapter, students revisit the problem and persevere in solving it.
>> Look at EXPLORE on page 24 again. Fill in column 3. Can you solve the problem now?
>> Look at EXPLORE on page 24 again. Can you solve the problem now? What else do you need to know?
Concept development
v ia problem solving
Mathematical problems are used as contexts for introducing concepts and to develop deep conceptual understanding.
Concepts are introduced in Let’s Learn in each unit via problems.
Teachers lead students to investigate, explore, and find answers on their own.
There are 16 oranges in the
Compare the methods in steps 3 and Which method do you prefer? Why
Develops a problem-solving mindset—students can extrapolate from what they know and apply their knowledge of mathematics in a range of situations, including new and unfamiliar ones.
Multiple opportunities for problem solving at varying levels of difficulty
Students learn to solve problems by applying concepts, skills and processes learned to various problem situations both familiar and non-routine. Each chapter ends with a problem-solving lesson.
Word problems
Word problems help students recognize the role that mathematics plays in the world by applying the concepts and skills they have learned within a context.
Non-routine problems
Mind stretchers are specially crafted problems that require students to solve them using heuristics and higher order thinking skills.
Problem-posing tasks
Create Your Own is a proven problem-posing and problem-solving activity in which students are encouraged to explore, share failures and successes, and question one another. In doing so, they become more confident in posing problems and persisting with challenging problems.
Computational thinking tasks
Building on the mathematics concepts and skills learned, Mission Possible tasks introduce students to computational thinking, an important foundational skill in STEM education.
Let's Do
Solve the word problems. Use or draw bar models to help you. Show your work clearly.
Next, try solving each problem in a different way. Which method do you prefer? Why?
Mrs. Clark bought some pies. She gave 43 away and had 5 pies left. How many pies did she buy?
Unit 4 Problem Solving
5 = Mrs. Clark bought pies. ?
4.1 Mind stretcher
2. Ken completed 5 9 of his project on Monday. He completed another 1 3 of his project on Tuesday. What fraction of his project did he complete altogether on both days?
Let's Learn Let's
There are 10 sheep and chickens in a barn. The animals have 28 legs altogether. How many sheep are there? How many chickens are there?
Solve the word problems. Show your workclearly.
How many animals are there? How many legs are there altogether? What do I have to find?
1. Sonia painted 3 10 of her room on Monday. She painted another her room on Tuesday. On which day did she paint more?
Understand the problem. 1 Plan what to do.
I can draw a picture to show the animals.
2. A cake was cut into 12 equal pieces. Pam ate 3 pieces. Tina ate 1 3 of the cake. Who ate less?
3. Tony used 5 8 of a roll of ribbon for a present. His sister used 1 8 of the same roll of ribbon to make a bow. What fraction of the roll of ribbon did they use altogether?
Work out the Answer 3 Draw 10 circles to represent 10 animals.
Suppose all the animals are chickens. Draw 2 legs for every chicken.
4. Ali cut a piece of wood that was 7 8 meter long into two pieces. One piece was 1 4 meter long. How long was the other piece?
chickens have 20 legs.
CREATE YOUR OWN
Mr. Lewis painted of a wall red. His daughter painted of the same wall white. Was a greater fraction of the wall painted red or white?
Read the word problem. Write the missing fractions. How did you decide what fractions to use?
Next, solve the word problem. Show your work clearly. What did you learn?
TM Supports learning to mastery for all students
Focus on the problem-solving method
Mathematics explicitly teaches students to use various thinking skills and heuristics —problem-solving strategies—to solve mathematical problems.
Heuristics in Mathematics
Use a representation
Make a calculated guess
Walk through the process
Change the problem
•Draw a picture
•Make a list
•Choose an operation
•Guess and check
•Look for a pattern
•Make a supposition
•Use logical reasoning
•Act it out
•Work backwards
•Restate the problem in another way
•Solve part of the problem
The bar model method
The bar model method, a key problem-solving strategy in Mathematics, uses visual representation to help students understand and draw mathematical concepts to solve problems.
In arithmetic word problems, the bar model method helps students visualize the situations involved so that they are able to construct relevant number sentences. In this way, it helps students gain a deeper understanding of the operations they may use to solve
The model method lays the foundation for learning formal algebra because it enables students to understand on a conceptual level what occurs when using complex formulas and abstract representations.
Algebraic Problem
Arithmetic Problem
Bar model virtual manipulatives on Math Pro allow students to build problem-solving skills.
Develops a growth mindset in every student—the understanding that each effort is instrumental to growth and to be resilient and perservere when initial efforts fail.
Focus on the problem-solving process
Uniquely designed UPAC+™ to develop flexible problem solvers
A unique 5-step Understand-Plan-Answer-Check-Plus™ (UPAC+™) problem solving process that ensures students’ problem-solving efforts are consistently scaffolded and students develop critical and creative thinking skills.
The + in the UPAC+™ problem-solving process is a crucial step that develops flexible problem solvers who can evaluate information, reason and make sound judgments about the solutions they have crafted, after considering possible alternative solutions.
1
Understand the problem.
• Can you describe the problem in your own words?
• What information is given?
• What do you need to find?
• Is there information that is missing or not needed?
2
Plan what to do.
• What can you do to solve the problem?
• Which strategies/heuristics can you use?
3
Work out the Answer
• Solve the problem using your plan in Step 2.
• If you cannot solve the problem, make another plan.
• Show your work clearly.
• Write the answer statement.
4
Check if your answer is correct.
• Read the question again. Did you answer the question?
• Does your answer make sense?
• Is your answer correct?
• How can you check if your answer is correct?
• If your answer is not correct, go back to Step 1.
5
+ Plus
• Solve the problem in another way.
• Compare the methods. Which method do you prefer? Why?
Supports learning to mastery for all students
Development and communication of mathematical thinking and reasoning
Students are provided with opportunities to consolidate and deepen their learning through tasks that allow them to discuss their solutions, to think aloud and reflect on what they are doing, to keep track of how things are going and make changes when necessary, and in doing so, develop independent thinking in problem solving and the application of mathematics.
Communicating reasoning via Think About It
In Think About It, carefully crafted questions based on common conceptual misconceptions or procedural mistakes are posed. Using question prompts as scaffolding, students think about the question, communicate their reasoning and justify their conclusions.
Who is correct? Why do you say so?
Who is wrong? Why do you say so?
What did you learn about adding like fractions?
Think of a time in your daily life when you need to add fractions.
Being able to reason is essential in making mathematics meaningful for all students.
Math Journal tasks are designed for students to use the prompts to reflect on, express and clarify their mathematical thinking, and to allow teachers to observe students’ growth and development in mathematical thinking and reasoning.
Thinking mathematically is developed as a conscious habit.
Let's Practice Let's
Let's Practice 1. Write the missing numbers. a)
Task 1 requires students to count by threes to find the total number of objects and complete the multiplication sentences. Task 2 requires students to count by threes to complete the patterns.
1.2 Using dot cards
Let's Learn Let's Learn Objectives:
• Observe the commutative and distributive properties of multiplication
• Relate two multiplication facts using ‘3 more’ or ‘3 less’
flowers altogether.
Teacher-led inquiry through purposeful questions
Students learn through guided inquiry, a process during which teachers lead students to explore, investigate and find answers on their own by posing purposeful questions. Posing purposeful questions helps to assess and advance students’ reasoning and sense making about important mathematical ideas and relationships.
• Build up the multiplication table of 3 and commit the multiplication facts to memory
Materials:
2. Count by threes to complete the patterns. a) 6, 9, , 18 b) 18, 21, , 30
1.2 Using dot cards
• Dot Card F (BM10.1): 1 copy per group, 1 enlarged copy for demonstration
Let's Learn a) There are 6 plates. There are 3 pears on each plate. How many pears are there altogether?
• Dot Card G (BM10.2): 1 copy per group, 1 enlarged copy for demonstration
•Counters
3.2 Rounding numbers to the nearest ten
Let's Learn
Objective:
Resources:
• CB: pp. 195–197
• PB: p. 127
•Round a 2-digit or 3-digit number to the nearest ten
Resources:
•CB: pp. 14–15
•PB: p. 18
Vocabulary: •approximately
•round
(a) Stage: Concrete Experience
Draw 6 circles on the board and stick 3 counters in each circle.
Ask: How many counters are there in each group? (3) How many groups are there? (6) Say: We have 6 groups of 3 counters.
Stage: Pictorial Representation
(a) Stage: Pictorial Representation
Say: We can use a dot card to help us find the total number of counters. Have students work in groups. Distribute counters and a copy of Dot Card F (BM10.1) to each group.
Draw the number line in (a) on CB p. 14 on the board but do not label ‘43’, ‘49’ and ‘55’. Guide students to see that there are 10 equal intervals between 40 and 50 and each interval stands for 1.
Invite a student to mark 43 on the number line. Say: 43 is between two tens—40 and 50.
Stick an enlarged copy of Dot Card F (BM10.1) on the board. Put counters on the three circles in the first row of the dot card. Say: There is 1 row of counters. There are 3 counters in 1 row. I have shown 1 group of 3.
Ask: How many intervals are there from 40 to 43? (3) How many intervals are there from 43 to 50? (7) Is 43 nearer to 40 or to 50? (Nearer to 40)
Stage: Abstract Representation
Say: Since 43 is nearer to 40 than it is to 50, we say 40 is the ten nearest to 43. When we round 43 to the nearest ten, we get 40.
Write: 43 ≈ 40
Say: We read this statement as ‘43 is approximately 40’.
Explain that ‘≈’ is the approximation sign and it means ‘approximately’.
Ask: How do we show 6 groups of 3 on the dot card? (Put counters on 6 rows of the dot card.)
Demonstrate how the counters are to be placed on the dot card to show 6 groups of 3. Have students do the same.
Say: Let us count the counters on the dot card. There are 3 counters in each row so we count by threes. 3, 6, 9, …, 18.
Point to each row of counters as you count.
Ask: How many counters are there? (18)
Say: 6 groups of 3 are 18.
Stage: Abstract Representation
Ask: What is the multiplication sentence to find 6 groups of 3? (6 × 3 = 18)
Write: 6 × 3 = 18
Say: There are 18 counters altogether.
Repeat the above procedure to show students how to round 49 to the nearest ten. Guide
(b) and (c) Stages: Pictorial and Abstract Representations
Follow the procedure in (a). Conclude that to round a number to the nearest ten, we look at the digit in the ones place. If it is 5 or greater, we round up. If it is less than 5, we round down.
Supports learning to mastery for all students
Learning mathematics by doing mathematics
The activity-based Concrete-Pictorial-Abstract (CPA) approach is a key instructional strategy advocated in the Singapore approach to mathematics learning. In Mathematics, the CPA approach is embedded in the learning experiences:
Concept Development
Objective: developing deep conceptual understanding: Let’s Learn
Formative Assessment
Objective: evaluating levels of understanding: Let’s Do Digital Practices
Summative Assessment
Objective: evaluating conceptual mastery and procedural fluency: Let’s Practice, Practice Book Exercises, Digital Assessments
Concrete-Pictorial-Abstract approach i n
concept development
Each Let’s Learn segment provides a hands on, teacher-facilitated experience of concepts through the CPA stages. Throughout the activity, the teacher observes what the students say and do and provides feedback to students.
Concrete
Students use virtual manipulatives or other resources to solve a problem.Through these activities they explore and learn mathematical concepts and skills, individually or in groups, to construct meanings and understandings.
Pictorial
Pictorial representation of the objects used to model the problem in the Concrete stage enables students to see the connections between mathematical ideas and the concrete objects they handled.
Abstract
Once conceptual understanding is developed, students learn to represent the concept using numbers and mathematical symbols.
The CPA approach to mathematics instruction and learning enables students to make and demonstrate mathematical connections, making mathematical understanding deep and long-lasting.
Concrete-Pictorial-Abstract approach in formative assessment
Within each concept lesson, Let’s Do provides vital feedback to the teacher to understand the level of conceptual understanding of each student and to make appropriate instructional decisions for students.
Let’s Do tasks are systematically varied and gradually increase in complexity. Task 1(b) is more complex than Task 1(a) as it has an additional step of simplifying the answer after adding the fractions.
Concrete-Pictorial-Abstract approach in independent practice
Let’s Practice, Practice Book Exercises and Digital Practices help students to transition their understanding of concepts from pictorial to abstract levels.
ASSESS
with a unique framework that incorporates C-P-A approach to evaluate student’s level of conceptual understanding
DIAGNOSE each student’s level of conceptual understanding and progress in real time to eliminate learning deficit
REMEDIATE
with timely, actionable insights and recommendations to reduce gaps by tailoring each lesson just right for all students
Digital Practice based on the Pictorial and Abstract Framework
Focused and coherent curriculum based on learning progression principles
Coherent framework, spiral curriculum
Singapore’s Mathematics Curriculum Framework is at the center of the curriculum design of Mathematics. The framework stresses conceptual understanding, skills proficiency and mathematical processes and duly emphasizes metacognition and attitudes. It also reflects the 21st century competencies.
Mathematics has a focused and coherent content framework and developmental continuum in which higher concepts and skills are built upon the more foundational ones. This spiral approach is expressed as four Learning Progression Principles that are a composite of the successful practices of the top performing nations.
Mathematics covers all the curriculum standards and topics covered in the curricula of Singapore, Hong Kong and the Republic of South Korea. It also completely covers the Cambridge Primary Mathematics curriculum. Additional topics are also available in the Teacher’s Hub for alignment to selected education systems.
Design
The careful spiral sequence of successively more complex ways of reasoning about mathematical concepts — the learning progressions — makes the curriculum rigorous and effective for all learners.
Learning Progression Principle
Deep focus on fewer topics builds a strong foundation.
The early learning of mathematics is deeply focused on the major work of each grade—developing concepts underlying arithmetic, the skills of arithmetic computation, and the ability to apply arithmetic.
Sequencing within strands supports in-depth and efficient development of mathematics content.
New learning is built on prior knowledge. This makes learning efficient, while revisiting concepts and skills at a higher level of difficulty ensures in-depth understanding. For example, in grade 1, whole numbers, number bonds, addition and subtraction are interconnected topics that are taught by building on prior knowledge.
Learning Progression Principle
Sequencing of learning objectives within a topic across grades is based on a mathematically logical progression.
For example, learning of fractions is connected across grades. In grade 1, students learn to identify halves and quarters. In grade 2, the concept of fractions is extended to other proper fractions. In grade 3, equivalent fractions are introduced and students apply the knowledge of equivalent fractions to addition and subtraction of fractions.
Learning Progression Principle
Purposeful sequencing of learning objectives across strands deepens links and strengthens conceptual understanding.
The ordering of content for one topic is frequently aligned to reinforce the content of another topic across strands. For example, in grade 1, telling time to the half hour is taught after the fractions chapter to reinforce the concept of halves and allow students to make connections between the two topics.
Assessment for learning
Unit 5 Dividing by 5
Mathematics enables every child to succeed by integrating formative and summative assessments with instruction for effective teaching and independent learning.
Formative assessment
5.1 Dividing by 5
Formative assessment is a vital part of the ongoing, interactive process by which teachers gather immediate insight about students’ learning to inform and support their teaching.
Let’s Do
Let’s Do at each step of concept development are formative and diagnostic assessments. They assess the student’s learning and level of conceptual understanding to provide timely feedback to teachers.
This task assesses students’ understanding at the pictorial and abstract levels.
Let's Do Do
1. Divide. Use the related multiplication facts to help you.
b) 2. Complete the related multiplication and division facts.
This task assesses students’ understanding at the abstract level.
Practice
Let's Practice
1. Divide. Use the related multiplication facts to help you. a)
Purposeful Practice tasks in print and digital formats complement and extend learning. They encourage students to develop deep conceptual understanding and confidence to work independently. Practice tasks also serve as formative and diagnostic assessment providing essential information to students and teachers on learning progress.
Easy to assign and with instant access, Digital Practice, based on the Pictorial and Abstract Framework, includes hints to support students and provides immediate feedback to teachers on students’ learning.
Recap provides a pictorial and abstract representation of the concrete activity carried out in the class.
Summative assessment
Reviews
Summative assessments enable teachers to assess student learning at the end of each chapter and beyond.
Reviews provide summative assessment and enable consolidation of concepts and skills learned across various topics.
Digital Assessment
Digital Assessment provides topical, cumulative and progress monitoring assessments for evaluating fluency, proficiency and for benchmarking throughout the year. Systematic and regular summative assessments include one after every chapter, two mid year and one end of year assessment help students review what they have learnt.
Valuable learning insights and reports in Math Pro
Auto-generated reports make data easily accessible and actionable to support every teacher’s instructional goals. Teachers can review high level reports at class level or dive into the details of each student, chapter, topic, concept and practice or assessment item.
High-value learning analytics help teachers easily find learning gaps and gains.
Math Pro Teacher Dashboard
Accessible on teacher dashboard and at every point of use, learning insights and reports help educators monitor trends and quickly find and address learning gaps and gains.
Identify students’ strengths and weaknesses
Access class math wellness at a glance through the class proficiency band.
Track Progress and Reports in Math Pro
Stay one step ahead with real-time data and reports to ensure that teachers can always make timely decisions, even as they are teaching.
Monitor progress
Student performance is presented in easy to view format for every practice and assessment available.
Teachers can track individual student and class performance and progress at the click of a button.
The practice reports inform teachers about individual students’ Level of Understanding (LU). Critical Insights give actionable insights to address gaps in learning.
When instruction is informed by insights from assessment, students are more engaged and take greater ownership of their learning.
A comprehensive range of resources for grades K to 6 to support teaching, learning, practice and assessment in a blended, print or digital environment provides flexibility in planning and instruction, and learning.
Print Materials
Coursebook
Serves as a guide for carefully constructed, teacher-facilitated learning experiences for students. This core component provides the content and instruction for all stages of the learning process—readiness, engagement and mastery of concepts and skills.
Practice Book
Correlates to the coursebooks and contains exercises and reviews for independent practice and formative and summative assessments.
Digital Resources
For information on PRIME K, turn to pages 24-27.
Math Pro provides comprehensive learning and assessment resources for students that are seamlessly aligned to PR1ME Mathematics.
Student Hub
Learning Materials including PR1ME Mathematics ebooks, videos, digital manipulatives and additional resources
Digital Practice and Assessment at every stage of learning
Results keep track of their progress and performance
TEACHER resources
Everything you need in one place, so you can teach anytime, anywhere.
Print Materials
Teacher’s Guide
Comprehensive lesson plans support instruction for each lesson in the Coursebooks.
Classroom Posters
These posters come with a poster guide to help teachers focus on critical mathematical concepts in class and enhance learning for students.
Digital Resources
Math Pro provides complete teaching and assessment resources so you can carry out effective lessons.
Teaching Hub
Teaching Materials including resources and tools to prepare and deliver math lessons with point of use virtual manipulatives, videos and worksheets.
Digital Practice and Assessment to offer systematic and regular practice
Meaningful insights into students’ learning through real-time reports
Professional Learning Now!
Video tutorials and related quizzes in this online resource provide anytime, anywhere professional learning to educators.
Embedded Professional Learning & Lesson Preparation
Resources in the PREPARE mode are designed to build teacher knowledge and make lesson planning quick and easy, so that you can help every student can achieve mastery in mathematics.
Motivation for Mastery
Rewards and incentives in recognition of effort and progress foster positive behavior and mindset to ensure students continuously strive and thrive.
Pro Tools for Effective, Engaged Teaching
Pro Tools in Math Pro aid teachers in their everyday teaching and best support their learners to set them up for success.
Valuable Learning Insights & Reports
Accessible on teacher dashboard and at every point of use, learning insights and reports help educators monitor trends and quickly find and address learning gaps and gains
Valuable Learning Insights& Reports
Connected Teaching & Learning
In Math Pro, checks for readiness, on-going formative and summative assessments are integrated with instruction, so that teachers are always one step ahead with accurate data to target those who need intervention
World Class Pedagogy & Blended Curriculum
Scholastic Math Pro incorporates PR1ME Mathematics, the core curriculum proven to be world’s best practice in mathematics, to deliver top-notch seamless blended learning experiences to your students.
Instructional support for effective teaching
Mathematics provides extensive support at point of use to support teacher development along with student learning, making teaching mathematics a breeze.
Teaching Hub in Math Pro
This one-stop teacher’s resource center provides all the resources you will need to transform your teaching experience. With the Teaching Hub, you can: Plan and prepare for lessons with lesson notes from the Teacher’s Guide, Access all content from the Coursebook and Practice Book to plan or teach a lesson on screen, View and share lesson demonstration videos during class time, and Access extra lessons to address learning objectives for regional curricula and view journal tasks.
The Teaching Hub on Math Pro functions as a teacher resource for front-of-class facilitation during lessons. Controlled display of answers in the Coursebook and Practice Book assists teachers in carrying out formative assessment during lessons.
The Interactive Whiteboard embedded within the Teaching Hub provides teachers with ways to make lessons interactive and helps to facilitate formative assessment during lessons. Teachers can explain concepts with the use of concept videos, virtual manipulatives and other point of use Pro tools.
Teachers can review real-time data to dive into details of students’ abilities and understanding of different topics, chapters or concepts.
Virtual manipulatives allow teachers to explain concepts and demonstrate concrete activities for deep conceptual understanding. Students can also access them to practice and work independently to strengthen concepts.
To address the learning needs of local curricula, additional lessons and resources are available for download in the Teaching Hub. These lessons and resources can be used to supplement teaching out of the print Coursebook and Practice Book.
Teacher’s Guide
A comprehensive Teacher’s Guide, available in print and digital format, provides complete program support including: Developmental continuum, Scheme of Work, Detailed notes for each lesson in the Coursebook, Answers for practice tasks in the Coursebook and Practice Book, and Reproducibles for class activities.
Professional Learning Now!
Professional Learning Now! provides on-demand professional development for teachers to learn mathematics pedagogy anytime, anywhere in the convenience and comfort of their home or in-between lessons, or just before teaching a topic. Each learning video is intentionally kept to approximately 5 minutes so that teachers will be able to quickly and effectively learn the pedagogy behind the concept to be taught. With a short quiz of 4 or 5 questions and a performance report, professional development is relevant and effective for teachers at any stage in their teaching career. Teachers can also re-watch learning videos to reinforce their pedagogical content knowledge anytime, anywhere.
Why Mathematics K works
Mathematics
Scholastic Mathematics K is the foundation level of Mathematics, an innovative world-class mathematics program based on the effective teaching and learning practices of global top performers in Mathematics. The program focuses on the development of early numeracy and problem-solving skills to build a strong foundation for meaningful learning and to develop a problem-solving mindset.
Scholastic Mathematics K follows a consistent and structured implementation model which embeds Singapore’s mathematics pedagogy in its instructional design. These effective pedagogical practices are:
Learning Mathematics via Problem Solving
Formative and Summative Assessment Integrated with Instruction
Skills Attitudes
Metacognition
Processes
Concepts
Readiness-Engagement-Mastery Model in Instructional Design
Learning Mathematics by Doing Mathematics
Opportunity for Development & Communication of Mathematical Thinking
number of dots on their cards. Have pairs compare the number of dots on their cards using ‘more than’, ‘fewer than’ and ‘the same as’, which are terms students have already encountered. Have students raise their hands as you ask the following questions.
Laying a strong foundation for numeracy for all students
• Who has more dots than their friend?
• Who has fewer dots than their friend?
• Who has the same number of dots as their friend?
Explain that students will now compare numbers. Introduce ‘greater than’, ‘less than’ and ‘equal to’ and tell students that we use these terms to compare numbers. Have them look at their Number-Dot Cards.
Learning mathematics via problem solving
Ask which students have more dots than their partner. Have them read out the number on their NumberDot Card as well as the number on their partner’s Number-Dot Card. Explain how ‘greater than’ is connected to ‘more than’.
Say: has more dots than . We can also say that has a greater number of dots than , or that (e.g. 11) is greater than (e.g. 8).
Have those students with more dots than their partner compare their numbers with their partners'. Use the same procedure to connect ‘fewer than’ to ‘less than’ and ‘the same as’ to ‘equal to’. If there are no pairs with the same number of dots, show students Number-Dot Cards with the same number of dots, e.g. Number-Dot Card ‘12’.
Activities throughout the program are designed to support problem solving. New concepts are always introduced with a hands-on activity. An inquiry-based approach leads students to explore, investigate, ask questions and find answers.
Say: Both of these cards have the same number or an equal number of dots.
Observe:
• Do students have difficulty identifying numbers? If so, which numbers?
• Do students understand ‘greater than’, ‘less than’ and ‘equal to’?
Let’s Learn SB p. 148
Refer students to the picture on SB p. 148.
Ask questions like the following.
Purposeful questions in the Teacher’s Guide help the teacher guide the inquiry process.
• Who has more toys, King or Belle?
• Who has fewer toys, Bob or Helicopter?
• Which 2 cats have the same number of toys?
Direct students to the numbers on the cats T-shirts and compare the numbers. Ask questions like the following.
• Which number is greater than 12?
• Which number is less than 12?
Let’s Do SB p. 149
NOTE: When comparing sets of objects, we use ‘greater than’, ‘less
Task 1 provides practice for students to count and compare the number of objects in groups of up to 15 objects as well as compare the respective numbers using 'greater than' and 'less than'.
Task 2 requires students to circle the sets with the same number of objects.
Reteach
Give each pair of students a stick of 10 connecting cubes Have them make two other sticks of cubes, one with more and the other with fewer cubes than the stick of 10 cubes.
Refer students to the Number Tape they created. Ask:
• Which numbers are greater than 10? (11, 12, 13, 14, 15)
• Which numbers are less than 5? (0, 1, 2, 3, 4)
Chapter Workout appears at the end of each chapter for teachers to guide students to apply what they have learned to solve problems in real-world context.
Each chapter ends with a problem solving lesson using the Problem Solving Kit.
Each problem solving lesson is built around a story. As students engage with the story and encounter mathematical problems, learning is consolidated in a meaningful context and conceptual understanding is deepened. The problem solving tasks provide opportunities for students to apply learning and to communicate their thinking.
The stories and accompanying small group, pair and independent learning center activities encourage rich discussion and communication of mathematical ideas and thinking.
There are 8 chocolate cupcakes. Oh, and 8 strawberry cupcakes! You knew? Yes, 8 vanilla cupcakes too!
Laying a strong foundation for numeracy for all students
Opportunities for development and communication of mathematical thinking
Students are encouraged to communicate their ideas, clarify their thoughts and share their thinking to develop mathematical thinking skills throughout the program.
As they solve non-routine and open-ended problems, students explain and reflect on their answers. They are encouraged to discuss their solutions, think aloud and reflect on what they are doing.
Learning mathematics by doing mathematics
The activity-based Concrete-Pictorial-Abstract approach is a key instructional strategy advocated in the Singapore approach to mathematics learning. Authentic mathematical experiences in Scholastic Mathematics K to manipulate concrete materials help students relate mathematics to the real world and understand relationships between numbers and their representations.
Concepts in Let’s Learn are taught using the Concrete-Pictorial-Abstract approach to develop deep conceptual understanding. This approach is introduced in grade K and consistently applied in grades 1 to 6.
Concrete
Hands-on tasks suggested in the Teacher’s Guide allow students to explore, investigate and participate in concrete mathematical experiences.
Pictorial
A crucial link to build a solid conceptual understanding, students are guided to understand mathematical ideas presented visually.
Abstract
Finally, students learn to represent concepts or skills in numbers and mathematical symbols.
Comprehensive suite of teaching and learning resources
Mathematics K is your complete suite of easy to use teaching and learning resources to make mathematics fun for your students.
Problem Solving Kit
20 stories - each story is available in Big Book format and in Reader format (6 copies of each reader)
Comprises twenty stories aimed at consolidating students’ understanding of core mathematical concepts through solving problems and developing a problem-solving mindset using age-appropriate contexts
Student and Teacher Access in Math Pro
A platform for front-of-class teaching, and learning engage the whole class
Problem Solving Teacher’s Guide
Provides lesson plans that encourage mathematically-rich discussion and communication of mathematical ideas and thinking
Student Book A&B
Contains activities and practices for students to reinforce learning
Teacher’s Guide A&B
Provides comprehensive lesson plans to support each lesson
Published by
Scholastic Education International (Singapore) Pte Ltd
