SCHOLASTIC TM 1 A world-class program incorporating the highly effective Readiness-Engagement-Mastery model of instructional design Sampler NEW EDITION 100% coverage of Cambridge Primary Mathematics Curriculum Framework Incorporates Computational Thinking and Math Journaling Builds a Strong Foundation for STEM
Yellow color refers to the Hub content PRIME International New Edition Grade 1 CHAPTER UNIT LESSON Objectives No. Header No. Header No. Header 1.1 Counting, reading and • To count within 10 (including the use of zero to 1 Numbers 0 to 10 1 Counting and denote an empty set) Comparing writing numbers • To read and write a number from 0 to 10 — the 2 Number Bonds numeral and the corresponding number word 1.2 Counting on and • To recognise conservation of number 3 Addition backwards • To count on and backwards within 10 1 Telling Number Stories 1.3 Comparing number of • To compare number of objects in two groups SCHOLASTIC objects by matching within 10 1.4 Comparing number of • To compare number of objects in two groups objects by counting within 10 • To compare two numbers within 10 1.5 Comparing and • To use the = sign to represent equality ordering numbers • To compare and order numbers within 10 1.1 Making 5 • To make a number story to illustrate a number 1.2 Making 6 bond for 5 • To break a set of 5 objects into two parts in 1.3 Making 7 different ways • To write a number bond for 5 • To make a number story to illustrate a number bond for 6 • To break a set of 6 objects into two parts in different ways • To write a number bond for 6 • To make a number story to illustrate a number bond for 7 • To break a set of 7 objects into two parts in different ways • To write a number bond for 7 1 Making Addition 1.4 Making 8 • To make a number story to illustrate a number Stories bond for 8 1.5 Making 9 • To break a set of 8 objects into two parts in different ways 1.6 Making 10 • To write a number bond for 8 1.7 Completing number • To make a number story to illustrate a number bonds bond for 9 • To break a set of 9 objects into two parts in 1.1 Understanding the different ways meaning of addition • To write a number bond for 9 • To make a number story to illustrate a number bond for 10 • To break a set of 10 objects into two parts in different ways • To write a number bond for 10 • To name the missing part or whole in a number bond • To use picture cutouts (or other manipulatives) to illustrate the meaning of addition • To make a number story for a given addition sentence • To write a number sentence for a given situation involving addition • To observe the identity property of addition 2 Addition with Number 2.1 Adding using number • To relate an addition fact within 10 to a number Bonds bonds bond • To write two addition facts for a given number 3 Other Methods of 3.1 Understanding ‘more’ bond Addition • To work out an addition fact within 10 by recalling the related number bond • To observe the commutative property of addition using number bonds • To relate ‘more’ to adding on • To solve 1-step picture problems by addition 3.2 Adding by counting on • To use the ‘counting on’ method to add two numbers within 10, one of which is 1, 2 or 3
CHAPTER UNIT LESSON Objectives No. Header No. Header No. Header 3.3 Doubles facts within 10 • To recall an addition fact within 10 4 Subtraction 4 Problem Solving 3.4 Making 10 • To add two numbers which are the same 1 Making Subtraction 4.1 Word problems • To make 10 5 Position and Movement Stories 1.1 Understanding the • To solve 1-step word problems involving meaning of subtraction addition of numbers within 10 6 Numbers to 20 2 Subtraction with • To check the answer to an addition by adding Number Bonds 2.1 Subtracting using the numbers in a different order number bonds • To use picture cutouts (or other manipulatives) 3 Other Methods of to illustrate the meaning of subtraction Subtraction 2.2 Writing a fact family • To make a number story for a given subtraction sentence 4 Problem Solving • To write a number sentence for a given 1 Naming Positions situation involving subtraction • To observe the answer when 0 is subtracted 2 Movement from a number 3 Problem Solving • To relate a subtraction fact within 10 to a 1 Counting number bond • To write two subtraction facts for a given 2 Problem Solving number bond • To work out a subtraction fact within 10 by recalling the related number bond • To write a family of four addition and subtraction facts for a given number bond SCHOLASTIC 3.1 Subtracting by counting • To use the ‘counting backwards’ method to backwards subtract 1, 2 or 3 from a number within 10 3.2 Subtracting by counting • To use the 'counting on' method to subtract on from a number within 10 3.3 Subtracting from 10 • To subtract a number from 10 3.4 Completing addition • To use '+', '-' or '=' correctly to complete and subtraction mathematical sentences sentences • To solve 1-step word problems involving 4.1 Word problems subtraction of numbers within 10 • To check the answer to a subtraction by adding the answer to the smaller number in the question 1.1 Describing positions • To use the words ‘left’, ‘right’, 'next to' and 1.2 Knowing 1st to 10th 'between' to describe the positions of objects • To name a position using an ordinal number 1.3 Naming positions from from 1st to 10th the left or right • To name a position using the phrases ‘behind’, ‘in front of', ‘last’ 2.1 Left and right turns • To name a position using an ordinal number from 1st to 10th • To name a position using the words ‘left’ and ‘right’ • To identify left and right turns 2.2 Describing movement • To use everyday language of direction and 3.1 Mind stretcher distance to describe movement of objects • To solve a non-routine problem on ordinal numbers and positions using the strategy of drawing a picture 1.1 Counting, reading and • To read and write a number from 11 to 20 — writing numbers the numeral and the corresponding number •woTordcount within 20 by making a 10 first 1.2 Understanding 2-digit numbers • To count on and backwards by 1 or 2 within 20 • To give a number between two numbers within 1.3 Counting on and 20 backwards • To recognise odd and even numbers within 20 by skip counting 1.4 Comparing numbers • To compare two numbers within 20 1.5 Comparing and • To compare and order numbers within 20 ordering numbers 2.1 Mind stretcher • To solve a non-routine problem involving combinations using the strategy of drawing pictures
CHAPTER UNIT LESSON Objectives No. Header No. Header No. Header 1.1 Adding two 1-digit • To add two 1-digit numbers with regrouping using the ‘make 10’ method 7 Addition and 1 Addition Within 20 numbers by making 10 Subtraction Within 20 1.2 Adding a 1-digit and a 2- • To add a 1-digit number and a 2-digit number digit number within 20 1.3 Adding by counting on • To add two numbers, one of which is 1, 2 or 3, within 20 using the ‘counting on’ method 1.4 Doubles facts within 20 • To identify a doubles fact • To add two 1-digit numbers which are the same 1.5 Using doubles facts to • To add two 1-digit numbers using the ‘doubles add plus 1’ method • To determine if equations involving addition are true or false 1.6 Adding three 1-digit • To add three 1-digit numbers using the numbers by grouping associative property of addition numbers • To check the answer to an addition by adding the numbers in a different order 1.7 Adding three 1-digit • To add three 1-digit numbers by making 10 numbers by making 10 SCHOLASTIC 2 Subtraction Within 20 2.1 Subtracting a 1-digit • To subtract a 1-digit number from a 2-digit number from a 2-digit number within 20 without regrouping number using the 'subtract from ones' • To subtract a 1-digit number from a 2-digit method number within 20 with regrouping using the ‘leading to 10’ method 2.1A Subtracting a 1-digit number from a 2-digit number using the ‘leading to 10’ method 2.2 Subtracting a 1-digit • To subtract a 1-digit number from a 2-digit number from a 2-digit number within 20 with regrouping using the number using the ‘subtract from 10’ method ‘subtract from 10’ method 2.3 Subtracting by counting • To subtract 1, 2 or 3 from a number within 20 backwards using the ‘counting backwards’ method 2.4 Subtracting by counting • To use the 'counting on' method to subtract on from a number within 20 • To determine if equations involving addition are true or false 2.4A Completing addition • To use '+' or '-' correctly to complete and subtraction mathematical sentences sentences 3 Finding the Missing 3.1 Finding the missing part • To find the missing part in an addition sentence Number in an addition or • To find the missing part in a subtraction 4 Problem Solving subtraction sentence sentence 3.2 Finding the missing • To find the missing whole in a subtraction whole in a subtraction sentence sentence 4.1 Word problems • To solve 1-step word problems involving 4.2A More word problems addition or subtraction of numbers within 20 • To check the answer to an addition by adding the numbers in a different order • To check the answer to a subtraction by adding the answer to the smaller number in the question • To check reasonableness of answers • To solve 1-step word problems involving addition or subtraction of numbers within 20 by drawing a picture • To check the answer to an addition by adding the numbers in a different order • To check the answer to a subtraction by adding the answer to the smaller number in the question • To check reasonableness of answers 4.2 Mind stretcher • To solve a non-routine problem involving addition or subtraction of numbers within 20 using the strategies of solving part of the problem and guess and check
CHAPTER UNIT LESSON Objectives No. Header No. Header No. Header 1.1 Identifying 2D shapes • To describe an object by its shape 8 2D Shapes 1 2D Shapes • To recognize and name the four basic 2D shapes: circle, triangle, rectangle and square 9 3D Shapes 1.2 Sides and corners of shapes • To identify the sides and corners of a 2D shape Mission Possible 10 Length 1.3 Sorting 2D shapes • To sort 2D shapes according to each of these attributes: shape, size, color 11 Mass 2 Making Patterns and 2.1 Continuing a pattern • To describe and continue a pattern with 2D Shapes shapes according to one or more of these 12 Capacity attributes: shape, size and color 2.1A Making pictures • To make pictures using shapes 2.2 Making shapes • To fit suitable pieces together to form a basic 2D shape 3 Problem Solving 3.1 Mind stretcher • To fit suitable pieces together to form other shapes 1 3D Shapes 1.1 Identifying 3D shapes • To solve a non-routine problem on 2D shapes using the strategy of solving part of the problem • To recognize and name a cube, a cuboid, a cone, a cylinder and a sphere • To sort 3D shapes according to each of these attributes: shape, size, color • To identify a solid shape that can slide, stack or roll • To describe and continue a pattern with 3D shapes according to one or more of these attributes: shape, size and color • To use 3D shapes to make models • To solve a non-routine problem on 3D shapes using the strategy of logical reasoning SCHOLASTIC 1.2 Sorting 3D shapes 2 Making Patterns and 1.2A 3D shapes that slide, Models stack or roll 2.1 Continuing a pattern 3 Problem Solving 2.2 Making models 3.1 Mind stretcher 1 Comparing Lengths 1.1 Comparing lengths and • To compare the lengths and heights of two or 2 Measuring Length heights more objects 1.1A Comparing the lengths • To compare the lengths or heights of two or heights of two objects objects indirectly using a third object using a third object 1.2 Comparing lengths by • To compare the lengths of two or more objects counting by counting 1.3 Using a start line • To compare the lengths of two or more objects using the same start line • To arrange objects in order according to their lengths 2.1 Measuring length • To estimate and measure the length of an object in non-standard units 3 Problem Solving 2.2 Measuring lengths in • To estimate and measure the length of an 1 Comparing Masses units object in non-standard units, and express the 2 Measuring Mass length in units 3.1 Mind stretcher • To compare lengths measured in non-standard 3 Problem Solving units 1.1 Comparing masses of • To solve a non-routine problem on length using two objects the strategy of drawing a picture • To compare the masses of two objects 1.2 Comparing masses of three objects • To compare the masses of three objects 2.1 Measuring mass in units • To estimate and measure the mass of an object in non-standard units, and express the mass in 2.2 Comparing masses in units units • To compare masses measured in non-standard units 3.1 Mind stretcher • To solve a non-routine problem on mass using the strategy of writing the word problem in another way 1 Comparing Capacities 1.1 Comparing capacities • To understand the meaning of capacity • To compare the capacities of two or more containers visually
CHAPTER UNIT LESSON Objectives No. Header No. Header No. Header 2.1 Measuring capacity • To estimate and measure the capacity of a 13 Comparing 2 Measuring Capacity container in non-standard units, and express the Numbers capacity in units 1 Comparing Numbers 2.2 Comparing capacities in • To compare capacities measured in non- units standard units 1.1 Understanding 'more • To compare two groups by one-to-one than' correspondence using \"more than\" • To count the number of objects in two groups and compare the numbers 1.2 Finding 1 or 2 more • To find 1 or 2 more than a given number within 20 1.3 Finding 1 or 2 less • To find 1 or 2 less than a given number within 20 2 Comparison by 2.1 Understanding 'fewer • To compare two sets by one-to-one Subtraction than' correspondence using ‘fewer than’ • To compare two numbers by subtraction 3 Problem Solving 2.2 Comparing by • To solve picture problems involving comparison subtraction by subtraction SCHOLASTIC 3.1 Word problems • To solve 1-step word problems involving comparison situations 3.2 Mind stretcher • To solve a non-routine problem involving comparison of numbers using the strategy of drawing a picture 14 Handling Data 1 Lists and Tables 1.1 Making, reading and • To present data in lists and tables interpreting a list or a • To read and interpret lists and tables table 2 Pictograms 2.1 Making, reading and • To present data in pictograms using one-to-one interpreting pictograms representation • To read and interpret pictograms 2.2 Understanding symbols • To read and interpret pictograms involving in pictograms symbols 3 Problem Solving 3.1 Mind stretcher • To solve a non-routine problem on pictograms 1 Counting using the strategy of logical reasoning 15 Numbers to 40 1.1 Counting, reading and • To count within 40 by making tens first writing numbers within 40 • To read and write a number from 21 to 40 — the numeral and the corresponding number 1.2 Writing numbers in •woTordwrite a number in different ways different ways 1.3 Showing tens and ones • To write a 2-digit number in tens and ones 2 Order of Numbers 1.4 Estimating number of • To estimate the number of objects in a group of objects less than 40 objects 2.1 Finding more than and • To find the number which is 1, 2 or 10 more than less than or less than a given number within 40 • To give a number between two numbers within 2.2 Number patterns 40 • To count on and backwards in ones, twos and 2.3 Reading number lines tens within 40 • To describe and complete a number pattern 2.4 Comparing and by counting on or backwards by 1, 2 or 10 ordering numbers using number lines • To read whole numbers up to 40 on number lines • To place whole numbers up to 40 on number lines • To compare and order numbers up to 40 using number lines • To use > and < symbols to compare numbers 2.5 Comparing and • To compare and order numbers up to 40 using ordering numbers using place value place values • To use > and < symbols to compare numbers 15A Addition and 1 Addition and 1.1 Adding a 1-digit number • To add a 1-digit number and a 2-digit number Subtraction Within Subtraction Without to a 2-digit number without regrouping using the 'counting on' 40 Regrouping method, number bonds and algorithm • To check the answer to an addition by adding the numbers in a different order or by using a different strategy
CHAPTER UNIT LESSON Objectives No. Header No. Header No. Header 1.2 Adding tens to a 2-digit • To add tens and a 2-digit number without 16 Fractions 2 Addition and regrouping using the 'counting on' method, Subtraction with number number bonds and algorithm Regrouping • To check the answer to an addition by adding the numbers in a different order or by using a 3 Problem Solving different strategy 1 Halves and Quarters 1.3 Adding two 2-digit • To add two 2-digit numbers without regrouping numbers using algorithm • To check the answer to an addition by adding the numbers in a different order or by using a different strategy 1.4 Subtracting a 1-digit • To subtract a 1-digit number from a 2-digit number from a 2-digit number without regrouping using the ‘counting number backwards’ method, number bonds and algorithm • To check the answer to a subtraction by adding the answer to the smaller number in the original subtraction 1.5 Subtracting tens from a • To subtract tens from a 2-digit number using the SCHOLASTIC 2-digit number ‘counting backwards’ method, number bonds and algorithm • To check the answer to a subtraction by adding the answer to the smaller number in the original subtraction 1.6 Subtracting a 2-digit • To subtract a 2-digit number from a 2-digit number from another 2- number without regrouping using algorithm digit number • To check the answer to a subtraction by adding the answer to the smaller number in the original subtraction 2.1 Adding a 1-digit number • To add a 1-digit number and a 2-digit number to a 2-digit number with with regrouping using the 'counting on' method, regrouping number bonds and algorithm • To check the answer to an addition by adding the numbers in a different order or by using a different strategy 2.2 Adding two 2-digit • To add two 2-digit numbers with regrouping numbers with regrouping using algorithm • To check the answer to an addition by adding the numbers in a different order or by using a different strategy 2.3 Subtracting a 1-digit • To subtract a 1-digit number from a 2-digit number from a 2-digit number with regrouping using the ‘counting number with regrouping backwards’ method, number bonds and algorithm • To check the answer to a subtraction by adding the answer to the smaller number in the original subtraction 2.4 Subtracting a 2-digit • To subtract a 2-digit number from a 2-digit number from another 2- number with regrouping using algorithm digit number with • To check the answer to a subtraction by regrouping adding the answer to the smaller number in the original subtraction 3.1 Word problems • To solve 1-step word problems involving 3.2 Mind stretcher addition or subtraction within 40 • To check the answer to an addition by adding the numbers in a different order • To check the answer to a subtraction by adding the answer to the smaller number in the original subtraction • To solve a non-routine problem involving addition or subtraction using the guess and check strategy 1.1 Using fractions to • To recognize and name one half of a whole describe one half and which is divided into 2 equal parts one quarter of a whole • To recognize and name one quarter of a whole which is divided into 4 equal parts • To use the fraction 1/2 to describe a half of a whole • To use the fraction 1/4 to describe a fourth or a quarter of a whole
CHAPTER UNIT LESSON Objectives No. Header No. Header No. Header 17 Doubles and 2 Problem Solving 1.2 Finding one half and • To find one half of a small number of objects by Halves 1 Doubles 2 Halves one quarter of a set putting the objects into 2 equal groups 18 Calendar and 3 Problem Solving Time 1 Reading a Calendar • To find one quarter of a small number of 2 Telling Time 19 Numbers to 100 objects by putting the objects into 4 equal 3 Problem Solving 1 Tens and Ones groups 2 Order of Numbers • To use the fraction 1/2 to describe a half of a set • To use the fraction 1/4 to describe a fourth or a 1.3 Using fractions to • To find halves and fourths or quarters of a describe halves and whole or a set quarters of a whole or a • To use the fractions 2/2, 2/4, 3/4 and 4/4 to set describe halves and fourths or quarters of a whole or a set 2.1 Mind stretcher • To solve a non-routine problem involving fractions using the strategy of acting it out 1.1 Finding doubles • To find doubles of numbers up to 10 2.1 Finding halves • To find halves of even numbers of objects up to 10 by sharing 3.1 Mind stretcher • To identify odd and even numbers by sharing • To solve a non-routine problem on doubles and 1.1 Naming days of the halves using the strategies of logical reasoning week and making a list • To name the days of the week 1.2 Naming months of the year • To name the months of the year 1.3 Writing the date • To read and write a date SCHOLASTIC 2.1 Telling time to the hour • To tell time to the hour on analogue and digital clocks 2.2 Telling time to the half • To tell time to the half hour on analogue and hour digital clocks 2.2A Telling time to the • To tell time to the quarter hour on analogue quarter hour and digital clocks 2.3 Time of the day • To relate time to events of a day • To sequence events according to the time of the day 3.1 Mind stretcher • To solve a non-routine problem on time using the strategy of logical reasoning 1.1 Counting, reading and • To count by tens within 100 writing numbers in tens 1.2 Numbers in tens and • To count within 100 by making tens ones • To read and write a number from 41 to 100 — the numeral and the corresponding number word 2.1 Finding more than or less •• TToo fwinrditethae2n-duimgibt neur mwhbiecrhinis t1e,n2soarn1d0 omnoerse than than (or less than) a given number within 100 • To count on or backwards in ones, twos and tens within 100 • To give a number between two numbers within 100 2.2 Number patterns to 100 • To describe and complete a number pattern by counting on or backwards by 1, 2 or 10 2.3 Reading number lines • To read whole numbers up to 100 on number lines • To place whole numbers up to 100 on number lines • To give a number between two neighbouring pairs of multiples of 10 within 100 2.4 Comparing and • To compare and order numbers up to 100 using ordering numbers using number lines number lines • To use > and < symbols to compare numbers 2.5 Comparing and • To compare and order numbers within 100 ordering numbers using using place value place values • To use > and < symbols to compare numbers
CHAPTER UNIT LESSON Objectives No. Header No. Header No. Header 20 Money 2A Numbers Beyond 100 2A.1 Counting, reading and • To count within 120 by making tens • To read and write a number from 101 to 120 — Mission Possible 3 Problem Solving writing numbers to 120 the numeral and the corresponding number 1 Coins •woTordsolve a non-routine problem on numbers 3.1 Mind stretcher within 100 using the strategy of making a list 2 Problem Solving 1.1 Naming coins • To recognize and name the five-cent, ten-cent, fifty-cent and one-dollar coins 1.2 Counting money • To count and tell the amount of money in a set 1.3 Exchanging coins of coins up to $1 • To exchange a coin for more coins 1.4 Counting money in • To count and tell the amount of money in a set different denominations of coins 1.5 Making up an amount • To make up an amount of money using a set of of money coins 1.6 Comparing amounts of • To compare amounts of money money 2.1 Mind stretcher • To solve a non-routine problem on money using SCHOLASTIC the strategy of acting it out
SCHOLASTIC Scholastic PR1ME Mathematics (New Edition) Grade 1 Coursebook • Chapter 88 2D Shapes • Chapter 16 Fractions • Mission Possible
2D Shapes Let's Remember 1. Match each object to its color. 2. Circle the objects that are small in real life.SCHOLASTIC Cross out the objects that are big in real life. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 EXPLORE Scott, Lisa and Terry made this pattern using shapes. Help them draw the shape that comes next in the pattern. How can we solve this problem? Discuss in your group and fill in columns 1 and 2. 1. What I already know 2. What I need to find out 3. What I have learned that will help me solve and learn the problem 116
Unit 1 2D Shapes You will learn to... • describe objects by their shape • identify basic 2D shapes • identify the sides and corners of shapes • sort 2D shapes 1.1 Identifying 2D shapes Let's Learn a) Draw around each object to find its shape. Then, use modeling clay to make the shape. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 circle triangle SCHOLASTIC rectangle square 117
b) Look at the objects in each group. Compare them with the given shape. circle triangle 118 SCHOLASTIC © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1
Circles, triangles, rectangles and squares are 2D shapes.© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1squarerectangle SCHOLASTIC 119
Let's Do 1. Trace around each object to find its shape. Use the words in the box to write the name of the shape. square circle rectangle triangle a) The door is in the shape of a . . b) SCHOLASTIC © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1The plate is in the shape of a Let's Practice 1. Write the name of the shape of the shaded purple part. a) b) c) d) P B Chapter 8: Exercise 1.1 >> Look at EXPLORE on page 116 again. Can you solve the problem now? What else do you need to know? 120
1.2 Sides and corners of shapes Let's Learn a) side corner corner side side side corner corner A rectangle has 4 sides. Two sides of a shape join together to form a corner. A rectangle has 4 corners. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 b) We can draw a 2D shape given its number of sides and corners.SCHOLASTIC Any 2D shape with 3 sides and 3 corners 3 sides and 3 corners is a triangle. triangle 4 sides and 4 corners square rectangle 121
Let's Do 1. Write the number of sides and corners in this shape. sides corners 2. a) Draw a shape with b) D raw a shape with 3 sides and 3 corners. 4 sides and 4 corners. SCHOLASTIC Let's Practice © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 1. Write in the blanks. a) A square has sides and corners. corners. b) A rectangle has sides and corners. c) A triangle has sides and have the same d) A and a number of sides and . 2. Answer the questions. a) I have 3 corners and 3 sides. What shape am I? b) I have 4 corners and 4 sides. What shape am I? P B Chapter 8: Exercise 1.2 122
1.3 Sorting 2D shapes Let's Learn a) We can group 2D shapes in different ways. By shape © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1circlestriangles SCHOLASTIC rectangles squares The shapes in each group are the same. The sizes and colors are different. By size big small The shapes in each group are of the same size. The shapes and colors are different. 123
By color The shapes in each group are of the same color. The shapes and sizes are different. We can group 2D shapes by shape, size and color. b) These 2D shapes can be grouped by shape or color. SCHOLASTIC A B © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1Grouped by shapeGrouped by color Which group does belong to? 124
Let's Do 1. Circle the shapes that have the same shape. 2. Circle the shapes that have the same color. 3. Circle the shapes that have the same shape and size. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 Let's Practice SCHOLASTIC1. Look at the shapes. AB CD E F G a) Put the shapes into two groups. Group 1: Group 2: b) How are the shapes in each group the same? How are they different? Group 1: same but different Group 2: same but different P B Chapter 8: Exercise 1.3 I have learned to... describe objects by their shape identify basic 2D shapes identify the sides and corners of shapes sort 2D shapes 125
Unit 2 Making Patterns and Shapes You will learn to... • describe and continue a pattern with 2D shapes • make new 2D shapes by combining 2D shapes 2.1 Continuing a pattern Let's Learn a) The pattern is square, circle,SCHOLASTICThere is a change triangle, , , in shape. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 ,… b) The pattern is also big, small, small, big, small, small, … The pattern is red, yellow, green, , , ,… There is a change in color and size. 126
Let's Do 1. Circle the shape that comes next in the pattern. 2. Describe the pattern. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1The pattern is triangle,,, ... There is a change in and . SCHOLASTIC Let's Practice 1. Circle the shape that comes next in each pattern. a) b) 2. Describe the pattern. The pattern is purple triangle, , , ... There is a change in and . P B Chapter 8: Exercise 2.1 127
2.2 Making shapes Let's Learn a) We can fit these two pieces together to make a circle. b) We can fit these four pieces together to make different shapes. Let's Do SCHOLASTICAB 1. Which piece fits? © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 128
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1Let's Practice 1. Which piece fits? Circle it. SCHOLASTIC Name the shape after the pieces are matched. a) b) c) d) 129
2. Trace this rectangle on a piece of paper. Then, cut the rectangle along the lines shown to get 4 triangles. Use the 4 triangles to form each of the shapes below. Draw dotted lines to show how it is done. a) b) c) SCHOLASTIC P B Chapter 8: Exercise 2.2 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 I have learned to... describe and continue a pattern with 2D shapes make new 2D shapes by combining 2D shapes 130
Unit 3 Problem Solving You will learn to... • solve a non-routine problem involving 2D shapes 3.1 Mind stretcher Column Column Column 123 Let's Learn Row 1 Complete the pattern on the right. Each row ( ) or column ( ) must Row 2 have these three shapes. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 Row 3 SCHOLASTIC 1 Understand What is a row? the problem. What is a column? How many different shapes must I have in each row or column? 2 Plan I can start with solving part of the problem. what to do. First, I can find the missing shape in column 2 because two of the shapes 3 Work out the are given. Answer. In column 2, the missing shape is . Column Column Column 123 Row 1 Row 2 Row 3 131
In row 2, the and are missing. I cannot put a in column 1 because it appears in row 1. It has to be a . Then, I can put the in column 3. Column Column Column 123 Row 1 Row 2 SCHOLASTIC Row 3 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 Lastly, in row 3, the missing shapes are and . The missing shape in column 1 is a . The missing shape in column 3 is a . Column Column Column 123 Row 1 Row 2 Row 3 4 Check Each row has 3 different shapes. ✓ if your answer Each column has 3 different shapes. ✓ is correct. My answer is correct. 132
5 + Plus Act it out by first drawing and cutting out Solve the 3 of each shape. problem in Arrange 2 circles, 1 square and 1 triangle another way. like in the problem. There is 1 left. There is no in column 3. So, it must be in column 3. There is no in row 2. So, it must be in row 2. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1Column Column Column 123 SCHOLASTIC Row 1 Row 2 Row 3 In column 2, the missing shape is . Column Column Column 123 Row 1 Row 2 Row 3 In row 2, the missing shape is . Column Column Column 123 Row 1 Row 2 Row 3 133
In column 1, the missing shape is . In column 3, the missing shape is . Column Column Column 123 Row 1 Row 2 Row 3 SCHOLASTIC Compare the methods in steps 3 and 5. Which method do you prefer? Why? © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 1. Understand 2. Plan 3. Answer 4. Check 5. Plus I have learned to... solve a non-routine problem involving 2D shapes >> Look at EXPLORE on page 116 again. Fill in column 3. Can you solve the problem now? 134
Fractions Let's Remember 1. Match each 2D shape to its name. squareSCHOLASTIC triangle rectangle circle © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 EXPLORE Ben and Emily share 12 stickers equally. Each of them gets half the number of stickers. a) How many stickers does each child get? b) What if they share the 12 stickers equally with Peter and Meg? How many stickers will each child get? How can we solve this problem? Discuss in your group and fill in columns 1 and 2. 1. What I already know 2. What I need to find out 3. What I have learned that will help me solve and learn the problem 244
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1Unit 1 Halves and Quarters SCHOLASTIC You will learn to... • recognize and name halves and quarters of a whole • find halves and quarters of a set 1.1 U sing fractions to describe one half and one quarter of a whole Let's Learn a) A circle is folded into 2 equal parts. half Each part is one half of the circle. One half is 1 out of 2 equal parts. 1 out of 2 equal parts is shaded. Half of the whole square is shaded. W21 oefrtehaedw12haosleosnqeuhaarelf.is shaded. b) Another circle is folded into 2 equal parts and then again into 2 equal parts. So, it now has 4 equal parts. quarter or fourth Each part is one quarter or one fourth of the circle. One quarter or one fourth is 1 out of 4 equal parts. When we fold the circle into more parts, the parts become smaller. 245
1 out of 4 equal parts is shaded. One quarter or one fourth of the whole square is shaded. W1412 aoefnrtedhae41daw41rheaofslreaocsnqteiuoqanurse.airsteshr aordoende. fourth. Let's Do 1. Circle the figure(s) that show one half shaded. AB SCHOLASTIC C 2. Circle the figure(s) that show one quarter shaded. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 D EF Let's Practice 1. Which figures show 1 shaded? 2 1 Which figures show 4 shaded? PQ R S T U 246
THINK ABOUT IT Look at the figures below. A B Both of them do! Which of the two figures shows halves? © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 Sarah David SCHOLASTIC Is David correct? Why do you say so? What did you learn about figures that show halves? Think of a time in your daily life when you need to use halves. P B Chapter 16: Exercise 1.1 >> Look at EXPLORE on page 244 again. Can you solve the problem now? What else do you need to know? 247
1.2 Finding one half and one quarter of a set Let's Learn a) Kelly and Luke share 6 apples equally. Each of them gets half the number of apples. How many apples does each child get? Share the set of apples into 2 equal groups to find one half. One half of 6 is 3.SCHOLASTIC 1 of 6 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1applesis3apples. 2 Each child gets 3 apples. 248
b) Alice has 12 buttons. She loses one quarter of them. How many buttons does she lose? Share the set of buttons into 4 equal groups to find one quarter. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 One quarter of 12 is 3. SCHOLASTIC 1of12buttonsis3 buttons. 4 Alice loses buttons. Let's Do 1. Find one half of 8 trucks. One half of 8 trucks is trucks. 2. Find 1 of 20 flowers. 4 1 of 20 flowers is flowers. 4 249
Let's Practice 1. Find one half of 12 green beans. One half of 12 green beans is green beans. 2. Find one quarter of 8 stars. One quarter of 8 stars isSCHOLASTIC stars. 3. May has 14 eggs. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 She uses 1 of them to make breakfast. 2 How many eggs does May use? 1 of 14 eggs is eggs. 2 eggs. May uses 4. Jack eats 1 of 16 oranges in a week. 4 How many oranges does he eat? 1 of 16 oranges is oranges. 4 Jack eats oranges. P B Chapter 16: Exercise 1.2 250
1.3 U sing fractions to describe halves and quarters of a whole or a set Let's Learn a) 2 out of 2 equal parts are shaded. Two halves of the whole rectangle are shaded. W22 oefrtehaedw22haosletwreochtaanlvgeles. is shaded. b) Mr. Thompson has 16 erasers. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 Hegivesaway3ofthem. 4 SCHOLASTIC How many erasers does Mr. Thompson give away? We read 3 as three quarters or three fourths. 4 4 equal groups. 3 4 is 3 groups out of Put the set of erasers into 4 equal groups. One group has 4 erasers. 1 4 of 16 erasers is 4 erasers. Three groups have 12 erasers. 3 4 of 16 erasers is 12 erasers. Mr. Thompson gives away 12 erasers. 251
Let's Do 1. Write the fraction of each figure that is shaded. a) b) 2. Find 2 of 8 teddy bears. 4 2 of 8SCHOLASTICteddybearsis teddy bears. 4 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 Let's Practice 1. Write the fraction of each figure that is shaded. a) b) 2. Find 2 of 8 milk packets. 2 2 of 8 milk packets is milk packets. 2 3. 12 boats are in a race. 3 4 of the boats finish the race. How many boats finish the race? boats finish the race. P B Chapter 16: Exercise 1.3 I have learned to... recognize and name halves and quarters of a whole find halves and quarters of a set 252
Unit 2 Problem Solving You will learn to... • solve a non-routine problem on fractions 2.1 Mind stretcher Let's Learn Find three ways to cut a square cake into 4 quarters. You can only cut the cake 2 times. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-11 UnderstandWhat shape is the cake? the problem. How many equal parts must I cut SCHOLASTIC the cake into? How many times can I cut the cake? 2 Plan I can act it out to help me what to do. solve the problem. 3 Work out the 1st way: Answer. 2nd way: 3rd way: 253
4 Check I show three ways to cut the cake. 3 if your answer I cut the cake 2 times for each way. 3 is correct. I cut the cake into 4 quarters. 3 My answer is correct. 5 + Plus Draw a picture to show the cake. Solve the Then, guess and check to solve the problem. problem in another way. Guess 1: There are only 3 equal parts. This is not correct. SCHOLASTIC Guess 2: I cut the cake 3 times. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1This is also not correct. Guess 3: I cut the cake 2 times and there are 4 equal parts. This is correct. Guess 4: I cut the cake 2 times and there are 4 equal parts. This is also correct. Guess 5: I cut the cake 2 times and there are 4 equal parts. This is also correct. Compare the methods in steps 3 and 5. Which method do you prefer? Why? 1. Understand 2. Plan 3. Answer 4. Check 5. Plus I have learned to... >> Look at EXPLORE on page 244 again. Fill in column 3. Can you solve the solve a non-routine problem on fractions problem now? 254
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1MISSION POSSIBLE Patrick invites Ada, Miguel and Lydia to his house for lunch. SCHOLASTIC He makes a rectangular pepperoni pizza for lunch. How can he cut the pizza so that everyone gets a slice of the same shape and size? Show as many ways as you can. 311
Scholastic PR1ME Mathematics (New Edition) Grade 1 Practice Book • Chapter 88 2D Shapes • Chapter 166Fractions SCHOLASTIC
2D Shapes Exercise 1.1 Identifying 2D shapes Recap circle SCHOLASTICtrianglerectangle square Circles, triangles, rectangles and squares are 2D shapes. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-9 1. Trace around each object to find its shape. Write the name of the shape. a) b) 2. Write the name of the shape of the shaded part. a) b) c) d) e) f) 80 Online Chapter 8: Practice 1.1 Prac tice
Exercise 1.2 Sides and corners of shapes Recap corner side side A triangle has 3 sides and 3 corners. corner side corner © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-9 1. Write the missing numbers. SCHOLASTIC a) A rectangle has sides and corners. b) A triangle has sides and corners. 2. Write the name of the 2D shape. Then, draw the shape. a) This 2D shape has 4 sides and 4 corners. b) This 2D shape has 3 sides and 3 corners. Online Chapter 8: Practice 1.2 Prac tice 81
Exercise 1.3 Sorting 2D shapes Recap We can group 2D shapes by shape, size and color. same shape same color same size SCHOLASTIC1. Are the shapes grouped by shape, size or color? a) b) © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-9 2. Look at the shapes. A BC D E F a) Put the shapes into two groups. Group 1: Group 2: b) H ow are the shapes in each group the same? How are they different? Online Chapter 8: Practice 1.3 Prac tice 82
Exercise 2.1 Continuing a pattern Recap The pattern is triangle, circle, triangle, circle, … The pattern is also dark gray, light gray, dark gray, light gray, … There is a change in shape and color. 1. Circle the shape that comes next in each pattern. a) b) © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-9 c) SCHOLASTIC d) 83
2. Draw and color the shape that comes next in each pattern. a) b) 3. Describe the pattern. SCHOLASTIC © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-9 , The pattern is dark gray rectangle, . ,… There is a change in and 4. Describe the pattern. The pattern is small triangle, ,, ,… There is a change in and . Online Chapter 8: Practice 2.1 Prac tice 84
Exercise 2.2 Making shapes Recap We can fit these two pieces together to make a rectangle. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-91. Circle the piece that fits.The shape is a Also, name the shape formed. . SCHOLASTICa) The shape is a b) . c) The shape is a . d) The shape is a . 85
2. Trace the shapes A to D on a piece of paper. Then, cut out the shapes. A B C D Use the 4 shapes to form each of the shapes below. Draw dotted lines to show how it is done. a) SCHOLASTIC b) c) © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-9 Online Chapter 8: Practice 2.2 Prac tice 86
Fractions Exercise 1.1 U sing fractions to describe one half and one quarter of a whole Recap OneSCHOLASTIChalfor1is1 out of One quarter, one fourth or 2 2 equal parts. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-91is1outof4equalparts. 4 1. Tick (✓) the figures that show one half shaded. a) b) c) 2. Tick (✓) the figures that show one quarter shaded. a) b) c) 150
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