3. Color one half of the figures. c) a) b) f) d) e) © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-94. Color one quarter of the figures.c) a) b) f) SCHOLASTIC d) e) 5. C ircle the figures that show 1 shaded. 4 1 Cross out the figures that show 2 shaded. Online Chapter 16: Practice 1.1 Prac tice 151
Exercise 1.2 Finding one half and one quarter of a set Recap 1 of 6 flowers is 3 flowers. 1 of 8 bows is 2 bows. 2 4 1. Find one half of 10 boats.SCHOLASTIC © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-9boats. One half of 10 boats is 2. Find one quarter of 12 butterflies. butterflies. One quarter of 12 butterflies is 3. Find one half of 18 hats. hats. One half of 18 hats is 152
4. Alicia eats 1 of 16 cherries in a day. 4 How many cherries does she eat? 1 of 16 cherries is cherries. 4 She eats cherries. 5. Max gives 1 of 14 toy cars to his friend. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-92 How many toy cars does he give to his friend? SCHOLASTIC 1 of 14 toy cars is toy cars. 2 He gives toy cars to his friend. 6. Ian packs 1 of 20 buns in a box. 4 How many buns did he pack in the box? 1 of 20 buns is buns. 4 buns in the box. He packed Online Chapter 16: Practice 1.2 Prac tice 153
Exercise 1.3 U sing fractions to describe halves and quarters of a whole or a set Recap To find 2 of 16 pears, we put the set of 4 pears into 4 equal groups. One group has 4 pears. 1 of 16 pears is 4 pears. 4 SCHOLASTIC Two groups have 8 pears. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-9 2 of 16 pears is 8 pears. 4 1. Write the fraction of each figure that is shaded. a) b) c) d) e) f) 154
2. Maria used 2 of 6 beads to make a ring. 2 How many beads did she use? beads. She used 3. David packed 4 of 12 bulbs in a box. 4 How many bulbs did he pack in the box? © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-25-9bulbs in the box. He packed SCHOLASTIC 4. A shopkeeper had 16 erasers. He sold 3 of the 16 erasers. 4 How many erasers did he sell? erasers. He sold 5. Jason bought 20 party hats. 2 of the 20 party hats were worn by his friends. 4 How many party hats were worn by his friends? party hats were worn by his friends. Online Chapter 16: Practice 1.3 Prac tice 155
Scholastic PR1ME Mathematics (New Edition) Grade 1 Teacher's Guide • Chapter 8 2D Shapes • Chapter 16 Fractions • Mission Possible • Blackline Masters SCHOLASTIC
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Strand: Geometry Chapter 8: 2D Shapes S Scheme of Work Unit CLet’s Remember *Hub resources refer to pages found only in the Teaching Hub. HUnit 1: 2D Shapes Digital Practice is available in PR1ME Mathematics Digital Practice and Assessment. Objectives Materials *Resources Vocabulary • Sort objects by color • CB: p. 116 • Compare objects based on size O1.1 Identifying 2D LASTICshapes • Describe objects by their shapes • 1 copy of Objects Cut-outs • CB: pp. 117–120 • 2D shape • Recognize and name the four basic (BM8.1) per group • PB: p. 80 • circle • Digital Practice • rectangle 2D shapes: circle, triangle, rectangle • 1 copy of Shapes Cut-outs • shape and square (BM8.2) per group • square • triangle • 5 sheets of paper in letter size Chapter 8: 2D Shapes 119 per group • Objects in the shapes of circle, triangle, rectangle and square: 1 object in each shape for demonstration, 1 object in each shape per group • Modeling clay: 1 slab for demonstration, 1 slab per group 1.2 Sides and • Identify the sides and corners of a • CB: pp. 121–122 • corner corners of shapes 2D shape • PB: p. 81 • side • Digital Practice
120 Chapter 8: 2D Shapes Unit Objectives Materials *Resources Vocabulary 1.3 Sorting • Sort 2D shapes according to each of • Rectangle Cut-outs (BM8.3): • CB: pp. 123–125 2D shapes these attributes: shape, size and color 1 copy per group, • PB: p. 82 1 enlarged copy for • Digital Practice demonstration • Square Cut-outs (BM8.4): 1 copy per group, 2 enlarged copies for S demonstration • Triangle Cut-outs 1 (BM8.5): C 1 copy per group, 2 enlarged copies for demonstration H • Circle Cut-outs (BM8.6): 1 copy per group, 2 enlarged copies for O demonstration • Colored pencils LUnit 2: Making Patterns and Shapes A2.1 Continuing a • CB: pp. 126–127 STICpattern • Describe and continue a pattern with • 1 bottle of water • PB: pp. 83–84 2D shapes according to one or more of • 1 box of poster paint these attributes: shape, size and color • 2 sheets of drawing paper per • Digital Practice group • 3 paint brushes • 3 paper plates per group • 5 chunks of carrots or potatoes cut into different shapes and sizes per group 2.2 Making shapes • Fit suitable pieces together to form a • 1 copy of Making Circles • CB: pp. 128–130 basic 2D shape (BM8.7) per group • PB: pp. 85–86 • Digital Practice • Fit suitable pieces together to form other • 1 copy of Making Shapes shapes (BM8.8) per group • 1 copy of Rectangle (BM8.9) per student © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Unit Objectives Materials *Resources Vocabulary • CB: pp. 131–134 Unit 3: Problem Solving • Hub: p. 134A SC3.1A Mind stretcher 3.1 Mind stretcher • Solve a non-routine problem involving 2D shapes using the strategy of solving part of the problem • Solve a non-routine problem involving • 12 toothpicks per student 2D shapes using the strategy of acting it out HOLASTICThe suggested duration for each lesson is 1 hour. Digital Chapter Assessment — Available in PR1ME Mathematics Digital Practice and Assessment Chapter 8: 2D Shapes 121
Chapter 8 2D Shapes 2D Shapes Chapter Overview Let's Remember Let’s Remember 1. Match each object to its color. Unit 1: 2D Shapes Unit 2: Making Patterns and Shapes 2. Circle the objects that are small in real life. Unit 3: Problem Solving Cross out the objects that are big in real life. Let's Remember EXPLORE © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 Recall: Scott, Lisa and Terry made this pattern using shapes. 1. Sorting objects by color (Grade K Chapter 3) Help them draw the shape that comes next in the pattern. 2. Comparing objects based on size (Grade K big blue triangle Chapter 7) EXPLORE Have students read the problem on CB p. 116. Discuss with students the following questions: •• What did Scott, Lisa and Terry do? •• Do you have to work with others? When do you do so? •• Why do you work with others? •• Scott, Lisa and Terry are friends. Do you spend time with your friends? •• What do you do with your friends? Have students form groups to complete the tasks in columns 1 and 2 of the table. Let students know that they do not have to solve the problem. Ask the groups to present their work. Tell students that they will come back to this problem later in the chapter. SCHOLASTIC 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 Answer varies. Continue a shape Tell the size and pattern. color of an object. 116 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 122 Chapter 8: 2D Shapes
Unit 1: 2D Shapes Unit 1 2D Shapes 1.1 Identifying 2D shapes You will learn to... Let's Learn • describe objects by their shape Objectives: • identify basic 2D shapes •• Describe objects by their shapes • identify the sides and corners of shapes •• Recognize and name the four basic • sort 2D shapes 2D shapes: circle, triangle, rectangle and 1.1 Identifying 2D shapes square Let's Learn Materials: a) Draw around each object to find its shape. •• 1 copy of Objects Cut-outs (BM8.1) per Then, use modeling clay to make the shape. group •• 1 copy of Shapes Cut-outs (BM8.2) per circle triangle group© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0rectangle square •• 5 sheets of paper in letter size per group •• Objects in the shapes of circle, triangle,©SCHOLAS2021ScholasticTEducationInternationalI(S)PteLtdCISBN978-981-4813-18-1 117 rectangle and square: Say: Let us now make the shapes using modeling 1 object in each shape for demonstration, clay. 1 object in each shape per group Distribute a slab of modeling clay to each •• Modeling clay: group and have them follow each step of your 1 slab for demonstration, demonstration. 1 slab per group Split the slab of modeling clay into four portions. Use one portion to make a circle. Trace the shape Resources: with your finger. •• CB: pp. 117–120 Say: This is a circle. •• PB: p. 80 In the same way, use the remaining three portions of modeling clay to make a triangle, a rectangle Vocabulary: and a square. Then trace each shape with your •• 2D shape finger and name the shapes. •• circle •• rectangle •• shape •• square •• triangle (a) Stage: Concrete Experience Place a circular object against the board and trace its outline. Then remove the object. Write ‘circle’ below the shape. Say: The shape of the [circular object] is a circle. Continue to trace the other objects in the demonstration set to introduce the other three shapes (triangle, rectangle and square). Have students work in groups. Distribute a sheet of paper in letter size and an object in each shape (circle, triangle, rectangle, square) to each group. Ask students to trace the outline of their objects on the sheet of paper and label the shapes as shown on the board. Chapter 8: 2D Shapes 123
b) Look at the objects in each group. rectangle Compare them with the given shape. circle ©SCHOLAS2021ScholasticTEducationInternationalI(S)PteLtdCISBN978-981-4813-18-1square © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 triangle Circles, triangles, rectangles and squares are 2D shapes. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0118 119 (b) Stage: Pictorial Representation Distribute a copy of Shapes Cut-outs (BM8.2) Have students continue to work in groups. and 4 sheets of paper in letter size to each Distribute a copy of Objects Cut-outs (BM8.1) group. Have students cut out the shapes to each group and have students cut out the and paste a shape on each sheet of paper. pictures. Call out the name of a shape and have Then, have students identify the shapes of the each group hold up a picture of an object that is objects from the earlier pictures and paste in that shape. the pictures on the sheet of paper with the Ask: Which object is in the shape of a circle? (CD, matching shape. plate, pizza, kiwi) Which object is in the shape of Ask students to look at their groups of shapes a triangle? (Kite, mountain, sign, stamp) Which and talk about the objects and their shapes. object is in the shape of a rectangle? (Television Say: Circles, triangles, rectangles and squares set, ruler, tissue packet, door) Which object is are 2D shapes. in the shape of a square? (Tile, handkerchief, Write: 2D shapes chessboard, clock) 124 Chapter 8: 2D Shapes
Let's Do Let's Do Task 1 requires students to recognize and name 1. Trace around each object to find its shape. 2D shapes by tracing around the objects. Use the words in the box to write the name of the shape. Let's Practice square circle rectangle triangle Task 1 requires students to identify the a) 2D shapes of the shaded parts of objects. The door is in the shape of a rectangle . EXPLORE b) Have students go back to the problem on The plate is in the shape of a circle . CB p. 116. Ask: Can you solve the problem now? (Answer Let's Practice varies.) What else do you need to know? 1. Write the name of the shape of the shaded purple part. (Answer varies.) Students are not expected to be able to solve a) b) the problem now. They will learn more skills in subsequent lessons and revisit this problem at triangle square the end of the chapter. c) d) © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0rectanglecircle 120 SCHOLASTIC P B Chapter 8: Exercise 1.1 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1>> Look at EXPLORE on page 116 again. Can you solve the problem now? What else do you need to know? Chapter 8: 2D Shapes 125
1.2 Sides and corners of shapes Let's Do 1. Write the number of sides and corners in this shape. Let's Learn 4 sides a) side corner corner 4 corners side side side corner corner A rectangle has 4 sides. 2. a) Draw a shape with b) Draw a shape with Two sides of a shape join together to form a corner. 3 sides and 3 corners. 4 sides and 4 corners. A rectangle has 4 corners. Accept any triangle Accept any square drawn. or rectangle drawn. b) We can draw a 2D shape given its number of sides and corners. Any 2D shape with 3 sides and 3 corners 3 sides and 3 corners is a triangle. Let's Practice triangle 1. Write in the blanks. a) A square has 4 sides and 4 corners. b) A rectangle has 4 sides and 4 corners. c) A triangle has 3 sides and 3 corners. square d) A square and a rectangle have the same 4 sides and 4 corners number of sides and corners . © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 rectangle 2. Answer the questions. SCHOLASTIC a) I have 3 corners and 3 sides. What shape am I? Triangle b) I have 4 corners and 4 sides. What shape am I? Rectangle or square P B Chapter 8: Exercise 1.2 121 122 1.2 S ides and corners of shapes Write: A rectangle has 4 corners. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Repeat the above procedure to guide Let's Learn students to identify the number of sides and Objective: corners in a triangle and a square. •• Identify the sides and corners of a 2D shape (b) Stages: Pictorial and Abstract Representations Resources: Ask: Which 2D shape has 3 sides and 3 corners? •• CB: pp. 121–122 (A triangle) •• PB: p. 81 Draw a few triangles on the board. Say: Any 2D shape with 3 sides and 3 corners is Vocabulary: a triangle. •• corner Repeat the above procedure for a 2D shape •• side with 4 sides and 4 corners. Note that a 2D shape with 4 sides and 4 corners can be (a) Stages: Pictorial and Abstract Representations any quadrilateral even though we are only Draw a rectangle on the board. Trace the sides teaching rectangles and squares in this grade. with your finger. Say: These are the sides of a rectangle. We can Let's Do count the number of sides that a rectangle has. Task 1 requires students to count the sides and Trace the sides of the rectangle as the class corners of a 2D shape. counts: 1, 2, 3, 4. Say: A rectangle has 4 sides. Task 2 requires students to draw 2D shapes Write: A rectangle has 4 sides. given their number of sides and corners. Point to a corner of the rectangle. Say: When two sides of a shape join together, a Let's Practice corner is formed. We can count the number of Task 1 requires students to visualize 2D shapes corners on the rectangle. and count their sides and corners. Point to the corners of the rectangle and circle them as the class counts: 1, 2, 3, 4. Task 2 requires students to name 2D shapes Say: A rectangle has 4 corners. given their number of sides and corners. 126 Chapter 8: 2D Shapes
1.3 Sorting 2D shapes 1.3 Sorting 2D shapes Let's Learn Let's Learn Objective: a) We can group 2D shapes in different ways. •• Sort 2D shapes according to each of these By shape attributes: shape, size and color circles triangles Materials: •• Rectangle Cut-outs (BM8.3): rectangles squares The shapes in each group are the same. 1 copy per group, The sizes and colors are different. 1 enlarged copy for demonstration •• Square Cut-outs (BM8.4): By size 1 copy per group, © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-02 enlarged copies for demonstrationbig small •• Triangle Cut-outs 1 (BM8.5): The shapes in each group are of the same size. ©SCHOLAS2021ScholasticTEducationInternationalI(S)PteLtdCISBN978-981-4813-18-11 copy per group,The shapes and colors are different. 2 enlarged copies for demonstration •• Circle Cut-outs (BM8.6): 123 1 copy per group, 2 enlarged copies for demonstration Label the groups using the names of the shapes. •• Colored pencils Point to the group of circles. Say: All the shapes in this group are circles. Resources: Ask: Are the sizes of the circles the same? (No) Are •• CB: pp. 123–125 the colors of the circles the same? (No) •• PB: p. 82 Continue to guide students to observe how the shapes in each group are alike or different. (a) Before the lesson, prepare the cut-outs. Say: The shapes in each group are the same. The Take out 1 enlarged copy each of Rectangle sizes and colors are different. So, the shapes are Cut-outs (BM8.3), Square Cut-outs (BM8.4), not grouped by size or color. They are grouped by Triangle Cut-outs 1 (BM8.5) and Circle Cut-outs shape. (BM8.6) and color the shapes as shown in the Repeat the above procedure to guide students to first set of pictures in (a) on CB p. 123. Then group the shape cut-outs by size and color. cut out the shapes. Similarly, prepare a set of shape cut-outs for each group. Stage: Pictorial Representation Have students look at the pictures in (a) on the Stage: Concrete Experience page and relate them to the earlier activity. Have students work in groups. Distribute a set of shape cut-outs to each group. Stick the enlarged shape cut-outs on the board in a random manner. Say: Look at the board. There are shapes of different sizes and colors. Ask: How can we group the shapes? (By shape, size, color) Say: Let us group the shapes by their shape. Group the shape cut-outs by their shapes and have students do the same with their shape cut-outs. Ask: How many groups of shapes are there? (4) What are the groups? (Circles, triangles, rectangles, squares) Chapter 8: 2D Shapes 127
Have students look at the pictures in (a) on By color CB p. 124 and relate the pictures to the earlier activity. Conclude that we can group 2D shapes by shape, size and color. (b) Before the lesson, prepare the cut-outs. Take The shapes in each group are of the same color. out 1 enlarged copy each of Square Cut-outs The shapes and sizes are different. (BM8.4), Triangle Cut-outs 1 (BM8.5) and Circle Cut-outs (BM8.6) and color the shapes as shown in We can group 2D shapes by shape, size and color. (b) on CB p. 124. Then cut out the shapes. b) These 2D shapes can be grouped by shape or color. Stage: Concrete Experience A B Stick two triangle and two circle cut-outs in a row Grouped by shape Grouped by color as shown in (b) on the page. Say: Let us group the shapes by their shape. SCHOLASTICWhich group doesbelong to? It does not belong to © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 Put the triangles in one group and the circles in 124 either group. another group. Point to the group of triangles. Say: All the shapes in this group are triangles. Put the triangles in one group and the circles in Ask: Are the sizes of the triangles the same? (No) another group again. Are the colors of the triangles the same? (No) Ask: Can we place the square in the other two Point to the group of circles. groups on the board? (No) How is this shape Say: All the shapes in this group are circles. different from the other shapes? (It is of a Ask: Are the sizes of the circles the same? (No) Are different shape.) the colors of the circles the same? (No) Say: We can group these shapes in different ways. Stage: Pictorial Representation Let us group them by color. Have students look at the pictures in (b) on the Group the shapes by color. page and relate them to the earlier activity. Point to the group of blue shapes. Say: All the shapes in this group are blue. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Ask: Are the shapes the same? (No) Are the sizes of the shapes the same? (No) Point to the group of orange shapes. Say: All the shapes in this group are orange. Ask: Are the shapes the same? (No) Are the sizes of the shapes the same? (No) Conclude that the shapes can be grouped in different ways. Stick a small red square cut-out on the board. Ask: What is this shape? (Square) What is its color? (Red) Can we place this square in the other two groups on the board? (No) How is this shape different from the other shapes? (It is of a different color.) 128 Chapter 8: 2D Shapes
Let's Do Let's Do Tasks 1–3 require students to sort 2D shapes 1. Circle the shapes that have the same shape. according to one or two of these attributes: shape, size and color. 2. Circle the shapes that have the same color. Let's Practice 3. Circle the shapes that have the same shape and size. Task 1 requires students to sort 2D shapes according to these attributes: shape, size and color. Students have to describe similarities and differences among the 2D shapes in a group. Let's Practice 1. Look at the shapes. AB CD E F G a) Put the shapes into two groups. Answers vary. Sample: Group 1: A, C, D, E, F Group 2: B, G b) How are the shapes in each group the same? How are they different? © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Group 1: same shape but different colors and sizes ©SCHOLAS2021ScholasticTEducationInternationalI(S)PteLtdCISBN978-981-4813-18-1 Group 2: same color but different shapes 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 Chapter 8: 2D Shapes 129
Unit 2: Making Patterns and Shapes Unit 2 Making Patterns and Shapes 2.1 Continuing a pattern You will learn to... Let's Learn • describe and continue a pattern with 2D shapes Objective: • make new 2D shapes by combining 2D shapes •• Describe and continue a pattern with 2D 2.1 Continuing a pattern shapes according to one or more of these attributes: shape, size and color Let's Learn a) Materials: •• 1 bottle of water The pattern is square, circle, There is a change •• 1 box of poster paint triangle, square , circle , in shape. •• 2 sheets of drawing paper per group •• 3 paint brushes triangle , … •• 3 paper plates per group •• 5 chunks of carrots or potatoes cut into b) different shapes and sizes per group SCHOLASTIC The pattern is also © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 big, small, small, Resources: big, small, small, … •• CB: pp. 126–127 •• PB: pp. 83–84 The pattern is red, yellow, green, red , yellow , green , … (a) and (b) Stage: Concrete Experience Have students work in groups. Distribute 2 sheets There is a change in color of drawing paper, 3 paper plates and 5 chunks of and size. carrots or potatoes cut into different shapes and sizes to each group. 126 Squeeze poster paint on each paper plate and mix the paint with some water using a paint brush. Ask: Do the shapes have the same color? (Yes) Use a plate for each color. Do the shapes have the same size? (Yes) How Guide students to make repeating shape patterns do the shapes in the pattern change? (The first by dipping the carrot or potato in paint and shape is a square, the second shape is a circle, printing on the drawing paper. the third shape is a triangle, …) Have the groups show their patterns to the class Say: There is a change in shape in the pattern. and describe their patterns. The pattern is square, circle, triangle, square, circle, triangle, ... Stage: Pictorial Representation Ask: What comes next in this pattern? (Square) Have students look at the pattern in (a) on Repeat the above procedure for the pattern in CB p. 126. (b) on the page. Ask: What are the shapes in the pattern? (Squares, circles, triangles) © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Say: The pattern is made up of different shapes. 130 Chapter 8: 2D Shapes
Let's Do and Let's Practice Let's Do 1. Circle the shape that comes next in the pattern. Task 1 requires students to continue a pattern with 2D shapes according to one or more of 2. Describe the pattern. these attributes: shape, size and color. Task 2 requires students to describe a pattern with 2D shapes according to these attributes: shape, size and color. The pattern is triangle, rectangle , circle , ... There is a change in size . shape and Let's Practice 1. Circle the shape that comes next in each pattern. a) b) © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-02. Describe the pattern. ©SCHOLAS2021ScholasticTEducationInternationalI(S)PteLtdCISBN978-981-4813-18-1The pattern is purple triangle, green triangle , rectangle , ... There is a change in shape and color . P B Chapter 8: Exercise 2.1 127 Chapter 8: 2D Shapes 131
2.2 Making shapes 2.2 Making shapes Let's Learn Let's Learn Objectives: a) We can fit these two pieces together to make a circle. •• Fit suitable pieces together to form a basic b) We can fit these four pieces together to make different shapes. 2D shape •• Fit suitable pieces together to form other Let's Do A © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 1. Which piece fits? shapes SCHOLASTIC AB Materials: •• 1 copy of Making Circles (BM8.7) per group 128 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 •• 1 copy of Making Shapes (BM8.8) per group •• 1 copy of Rectangle (BM8.9) per student Say: We can fit these four pieces together to make different shapes. Resources: Have students refer to the pictures in (b) on •• CB: pp. 128–130 CB p. 128 and fit the pieces together to make •• PB: pp. 85–86 new shapes. Say: We can fit shapes together to make new (a) Stages: Concrete Experience and Pictorial shapes. Representation Have students work in groups. Distribute a copy Let's Do of Making Circles (BM8.7) to each group. Have Task 1 requires students to identify the suitable students cut out the pieces. piece that fits into the given piece to form a Say: Look at pieces A and B. We can fit these two basic 2D shape. pieces together. Have students refer to the pictures in (a) on CB p. 128 and fit the two pieces together to form a circle. Ask: What shape do the two pieces make? (Circle) Have students look at the remaining four pieces, C, D, E and F. Ask them to move the pieces around and explore which pieces fit together to form a circle. Ask: Can these pieces fit together to form circles? (Yes) Which pieces fit together? (Pieces C and D fit together to form a circle. Pieces E and F also fit together to form a circle.) Say: We can fit pieces together to make 2D shapes. (b) Stages: Concrete Experience and Pictorial Representation Have students continue to work in groups. Distribute a copy of Making Shapes (BM8.8) to each group. Have students cut out the shapes. Ask: What are the shapes of the four pieces? (Square, triangle, rectangle) 132 Chapter 8: 2D Shapes
Let's Practice 2. Trace this rectangle on a piece of paper. 1. Which piece fits? Circle it. Then, cut the rectangle along the lines shown to get 4 triangles. Name the shape after the pieces are matched. Use the 4 triangles to form each of the shapes below. a) Draw dotted lines to show how it is done. a) circle b) b) rectangle c) c) square © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 d) SCHOLASTIC © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 P B Chapter 8: Exercise 2.2 triangle I have learned to... 129 describe and continue a pattern with 2D shapes make new 2D shapes by combining 2D shapes 130 Let's Practice Task 2 requires students to fit suitable pieces together to form other shapes. For this task, Task 1 requires students to identify the suitable distribute a copy of Rectangle (BM8.9) to piece that fits into the given piece to form a each student. basic 2D shape. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Chapter 8: 2D Shapes 133
Unit 3 Problem Solving In row 2, the and are missing. I cannot put a in column 1 You will learn to... because it appears in row 1. • solve a non-routine problem involving 2D shapes It has to be a . Then, I can put the in column 3. 3.1 Mind stretcher Column Column Column Column Column Column Let's Learn 123 123 Complete the pattern on the right. Row 1 Row 1 Each row ( ) or column ( ) must have these three shapes. Row 2 Row 2 Row 3 Row 3 1 Understand What is a row? Lastly, in row 3, the missing shapes are the problem. What is a column? and . How many different shapes must I have in each row or column? The missing shape in column 1 is a . The missing shape in column 3 is a . 2 Plan Column Column Column what to do. 123 3 Work out the I can start with solving part of the problem. Row 1 Answer. First, I can find the missing shape in column 2 because two of the shapes Row 2 are given. Row 3 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1In column 2, the missing shape is .4 CheckEach row has 3 different shapes. ✓© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 if your answer Each column has 3 different shapes. ✓ SCHOLASTIC Column Column Column is correct. My answer is correct. 123 Row 1 Row 2 Row 3 131 132 Unit 3: Problem Solving 3. Work out the Answer. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Ask: What shapes are there in column 2? 3.1 Mind stretcher (¨ and ¡) Say: Column 2 already has a ¨ and a ¡. Let's Learn So, the missing shape is a ∆. Objective: Draw a ∆ in row 2, column 2 of the diagram •• Solve a non-routine problem involving on the board. Ask: What shapes are missing from row 2? 2D shapes using the strategy of solving part of (¨ and ¡) Can we put a ¡ in column 1? the problem (No) Why not? (¡ appears in row 1.) Say: So, we have to put a ¨ in column 1. Resource: Then, we can put a ¡ in column 3. •• CB: pp. 131–134 Draw a ¨ in row 2, column 1 and a ¡ in row 2, column 3 of the diagram on the board. Have students read the problem on CB p. 131. Ask: What are the missing shapes in row 3? Copy the diagram in the problem on the board. (¨ and ∆) Say: There is a ¡ and a ¨ in column 1. 1. Understand the problem. Ask: What is the missing shape in column 1? Pose the questions in the thought bubble in (∆) step 1. Draw a ∆ in row 3, column 1 of the diagram on the board. 2. Plan what to do. Ask: What is the missing shape in column 3? Say: We can start with solving part of the (¨) problem. Draw a ¨ in row 3, column 3 of the diagram Ask: Which row or column is already on the board. completed? (Row 1) Which column has the greatest number of given shapes? (Column 2) 4. Check if your answer is correct. Say: We will start with the column that has Ask: Are there three different shapes in the greatest number of given shapes. So, we each row? (Yes) Are there three different start by finding the missing shape in column 2 shapes in each column? (Yes) because two of the shapes are given. Say: So, our answer is correct. 134 Chapter 8: 2D Shapes
5 + Plus Act it out by first drawing and cutting out In column 1, the missing shape is . Solve the 3 of each shape. In column 3, the missing shape is . problem in Arrange 2 circles, 1 square and 1 triangle another way. like in the problem. Column Column Column 123 There is 1 left. Row 1 There is no in column 3. Row 2 So, it must be in column 3. Row 3 There is no in row 2. So, it must be in row 2. Column Column Column Compare the methods in steps 3 and 5. 123 Which method do you prefer? Why? Row 1 Row 2 1. Understand 2. Plan 3. Answer 4. Check 5. Plus Row 3 I have learned to... solve a non-routine problem involving 2D shapes In column 2, the missing shape is . Column Column Column >> Look at EXPLORE on page 116 again. 123 Fill in column 3. Can you solve the problem now? Row 1 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 Row 2 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 Row 3 SCHOLASTIC In row 2, the missing shape is . Column Column Column 123 Row 1 Row 2 Row 3 133 134 5. + Plus Solve the problem in another way. EXPLORE Have students try to solve the problem in a different way. Have students go back to the problem on Have 1 or 2 students share their methods. CB p. 116. Get them to write down in column 3 If students are unable to solve the problem of the table what they have learned that will in a different way, explain the method help them solve the problem, and then solve shown on CB pp. 133–134. the problem. Ask: Which method do you prefer? Why? Have a student present his/her work to the class. (Answers vary.) © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Chapter 8: 2D Shapes 135
Name: Date: Name: Date: 3.1A Mind stretcher Math Journal 1. Find pictures of three objects in the shape of a circle. Let's Do Move 3 matchsticks to make 3 squares of the same size. Paste them in the space below. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-37-2 Current subscribers of PR1METM Mathematics Teaching Hub Grade 1 may print or photocopy this page for classroom use. Strategy: Act it out.©SCHOLAS2021 ScholasticTEducation InternationalI(S) Pte LtdCISBN978-981-4813-37-2 CurrentsubscribersofPR1METMMathematicsTeachingHubGrade1mayprintorphotocopythispageforclassroomuse.2. Explain what a side and a corner in a 2D shape are. Answer varies. Sample: 3. Show different ways to group 2D shapes. 134A 134B 3.1A Mind stretcher Math Journal Let's Do Have students work on the tasks independently to Objective: check and reinforce their understanding. •• Solve a non-routine problem involving Use the rubric provided on page 259A to score 2D shapes using the strategy of acting it out students’ work. Materials: •• 12 toothpicks per student Resource: •• Hub: p. 134A © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Distribute 12 toothpicks to each student. Have students use the toothpicks to form the figure shown on Hub p. 134A. Ask them to move 3 toothpicks to make 3 squares of the same size. Invite a few students to share with the class different ways to form the 3 squares. Chapter 8: 2D Shapes 135A
Practice Book Chapter 8: Answers Exercise 1.1 Exercise 2.1 1. a) square b) circle 1. Circle: 2. a) circle b) rectangle c) triangle a) light gray square d) rectangle e) triangle f) square b) triangle c) small dark gray rectangle Exercise 1.2 d) small circle 2. a) big gray triangle 1. a) 4; 4 b) 3; 3 b) big gray square 3. dark gray circle; light gray rectangle; color; 2. a) rectangle or square shape or 4. circle; big triangle; circle; shape; size Exercise 2.2 b) triangle 1. a) Circle first piece; circle b) Circle second piece; triangle c) Circle first piece; rectangle d) Circle second piece; square SCHOLASTIC Exercise 1.3 2. Answers vary. Sample: © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 1. a) by shape b) by color a) b) 2. Answers vary. Sample: a) A, B, D, E; C, F b) Group 1: same shape, but different colors and sizes c) Group 2: same size, but different shapes and colors 136 Chapter 8: 2D Shapes
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Strand: Numbers and Operations Chapter 16: Fractions SS cheme of Work Unit CHLet’s Remember *Hub resources refer to pages found only in the Teaching Hub. Digital Practice is available in PR1ME Mathematics Digital Practice and Assessment. Objectives Materials *Resources Vocabulary • Recognize and name the four basic 2D • CB: p.244 shapes: circle, triangle, rectangle and square O1.1 Using fractions Unit 1: Halves and Quarters to describe one half • Recognize and name one half of a • Circle Cut-out (BM16.1): • CB: pp. 245–247 • equal parts Land one quarter of 2 copies for demonstration, • PB: pp. 150–151 • fourth ASTICa whole 2 copies per student • Digital Practice • half whole which is divided into 2 equal parts • quarter • 1 copy of Triangle Cut-outs 2 • Recognize and name one fourth or one (BM16.2) quarter of a whole which is divided into 4 equal parts —12 • Use the fraction to describe a half of a whole • Uosreatqhueafrratecrtoiofna—41wthoodleescribe a fourth Chapter 16: Fractions 169
170 Chapter 16: Fractions Unit Objectives Materials *Resources Vocabulary • CB: pp. 248–250 1.2 Finding one half • Find one half of a small number of • Counters • PB: pp. 152–153 and one quarter of • Digital Practice objects by putting the objects into SCa set • CB: pp. 251–252 2 equal groups • PB: pp. 154–155 • Digital Practice • Find one fourth or one quarter of a • CB: pp. 253–254 • Hub: p. 254A small number of objects by putting the objects into 4 equal groups —12 • Use the fraction to describe a half of a set H1.3 Using fractions to tqhueafrratecrtoiofna—14setto • Use describe a fourth describe halves and or a quarters of a whole Oor a set • Find halves and fourths or quarters of a whole or a set • Udseescthribeefrahacltvioenssa—22nd, —42fo, u—43rthasnodr —q44 utaorters of a whole or a set LUnit 2: Problem Solving A2.1 Mind stretcher ST2.1A Mind stretcher • 1 slab of modeling clay per • Solve a non-routine problem involving group fractions using the strategy of acting it out • Solve a non-routine problem involving fractions using the strategy of drawing a picture ICDigital Chapter Assessment — Available in PR1ME Mathematics Digital Practice and Assessment The suggested duration for each lesson is 1 hour. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0
Chapter 16 Fractions Fractions Chapter Overview Let's Remember Let’s Remember 1. Match each 2D shape to its name. Unit 1: Halves and Quarters Unit 2: Problem Solving square triangle rectangle circle Let's Remember EXPLORE Ben and Emily share 12 stickers equally. Recall: Each of them gets half the number of stickers. 1. Recognizing and naming the four basic a) How many stickers does each child get? 6 b) What if they share the 12 stickers equally 2D shapes: circle, triangle, rectangle and square (CB1 Chapter 8) with Peter and Meg? How many stickers will each child get? 3 EXPLORE How can we solve this problem? Have students read the word problem on Discuss in your group and fill in columns 1 and 2. CB p. 244. Discuss with students the following questions: • What do you share with your friends? • Do you share the items equally with your friends? • Suppose you share some sweets with a friend. How will you feel if your friend gets more sweets than you? Do you think it is fair for your friend to get more sweets? • Do you take turns when you play games with your friends? Why? • What is fair? • What is unfair? Have students form groups to complete the tasks in columns 1 and 2 of the table. Let students know that they do not have to solve the word problem. Ask the groups to present their work. Tell students that they will come back to this word problem later in the chapter. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-01. What I already know2. What I need to find out3. What I have learned that will help me solve and learn SCHOLASTIC the problem Answer varies. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1Find one half and Count within 20. one quarter of a set. 244 Chapter 16: Fractions 171
Unit 1: Halves and Quarters 1.1 U sing fractions to describe one half and Unit 1 Halves and Quarters one quarter of a whole You will learn to... Let's Learn • recognize and name halves and quarters of a whole Objectives: • find halves and quarters of a set • Recognize and name one half of a whole 1.1 Using fractions to describe one half and one quarter of a whole which is divided into 2 equal parts Let's Learn • Recognize and name one fourth or one a) A circle is folded into 2 equal parts. quarter of a whole which is divided into half 4 equal parts 1 Each part is one half of the circle. 2 One half is 1 out of 2 equal parts. • Use the fraction to describe a half of a whole 1 out of 2 equal parts is shaded. • Use the ofraf ac twiohno41leto describe a fourth or a Half of the whole square is shaded. quarter W12 oefrtehaedw12haosleosnqeuhaarelf.is shaded. b) Another circle is folded into 2 equal parts and then Materials: again into 2 equal parts. • Circle Cut-out (BM16.1): So, it now has 4 equal parts. 2 copies for demonstration, quarter or fourth 2 copies per student • 1 copy of Triangle Cut-outs 2 (BM16.2) 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. Resources: ©SCHOLAS2021ScholasticTEducationInternationalI(S)PteLtdCISBN978-981-4813-18-1 • CB: pp. 245–247 • PB: pp. 150–151 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Vocabulary: 245 • equal parts • fourth Stage: Abstract Representation • half • quarter Write: Half of the whole square is shaded. (a) Stage: Concrete Experience 1 of the whole square is shaded. Distribute a copy of Circle Cut-out (BM16.1) to 2 each student. Have students follow each step of 1 your demonstration. Point to the fraction 2 on the board. Cut out the circle and fold it into two equal parts. Then, unfold the circle. Say: We read 1 as one half. Say: We have folded a circle into 2 parts. 2 Draw a line along the fold line. Then cut along the line to obtain 2 parts. Match the 2 parts by (b) Stages: Concrete Experience, and Pictorial placing 1 part over the other. Have students do the same. and Abstract Representations Ask: Do the 2 parts overlap each other exactly? (Yes) Are the 2 parts of the same size? (Yes) Follow the procedure in (a) but divide the Say: The 2 parts are equal. They are equal parts of the circle. Each part is one half of the circle. One whole into 4 instead of 2 equal parts. half is 1 out of 2 equal parts. Write: half Have students compare the circle cut-outs in (a) and (b). Lead students to conclude that Stage: Pictorial Representation when we fold the circle into more parts, the Have students look at the square in (a) on parts become smaller. CB p. 245. Relate the square to the circle in the earlier activity. Have students observe that 1 out of 2 equal parts of the square is shaded. Say: The whole square has 2 equal parts. Each part is one half. 1 out of 2 equal parts is shaded, so half of the whole square is shaded. 172 Chapter 16: Fractions
1 out of 4 equal parts is shaded. THINK ABOUT IT One quarter or one fourth of the whole square is shaded. Look at the figures below. W1421 oaefnrtedhae14daw41rheaofslreaocsnqteiuoqanurse.airsteshr aordoende. fourth. A B Let's Do Both of them do! Which of the two figures 1. Circle the figure(s) that show one half shaded. shows halves? Sarah David AB C 2. Circle the figure(s) that show one quarter shaded. Is David correct? Why do you say so? No, David is not correct. Only figure A shows halves. Figure B does not show halves because the two parts are not equal. D EF Let's Practice What did you learn about figures that show halves? Figures that show halves have two equal parts. 1. Which figures show 1 shaded? P, U 2 Q, T 1 Which figures show 4 shaded? © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0PQR Think of a time in your daily life when you need to use halves. S©SCHOLAS2021ScholasticTEducationInternationalI(S)PteLtdCISBN978-981-4813-18-1TU 246 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1I share a cake equally with my friend. I cut the cake into two equal parts. Each of us gets one half of the cake. 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 Let's Do THINK ABOUT IT Task 1 requires students to recognize one half of Have students work in groups to discuss the tasks. a whole. Ask the groups to present their answers. Task 2 requires students to recognize one quarter of a whole. Use Triangle Cut-outs 2 (BM16.2) to show that when we fold Triangle A along its dotted line the Let's Practice two parts in Triangle A are equal but when we fold Triangle B along its dotted line the two parts in Task 1 requires students to recognize one Triangle B are not equal. Emphasize that the two half and one quarter of a whole and the parts of a whole must be equal to be halves. corresponding fractional notations. Make use of the examples presented by the groups to let students understand the importance and usefulness of knowing halves. EXPLORE Have students go back to the word problem on CB p. 244. Ask: Can you solve the problem now? (Answer varies.) What else do you need to know? (Answer varies.) Students are not expected to be able to solve the problem now. They will learn more skills in subsequent lessons and revisit this problem at the end of the chapter. Chapter 16: Fractions 173
1.2 Finding one half and one quarter of a set b) Alice has 12 buttons. She loses one quarter of them. Let's Learn How many buttons does she lose? Share the set of buttons into 4 equal groups to find one quarter. 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 quarter of 12 is 3. 1 of 12 buttons is 3 buttons. 4 Alice loses 3 buttons. Let's Do 1. Find one half of 8 trucks. One half of 8 trucks is 4 trucks. 2. Find 1 of 20 flowers. 4 ©SCHOLAS2021ScholasticTEducationInternationalI(S)PteLtdCISBN978-981-4813-18-1 One half of 6 is 3. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-11of20flowersis5flowers. 4 1 of 6 apples © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0is3apples. 2 Each child gets 3 apples. 248 249 1.2 Finding one half and one quarter of a set Stage: Pictorial Representation Have students look at the pictures in (a) on CB Let's Learn p. 248. Guide them to relate the pictures to the Objectives: earlier activity. Lead students to see that there • Find one half of a small number of objects by are 6 apples at first. After sharing into 2 equal groups, each child gets 3 apples. putting the objects into 2 equal groups Say: 6 apples are shared into 2 equal groups. • Find one fourth or one quarter of a small number of Each group is one half. There are 3 apples in 1 group, so one half of 6 is 3. objects by putting the objects into 4 equal groups • Use the fraction 1 to describe a half of a set 2 • Use the fraction 1 to describe a fourth or a Stage: Abstract Representation 4 quarter of a set Write: O ne half of 6 is 3. 1 Materials: 2 of 6 apples is 3 apples. • Counters Say: Each child gets 3 apples. Resources: Conclude that to find one half of a set of • CB: pp. 248–250 • PB: pp. 152–153 objects, we make the set into 2 equal groups and find the number of objects in each group. (a) Stage: Concrete Experience (b) Stages: Concrete Experience, and Pictorial Have students work in pairs. Distribute 10 counters and Abstract Representations to each pair. Follow the procedure in (a) but have students Say: Take out 6 counters and share the counters work in groups of four to find one quarter of a equally with your partner. set. Ask: Are there any counters left? (No) How many counters does each of you get? (3) Let's Do Say: You have shared 6 counters equally with your partner. Each of you gets half of the 6 counters. Task 1 requires students to find one half of a set. Each of you gets 3 counters, so half of 6 counters Task 2 requires students to find one quarter of a is 3 counters. set. 174 Chapter 16: Fractions
Let's Practice 1.3 Using fractions to describe halves and quarters 1. Find one half of 12 green beans. of a whole or a set One half of 12 green beans is 6 green beans. Let's Learn 2. Find one quarter of 8 stars. 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. One quarter of 8 stars is 2 stars. He gives away 3 of them. 4 How many erasers does Mr. Thompson give away? 3. May has 14 eggs. She uses 1 of them to make breakfast. 2 How many eggs does May use? 1 We read 3 as three quarters or three fourths. 2 4 4 equal groups. 7 eggs. 3 of 14 eggs is eggs. 4 is 3 groups out of May uses 7 Put the set of erasers into 4 equal groups. 4. Jack eats 1 of 16 oranges in a week. 4 How many oranges does he eat? © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 One group has 4 erasers. 1 ©SCHOLAS2021ScholasticTEducationInternationalI(S)PteLtdCISBN978-981-4813-18-1 4 of 16 erasers is 4 erasers. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1 1 of 16 oranges is 4 oranges. Three groups have 12 erasers. 4 3 4 of 16 erasers is 12 erasers. Jack eats 4 oranges. Mr. Thompson gives away 12 erasers. P B Chapter 16: Exercise 1.2 250 251 Let's Practice Say: We read 2 as two halves. 2 Tasks 1 and 3 require students to find one half of a set. (b) Stages: Pictorial and Abstract Representations Tasks 2 and 4 require students to find one Have students read the word problem in (b) on quarter of a set. CB p. 251. Ask: How many erasers does Mr. Thompson 1.3 U sing fractions to describe halves and have? (16) quarters of a whole or a set Write: 3 Let's Learn 4 WMSarryi.te:ThW: o34emisrpe3saogdnro43guaipvses tsohauretweoafqy4u43eaoqrtfuetarhsleogrerotrhaurpseeser.s.fourths. Objectives: • Find halves and fourths or quarters of a whole or a set 2 2 3 4 2 4 4 4 • Use the fractions , , and to describe Say: To find out how many erasers Mr. Thompson halves and fourths or quarters of a whole or gives away, let us first put the set of erasers into a set 4 equal groups. Resources: Have students look at the second set of erasers in • CB: pp. 251–252 • PB: pp. 154–155 (b) on the page. Say: 16 erasers are put into 4 equal groups. (a) Stage: Pictorial Representation 1 group is a fourth or a quarter of 16. There are Draw a rectangle on the board and divide it 4 erasers in 1 group. So, one quarter of 16 is 4. into 2 equal parts. Write: O ne quarter of 16 is 4. Ask: How many equal parts are there? (2) 1 4 of 16 erasers is 4 erasers. Shade both equal parts. Ask: How many parts are shaded? (2) Ask: How many erasers are there in 3 groups? (12) Say: 2 out of 2 equal parts are shaded. Two Say: 1 group is one quarter of 16 erasers. So, halves of the whole rectangle are shaded. 3 groups are three quarters of 16 erasers. Stage: Abstract Representation Write: 3 groups have 12 erasers. hSaeyg: iMve34r.soTafhw1o6maeypr1sao2sneerrgsaiivssee1rs2s.aewraasyer34s.of the erasers. So, Write: 2 of the whole rectangle is shaded. 2 Chapter 16: Fractions 175
Let's Do Unit 2 Problem Solving 1. Write the fraction of each figure that is shaded. You will learn to... a) 2 b) 3 • solve a non-routine problem on fractions 2 4 2. Find 2 of 8 teddy bears. 2.1 Mind stretcher 4 Let's Learn Find three ways to cut a square cake into 4 quarters. You can only cut the cake 2 times. 2 of 8 teddy bears is 4 teddy bears. 1 Understand 4 the problem. What shape is the cake? Let's Practice How many equal parts must I cut the cake into? 1. Write the fraction of each figure that is shaded. How many times can I cut the cake? a) 3 b) 4 2 Plan what to do. 44 I can act it out to help me solve the problem. 2 2. Find 2 of 8 milk packets. 3 Work out the 1st way: Answer. 2 of 8 milk packets is 8 milk packets. 2 3. 12 boats are in a race. 3 ©SCHOLAS2021ScholasticTEducationInternationalI(S)PteLtdCISBN978-981-4813-18-1 4 of the boats © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-1finishtherace.2nd way: How many boats finish the race? © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 9 boats finish the race. 3rd way: I have learned to... P B Chapter 16: Exercise 1.3 recognize and name halves and quarters of a whole 253 find halves and quarters of a set 252 Let's Do Have students read the problem on CB p. 253. Tw34ahtsook ld1ee.rescqruibireeshsatulvdeesnatns dtofouuserththseorfrqaucatiortensrs22oaf nad Task 2 requires students to find two quarters of a 1. Understand the problem. set. Pose the questions in the thought bubble in step 1. Let's Practice qtouausrteetrhs eoffraacwthioonles .34 2. Plan what to do. Task 1 requires students and Say: We can act it out to find the different 4 describe fourths or ways to cut the cake. 4 to 3. Work out the Answer. Tasks 2 and 3 require students to find two halves Have students work in groups. Distribute a slab of modeling clay to each group. Ask and three quarters of a set. them to represent a square cake using the modeling clay. Unit 2: Problem Solving Ask students to explore different ways to cut the cake into 4 equal parts. They may use a 2.1 Mind stretcher ruler to help them cut the cake into equal parts. Let's Learn Invite students to share their ways of cutting Objective: the cake with the class. • Solve a non-routine problem involving fractions using the strategy of acting it out Materials: • 1 slab of modeling clay per group Resource: • CB: pp. 253–254 176 Chapter 16: Fractions
4. Check if your answer is correct. 4 Check I show three ways to cut the cake. 3 After each way is shared by a group, ask if your answer I cut the cake 2 times for each way. 3 the following questions to check that the is correct. I cut the cake into 4 quarters. 3 answer is correct. Ask: Did you find three ways to cut the My answer is correct. cake? (Yes) How many times did you cut the cake? (2) Did you cut the cake into 5 + Plus Draw a picture to show the cake. 4 quarters? (Yes) Solve the Then, guess and check to solve the problem. Note that there are more than three ways problem in to cut the cake into 4 quarters and the another way. Guess 1: There are only 3 equal answers shown in the CB are samples. parts. This is not correct. Say: So, your answer is correct. Guess 2: I cut the cake 3 times. 5. + Plus Solve the problem in another way. This is also not correct. Have students try to solve the problem in a different way. Guess 3: I cut the cake 2 times Have 1 or 2 students share their methods. and there are 4 equal If students are unable to solve the problem parts. This is correct. in a different way, explain the method shown on CB p. 254. Guess 4: I cut the cake 2 times Ask: Which method do you prefer? Why? and there are 4 equal (Answers vary.) parts. This is also correct. EXPLORE Guess 5: I cut the cake 2 times and there are 4 equal Have students go back to the word problem parts. This is also correct. on CB p. 244. Get them to write down in column 3 of the table what they have learned that will help them solve the problem, and then solve the problem. Have a student present his/her work to the class. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0Compare the methods in steps 3 and 5. Which method do you prefer? Why? SCHOLASTIC © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-18-11. Understand2. Plan3. Answer4. Check5. 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 Chapter 16: Fractions 177
Name: Date: Name: Date: 2.1A Mind stretcher Math Journal 1. Draw pictures to show one half and one quarter. Let's Do Ben, Carson, Deb and Eddy shared a rectangular pizza equally. The figure shows the piece that each of them received. How did the whole pizza look like? Show all the possible answers. Strategy: Draw a picture. Four of them shared the pizza and each of them received a piece. So, there were 4 pieces in the whole pizza. Pizza 1 Pizza 2 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-37-2 Current subscribers of PR1METM Mathematics Teaching Hub Grade 1 may print or photocopy this page for classroom use. ©SCHOLAS2021 ScholasticTEducation InternationalI(S) Pte LtdCISBN978-981-4813-37-2 CurrentsubscribersofPR1METMMathematicsTeachingHubGrade1mayprintorphotocopythispageforclassroomuse.2.Showhowtofind1ofasetof10apples. 2 Pizza 3 3. Explain what 3 means. 4 254A 254B 2.1A Mind stretcher Math Journal Have students work on the tasks independently Let's Do to check and reinforce their understanding. Objective: • Solve a non-routine problem involving Use the rubric provided on page 259A to score students’ work. fractions using the strategy of drawing a picture Resource: • Hub: p. 254A © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 Students can draw pictures to show how the whole pizza looked like. Explain to students that the pizza was shared equally among 4 children. So, each child received a quarter of the whole pizza. Lead them to say that the given piece of pizza represents a quarter of the whole pizza. As the whole pizza and the given piece are rectangular in shape, guide students to think how they can join 4 small rectangles to form 1 big rectangle. Have students draw the possible rectangular whole and conclude that there are 3 possible answers. Chapter 16: Fractions 177A
Practice Book Chapter 16: AnswersSCHOLASTIC Exercise 1.1 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 1. Tick: b, c 2. Tick: a, c 3. a) to f): Accept any one part colored. 4. a) to f): Accept any one part colored. 5. Circle: star, hexagon Cross out: square, heart Exercise 1.2 1. 5 2. 3 3. 9 4. 4; 4 5. 7; 7 6. 5; 5 Exercise 1.3 1. a) 42 b) 44 c) 22 d) 43 e) 22 f) 24 2. 6 3. 12 4. 12 5. 10 178 Chapter 16: Fractions
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 MISSION POSSIBLE MISSION POSSIBLE Patrick invites Ada, Miguel and Lydia to his house for lunch. ©SCHOLAS2021ScholasticTEducationInternationalI(S)PteLtdCISBN978-981-4813-18-1Materials: He makes a rectangular pepperoni pizza for lunch. • 2 copies of Pizza Cut-outs 1 (BM20.1) per pair How can he cut the pizza so that everyone gets a slice of • 1 copy of Pizza Cut-outs 2 (BM20.2) per pair the same shape and size? • Show as many ways as you can. Have students work in pairs. Distribute 2 copies of Pizza Cut-outs 1 (BM20.1) to each pair. Have them 311 complete the task on CB p. 311. Mission Possible 179 Go through the task using the prompts given below. 1. Abstraction Ask: What is the task? (Show how to cut the rectangular pizza into equal parts of the same shape and size.) What information will help you solve the problem? (Patrick, Ada, Miguel and Lydia are sharing the pizza, the pizza is rectangular, each person gets 1 slice and the slices must have the same shape and size) What information is not important? (Why Ada, Miguel and Lydia are at Patrick’s house, what food they are having for lunch, and what flavor the pizza is) 2. Decomposition Ask: How can we break down the problem into smaller and simpler problems? (Answer varies. Sample: Find the number of people who are sharing the pizza. Find one way to cut the pizza into equal parts. Find more ways to cut the pizza into equal parts.) 3. Algorithm Have a student describe the steps he/she used to solve the problem. For example, first cut the pizza into two parts of the same shape and size and then cut each part into 2 equal parts. Have the class share alternative answers. 4. Pattern Recognition Distribute 1 copy of Pizza Cut-outs 2 (BM20.2) to each pair of students. Have students work in pairs to divide the different pizzas into 4 equal parts. Ask: Did you cut the pizzas in the same ways as you cut the rectangular pizza? (Answer varies.) Is it possible to use the same ways to cut the rectangular and the square pizza into 4 equal parts? (Yes) How about the rectangular and the circular pizza? (No) How about the rectangular and the triangular pizza? (No) What do you notice about the sides in a rectangle and a square? (These shapes have 4 sides. Their opposite sides are equal in length.) Draw a parallelogram on the board. Ask a student to divide the parallelogram into 4 equal parts in the same ways as the rectangular pizza was cut.
Math Journal: Rubric Excellent – 4 points Good – 3 points Fair – 2 points Poor – 1 point Explanation is clear Explanation is clear. Explanation is not Explanation is not and concise. clear. Correct use of Correct use of always clear. Inappropriate use words and/or of words and/or Explanation drawings to show most words and/or Correct use of drawings to show thinking. thinking. drawings to show some words and/ thinking. or drawings to show thinking. All math terms are Most of the math Some of the No math terms math terms are are used, or math Math terms used correctly. terms are used used correctly. terms are used wrongly. correctly. © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0CompletionAll the tasks areMost of the tasksSome of theNone of the complete. are complete. SCHOLASTIC tasks are complete. tasks is complete. Work is organized Work is organized Work is not so Work is and easy to and easy to Organization understand. understand. organized and disorganized and Neatness Handwriting is Handwriting is neat. mostly neat. not easy to and difficult to understand. understand. Handwriting is not so Handwriting is neat. messy. Blackline masters 259A
260 Blackline masters BM8.1 Objects Cut-outs SCHOLASTIC © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0
Blackline masters 261 © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 BM8.1 Objects Cut-outs (continued) SCHOLASTIC
262 Blackline masters BM8.1 Objects Cut-outs (continued) SCHOLASTIC © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 BM8.2 Shapes Cut-outs SCHOLASTICcircle triangle Blackline masters 263 rectangle square
BM8.3 Rectangle Cut-outs BM8.4 Square Cut-outs 264 Blackline masters SCHOLASTIC © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 SCHOLASTIC BM8.5 Triangle Cut-outs 1 BM8.6 Circle Cut-outs Blackline masters 265
BM8.7 Making Circles BE DF A C 266 Blackline masters SCHOLASTIC © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 SCHOLASTIC BM8.8 Making Shapes BM8.9 Rectangle Blackline masters 267
BM16.1 Circle Cut-out 268 Blackline masters SCHOLASTIC © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0
B© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0ABM16.2 Triangle Cut-outs 2 B A SCHOLASTIC Blackline masters 269
270 Blackline masters BM 20.1 Pizza Cut-outs 1 SCHOLASTIC © 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0
© 2021 Scholastic Education International (S) Pte Ltd ISBN 978-981-4813-31-0 BM20.2 Pizza Cut-outs 2 Blackline masters 271 SCHOLASTIC
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