Philippine edition CWM 1A_LR

TM A world-class program based on top-performing 1A Singapore, Republic of Korea and Hong Kong Coursework Manual SCHOLASTIC Philippine Edition

Contents About TM T5 T6 Mathematics (Philippine Edition) T14 T23 Introduction to Print-based Program 1 Introduction to Blended Learning Program 3 3 Developmental Continuum 9 Chapter 1 Numbers 0 to 10 SCHOLASTIC 10 12 Scheme of Work 12 Chapter Overview and Note for Teachers 23 Lesson 1 Counting and Comparing Chapter Wrap-up 23 Chapter 2 Number Bonds 25 27 Scheme of Work 27 Chapter Overview and Note for Teachers 30 Lesson 1 Telling Number Stories 33 Chapter Wrap-up 38 Review 1 39 41 Chapter 3 Addition 41 44 Scheme of Work 49 Chapter Overview and Note for Teachers 51 Lesson 1 Making Addition Stories Lesson 2 Addition with Number Bonds 52 Lesson 3 Other Methods of Addition Chapter Wrap-up 53 54 Chapter 4 Subtraction 54 59 Scheme of Work 59 Chapter Overview and Note for Teachers Lesson 1 Making Subtraction Stories Lesson 2 Subtraction with Number Bonds Lesson 3 Other Methods of Subtraction Chapter Wrap-up Review 2 Chapter 5 Ordinal Numbers and Positions Scheme of Work Chapter Overview and Note for Teachers Lesson 1 Naming Positions Lesson 2 Problem Solving Chapter Wrap-up © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

Chapter 6 Numbers 0 to 20 SCHOLASTIC 60 62 Scheme of Work 62 Chapter Overview and Note for Teachers 68 Lesson 1 Counting and Comparing Chapter Wrap-up 69 73 Chapter 7 Addition and Subtraction Within 20 73 82 Scheme of Work 89 Chapter Overview and Note for Teachers 91 Lesson 1 Addition Within 20 Lesson 2 Subtraction Within 20 91 Lesson 3 Problem Solving Chapter Wrap-up 93 95 Review 3 95 99 Chapter 8 Plane Shapes 102 102 Scheme of Work Chapter Overview and Note for Teachers 103 Lesson 1 Basic Plane Shapes 106 Lesson 2 Making Patterns and Shapes 106 Lesson 3 Problem Solving 109 Chapter Wrap-up 111 113 Chapter 9 Solid Shapes 113 Scheme of Work 114 Chapter Overview and Note for Teachers 116 Lesson 1 Basic Solid Shapes 116 Lesson 2 Positions of Solid Shapes 120 Lesson 3 Patterns of Solid Shapes 123 Lesson 4 Problem Solving 123 Chapter Wrap-up 124 Chapter 10 Length 125 Scheme of Work Chapter Overview and Note for Teachers 131 Lesson 1 Comparing Length Lesson 2 Measuring Length Lesson 3 Problem Solving Chapter Wrap-up Review 4 Answers Teacher’s Resources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

About TM Mathematics (Philippine Edition) Welcome to Scholastic TM Mathematics (Philippine Edition). The pedagogical approach and instructional design of Scholastic TM Mathematics (Philippine Edition) are based on the innovative and effective teaching and learning practices of nations that are global top-performers in mathematics. The approach and instructional design are proven to be effective in developing conceptual mastery and procedural fluency, and are crafted to enable the teacher and student to evaluate learning and identify areas of remediation, if needed. The content in Scholastic TM Mathematics (Philippine Edition) is presented under five strands of mathematics across six years/grades: Numbers and Number Sense, Measurement, Geometry, Statistics and Probability, and Patterns and Algebra. This program has been carefully designed to meet the objectives of the Philippine Department of Education Mathematics Curriculum. There are two instructional pathways for Scholastic TM Mathematics (Philippine Edition): 1. Print-based Program: This program consists of two Coursework Books with their accompanying Coursework Manuals for each year/grade. Together, they form a complete curriculum that caters to teaching and learning needs in the classroom and at home. The Coursework Books contain material for active learning, guided practice and independent practice. The lesson plans in the Coursework Manuals provide teachers with complete guidance in class. SCHOLASTIC 2. Blended Learning Program: This program consists of two Coursework Books with their accompanying Coursework Manuals and an Interactive Edition for each year/grade. The Interactive Edition is a digital resource that contains material for active learning and guided practice. The Coursework Books complement the Interactive Edition and contain material for home revision and independent practice. The lesson plans in the Coursework Manuals provide teachers with complete guidance in class. Scholastic TM Mathematics (Philippine Edition) Coursework Manuals provide clear instruction for both instructional pathways. TM Mathematics Coursework Book and Coursework Manual (Philippine Edition) TM Mathematics Interactive Edition T5 For users of the Print-based Program, go to p. T6. For users of the Blended Learning Program, go to p. T14. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5

Print-based Program T6 Instructional Design Scholastic TM Mathematics (Philippine Edition) is designed on a pedagogical model that ensures teaching and learning are effective, measurable and diagnostic. Each chapter of the Coursework Book involves three phases of learning: readiness, engagement and mastery. A simple model of the instructional design is presented below. SCHPhase 1: Readiness Phase 2: Engageme Phase 3: Mas Learn Practice tery Let's Remember nt OLLet’s Remember ChapterWrap-up Review offers an © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5 Learn introduces new Chapter Wrap-up Reviews Aopportunity for at the end of the provide concepts and builds chapter summarizes summative systematic recall on concepts and skills the key learning assessment and assessment of learned previously. points of the and chapter. consolidation Sprior knowledge Practice after each of concepts Learn provides and skills in preparation for learned across opportunities for various topics. TICnew learning. formative and independent practice. Using the Coursework Manual • answers for tasks, with worked solutions for all word problems • photocopiables for class activities This Coursework Manual includes: • Developmental Continuum for all six years/grades • detailed Scheme of Work • lesson plans

Plan Print-based Program The Developmental Continuum (pp. T23–T27) offers the overall plan for learning outcomes over the six-year course. Teachers can refer to this to understand the scope of teaching that takes Developmental Continuumplace at each year/grade. Coursework Manual Year/Grade 1 Year/Grade 2 Year/Grade 3 NUMBERS AND NUMBER SENSE Whole Numbers / Count within 100. Count within 1000. Read and write a number Place Value within 10 000 — the numeral and the corresponding number word. Read and write a number Read and write a number Use number notation and from 0 to 100 — the numeral from 0 to 1000 — the numeral place values (thousands, and the corresponding and the corresponding hundreds, tens, ones). number word. number word. The Scheme of aWnodrktopprerceepCwdaoithuirnienngt1of0one0.raantced habaccchkhwianagrpdstienrdiisvptUedisldaneecsun,esouaivmngalebnlcsue)ee.hrsnda(ohptutaonttideoranersdas.ssn,idst in pCnuloammnbpenarrisenwgaitnhdtinho1er0de0c0r 0u. rriculum for the entire year Use number notation and Compare and order Find the number which is 1, place values (tens, ones). numbers within 1000. Each bo10o,k10s0poar n10s010 mseomre ethsatner Coursework Manual cinostmrupcrtisio(nionunrmgl.ebTsaesebrtahwoacitnuhh)tinea91rg0s0ivc0he0aon0.nuras dojfust SCHOLASTIC TCSotrtahanladDp:uNratuetimornb:3e1:r4sAhan4d0ddmNiiuntmitEoohbsbtnaeijmernaSca1etn0tnse0sdinetohaSbeujgenbrcuottmusr.pabecorftoifoefwnewr ithfUoRsreecgtohrmeopsuyamprisbiononglso‘f>n’ uamnstindhcbdee‘h<riosv’d.iodulurcaInadautelimolncebtnlinfaesydrssobs.adeardssa.aenndddoetvnheenthpeace of Compare the number of Find the number which is 1, Name a position using an Scheme of Work objects in two or more sets. 10 or 100 more than (or less ordinal number from 1st to Lesson Learning Outcomes Vocabulary BletnhdeadnLe)aarninggivPreognranmumber within 1Pr0in0t-btha.sed Program Mate1ria0ls00. Resources Materials Resources Let’s • Add within 1000 wCithoomut pare and order Read wh•olCeB np.u41mbers w•ith1 icnopy of ILdete’s ntify and use the pattern Remember wrehgoroleupbianrgmaonddeulnsteouarmepparberste-enrst within 100. 1000 on a number line. WReomrkeshmebeetor(Wf Sn3a.1)ming ordinal numbers (40 min) an addition situation per studenftrom 1st to 100th • Subtract within 1000 without rwehgoroleupbianrgmaonddeulFsteoinaredpparterhst-eentnumber which is Name a position using an Identify the position of an • aiSnovsluvoeblvtianrag1c-stsuitoebnptrsawitcuota1triohdtinooapnarrnon1bd)l0eammgoivreenthnaunm(boer rless ordinal number from 1st to object from a given point of tuosereapcreosmenptaarissounbwtbraiatcrhtmiionond1e0l 0. 20th. reference. situation Make a number story to Identify and use the pattern Lesson 1: Addition with Regroupingillustrate a number bond for of naming ordinal numbers 6h Adding with • Add within 1000 w5ithto 10. • Base ten bflroockms 1st to• 2C0B tphp. 42–44 • Base ten blocks • CWB pp. 36–37 regrouping regrouping in ones • PB pp. 31–32 in ones Write a number bond for 5 • CWB pp. 36–37 Adding with • Add within 1000 wtoith 10. • CB pp. 45–47 • CWB pp. 38–39 regrouping regrouping in tens • PB pp. 33–34 in tens • CWB pp. 38–39 Name a position using an Adding with • Add within 1000 woitrhdinal number from 1st to regrouping in ten1s a0ntdhoanens d position words. • CB pp. 48–51 • CWB pp. 40–42 • PB pp. 35–39 regrouping • CWB pp. 40–42 in tens and A listing Aodfdooniteibsonje/cStuivbterascationnd Use picture cutouts (or other Observe and apply the Associate the terms ‘sum’ mmatahnaekdnemispuseubalatnratiinvcgetsisotK)oenetf.oryamidllmusdsittariaottnheemaaaidtsdiecsdonaicttiitiloayn,ti.cveomprmoMupteaartttiiveeesrioaafnlsd aadnddit‘idoRinffeearsneodnucseurcb’ wteraistchltisiotn resources for each lesson list planning quick and easy. respecCtivWeBly:.Coursework Book © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Make a number story Add or subtract within 1000. Add or subtract within for a given addition or Use a part-whole bar model 10 000. Each chapter begins with sNubotrtaectfioonrseTentaencche.ers. Thisotoriadrecpeorenmstepinfaiteriassonntahbdaedritmikoeondoyer lmathematical ideas of the subtraction situation. chapter. Coursework Manual Write a number sentence for Solve up to 2-step word Use a part-whole bar model a given situation involving problems involving adwACddhithiadtpiiRtoiteoegnnr r3aonudpiSnugostbourtrbaarcettricpoanorcemtsioepnnatsriaistuonaLALneedaaatd•rnrbiindnionggAadwdnOdiutrhi.twctromiteihmoginero:1onu00pd0inowgeitrihnrleognreosup(CinWg Binpo.n3e6s) addition or subtraction. and subtraction. Chapter Overview Materials: Let’s Remember • Base ten blocks Lesson 1: Addition with Regrouping Note for Teachers Lesson 2: Subtraction with Regrouping Stage: Concrete Experience Lesson 3: Problem Solving Begin by using base ten blocks to demonstrate the In this chapter, students will progress to addition Note for Teachers addition of 426 and 146. This allows students to have and subtraction of 3-digit numbers with In this chapter, students will progress to addition a concrete experience of the regrouping that takes regrouping. Students can draw part-whole or and subtraction of 3-digit numbers with regrouping. place in the ones place during the addition process. Students can draw part-whole or comparison bar It also reinforces the concept of addition as putting models to help them solve addition and subtraction together. Grouping the unit cubes together first, word problems. followed by the ten-rods and lastly the hundred- squares, introduces students to the process of adding Recall Prior Knowledge the ones first, followed by the tens and lastly the hundreds. comparison bar models to help them solve v Blended Learning Programv – Distribute base ten blocks to students and have T7 addition and subtraction word problems. them follow each step of your demonstration. From PR1ME Mathematics Interactive Edition: © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Let’s Remember (CB p. 41) – Use 4 hundred-squares, 2 ten-rods and 6 unit Assign the tasks to students as classwork to cubes to represent 426. Use 1 hundred-square, © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 identify gaps in students’ understanding. Use the 4 ten-rods and 6 unit cubes to represent 146. objectives and chapter references given for each task in the corresponding lesson notes to address T23– Group the unit cubes together. Have students remediation needs. see that there are 12 unit cubes in all. Guide them to see that since 10 ones = 1 ten, we Distribute a copy of Let’s Remember Worksheet (WS3.1) combine 10 of the unit cubes to form a ten-rod to each student. Have students attempt the worksheet and place it together with the rest of the ten- to help them recall these previously acquired related rods. Have students see that there are 2 unit knowledge: cubes left after the regrouping exercise. – Group the ten-rods together and have students • Add within 1000 without regrouping and use a part-whole bar model to represent an addition see that there are 7 ten-rods in all. situation (CWB 2A Chapter 2) – Group the hundred-squares together and have • Subtract within 1000 without regrouping and students see that there are 5 hundred-squares use a part-whole bar model to represent a in all. subtraction situation (CWB 2A Chapter 2) – Lead students to see that 5 hundred-squares, 7 ten-rods and 2 unit cubes represent 572. • Solve a 1-step word problem involving Hence, the sum of 426 and 146 is 572. subtraction and use a comparison bar model to represent a subtraction situation (CWB 2A Stage: Pictorial Representation Chapter 2) Follow up by relating the base ten blocks activity to the tables of the base ten blocks on CWB p. 36. This For answers, go to CW Manual p. 126. helps students to transit from concrete experience to pictorial representation. The first row of blocks in the Lesson 1: Addition with Regrouping table represents the augend, the second row of blocks represents the addend and the final row represents the Duration: 6 h sum. This presentation parallels the addition of numbers in vertical form. It aids the transition from pictorial representation to abstract representation later on. v Blended Learning Programv – Refer students to the table of the base ten blocks on CWB p. 36. Draw their attention to From PR1ME Mathematics Interactive Edition: the columns with the unit cubes and highlight Let’s Learn (CB pp. 42–43) the regrouping of the unit cubes. Relate it Go through the teaching examples with students for back to the combining of 10 unit cubes to concept development. Use the detailed lesson plan form a ten-rod. Show students the final number of unit cubes in the last row and reiterate that

Chapter Overview Materials: Let’s Remember • Base ten blocks Lesson 1: Addition with Regrouping Teach Lesson 2: Subtraction with Regrouping Stage: Concrete Experience Lesson 3: Problem Solving Begin by using base ten bloc addition of 426 and 146. This Print-based Program Note for Teachers a concrete experience of th Phase 1 Readiness In this chapter, students will progress to addition Checking for Prior Knowledge and subtraction of 3-digit numbers with regrouping. place in the ones place duri Students can draw part-whole or comparison bar It also reinforces the concep together. Grouping the unit sintuLdeet’nswmtsRooeraddemtplsrreiotsobmkhlebebmlepes.ftrohecrmeorsaroelvnceetalwyd,dcittieoonanaccnehdepsurtsbitsmraincattiroyonudsuecethsftdohqeelul.oaowrneeesd,sinfbirtysrtot,hdfoeulcltoeewnse-srtdouddbseyantnhtsde Let’s Remember is a recall feature to identify If students are not able to answer the tasks objective of each task to identify gaps in their undeRrestcaanll dPriinogr Kanonwdlerdegfeer to the chapter referenchuendreds. for remediation. v Blended Learning Programv – Distribute base ten b them follow each ste Coursework Manual From PR1ME Mathematics Interactive Edition: Let’s Remember (CB p. 41) – Use 4 hundred-squar Chapter 3 Learn Assign the tasks to students as classwork to cubes to represent 4 Addition and Subtraction Adding with regrouping in ones (CWB p. 36) identify gaps in students’ understanding. Use the 4 ten-rods and 6 unit with Regrouping objectives and chapter references given for each Learning Outcome: task in the corresponding lesson notes to address – Group the unit cube Chapter Overview • Add within 1000 with regrouping in ones remediation needs. see that there are 12 Let’s Remember them to see that sinc Lesson 1: Addition with Regrouping Materials: Distribute a copy of Let’s Remember Worksheet (WS3.1) combine 10 of the un Lesson 2: Subtraction with Regrouping • Base ten blocks to each student. Have students attempt the worksheet and place it togethe Lesson 3: Problem Solving to help them recall these previously acquired related rods. Have students s Stage: Concrete Experience knowledge: cubes left after the re Note for Teachers Begin by using base ten blocks to demonstrate the In this chapter, students will progress to addition addition of 426 and 146. This allows students to have • Add within 1000 without regrouping and use a – Group the ten-rods t and subtraction of 3-digit numbers with regrouping. a concrete experience of the regrouping that takes part-whole bar model to represent an addition see that there are 7 t Students can draw part-whole or comparison bar place in the ones place during the addition process. situation (CWB 2A Chapter 2) models to help them solve addition and subtraction It also reinforces the concept of addition as putting – Group the hundred-s word problems. together. Grouping the unit cubes together first, • Subtract within 1000 without regrouping and students see that the followed by the ten-rods and lastly the hundred- use a part-whole bar model to represent a in all. Recall Prior Knowledge squares, introduces students to the process of adding subtraction situation (CWB 2A Chapter 2) the ones first, followed by the tens and lastly the – Lead students to see hundreds. • Solve a 1-step word problem involving 7 ten-rods and 2 unit subtraction and use a comparison bar model Hence, the sum of 42 v Blended Learning Programv – Distribute base ten blocks to students and have to represent a subtraction situation (CWB 2A them follow each step of your demonstration. Chapter 2) Stage: Pictorial Representati From PR1ME Mathematics Interactive Edition: Follow up by relating the ba Let’s Remember (CB p. 41) – Use 4 hundred-squares, 2 ten-rods and 6 unit For answers, go to CW Manual p. 126. the tables of the base ten b Assign the tasks to students as classwork to cubes to represent 426. Use 1 hundred-square, helps students to transit from identify gaps in students’ understanding. Use the 4 ten-rods and 6 unit cubes to represent 146. Lesson 1: Addition with Regrouping pictorial representation. The objectives and chapter references given for each table represents the augend task in the corresponding lesson notes to address – Group the unit cubes together. Have students Duration: 6 h represents the addend and remediation needs. SCHOLASTIC see that there are 12 unit cubes in all. Guide sum. This presentation parall them to see that since 10 ones = 1 ten, we in vertical form. It aids the tra Distribute a copy of Let’s Remember Worksheet (WS3.1) combine 10 of the unit cubes to form a ten-rod representation to abstract re to each student. Have students attempt the worksheet and place it together with the rest of the ten- to help them recall these previously acquired related rods. Have students see that there are 2 unit knowledge: cubes left after the regrouping exercise. • Add within 1000 without regrouping and use a – Group the ten-rods together and have students part-whole bar model to represent an addition see that there are 7 ten-rods in all. situation (CWB 2A Chapter 2) – Group the hundred-squares together and have • Subtract within 1000 without regrouping and students see that there are 5 hundred-squares use a part-whole bar model to represent a in all. subtraction situation (CWB 2A Chapter 2) – Lead students to see that 5 hundred-squares, • Solve a 1-step word problem involving 7 ten-rods and 2 unit cubes represent 572. subtraction and use a comparison bar model Hence, the sum of 426 and 146 is 572. to represent a subtraction situation (CWB 2A Chapter 2) Stage: Pictorial Representation Follow up by relating the base ten blocks activity to For answers, go to CW Manual p. 126. the tables of the base ten blocks on CWB p. 36. This helps students to transit from concrete experience to Lesson 1: Addition with Regrouping pictorial representation. The first row of blocks in the table represents the augend, the second row of blocks Duration: 6 h represents the addend and the final row represents the sum. This presentation parallels the addition of numbers v Blended Learning Programv in vertical form. It aids the transition from pictorial representation to abstract representation later on. From PR1ME Mathematics Interactive Edition: Let’s Learn (CB pp. 42–43) – Refer students to the table of the base ten Go through the teaching examples with students for blocks on CWB p. 36. Draw their attention to concept development. Use the detailed lesson plan the columns with the unit cubes and highlight given in the corresponding lesson notes to carry out the regrouping of the unit cubes. Relate it the teaching. back to the combining of 10 unit cubes to form a ten-rod. Show students the final number of unit cubes in the last row and reiterate that after regrouping the ones, there are 2 ones left. 30 Chapter 3 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 v Blended Learning Programv – Refer students to the blocks on CWB p. 36 Coursework Manual From PR1ME Mathematics Interactive Edition: the columns with the WS3.1 Let’s Remember Worksheet Let’s Learn (CB pp. 42–43) the regrouping of th Go through the teaching examples with students for back to the combin concept development. Use the detailed lesson plan form a ten-rod. Show given in the corresponding lesson notes to carry out of unit cubes in the l the teaching. after regrouping the left. 1. Add 123 and 326. 326 123 123 + 326 = ? First, add the ones. 123 +326 30 Chapter 3 © 2017 Scholastic Education Inte 2. Subtract 435 from 947. 947 435 ? First, subtract 947 – 435 = the ones. 947 –435 3. Joe collects 99 baseball cards. Shelly collects 15 fewer baseball cards than Joe. How many baseball cards does Shelly collect? 99 99 Joe –15 Shelly ? 15 Shelly collects baseball cards. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Teacher's Resources 143 T8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

Phase 2 Engagement Print-based Program Teaching Concepts and Skills –– Developing Conceptual Understanding Each chapter is taught over several lessons, with each lesson focusing on a concept or part of it. The lesson is designed with a two-part structure of concept introduction, and guided with practice and formative assessment. Each concept is taught using the three-stage Concrete-Pictorial-Abstract approach to develop deep conceptual understanding. Coursework Book Addition and Subtraction with Regrouping Lesson 1 Addition with Regrouping Learning Outcomes: • Add within 1000 with regrouping in the ones and tens places • Solve 1-step word problems Adding with regrouping in ones Learn Add 426 and 146. 426 146 572 1 Add the ones. 2 Add the tens. 3 Add the hundreds. H TO H TO H TO SCHOLASTIC 1 1 1 42 6 42 6 42 6 +1 4 6 +1 4 6 +1 4 6 2 72 5 72 6 ones + 6 ones = 12 ones 10 ones = 1 ten 12 ones = 1 ten 2 ones We regroup 12 ones into 1 ten 2 ones. Begin a lesson by walking students through the ‘Learning Outcomes’ 426 + 146 = 572 list to encourage self-directed learning. 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6939-6 Coursework Manual Chapter 3 Learn – Next, have students look at the columns with v Blended Learning Prog Adding with regrouping in ones (CWB p. 36) the ten-rods. Relate it back to the grouping of Stage: ConcreAtdedEitxiopnearniednScuebtraction the ten-rods. Reiterate that there are 7 tens in From PR1ME Mathematic Start Learn witwhitah Rheagnrodusp-oinng Learning Outcome: all. Let’s Do (CB p. 44) • Add within 1000 with regrouping in ones Assign the tasks to stude activity. This is tChheaptceroOnvecrvireewte – Lastly, have them look at the columns with formative assessment. Us learning journey.Let’s Remember Materials: the hundred-squares. Relate it back to the notes to identify the obje stage of the Lesson 1: Addition with Regrouping • Base ten blocks grouping of the hundred-squares. Reiterate address remediation nee be required to workLesson 2: Subtraction with Regrouping that there are 5 hundreds in all. Students may Stage: Concrete Experience Exercise 1 (PB pp. 31–32) Lesson 3: Problem Solving Begin by using base ten blocks to demonstrate the Stage: Abstract Representation Assign the tasks to stude addition of 426 and 146. This allows students to have Lastly, present the addition in vertical form. Having formative assessment. Us individually or iNnotge froor Tueapchse.rsTeachers a concrete experience of the regrouping that takes gone through the previous stages, students will notes to identify the obje are encouraged to verbalize theIn this chapter, students will progress to addition place in the ones place during the addition process. see how the algorithm relates to the pictorial address remediation nee It also reinforces the concept of addition as putting representation. This association is important as it helps and subtraction of 3-digit numbers with regrouping. together. Grouping the unit cubes together first, students to visualize the addition. It allows them to From PR1ME Mathematic followed by the ten-rods and lastly the hundred- understand and interpret the vertical form, especially Coursework Book Practic content in the Sstupdeenets ccanhdrbawupbartb-wlheoles or comparison bar squares, introduces students to the process of adding the writing of digits above the augend in the vertical Assign all tasks to studen in the CoursewwmooordrdkeplsrBotobohleemolpsk.thetmosoglveuaidddeition and subtraction the ones first, followed by the tens and lastly the form when regrouping occurs. This is an anchor for following notes to identif hundreds. learning addition with regrouping in other place task and address remed students’ thougRehcatllpPrrioor Kcneowslesdegse. values, as well as more advanced forms of regrouping that involve more than one place value. The three- Practice 1 (CWB p. 37 v Blended Learning Programv – Distribute base ten blocks to students and have step approach (add the ones, then the tens and lastly them follow each step of your demonstration. the hundreds) guides students to add systematically, Class practice (For Print- From PR1ME Mathematics Interactive Edition: reducing the likelihood of careless mistakes when they – Use 4 hundred-squares, 2 ten-rods and 6 unit are performing the addition in vertical form. Task 1 requires students t Let’s Remember (CB p. 41) cubes to represent 426. Use 1 hundred-square, a 1-digit, 2-digit or 3-digi 4 ten-rods and 6 unit cubes to represent 146. – Write the vertical form of ‘426 + 146’ on the ones. The place values a Assign the tasks to students as classwork to board. First, guide students to add the ones. form of addition to guide – Group the unit cubes together. Have students Have them look at the digits in the ones place Stage: Pictorial Representationidentify gaps in students’ understanding. Use the see that there are 12 unit cubes in all. Guide in the vertical form of addition. Students should Remediation objectives and chapter references given for each them to see that since 10 ones = 1 ten, we be able to state that 6 ones + 6 ones = 12 ones. Task 1(a): Reteach addi combine 10 of the unit cubes to form a ten-rod a 2-digit number with reg In the pictorial stage, task in the corresponding lesson notes to address and place it together with the rest of the ten- – Reiterate that 12 ones can be regrouped into through Task 1(a). Highlig remediation needs. rods. Have students see that there are 2 unit 1 ten 2 ones. Relate the regrouping back to 10 ones, which can be r cubes left after the regrouping exercise. the pictorial representation on the page. Have 1 ten + 5 tens = 6 tens. Th guide students to represent students look at the columns with the unit – Group the ten-rods together and have students cubes. Write the addition of the ones in the Task 1(b): Reteach addi mathematical ideas visually.Distribute a copy of Let’s Remember Worksheet (WS3.1) see that there are 7 ten-rods in all. vertical form of addition on the board. 2-digit number with regro to each student. Have students attempt the worksheet through Task 1(b). Highlig – Group the hundred-squares together and have – Then, guide students to add the tens by having = 14 ones, which can be Ensure that each student hasto help them recall these previously acquired related students see that there are 5 hundred-squares them look at the digits in the tens place in the 1 ten + 4 tens + 3 tens = 8 knowledge: in all. vertical form of addition. Again, relate 1 ten 684. progressed succ•esAsdfud wlliythinto1000thwiitshout regrouping and use a + 2 tens + 4 tens = 7 tens back to the pictorial introducing abstractpart-whole bar model to represent an addition – Lead students to see that 5 hundred-squares, representation by having students look at the Task 1(c): Reteach addin stage before situation (CWB 2A Chapter 2) 7 ten-rods and 2 unit cubes represent 572. columns with the ten-rods. Write the addition 3-digit number with regro This middle stage• Subtract within 1000 without regrouping and Hence, the sum of 426 and 146 is 572. of the tens in the vertical form of addition on numbers e.g. 119 + 123. representation. use a part-whole bar model to represent a the board. Highlight that 4 ones + 8 Stage: Pictorial Representation regrouped into 1 ten 2 o is a crucial link between thesubtraction situation (CWB 2A Chapter 2) Follow up by relating the base ten blocks activity to – Finally, guide students to add the hundreds by 4 hundreds + 1 hundred • Solve a 1-step word problem involving the tables of the base ten blocks on CWB p. 36. This having them look at the digits in the hundreds 404 + 168 = 572. helps students to transit from concrete experience to place in the vertical form of addition. Again, concrete experience and thesubtraction and use a comparison bar model pictorial representation. The first row of blocks in the relate 4 hundreds + 1 hundred = 5 hundreds Teaching tips to represent a subtraction situation (CWB 2A table represents the augend, the second row of blocks back to the pictorial representation by having Task 1 represents the addend and the final row represents the students look at the columns with the hundred- abstract representaChtaipotenr 2)and serves sum. This presentation parallels the addition of numbers squares. Write the addition of the hundreds in ¾ When reteaching in vertical form. It aids the transition from pictorial the vertical form of addition on the board. as the example i to build a solidFofor aunswnedrs,agottiooCnW.Manual p. 126. representation to abstract representation later on. base ten blocks t – To conclude, write the addition sentence regrouping. Then Lesson 1: Addition with Regrouping – Refer students to the table of the base ten ‘426 + 146 = 572’ on the board. vertical form. blocks on CWB p. 36. Draw their attention to Duration: 6 h the columns with the unit cubes and highlight – Reiterate that we add the ones first, followed the regrouping of the unit cubes. Relate it by the tens, then the hundreds. Stage: v BRlenedpedrLeeasrneinng Ptraogtraiomvn back to the combining of 10 unit cubes to form a ten-rod. Show students the final number Abstract of unit cubes in the last row and reiterate that Once conceptual From PR1ME Mathematics Interactive Edition: after regrouping the ones, there are 2 ones Let’s Learn (CB pp. 42–43) left. understanding is developed,Go through the teaching examples with students for concept development. Use the detailed lesson plan progress to thetghivaeetnbeainsctthhrienagc.ocrretspsotnadigngeles.son notes to carry out The concept or skill is represented using only numbers and mathematical symbols. 30 Chapter 3 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 T9

Teaching Concepts and Skills — Formative Assessment Print-based Program There are opportunities for formative assessment within each lesson. Practice tasks in the Coursework Book reinforce students’ learning through guided and systematically varied tasks. – Next, have students look at the columns with the ten-rods. Relate it back to the grouping of When necessary, refer to the teaching tips in the Coursework Manual to address remediationthe ten-rods. Reiterate that there are 7 tens in all. – Lastly, have them look at the columns with needs. the hundred-squares. Relate it back to the grouping of the hundred-squares. Reiterate that there are 5 hundreds in all. v Blended Learning Programv From PR1ME Mathematics Interactive Edition: Let’s Do (CB p. 44) Assign the tasks to students as classwork for formative assessment. Use the corresponding lesson notes to identify the objectives of each task and address remediation needs. The icon indicates class Stage: Abstract Representation Exercise 1 (PB pp. 31–32) practice. After a concept is taught Lastly, present the addition in vertical form. Having Assign the tasks to students as classwork for further in Learn, go through related gone through the previous stages, students will formative assessment. Use the corresponding lesson Practice tasks as class practice. notes to identify the objectives of each task and sreeCperoehosuewrnsttaehtewioanol.gTrohkriisthBamsosoroeclkaiatteiosntoistihmeppoirctatonrtiaal s it helps address remediation needs. students to visualize the addition. It allows them to understand and interpret the vertical form, especially From PR1ME Mathematics Coursework Book: Coursework Book Practice 1 (CWB p. 31) ftohermwPwrrithainecgntoriecf gderiogs1uitspainbgoovcectuhres. augend in the vertical Assign all tasks to students as homework. Use the This is an anchor for following notes to identify the skills needed for each task and address remediation needs. lveaalurneins,gaas1d.wdeitlAlioadnsdmw.iothrereagdrvoaunpcinegdinfoormthseor fprleagcreouping that involve more than one placeStvaartlubey. aThdeditnhgrethee- ones. step approach (add the ones, thReengtrhoeupteinf sneacnedsslaasrytl.y the hundreds) guides students to add systematically, Practice 1 (CWB p. 37) Discuss students’ responses and− Next, have students look at the columns with vareBrldeeunpcdeienrfgdortLmheeianlrgaink)eitnhlgiehoPaordoHddgoirtTaifomcOnavinrevleesrstimcaisltafbok)rems.whHenTthOey c) H T O the ten-rods. Relate it back to the grouping of LFfAAainraEdeoerxosdssoemrestsstmdm’eiinerggsecrstasennDi–––sdiPfsmttyseoRiiottsavhh1teert1(hieeMedi1tvHbcbsiWTRnConehtha(meeetu2oeattuEtnBPer.eaatserobiin.davhttBteUsaMnsspneeniptbeeereeckkdsib,dpe.fraissjessna2taycetgiavl.s4A.epahehttttmlttcheutWo4Ftsooed).oteedfhhiit)teiornr3loedsriomtoeresssdvvtim.ieir1atnttntcehmoee,uues.–cso++ltaalatkrg.nso3dd.sroatbtttoletRi2euUooaheecuir31tfjc1fepe)rieoeskfetdnnade2esalcrrdeatttael53eestmahssdIothpafsttnntsiodeh.veasadnaeoct7358ttotreeedshessiutnmcnhttfsrhiietsdcct6dotcoaaoatieocolloeanolicdoaaduntfaannfirrstnissomgdoegreikd‘tssnveeon4sniwwgaintldetasse2fbitsropcosootono6s+thEetinhnhownsrrhdudekk+ao6.enrepitttibetnSdafftah1hbdohooiiotgtno)d4deesuonienrrnntkgr6n+ddeoohanfftpgoe’:uoahresesbutrasneo+der2erlnpn=baetmeigusns.hndtesyscosn1e6se17tasttdkno2ipohh.shtrtheiHaetln4e59oiv3anoosaven.ctuio86veneledgs. Class practic4e (0Fo4r Print-based Program): remediate if necessary.the ten-rods. Reiterate that there are 7 tens in Task 1 req+uire1s s6tu8dents to add a 3-digit number and all. a 1-digit, 2-digit or 3-digit number, with regrouping in − Lastly, have them look at the columns with the ones. The place values are provided in the vertical hundred-squares. Relate it back to the form of addition to guide students. grouping of the hundred-squares. Reiterate that there are 5 hundreds in all. Remediation taThar2sok-du1cgig()hait)Tn:aRu+semkt431be(aea05rc)w.h66Hiatihgdhrdeliiggnhgrotauthp1ai-ndtg3iginoitnoneunsme+sb.7Tehorenanen,sdg=o Assign the rest of the tasks asStage: Abstract Representation 10 ones, which can be regrouped into 1 ten. homework for independent practice.Lastly, present the addition in vertical form. Having 1 ten + 5 tens = 6 tens. Therefore, 353 + 7 = 360. gone through the previous stages, students will see them look at the digits in the tens place in the how the algorithm relates to the pictorial From PR1MveErtMicaatlhfeomrmaoticf sadCdoiutirosne.wAogrkaiBno, orekla: te 1 ten representation. This association is important as it helps Coursewo+r3k2.BteonoAskd+Pd4ra.tcetnics e= 17 (tCenWsBbpa.c3k1t)o the pictorial Task 1(b): Reteach adding a 2-digit number and a students to visualize the addition. It allows them to understand and interpret the vertical form, especially 2-digit number with regrouping in ones. Then, go the writing of digits above the augend in the vertical form when regrouping occurs. This is an anchor for learning addition with regrouping in other place values, as well as more advanced forms of regrouping that involve more than one place value. The three-step approach (add the ones, then the tens and lastly the hundreds) guides students to add systematically, reducing the likelihood of careless mistakes when they are performing the addition in vertical form. SCHOLASTIC Assign all rcnteaoopsltukreesmssteantoons)stwitadui4tetdih3one6nttnihfb+tyesyt5atheh5seanh=-vsorkionmildlgsesn.swteWuoedrridtkeee.nUdtthssfeelootraohekdeadacitthitohne b) 6=t7h1r+o4u6og1nh7eTs=a, wskh1ic(bh)c. Hainghbleighretgthroautp6eodniensto+ 8 ones ones. following 1 ten 4 tCasok aunrdseaothfdwetdhobreeorstakserrndeMs.minaetdhnieautviaoenrltinceael fdosr.m of addition on 1 ten + 4 tens + 3 tens = 8 tens. Therefore, 646 + 38 = 684. – Finally, guide students to add the hundreds by Practicephala1vcin(eCginWthtBehempv.loe3or1tki)caatl the digits in the hundreds Task 1(c): Reteach adding a 3-digit number and a form of addition. Again, 3-digit number with regrouping in ones, using smaller numbers e.g. 119 + 123. Then, go through Task 1(c). The objective of each task is stated− Write the vertical form of ‘426 + 146’ on the Class prabrcetaliaccteke(t4oFohtrhuPenrdipnritec-bdtoasrs+iae1ldrhePuprnoredgsrreeandmta=):t5iohnubnydhreadvsing Highlight that 4 ones + 8 ones = 12 ones, which can be board. First, guide students to add the ones. Task 1 reqssuqtuiurdeaesrensttsus. dWloeornitktesattthotehaeadddcdoailtuio3m-ndnoisgfwitthintehumhthubenedhruraenndddsreinad- regrouped into 1 ten 2 ones. 1 ten + 6 tens = 7 tens. in the Coursework Manual, enablingHave them look at the digits in the ones place 1-digit, 2-dthigeitvoecrrt3i)c-da3ilgf5oit8rnm+umo4f2ba4edr=,dwitiiothnroengrtohuepbinogarind. d) 4 hundreds + 1 hundred = 5 hundreds. Therefore, in the vertical form of addition. Students should ones.–TheTpolaccoencvlaudluee,swarrietepthroeviaddedditiinonthseenvteernticceal 244094 ++ 156386==572. learning andbe able to state that 6 ones + 6 ones = 12 form of ad‘4d2i6tio+n1t4o6 g=u5id72e’sotundtehentbs.oard. teachers to check ones. Teaching tips address remediation needs.− Reiterate that 12 ones can be regrouped into – Reiterate that we add the ones first, followed Task 1 1 ten 2 ones. Relate the regrouping back to Remediatbioynthe tens, then the hundreds. Answers are provided for all tasks.the pictorial representation on the page. Have Task 1(a): Reteach adding a 1-digit number and a ¾ When reteaching, follow the same procedure students look at the columns with the unit 2-digit number with regrouping in ones. Then, go as the example in Learn (CWB p. 36). Use cubes. Write the addition of the ones in the through Task 1(a). Highlight that 3 ones + 7 ones = base ten blocks to introduce the concept of 10 ones, which can be regrouped into 1 ten. regrouping. Then, continue with the addition in vertical form of addition on the board. 1 ten + 5 tens = 6 tens. Therefore, 353 + 7 = 360. vertical form. − Then, guide students to add the tens by having them look at the digits in the tens place Task 1(b): Reteach adding a 2-digit number and a 372-digit number with regrouping in ones. Then, go© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6939-6 in the vertical form of addition. Again, relate 1 through Task 1(b). Highlight that 6 ones + 8 ones = ten + 2 tens + 4 tens = 7 tens back to the 14 ones, which can be regrouped into 1 ten 4 ones. pictorial representation by having students look at the columns with the ten-rods. Write the 1 ten + 4 tens + 3 tens = 8 tens. Therefore, 646 + 38 = Task 9 requires students to solve a 1-step subtraction addition of the tens in the vertical form of 684.© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 word problem involving the part-Cwhaphteor 3le 3c1oncept. Distribute a copy of Min addition on the board. student. Have them und Task 1(c): Reteach adding a 3-digit number and a This helps them to unde − Finally, guide students to add the hundreds by 3-digit number with regrouping in ones, using smaller For answers, go to CW Manual pp. 123–124. interpret it correctly. having them look at the digits in the hundreds numbers e.g. 119 + 123. Then, go through Task 1(c). 1. Understand the probl place in the vertical form of addition. Again, – Guide students relate 4 hundreds + 1 hundred = 5 hundWredSs2.2 CrHeigahtleighYtothuart O4 ownens W+ 8oorknessh=e1e2tones, which can be them to find the back to the pictorial representation by having regrouped into 1 ten 2 ones. 1 ten + 6 tens = 7 tens. the train. sstThtqoueudcavoerenenrctsts.ilcuWloadorleitfkoe, awrtmthritethoeeaftadhcdedodilatuiiotdRTSmiohnhdenenopiotsnwiolfoaw,tnncshyitooteeshheluveht‘nerhmutbweentoohnodhreaecrurker’enwddcwd.oslerirteidnhadr‘p-lyfer.owb14ele6rh’8muin=n. dt5hr7ee2d.ws o+r1dhpurondbrleemd .= 5 hundreds. Therefore, 404 + v Blended Learning Programv From PR1ME Mathematics Interactive 2. Plan what to do. Tstoudaedndtrsedssisccuosms, mcoomn mmuisncicoanctee,pretiaonsosnaannddejurrsotirfsyamnadthsetrmenagtitchaelnidmeaasthaenmdautnicdael rtshtainnkdiningg, huasinvge− – Point out to stud Teaching tips Edition: backwards to so ‘426 + 146 = 572’ on the board. Think About It (CB p. 38) 3. Work out the Answer. scenarios found in the Think About It feature.− Assign the task to students as classwork. Have them – Highlight to stud Reiterate that we add thMe aodneasmfirSsitt,i fsoollldow2e45d floweTras syke1sterday. sequence of ev by the tens, then the hunSdhreedsos.ld 32 more flowers todaØy thWahneynerseteterdaachy.ing, follow the same procedure as shown on Min How many flowers did she sell todaas yth?e example in Learn (CWB p. 30). Use base complete the task in groups. Facilitate discussions diagram on the ten blocks to introduce the concept of – Explain to stude Coursework Manual regrouping. Then, continue with the addition inCuosuinrgsetwheorckoMrraenspuoanl ding lesson notes. backwards start vertical form. passengers left o – Write ‘_____ + 15 Have students form WS2.3 Think About It Worksheet Have students get into groups. Distribute a copy of students to see t Think About It Worksheet (WS2.3) to each group. Have from 788 to find groups to discuss   Hari bought 15 marbles. them discuss the question presented. Ask a student before 156 pass 27 from each group to present their answers before student work ou the question. Ask a  © 2015 Scholastic Education International (S) Pte LHtdisISBfNri9e78n-9d81-0g9-a049v9e-9 him 10 marbles. Chapter 3 proceeding with the questions below. and conclude t How many marbles does Hari have altogether? ? (whole) on the train befo representative from – What are Sam and Yen trying to find? (The total – Write ‘_____ – 10 15 (part) 10 (part) 15 (part) Yen number of marbles Hari has) students to see t to 632 to find the each group to present ? (whole) 10 (part) – How many marbles did Hari buy? (15) the beginning. H – How many marbles did his friend give him? (10) addition on the and justify the group’s – How can we find the total? (Add) were 732 passen – Does Sam’s model show that we can find the total response. Sam 4. Check if your answer number of marbles by adding the parts? (Yes) – Have students u Who has drawn the bar model correctly? Why? – Does Yen’s model show that we can find the total passengers at th through the wor Lesson notes are number of marbles by adding the parts? (Yes) the number of p provided to facilitate Get students to see that we can draw either bar model the train, respec discussions and guide to help us solve the problem. Conclude that both Sam – Lead students to and Yen have drawn the bar models correctly. number of passe students to arrive at the the problem, the v Blended Learning Programv correct conclusion. 140 Teacher's Resources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 From PR1ME Mathematics Interactive Edition: Mind stretcher (CB p. 40) Go through the problem with students. Use the detailed lesson plan given in the corresponding lesson notes to carry out the teaching. Learn Mind stretcher Learning Outcome: • Solve a non-routine problem on addition and subtraction within 1000 using the strategy of working backwards Reiterate the following p – When we add z Materials: same number. • 1 copy of Mind stretcher (BM2.3) – We can add tw T10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5 – and get the sam Overview We can group n This problem requires students to know the inverse – We can add or relationship between addition and subtraction. without regroup The strategy of working backwards is used in word – We can use a p

Teaching Concepts and Skills — Developing Processes and Strategies A problem solving lessonv at the end ofBlended Learning Programv the chapter consolidates learning. FocusTask 4 requires students to solve a 1-step word problem on both the Print-based Program involving subtraction by drawing a part-whole bar pUCpnrroooducberelseressmtswasaonodrnkf-dPBaloanthoynek-leAfsovnterrsaawl toeedfgreLAAfnFaE-doerxiodssoCreettsstmdm’iiierggasfcrassehnnDfiPsttisieoRiottsvclehh1eerr1(ieeeMdCe1ucamedttEBaa(snPleqsMkssptteBkkdi.faysdssyiups6atttmh7t..ooptheiie)4oeress8mRnnttre)suuotaon.ddecbtdeUeeijcceesnnfrescdtteissIetpstniht.vaatreeeossstsrcccsitaoolloocaafrtsssreitnssevwwoaoestpcoohEolhorrdvkknetbiffftadeooiosirrnuktnfpg:huairlntletrehddhsoesorebnpglreopomobrommTimTinndaalvv-oooessbooskkdddllvvo56eeemlhiielllnnrr...eelggavqq-mssuusuuibiinbbrroeesttssrrig.aaltssvccttsuuttiCddiipooneefnnnnrogobbttossyyrnttddoocprrsssaaaeooriwwsllovvpiisnnteeggcesaapaae11npr--cpssootsattaeemlrstppay-.pgwwwachooeroaisrrhlddoenpppaibnbrraoopatrbbgrllleetymmhmethabetahecfomkuoar-ftsittcehapel CofuorrsmeawtioverkaBssoeosskment. Use the corresponding lesson Task 7 requires students to solve a 1-step word problem notes to identify the objectives of each task and involving subtraction by drawing a comparison bar Lessoandd3rePsrsorbelmemedSioaltviionng needs. 4 Checmk odel. a) 14 WordFprroomblemPRs1ME Mathematics Coursework Book: if your answer 1 5 13 2 is correct. Task 8 req–u1ir68e76s students to solve a 1-step word problem LearnCoursework Book Practice 8 (CWB pp. 48–49) A htaaidlor6A7shfsoespwigeharnbde2alt5s3.llnteackstikess. involving sThuerbe atrrea67cfetwioer nbeltbs thyandrawing a part-whole bar It to students as homework. Use the neckties. a) HHoofwwommllaaonnwyy bnieencltgsktaiernes aothnetdereb?selttsoareidtheerne atiltfoygetthheer? skills needed for each model. My answer is correct. b) 1 task and address remediation needs. For answb) e–rs413 ,138 g9 o to CW Manual pp. 125–126. Understand There are 253 neckties. There are the problem. 67 fewer belts. I have to find the 6 number of belts and the total 2 53 number of neckties and belts. There are 253 neckties. Practice 8 (CWB pp. 54–55)Plan My answer is correct. 2 what to do. v Blended Learning Programv I can draw a bar model 1. Understand 2. Plan 3. Answer 4. Check to show the number of Class practicneeck(tiFesoarndPbreiltns. t-based Program): From PR1ME Mathematics Interactive Edition: 3 TWAanosrwkseokru.t1thereqau) irneecsktisestudents25t3o solve a 1-step word problSSPeohraolmvwcettyihcoeuesres9wwoPAorkrrdscaslpeicrgaorbtlnyilec. mtehs. eD2rat(waCbsBakrsmpto.od6el8ss tt)ouhdelep nyotus. as classwork for involving subtraction. The comparison bar model is 1. summative assessment.Understand Use the corresponding lesson provided to bgeltus ide them. 2. Plan 3. Answer 4. Check ? 253 – 67 = 186 67 1 14 13 1. A syrnupofatcetosrytmoaikdese46n1tbifoyttletshoef oroanbgejesycrutpivineasdaoy.f each task and 2 5 aIt )maHakoedws 1md9a8rnefeyswbseortrtbeleosmttolefesaopdfpaileappstylierouspynrduopne. es itemdakse. in a day? RemediatioTnhere are 186 belts. – 67 b) How many bottles of syrup does it make in a day in total? 186 Task 1: Highlight that we have to find the number a) 461 There are fewer bottles of sotfusdtuednetsntbth)sainnnecHkHtieaas llll B. Poi2n53t out that Hall B has fewer Lesson 3: Problem Solvingorange A, so we subtra? ct to find the number syrup apple apple syrup than orange syrup. I should subtract. of students inbelHts all B. syrup Duration: ? h= 198 186 1 2 253 253 + 186 = 439 +186 There are 439 neckties and Ivt maBkeles ndedboLtetleas ornf aipnpgle sPyrruop gin raadmay.v 439 Teaching tipbselts altogether. SCHOLASTIC Task 1 56 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6939-6 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6939-6 57 ¾ Use the 4-step problem solving approach to From PR1ME Mathematics Interactive Edition: go through the word problem. Let’s Learn (CB pp. 69–70) ¾ Go through the comparison bar model with Go through the teaching example with students for students and highlight that we are finding a concept development. Use the detailed lesson plan part of the whole. CgoivuernseinwthoerkcoMrreasnpuoandl ing lesson notes to carry out ¾ Go through the subtraction in vertical form the teaching. with students. Reiterate the importance of aligning the digits of each number in Learn the correct place value when writing the Word problems (CWB pp. 56–57) subtraction in vertical form. Independent practice (For Print-based Program): Learning Outcomes: • Solve a 2-step word problem involving addition Task 2 requires students to solve a 1-step word problem and subtraction involving subtraction by drawing a part-whole bar • Use a part-whole bar model or a comparison bar model to represent an addition or 1 model. subtraction situation Understand Have students read the wordTask 3 requires students to solve a 1-step word problem Materials: • 1 copy of Create Your Own Worksheet (WS3.2) involving subtraction by drawing a comparison bar per group problem tmhoedenl. articulate in their own words what information is Overview v Blended Learning Programv given and what is unknown. This word problem requires students to apply the skill Pose questions to direct of adding and subtracting numbers within 1000 with From PR1ME Mathematics Interactive Edition: students. regrouping. Go through the word problem using the Let’s Do (CB p. 71) 4-step Understand-Plan-Answer-Check process. Assign the tasks to students as classwork for 44 Chapter 3 formative assessment. Use the corresponding lesson Have st©u2d01e7nScthsorleasaticdEdtuhceatiownoInrtdernpatrioonballe(S)mPteoLntd CWB p. 56 notes to identify the objectives of each task and ISBN 978-981-47-6951-8 address remediation needs. and underline the key information. This helps them understand the word problem and interpret it correctly. 2 Plan 1. Understand the problem. Exercises 12–13 (PB pp. 49–53) – Explain to students that they need to find the Assign the tasks to students as classwork for further Have students plan how to number of belts first before finding the total formative assessment. Use the corresponding lesson solve the problem. Have them number of neckties and belts. notes to identify the objectives of each task and discuss the various strategies address remediation needs. they have learned and choose 2. Plan what to do. one. – Point out to students that they can draw a bar From PR1ME Mathematics Coursework Book: model to help them solve the word problem. Coursework Book Practice 9 (CWB pp. 51–54) 3 Answer Assign all tasks to students as homework. Use the 3. Work out the Answer. following notes to identify the skills needed for each Have students solve the (a) task and address remediation needs. problem using the chosen strategy. – Draw a comparison bar model as shown on Practice 9 (CWB pp. 57–60) CWB p. 56 for part (a). Explain to students that 4 Check the shorter bar represents the number of belts Class practice (For Print-based Program): Have students check their because there are fewer belts than neckties. answer for accuracy or Task 1 requires students to solve a 2-step word problem reasonableness. – Guide students to see that in order to find involving addition and subtraction. Comparison bar Explore other strategies if time the number of belts, they need to subtract. models are provided to guide them. permits. Write the subtraction sentence as well as the subtraction of 67 from 253 in vertical form Remediation © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 on the board. Have a student work out the Task 1(a): Highlight that the juice syrup factory makes difference in the vertical form on the board fewer bottles of apple syrup than orange syrup. Hence and conclude that there are 186 belts. we need to subtract to find the number of bottles of apple syrup it makes in a day. (b) – Draw a comparison bar model as shown on Task 1(b): Highlight that to find the total number of CWB p. 56 for part (b). Point out to students that bottles of syrup the factory makes in a day, we have they have to find the total number of neckties to add the number of bottles of orange syrup and and belts. the number of bottles of apple syrup. – Since the number of neckties and the number of belts are known, students should be able to Teaching tips see that they need to add the two parts to find Task 1 the whole. Write the addition sentence as well as the addition of 253 and 186 in the vertical ¾ Use the 4-step problem solving approach to form on the board. Have a student work out go through the word problem. the sum in the vertical form on the board and conclude that there are 439 neckties and belts ¾ Go through the comparison bar models altogether. with students and highlight that a longer bar means a greater number. 4. Check if your answer is correct. (a) ¾ When working out the answer, remind students to write the addition and subtraction – Guide students to check their answers by sentences clearly. Go through the addition subtracting the answer they get (i.e. 186) from and subtraction in vertical form with students. 253. Point out to students that the value should Reiterate the importance of aligning the digits be the number of fewer belts given in the word of each number in the correct place value problem. when writing the addition or subtraction in vertical form. (b) – Guide students to check their answers by T11 subtracting 186 from the answer they get (i.e. 439). Point out to students that the value should be the number of neckties given in the word problem.

involving addition of three numbers with regrouping in Learning Outcome: hundreds, tens and ones. They can draw a part-whole • Solve a non-routine problem on addition within bar model to help them. 1000 with regrouping using the strategies of guess and check and working backwards For answers, go to CW Manual p. 126. Materials: Teaching Concepts and Skills — Prob• le1 mcopyPofoMsinidnstgretcher (BM3.1) per student Print-based Program Create Your Own tasks provide students wOitvhervaienw opportunity to pose word problems. This improves their uvndBleendrsetdaLenadrniinnggProogrfamwvord problems andTrehliasintpiorconbsuhleilpmcbareetqtwueeiresenspsatudoddseitiniottinsvtaoenkdnaosuwtbtttirhtaeucitndiovneerassendtowards problem solving. Tasks FarormePRc1MoEnMsatthreumcattiecsdIntewracittivhe Edsiptioen:cific conhfosartmvre.aTahisnetrsottsnragtetugonidees trinsettarosndtduincsgetodufhdaedreedihntioetnlpsi’nstuvmderetincatastl hematical thinking and compCAresresihganteethYneosutiaroOsknwto.n (CB p. 72) students as classwork. Have them to interpret the information presented and work backwards to make guesses about the missing data complete the task in groups. Facilitate discussions before verifying the validity of their guesses. Go through the prCoobulersmewusoinrkgMthaenu4-asltep Understand-Plan- CuosiunrgsethweorckoMrreasnpuoanlding lesson notes. Have students get into groups. Distribute a copy of Answer-Check process. Create Your Own Worksheet (WS3.2) to each group. WS3.2 Create Your Own Worksheet Have them discuss the problem presented. Ask a student from each group to present the questions they Distribute a copy of Mind stretcher (BM3.1) to each came up with, as well as the answers. student. Have theUmse uthnedgeivrleinnewtohrdeskaenydinnufomrbmearsttioonw.rite This helps them toau) nodneersataddnidtiotnhweoprdropbrolebmlema.nd interpret it correcbtl)y. one subtraction word problem. Then, solve the word problems. – Students should be able to identify ‘Dia’, 1. Understand the problem. Julio ‘Julio’, ‘Andy’ and ‘Yara’ as subjects when – Guide students to sDeiae that thestraemaprse 3 digitgsive away left constructing the word problems, and ‘stamps’, 483 ‘stickers’, ‘game cards’ and ‘erasers’ as ninutmhebefirrsot fntuhmebveesrrttiacickneadrlsf2odrmighiotosfwianmdthdaenityiosenc. ond Andy erasers objects. Highlight to them tYhaarat theregaamree3cadridgsits altogether – The numbers ‘483’, ‘163’ and ‘342’ should be missing. used in the word problems as numerical values to be subtracted from or added to. – Remind students th1a6t3we add ab3u-ydigit numbe3r 42 and a 2-digit number by adding the ones, then – Guide students to see that ‘give away’ and ‘left’ can also be used to construct an addition the tens and lastly, the hundreds. word problem. Similarly, ‘altogether’ and ‘buy’ can be used to construct an addition word – Tell students that addition of the two numbers problem. may involve regrouping. Highlight to them that the digits in the tens place of both numbers are the same. For sample answers, go to CW Manual p. 126. 46 Chapter 3 SCHOLASTIC © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Consolidate Phase 3 Mastery Summative Assessment –– Review Reviews appear after every two or three chapters. Systematic variation of tasks and consolidation of concepts and skills reinforce students’ understanding and assess their ability to interpret144 Teacher'sResources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 knowledge gained and apply their understanding. Coursework Manual Coursework Manual Assign Reviews as class tests 1. Understand the problem. Review 1 for summative assessment or homework. – Guide students to see thaWt RSo2l.a3nRdehvaies wmo1re cards than David. The objective of each task Materials: is stated in the Coursework Manual, enabling teachers – Exp1.lainWtoritestuthdeennutms bthearst. they need to nd the • 1 copy of Review 1 (WS2.3) per student to identify and address areas of weakness. numbear )oftchraeredtshRoouslaanndd, fniveeehdusndtoregdivaendDtawveindtys-oseven that theby) heaigvhet tthhoeussaanmde, fonuurmhubnedrreodf acnadrdsisx. Task 1 requires students to write a 4-digit number given Answers are provided for all tasks and worked solutions its corresponding number word. are provided for all word problems. 2. P–lanmPwooh2ind.atetoltouWato)trdittheoo4e.1tslh9pte8utdnhueemnmtbseutrhns aidntewtrhsoteradyns.cdathnbed) prar7ow0b3a2lebmar Task 1(b) requires students to use zeros as placeholders when writing the number. and plan the steps to solve the problem. Task 2 requires students to read a 4-digit number and 3. Write the numbers. write the corresponding number word. 3. Work out thae) An20s0w0e+r.400 + 10 = _____ Task 3 requires students to identify the value of each – Guide sbt)ud5e9n03ts=to50d00ra+w90t0h+e_c__o_m_ parison bar model as shown on Mind stretcher (BM2.1) on digit in a 4-digit number and complete the expanded the4.boaFirlldin. the blanks. form of the number. – Explainat)o sIntu1d3e59n,ttshtehdaigt istin1 ciseinRthoela_n__d__hpalas cmeo. re cards thb)anInD6a4v0i7d, ,thReodlaignitd__w__il_l hisainvtehetotegnisvpelace. Task 4 requires students to identify the digit of a place some ocf)hisInc9a8r2d0,stthoe Ddiagvitid8 hinasoardvealrufeoor fth__e_m__.to value in each 4-digit number, and the value of that have the same number of cards. digit. – Gu5i.de sFtilul idn ethnetsctirocleses ewithha>toirn<o. rder for the both of thema)to2h1a73ve th2e20s4ame numb)be4r0o35f car4d3s5, Task 5 requires students to use the ‘<’ and ‘>’ symbols Rolandch) as67to35sha6re75h3is excessdc) ar8d29s2with8294 to compare two numbers. David equally. – Usi6n.g thAerracnogme pthaerinsuomnbbearsrinmoorddeerl.,Bheiggihnlwigihtht tthoe smallest. Task 6 requires students to compare and order four students that they need to rst nd how many 4-digit numbers. more car3d6s47Roland h37a4s6than Da3v46id7. Then, 3th67e4y have to halve the difference to nd how many Task 7 requires students to count on or back in steps ca7r.ds RCoolamnpdlestehothueldnugmivbeertopaDttaevrnids.. of 1, 10, 100 or 1000 to complete the number patterns. – Guide sat)ud2e2n45ts, _t_o__s_u,b_t_r_a__c,t5426456,962fr4o5m, 72446587 in Task 8 requires students to associate the term ‘sum’ the verbtic) a7l 7fo02rm, 7.70T1h,e_n__, _g_u, i_d_e__t_h,e7m698t,o76d9iv7ide the diffce)ren19c5e3,b1y9623,a1n97d3,c1o9n83c,lu__d_e__t,h__a_t__Roland with addition and the term ‘difference’ with needs tdo) g4iv6e019, _c__a_r_d, s48to01D, 4a9v01id, ._____, 5101 subtraction. 4. Check if your answer is correct. Task 9 requires students to add or subtract with or – Have students nd the number of cards without regrouping. Roland and David each has in the end. – Lead students to conclude that since 4687 – 9 Task 10 requires students to solve a 1-step word = 4678 and 4669 + 9 = 4678, both Roland and problem involving subtraction. David have the same number of cards.© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 So, the answer is correct. Answers 175 Task 11 requires students to solve a 1-step word problem involving addition. Task 12 requires students to solve a 2-step word Reiterate the following points: problem involving addition. – We add to nd the sum of two numbers. – We subtract to nd the difference between Task 13 requires students to solve a 2-step word two numbers. problem involving addition and subtraction. – We regroup if necessary when adding to or subtracting from a 4-digit number. Task 14 requires students to solve a 2-step word T12 – Wmoedcealsntdorsaowlvepaardt-dwithioonleaonrdcosumbptraarcistoionnba©r 2017 SchomplraaosybtilcuesmEed.oDuncelyapsetuionbdntrinIangctetoiornnnathotierounmsaeeltb(hSoo)tdhPtcaehdLodtsdietionIn,SBsatNund9d7e8n-9t8s1-47-6949-5 word problems. subtraction to solve the word problem. For answers, go to CW Manual pp. 149–150.

Summative Assessment –– Extended Learning Print-based Program Mind stretcher tasks are non-routine and are designed to develop higher order thinking skills. New problem solving strategies are also introduced. Coursework Manual Coursework Manual BM3.1 Mind stretcher 2 LIonodkeaptethnedetennts.practice (For Print-based Program): 2. Plan what to do. – Point out to students that they can make a Learn 9–1=8 1+ + =9 v Blended Learning Programv guess for each of the missing digits before checking if the numbers add up to 990. Adele wants to add two numbers. 4Ta+s4k=28requires students to solve a 2-step word problem From PR1ME Mathematics Interactive Edition: Reiterate the following po The digits in the tens place are the same. ic+nov8molvp144iangri55soanddbiatior mn aonddelss.ubtraction by drawing Practice 3 (CB p. 72) 3. Work out the Answer. – We can add or sub Fill in the missing digits and find the two numbers. 8 Assign the tasks to students as classwork for – Highlight to students that to add a 3-digit with regrouping. +5 summative assessment. Use the corresponding lesson number and a 2-digit number, they have to – We can use a part Tas9k 39re0quires students to solve a 2-step word problem notes to identify the objectives of each task and first add the ones, before adding the tens, and comparison bar m 990 involving addition and subtraction by drawing a part- address remediation needs. lastly the hundreds. addition and subtr 3 Lwoohkoalet tbhaerhmunoddreedl.s. 1 Understand How many digits are there in each 4 Check v Blended Learning Programv Guess 1 the problem. of the two numbers? Did you answer TaL8es+tk’0s 4gisonreobtaqecuqkiurteoalsSttosetp9u.2d. ents to solve a 2-step word problem – Guide students to see that they cannot add How many digits are missing? the question? involving addition and subtraction by drawing a From PR1ME Mathematics Interactive Edition: 2 Plan what to do. How do I add a 3-digit number Is your answer comparison model. Mind stretcher (CB pp. 73–74) a number to 5 and get 0, but they can add 5 and a 2-digit number? correct? Go through the problem with students. Use the and 5 to get 10. Do I need to regroup? GueTasssk2 5 requires students to solve a 1-step word problem detailed lesson plan given in the corresponding – Write the digits and the regrouping of ones in 3 Work out the 2 Linovook lavtinthgeatednds.ition o1f+three+num=b9er7s with regrouping in lesson notes to carry out the teaching. the vertical form as shown. I can guess and check and Answer. 1t9en– s1a=n1d8 ones. – Guide students to add the tens next. Bring to work backwards. 9to+ h9e=lp18them. They1 +can d+raw a= 1p9a3rt-whole bar model Learn their attention that the digits in the tens place 4 Check Regroup the tens. Mind stretcher are the same. Since 4 and 4 make 8, the Did you answer 11 missing digits are 4 and 4. 3 Work out the the question? Learning Outcome: – Write the digits in the tens place of the vertical Answer. To add a 3-digit number and a Is your answer Tas8k 69re5quires students to solve a 2-step word problem • Solve a non-routine problem on addition within form as shown. 2-digit number, first add the ones. correct? i+nvolv9ing5addition and subtraction by drawing a 1000 with regrouping using the strategies of Then, add the tens. guess and check and working backwards 4. Check if your answer is correct. Lastly, add the hundreds. co9mp9ari0son model. – Guide students to look at the hundreds. Materials: Highlight to them that since 8 + 0 does not Guess 1 3 LToaoskka7t rtehequhuirnedsrsetdusd. ents to solve a 1-step word problem • 1 copy of Mind stretcher (BM3.1) per student equal 9, they have to go back to Step 2 and 1ihn+uvn8odlv=rien9dgsa, tdednistioanndofotnheres.eThneuymcbaenrs with regrouping in make another guess. 1 Look at the ones. draw a part-whole 3. Work out the Answer. 5 + 5 = 10 +5=0 7 Thebtawromnuomdbeel rtsoahree8lp95thaendm9.5. + 5 = 10 3 1 Regroup the ones. 89F5o+r9a5 n= s9w90ers, go to CW Manual p. 126. 85 Both numbers have the same digit in the tens place. +5 My answer is correct. 990 v Blended Learning Programv Overview Guess 2 This problem requires students to know the inverse – Guide students to look at the tens. Remind 1. Understand 2. Plan F3.roAnmswePr R1M4E. MCheactkhematics Interactive Edition: relationship between addition and subtraction and have a strong understanding of addition in vertical them that 1 ten was regrouped from 10 ones. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Teacher's Resources 141 142 Teacher's Resources Create Your Own (CB p. 72) form. The strategies introduced here help students Highlight to them that the second guess is that Assign the task to students as classwork. Have them© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 to interpret the information presented and work the values of the two missing digits and the digit backwards to make guesses about the missing data 1 from the ten that was regrouped add up to 1. Understandcusotinmhgeptlhepeteroctobhrerleetsampsok.nindginrgoulepsss.oFnancoilitteast.e discussions 19. Hence, the missing digits are 9 and 9. – Guide students to see that Roland has more befRoerevvieeriwfyin1g the validity of their guesses. Go – Write the digits and the regrouping of tens in the vertical form. Guide students through the through the problem using the 4-step Understand-Plan- addition and the regrouping of 19 tens into 1 hundred 9 tens. AnsMwaert-eCrhieaclsk:process. SCHOLASTIC cards tHhaavensDtuadevnidts.get into groups. Distribute a copy of – ExplainCrteoatsetuYdouernOtws nthWaotrktshheeytn(WeSe3d.2)ttoo enacdhtghroeup. Distribut•e a c1opcyoopf yMiondf Rsterevtciehewr (1BM(W3.1S)2to.3e)apceh r student – Bring their attention to the hundreds and highlight that since 1 + 8 = 9, the two numbers numbeHraovef tchaemrddsisRcouslsatnhedpnroebeledms ptoresgeinvteedD. Aasvk iad so student. Have them underline the key information. that thscetauymdehenaut vpfreowmitthhe,eaacsshawgmerloleauspntthuoemparbenssewernetorstf.hecaqurdesst.ions they are 895 and 95. TinhtiesTrhaperselkpts1itthcreeomrqreutcoitrlueyn.sdsetrustdanedntthsetoprowbrleitme aand4-digit number given its corresponding number word. 4. Check if your answer is correct. 2. Plan what to d– o.Students should be able to identify ‘Dia’, 1. UTnadsekrs1ta(nbd)trheeqpuroirbelesms.tudents to use zeros as – Have students add 895 and 95 using the thoes‘c‘lpsJtotuuicnltdioskhte’ere,urns‘cmA’,ttnis‘ngdugtayhnt’mahdaeetenwcdtrhsao‘teYrraddaysnrp’acdar’oanabtdhnslese‘muedbrpsra,ajesraeocwnrtbsds’awla‘eshstbmaeamnrps’, p– lacGeuhidoeldstuedrsenwtshtoensewe trhitaint gthethreeanreu3mdbigeitsr. vertical form. Have a student work out the sum – Point out on the board. model to in the first number and 2 digits in the second – Guide them to see that 895 + 95 = 990. Highlight number of the vertical form of addition. and plan theobsjteecptss. to solve the problem. TaskH2ighreligqhut tiroetshestmudtheant tthsetroe arerea3ddaigit4s-digit number antdo them that since the digits in the tens place, 9, are the same, the answer is correct. – The numbers ‘483’, ‘163’ and ‘342’ should be writemitshsineg.corresponding number word. 3. Work out the Anstuwosebeder.insutbhterawcoterdd problems as numerical values – Remind students that we add a 3-digit number from or added to. – Guide stu–deGnutsidteostdudraewntstthoeseceothmatp‘gaivriesoanwabya’ ar nd Taskath3nedrteeanq2s-udaiinrgeditslnasusttmulydb, teehrenbthysuantdoddreiidndges.tnhteifoyntehs,ethveanlue of each d– igitTeinll staud4e-ndtsigthitant audmdbitioenr oafnthde ctwoomnupmlebteersthe expanded model as sho‘lewftn’ coann aMlsoinbdesutsreedtctohceorn(sBtrMuc2t .a1n)aodndition – tEhxeplbaoinatrod.stuwpcdaroonerbdnblepetmsrou.tbsheledamtto.sSicnimocnilaestrrlyuR,co‘talaaltnongadedthdhieatiros’namwndoorr‘debuy’ formmoayf itnhveolvneuremgbroeupr.ing. Highlight to them that cards than David, Roland will have to give the digits in the tens place of both numbers are some oFforhsiasmcpalerdasnstwoeDrs,agvoidtoinCWorMdaenrufaol rp.th12e6m. to the same. Task 4 requires students to identify the digit of a place value in each 4-digit number, and the value of that have the same number of cards. digit. – Guide students to see that in order for the both of them to have the same number of cards, Task 5 requires students to use the ‘<’ and ‘>’ symbols Roland has to share his excess cards with to compare two numbers. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 David 4e6quCahlalypt.er 3 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 – Using the comparison bar model, highlight to Task 6 requires students to compare and order four students that they need to rst nd how many 4-digit numbers. Wrapping Up the Chapter more cards Roland has than David. Then, they Task 7 requires students to count on or back in steps have to halve the difference to nd how many of 1, 10, 100 or 1000 to complete the number patterns. cards Roland should give to David. Ending the by – Guide students to subtract 4669 from 4687 in chapter summarizing the key learning points helps students realizethe vertical form. Then, guide them to divide how much Task 8 requires students to associate the term ‘sum’ the difference by 2 and conclude that Roland with addition and the term ‘difference’ with learning has taken place. This helpsneetdhs teo gmive organize9 cards to David. the informsubtaracttiioon.n into a meaningful context in their minds and ensures learning is solidified for future lessons. This is a crucial step to help4. Check if your answer is correct. students – Have students nd the number of cards Task 9 requires students to add or subtract with or without regrouping. remember and apply the information they have learned.Roland and David each has in the end. Task 10 requires students to solve a 1-step word – Lead students to conclude that since 4687 – 9 = 4678 and 4669 + 9 = 4678, both Roland and problem involving subtraction. David have the same number of cards. CoursewSoo, rtkheManasnwueraisl correct. Task 11 requires students to solve a 1-step word problem involving addition. Reiterate the following points: Task 12 requires students to solve a 2-step word – We add to nd the sum of two numbers. problem involving addition. – We subtract to nd the difference between two numbers. Task 13 requires students to solve a 2-step word – We regroup if necessary when adding to or problem involving addition and subtraction. subtracting from a 4-digit number. – We can draw part-whole or comparison bar Task 14 requires students to solve a 2-step word models to solve addition and subtraction problem. Depending on the method chosen, students word problems. may use only subtraction or use both addition and subtraction to solve the word problem. For answers, go to CW Manual pp. 149–150. ™ Blended Learning Program™ From PR1ME Mathematics Interactive Edition: Review 1 (PB pp. 35–40) Assign the tasks to students as classwork for summative assessment. Use the objectives and chapter references given for each task in the corresponding lesson notes to address remediation needs. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 Chapter 2 39 © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 T13

Blended Learning Program T14 Instructional Design Scholastic TM Mathematics (Philippine Edition) is designed on a pedagogical model that ensures teaching and learning are effective, measurable and diagnostic. Each chapter of the Coursework Book involves three phases of learning: readiness, engagement and mastery. A simple model of the instructional design is presented below. SCHhase 1: Readiness Phase 2: Engagement Phase 3: Mastery O* P * * Practice Book * Exercises (Coursebook) Practice* * Practice Book LLet’s Remember Learn Practice ChapterWrap-up Review offers an Coursework Book Aopportunity for Learn and Practice systematic recall and assessment of provide opportunities for home revision and Sprior knowledge independent practice. in preparation for Tnew learning. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5 Let’s Learn introduces new concepts Coursebook Chapter Wrap-up Practice and builds on concepts and skills at the end of the Book Reviews learned previously. Practice after chapter summarizes provide each lesson the key learning summative Let’s Do and Practice Book provides points of the assessment and Exercises provide formative opportunities chapter. consolidation of assessment. for summative concepts and assessment. skills learned IC*Found in the Interactive Edition across various topics. Using the Coursework Manual • answers for tasks, with worked solutions for all word problems • photocopiables for class activities This Coursework Manual includes: • Developmental Continuum for all six years/grades • detailed Scheme of Work • lesson plans

Plan Blended Learning Program The Developmental Continuum offers the overall plan for learning outcomes over the six-year course. Teachers can refer to this to understand the scope of teaching that takes place at each Developmental Continuumyear/grade. Coursework Manual Year/Grade 1 Year/Grade 2 Year/Grade 3 NUMBERS AND NUMBER SENSE Whole Numbers / Count within 100. Count within 1000. Read and write a number Place Value within 10 000 — the numeral and the corresponding number word. Read and write a number Read and write a number Use number notation and from 0 to 100 — the numeral from 0 to 1000 — the numeral place values (thousands, and the corresponding and the corresponding hundreds, tens, ones). number word. number word. Count on and backwards Use number notation and Compare and order The Scheme of Work preceding ewiathcin h100c. hapter is desiptgelanncs,eeovdnaelsut)e.os (ahusnsdisretdisn, plannunminbegrs wthithein 1c0u00rr0i.culum for the entire year and to prepare for teaching individual chapters. Use number notation and Compare and order Find the number which is 1, place values (tens, ones). numbers within 1000. 10, 100 or 1000 more than Ecaocmhpbrisoinogkn(soauprmbleabosesnurtshwta1i9tnh)0sineah1mg0oiv0eue0nsr0st. eorf Coursework ManualSCHOLASTIC Estimate the number of Use the symbols i‘n>’starnudc‘<ti’on. IdTeenatifcyhodedrsacndaenveandjust aSennsdeothbSajuencb1t0tsr0ianocabtjgeiorcotnus.pwoiftfhewReer grofuorpcionmgparison otfhneumdbuerrsa. tionnusmbbearss.ed on the Chapter 3: Addition school calendar and the pace of Compare the number of 1Fi0ndorth10e0nmumorbeetrhinwadnhic(ivohridilseu1ss,al coNlraadmisnseaelans.upmosbiteiornfruosming1statno Strand: Numbers and Number objects in two or more sets. than) a given number within 100th. Total Duration: 14 h 40 min Scheme of Work Blended Learnin1g0P0ro0g.ram Print-based Program Lesson Learning Outcomes Vocabulary Compare and ordeMr aterials ReadReswouhrcoelse numbersMwateitrhiailns IdentiRfeysoaunrcdes use the pattern numbers within 100. 1•00C0B po. n41 a numb•e1r clionpey.of Let’s of naming ordinal numbers Let’s • Add within 1000 without Remember regrouping and use a part- Remember from 1st to 100th Worksheet (WS3.1) (40 min) whole bar model to represent an addition situation per student • Subtract within 1000 without Find the number which is Name a position using an Identify the position of an regrouping and use a part- 1 or 10 more than (or less ordinal number from 1st to object from a given point of whole bar model to represent a subtraction situation than) a given number 20th. reference. within 100. • Solve a 1-step word problem involving subtraction and use a comparison bar model to represent a subtraction Make a number story to Identify and use the pattern situation illustrate a number bond for of naming ordinal numbers Lesson 1: Addition with Regrouping 5 to 10. from 1st to 20th 6h Adding with • Add within 1000 with Write a numbe•r bBaosne dtenfoblroc5ks • CB pp. 42–44 • Base ten blocks • CWB pp. 36–37 to 10. • PB pp. 31–32 regrouping regrouping in ones • CWB pp. 36–37 in ones Adding with • Add within 1000 with Name a position using an • CB pp. 45–47 • CWB pp. 38–39 ordinal number from 1st to • PB pp. 33–34 regrouping regrouping in tens • CWB pp. 38–39 • CWB pp. 40–42 in tens Associate the terms ‘sum’ and ‘difference’ with Adding with • Add within 1000 with 10th and position words. • CB pp. 48–51 addition and subtraction respectively. regrouping regrouping in tens and ones • PB pp. 35–39 in tens andAddition / Subtraction ones Use picture cutouts (or other O• bCsWeBrvpep. 4a0n–4d2 apply the tmhaenmipeualantiinvgess)Motfoaaidlltudesittrriaioatnels identity, commutative and A listing of objectives and list associative properties of resources for each lesson makes planning quick and easy. and subtraction. addition. Resources list Key mathematicalMake a number story CB: CoursebookAdd or subtract within 1000. Add or subtract within© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Use a parPt-Bw:hPorlaecbtaicremBoodoekl 10 000. for a given addition or subtractetiormn sesntence. or a compCaWrisBo:nCboaurrmseowdoelrk Book to represent an addition or subtraction situation. Each chapter begins with Note fWorriteTaenaucmhbeer rsesn.teTnhcies foidr eSnotlvifeieups ttoh2e-stekpewyordmatheUsme aaptaicrt-awhl oidle ebaar ms oodfelthe chapter. a given situation involving problems involving addition or a comparison bar model addition or subtraction. and subtracCtioonu.rsework to represent an addition or Manual subtraction situation. Note for Teachers Chapter 3 Learn In this chapter, students will progress to addition Addition and Subtraction Adding with regrouping in ones (CWB p. 36) and subtraction of 3-digit numbers with with Regrouping regrouping. Students can draw part-whole or© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Learning Outcome: comparison bar models to help them solve Chapter Overview • Add within 1000 with regrouping in ones addition and subtraction word problems. Let’s Remember Lesson 1: Addition with Regrouping Materials: © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 Lesson 2: Subtraction with Regrouping • Base ten blocks Lesson 3: Problem Solving Stage: Concrete Experience Note for Teachers Begin by using base ten blocks to demonstrate the In this chapter, students will progress to addition addition of 426 and 146. This allows students to have and subtraction of 3-digit numbers with regrouping. a concrete experience of the regrouping that takes Students can draw part-whole or comparison bar place in the ones place during the addition process. models to help them solve addition and subtraction It also reinforces the concept of addition as putting word problems. together. Grouping the unit cubes together first, followed by the ten-rods and lastly the hundred- Recall Prior Knowledge T23squares, introduces students to the process of adding the ones first, followed by the tens and lastly the hundreds. v Blended Learning Programv – Distribute base ten blocks to students and have T15 them follow each step of your demonstration. From PR1ME Mathematics Interactive Edition: Let’s Remember (CB p. 41) – Use 4 hundred-squares, 2 ten-rods and 6 unit Assign the tasks to students as classwork to cubes to represent 426. Use 1 hundred-square, identify gaps in students’ understanding. Use the 4 ten-rods and 6 unit cubes to represent 146. objectives and chapter references given for each task in the corresponding lesson notes to address – Group the unit cubes together. Have students remediation needs. see that there are 12 unit cubes in all. Guide them to see that since 10 ones = 1 ten, we Distribute a copy of Let’s Remember Worksheet (WS3.1) combine 10 of the unit cubes to form a ten-rod to each student. Have students attempt the worksheet and place it together with the rest of the ten- to help them recall these previously acquired related rods. Have students see that there are 2 unit knowledge: cubes left after the regrouping exercise. • Add within 1000 without regrouping and use a – Group the ten-rods together and have students part-whole bar model to represent an addition see that there are 7 ten-rods in all. situation (CWB 2A Chapter 2) – Group the hundred-squares together and have • Subtract within 1000 without regrouping and students see that there are 5 hundred-squares use a part-whole bar model to represent a in all. subtraction situation (CWB 2A Chapter 2) – Lead students to see that 5 hundred-squares, • Solve a 1-step word problem involving 7 ten-rods and 2 unit cubes represent 572. subtraction and use a comparison bar model Hence, the sum of 426 and 146 is 572. to represent a subtraction situation (CWB 2A Chapter 2) Stage: Pictorial Representation Follow up by relating the base ten blocks activity to For answers, go to CW Manual p. 126. the tables of the base ten blocks on CWB p. 36. This helps students to transit from concrete experience to Lesson 1: Addition with Regrouping pictorial representation. The first row of blocks in the table represents the augend, the second row of blocks Duration: 6 h represents the addend and the final row represents the sum. This presentation parallels the addition of numbers v Blended Learning Programv in vertical form. It aids the transition from pictorial representation to abstract representation later on. From PR1ME Mathematics Interactive Edition: Let’s Learn (CB pp. 42–43) – Refer students to the table of the base ten Go through the teaching examples with students for blocks on CWB p. 36. Draw their attention to concept development. Use the detailed lesson plan the columns with the unit cubes and highlight the regrouping of the unit cubes. Relate it back to the combining of 10 unit cubes to form a ten-rod. Show students the final number

Teach Blended Learning Program Phase 1 Readiness SCHOLASTICChecking for Prior Knowledge Let’s Remember is a recall feature to identify students at risk before a new concept is introduced. If students are not able to answer the tasks in Let’s Remember correctly, teachers may use the objective of each task to identify gaps in their understanding and refer to the chapter reference for remediation. Coursework Manual Chapter 3 Learn Addition and Subtraction Adding with regrouping in ones (CWB p. 36) with Regrouping Learning Outcome: Chapter Overview • Add within 1000 with regrouping in ones Let’s Remember Lesson 1: Addition with Regrouping Materials: Lesson 2: Subtraction with Regrouping • Base ten blocks Lesson 3: Problem Solving Stage: Concrete Experience Note for Teachers Begin by using base ten blocks to demonstrate the In this chapter, students will progress to addition addition of 426 and 146. This allows students to have and subtraction of 3-digit numbers with regrouping. a concrete experience of the regrouping that takes Students can draw part-whole or comparison bar place in the ones place during the addition process. models to help them solve addition and subtraction It also reinforces the concept of addition as putting word problems. together. Grouping the unit cubes together first, followed by the ten-rods and lastly the hundred- Recall Prior Knowledge squares, introduces students to the process of adding the ones first, followed by the tens and lastly the hundreds. Instructions in grey boxes v Blended Learning Programv – Distribute base ten blocks to students and have throughout the Coursework them follow each step of your demonstration. Manual are for teachers using From PR1ME Mathematics Interactive Edition: the Blended Learning Program. Let’s Remember (CB p. 41) – Use 4 hundred-squares, 2 ten-rods and 6 unit Assign the tasks to students as classwork to cubes to represent 426. Use 1 hundred-square, Interactive Edition identify gaps in students’ understanding. Use the 4 ten-rods and 6 unit cubes to represent 146. objectives and chapter references given for each task in the corresponding lesson notes to address – Group the unit cubes together. Have students remediation needs. see that there are 12 unit cubes in all. Guide them to see that since 10 ones = 1 ten, we Distribute a copy of Let’s Remember Worksheet (WS3.1) combine 10 of the unit cubes to form a ten-rod to each student. Have students attempt the worksheet and place it together with the rest of the ten- to help them recall these previously acquired related rods. Have students see that there are 2 unit knowledge: cubes left after the regrouping exercise. • Add within 1000 without regrouping and use a – Group the ten-rods together and have students part-whole bar model to represent an addition see that there are 7 ten-rods in all. situation (CWB 2A Chapter 2) – Group the hundred-squares together and have • Subtract within 1000 without regrouping and students see that there are 5 hundred-squares use a part-whole bar model to represent a in all. subtraction situation (CWB 2A Chapter 2) – Lead students to see that 5 hundred-squares, • Solve a 1-step word problem involving 7 ten-rods and 2 unit cubes represent 572. subtraction and use a comparison bar model Hence, the sum of 426 and 146 is 572. to represent a subtraction situation (CWB 2A Chapter 2) Stage: Pictorial Representation Follow up by relating the base ten blocks activity to For answers, go to CW Manual p. 126. the tables of the base ten blocks on CWB p. 36. This helps students to transit from concrete experience to Lesson 1: Addition with Regrouping pictorial representation. The first row of blocks in the table represents the augend, the second row of blocks Duration: 6 h represents the addend and the final row represents the sum. This presentation parallels the addition of numbers v Blended Learning Programv in vertical form. It aids the transition from pictorial representation to abstract representation later on. From PR1ME Mathematics Interactive Edition: Let’s Learn (CB pp. 42–43) – Refer students to the table of the base ten Go through the teaching examples with students for concept development. Use the detailed lesson plan Clicking on the ‘Lessonblocks on CWB p. 36. Draw their attention to given in the corresponding lesson notes to carry out the teaching. the columns with the unit cubes and highlight the regroNupoingteofsth’etuanitbcudbeisr.eReclattesitteachers to the corresponding pageback to the combining of 10 unit cubes to form a ten-rod. Show students the final number in the Teacher’s Guide.of unit cubes in the last row and reiterate that after regrouping the ones, there are 2 ones left. Teachers are 30 Chapter 3 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 directed to the corresponding page in the Interactive Edition of the Coursebook. T16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

Phase 2 Engagement Blended Learning Program Teaching Concepts and Skills –– Developing Conceptual Understanding SCHOLASTIC Each chapter is taught over several lessons, with each lesson focusing on a concept or part of it. The lesson is designed with a two-part structure of concept introduction, and guided with practice and formative assessment. Each concept is taught using the three-stage Concrete-Pictorial-Abstract approach to develop deep conceptual understanding. Interactive Edition Begin a lesson by walking students through the list of learning objectives in the ‘You will learn to…’ box to encourage self-directed learning. Start Let’s Learn with a hands-on activity. This is the concrete stage of the learning journey. Students may be required to work individually or in groups. Teachers are encouraged to verbalize the content in the speech bubbles in the Coursebook to guide students’ thought processes. In the pictorial stage, guide students to represent mathematical ideas visually. Ensure that each student has progressed successfully to this stage before introducing abstract representation. This middle stage is a crucial link between the concrete experience and the abstract representation and serves to build a solid foundation. Once conceptual understanding is developed, progress to the abstract stage. The concept or skill is represented using only numbers and mathematical symbols. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 T17

Use the Coursework Book to complement the teaching in class. Examples presented for each Learn correspond to each Let’s Learn and provide students with further opportunities for home revision. Blended Learning Program Interactive Edition Coursework Book SCHOLASTIC Addition and Subtraction with Regrouping Lesson 1 Addition with Regrouping Learning Outcomes: • Add within 1000 with regrouping in the ones and tens places • Solve 1-step word problems Adding with regrouping in ones Learn Add 426 and 146. 426 146 572 1 Add the ones. 2 Add the tens. 3 Add the hundreds. H TO H TO H TO 1 1 1 42 6 42 6 42 6 +1 4 6 +1 4 6 +1 4 6 2 72 5 72 6 ones + 6 ones = 12 ones 10 ones = 1 ten 12 ones = 1 ten 2 ones We regroup 12 ones into 1 ten 2 ones. 426 + 146 = 572 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6939-6 Teaching Concepts and Skills — Formative Assessment There are opportunities for formative assessment within each lesson and across chapters. Let’s Do reinforces students’ learning through guided and systematically varied tasks. A link in the Interactive Edition leads students to the corresponding Exercises for more formative assessment. Interactive Edition After a concept is taught in Let’s Learn, assign Let’s Do tasks as class work. Discuss students’ responses and remediate if necessary. The objective of each Let’s Do task is stated in the Teacher’s Guide, enabling teachers to check learning. Answers are provided for all tasks. Interactive Edition To further reinforce and assess understanding, assign Exercises as homework. The objective and skills of each task are stated in the Lesson Notes enabling teachers to check learning and address remediation needs. T18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

address remediation needs. Stage: Abstract Representation Exercise 1 (PB pp. 31–32) Lastly, present the addition in vertical form. Having Assign the tasks to students as classwork for further gone through the previous stages, students will formative assessment. Use the corresponding lesson see how the algorithm relates to the pictorial notes to identify the objectives of each task and representation. This association is important as it helps address remediation needs. students to visualize the addition. It allows them to understand and interpret the vertical form, especially the writing of digits above the augend in the vertical Practice in the Coursework Book provides students with further opportunities for home practice.form when regrouping occurs. This is an anchor for learning addition with regrouping in other place Assign all the tasks in Practice to students as homework.values, as well as more advanced forms of regrouping that involve more than one place value. The three- From PR1ME Mathematics Coursework Book: Blended Learning Program Coursework Book Practice 1 (CWB p. 31) Assign all tasks to students as homework. Use the following notes to identify the skills needed for each task and address remediation needs. step approach (add the ones, then the tens and lastly necessary, the hundreds) guides students to add systematically, to When refer to the teaching tips in the Coursework Manualreducing the likelihood of careless mistakes when they address remediation are performing the addition in vertical form. Practice 1 (CWB p. 37) needs. Class practice (For Print-based Program): – Write the vertical form of ‘426 + 146’ on the board. First, guide students to add the ones. Task 1 requires students to add a 3-digit number and Have them look at the digits in the ones place a 1-digit, 2-digit or 3-digit number, with regrouping in Coursework Book in the vertical form of addition. Students should ones. The place values are provided in the vertical be able to state that 6 ones + 6 ones = 12 ones. formCoofuardsdeitwionotrokgMuidaenstuuadel nts. – Reiterate that 12 ones can be regrouped into 1 ten 2 ones. Relate the regrouping back to Remediation Practices1 the pictorial representation on the page. Have Task 1(a): Reteach adding a 1-digit number and students look at the columns with the unit a 2-digit number with regrouping in ones. Then, go 1. Add. cubes. Write the addition of the ones in the through Task 1(a). Highlight that 3 ones + 7 ones = vertical form of addition on the board. 10 ones, which can be regrouped into 1 ten. Start by adding the on–es. Then, guide students to add the tens by having 1 ten + 5 tens = 6 tens. Therefore, 353 + 7 = 360. Regroup if necessary. them look at the digits in the tens place in the vertical form of addition. Again, relate 1 ten Task 1(b): Reteach adding a 2-digit number and a a) H T O b) H T O + 2 tecn)s + 4 HtenTs O= 7 tens back to the pictorial 2-digit number with regrouping in ones. Then, go croeofptluhremesentensnt+wasitti41nihontt60hhbee84yvteheanrt-vircionadgl sf.sotWurmdriteoenfttahs delodaoitkdiodanittiotohnne through Task 1(b). Highlight that 6 ones + 8 ones 353 646 = 14 ones, which can be regrouped into 1 ten 4 ones. +7 + 38 1 ten + 4 tens + 3 tens = 8 tens. Therefore, 646 + 38 = the board. 684. – Finally, guide students to add the hundreds by having them look at the digits in the hundreds Task 1(c): Reteach adding a 3-digit number and a 2. Add. place in the vertical form of addition. Again, 3-digit number with regrouping in ones, using smaller relate 4 hundreds + 1 hundred = 5 hundreds numbers e.g. 119 + 123. Then, go through Task 1(c). a) 1 3 8 b) 2 7 5 backct)o the 3pic0to6rial representation by having Highlight that 4 ones + 8 ones = 12 ones, which can be +5 + 19 students Wlo+orit4kea5tthte6headcdoiltuiomnnosfwthiteh the hundred- regrouped into 1 ten 2 ones. 1 ten + 6 tens = 7 tens. squares. hundreds in 4 hundreds + 1 hundred = 5 hundreds. Therefore, the vertical form of addition on the board. 404 + 168 = 572. – To conclude, write the addition sentence ‘426 + 146 = 572’ on the board. 3. Add. – Reiterate that we add the ones first, followed Teaching tips a) 436 + 55 = by the tens, then the hundreds. Task 1 b) 67 + 617 = ¾ When reteaching, follow the same procedure as the example in Learn (CWB p. 36). Use base ten blocks to introduce the concept of regrouping. Then, continue with the addition in vertical form. c) 358 + 424 =SCHOLASTIC d) 249 + 536 = © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6951-8 Chapter 3 31 To address common misconceptions and errors and strengthen mathematical thinking, have students discuss, communicate, reason and justify mathematical ideas and understanding using © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6939-6 37 scenarios found in the Think About It feature. Interactive Edition Have students form groups to discuss the question. Ask a representative from each group to present and justify the group’s response. Lesson notes are provided to facilitate discussions and guide students to arrive at the correct conclusion. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 T19

Blended Learning ProgramTeaching Concepts and Skills –– Developing Processes and Strategies SCHOLASTIC A problem solving lesson at the end of the chapter consolidates learning. Focus on both the process and the strategies required to solve the problems. Consistently apply the four-step Understand-Plan-Answer-Check process to build good habits for approaching mathematical problems of any difficulty. Refer to the problem-solving process page at the back of the Coursework Book. Interactive Edition 1 Understand Have students read the word problem then articulate in their own words what information is given and what is unknown. Pose questions to direct students. 2 Plan Have students plan how to solve the problem. Have them discuss the various strategies they have learned and choose one. 3 Answer Have students solve the problem using the chosen strategy. 4 Check Have students check their answer for accuracy or reasonableness. Explore other strategies if time permits. Teaching Concepts and Skills — Problem Posing Create Your Own tasks provide students with an opportunity to pose word problems. This improves their understanding of word problems and inculcates positive attitudes towards problem solving. Tasks are constructed with specific constraints to test students’ mathematical thinking and comprehension. Interactive Edition T20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

Consolidate Blended Learning Program Phase 3 Mastery Summative Assessment –– Practice and Review Practice tasks at the end of each lesson consolidate the learning for the lesson. Tasks are systematically varied to reinforce students’ understanding. Interactive Edition Assign Practices as homework and summative assessment. The objective of each task is stated in the Lesson Notes, enabling teachers to check learning and address remediation needs. Answers are provided for Practice tasks in the Coursebook and Exercises in the Practice Book. Worked solutions are provided for all word problems. SCHOLASTIC Reviews appear after every two or three chapters. Systematic variation of tasks and consolidation of concepts and skills reinforce students’ understanding and assess their ability to interpret knowledge gained and apply their understanding. Interactive Edition Assign Reviews as class tests for summative assessment or homework. The objective of each task is stated in the Lesson Notes, enabling teachers to identify and address areas of weakness. Chapter references make it easy for teachers to access remediation resources. Answers are provided for all tasks and worked solutions are provided for all word problems. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 T21

Summative Assessment –– Extended Learning Mind stretcher tasks are non-routine and are designed to develop higher order thinking skills. New problem solving strategies are also introduced. Interactive Edition Blended Learning Program Assign Mind stretcher SCHOLASTICtasks to on-level and above-level students. Help them see that the same four-step Understand- Plan-Answer-Check process can be applied to problems of any difficulty or context. 1. Understand the problem. Review 1 – Guide students to see that Roland has more cards than David. Materials: – Explain to students that they need to nd the • 1 copy of Review 1 (WS2.3) per student number of cards Roland needs to give David so that they have the same number of cards. Task 1 requires students to write a 4-digit number given 2. Plan what to do. its corresponding number word. – Point out to students that they can draw a bar Task 1(b) requires students to use zeros as model to help them understand the problem placeholders when writing the number. and plan the steps to solve the problem. Task 2 requires students to read a 4-digit number and write the corresponding number word. 3. Work out the Answer. – Guide students to draw the comparison bar Task 3 requires students to identify the value of each model as shown on Mind stretcher (BM2.1) on digit in a 4-digit number and complete the expanded the board. form of the number. – Explain to students that since Roland has more cards than David, Roland will have to give Task 4 requires students to identify the digit of a place some of his cards to David in order for them to value in each 4-digit number, and the value of that have the same number of cards. digit. – Guide students to see that in order for the both of them to have the same number of cards, Task 5 requires students to use the ‘<’ and ‘>’ symbols Roland has to share his excess cards with to compare two numbers. David equally. – Using the comparison bar model, highlight to Task 6 requires students to compare and order four students that they need to rst nd how many 4-digit numbers. Wrapping Up the Chapter more cards Roland has than David. Then, they Task 7 requires students to count on or back in steps have to halve the difference to nd how many cards Roland should give to David. of 1, 10, 100 or 1000 to complete the number patterns. Ending the chapter by summarizing the key learning points helps students realize how– Guide students to subtract 4669 from 4687 in much the vertical form. Then, guide them to divide Task 8 requires students to associate the term ‘sum’ learning has taken place. This helps them organize the information into a meaningfulthe difference by 2 and conclude that Roland context in needs to give 9 cards to David. with addition and the term ‘difference’ with subtraction. their minds and ensures learning is4.sCohelcidk ifiyfoiuer adnswfeor isrcofrruectt.ure lessons. This is a crucial step to helpTask 9 requires students to add or subtract with or students information they have learned.– Have students nd the number of cards remember and apply the Roland and David each has in the end. without regrouping. – Lead students to conclude that since 4687 – 9 Task 10 requires students to solve a 1-step word = 4678 and 4669 + 9 = 4678, both Roland and problem involving subtraction. David have the same number of cards. CourseSwo,othrke aMnsawneur ias cl orrect. Task 11 requires students to solve a 1-step word problem involving addition. Reiterate key learning Reiterate the following points: Task 12 requires students to solve a 2-step word points and provide – We add to nd the sum of two numbers. problem involving addition. examples where necessary. – We subtract to nd the difference between two numbers. Task 13 requires students to solve a 2-step word – We regroup if necessary when adding to or problem involving addition and subtraction. subtracting from a 4-digit number. – We can draw part-whole or comparison bar Task 14 requires students to solve a 2-step word models to solve addition and subtraction problem. Depending on the method chosen, students word problems. may use only subtraction or use both addition and subtraction to solve the word problem. For answers, go to CW Manual pp. 149–150. ™ Blended Learning Program™ From PR1ME Mathematics Interactive Edition: Review 1 (PB pp. 35–40) Assign the tasks to students as classwork for summative assessment. Use the objectives and chapter references given for each task in the corresponding lesson notes to address remediation needs. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6953-2 Chapter 2 39 T22 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

Developmental Continuum Year/Grade 1 Year/Grade 2 NUMBERS AND NUMBER SENSE Count within 1000. Read and write a number from 0 to 1000 Whole Numbers / Count within 100. — the numeral and the corresponding Place Value number word. Read and write a number from 0 to 100 — the numeral and the corresponding number word. Addition / SubtractionSCHOLASTICCount on and backwards within 100. Use number notation and place values (hundreds, tens, ones). Use number notation and place values Compare and order numbers within 1000. (tens, ones). Use the symbols ‘>’ and ‘<’ for comparison Estimate the number of objects in a group of numbers. of fewer than 100 objects. Find the number which is 1, 10 or 100 more than (or less than) a given number within Compare the number of objects in two or 1000. more groups. Read whole numbers within 1000 on a number line. Compare and order numbers within 100. Name a position using an ordinal number from 1st to 20th. Find the number which is 1 or 10 more than (or less than) a given number Identify and use the pattern of naming within 100. ordinal numbers from 1st to 20th. Make a number story to illustrate a Observe and apply the identity, commutative number bond for 5 to 10. and associative properties of addition. Write a number bond for 5 to 10. Add or subtract within 1000. Name a position using an ordinal number from 1st to 10th and position words. Use picture cutouts (or other manipulatives) to illustrate the meanings of addition and subtraction. Make a number story for a given addition or subtraction sentence. Write a number sentence for a given Use a part-whole bar model or a comparison situation involving addition or subtraction. bar model to represent an addition or subtraction situation. Observe the identity and commutative Solve up to 2-step word problems involving ‘>’ properties of addition. addition and subtraction. Observe the answer when 0 is subtracted Find the missing part in an addition sentence. from a number. Write a family of four addition and Find the missing part or whole in a subtraction subtraction facts for a given number sentence. bond. Identify a doubles fact. Mentally add: - a 1-digit whole number to a 2-digit whole number with regrouping - two 2-digit whole numbers without regrouping - ones, tens or hundreds to a 3-digit whole number - 98 or 99 to a number up to 3 digits © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 T23

Year/Grade 1 Year/Grade 2 NUMBERS AND NUMBER SENSE (continued) Addition / Subtraction Find the missing number in an addition or Mentally subtract: - a 1-digit whole number from a 2-digit whole (continued) subtraction sentence. number with regrouping - a 2-digit whole number from another 2-digit whole number without regrouping - ones, tens or hundreds from a 3-digit whole number - 98 or 99 from a 3-digit whole number Determine if equations involving addition or subtracton are true or false. Add or subtract within 100. Solve a 1-step word problem involving addition or subtraction of numbers within 100. Mentally add: - two or three 1-digit whole numbers - a 1-digit whole number to a 2-digit whole number - tens to a 2-digit whole number Mentally subtract: - a 1-digit whole number from another 1-digit whole number - a 1-digit whole number from a 2-digit whole number - tens from a 2-digit whole number SCHOLASTIC Multiplication / Recognize equal groups and find the total Division number in the groups using repeated addition. Illustrate the meaning of division as repeated subtraction. Use equal jumps on a number line to illustrate multiplication or division. Use mathematical language such as ‘4 threes’ and ‘2 groups of 5’ to describe equal groups. Use manipulatives to illustrate the meaning of multiplication and the sharing and grouping concepts of division. Make a number story for a given multiplication sentence. Write a number sentence for a given situation involving multiplication or division. Work out a multiplication fact within 40 by repeated addition. Solve a 1-step picture problem involving multiplication or division. Write a family of four multiplication facts and division facts. Count by twos, threes, fours, fives and tens. Write an addition double as a multiplication fact. Observe the commutative and distributive properties of multiplication. Build up the multiplication tables of 2, 3, 4, 5 and 10 and commit the multiplication facts to memory. Use a related multiplication fact to divide. T24 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

Year/Grade 1 Year/Grade 2 NUMBERS AND NUMBER SENSE (continued) Multiplication / Recognize and name one half of a whole Multiply or divide numbers within the Division (continued) which is divided into 2 equal parts. multiplication tables of 2, 3, 4, 5 and 10. Fractions / Concepts Recognize and name one quarter of a Find the missing number in a multiplication or whole which is divided into 4 equal parts. division sentence. Use a part-whole bar model to represent a multiplication or division situation. Solve a 1-step word problem involving multiplication or division using the multiplication tables of 2, 3, 4, 5 and 10. Solve a 2-step word problem involving multiplication or division and addition or subtraction. Recognize and name a unit fraction up to 112. Recognize and name a fraction of a whole which is divided into equal parts. Find the fraction that must be added to a given fraction to make a whole. Compare and order unit fractions. SCHOLASTIC MEASUREMENT Length Compare the lengths of two or more Understand the need for standardized units objects. of measure of length. Understand that a meter is greater than a Arrange objects in order according to centimeter. their lengths. Estimate and measure length in meters or centimeters. Estimate and measure the length of an Compare lengths in meters or centimeters. object in non-standard units. Choose an appropriate unit of measure when measuring lengths. Volume Understand the meaning of capacity. Measure the length of a line segment in Mass Estimate and measure the capacity of a centimeters. container in non-standard units. Draw a line segment of a given length. Time: Calendar Compare the masses of two objects. Solve up to 2-step word problems involving length. Compare and order the masses of three objects. Understand the need for standardized units Estimate and measure the mass of an of measure of mass. object in non-standard units. Measure mass in kilograms or grams. Read a calendar. Compare masses in kilograms or grams. Name the days of the week. Solve up to 2-step word problems involving mass. Know the number of days in a month and in a year. Understand the relationship between 1 hour, 1 day, 1 week, 1 month and 1 year. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 T25

Year/Grade 1 Year/Grade 2 MEASUREMENT (continued) Tell and write time to 5 minutes. Time: Calendar Name the months of the year. Use a.m. and p.m. in telling time. (continued) Read and write a date. Relate time to events of a day. Time: Clock Tell time to the hour, half hour and quater Find the duration of a time interval in days, hour. hours or minutes. Develop a sense of the duration of daily Relate time to events of a day. activities. Solve word problems involving time. Sequence events according to the time Recognize and name the two-hundred-peso of the day. and five-hundred-peso bills. Describe estimated time relative to the Count and tell the amount of money in a hour and half past the hour. group of bills and coins up to P1000. Read and write an amount of money in Compare durations using ‘longer’ or decimal notation. ‘shorter’. Change pesos and centavos to centavos, Money Recognize and name the one-centavo, and vice versa. five-centavo, ten-centavo, twenty-five- Compare amounts of money in pesos and centavo, one-peso, five-peso andSCHOLASTIC centavos. ten peso coins. Exchange money. Recognize and name the twenty-peso, Make P1. fifty-peso and hundred-peso bills. Give change for a purchase paid with P1. Count and tell the amount of money in: Solve a 1-step word problem involving - a group of coins up to P1 money. - a group of bills up to P100 Exchange money. Count and tell the amount of money in a group of coins and or bills. Make up an amount of money using a group of coins and/or bills. Compare amounts of money. Add or subtract amounts of money: - in centavo up to P1 - in pesos up to P100 Solve a 1-step word problem involving addition or subtraction of amount of money. GEOMETRY Recognize and name the four basic plane Identify a semicircle and a quarter circle. shapes: circle, triangle, rectangle and Plane Shapes square. Describe an object by its shape. Identify and name basic shapes that make up a new shape. Count the sides and corners of a shape. Fit cutouts of shapes together to make a new shape. Draw basic plane shapes given the Copy a figure on a dot grid or square grid. number of sides and corners. Classify a plane shape according to each Continue a pattern of plane shapes of these attributes: shape, size and color. according to one or two of these attributes: shape, size, color and orientation. Continue a pattern of plane shapes according to one or two of these attributes: shape, size and color. Fit suitable pieces together to make a plane shape. T26 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

Year/Grade 1 Year/Grade 2 GEOMETRY (continued) Solid Shapes Recognize and name a cube, cuboid, Identify the flat and curved surfaces of a solid cone, cylinder and sphere. object in the shape of a cube, cuboid, cone, cylinder or sphere. Recognize and name the four basic plane Identify the faces, edges and vertices of a shapes in solid shapes. solid object in the shape of a cube, cuboid, cone, cylinder or sphere. Classify solid shapes according to each of Use solid shapes to form different solid figures. these attributes: shape, size and color. Identify a solid shape that can slide, stack Continue a pattern of solid shapes according or roll. to one or two of these attributes: shape, size, color and orientation. Describe the relative position of a solid shape using position words. Continue a pattern of solid shapes according to one or two of these attributes: shape, size and color. Line Segments SCHOLASTIC Identify a line segment and a curve. STATISTICS AND PROBABILITY Tally Charts Classify objects or people by a Collect data and record in a tally chart. predetermined standard and count the numbers in each category. Make a picture graph with scale. Collect data and record in a tally chart. Read and interpret a picture graph with scale. Make, read and interpret a tally chart. Solve problems using data presented in a picture graph. Graphs Make a simple picture graph using Tell whether something is likely, equally likely one-to-one representation. or unlikely to happen. Describe real-life situations using the phrases Read and interpret a picture graph. ‘likely to happen’ and ‘unlikely to happen’. Probability Understand the meaning of ‘likely to happen’ and ‘unlikely to happen’. Tell whether something is likely or unlikely to happen. Describe real-life situations using the phrases ‘likely to happen’ and ‘unlikely to happen’. PATTERNS AND ALGEBRA Patterns Determine the missing term(s) in a given Determine the missing term(s) in a given continuous or repeating pattern using continuous pattern made up of letters and one attribute of letters, numbers, colors, numbers. shapes or events. © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 T27

Chapter 8: Plane Shapes Strand: Geometry Total Duration: 10 h 30 min SLesson Scheme of Work CLesson 1: Basic Plane Shapes Vocabu- Blended Learning Program Print-based Program lary Learning Outcomes Resources Materials Resources Materials Describing 4 h 30 min • Describe an object by itsHobjects by• circle• 1 copy of Photos • CB pp. 121–124 • 1 set of objects • CWB pp. 112– 116 shapeOLAStheir shape (TR8.1) per group • PB pp. 126–128 (circular clock, • CWB pp. 112– • Recognize and name the four • 1 copy of Shapes cheese packaged in basic plane shapes: circle, (TR8.2) per group 117 a triangular wedge, triangle, rectangle and square • 1 set of objects (CD, triangular container, book and square coursebook and picture frame) square block) for demonstration • 1 set of objects (CD, triangular container, coursebook and square block) per group TSides and • CB p. 124 • CWB pp. 117–119 corners of • PB p. 129 • CWB pp. ICshapes • Recognize the sides and • corner • 1 copy of Triangle 117–119 corners of a shape • side Cutouts (TR8.3) • Draw basic plane shapes • 1 copy of Circle given the number of sides and Cutouts (TR8.4) corners • 1 copy of Rectangle Cutouts (TR8.5) • 1 copy of Square Cutouts (TR8.6) • Reusable adhesive © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Vocabu- Blended Learning Program Print-based Program lary Lesson Learning Outcomes Resources Materials Resources Materials Classifying • 1 string of 9 yellow • CB pp. 125–128 • 1 copy of Rectangle • CWB pp. 120–125 plane beads per group • PB pp. 130–132 Cutouts (BM8.1) • CWB pp. 4 h 30 min Sshapes • 1 string of 10 green • 2 copies of Square • CWB pp. 126–128 • Classify a plane shape beads per group 120–125 Cutouts (BM8.2) • CWB pp. 129–131 according to each of these • 1 string of 10 orange • 3 copies of Triangle attributes: shape, size and beads per group Cutouts (BM8.3) color • 3 copies of Circle CHLesson 2: Making Patterns and Shapes Cutouts (BM8.4) OContinuing La pattern • Reusable adhesive • Continue a pattern with plane • 20 craft sticks • CB pp. 129–131 shapes according to one or for demonstration • PB p. 133 • CWB pp.114– two of these attributes: shape, • 20 craft sticks per group 116 size and color AMaking • 20 paper clips STICshapes • CB pp. 131–134 • 1 copy of Making • Fit suitable pieces together to • 5 craft sticks per • PB pp. 134–135 a Circle (BM8.5) for form a basic plane shape student • CWB pp. demonstration • Fit suitable pieces together to • 5 straws per student 129–131 form other shapes • 15 paper clips per • 1 copy of Making a Circle (BM8.5) per group • 20 paper clips per group student • 1 copy of Making Shapes (BM8.6) for demonstration • 1 copy of Making Shapes (BM8.6) per group Lesson 3: Problem Solving h 30 min Mind • Solve a non-routine problem • CB pp. 135–136 • 1 copy of Mind stretcher on plane shapes using the stretcher (BM8.7) strategy of solving part of the per student problem © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Chapter 8 SCHOLASTIC (a) Plane Shapes Stages: Concrete Experience and Pictorial Representation Chapter Overview In this stage, physical objects in the shapes of a Lesson 1: Basic Plane Shapes square, rectangle, circle and triangle are used to Lesson 2: Making Patterns and Shapes help students identify these shapes. As each of these Lesson 3: Problem Solving shapes are distinct, students will be able to name the general shape of objects and understand shape as Note for Teachers a physical property in objects that is separate from This chapter introduces basic plane shapes (circle, color, size and orientation. triangle, rectangle and square) and shows how they can fit together to form other polygons. A square –– Hold up the circular clock, cheese packaged is a rectangle but a rectangle is not a square. This in a triangular wedge, book and picture relationship will be taught in later grades when frame. Point out to students that they each students learn the properties of these shapes. In this have different shapes. chapter, students learn to classify figures according to shape, size and color. This aids students in –– Place these objects against the board and observing patterns based on the attributes of the trace the outline of their bases on the board. shapes. Students are exposed to solving problems by Write the shape of each object under the observing patterns. object. Lesson 1: Basic Plane Shapes –– Highlight to students that the shape of the clock is a circle, the shape of the cheese Duration: 4 h 30 min wedge is a triangle, the shape of the book is a rectangle and the shape of the picture  Blended Learning Program frame is a square. Pass the objects around the class for students to observe the shapes From PR1ME Mathematics Interactive Edition: better. Let’s Learn (CB p. 121–123) Go through the teaching examples with students for –– Have students trace the outline of the bases concept development. Use the detailed lesson plan of these objects to help them identify these given in the corresponding lesson notes to carry out shapes. the teaching. (b) Learn Stages: Concrete Experience and Pictorial Describing objects by their shape Representation (CWB pp. 112–114) This example builds upon students’ knowledge of plane shapes. Here, students will learn to group Learning Outcomes: objects with the same shape together. • Describe an object by its shape • Recognize and name the four basic plane –– Direct students’ attention to the circular shapes: circle, triangle, rectangle and square objects on CWB p. 113. Have them trace their finger around the CD, pizza, waffle and plate. Materials: Conclude that these objects are in the shape • 1 set of objects (circular clock, cheese of a circle. packaged in a triangular wedge, book and square picture frame) –– Have students look at the triangular objects on the page. Have them trace their finger Vocabulary: around the kite, sign, set square and stamp. • circle Conclude that these objects are in the shape • rectangle of a triangle. • shape • square –– Have students look at the rectangular objects • triangle on CWB p. 114. Have them trace their finger around the television set, tissue packet, door and ruler. Conclude that these objects are in the shape of a rectangle. –– Have students look at the squarish objects on the page. Have them trace their finger around the tile, Rubik’s cube, gift box and handkerchief. Conclude that these objects are in the shape of a square. –– Have students come up with other examples of objects around the classroom that are in the shape of a circle, triangle, rectangle and square. © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5 Chapter 8 95

 Blended Learning Program  Blended Learning Program From PR1ME Mathematics Interactive Edition: From PR1ME Mathematics Interactive Edition: Let’s Do (CB p. 124) Let’s Learn (CB p. 124) Assign the tasks to students as classwork for formative Go through the teaching examples with students for assessment. Use the corresponding lesson notes to concept development. Use the detailed lesson plan identify the objectives of each task and address given in the corresponding lesson notes to carry out remediation needs. the teaching. Exercise 1 (PB pp. 126–128) SCHOLASTICLearn Assign the tasks to students as classwork for further Sides and corners of shapes (CWB p. 117) formative assessment. Use the corresponding lesson notes to identify the objectives of each task and Learning Outcome: address remediation needs. • Recognize the sides and corners of a shape • Draw basic plane shapes given the number of From PR1ME Mathematics Coursework Book: sided and corners Coursework Book Practice 1 (CWB pp.104–106) Assign all tasks to students as homework. Use the Vocabulary: following notes to identify the skills needed for each • corner task and address remediation needs. • side Practice 1 (CWB pp. 115–116) Stages: Concrete Experience and Pictorial Representation Class practice (For Print-based Program): In this stage, we use concrete cutouts of the four shapes to help students identify the sides and Task 1 requires students to recognize the shape of a corners of shapes. These are the first two descriptive shaded green part of an object. properties of shapes that are introduced to students. It enables students to describe shapes, as well as Remediation identify them based on their descriptions. Task 1: Go through the names of each type of shape again. Then, go through Task 1. Guide students to see –– Draw a rectangle, a square, a circle and a that the shaded green part of the box is a rectangle, triangle on the board. the shaded green part of the roll of tissue paper is a circle, the shaded green part of the block is a square, –– Bring students’ attention to the rectangle. the shaded green part of the cheese is a triangle and Trace one side of the rectangle with your the shaded green part of the cone is a circle. finger and highlight to students that we call this a side. Using different colored markers, Teaching tips line each side of the rectangle, counting the Task 1 number of sides as you line. ¾¾ Point out to students that they only have to –– Conclude that a rectangle has 4 sides. identify the shape of the shaded green part –– Point to a corner of the rectangle. Highlight of the object, not the whole object. to students that when two sides of a shape ¾¾ Students might have difficulties identifying join, they form a corner. Circle each corner the shapes as they are tilted at an angle. Use of the rectangle, counting as you do so. solid shapes to help students see how the –– Conclude that a rectangle has 4 corners. face of objects change when they are tilted. Point out that we can draw a basic plane Tilt the solid shapes according to how they shape given its number of sides and corners. appear on the page. –– Using the same teaching procedure as above, guide students to identify the number Independent practice (For Print-based Program): of sides and corners in a triangle, rectangle and circle. Tasks 2 and 3 require students to identify and name –– Conclude that a triangle has 3 sides and the shape of the shaded green or purple part of each 3 corners, a square and a rectangle has 4 object. sides and 4 corners and a circle has no sides and no corners. For answers, go to CW Manual p. 129. –– Highlight to students that a basic plane shape with 3 sides and 3 corners is always a triangle. –– Have students identify a shape based on the number of sides and corners it has. Repeat this exercise until students are comfortable and familiar with the number of sides and corners that each shape has. 96 Chapter 8 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

 Blended Learning Program SCHOLASTIC  Blended Learning Program From PR1ME Mathematics Interactive Edition: From PR1ME Mathematics Interactive Edition: Let’s Do (CB p. 124) Let’s Learn (CB pp. 125–126) Assign the tasks to students as classwork for formative Go through the teaching examples with students for assessment. Use the corresponding lesson notes to concept development. Use the detailed lesson plan identify the objectives of each task and address given in the corresponding lesson notes to carry out remediation needs. the teaching. Exercise 2 (PB p. 129) Learn Assign the tasks to students as classwork for further Classifying plane shapes (CWB pp. 120–122) formative assessment. Use the corresponding lesson notes to identify the objectives of each task and Learning Outcome: address remediation needs. • Classify a plane shape according to each of From PR1ME Mathematics Coursework Book: these attributes: shape, size and color Coursework Book Practice 2 (CWB pp.106–107) Materials: Assign all tasks to students as homework. Use the • 1 copy of Rectangle Cutouts (BM8.1) following notes to identify the skills needed for each • 2 copies of Square Cutouts (BM8.2) task and address remediation needs. • 3 copies of Triangle Cutouts (BM8.3) • 3 copies of Circle Cutouts (BM8.4) Practice 2 (CWB pp. 118–119) • Reusable adhesive Class practice (For Print-based Program): (a) Stages: Concrete Experience and Pictorial Task 1 requires students to recognize the sides and Representation corners of a shape. In this stage, students will use concrete cutouts to learn to classify plane shapes according to their Remediation shape, size and color. This helps them recognize Task 1: Reteach what a side and a corner of a patterns in groups of shapes and therefore be able shape is. Guide students to see that the given shape to complete a pattern of plane shapes later on. is a rectangle. Have one student trace the sides of the rectangle with his finger and then point out –– Enlarge a copy of Rectangle Cutouts (BM8.1), the corners of the rectangle. Then, have students Square Cutouts (BM8.2), Triangle Cutouts complete the task based on what they have (BM8.3) and Circle Cutouts (BM8.4) each. observed. Color the shapes as shown in the first set of pictures on CWB p. 120 and cut them out. Teaching tips Stick the cutouts on the board in a random Task 1 manner. ¾¾ When reteaching, follow the same procedure –– Point out to students that there are shapes as the example in Learn (CWB p. 117). Use a of different sizes and colors on the board. rectangle cutout to demonstrate what a side Highlight that we can group them in different and a corner is. ways. Independent practice (For Print-based Program): –– Draw four large boxes on the board. Guide students to classify the cutouts by shape as Task 2 requires students to recognize the sides and shown on CWB p. 120. Have students identify corners of a shape. the shape of each cutout, then stick the cutout into the correct box on the board. Task 3 requires students to identify and compare the number of sides and corners in a square, rectangle –– Draw students’ attention to the completed and triangle. groups of shapes. Point out that the shapes of the objects in each group are the same, but Task 4 require student to draw basic plane and they have different colors and sizes. shapes and name—them based on the number of sides and corners –– Conclude that this is how we group shapes by shape. For answers, go to CW Manual p. 129. –– Take the cutouts out of the boxes and highlight to students that we can also group shapes by size. –– Erase two of the boxes on the board. Stick the big circle, big rectangle and big triangle cutouts in one of the boxes, and the small circle, small rectangle and small triangle in the other box. © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5 Chapter 8 97

–– Point out to students that all of the shapes in SCHOLASTICor not. This requires them to identify the common the first group are big and all of the shapes attributes of the shapes in a group and observe if a in the second group are small. Point out shape shares those attributes or not. to students that each group has shapes of different shapes and colors. Only their size is –– Enlarge a copy of Square Cutouts (BM 8.2) the same. and cut out a square. Color it red and stick it on the board. –– Take the cutouts out of the boxes and draw two more boxes on the board. Highlight to –– Direct students’ attentiont to the boxes on students that we can also group the shapes the board. by color. –– Get students to state the shape and color –– Have students identify the cutouts of the of the square. Students should be able to same color, then stick them into the correct identify it as a red square. boxes accordingly. –– Guide students to observe that this square –– Guide students to look at the completed has a different shape from the shapes in the groups. Highlight to them that each group two boxes in Group A. It is neither a triangle has objects of different shapes and sizes. Only nor a circle. their color is the same. –– Guide students to also observe that this –– Reiterate that we can group shapes by square has a different color from the shapes shape, size and color. in the two boxes in Group B. It is neither yellow nor blue. (b) Stages: Concrete Experience and Pictorial –– Lead students to conclude that this shape Representation does not belong in either groups. It has a This example is an extension of the previous example. different shape and color. Here, students learn that they can group the same group of objects in different ways according to  Blended Learning Program different attritubes. From PR1ME Mathematics Interactive Edition: –– Enlarge a copy each of Triangle Cutouts Let’s Do (CB p. 127) (BM 8.3) and Circle Cutouts (BM 8.4). Color Assign the tasks to students as classwork for formative the shapes as shown in (b) on CWB p. 121. assessment. Use the corresponding lesson notes to Cut them out and stick the cutouts on the identify the objectives of each task and address board in a random manner. remediation needs. –– Point out to students that we can group these Exercise 3 (PB pp. 130-132) shapes based on their color. Assign the tasks to students as classwork for further formative assessment. Use the corresponding lesson –– Draw two large boxes on the board. Label notes to identify the objectives of each task and them ‘A’. Have students group the shapes by address remediation needs. shape. They should be able to state that the triangles belong to one group and the circles From PR1ME Mathematics Coursework Book: belong to another. Coursework Book Practice 3 (CWB pp. 110–113) Assign all tasks to students as homework. Use the –– Stick the cutouts into their respective boxes. following notes to identify the skills needed for each Point out that the shapes in each box have task and address remediation needs. the same shape but different colors and sizes. Practice 3 (CWB pp. 122–125) –– Prepare another set of the same cutouts and stick them on the baord. Class practice (For Print-based Program): –– Draw two more large boxes on the board. Task 1 requires students to recognize a shape and Label them ‘B’. Highlight to students that we draw the same shape of a greater size. can also group these shapes by color. Task 2 requires students to recognize a shape and –– Students should be able to state that the blue draw the same shape of a smaller size. triangle and blue circle belong in a group, and the yellow triangle and yellow circle Task 6 requires students to recognize a shape by belong in another group. identifying its size. –– Stick the cutouts into their respective boxes. Remediation Point out that the shapes in each box have Task 1: Highlight to students that a bigger circle the same color, but different shapes and means one that is greater in size. Guide students to sizes. draw a circle that is bigger than the given circle. –– Point to the two groups A and B. Reiterate that we can group the same group of shapes in different ways. (c) Stages: Concrete Experience and Pictorial Representation This example further builds on the previous two examples to determine if a shape belongs to a group 98 Chapter 8 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Task 2: Highlight to students that a smaller triangle SCHOLASTIC Learn means one that is smaller in size. Guide students to Continuing a pattern (CWB pp. 126–127) draw a smaller triangle by drawing sides of shorter length. Learning Outcome: • Continue a pattern with plane shapes Task 6: Guide students to observe that the shape according to one or two of these attributes: is a rectangle. Have them compare the size of the shape, size and color rectangle with the ones in the box and conclude that the correct rectangle is the middle one. (a) Stage: Pictorial Representation Teaching tips This example builds upon students’ knowledge of Tasks 1 and 2 plane shapes and the various ways in which they can be grouped. Here, students will learn to complete ¾¾ Have students recall the number of sides and patterns involving plane shapes by identifying the corners in the shapes before they proceed to unit pattern. To do this, they apply their knowledge draw them. of attributes to identify the similarities and differences between one shape and the one that comes after it. Task 6 ¾¾ Students might not identify the correct shape –– Have students look at the pattern of plane as the rectangle is tilted. If necessary, get shapes in (a) on CWB p. 126. students to trace the outline of the rectangle and make a cutout to help them identify the –– Have students observe the shapes in the correct rectangle. pattern and have them compare the size, shape and color of the shapes. Students Independent practice (For Print-based Program): should be able to state that all the shapes are yellow squares. Task 3 requires students to recognize a shape and draw the same shape of a greater size. –– Guide students to observe that the shapes are of different sizes. Point to the first square Task 4 requires students to recognize a shape and and highlight that it is small. Point to the next draw the same shape of a smaller size. square and highlight that it is big. Task 5 requires students to identify and color the –– Highlight to students that the pattern of the smallest and biggest sizes of each given shape. shapes is small, big, small, big, small, big, small, big. Task 7 requires students to recognize shapes by their shape and size. –– Guide them to see that each pair of small and big squares repeat in the pattern. For answers, go to CW Manual p. 129. –– Conclude that the next shape in the pattern  Blended Learning Program is a small yellow square. From PR1ME Mathematics Interactive Edition: (b) Practice 1 (CB p. 128) Stage: Pictorial Representation Assign the tasks to students as classwork for Similar to the previous example, students learn to summative assessment. Use the corresponding lesson complete patterns involving plane shapes by notes to identify the objectives of each task and identifying the unit pattern. In this example, there is address remediation needs. a change in shape. Lesson 2: Making Patterns and Shapes –– Have students look at the pattern of plane shapes in (b) on the page. Duration 4 h 30 min –– Explain to students that they should compare  Blended Learning Program the size, shape and color of the shapes in the pattern in order to identify the pattern. From PR1ME Mathematics Interactive Edition: Let’s Learn (CB pp. 129–130) –– Guide students to see that the shapes are all Go through the teaching examples with students for of the same color, green. concept development. Use the detailed lesson plan given in the corresponding lesson notes to carry out –– Have students identify the shapes as they the teaching. go along the pattern. They should be able to name them as such: rectangle, triangle, square, rectangle, triangle, square, rectangle, triangle, square. –– Highlight to students that there is a change in shape in the pattern. Guide them to see that the pattern repeats for every three shapes. –– Conclude that the next shape will be a green rectangle. © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5 Chapter 8 99

(c) SCHOLASTICFrom PR1ME Mathematics Coursework Book: Stage: Pictorial Representation Coursework Book Practice 4 (CWB p. 116) Similar to the previous example, students learn to Assign all tasks to students as homework. Use the complete patterns involving plane shapes by following notes to identify the skills needed for each identifying the unit pattern. In this example, the color task and address remediation needs. of the shape changes. Practice 4 (CWB p. 128) –– Have students look at the pattern on CWB p. 127 and have them identify the Class practice (For Print-based Program): shapes in the pattern. Task 1 requires students to continue a pattern that –– Students should recognize that all the shapes involves a change in size. Students are prompted to in the pattern are circles. They should also be look for changes in size, shape or color in the shapes. able to tell that the circles are of the same size. Point out to students that only the color Remediation of the shapes in the pattern changes. Task 1: Guide students to see that all the shapes in the pattern are green circles, but they are not of –– Point out that the pattern is pink, blue, pink, the same size. Tell them that the pattern is small, blue, pink, blue, pink, blue. big, small, big. Therefore, the pattern repeats after two shapes. Conclude that the next shape is a small –– Guide them to see that the pattern repeats green circle. after two shapes. Teaching tips –– Conclude that the next shape in the pattern Task 1 is a pink circle. ¾¾ Prompt students to look for differences in the (d) following attributes: shape, size and color. Stage: Pictorial Representation Have them circle each set of shapes that Similar to the previous example, students learn repeat in the pattern in order to identify the to complete patterns involving plane shapes by shape that comes next. identifying the unit pattern. This example is an extension of the previous examples. The pattern Independent practice (For Print-based Program): involves changes in two attributes. Task 2 requires students to continue a pattern Have students look at the pattern on CWB p. 127. according to size, shape or color. Reiterate that we look at the types of shapes, size and color of the shapes in the pattern to identify the For answers, go to CW Manual p. 129. pattern.  Blended Learning Program –– Point out that all the shapes in the pattern are rectangles. Highlight to students that the From PR1ME Mathematics Interactive Edition: color of the shapes changes, and the pattern Let’s Learn (CB pp. 131–132) is red, yellow, green, red, yellow, green. Go through the teaching examples with students for concept development. Use the detailed lesson plan –– Guide students to compare the size of the given in the corresponding lesson notes to carry out shapes. Point out that it also changes and the the teaching. pattern is big, small, small, big, small, small. Learn –– Highlight to students that there is a change Making shapes (CWB p. 129) in both color and size of the shapes. Guide them to see that the pattern repeats after Learning Outcomes: three shapes. • Fit suitable pieces together to form a basic plane shape –– Conclude that the next shape in the pattern • Fit suitable pieces together to form other is a big red rectangle. shapes  Blended Learning Program From PR1ME Mathematics Interactive Edition: Let’s Do (CB pp. 130–131) Assign the tasks to students as classwork for formative assessment. Use the corresponding lesson notes to identify the objectives of each task and address remediation needs. Exercise 4 (PB p. 133) Assign the tasks to students as classwork for further formative assessment. Use the corresponding lesson notes to identify the objectives of each task and address remediation needs. 100 Chapter 8 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Materials: SCHOLASTIC –– Guide students to use the cutouts to form a • 1 copy of Making a Circle (BM8.5) for larger rectangle as shown on CWB p. 129. demonstration • 1 copy of Making a Circle (BM8.5) per group –– Have students rearrange their cutouts to • 1 copy of Making Shapes (BM8.6) for make the second shape shown on CWB p. demonstration 117. • 1 copy of Making Shapes (BM8.6) per group –– Get student to use the same set of cutouts to (a) form other shapes. Stages: Concrete Experience and Pictorial Representation –– Conclude that the same set of shapes can In this stage, students will use concrete cutouts to be used to form many different shapes. understand how to make basic plane shapes. As they learn how to construct plane shapes, it enhances  Blended Learning Program their visual spatialization and visual closure skills. They will be able to manipulate images in their minds like From PR1ME Mathematics Interactive Edition: puzzle pieces to see if they fit together to form a Let’s Do (CB p. 132) whole. Assign the tasks to students as classwork for formative assessment. Use the corresponding lesson notes to –– Have students get into groups. Distribute a identify the objectives of each task and address copy of Making a Circle (BM8.5) to each remediation needs. group. Have them follow each step of your demonstration. Exercise 5 (PB p. 134) Assign the tasks to students as classwork for further –– Enlarge a copy of Making a Circle (BM8.5) formative assessment. Use the corresponding lesson and cut out the shapes. Stick the shapes on notes to identify the objectives of each task and the board. address remediation needs. –– Form a circle by putting Shapes A and B From PR1ME Mathematics Coursework Book: together. Point out to students that these two Coursework Book Practice 5 (CWB pp. 117–119) pieces fit together to form a circle. Assign all tasks to students as homework. Use the following notes to identify the skills needed for each –– Point to the remaining shapes on the board task and address remediation needs. (C, D, E and F). Practice 5 (CWB pp. 129–131) –– Guide students to move the pieces around and explore which pieces fit together to form Class practice (For Print-based Program): a circle. Lead students to conclude that Task 1 requires students to identify the suitable piece Shapes C and D will fit together to form a that fits into the given piece to form a basic shape. circle and Shapes E and F will fit together to form a circle. Remediation Task 1: Highlight to students that this completed plane –– Get students to try fitting different pieces shape is a triangle. Guide them to see that they can together to make a circle. draw a dotted line across the gap of the triangle to complete it. This will make it easier for them to identify –– Direct students’ attention to the picture in (a) the suitable piece. on CWB p. 129. Relate it to the activity and reiterate that we can fit two pieces together Teaching tips to form a plane shape. Task 1 (b) ¾¾ Go through the four types of plane shapes Stages: Concrete Experience and Pictorial with students again to help them identify Representation the shape that the incomplete piece is most This example is an extension of the previous example: similar to. students learn to use plane shapes to construct complex shapes. Through this, students will be able Independent practice (For Print-based Program): to see that the same plane shapes can be used to form a variety of shapes. They will also be able to Task 2 requires students to identify the suitable piece apply this skill as a reverse function and deconstruct a that fits into the given piece to form a basic shape complex shape into plane shapes. and name the basic shape. –– Have students get into groups. Distribute Task 3 requires students to fit suitable pieces together a copy of Making Shapes (BM8.6) to each to form other given shapes. group and have students follow each step of your demonstration. For answers, go to CW Manual p. 129. –– Enlarge a copy of Making Shapes (BM8.6). Cut out the shapes and stick them on the board. –– Highlight to students that we can form different shapes using plane shapes. © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5 Chapter 8 101

 Blended Learning Program SCHOLASTIC3. Work out the Answer. –– Draw the table presented in the problem on From PR1ME Mathematics Interactive Edition: the board. Practice 2 (CB pp. 133–134) –– Guide students to observe that Column 2 Assign the tasks to students as classwork for already has a square and a circle. Therefore, summative assessment. Use the corresponding lesson the missing shape in Column 2 is a triangle. notes to identify the objectives of each task and Fill in this shape in Row 2 of Column 2 on the address remediation needs. picture on the board. –– Point to Row 2 of the picture, and point out Lesson 3: Problem Solving that the missing shapes are square and circle. Highlight to students that we cannot put the Duration: 1 h 30 min circle in Column 1 because there is already a circle in Column 1 of Row 1. Hence, the circle  Blended Learning Program in Row 2 has to be placed in Column 3. Lead students to see that the square has to From PR1ME Mathematics Interactive Edition: be placed in Row 2 of Column 1. Fill in the Mind stretcher (CB p. 135–136) circle and square shapes accordingly in Row Go through the problem with students. Use the 2 on the board. detailed lesson plan given in the corresponding lesson –– Point to Row 3 of Column 1. Guide students notes to carry out the teaching. to see that since there is already a circle and a square in Column 1, the missing shape is Learn a triangle, and it has to be placed in Row 3 Mind stretcher of Column 1. Fill in this shape in the table on the board. Learning Outcome: –– Lead students to conclude that the missing • Solve a non-routine problem on plane shapes shape in Row 3 of Column 3 has to be a using the strategy of solving part of the problem square. –– Complete the table on the board. Materials: • 1 copy of Mind stretcher (BM8.7) per student 4. Check if your answer is correct. –– Guide students to check their answer by Overview checking if there are three different shapes This problem requires students to have a strong in each row and if there are three different understanding of patterns. The strategies introduced shapes in each column. Have students check here help students to split a problem into smaller that no shape is repeated within a row or parts and solve the easier parts first. Go through the column. problem using the 4-step Understand-Plan-Answer- Check process. Reiterate the following points: –– The four basic plane shapes are: circle, Distribute a copy of Mind stretcher (BM 8.7) to each triangle, rectangle and square. student. Have them underline the key information. –– A triangle has 3 sides and 3 corners. This helps them to understand the problem and –– A square has 4 sides and 4 corners. interpret it correctly. –– A rectangle has 4 sides and 4 corners. –– A circle has no corners. 1. Understand the problem. –– We can continue a pattern according to –– Pose the questions in the first thought bubble. shape, size, color or a combination of these Ensure that students understand what a row attributes. and column are. Reinforce to students that –– We can fit suitable pieces together to form each shape should only appear once in different shapes. each column and once in each row. 2. Plan what to do. –– Point out to students that we can start by solving part of the problem. –– Highlight to students that Row 1 is completed while Column 2 has the greatest number of given shapes. Guide them to see that we can start by finding the missing shape in Column 2 because 2 shapes are already given. 102 Chapter 8 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Chapter 9: Solid Shapes Strand: Geometry Total Duration: 10 h 10 min SLesson Scheme of Work Blended Learning Program Print-based Program Let’s Learning Outcomes Vocabulary CRemember HOLA(40 min) Resources Materials Resources Materials • Recognize and name the four • CB pp. 137–138 • 1 copy of Let’s basic plane shapes: circle, Remember Worksheet triangle, square and rectangle (WS9.1) per student • Name positions using the phrases ‘left’, ‘right’, ‘on top of’ and ‘under’ • Classify plane shapes according to each of these attributes: shape, size and color • Continue a pattern with plane shapes according to one or two of these attributes: shape, size and color SLesson 1: Basic Solid Shapes TIdentifying 3h ICsolid shapes • Recognize and name a cube, • cone • 1 set of geometric • CB pp. 139–141 • 1 set of geometric • CWB pp. 132–137 a cuboid, a cone, a cylinder • cube solids (cube, cuboid, • PB pp. 136–138 solids (cube, cuboid, • cuboid • CWB pp. 132–136 and a sphere • cylinder cone, cylinder, cone, cylinder, sphere) • Recognize and name basic/ sphere) per group per group plane shapes in solid shape • sphere • 1 set of cube-shaped • 1 set of cubic objects (square block, die, objects (square gift box, Rubik’s cube) block, gift box, • 1 set of cuboidal Rubik’s cube) per objects (tissue box, group sponge, eraser, food • 1 set of cuboid- carton) shaped objects (dictionary, food carton, tissue box,) per group © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Blended Learning Program Print-based Program Lesson Learning Outcomes Vocabulary Resources Materials Resources Materials SCHOClassifying • Classify solid shapes according • 1 set of cone-shaped • 1 set of conical objects objects (miniature (model of pine tree, solid shapes to each of these attributes: pine tree, party hat, party hat, ice cream Lshape, size and color ASTICLesson 2: Positions of Solid Shapes ice cream cone) per cone) group • 1 set of cylindrical objects (candle, • 1 set of cylinder- shaped objects (glue cylindrical storage stick, battery, candle, box, toilet paper roll) container) • 1 set of spherical objects (different kinds • 1 set of sphere- shaped objects (ball, of balls, globe) globe, orange) • 4 copies of Cube • CB p. 142–146 • 5 copies of Cube • CWB pp. 138–142 Cutouts (TR9.1) • PB p. 139–140 Cutouts (BM9.1) • CWB pp. 137–141 • 2 copies of Cuboid • 5 copies of Cuboid Cutouts (TR9.2) Cutouts (BM9.2) • 4 copies of Cone • 5 copies of Cone Cutouts (TR9.3) Cutouts (BM9.3) • 4 copies of Cylinder • 5 copies of Cylinder Cutouts (TR9.4) Cutouts (BM9.4) • 4 copies of Sphere • 5 copies of Sphere cutouts (TR9.5) cutouts (BM9.5) • Reusable adhesive • Reusable adhesive 2h Solid shapes • Identify a solid shape that can • 1 set of geometric • CB pp. 147–148 • 1 set of geometric • CWB p. 143 solids (cube, • CWB p. 142 solids (cube, cuboid, that slide, slide, stack or roll cuboid, cone, cone, cylinder, sphere) stack or roll cylinder, sphere) for for demonstration demonstration • 1 set of geometric solids (cube, cuboid, • 1 set of geometric solids (cube, cuboid, cone, cylinder, sphere) cone, cylinder, per group sphere) per group © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Blended Learning Program Print-based Program Lesson Learning Outcomes Vocabulary Resources Materials Resources Materials SCDescribing • 1 set of objects (1 toy • 1 set of objects (1 toy car, 1 tissue box, 4 truck, 1 cuboidal gift positions of box, 5 wooden blocks) wooden blocks) for Hsolid shapes • 1 set of geometric demonstration solids (cube, cuboid, cone, cylinder, sphere) • 1 set of objects (1 toy per group car, 1 tissue box, 4 • 1 copy of Mind wooden blocks) per stretcher (BM9.6) per student group • Describe the relative position • 1 set of geometric • CB pp. 148–149 • CWB pp. 144–145 of a solid shape using the solids (cube, cuboid, • PB p. 141 1 h 30 min • CWB pp. 143–144 phrases ‘left’, ‘right’, ‘on top cone, cylinder, • CWB pp. 146–148 of’ and ‘under’ sphere) per group 2h OLesson 3: Patterns of Solid Shapes Continuing • CB pp. 150–153 LAa pattern • PB pp. 142–143 • Continue a pattern with solid • 3 copies of Cube • CWB pp. 145–147 shapes according to one or Cutouts (TR9.1) two of these attributes: size, • 3 copies of Cone Cutouts (TR9.3) shape and color • 3 copies of Sphere Cutouts (TR9.5) SLesson 4: Problem Solving TMind ICstretcher • Solve a non-routine problem • CB pp. 154–155 on solid shapes using the strategy of making a list © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Chapter 9 Lesson 1: Basic Solid Shapes Solid Shapes Duration: 3 h Chapter Overview SCHOLASTIC Blended Learning Program Let’s Remember Lesson 1: Basic Solid Shapes From PR1ME Mathematics Interactive Edition: Lesson 2: Positions of Solid Shapes Let’s Learn (CB pp. 139–140) Lesson 3: Patterns of Solid Shapes Go through the teaching examples with students for Lesson 4: Problem Solving concept development. Use the detailed lesson plan given in the corresponding lesson notes to carry out Note for Teachers the teaching. This chapter is an extension of the concepts taught in Chapters 5 and 8. Students will learn to recognize Learn and name solid shapes intuitively. They will also Identifying solid shapes (CWB pp. 132–134) discover some properties of solid shapes and see the relationship between plane shapes and solid shapes. Learning Outcomes: Students will also learn to continue a pattern with solid • Recognize and name a cube, a cuboid, shapes. a cone, a cylinder and a sphere • Recognize and name basic/plane shapes in Recall Prior Knowledge solid shapes  Blended Learning Program Materials: • 1 set of geometric solids (cube, cuboid, cone, From PR1ME Mathematics Interactive Edition: cylinder, sphere) per group Let’s Remember (CB pp. 137–138) • 1 set of cubic objects (square block, die, Assign the tasks to students as classwork to gift box, Rubik’s cube) identify gaps in students’ understanding. Use the • 1 set of cuboidal objects (tissue box, sponge, objectives and chapter references given for each eraser, food carton) task in the corresponding lesson notes to address • 1 set of conical objects (model of pine tree, remediation needs. party hat, ice cream cone) • 1 set of cylindrical objects (candle, cylindrical Distribute a copy of Let’s Remember Worksheet storage box, toilet paper roll) (WS9.1) to each student. Have students attempt • 1 set of spherical objects (different kinds of the worksheet to help them recall these previously balls, globe) acquired related knowledge: Vocabulary: • Recognize and name the four basic plane • cone shapes: circle, triangle, square and rectangle • cube (CWB 1A Chapter 8) • cuboid • cylinder • Name positions using the phrases ‘left’, ‘right’, • sphere ‘on top of’ and ‘under’ (CWB 1A Chapter 5) Stages: Concrete Experience and Pictorial • Classify plane shapes according to each of Representation these attributes: shape, size and color (CWB 1A In this stage, physical objects in the shapes of a cone, Chapter 8) cube, cuboid, cylinder and sphere are used to help students identify these solid shapes. As each of these • Continue a pattern with plane shapes shapes are distinct, students will be able to name the according to one or two of these attributes: shape of objects and group objects with the same shape, size and color (CWB 1A Chapter 8) shape together. With the help of geometric solids, students will understand the relationship beween For answers, go to CW Manual p. 130. solid shapes and plane shapes. They will see that solid shapes contain plane shapes. –– Have students get into groups of four. Distribute a set of geometric solids to each group. –– Hold up a cube and have students identify the same geometric solid from their set. –– Highlight to students that this solid shape is a cube. Have students examine one of the surfaces of the cube and observe that it is in the shape of a square. 106 Chapter 9 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

–– Show students each face of the cube and SCHOLASTIC Teaching tips guide them to see that there are 6 such Task 1 squares on the cube. ¾¾ Use a cyclindrical geometric solid to show –– Hold up a Rubik’s cube. Point out that it also students that the sharpener is in the shape of has 6 square surfaces, hence it is in the shape a cylinder. Show students that when we hold of a cube. a cylinder upright, it resembles the sharpener. –– Have students come to the front of the class Independent practice (For Print-based Program): and identify objects from the pile which are in the shape of a cube. Students should be Tasks 2 and 3 require students to recognize a cube, able to pick out the die, gift box and square a cuboid, a cone, a cylinder and a sphere by visually block. Pass these objects around the class to identifying and matching each given object to its let students observe the shapes. solid shape. –– Using the same teaching procedure, Tasks 4(a)-4(e) require students to recognize and introduce a cuboid, a cone, a cylinder and name the four basic plane shapes in solid shapes. a sphere to students. Go through each point below as you introduce the corresponding For answers, go to CW Manual p. 130. solid shape.  Blended Learning Program –– For cuboids: Highlight that a cuboid can have 2 squares and 4 rectangles, or 6 From PR1ME Mathematics Interactive Edition: rectangles. Let’s Learn (CB pp. 142–144) Go through the teaching examples with students for –– For cones: Show students the flat surface of a concept development. Use the detailed lesson plan cone and have them identify that it is in the given in the corresponding lesson notes to carry out shape of a circle. the teaching. –– For cyclinders: Show students the two flat Learn surfaces of a cylinder and have them see Classifying solid shapes (CWB pp. 138–140) that a cylinder has two circles. Learning Outcome: –– For sphere; Highlight that a sphere has no • Classify solid shapes according to each of plane or flat surface or shape on it. these attributes: shape, size and color  Blended Learning Program Materials: • 5 copies of Cube Cutouts (BM9.1) From PR1ME Mathematics Interactive Edition: • 5 copies of Cuboid Cutouts (BM9.2) Let’s Do (CB p. 141) • 5 copies of Cone Cutouts (BM9.3) Assign the tasks to students as classwork for formative • 5 copies of Cylinder Cutouts (BM9.4) assessment. Use the corresponding lesson notes to • 5 copies of Sphere cutouts (BM9.5) identify the objectives of each task and address • Reusable adhesive remediation needs. (a) Exercise 1 (PB pp. 136–138) Stages: Concrete Experience and Pictorial Assign the tasks to students as classwork for further Representation formative assessment. Use the corresponding lesson In this stage, students understand how to classify notes to identify the objectives of each task and solid shapes according to their size, color or shape. address remediation needs. As students have already learned to group plane shapes according to their shape, size or color, they From PR1ME Mathematics Coursework Book: will be familiar with this grouping exercise. This helps Coursework Book Practice 1 (CWB pp.122–123) them recognize patterns in groups of solid shapes Assign all tasks to students as homework. Use the and therefore be able to complete a pattern of solid following notes to identify the skills needed for each shapes later on. taskand address remediation needs. –– Enlarge a copy of Cube Cutouts, Cuboid Practice 1 (CWB pp. 135–137) Cutouts, Cone Cutouts, Cylinder Cutouts and Sphere Cutouts (BM9.1–9.5). Color the shapes Class practice (For Print-based Program): as shown on CWB p. 138. Cut them out and stick them on the board. Task 1 requires students to recognize a cylinder and identify an object with a cylindrical shape. Remediation Task 1: Guide students to trace the outline of the object with their pencil to give them a better idea of its shape. Conclude that the sharpener is in the shape of a cylinder. © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5 Chapter 9 107

–– Point out to students that the solid shapes are SCHOLASTIC(b) of different shapes, sizes and colors. Explain Stages: Concrete Experience and Pictorial to students that we can group solid shapes Representation by shape, size, or color, just as we did with This example further builds on the previous example plane shapes. to determine if a solid shape belongs to a group or not. This requires them to identify the common –– Draw five large boxes on the board and attributes of the shapes in a group and observe if a group the cutouts according to their shape, shape shares those attributes or not. with one shape in each box. –– Prepare two sets of the following solid shape –– Point to the box with the cubes. Students cutouts from BM9.1–9.4: 1 small purple should be able to identify that all the solid cylinder, 1 large orange cylinder, 1 small shapes in this box are cubes. Have them orange cuboid, 1 large purple cuboid, observe that the size and color of the solid 1 small purple cone, 1 large orange cone shapes in this group are different. Only the cone. shape is the same. –– Prepare 1 large green sphere cutout from –– Using the same teaching procedure, guide BM9.5. students to see that each of the four other boxes contain solid shapes of different sizes –– Stick 1 set of cutouts on the board. and colors, but the same type of solid shape. –– Explain to students that the solid shapes are –– Write the names of each of the solid shapes of different shapes, colors and sizes. above each box. –– Tell students that we want to group the –– Highlight to students that these solid shapes objects by shape. On the board, draw two are grouped by shape. columns and label the left column ‘Grouped by shape’. Draw three boxes in that column. –– Enlarge and cut out one large and one small Have a student come up to the board to cube, cuboid, cone, cylinder and sphere group the cutouts according to their shape. from BM9.1–9.5. Color them in the same –– Point to each completed group and have colors as the solid shapes in the first two boxes students identify the type of solid shapes that on CWB p. 139. are in that group. Students should be able to identify that there are cylinders, cuboids –– Draw two large boxes on the board. and cones. –– Stick all the large solid shapes into one box –– Stick the second set of cutouts on the board. Highlight that we can also group the solid and label it ‘big’. Stick all the small solid shapes according to color. Label the right shapes into the second box and label it column ‘Grouped by color’. ‘small’. Point out to students that in the –– Draw two boxes in that column. Have first group, the solid shapes have different another student come up to the board to shapes and different colors. Only their size is group the shapes according to color. the same. Similarly, get students to observe –– Point to each completed group and have that the solid shapes in the second group students identify the color of the solid shapes are all small, but their shapes and colors are in that group. Students should be able to different. state that there are purple solid shapes and –– Conclude that these solid shapes have been orange solid shapes. grouped by size. –– Stick the green sphere cutout on the board. –– Enlarge and cut out two cubes, cuboids, Guide students to observe that this sphere cones, cylinders and spheres from BM9.1–9.5. has a different shape from the solid shapes in Color them in the same colors as the solid the three boxes in Group A. It is neither shapes in the bottom two boxes of CWB p. a cylinder, a cuboid nor a cone. 139. –– Guide students to also observe that this –– Stick all the purple solid shapes into one box. sphere has a different color from the objects Stick all the orange solid shapes into the in the two boxes in Group B. It is neither second box. purple nor orange. –– Point out to students that in the first group, –– Lead students to conclude that this solid the solid shapes have different shapes and shape does not belong in any group. It has sizes. Only their color is the same. a different shape and color. –– Similarly, get students to observe that the solid shapes in the second group have  Blended Learning Program different shapes and sizes, but are of the same color. From PR1ME Mathematics Interactive Edition: –– Conclude that these solid shapes have been Let’s Do (CB p. 145) grouped by color. Assign the tasks to students as classwork for formative –– Reiterate that we can group solid shapes by assessment. Use the corresponding lesson notes to their shape, size and color. identify the objectives of each task and address remediation needs. 108 Chapter 9 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Exercise 2 (PB pp. 139–140) SCHOLASTIC Task 3 Assign the tasks to students as classwork for further ¾¾ Have students draw a table to describe formative assessment. Use the corresponding lesson the size, shape and color of each of the notes to identify the objectives of each task and objects in a group. This will help them identify addressremediation needs. whether the objects are grouped by size, shape or color. From PR1ME Mathematics Coursework Book: Coursework Book Practice 2 (CWB pp.127–128) Independent practice (For Print-based Program): Assign all tasks to students as homework. Use the following notes to identify the skills needed for each Task 2 requires students to to visualize and identify the task and address remediation needs. solid shape that fits into the shaded part on the left. Practice 2 (CWB pp. 141–142) Task 4 requires students to color and group solid shapes by their shape. Class practice (For Print-based Program): For answers, go to CW Manual p. 130. Task 1 requires students to visualize and identify the solid shape that fits into the shaded part on the left.  Blended Learning Program Task 3 requires students to classify solid shapes From PR1ME Mathematics Interactive Edition: according to each of these attributes: color, shape Practice 1 (CB p. 146) and size. Assign the tasks to students as classwork for summative assessment. Use the corresponding lesson Remediation notes to identify the objectives of each task and Task 1: Guide students to see that the shaded part address remediation needs. is a cylinder. Point out to students that there are two cylinders, and that they have to compare the size Lesson 2: Positions of Solid Shapes of the shaded part to the size of the cylinders to find the one that fits. Highlight that the thicker cylinder will Duration: 2 h not be able to fit, as it is too large. Conclude that the cylinder on the left will fit into the shaded part.  Blended Learning Program Task 3: Guide students to study each of the two From PR1ME Mathematics Interactive Edition: groups and check whether the solid shapes in them Let’s Learn (CB p. 147) are of the same size, color or shape. Go through the teaching examples with students for concept development. Use the detailed lesson plan For Task 3(a), have them see that all the solid shapes given in the corresponding lesson notes to carry out in the group on the left are cubes, and all the solid the teaching. shapes in the group on the right are cylinders. Conclude that the solid shapes have been grouped Learn by shape. Solid shapes that slide, stack or roll (CWB p. 143) For Task 3(b), have them see that all the solid shapes Learning Outcome: in the group on the left are big, and all the solid • Identify a solid shape that can slide, stack or roll shapes in the group on the right are small. Conclude that the solid shapes have been grouped by size. Materials: • 1 set of geometric solids (cube, cuboid, cone, For Task 3(c), have them see that all the solid shapes cylinder, sphere) for demonstration in the group on the left are green, and all the solid • 1 set of geometric solids (cube, cuboid, cone, shapes in the group on the right are purple. Conclude cylinder, sphere) per group that the solid shapes have been grouped by color. • 1 set of objects (1 toy truck, 1 cuboidal gift box, 5 wooden blocks) Teaching tips Task 1 (a) Stages: Concrete Experience and Pictorial ¾¾ Get students to trace the outline of the Representation shaded part on a piece of paper and use it Students will build upon their knowledge of solid to compare the shaded part to the given set shapes to discover properties of each solid shape. of solid shapes. This enables students to describe solid shapes, as well ¾¾ Reiterate to students that the object that fits the shaded part has to be of the same shape and size. © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5 Chapter 9 109

as identify them based on their characteristics. In this SCHOLASTIC –– Place the sphere and cone on the table. example, they are taught which solid shapes can roll. Point out to students that they cannot be stacked. Demonstrate this by showing that –– Have students get into groups of four. these solid shapes will tumble over when they Distribute a set of geometric solids to each are stacked. group. –– Conclude that the cube, cuboid and –– Hold up a toy truck. Point to the wheels of cylinder can also stack. the toy truck. Roll the truck on the table and point out to students that the wheels of the  Blended Learning Program toy truck can roll. From PR1ME Mathematics Interactive Edition: –– Have students try rolling the geometric solids Let’s Do (CB p. 148) they have and identify the solid shapes that Assign the tasks to students as classwork for formative can roll. assessment. Use the corresponding lesson notes to identify the objectives of each task and address –– Place the sphere, cylinder and cone on the remediation needs. table, such that the cylinder and cone are on their sides. Roll these solid shapes on the  Blended Learning Program table. Point out to students that these solid shapes can roll. From PR1ME Mathematics Interactive Edition: Let’s Learn (CB p. 148) –– Place the cube and cuboid on the table. Go through the teaching examples with students for Point out to students that they cannot roll. concept development. Use the detailed lesson plan given in the corresponding lesson notes to carry out –– Conclude that the sphere, cylinder and cone the teaching. can roll. Learn (b) Describing positions of solid shapes(CWB p. 144) Stages: Concrete Experience and Pictorial Representation Learning Outcome: This example introduces students to another • Describe the relative position of a solid shape characteristic of solid shapes. They will learn to using the phrases ‘left’, ‘right’, ‘on top of’ identify solid shapes that can slide. and ‘under’ –– Place the gift box on the table and slide it Materials: from one end of the table to the other. Have • 1 set of geometric solids (cube, cuboid, cone, students observe the movement of the gift cylinder, sphere) per group box. Stages: Concrete Experience and Pictorial –– Have students slide the geometric solids they Representation have and identify the solid shapes that can In this stage, students will build upon the knowledge slide. of position words they had learned in Chapter 5, like ‘on top of’, ‘under’, ‘left’ and ‘right’. They will use –– Place the cube, cuboid, cone and cylinder them to describe the positions of solid shapes. on the table in an upright position. Slide these solid shapes on the table. Point out to –– Have students get into groups of four. students that these solid shapes can slide. Distribute a set of geometric solids to each group. Have students look at the picture on –– Place the sphere on the table. Point out to CWB p. 144 and make a model of it using the students that it cannot slide like the other geometric solids. solid shapes. –– Students should be able to identify that –– Conclude that the cube, cuboid, cylinder the figure is made of a cube stacked on a and cone can slide. cylinder. (c) –– Point out to students that in the figure, Stages: Concrete Experience and Pictorial the cube is on top of the cylinder and the Representation cylinder is under the cube. This example introduces students to another characteristic of solid shapes. They will learn to –– Have students look at the figure on the right identify solid shapes that can stack. and use their geometric solids to make a model of it. –– Place 5 wooden blocks on the table and stack them one on top of the other. Point out that when we stack solid shapes, it is similar to building a tower. –– Have students try rolling the geometric solids they have and identify the solid shapes that can stack. –– Place a few cubes, cuboids and cylinders on the table in an upright position. Demonstrate that these solid shapes can stack. 110 Chapter 9 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

–– Point out to students that the cube is on the SCHOLASTIC  Blended Learning Program left and the cylinder is on the right. From PR1ME Mathematics Interactive Edition: –– Have students place the geometric solids in Practice 2 (CB p. 149) different arrangements. Have each group Assign the tasks to students as classwork for show their model to the class and have the summative assessment. Use the corresponding lesson rest of the students describe the positions of notes to identify the objectives of each task and the solid shapes in the model. address remediation needs.  Blended Learning Program Lesson 3: Patterns of Solid Shapes From PR1ME Mathematics Interactive Edition: Duration: 2 h 30 min Let’s Do (CB p. 148) Assign the tasks to students as classwork for formative  Blended Learning Program assessment. Use the corresponding lesson notes to identify the objectives of each task and address From PR1ME Mathematics Interactive Edition: remediation needs. Let’s Learn (CB p. 150) Go through the teaching examples with students for Exercise 3 (PB p. 141) concept development. Use the detailed lesson plan Assign the tasks to students as classwork for further given in the corresponding lesson notes to carry out formative assessment. Use the corresponding lesson the teaching. notes to identify the objectives of each task and address remediation needs. Learn Continuing a pattern (CWB pp. 146–148) From PR1ME Mathematics Coursework Book: Coursework Book Practice 3 (CWB pp. 130–131) Learning Outcome: Assign all tasks to students as homework. Use the • Continue a pattern with solid shapes according following notes to identify the skills needed for each to one or two of these attributes: size, shape task and address remediation needs. and color Practice 3 (CWB pp. 144–145) (a) Stages: Concrete Experience and Pictorial Class practice (For Print-based Program): Representation This example builds upon students’ knowledge of Task 1 requires students to identify the solid shapes solid shapes and the various ways in which they can that can roll. be grouped. Here, students will learn to complete patterns involving solid shapes by identifying the unit Remediation pattern. To do this, they apply their knowledge Task 1: Guide students to recognize and name each of attributes to identify the similarities and differences of the solid shapes, and then have them recall which between one solid shape and the one that solid shapes can roll. comes after it. As students have already learned to complete patterns involving plane shapes, they will Teaching tips be able to apply that skill to this solid shapes. This Task 1 pattern involves a change in size. ¾¾ Distribute geometric solids to students to help –– Direct students to the pattern of solid shapes them identify the solid shapes that can roll. in (a). Independent practice (For Print-based Program): –– Have them observe the solid shapes in the pattern and have them compare the size, Task 2 requires students to identify the solid shapes shape and color of the solid shapes. Students that can slide. should be able to state that all the shapes are red cubes. Task 3 requires students to identify the solid shapes that can stack. –– Guide students to observe that the cubes are of different sizes. Point to the first cube and Task 4 requires students to describe the relative highlight that it is big. Point to the next square position of a solid shape using the phrases ‘left’, and highlight that it is small. ‘right’, ‘on top of’ and ‘under’ –– Highlight to students that the pattern of the For answers, go to CW Manual p. 130. solid shapes is big, small, big, small, and so on. © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5 Chapter 9 111

–– Guide them to see that each pair of big and SCHOLASTIC Blended Learning Program small cubes repeat in the pattern. There is a change in size. From PR1ME Mathematics Interactive Edition: Let’s Do (CB p. 151) –– Conclude that the next solid shape in the Assign the tasks to students as classwork for formative pattern is a big red cube. assessment. Use the corresponding lesson notes to identify the objectives of each task and address (b) remediation needs. Stage: Pictorial Representation Similar to the previous example, students learn to Exercise 4 (PB p. 142–143) complete patterns involving solid shapes by identifying Assign the tasks to students as classwork for further the unit pattern. In this example, there is a change in formative assessment. Use the corresponding lesson shape. notes to identify the objectives of each task and address remediation needs. Have students look at the pattern of solid shapes in (b) on the page. From PR1ME Mathematics Coursework Book: Coursework Book Practice 4 (CWB pp. 133– 134) –– Explain to students that they should compare Assign all tasks to students as homework. Use the the size, shape and color of the solid shapes following notes to identify the skills needed for each in the pattern in order to identify the pattern. task and address remediation needs. –– Guide students to see that the shapes are all Practice 4 (CWB pp. 147–148) of the same color, green. They are also of the same size. Class practice (For Print-based Program): –– Have students identify the solid shapes as Task 1 requires students to recognize and continue they go along the pattern. They should be the given pattern according to color. able to name them as such: cube, cylinder, cone, cube, cylinder, cone, cube, cylinder, Remediation cone. Task 1: Guide students to recognize that only the color changes in the pattern, while the shape and size –– Highlight to students that there is a change in remain the same. Conclude that the next solid shape shape in the pattern. Guide them to see that is a blue cube. the pattern repeats for every three shapes. Teaching tips –– Conclude that the next shape will be a Task 1 green cube. ¾¾ Get students to identify and state the pattern (c) as purple, blue, purple, blue. Stage: Pictorial Representation Similar to the previous example, students learn Independent practice (For Print-based Program): to complete patterns involving solid shapes by identifying the unit pattern. This example is an Task 2 requires students to recognize and continue extension of the previous examples. The pattern the given pattern according to size, shape or color, involves changes in two attributes. or a combination of these attributes. –– Have students look at the pattern on For answers, go to CW Manual p. 130. CWB p. 147. Reiterate that we look at the types of shapes, size and color of the shapes  Blended Learning Program in the pattern to identify the pattern. From PR1ME Mathematics Interactive Edition: –– Point out that all the solid shapes in the Practice 3 (CB pp. 152–153) pattern are the same size. Highlight to Assign the tasks to students as classwork for students that the color of the solid shapes summative assessment. Use the corresponding lesson changes, and the pattern is pink, pink, blue, notes to identify the objectives of each task and blue, pink, pink, blue, blue. address remediation needs. –– Guide students to compare the type of solid shapes in the pattern. Point out that it also changes and the pattern is cuboid, sphere, cuboid, sphere, cuboid, sphere, cuboid, sphere. –– Highlight to students that there is a change in both color and shape. Guide them to see that the pattern repeats after three shapes. –– Conclude that the next shape in the pattern is a big red rectangle. 112 Chapter 9 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Lesson 4: Problem Solving SCHOLASTIC –– Point out that Sentence 2 says that all of Bob’s solid shapes can stack. Guide students Duration: 2 h to recall that only cubes, cylinders and cuboids can stack. Have students recognize  Blended Learning Program that Set C has only cubes, cylinders and cuboids, while the other sets have shapes From PR1ME Mathematics Interactive Edition: that cannot stack. Lead students to conclude Mind stretcher (CB p. 154–155) that Set C belongs to Bob. Go through the problem with students. Use the detailed lesson plan given in the corresponding lesson –– Point out that Sentence 3 tells us that Alan notes to carry out the teaching. has 5 solid shapes altogether. Have students recognize that Set B belongs to Dion, Set C Learn belongs to Alan and only the sets A and D Mind stretcher remain. Amongst these, both set A and Set D have 5 solid shapes each, so we cannot tell Learning Outcome: which set belongs to Alan. Therefore, we find • Solve a non-routine problem on solid shapes out which set belongs to Cathy first. using the strategy of making a list –– Point out that Sentence 4 says that Cathy Materials: has 4 kinds of shapes. Point out that of the • 1 copy of Mind stretcher (BM9.6) per student remaining sets, only Set D has 4 kinds of solid shapes, so Set D belongs to Cathy. Overview This problem requires students to have a strong –– Point out that since only Set A remains, understanding of the properties of solid shapes. Set A belongs to Alan. The strategies introduced here help students to write out the different possible answers in a list to 4. Check if your answer is correct. systematically work out the answer. Go through the –– Guide students to check their answer by problem using the 4-step Understand-Plan-Answer- reading Sentences 1–4 again and seeing if Check process. the description of each person’s solid shapes match the answer. Distribute a copy of Mind stretcher (BM9.6) to each student. Have them underline the key information. Reiterate the following points: This helps them to understand the problem and –– Some basic solid shapes are: cube, cuboid, interpret it correctly. cone, cylinder and sphere. –– Solid shapes can be grouped by shape, color 1. Understand the problem. and size. –– Pose the questions in the first thought bubble. –– Solid shapes that can roll are: sphere, cone Explain to students that they have to match and cylinder. each child to their set of solid shapes. Guide –– Solid shapes that can slide are: cone, cube, students to identify the solid shapes in each cylinder and cuboid. given set of solids. –– Solid shapes that can stack are: cube, cylinder and cuboid. 2. Plan what to do. –– We can continue a pattern with solid shapes –– Point out to students that since there is a lot according to their size, shape, color or a of information about the solid shapes in the combination of these attributes. word problem and in the four sets, we can deal with this information by first listing the solid shapes in each set. 3. Work out the Answer. –– On the board, make a list of the solid shapes in each set. Set A: cubes, spheres and a cylinder. Set B: cylinders, a sphere, a cone and a cuboid Set C: Cuboids, a cube and a cylinder Set D: Spheres, a cone, a cube and a cuboid –– Point out that Sentence 1 says Dion has no cubes. Guide students to see that Set B has no cubes and all the other sets have cubes. So, Set B belongs to Dion. © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5 Chapter 9 113

Chapter 10: Length Strand: Measurement Total Duration: 8 h 35 min SLesson Scheme of Work CLesson 1: Comparing Length Blended Learning Program Print-based Program Learning Outcomes Vocabulary HComparing • Compare the lengths of two Materials Resources Materials Resources OLAComparing • Compare the heights of two 4h • long • 1 copy of vehicle • CB p. 156 • A pair of scissors • CWB p. 149 • longer Cutouts (TR10.1) • CWB p. 148 • A pencil of shorter length or more objects • longest • short for demonstration • CB pp. 157–159 length than the • shorter • PB p. 144 • shortest • 1 copy of Vehicle • CWB pp. scissors Cutouts (TR10.1) 149–151 • An eraser of shorter per group length than the pencil • CB pp. 160–161 • Reusable adhesive • PB pp. 145–147 • CWB pp. STComparing • high • 1 copy of Animal • 1 copy of Flying • CWB pp. 150–152 Ilength by • higher Cutouts (TR10.2) Objects Cutouts heightCcountingor more objects • highest • tall per group (BM10.1) • taller • tallest • 1 copy of Flying • Reusable adhesive Object Cutouts (TR10.3) per group • Compare the lengths of two • as long as • 1 string of 9 yellow • Paper clips (blue, • CWB pp. 153–155 or more objects by counting beads per group yellow and black) • 1 string of 10 green beads per group 152–154 • 1 string of 10 orange beads per group Using a start • Compare the lengths of two • start line • 1 copy of Pencil • CB pp. 161–164 • 3 water bottles of • CWB pp. 156–157 line or more objects using the Cutouts (TR10.4) • PB pp. 148–149 slightly different • CWB pp. same start line per student heights 155–156 • To arrange objects in order • 1 copy of Tape according to their lengths Cutouts (TR10.5) per student © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Blended Learning Program Print-based Program Lesson Learning Outcomes Vocabulary Materials Resources Materials Resources Lesson 2: Measuring Length 3h Measuring length in • about • 20 craft sticks • CB pp. 165–166 • 20 straws • CWB p.158 for demonstration • CWB p.143 Sunits • Estimate and measure the • 20 craft sticks length of an object in non- per group standard units • 20 paper clips C• Estimate and measure the length of an object in non- • units • 5 craft sticks • CB pp. 166–169 • 1 copy of Think About • CWB pp. 159–161 Hstandard units, and express per student • PB pp. 150–152 It Worksheet (WS10.1) Othe length in units • CWB pp. • 5 straws per student per student • 15 paper clips 144–146 • 20 straws per group • 20 paper clips per student LLesson 3: Problem Solving AMind 1 h 35 min stretcher SReview 4 • CB p. 170 • 1 copy of Mind • Solve a non-routine problem • PB pp. 153–160 stretcher (BM10.2) on length using the strategy of TIC• PB pp. 54–57 per student drawing a picture • 1 copy of Review 4 (WS10.2) per student © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Chapter 10 they will see that placing objects at a common start Length point enables them to easily identity the longest and shortest objects. This helps them to transit from Chapter Overview concrete experience to pictorial representation. Lesson 1: Comparing Length Lesson 2: Measuring Length –– Hold up the pair of scissors, pencil and eraser Lesson 3: Problem Solving and get students to identify them. Note for Teachers –– Place the pencil over the pair of scissors This chapter introduces the concept of length (with their bottoms aligned) and have through comparison and measurement. Students students observe the length. will learn to compare the lengths of two or more objects in different ways and use various terms and –– Guide students to see that when the pencil is phrases to describe the comparisons. It is important to placed over the pair of scissors, the length of emphasize the usage of the correct terms in various the pencil does not cover the length of the scenarios. pair of scissors completely. A sense of the length of an object is developed through estimating and measuring the length of the –– Explain that this means that the length of the object using non-standard units. pair of scissors is greater than the length of the pencil. We say that the pair of scissors is Lesson 1: Comparing LengthSCHOLASTIC longer than the pencil. Highlight that we can also say that the pencil is shorter than the Duration: 4 h pair of scissors.  Blended Learning Program –– Repeat the same procedure with the pencil and eraser. Highlight that the pencil is longer From PR1ME Mathematics Interactive Edition: than the eraser. Tell students that we can also Let’s Learn (CB p. 156) say that the eraser is shorter than the pencil. Go through the teaching examples with students for concept development. Use the detailed lesson plan –– Arrange the objects such that they parallel given in the corresponding lesson notes to carry out the positions of the objects on CWB p. 149. the teaching. Highlight that of the three objects, the eraser is the shortest. Highlight that the pair of Learn scissors is the longest. Comparing length (CWB p. 149) –– Bring students’ attention to the picture of Learning Outcome: the objects on CWB p. 149. Relate it to the • Compare the lengths of two or more objects activity and highlight to students that we can identify the longest and and shortest objects. Materials: Stage: Abstract Representation • A pair of scissors In this stage, students will learn to express the • A pencil of a shorter length than the scissors comparison of lengths in statements. • An eraser of a shorter length than the pencil –– Go through the comparison statements Vocabulary: • longer • longest on the page with students, relating each • long • shorter • shortest statement to the picture while doing so. • short –– Have students compare the lengths of (a) their eraser, pencil and scissors, and write Stages: Concrete Experience and Pictorial the comparison statements based on Representation their observation. In this stage, students will compare the lengths of physical objects and learn how to use terms like –– If necessary, prompt them with the following ‘long’, ‘longer’, ‘longest’, ‘short’, ‘shorter’ and questions: Which object is the longest? ‘shortest’. This provides them with a visual gauge for Which object is the shortest? Which is longer, the lengths of commonplace objects and facilitates the pencil or the eraser? Which is shorter, the their ability to compare and estimate the lengths of eraser or the pair of scissors? objects later on. Through comparing physical objects,  Blended Learning Program From PR1ME Mathematics Interactive Edition: Let’s Learn (CB pp. 157–158) Go through the teaching examples with students for concept development. Use the detailed lesson plan given in the corresponding lesson notes to carry out the teaching. 116 Chapter 10 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5