Philippine edition CWM 1A_LR

Learn (b) Comparing height (CWB p. 150) Stages: Concrete Experience and Pictorial Representation Learning Outcome: This example is an extension of the previous example. • Compare the heights of two or more objects Students learn to visualize and compare objects at different elevations. Through this, they will be Materials: introduced to the terms ‘high’, ‘higher’ and ‘highest’. • 1 copy of Flying Objects Cutouts (BM10.1) –– Draw a straight line on the board to represent • Reusable adhesive ground level. Enlarge and stick the flying objects cutouts (BM10.1) in a row on the line. Vocabulary: –– Highlight to students that the butterfly, the • high • higher • highest bird and the kite are on the ground. • tall • taller • tallest –– Move the three cutouts above the line so that their level of elevation parallels that of (a) the picture in CWB p. 150. Stages: Concrete Experience and Pictorial –– Tell students that the butterfly, the bird and the kite are flying above the ground. Representation –– Point to the butterly and state that it is In this stage, students will compare the heights of flying high. physical objects and learn how to use terms like ‘tall’, –– Point to the bird and state that it is flying higher than the butterfly. ‘taller’ and ‘tallest’. This provides them with a visual –– Point to the kite and state that it is flying guage for the heights of commonplace objects and the highest. facilitates their ability to compare and estimate the –– Have students look at the picture in (b) on SCHOLASTIC the page. Relate it back to the cutouts on heights of objects later on. the board. Students should be able to identify that the kite is flying the highest, and the bird –– Highlight to students that we can also is flying higher than the butterfly. compare the heights of people. Stage: Abstract Representation –– Have three students of different heights In this stage, students will learn to express the come up to the front of the class. (Student A comparison of elevation in statements. refers to the shortest student, Student C refers to the tallest student and Student B refers to –– Go through the comparison statements the remaining student). on the page with students, relating each statement to the picture while doing so. –– Have the three students stand next to each other in increasing order of height, with the –– Rearrange the elevation of the cutouts on shortest student on the left. the board. Have students look at this new arrangement and identify the object that is –– Highlight to students that Student A is tall. flying the highest. Guide them to see that Student B is taller than Student A, and Student C is taller than  Blended Learning Program Student B. From PR1ME Mathematics Interactive Edition: –– Tell students that we can also say that Let’s Do (CB p. 159) Student A is shorter than Student B, and Assign the tasks to students as classwork for formative Student B is shorter than Student C. assessment. Use the corresponding lesson notes to identify the objectives of each task and address –– Conclude that Student C is the tallest and remediation needs. Student A is the shortest. Exercise 1 (PB p. 144) –– Bring students’ attention to the picture in (a) Assign the tasks to students as classwork for further on CWB p. 150. Students should be able to formative assessment. Use the corresponding lesson identify that Adam is the shortest, and Claire notes to identify the objectives of each task and is the tallest. address remediation needs. Stage: Abstract Representation From PR1ME Mathematics Coursework Book: In this stage, students will learn to express the Coursework Book Practice 1 (CWB pp.137–138) comparison of heights in statements. Assign all tasks to students as homework. Use the following notes to identify the skills needed for each –– Go through the comparison statements task and address remediation needs. on the page with students, relating each statement to the picture whilst doing so. –– Have students get into threes and compare the heights of their water bottles. –– If necessary, prompt them with the following questions: Whose water bottle is the tallest? Whose water bottle is the shortest? –– Guide them to use comparison statements to compare the heights of two water bottles at a time. © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5 Chapter 10 117

Practice 1 (CWB pp. 151–152) SCHOLASTIC(a) Stages: Concrete Experience and Pictorial Class practice (For Print-based Program): Representation In this example, students are taught how to compare Task 1 requires students to compare the lengths of the lengths of objects by counting the number of two or more objects using the terms ‘long’, smaller units each object is composed of. ‘longer’, ‘longest’, ‘short’, ‘shorter’ or ‘shortest’. They will also be introduced to the term ‘as long as’ to describe objects that have the same length. Remediation This is a soft introduction to measuring objects using Task 1: Reteach comparing the lengths of objects. non-standard units of measurement. Then, go through the tasks with students. –– Have students get into groups. Distribute 6 For Task 1(a), guide students to see that the length of blue paper clips, 8 yellow paper clips, and the pair of scissors is greater than the crayon and the 6 black paper clips to each group. Have glue stick, hence it is the longest. students link the paper clips of the same color into a chain such that there are three chains, For Task 1(b), have students see that the glue stick is as shown on CWB p. 153. longer than the crayon. –– Guide students to compare the lengths of the For Task 1(c), guide students to see that the crayon is chains by counting the number of paper clips shorter than the scissors. in each chain. Teaching tips –– Have them look at the chain of yellow paper Task 1 clips and the chain of blue paper clips. Conclude that since the chain of yellow ¾¾ When reteaching, follow the same procedure paper clips has 8 paper clips and the chain as the example on CWB p. 148. Go through of blue paper clips has 6 paper clips, the the important terms with students again. chain of yellow paper clips is longer than the chain of blue paper clips. Independent practice (For Print-based Program): –– Highlight that we can also say that the chain Task 2 requires students to use their understanding of blue paper clips is shorter than the chain of of ‘taller’ by drawing a taller object than the given yellow paper clips. object. –– Have them look at the chain of blue paper Task 3 requires students to compare the elevations of clips and the chain of black paper clips. two or more objects using the terms ‘high’, ‘higher’ Highlight that both chains have 6 paper clips and ‘highest’. each. Therefore, the chain of blue paper clips is as long as the chain of black paper For answers, go to CW Manual p. 130. clips.  Blended Learning Program –– Tell students that ‘as long as’ means that both objects have the same length. From PR1ME Mathematics Interactive Edition: Let’s Learn (CB p. 160) Stage: Abstract Representation Go through the teaching examples with students for In this stage, students will learn to express the concept development. Use the detailed lesson plan comparison of heights in statements. given in the corresponding lesson notes to carry out the teaching. –– Go through the comparison statements on the page with students, relating each Learn statement to the picture while doing so. Comparing length by counting (CWB p. 153) –– Have students change the number of paper Learning Outcome: clips in each chain (for example 5 blue paper • Compare the lengths of two or more objects by clips, counting 5 yellow paper clips and 6 black paper clips) and make comparison statements based Materials: on the new number of paper clips in each • Paper clips (blue, yellow and black) chain. Have them identify the longest chain and the shortest chain. Vocabulary: • as long as  Blended Learning Program From PR1ME Mathematics Interactive Edition: Let’s Do (CB pp. 160–161) 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. 118 Chapter 10 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Exercise 2 (PB pp. 145–147) Task 4 Assign the tasks to students as classwork for further ¾¾ Students may get the wrong answers by formative assessment. Use the corresponding lesson identifying the wrong start and end point. notes to identify the objectives of each task and Identify the correct start and end points on address remediation needs. the ribbons. From PR1ME Mathematics Coursework Book: Independent practice (For Print-based Program): Coursework Book Practice 2 (CWB pp. 139–140) Assign all tasks to students as homework. Use the Task 2 requires students to compare the heights of following notes to identify the skills needed for each four objects and color the tallest one. task and address remediation needs. Practice 2 (CWB pp. 153–155) Task 5 requires students to identify the lengths of four objects by counting. Class practice (For Print-based Program): For answers, go to CW Manual p. 130. Task 1 requires students to compare the lengths  Blended Learning Program of three objects by counting and circling the shortest object. From PR1ME Mathematics Interactive Edition: Let’s Learn (CB pp. 161–162) Task 3 requires students to compare the lengths of Go through the teaching examples with students for four objects by counting and circling the longest concept development. Use the detailed lesson plan object. given in the corresponding lesson notes to carry out the teaching. Task 4 requires students to compare the lengths of four ribbon by counting the units o the grid. SCHOLASTIC Remediation Learn Tasks 1 and 3: Reteach comparing the lengths of Using a start line (CWB p. 156) objects by counting. Then, go through the tasks. Learning Outcomes: For Task 1, guide students to see that since there are • Compare the lengths of two or more objects 5 blue blocks, 4 green blocks and 7 red blocks, the using the same start line row of green blocks is the shortest. • To arrange objects in order according to their lengths For Task 3, guide students to see that the first string has 12 beads, the second string has 14 beads, the third Materials: string has 11 beads and the last string has 12 beads. • 3 water bottles of slightly different heights Therefore, the second string of beads is the longest. Vocabulary: Task 4: Guide students to see each ribbon covers a • start line number of squares on the grid. Highlight to them that we can use the grids to help us compare the lengths Stage: Concrete Experience of the ribbons. Highlight that since Ribbon A spans In this example, students will learn the importance across 3 units, Ribbon B spans across 3 units, Ribbon and usefulness of having a common point from which C spans across 6 units and Ribbon D spans across 2 they should start comparing the lengths and heights units, Ribbon C is the longest, Ribbon D is the shortest, of objects from. This deepens their understanding of Ribbon B is as long as Ribbon A, and Ribbon A is comparing lengths and prepares them for learning shorter than Ribbon C. how to measure the lengths and heights of objects later on. Teaching tips Tasks 1 and 3 –– Hold up three bottles of similar heights. Point out that the three bottles appear to be of the ¾¾ When reteaching, follow the same procedure same height. as the example on CWB p. 152. Use concrete manipulatives to help students see that they –– Explain to students that we cannot be sure can compare the lengths of objects by of this because they are not placed on the counting the number of units that they are same level. made of. –– Put the bottles on a desk. Highlight to ¾¾ Go through what the terms ‘shortest’ and students that it is now clear that the three ‘longest’ mean respectively. bottles do not have the same height. Have them identify the tallest and shortest bottle. –– Guide students to see that we can only compare the heights of objects when the objects are placed at the same level. Tell them that this is called a start line. © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5 Chapter 10 119

Stage: Pictorial Representation SCHOLASTICIndependent practice (For Print-based Program): Here, students will be shown the pictorial representation of a start line. This enables them to Task 2 requires students to compare the lengths of compare the lengths or heights of objects in pictures two or more objects by counting, and arrange the without having to rely on concrete objects. objects in order according to their lengths. –– Have students look at the first picture of the For answers, go to CW Manual p. 130. three bottles on CWB p. 156. Relate it back to the concrete activity and reiterate that when  Blended Learning Program the bottles are not placed on a start line, we cannot compare the heights of the From PR1ME Mathematics Interactive Edition: bottles. Practice 1 (CB pp. 163–164) Assign the tasks to students as classwork for –– Direct students to the second picture on the summative assessment. Use the corresponding lesson page and bring their attention to the start notes to identify the objectives of each task and line. address remediation needs. –– Students should be able to state that the red Lesson 2: Measuring Length bottle is the tallest and the white bottle is the shortest. Duration: 3 h –– Reiterate that placing the bottles on a start  Blended Learning Program line allows us to compare their lengths or heights easily. From PR1ME Mathematics Interactive Edition: Let’s Learn (CB p. 165)  Blended Learning Program Go through the teaching examples with students for concept development. Use the detailed lesson plan From PR1ME Mathematics Interactive Edition: given in the corresponding lesson notes to carry out Let’s Do (CB pp. 162–163) the teaching. Assign the tasks to students as classwork for formative assessment. Use the corresponding lesson notes to Learn identify the objectives of each task and address Measuring length in units (CWB p. 158) remediation needs. Learning Outcome: Exercise 3 (PB pp. 148–149) • Estimate and measure the length of an object Assign the tasks to students as classwork for further in non-standard units formative assessment. Use the corresponding lesson notes to identify the objectives of each task and Materials: address remediation needs. • 20 straws From PR1ME Mathematics Coursework Book: Vocabulary: Coursework Book Practice 3 (CWB p. 142) • about Assign all tasks to students as homework. Use the following notes to identify the skills needed for each Stage: Concrete Experience task and address remediation needs. In this stage, students will learn to measure length in non-standard units by using concrete objects to help Practice 3 (CWB p. 157) them visualize and understand the measurements better. This is an extension of comparing the lengths Class practice (For Print-based Program): of objects by counting (CWB p. 153). They will also be introduced to the term ‘about’. This is important as Task 1 requires students to compare and order the it differentiates between an accurate meaurement heights of four objects using a start line. and a rough one. Remediation –– Direct students’ attention to the teacher’s Task 1: Guide students to visually compare the objects table. Explain that we can find the length of in order to identify the shortest and tallest robots. the table by using shorter objects like straws. Guide students to compare the heights of the remaining two robots to determine their positions –– Line straws along the length of the table, as when we order the robots from shortest to tallest. shown in the picture on CWB p. 158. Teaching tips –– Highlight to students that it is important to place Task 1 the straws from end to end, in a straight line, in order to measure the length of the table ¾¾ Reiterate to students that they have to first correctly. check that all robots are placed on a start line before they visually compare them. 120 Chapter 10 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

–– Count the number of straws that have been SCHOLASTIC  Blended Learning Program used. Point out that the length of the table is slightly longer/shorter than the total length of From PR1ME Mathematics Interactive Edition: the straws. Let’s Do (CB p. 166) Assign the tasks to students as classwork for formative –– Conclude that we can say: The length of the assessment. Use the corresponding lesson notes to table is about ___ straws. identify the objectives of each task and address remediation needs. –– Tell students that we use ‘about’ because the length of the table is not exactly the same  Blended Learning Program length as the total length of the straws. From PR1ME Mathematics Interactive Edition: Stage: Pictorial Representation Let’s Learn (CB p. 166) Here, students relate the picture to the concrete Go through the teaching examples with students for activity. This enables them to interpret pictures concept development. Use the detailed lesson plan without having to rely on concrete objects. given in the corresponding lesson notes to carry out the teaching. –– Have students read the opening sentences of the example on CWB p. 158. Then have Learn them look at the picture of the table. Relate Measuring length in units (CWB p. 159) it back to the earlier activity. Reiterate that Gretel uses straws to measure the length of Learning Outcome: the table. • Estimate and measure the length of an object in non-standard units, and express the length in –– Point out to students that the last straw does units not touch the end of the table. Highlight to them that this means that the total length of Materials: straws is slightly shorter than the length of the • 1 copy of Think About It Worksheet (WS10.1) per table. student • 20 straws –– Have students count the number of straws used to measure the length of the table in Vocabulary: the picture. • units –– Highlight that since 10 straws were used, Stage: Concrete Experience we can say that the length of the table is This example is an extension of measuring the lengths about 10 straws. of objects using non-standard objects. Here, students will learn to identify each of these non-standard –– Reiterate that we use ‘about’ because the objects as units, and express lengths in units. This is length of the table is not exactly 10 straws. a bridge for learning how to use standard units of measurements to measure the lengths of objects later Stage: Abstract Representation on. In this stage, students will learn to write the statement that describes the length of the table when –– Highlight to students that we can use straws measured in straws. They will also be reminded of to measure the length of a student’s desk. the importance of lining the paper clips properly to Line a student’s desk with straws to measure ensure that the length of an object is measured as its length. accurately as possible. –– Have students state the length of the desk –– Bring students’ attention to the statement on using straws. the page. Have a student read it aloud. –– Highlight to students that since each straw –– Get students to look at the thought bubble has the same length, we can use each straw on the page. Reiterate the importance of to stand for a unit. placing the paper clips in the correct way. –– Conclude that we can say that the length of –– Go through the two incorrect ways of lining the table is about ____ units long. the paper clips with students. Highlight that each of these ways do not give us an Stage: Pictorial Representation accurate measurement. Here, students will relate the pictorial representation to the activity earlier on. This enables them to –– If necessary, use the straws lined along the interpret pictures to measure the lengths or heights length of the table to demonstrate why those of objects in units without having to rely on concrete ways are wrong. It will show them clearly that objects. when they overlap the straws, more straws are required to line the length of the table. Also, it will show them that when they line the straws with gaps in between each straw, less straws are required to line the length of the table. © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5 Chapter 10 121

–– Have students refer to the picture on SCHOLASTICTask 3: Reteach measuring the length of an object in CWB p. 159. Point out that Frank uses straws non-standard units, and expressing it in units. Then, go to measure the length of the cupboard. through Task 3. Guide students to count the number of columns each pencil spans across, and then write –– Have students count the number of straws the number in units, given that each column is 1 unit. along the length of the cupboard. Conclude that the middle pencil is 7 units long. They should be able to state that the length of Frank’s cupboard is about 6 straws. Teaching tips Task 1 –– Reiterate that each straw stands for 1 unit, so we can also say that Frank’s cupboard is ¾¾ When reteaching, follow the same about 6 units long. procedure as the example in CWB p. 158. Use manipulatives like straws or paper clips to Stage: Abstract Representation help students see that we can measure the In this stage, students will learn to write the statements lengths of objects using non-standard units. for measuring the length of objects in units. Task 3 –– Go through the statements on the page with ¾¾ When reteaching, follow the same procedure students, relating them to the picture whilst as the example in CWB p. 159. Highlight that doing so. since each pen is the same length, each pen stands for 1 unit.  Blended Learning Program Independent practice (For Print-based Program): From PR1ME Mathematics Interactive Edition: Let’s Do (CB pp. 167–168) Task 2 requires students to estimate and measure the Assign the tasks to students as classwork for formative length of an object in non-standard units, and then assessment. Use the corresponding lesson notes to express the length in units. identify the objectives of each task and address remediation needs. Task 4 requires students to measure the length of an object in non-standard units, and then express the Exercise 4 (PB pp. 150-152) length in units. Assign the tasks to students as classwork for further formative assessment. Use the corresponding lesson For answers, go to CW Manual p. 130. notes to identify the objectives of each task and address remediation needs.  Blended Learning Program From PR1ME Mathematics Coursework Book: From PR1ME Mathematics Interactive Edition: Coursework Book Practice 4 (CWB pp. 144–146) Think About It (CB p. 168) Assign all tasks to students as homework. Use the Assign the task to students as classwork. Have them following notes to identify the skills needed for each complete the task in groups. Facilitate discussions task and address remediation needs. using the corresponding lesson notes. Practice 4 (CWB pp. 159–161) Have students get into groups. Distribute a copy of Think About It Worksheet (WS10.1) to each group. Class practice (For Print-based Program): Have them discuss the question presented. Ask a student from each group to present their answers Task 1 requires students to measure the length of an before proceeding with the questions below. object in non-standard units. –– What are Sam and Yen trying to compare? Task 3 requires students to measure the length of an (The lengths of their notebooks) object in non-standard units, and then express the length in units. Students are expected to measure the –– What does Sam use to measure the length length of the pencils using each column as a unit. of his notebook? (Straws) Remediation –– What does Yen use to measure the length Tasks 1: Reteach measuring the length of an object in of her notebook? (Craft sticks) non-standard units. Then, go through the tasks. –– Which is longer, a straw or a craft stick? For Task 1(a), guide students to count the number of (A straw) rods placed along the length of the ruler. Since there are 5 rods, the ruler is about 5 rods long. –– Which is longer, 3 straws or 3 craft sicks? (3 straws) For Task 1(b), guide students to count the number of pens placed along the loaf of bread. Since there are Get students to see that since three straws are longer 4 pens, the loaf of bread is about 4 pens long. than three craft sticks, the two notebooks do not 122 Chapter 10 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

have the same length. Highlight that we need to use 3. Work out the Answer. the same type of object as units when comparing the –– Guide students to read the first sentence lengths of objects. Conclude that Yen is incorrect. and draw a picture of Adin and Nila such that Adin is taller than Nila. Since we are  Blended Learning Program arranging the children in order from tallest to shortest, have students draw Adin to the left From PR1ME Mathematics Interactive Edition: of Nila. Practice 2 (CB p. 169) –– Point out to students that they should label Assign the tasks to students as classwork for each child with their name after drawing the summative assessment. Use the corresponding lesson picture. notes to identify the objectives of each task and –– Remind students to leave a gap in between address remediation needs. each child, so that they can add in other children in the gaps if needed. Lesson 3: Problem Solving –– Guide students to read the second sentence and conclude that they have to draw Duration: 1 h 35 min Charles such that he is shorter tha1n Nila. He should be drawn to the right of Nila.  Blended Learning Program –– Highlight to students that since Adin is taller than Nila, Charles is also shorter than Adin. From PR1ME Mathematics Interactive Edition: –– Guide students to read the third sentence Mind Stretcher (CB p. 170) and conclude that they have to draw Martin Go through the problem with students. Use the such that he is taller than Adin. He should be detailed lesson plan given in the corresponding lesson drawn to the left of Adin. notes to carry out the teaching. –– Highlight that Martin is also taller than Charles. –– Have students look at the completed picture of all four children. Conclude that Charles is the shortest. SCHOLASTIC Learn 4. Check if your answer is correct. Mind stretcher –– Guide students to check their answer by going through each sentence in the question Learning Outcome: and checking if it matches the pictures • Solve a non-routine problem on length using drawn. the strategy of drawing a picture –– Since all the sentences match the pictures drawn, the answer is correct. Materials: • 1 copy of Mind stretcher (BM10.2) per student Overview Reiterate the following points: This problem requires students to be proficient in –– We can use these words to compare the their knowledge of terms like ‘taller’, ‘shorter’ and lengths of objects — long, longer, longest, ‘shortest’. They need to compare heights according short, shorter, shortest. to these terms. The strategies introduced here help –– We can use these words to compare the students to represent and understand the problem in heights of objects — tall, taller, tallest, short, a pictorial manner. Go through the problem using the shorter, shortest. 4-step Understand-Plan-Answer-Check process. –– We can use these words to compare the elevations of objects — high, higher, highest. Distribute a copy of Mind Stretcher (BM10.3) to each –– We can compare lengths by counting or student. Have them underline the key information. using a start line. This helps them to understand the problem and –– We can estimate and measure the length interpret it correctly. of an object in non-standard units by using another object as a unit of measurement. 1. Understand the problem. –– To compare the lengths of different objects, –– Highlight to students that the question is we must use the same unit of measurement. asking for the shortest child. Guide students to see that there are four children in the question: Adin, Nila, Charles and Martin. 2. Plan what to do. –– Point out to students that we can draw a picture to arrange the children in order of their height, from tallest to shortest. © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5 Chapter 10 123

 PR1ME Mathematics Interactive Edition users  SCHOLASTIC From PR1ME Mathematics Interactive Edition: Review 4 (PB pp. 153–160) 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. Review 4 Materials: • 1 copy of Review 4 (WS10.2) per student Tasks 1 and 2 require students to recognize and name the four basic plane shapes. Task 3 requires students to recognize the sides and corners of a shape. Task 4 requires students to continue a pattern with plane shapes according to shape and color. Task 5 requires students to visually identify the solid shape that an object looks like. Task 6 requires students to identify the solid shapes that cannot stack. Task 7 requires students to continue a pattern with solid shapes according to color and size. Task 8 requires students to count the number of rows each boat occupies to find their heights before comparing the heights of the boats with one another. Task 9 requires students to estimate and measure the length of an object in non-standard units. Task 9(a) requires students to notice that there are gaps between the crayons. Task 9(b) requires students to notice that there is overlap between the clips. Task 10 requires students to measure the length of an object in non-standard units, and express the length in units. For answers, go to CW Manual p. 130. 124 Chapter 10 © 2017 Scholastic Education International (S) Pte Ltd  ISBN 978-981-47-6949-5

Answers Chapter 1:  Numbers 0 to 10 2. Match: 2—6; 4—4; 8—0; 7—1; 5—3 Practice 1 1 Practice 4 1. 1. a) Answer varies. Sample: •• 1, 8; 2, 7; 3, 6; 4, 5 b) Answer varies. Sample: • • five 1, 8; 2, 7; 3, 6; 4, 5 c) Answer varies. Sample: • •3 1, 8; 2, 7; 3, 6; 4, 5 2. Match: 1—8; 5—4; 6—3; 7—2; 9—0 • • four Practice 5 • • two 1. Answer varies. Sample: 1, 9; 2, 8; 3, 7; 4, 6; 5, 5 2. a) 5 b) 4 c) 8 d) 3 2. Answer varies. Sample: 1, 9; 2, 8; 3, 7; 4, 6; 5, 5 3. Match: four—4; seven—7; two—2; 3. Match: 1—9; 4—6; 2—8; 0—10; 3—7; 5—5 ten—10; zero—0 SCHOLASTIC Practice 2 Practice 6 1. No 1. Draw: 2 oranges 2. Yes 3. No 2. Draw: 3 pencils 4. 1; 3; H; G 5. 4; 3; No 3. a) 4 b) 7 6. M 7. 4. a) 5 b) 0 c) 4 WS2.1 Let’s Remember Worksheet 1. 5 2. 8; 10; B WS2.3 Review 1 1. a) 4 b) 6 2. a) b) 8. Tick the set in the second row. c) 9. Tick the set in the second row. Practice 3 b) 10; 7; 6 c) 10; 4; 7; 0 3. 9, nine; 1, one; 7, seven; 2, two 4. Tick the lower box. 1. 3; 6 5. Tick the lower box. 2. a) 4; 5; 7 6. Yes 7. Chapter 2:  Number Bonds Practice 1 1. a) 4; 1 b) 3; 3 2. Match: 0—5; 1—4; 2—3 3. Match: 1—5; 0—6; 4—2; 3—3 Practice 2 8. a) 5; 6; 8 b) 6; 4; 1 9. a) 4; 3 b) 8; 6 1. a) 2; 5 b) 1; 6 10. a) 1; 1 b) 7; 7 2. Match: 2—5; 3—4; 1—6; 7—0 Answers 125 Practice 3 b) 5; 3 1. a) 4; 4 © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5

Chapter 3:  Addition Practice 5 Practice 1 1. • • • •   • • • • ;8 1. a) 5; 5; 10 b) 9 2. 7 2. • • • • •   ; 10 • • • • • 3. a) 4; 3 b) 4; 4 4. a) 6 + 1 = 7 or 1 + 6 = 7 3. a) 6 b) 2 c) 9 f) 7 b) 5 + 0 = 5 or 0 + 5 = 5 d) 5 e) 4 5. Answer varies. Sample: Circle: a), b) and e) 4 children are playing. 2 children join them. There are 6 children altogether. Practice 6 Practice 2 1. a) 0 b) 10 c) 9 2. a) 7 b) 2 f) 6 1. a) 9; 9 b) 10 d) 3 e) 4 2 8 WS3.1 Let’s Remember Worksheet 4 10 3 1. 5; three; 7; seven 6 2. 4; 6; B 2. 6 2 3. 6; 7; 9 4. 9; 5; 4; 9; 5; 4 5. a) 5; 5 4 c) 8; 8; 4; 4 b) 7; 7; 3; 4 d) 5; 5; 5; 0 6 SCHOLASTIC 2 3. a) 7 b) 10 Chapter 4:  Subtraction 4. Green: 5 + 2; 0 + 7; 3 + 4 Practice 1 Red: 3 + 5; 4 + 4; 1 + 7 1. a) 2; 6 b) 5 Blue: 9 + 0; 2 + 7; 6 + 3 2. 9 5. a) 10; 10 b) 7; 7 3. a) 4 b) 6 8 4. 2 5. a) 5; 1 b) 6; 4 10 7 6. a) 5 – 3 = 2 or 5 – 2 = 3 2 b) 9 – 5 = 4 or 9 – 4 = 5 7. Answer varies. Sample: There are 6 wheelbarrows. 6. a) 8; 8 b) 8; 8 3 are wheeled away. 4 3 wheelbarrows are left. 8 8 Practice 2 b) 0 4 1. a) 5; 5 3 0 Practice 3 5 more eggs 3 3 1. 2; 5 2 2. 3 eggs 2. 3 ;8 5 3. 6; 6 b) 8 3. a) 5 b) 4 b) 6 4. 3; 3 5 Practice 4 b) 9 3 1. a) 7 b) 10 2. a) 8 8 3. a) 6 4. a) 9 126 Answers © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

5. a) 5; 5 5 2. a) 5 + 2 = 7 5 5 2 7 7 10 2 4 b) 10 – 3 = 7 7 b) 2; 2 4 3 10 9 3. 2 + 3 = 5; 3 + 2 = 5; 5 – 2 = 3; 5 – 3 = 2 c) 4; 4 4. 3 + 3 = 6; 6 5. 8 – 3 = 5; 5 8 Chapter 5: Ordinal Numbers and Positions Practice 3 SCHOLASTIC Practice 1 1. 10; 10; 7; 3 b) ball c) girl d) boy 1. a) cards b) mouse c) plant d) box 2. 7 + 1 = 8; 1 + 7 = 8; 2. a) radio 8 – 7 = 1; 8 – 1 = 7 3. 6 + 3 = 9; 3 + 6 = 9; 9 – 6 = 3; 9 – 3 = 6 Practice 2 4. a) – b) + c) + 1. a) Match: Betsy—1st; Buzzy—2nd f) – d) – e) – b) Betsy 5. 6 – 4 = 2; 6 – 2 = 4 C) Betty 6. a) 2 + 7 = 9; 7 + 2 = 9 2. Match: Boy with orange shirt—3rd; b) 10 – 4 = 6; 10 – 6 = 4 Girl with purple shirt—5th; c) 1 + 7 = 8; 7 + 1 = 8 Boy with yellow shirt—7th d) 7 – 4 = 3; 7 – 3 = 4 3. a) Abby b) Zara 4. a) Color the 4th plate from the left. Practice 4 b) Accept any 4 balloons colored. 1. a) 6 b) 1 5. a) Color the 2nd box from the right. 2. a) 6 b) 1 3. a) 7 b) 4 b) Accept any 2 pots colored. 4. a) 5 b) 2 6. Draw a hat on the 5th child from the right. 7. Draw a ball in the 3rd box from the left. 8. a) 2nd/second b) 3 Practice 5 Practice 3 1. a) 8 b) 7 c) 1 d) 10 1. Color the 5th bell from the left. Cross out the 2nd c) 8 d) 10 bell from the right. 2. a) 5 b) 10 2. 4th; 1st; 2nd; 3rd; 5th 3. –; 7; 7 3. 5th; 2nd; 1st; 4th; 3rd 4. a) –; 4; 6; 6 b) –; 5; 5; 5 c) –; 2; 8; 8 WS4.1 Let’s Remember Worksheet Chapter 6:  Numbers 0 to 20 1. 6; 5; 4; 2; 0 b) 6 c) 4 Practice 1 2. a) 3 e) 0 f) 10 d) 3 1. Match: Beads — 15 3. 5; 7; 7; 5 4. a) 5; 5; 5 Eggs — 14 5. a) 4; 4; 4 b) 9; 9; 9; 8; 1 c) 8; 8; 4; 4 Figs — 17 b) 7; 7; 10; 7; 3 c) 2; 2; 10; 8; 2 2. a) 19 b) 16 3. a) 18 b) 15 Review 2 4. Match: 1. a) 3; 6; 9 or 6; 3; 9 Apples: 15—fifteen b) 6; 4; 2 Balloons: 11—eleven Eggplants: 14—fourteen © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 Answers 127

5. a) 16 b) 20 3. Tick: a), c) and d) c) 12 d) 13 The answer on the left is equal to the 6. a) 15 b) 13 answer on the right. 7. a) 19 b) 11 Practice 2 b) 15 c) 15 Practice 7 b) 10 c) 6 b) 19 b) 20; 11; 11; 9 1. a) 10 b) 14; 15; 17 1. a) 16; 16 d) 9 e) 7 2. a) 11 d) 20; 18; 14 2. a) 12; 4; 8 ;4 g) 17 h) 8 3. a) 6; 10 c) 3 f) 13 c) 12; 9 Practice 8 Practice 3 1. a) 11 b) 10 1. Circle: a) 9 b) 16 2. a) 11 b) 10 2. Circle: a) 3 b) 17 3. Circle: 11 3. a) 12; 10; 7 b) 14; 10; 10 4. Circle: 3 5. 5; 6; 7; 8; 9; 10 4. a) 5; 14 b) 1; 12 6. 17; 16; 15; 14; 13; 12 7. 4; 7; 8; 13; 14 Practice 9 b) 7 8. 20; 18; 16; 10; 6 b) 8 1. a) 7 2. a) 2 b) 7; 1; 10 c) 7 d) 5 3. 8 4. a) 9; 7; 10 WS6.1 Let’s Remember WorksheetSCHOLASTIC 1. 8 (eight); A b) 5; 4; 3 Practice 10 2. a) 5; 6 1. a) 14 b) 12 c) 14 d) 8 2. a) 20 b) 11 c) 9 d) 14 Chapter 7: Addition and Subtraction e) 12 f) 17 g) 17 h) 10 Within 20 3. a) 19 b) 6 c) 8 d) 13 e) 15 f) 4 g) 15 h) 17 Practice 1 4. Color: 20 – 5; 11 + 4; 18 – 3; 14 + 1; 15 – 0 1. a) 15 b) 12 5. a) – b) + c) + d) + 2. a) 14 b) 13 3. a) 14 b) 11 e) – f) – c) 17 6. 14 – 6 = 8; 14 – 8 = 6 7. a) 16 + 3 = 19; 3 + 16 = 19 Practice 2 b) 20 – 15 = 5; 20 – 5 = 15 1. 17 c) 8 + 3 = 11; 3 + 8 = 11 2. a) 18 3. 5; 19 8. 10 + 4 = 14; 4 + 10 = 14; 4. 13; 19 b) 20 c) 16 14 – 10 = 4; 14 – 4 = 10 9. 9 + 7 = 16; 7 + 9 = 16; 16 – 9 = 7; 16 – 7 = 9 Practice 3 Practice 11 1. a) 8 b) 17 c) 19 d) 14 1. a) 3 b) 5 c) 4 d) 7 2. a) 11 b) 18 c) 13 d) 15 e) 15 f) 13 g) 20 h) 12 2. a) 5 b) 8 c) 9 d) 14 3. Tick: a), c) and d) The answer on the left is equal to the answer on Practice 4 the right. 1. Accept 5 marbles drawn in the box.  Practice 12 b) 7;7 2. Circle: 3 + 3 = 6 3. Circle: 5 + 5 = 10 1. a) 10; 10; 7; 7 b) 9; 3; 3; 9; 12; 12 4. a) 8 + 8 b) 9 + 9 c) 17; 17 d) 9 5. a) 7 + 7 b) 10 + 10 2. a) 11; 5; 5; 11; 16; 16 f) 20 c) 8 Practice 5 e) 12 1. 11; 5; 1 b) 17; 8; 1 c) 9 d) 13 Practice 13 2. a) 7; 3; 1 1. 4 + 12 = 16 Practice 6 b) 8 c) 5 d) 9 He has 16 books in all. b) 7 c) 6 d) 7 2. 19 – 8 = 11 1. a) 5 f) 11 She has 11 cherries left. 2. a) 4 3. 13 – 4 = 9 e) 12 9 oranges are in the box. 128 Answers © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

4. 14 – 8 = 6 2. a) rectangle b) circle 6 children came to join the 8 children. 3. a) triangle b) square 5. 10 – 4 = 6 c) rectangle d) circle Emma gives away 4 teddy bears. WS7.1 Let’s Remember Worksheet Practice 2 1. a) 8; 8 b) 9; 9 1. Accept any side colored in red. Accept any corner 2. a) 10 b) 10 3. a) 6 b) 2; 2 circled in green. c) 7 d) 0 4. 7; 7 2. Accept any side colored in red. Accept any corner 5. a) 4 b) 8 6. 10 circled in green. 7. 14; 14 b) 17; 16; 15; 14 8. a) 13; 14; 15; 16 3. a) square – 4, 4; 9. 20 rectangle – 4, 4; triangle – 3, 3 b) square; rectangle; corners 4. a) triangle b square; rectangle c) circle WS7.3 Review 3 Y b) cone Practice 3 d) cat 1. a) dustpan 1. Accept any circle bigger than the given one. c) chest B 2. Accept any triangle smaller than the given one. 2. 3. Accept any rectangle bigger than the given one. 4. Accept any square smaller than the given one. 3. Number SCHOLASTIC Number word 5. a) Color the 1st circle from the left yellow; 11 eleven color the 2nd circle green. b) Color the 2nd triangle yellow; 15 fifteen color the 3rd triangle from the left green. 17 seventeen c) Color the 3rd triangle from the left yellow; 20 twenty color the 2nd triangle green. d) Color the 1st rectangle from the left yellow; 4. Tick the first set. color the 3rd rectangle from the left green. 5. a) 16; 15 b) 9; 10 e) Color the 2nd square yellow; 6. Color the circle with ‘9’ red. color the 1st square from the left green. 6. Color the 2nd shape. Color the circle with ‘18’ blue. 7. a) Color the 1st shape. b) Color the 3rd shape. 7. 7, 13, 16, 19 c) Color the 2nd shape. d) Color the 3rd shape. 8. a) 15 b) 5 9. a) 11 b) 13 c) 4 d) 18 10. a) 3 b)8 c)7 Practice 4 11.a) 6 b)4 c)11 1. Circle: small circle 2. Circle: a) triangle 12. 12 + 3 = 15 c) purple triangle He has 15 cars now. b) yellow square 13. 17 – 9 = 8 8 paper clips are in the box. 14. 18 – 6 = 12 Practice 5 1. 1st piece She sells 12 dolls. 2. a) Circle the 2nd piece; Circle b) Circle the 1st piece; Rectangle 15. 9 + 6 = 15 c) Circle the 1st piece; Square 3. a) Tom gives Judy 6 pencils b) Chapter 8:  Plane Shapes Practice 1 • 1. triangle • • c) • • rectangle • • circle •• Answers 129 square © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5

Chapter 9:  Solid Shapes Chapter 10:  Length Practice 1 Practice 1 1. Circle the cylinder. 1. a) longest b) longer c) shorter 2. a) Circle the sphere. b) Circle the cone. 2. Accept all reasonable answers. c) Circle the cube. d) Circle the cuboid. 3. a) higher b) highest c) high 3. Practice 2 1. Circle the green row of blocks. 2. Color the 3rd dinosaur. 3. Circle the 2nd string of beads. • • • • • 4. a) C b) D c) A d) C 5. B • • • • • D C A 4. a) triangle and rectangle Practice 3 b) circle c) rectangle 1. a) Robot B b) Robot C d) square e) circle c) Robot B, Robot D, Robot A, Robot C Practice 2 2. a) C b) B c) A; D 1. Circle the 1st shape. SCHOLASTIC 2. Circle the 3rd shape. Practice 4 3. Tick: a) shape  b) size  c) color 4. 1. a) 5 b) 4 2. a) 4 b) 12 3. Circle the 2nd pencil. 4. a) 4 b) 9 c) 6 Practice 3 WS10.2 Review 4 rectangle: 2 1. triangle: 2 circle: 3 1. Circle the 3rd, 4th and 5th shapes from the left. square: 1 b) circle 2. Circle the 1st, 2nd, 3rd and 4th shapes from the left. 2. a) triangle b) 7 3. a) 7 4. b) sphere 3. Circle the 1st, 2nd and 4th shapes from the left. 5. a) cone 6. 4. a) right b) under 7. c) left d) on top of Practice 4 8. a) A b) B 1. Circle the 1st shape. c) B, D, C, A b) less than 2. a) Circle the 1st shape. 9. a) more than b) Circle the 3rd shape from the left. 10. 4, 6, 5, 6 c) Circle the 2nd shape. d) Circle the 2nd shape. e) Circle the 2nd shape from the left. f) Circle the 4th shape from the left. WS9.1 Let’s Remember Worksheet 1. b) rectangle c) circle d) square 2. a) ball of string b) cat c) lamp b) size 3. a) shape c) color 4. a) Draw the 1st shape. b) Draw the 1st shape. 130 Answers © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

BM8.1 Rectangle Cutouts SCHOLASTIC BM8.2 Square Cutouts 170 Teacher's Resources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

BM8.3 Triangle Cutouts SCHOLASTIC BM8.4 Circle Cutouts © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 Teacher's Resources 171

BM8.5 Making a Circle BE DF A C BM8.6 Making Shapes SCHOLASTIC 172 Teacher's Resources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

BM8.7 Mind stretcher Learn Complete the pattern Column Column Column 123 on the right. Row 1 Each row ( ) or Row 2 column ( ) must have Row 3 these three shapes. 1 Understand SCHOLASTICWhat is a row? the problem. What is a column? What shapes must I have? How many different shapes must I have in each row or column? 2 Plan I can start with solving part of the problem. what to do. First, I can find the missing shape in Column 2 because two of the shapes are given. 3 Work out the Answer. In Column 2, the missing shape is . Column Column Column 123 Row 1 Row 2 Row 3 © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 Teacher's Resources 173

In Row 2, the and are missing. I cannot put a in Column 1 because it appears in Row 1. It has to be a . Then, I can put the in Column 3. Column Column Column 123 Row 1 Row 2 Row 3 SCHOLASTIC Lastly, in Row 3, the missing shapes are and . The missing shape in Column 1 is a . The missing shape in Column 3 is a . Column Column Column 123 Row 1 Row 2 Row 3 4 Check Each row has 3 different shapes. 3 Did you answer the question? Each column has 3 different shapes. 3 Is your answer correct? My answer is correct! 1. Understand 2. Plan 3. Answer 4. Check 174 Teacher's Resources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

BM9.1 Cube Cutouts BM9.2 Cuboid Cutouts SCHOLASTIC © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 Teacher's Resources 175

BM9.3 Cone Cutouts BM9.4 Cylinder Cutouts SCHOLASTIC 176 Teacher's Resources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

BM9.5 Sphere Cutouts SCHOLASTIC © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 Teacher's Resources 177

BM9.6 Mind stretcher Learn Alan, Bob, Cathy and Dion have some solid shapes. Find out who has each set of solid shapes. 1. Dion has no cubes. 2. All of Bob's solid shapes can stack. 3. Alan has 5 solid shapes altogether. 4. Cathy has 4 kinds of solid shapes. SCHOLASTIC AB C D 1 Understand How many children are there? the problem. How many kinds of solid shapes are there? What solid shapes does each child have? 2 Plan I can first list the shapes what to do. in each set. 178 Teacher's Resources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

BM9.6 Mind stretcher (continued) 3 Work out the Set A has cubes, a cylinder and spheres. Answer. Set B has cylinders, a sphere, a cone and a cuboid. Set C has cuboids, a cube and a cylinder. Set D has spheres, a cone, a cube and a cuboid. 1. Dion has no cubes. Only Set B has no cubes, so Set B belongs to Dion. SCHOLASTIC 2. All of Bob’s solid shapes can stack. Set C has solid shapes that can stack. This set belongs to Bob! 3. Alan has 5 solid shapes altogether. The set that belongs to Alan can be A or D. 4. Cathy has 4 kinds of solid shapes. Set D has 4 kinds of solid shapes — spheres, a cone, a cube and a cuboid. Set D belongs to Cathy. Set A belongs to Alan. 4 Check Dion has no cubes. 3 Did you answer All of Bob's solid shapes can stack. 3 the question? Alan has 5 solid shapes altogether. 3 Is your answer Cathy has 4 kinds of solid shapes. 3 correct? My answer is correct! 1. Understand 2. Plan 3. Answer 4. Check © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 Teacher's Resources 179

WS9.1 Let’s Remember Worksheet 1. a) b) triangle c) d) 2. SCHOLASTIC lamp table ball of cat string is under the table. a) The is on the right. is on top of the table. b) The c) The 180 Teacher's Resources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

3. a) We can group by color, shape or size. These are grouped by . b) SCHOLASTIC These are grouped by . c) These are grouped by . 4. Draw and color the missing shape. ? a) b) ? © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 Teacher's Resources 181

BM10.1 Flying Object Cutouts SCHOLASTIC 182 Teacher's Resources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

BM10.2 Mind stretcher Learn Adin is taller than Nila. Charles is shorter than Nila. Martin is taller than Adin. Who is the shortest? 1 Understand How many children are there? the problem. Who is the tallest? Who is the shortest? 2 Plan I can draw a picture! what to do. SCHOLASTIC 3 Work out the Sentence 1: Answer. Adin is taller than Nila. Adin Nila Charles Sentence 2: Charles is shorter than Nila. Sentence 3: Martin is taller than Adin. Martin Charles is the shortest. 4 Check Adin is taller than Nila. 3 Did you answer Charles is shorter than Nila. 3 the question? Martin is taller than Adin. 3 Is your answer My answer is correct! correct? 1. Understand 2. Plan 3. Answer 4. Check © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 Teacher's Resources 183

WS10.1 Think About It Worksheet My notebook is My notebook is about about 3 straws long. 3 craft sticks long. Our notebooks have the same length! Sam Yen's notebook Yen Sam's notebook Is Yen correct? Why? SCHOLASTIC 184 Teacher's Resources © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5

WS10.2 Review 4 1. Fill in the blanks with the number of each shape in the picture. triangle rectangle square circle SCHOLASTIC 2. Circle the name of the shape of the shaded face. a)   square  triangle  circle b)   rectangle  circle  triangle 3. Look at the shapes. Fill in the blanks. a) The shapes have sides altogether. b) The shapes have corners altogether. 4. Circle the shape that comes next. Teacher's Resources 185 © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5

WS10.2 Review 4 (continued) 5. Circle the name of the solid shape. a) cuboid  cone  sphere b)   sphere  cube  cylinder 6. Circle the solid shapes that cannot stack. SCHOLASTIC 7. Circle the next shape in the pattern. 8. Fill in the blanks. A C B D . a) Boat is the shortest. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-6949-5 b) Boat D is shorter than Boat c) Arrange the boats in order. Begin with the tallest. , , , 186 Teacher's Resources

WS10.2 Review 4 (continued) 9. Fill in the blank with more than or less than. a) The length of the brush is 5 crayons. b) The length of the pencil case isSCHOLASTIC 4 clips. 10. Fill in the blanks. 1 unit D 1 unit A B C Wire Length A units B units C units D units © 2017 Scholastic Education Inte rnational (S) Pte Ltd ISBN 978-981-47-6949-5 Teacher's Resources 187