lesson plan m3 yr 2

8/14/2019 Lesson Plan m3 Yr 2

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Let us write the value of money in RM and sen.

Textbook : Pages 2 3

Activity Book : Pages 1 3, Exercise 1

MyCD : Interactive Exercise 1 Listen and write, Simulation 1 How to count money in coins up to RM5 and

Simulation 2 How to count money in notes up to RM50

Learning Outcome

Pupils will be able to represent the value of money in RM and sen.Duration2 periods

Resources

Textbook, Activity Book, MyCD, genuine notes and coins, play money

Previous Knowledge

In Year 1, pupils have learnt to

(a) recognize coins and notes of Malaysian currency,

(b) represent the value of money in RM and sen (up to RM10).

Vocabulary

sen, ringgit, RM, coins, notes, value, amount

Moral Values

Being thrifty and careful in using money

Thinking SkillsLooking for patterns, identifying relationships

Suggested Teaching and Learning Procedure

Introduction

The teacher carries out revision on the pupils previous knowledge:

In Year 1, you all have learnt about money up to 10 ringgit. Let us revise now.

The teacher shows genuine coins (up to RM1) and notes (up to RM10). Get pupils to recognize and say the values.

Development

1. Well done! All of you can recognize coins up to RM1 and notes up to RM10. Let us now learn about money up to

RM50.

2. The teacher shows coins whose value is more than RM1 (e.g. a RM1 coin together with a 50-sen coin)

3. The teacher shows notes whose value is more than RM10 (e.g. two RM10 notes together with a RM5 note)

Fifty sen.

444. For each amount of money shown, the teacher guides the pupils to say and write its value in RM and sen. For

examples,

(a)

150 sen or RM1.50

(b)

RM16

(c)

RM22.65

5. Introduce RM50 note.

(a)

(b)

Sixteen ringgit.

SpecimenSpecimen

Specimen

Twenty-two ringgit and

sixty-five sen.

What is the value of this note? Specimen

How many RM10 notes are needed

to exchange one RM50 note?

Specimen

Specimen

Specimen

Specimen

Specimen

One ringgit and fifty sen.Specimen

Specimen

Specimen


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6. Discuss the examples on Pages 2 3 in the textbook.

7. Draw the pupils attention to 0 in the sen value, e.g.

(a) RM31.05

(b) RM12.60

8. The teacher writes a small amount on the board and asks the pupils to show enough coins (play money) to make up

the

amount. For example,RM2.45

9. The teacher writes an amount on the board and asks the pupils to show enough notes (play money) to make up the

amount.

For example,

RM34

Closure

Assign Activity Book Pages 1 3: Exercise 1 as homework.

50

sen

50

RM1 sen

20

sen20

sen

5

sen

RM10 RM10 RM5 RM5

RM1 RM1 RM1 RM1

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Let us exchange coins and notes.



MyCD : Interactive Exercise 2 Making up the amount up to RM5 using coins, Interactive Exercise 3 Making up the

amount up to RM50 using notes and Interactive Activity 1 BankingLearning Outcome

Pupils will be able to exchange

(a) coins up to RM5,

(b) notes up to RM50.

Duration

3 periods

Resources

Textbook, Activity Book, MyCD, genuine notes and coins, play money

Previous Knowledge

In Year 1, pupils have learnt to exchange



Vocabularysen, ringgit, RM, coins, notes, value, amount

Moral Values

Being thrifty and careful in using money

Thinking Skills

Working out mentally, relating


Introduction

1. The teacher shows an object (e.g. a storybook) and a price tag of RM1.40.

2. Ask the pupils to make RM1.40 using a combination of coins.

3. Ask the pupils to compare their combinations with one another.

Development

1. In this lesson, we are going to learn to use coins and notes to make up an amount.

2. Discuss the example on Textbook Page 4. Ask the pupils to use coins to form different combinations for RM1.25.3. Discuss LET ME THINK! on Textbook Page 4.

4. Organize the class into groups of three for the activity Let Us Have Fun! on Textbook Page 5.

Closure


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1. Assign Activity Book Pages 4 7: Exercise 2 as homework.

2. Discuss Textbook Page 6: I Can Do It!.

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Let us add money.



MyCD : Interactive Exercise 4 Adding money up to RM50Learning OutcomePupils will be able to add money up to RM50.

Duration

2 periods

Resources

Textbook, Activity Book, MyCD, play money

Previous Knowledge

In Year 1, pupils have learnt to add



Vocabulary

sen, ringgit, RM, coins, notes, value, amount, add, How much?

Moral ValuesBeing honest and careful in calculations involving money

Thinking Skills

Working out mentally, analysing


Introduction

1. Ask two pupils about the amounts of pocket money that they have. (E.g. 50 sen and 75 sen)

2. What is the total amount of their pocket money? Hence, introduce the topic Addition of money.

Development

1. Ask the pupils to use two groups of coins to represent the two amounts of pocket money.

2. The teacher writes the number sentence of addition.

(E.g. 50 sen + 75 sen = )

3. Discuss the following steps with the class:

(a) Write the addition in the standard written method.(b) Add the two amounts. Give clear explanation when regrouping is involved.

4. The teacher shows worked examples which do not involve regrouping:

(a) 65 sen

+30 sen

99

(b) RM24

+RM13

(c) RM16.25

+RM22.50

5. Discuss the examples on Textbook Pages 7 and 8. Give clear explanation on the regrouping process.Closure


10

10

Let us subtract money.



MyCD : Interactive Exercise 5 Subtracting money within RM50

Learning Outcome

Pupils will be able to subtract money up to RM50.

Duration

2 periodsResources


Previous Knowledge


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In Year 1, pupils have learnt to subtract



Vocabulary

sen, ringgit, RM, coins, notes, value, amount, subtract, How much?

Moral Values

Being honest and careful in calculations involving money

Thinking SkillsWorking out mentally, analysing


Introduction

1. Ask two pupils about the amounts of pocket money that they have.

E.g. Ali has 85 sen.

Peng Ho has 70 sen.

2. How much more money does Ali have than Peng Ho? Hence, introduce the topic Subtraction of money.

Development

1. Ask the pupils to use two groups of coins to represent the two amounts of money.

2. The teacher writes the number sentence of subtraction:

85 sen 70 sen =

3. Discuss the following steps with the class:

(a) Write the subtraction in the standard written method.(b) Subtract the two amounts.

4. The teacher shows worked examples which do not involve regrouping:

(a) 95 sen

65 sen

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11

(b) RM38

RM25

(c) RM45.70

RM12.40

5. The teacher shows worked examples which involve regrouping:

(a) 80 sen

35 sen

(b) RM45

RM18

(c) RM24.70

RM15.45

6. Discuss the example and LET ME THINK! on Textbook Page 9.

7. Organize the class into groups of three. Carry out Let Us Have Fun! on Activity Book Pages 15 16.

Closure1. Assign Textbook Page 10: LET US WORK TOGETHER! as homework.


3. We have learnt to add and subtract money in the last past few lessons. Tomorrow we will learn to use these

operations

to solve problems in everyday life.

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12

Let us solve problems.


Activity Book : Pages 17 20, Exercise 5; Pages 21 22, Revision 6

MyCD : Simulation 3 Payment and change and Interactive Activity 2 Transactions

Learning OutcomePupils will be able to solve problems involving money in real life situations.

Duration

2 periods


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Resources


Previous Knowledge

In Year 1, pupils have learnt to solve simple problems involving money in real life.

Vocabulary

sen, ringgit, RM, coins, notes, amount, value, How much?

Moral Values

Being thrifty and being careful in handling moneyThinking SkillsProblem-solving, interpreting, translating

Introduction

1. Money is very important in everyday life. We use money to buy things. We also pay money to people who do work

for

us, for examples, we pay for a hair-cut, we pay bus fare and so on.

2. Now let us solve some problems involving money.

Development

1. Refer to Textbook Page 11.

2. Let us read the problem. The teacher reads with the pupils.

3. Guide the pupils through the following steps:

Get the important information for the problem.

(The teacher writes on the board: RM28, RM15)Know what to find.

(The teacher emphasizes: How much is the total fee?)

Model the situation:

RM28 RM15

144424443

How much altogether?

Decide what operation to use: addition

Write the number sentence:

RM28 + RM15 =

13

13

Carry out the operation:

1RM28

+RM15

RM43

Write the answer: The total fee is RM43.

4. Discuss Textbook Page 11: LET ME THINK!.

5. Follow the steps in Note 3 above for the two examples on Textbook Page 12.

Closure


2. Discuss Textbook Book Page 13: I Can Do It!.

3. Assign Activity Book Pages 21 22: Revision 6 as homework.

4. Discuss Textbook Page 14: I CAN WORK OUT EVERYTHING!.

5. Praise and motivate the pupils by going through the skills listed in I MADE IT! on Textbook Page 14.

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12




MyCD : Simulation 3 Payment and change and Interactive Activity 2 Transactions

Learning Outcome

Pupils will be able to solve problems involving money in real life situations.

Duration

2 periods

Resources


Previous KnowledgeIn Year 1, pupils have learnt to solve simple problems involving money in real life.

Vocabulary

sen, ringgit, RM, coins, notes, amount, value, How much?


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Moral Values

Being thrifty and being careful in handling money

Thinking Skills

Problem-solving, interpreting, translating

Introduction

1. Money is very important in everyday life. We use money to buy things. We also pay money to people who do work

for

us, for examples, we pay for a hair-cut, we pay bus fare and so on.2. Now let us solve some problems involving money.

Development

1. Refer to Textbook Page 11.

2. Let us read the problem. The teacher reads with the pupils.

3. Guide the pupils through the following steps:

Get the important information for the problem.

(The teacher writes on the board: RM28, RM15)

Know what to find.

(The teacher emphasizes: How much is the total fee?)

Model the situation:

RM28 RM15

144424443

How much altogether?Decide what operation to use: addition

Write the number sentence:

RM28 + RM15 =

13

13

Carry out the operation:

1

RM28

+RM15

RM43

Write the answer: The total fee is RM43.

4. Discuss Textbook Page 11: LET ME THINK!.

5. Follow the steps in Note 3 above for the two examples on Textbook Page 12.Closure


2. Discuss Textbook Book Page 13: I Can Do It!.




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18

Let us write time.



MyCD : Interactive Exercise 6 What is the time shown?, Interactive Activity 4 Crossing the bridge and

Remedial 1 Reading the clock face and writing the timeLearning Outcome

Pupils will be able to write time to five minutes.

Duration

2 periods

Resources

Textbook, Activity Book, MyCD, clock face

Previous Knowledge

In Year 1, pupils have learnt to

(a) read and write time to the hour,

(b) count in fives.

Vocabulary

time, hour hand, minute hand, hours, minutes, oclock, clock face

Moral ValuesBeing punctual, cultivating the habit of not wasting time

Thinking Skills

Looking for patterns, working out mentally


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Introduction

1. We have learnt to read time. It is also important that we learn to write time.

2. Show some timetables (e.g. the class timetable, timetable of television programmes, etc.)

Development

1. When we can read time correctly, it is quite easy to write time.

2. The teacher shows a clock and asks the pupils to read time to 5 minutes and write it.

E.g. Reading Writingeleven five 11:05

eleven ten 11:10

eleven fifteen 11:15

eleven fifty 11:50

eleven fifty-five 11:55

twelve oclock 12:00

3. Discuss Textbook Page 18.

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19

Closure

1. Organize the class into groups of five. Carry out Let Us Have Fun! on Activity Book Page 28.

2. Assign Activity Book Pages 24 27: Exercise 1 as homework.3. Discuss Textbook Page 19: I Can Do It!.

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21

Let us learn that 1 hour = 60 minutes.


Activity Book :

MyCD :

Learning Outcome

Pupils will be able to use units of time and know the relationship between hour and minutes.

Duration

2 periods

ResourcesTextbook, clock face

Previous Knowledge

Pupils have learnt to read and write time to five minutes.

Vocabulary

minutes, hour, day

Moral Values

Being punctual, cultivating the habit of not wasting time

Thinking Skills

Identifying relationships, correlating


Introduction

In Year 1 and also in the past few lessons, we have used words like days, hours and minutes. All these words are

related totime. Let us find out how these words are related.

Development

1. Have you ever seen how the hour hand and the minute hand move on the clock face?

2. The teacher turns the minute hand one round on the clock. Tell the pupils to observe how the hour hand moves by

itself.

3. Lead the class to the conclusion that as the minute hand moves one round on the clock, the hour hand moves from

one

numeral to the next.

4. How many minutes has the minute hand moved through?

(Expected response: 60 minutes)

5. How many hours has the hour hand moved through?

(Expected response: 1 hour)

6. So, from 8 oclock to 9 oclock, the minute hand has moved through 60 minutes, and the hour hand has movedthrough

1 hour.

7. Lead the class to the conclusion that


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1 hour = 60 minutes

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8. Discuss questions such as:

(a) From 6:30 to 7:30, how many minutes has the minute hand moved through?

(b) It is now 10:20. After 60 minutes, what time will it be?

9. Discuss the content on Textbook Pages 20 21.

ClosureEmphasize again that there are 60 minutes in an hour.

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Let us learn that 1 day = 24 hours.



MyCD :

Learning Outcome

Pupils will be able to use units of time and know the relationship between day and hours.

Duration

2 periods

ResourcesTextbook, Activity Book, clock face

Previous Knowledge

Pupils have learnt to say time of the day (i.e. morning, noon, afternoon, evening, night and midnight).

Vocabulary

minutes, hour, day

Moral Values


Thinking Skills



Introduction

You have learnt that 1 hour = 60 minutes. Now let us find out the relationship between day and hours.

Development1. For the relationship 1 day = 24 hours, the teacher demonstrates the passage of 24 hours on a clock.

2. It is 8 oclock in the morning now. What time will it be after the hour hand moves through 12 hours?

3. The teacher turns the hour hand through 12 hours.

4. Lead the pupils to the answer: It will be 8 oclock in the evening.

5. What time will it be if the hour hand moves through another 12 hours?

6. The teacher turns the hour hand through 12 hours.

7. Lead the pupils to the answer: It will be 8 oclock tomorrow morning.

8. How many hours has the hour hand moved through?

9. Lead the pupils to get the answer by adding 12 hours and 12 hours.

10. From 8 oclock now to 8 oclock tomorrow morning, how many days are there?

11. Lead the pupils to give the answer: 1 day

12. Lead the class to the conclusion that

1 day = 24 hours24

24

Closure



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26




MyCD : Interactive Activity 5 Open the door

Learning Outcome

Pupils will be able to solve problems involving time in real life situations.Duration

3 periods

Resources


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Textbook, Activity Book, MyCD, clock face

Previous Knowledge

Pupils have learnt to read and write time to five minutes.

Vocabulary

What time ...? How long?

Moral Values


Thinking SkillsProblem-solving, interpreting, translating


Introduction

1. In our everyday life, we must know the times for many important things. For example, we must know at what time

school starts, so that we will not be late for school.

2. Let us solve some problems which involve time.

Development

1. Refer to the situation on Textbook Page 24.

2. Discuss the answer for the question How long do we have to wait?

3. Lead a class discussion on Examples a and b on Textbook Pages 24 25. Emphasize on the following steps in solving

problems involving time:

Get the important information about time from the problem.

Know what to find.Draw clock faces to show what is given and what to find.

Find the answer from the clock faces.

Write the answer.

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27

Closure






2929

1. Using words related to length


Activity Book : Pages 40 41

MyCD : Remedial 2 Vocabulary related to length

Learning Objective

Pupils will be taught to understand and use the vocabulary related to length.

Points to Note

Developing the concept of length very much depends on language development. The teacher should help pupils develop

the

vocabulary related to length through many examples.

Learning Outcome

Pupils will be able to use the vocabulary related to length in practical contexts.Duration

2 periods

Resources

Textbook, Activity Book, MyCD, metre ruler, pieces of chalk, pictures of tall objects (such as a coconut tree) and short

objects

(such as a short plant), pictures of high objects (such as a flagpole) and low objects (such as a stool)

Previous Knowledge

Pupils should have come across some words about length in everyday life, such as tall, long and short.

Vocabulary

measure, length, height, tall, short, long, high, low

Moral Values

Being systematic

Thinking SkillsComparing and contrasting, working out mentally


Introduction


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Today we are going to learn some words which we often use in our everyday life.

Development

1. The teacher shows to the class a metre ruler and a piece of chalk.

2. Get the pupils to use the words long and short to describe the two objects:

The ruler is long.

The piece of chalk is short.

3. Emphasize on the words long and short by writing them on the board. Ask the pupils to spell them.

4. The teacher shows to the class pictures of a tall coconut tree and a shortplant.5. Carry out activities similar to Steps 2 and 3 above.

6. The teacher shows to the class pictures of a high flagpole and a low stool.

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30

7. Carry out activities similar to Steps 2 and 3.

8. Discuss the Examples a, b and c on Textbook Pages 28 29.

9. Discuss the words length and height in Example d on Textbook Page 29. Emphasize that the word height is used

when we refer to objects which stand upright (or vertically) such as trees, buildings, flagpoles.

Closure

1. Revise with the pupils about the words which have been learnt in this subunit:

long, tall, short, high, low, length, height



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Let us compare the lengths of two objects.



MyCD : Interactive Exercise 7 Compare the length of two objects and Interactive Activity 6 Compare the length of

two objects

Learning Outcome

Pupils will be able to compare the lengths of two objects by direct comparison.

Duration

2 periods

ResourcesTextbook, Activity Book, MyCD, chair, stool, ruler, crayon, and other objects whose lengths or heights can be compared

by

direct comparison

Previous Knowledge

Pupils have learnt to use the vocabulary related to length in practical contexts.

Vocabulary

taller than, shorter than, longer than, higher than, lower than

Moral Values

Being systematic

Thinking Skills

Comparing and contrasting, working out mentally


Introduction1. Choose the tallest and the shortest pupils in the class. Ask them to come in front of the class.

2. Let us compare the heights of Pupil A and Pupil B. Who is taller? Who is shorter?

Development

1. We can compare the heights of two persons or two objects.

2. From discussion with the pupils, write the following sentences on the board:

Pupil A is taller than Pupil B.

Pupil B is shorter than Pupil A.

3. Ask the pupils to look around the class and the school and find pairs of objects whose heights are different. Get them

to

write sentences using the terms taller than and shorter than.

4. We can also compare the heights of two objects by using the words higher and lower. Let us compare the heights

of

a chair and a stool.5. From discussion with the pupils, write the following sentences on the board:

The chair is higher than the stool.

The stool is lower than the chair.


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6. Carry out activities similar to Step 3 above.

7. We can also compare the lengths of two objects. Let us compare the lengths of a ruler and a crayon.

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8. From discussion with the pupils, write the following sentences on the board:

The ruler is longer than the crayon.

The crayon is shorter than the ruler.

9. Carry out activities similar to Step 3.10. Organize the class into groups of three and play Let Us Have Fun! on Textbook Page 32.

Closure

1. Discuss Activity Book Page 45: LET ME THINK! as an enrichment activity.


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34

Let us measure lengths of objects.



MyCD : Interactive Exercise 8 Measuring lengths of objects using uniform non-standard units

Learning Outcome

Pupils will be able to measure lengths of objects using uniform non-standard units.

Duration2 periods

Resources

Textbook, Activity Book, MyCD, objects whose lengths are to be measured (such as toothbrush, table, etc.), objects

which are

used as uniform non-standard units (such as paper clips, straws, etc.)

Previous Knowledge

Pupils have learnt to compare the lengths of two objects by direct comparison.

Vocabulary

length, measure

Moral Values

Being accurate in measuring objects

Thinking Skills

Comparing and contrasting, identifying relationshipsSuggested Teaching and Learning Procedure

Introduction

1. We have learnt to compare the lengths of two objects, but we have not learnt to measure their lengths. We can

measure

lengths of objects using units such as paper clips or straws.

2. Show paper clips, straws and pieces of chalk.

Development

1. Organize the class into groups of two or three. Each group is given some paper clips and straws.

2. Now, use the paper clips to measure the length of a pencil box.

3. Give clear instruction of the way to arrange the paper clips one after the other, without overlapping.

4. Ask the pupils to write the result of the measuring activity:

The pencil box is as long as paper clips.

5.Next, instruct the groups to use the straws to measure the length or the height of a suitable object which each groupchooses,

e.g. the length of a table, the height of a chair and the height of a door.

6. Ask the groups to carry out LET US WORK TOGETHER! on Textbook Page 34.

Closure

1. Ask the groups to carry out LET US WORK TOGETHER! on Activity Book Page 49.



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35

3. Measuring lengths of objects in metres and centimetres


Activity Book : Pages 50 53, Exercise 4; Pages 54 56, Revision 8MyCD : Interactive Exercise 9 Measuring lengths of objects in metres, Interactive Exercise 10 Measuring lengths of

objects in centimetres and Interactive Activity 7 Collect the sticks

Learning Objective


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Pupils will be taught to measure and compare lengths using standard units.

Learning Outcome

Pupils will be able to measure lengths of objects using standard units:

(a) metre, and

(b) centimetre

Duration

4 periods

ResourcesTextbook, Activity Book, MyCD, metre ruler, 30-cm ruler, objects whose lengths are suitable to be measured in m and

cm

Previous Knowledge

Pupils have learnt to measure and compare lengths by direct comparison and using uniform non-standard units

Vocabulary

standard units, metre (m), centimetre (cm)

Moral Values

Being systematic and careful in measuring length

Thinking Skills

Comparing and contrasting, identifying relationships


Introduction

1. Discuss the situation on Textbook Page 35.2. Lead the pupils to the conclusion that we need a standard unit to compare lengths of objects.

Development

1. The teacher shows a metre ruler to the class and explain the statement Metre is a standard unit of length.

2. The teacher demonstrates the use of the metre ruler in measuring lengths of objects in the classroom, e.g. the length

of

the blackboard, the height of the classroom door.

3. Introduce the abbreviation m for metre.

4. Have the pupils construct their own metre rulers by using paper tape or string.

5. Organize the class into groups of two or three. Ask each group to use their own metre rulers to measure the lengths of

objects in the classroom, e.g. height of a desk, length of the classroom.

6. To introduce the unit centimetre, ask the pupils to use their metre rulers to measure short objects such as an eraser or

a

pencil.36

36

7. We cannot use the unit metre to measure short objects like erasers or pencils. We need another unit for this purpose.

8. Introduce the unit centimetre. Ask the pupils to examine their own short rulers, and compare the ruler with the

drawing

on Textbook Page 36.

9. Explain the relationship

1 m = 100 cm

10. Ask the pupils to measure the lengths of objects such as the length of the Mathematics Textbook, a pencil, a thumb,

and

so on.

Closure

1. Organize the class to carry out Let Us Have Fun! on Activity Book Page 51.2. Assign Activity Book Pages 50, 52 53: Exercise 4 as homework.

3. Discuss Textbook Page 37: I Can Do It.




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1. Using words related to mass



MyCD :

Learning ObjectivePupils will be taught to understand and use the vocabulary related to mass.

Learning Outcome

Pupils will be able to use the vocabulary related to mass in practical contexts.


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Duration

3 periods

Resources

Textbook, Activity Book, light objects such as cotton, polystyrene and tissue box, heavy objects such as brick,

telephone directory

and iron bar

Previous Knowledge

Pupils have not formally learnt about mass, but they might have come across words such as heavy and light ineveryday

life.

Vocabulary

light, heavy, small, large, not heavy, too heavy, not light, lift, push, pull, size, balance, Plasticine, sand, bricks, marbles

Moral Values

Being systematic

Thinking Skills

Visualizing mentally, identifying relationships


Introduction

1. The teacher shows to the class a variety of light and heavy objects to the class, e.g. polystyrene, cotton, tissue box,

empty

aluminium can, brick, telephone directory, a bottle of sand, iron bar, etc.2. The teacher holds a light object on one hand and a heavy object on the other hand.

3. Referring to the light object, the teacher asks, What can we say about this object?

4. Introduce the word light.

5. Referring to the heavy object, the teacher asks, What can we say about this object?

6. Introduce the word heavy.

Development

1. Ask the pupils to lift their school bags (with books) and lead them to say:

The school bag is heavy.

It is not light.

It is hard to lift.

2. Demonstrate the actions of push and pull. (Refer to Textbook Pages 40 41)

39

393. Organize the class into groups of two or three. Distribute the light and heavy objects mentioned in Introduction.

4. Get each pupil in each group to lift the objects and describe each object in the following way:

(a) The cotton is light.

It is not heavy.

It is easy to lift.

(b) The telephone directory is heavy.

It is not light.

It is hard to lift.

Closure

1. Revise on the list of words which have been learnt:

light, heavy, lift, push, pull



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41

Let us compare the masses of two objects.



MyCD :

Learning Outcome

Pupils will be able to compare the masses of two objects by direct comparison.

Duration

2 periods

Resources

Textbook, Activity Book, eraser, pencil, school bags, and other objects whose masses are suitable to be compareddirectly

Previous Knowledge

Pupils have learnt to use the vocabulary related to mass in practical contexts.


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Vocabulary

lighter than, heavier than, weigh, weight, small, large, less mass, more mass, greater mass, as heavy as, not as heavy,

harder to

push, easier to lift, not as light

Moral Values

Being systematic

Thinking Skills

Comparing and contrasting, visualizing mentallySuggested Teaching and Learning Procedure

Introduction

Ask each pupil to put one eraser on one hand and one pencil box on the other hand. Feel how heavy they are and

compare.

Development

1. We can compare the masses of two objects.

2. Organize the class into groups of two or three. Ask each pupil to lift two school bags, one in each hand and compare

their

masses.

3. Introduce the vocabulary lift, lighter, heavier, less mass, more mass. Explain the terms and ask the pupils to

use

them while comparing the masses of the school bags.

4. Organize the class to carry out LET US WORK TOGETHER! on Textbook Page 43.Closure


2. Discuss Activity Book Page 64: LET ME THINK!.

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42

Let us measure masses of objects.



MyCD : Interactive Exercise 11 Measuring masses of objects using uniform non-standard units

Learning Outcome

Pupils will be able to measure masses of objects using uniform non-standard units.

Duration2 periods

Resources

Textbook, Activity Book, MyCD, equal arm balance, objects to be weighed, objects which are suitable to be used as

uniform

non-standard units (e.g. batteries, blocks and marbles)

Previous Knowledge

Pupils have learnt to compare the masses of two objects by direct comparison.

Vocabulary

equal arm balance, lopsided, balance, as heavy as

Moral Values

Being systematic

Thinking Skills

Comparing and contrasting, looking for patternsSuggested Teaching and Learning Procedure

Introduction

1. The teacher shows an equal arm balance to the class.

2. We can use this equal arm balance to find out how heavy an object is, that is, to measure the mass of the object.

Development

1. The teacher demonstrates using the equal arm balance to measure the mass of an object, e.g. measuring the mass of a

bag

of biscuits with some batteries (AA-size).

2. Introduce and explain the terms as heavy as and the mass of....

3. Refer to Textbook Page 44. Explain the terms lopsided and balance.

4. Discuss Textbook Page 45. Encourage the pupils to discuss the question posed in LET ME THINK!.

Closure

1. Organize the class into groups of four to carry out Let Us Have Fun! on Activity Book Page 67.2. Assign Activity Book Pages 65 66: Exercise 3 as homework.



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43

43

3. Measuring masses in kilograms



MyCD : Interactive Exercise 12 Measuring masses of objects in kilograms and Interactive Activity 8 Collecting

fruits

Learning ObjectivePupils will be taught to measure and compare masses using standard units.

Learning Outcome

Pupils will be able to measure masses of objects using standard units (kilograms).

Duration

2 periods

Resources

Textbook, Activity Book, MyCD, weighing scale (in kg), 1-kg masses, objects which are suitable to weigh in kg (e.g.

books,

sugar, sand), sand bags of 1 kg, 2 kg, 3 kg, 1.8 kg and 3.3 kg

Previous Knowledge

Pupils have learnt to measure masses of objects using uniform non-standard units.

Vocabulary

standard units, kilogram (kg)Moral Values

Being systematic

Thinking Skills

Comparing and contrasting, looking for patterns


Introduction

1. Discuss the situation on Textbook Page 46.

2. Lead the pupils to the conclusion that we need a standard unit to measure and compare masses of objects.

Development

1. The teacher shows a 1-kilogram mass to the class and explain the statement Kilogram is a standard unit of mass.

2. Prepare several pieces of 1-kilogram mass and let the pupils feel how heavy a 1-kilogram mass is.

3. Show a weighing scale to the class.

4. Put a 1-kg sand bag on the weighing scale. Ask the pupils to read the mass from the scale.5. Repeat Step 4 by using the 2-kg and 3-kg sand bags.

6. Weigh a 1.8-kg sand bag. Guide the pupils to conclude that the mass of the sand bag is less than 2 kg.

7. Weigh a 3.3-kg sand bag. Guide the pupils to conclude that the mass of the sand bag is more than 3 kg.

8. Discuss the examples on Textbook Page 47.

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44

9. Organize the class to carry out Let Us Have Fun! on Textbook Page 48 and LET US WORK TOGETHER! on

Textbook

Page 49.

Closure

1. Organize the class to carry out LET US WORK TOGETHER! on Activity Book Page 68.


3. Discuss I Can Do It! on Textbook Page 49.4. Discuss Question 1 of I CAN WORK OUT EVERYTHING! on Textbook Page 50.

5. Ask the pupils to carry out Activity 2 in I CAN WORK OUT EVERYTHING! on Textbook Page 50.



46

46

1. Using words related to volume of liquid



MyCD :

Learning Objective

Pupils will be taught to understand and use the vocabulary related to volume of liquid.Points to Note

1. Volume is the amount of space occupied by liquid.

2. Emphasize the vocabulary related to volume of liquid.


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Learning Outcome

Pupils will be able to use the vocabulary related to volume in practical contexts.

Duration

2 periods

Resources

Textbook, Activity Book, containers of liquid such as bottles, glasses, cups, jugs and jars

Previous Knowledge

Pupils have not formally learnt the topic, but they might have come across words such as empty and full.Vocabularyvolume, liquid, measure, full, half full, empty, fill up, more, less, much

Moral Values

Cultivating the habit of not wasting water

Thinking Skills

Visualizing mentally, identifying relationships


Introduction

1. The teacher shows to the class some containers with or without content, e.g. a bottle full of water, an empty jug, a

beaker

(half full), etc.

2. We use certain words to tell how much water is in each container. We are going to learn those words.

Development1. The teacher shows to the class a container which is empty. Explain the word empty.

There is nothing in the jug. or

There is no water in the jug.

2. The teacher shows a container which is filled with water. Introduce the word full.

3. In a similar way, demonstrate the meaning of half full.

(Note that the pupils have not learnt the topic Fractions. Their understanding of the word half is based on intuition.)

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47

4. Use a container full of water and a container half full of water to illustrate the meaning the volume of water:

Volume is the amount of space that a liquid takes up.

5. Discuss with the class about Example b on Textbook Page 53.

Closure

1. Emphasize the words which have been learnt: full, half full, empty, more, less2. Assign Activity Book Pages 74 76: Exercise 1 as homework.


49

49

Let us compare two volumes of liquid.



MyCD :

Learning Outcome

Pupils will be able to compare the volumes of two liquids by direct comparison.

Duration

2 periodsResources

Textbook, Activity Book, containers such as bottles, glasses and cans

Previous Knowledge

Pupils have learnt to use the vocabulary related to volume of liquid in practical contexts.

Vocabulary

holds more than, holds less than, holds about the same

Moral Values

Cultivating the habit of not wasting water

Thinking Skills

Comparing and contrasting, visualizing mentally


Introduction

1. The teacher shows two different containers (e.g. a bottle and a glass).2. Which container can hold more water, the bottle or the glass? Let us compare.

Development

1. The teacher fills up the bottle with water.


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2. Pour water from the bottle to the glass.

3. Show to the class there is water left in the bottle. Lead the class to make the conclusion:

The bottle can hold more water than the glass.

The glass can hold less water than the bottle.

4. Refer to Textbook Page 55. Discuss the phrases:

hold more water than,

hold the same amount of water as, and

hold less water than5. Organize the class into groups of two or three. Give two different containers to each group (e.g. a tin and a bottle).

6. Ask each group to compare the volumes of water the two containers can hold, and then use the following phrases in

making conclusions:

hold more water than, and

hold less water than

Closure


50

50

Let us measure volumes of liquid.


Activity Book : Pages 81 84, Exercise 3MyCD : Interactive Exercise 13 Measuring volumes of liquid using uniform non-standard units

Learning Outcome

Pupils will be able to measure volumes of liquid using non-standard units.

Duration

2 periods

Resources

Textbook, Activity Book, MyCD, containers of liquid such as bottle, jug, beaker, cup, etc.

Previous Knowledge

Pupils have learnt to compare volumes of two liquids by direct comparison.

Vocabulary

measure, cupfuls

Moral Values

Being systematicThinking Skills

Comparing and contrasting, looking for patterns


Introduction

1. The teacher shows two different containers (e.g. a bottle and a jug) which are filled with water.

2. Which container has more water, the jug or the bottle?

3. Let us first measure the volume of water in the bottle and the volume of water in the jug. Then we will compare.

Development

1. The teacher lines up some cups and pours water from the jug into the cups.

2. Guide the pupils to the conclusion:

There are cupfuls of water in the jug.

3. Repeat Steps 1 and 2 for the water in the bottle.

4. Compare the two volumes in terms of the number of cupfuls and arrive at an answer for:Which container has more water, the jug or the bottle?

5. Organize the class into groups of two or three. Carry out the following activities:

(a) Textbook Page 57: LET US WORK TOGETHER!

(b) Activity Book Page 82: LET US WORK TOGETHER!

(c) Activity Book Page 83: Let Us Have Fun!

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51

Closure

1. Assign Activity Book Page 81, 84: Exercise 3 as homework.

2. Discuss LET ME THINK! on Activity Book Page 84.

3. Discuss Textbook Page 58: I Can Do It! and LET ME THINK!.

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3. Measuring volumes of liquid in litres



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MyCD : Interactive Exercise 14 Measuring volumes of liquid in litres and Interactive Activity 9 Filling water into

measuring cylinders

Learning Objective

Pupils will be taught to measure and compare volumes of liquid using standard units.

Learning Outcome

Pupils will be able to measure volumes of liquid using a standard unit (litres).

Duration3 periods

Resources

Textbook, Activity Book, MyCD, 1-litre measuring cylinder, 1-litre beaker, containers of liquid such as beaker, bottle

and jug,

empty shampoo and detergent containers with labels of content measured in litres

Previous Knowledge

Pupils have learnt to measure and compare volumes of liquid in uniform non-standard units.

Vocabulary

standard unit, litre (l)

Moral Values

Being systematic and accurate in measuring volume of liquid

Thinking Skills

Comparing and contrasting, looking for patternsSuggested Teaching and Learning Procedure

Introduction


2. Lead the pupils to the conclusion that we need a standard unit to measure and compare volumes of liquid.

Development

1. The teacher shows a 1-litre container to the class and explain the statement Litre is a standard unit of volume.

2. Show some containers whose contents are measured in litres, e.g. cooking oil bottle, detergent bottle, milk carton.

(See

Textbook Page 59)

3. The teacher uses the 1-litre container to measure 1l of water and pours it into a jug. Ask the class, How much water

do

we have in the jug?

4. Add one more litre of water to the jug. Again ask the class, How much water do we have in the jug now?5. Carry out Step 4 once more.

6. Discuss Example b on Textbook Page 60.

7. Organize the class to carry out Activity c on Textbook Page 60 (to make a 1-litre container).

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53

Closure


2. Organize the class into groups of two or three. Carry out the following activities:

(a) Activity Book Page 87: LET US WORK TOGETHER!

(b) Activity Book Page 88: LET US WORK TOGETHER!

(c) Textbook Page 61: Let Us Have Fun!


4. Assign Activity Book Pages 89 90: Revision 10 as homework.5. Discuss Textbook Page 62: I CAN WORK OUT EVERYTHING!.


56

56

Let us identify 3-D shapes.



MyCD : Simulation 5 Three-dimensional models and Interactive Activity 10 Grouping three-dimensional shapes

Learning Outcome

Pupils will be able to identify the appearance of a 3-D shape as a whole.

Duration

2 periodsResources

Textbook, Activity Book, MyCD, models of 3-D shapes (cube, cuboid, pyramid, cone, cylinder, sphere)

Previous Knowledge


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cube, cuboid, pyramid, cone, cylinder and sphere

Vocabulary

position

Moral Values

Being objective, being open-minded

Thinking Skills

Identifying, correlating

Suggested Teaching and Learning ProcedureIntroduction

1. The teacher starts the lesson by revising the 3-D shapes of cube, cuboid, pyramid, cone, cylinder and sphere.

2. Holding high a cube in front of the classroom, the teacher asks the class,

Can you all remember this 3-D shape, class?

(Expected response: cube)

Good! You can remember that it is a cube.

The teacher then puts it on the teachers table and write on the board the word cube.

3. The whole procedure is repeated for cuboid, pyramid, cone, cylinder and sphere.

Development

1. Right. Let us look at Page 64 in your textbook. The first group of shapes are cubes. Look at these shapes at different

positions.

2. Look at the next group of shapes. These are cuboids at different positions.

3. Look at the rest of the 3-D shapes at different positions. Now can you identify these 3-D shapes in pictures ordiagrams?

4. Organize the class into groups of two. Carry out LET US WORK TOGETHER! on Textbook Page 66.

Closure


57

57

Let us compare and group shapes.



MyCD :

Learning Outcome

Pupils will be able to compare and sort 3-D shapes according to their properties.Duration

2 periods

Resources

Textbook, Activity Book, models of 3-D shapes

Previous Knowledge

cube, cuboid, pyramid, cone, cylinder, sphere

Vocabulary

flat face, curved face, edge, corner, properties

Moral Values

Being cooperative, being systematic

Thinking Skills

Comparing and contrasting, correlating, evaluating


The teacher starts the lesson by asking the pupils to form five groups and rearrange their desks and chairs so that the

members

in each group sit together.

Development

1. The teacher gives each group six shapes, one of each of the 3-D shapes they have just learnt.

2. Class, I want you to group these shapes. You can group them in many ways, but you have to tell us why you do so.

3. You can start now. I shall give you ten minutes to do it. After that, each group will come to the front to explain your

grouping.

4. After ten minutes, the teacher asks each group to go to the front of the classroom to present the answer.

5. After all groups have presented their answers, the teacher then explain how the shapes can be sorted based on their

properties.

6. Ask the pupils to look at Textbook Pages 67 68 to see how the shapes are grouped.7. Discuss Textbook Page 68: LET ME THINK!.

Closure



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58

58

Let us label the parts of 3-D shapes.



MyCD :

Learning OutcomePupils will be able to label parts of 3-D shapes.

Duration

2 periods

Resources


Previous Knowledge

Pupils have learnt to identify the appearance of 3-D shapes as a whole.

Vocabulary

edge, corner, face, vertex, flat faces, curve, curved faces

Moral Values

Being systematic

Thinking Skills

Identifying relationships, correlatingSuggested Teaching and Learning Procedure

Introduction

1. The teacher displays 3-D shapes to the class.

2. We have been able to name all these 3-D shapes. Now let us learn to give the names of the parts in each 3-D shape.

Development

1. The teacher displays a cube. Now let us see, what are the parts in the cube?

2. Give emphasis to each part and write each name on the board: flat face, edge, corner

3. What are the shapes of the flat faces of a cube? Guide the pupils to the answer: squares

4. Follow Steps 1 3 for a cuboid.

5. Follow Steps 1 3 for a cylinder, a cone and a pyramid.

6. For a sphere, draw the pupils attention to the fact that the sphere consists of only a curved face.

Closure

1. Refer to Textbook Pages 69 70 to reinforce the labels which have been learnt.2. Assign Activity Book Pages 100 102: Exercise 3 as homework.


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59

2. Describing and grouping 3-D shapes



MyCD : Interactive Activity 11 Grouping three-dimensional shapes according to descriptions

Learning Objective

Pupils will be taught to describe and classify common 3-D shapes.

Points to Note

1. Use mathematical vocabulary to describe features of 3-D shapes.2. Encourage pupils to ask question on the features of the 3-D shapes.

3. Computed-based activities are encouraged.

Learning Outcome

Pupils will be able to identify 3-D shapes based on description.

Duration

4 periods

Resources

Textbook, Activity Book, MyCD, models of 3-D shapes

Previous Knowledge

Pupils have learnt to understand and use the vocabulary related to 3-D shapes.

Vocabulary

same, different

Moral ValuesBeing systematic

Thinking Skills

Interpreting, correlating, comparing and contrasting


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Introduction

We have learnt about the properties of the 3-D shapes. We will use these properties to describe the shapes. From what

is

described about the shape, we can guess what the shape is.

Development

1. The teacher covers a shape (a cone) and gives a description as follows:

The shape has only 1 vertex. It has a curved face.Ask the pupils to guess the shape.

2. When the pupils get the right answer (i.e. a cone), the teacher uncovers the shape and praises the pupils.

3. The teacher covers another shape (a sphere) and gives a description as follows:

The shape has a curved face and no vertex. What shape could it be?

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60

4. Guide the pupils to give the answer: cylinder or sphere

5. The teacher gives a further description: It has no flat faces.

6. Guide the pupils to give the answer: sphere

7. Organize the class into groups of three. Carry out Let Us Have Fun! on Textbook Page 72.

Closure


2. Discuss Textbook Page 73: I Can Do It!.3. Assign Activity Book Pages 106 107: Revision 11 as homework.



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63

Let us identify 2-D shapes.



MyCD : Interactive Activity 12 Collect the right shapes and Interactive Activity 13 2-D shapes puzzle

Learning Outcome

Pupils will be able to identify the appearance of a 2-D shape as a whole.Duration

2 periods

Resources

Textbook, Activity Book, MyCD, models of 2-D shapes (triangle, square, rectangle, circle, oval)

Previous Knowledge

Triangle, square, rectangle, circle

Vocabulary

oval

Moral Values

Being objective, being open-minded

Thinking Skills

Identifying, correlating

Suggested Teaching and Learning ProceduresIntroduction

1. The teacher starts the lesson by revising on the shapes of triangle, square, rectangle and circle.

2. Holding high a triangle in front of the class, the teacher asks,

Can you remember this shape?

(Expected response: triangle)

Good! It is a triangle.

The teacher then sticks the shape to the board and write the word triangle below it.

3. The whole procedure is repeated for square, rectangle and circle.

Development

1. Right. Let us look at Page 76 in your textbook. What are the shapes that you can see in the drawing?

(Expected response: rectangles, squares, circles and triangles)

2. Good! Can you see a new shape in the drawing? Pointing to the shape at the upper right hand corner, This is an

oval.3. The teacher draws the oval shape on the board and write oval below it.

Class, can you repeat after me, oval.

(Expected response: oval)


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Again. Good! Lets spell it. O, v, a, l, oval.

4. Look at the oval shape. The side is curved but it is not round like circle. It looks like the shape of an egg.

5. The teacher then shows pictures of triangles, rectangles, squares, circles and ovals at different positions.

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64

6. Discuss Example d on Textbook Page 78.

7. Discuss LET ME THINK! on Textbook Page 78.

ClosureAssign Activity Book Pages 108 112: Exercise 1 as homework.

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65

Let us label the parts of 2-D shapes.

Textbook : Page 79


MyCD :

Learning Outcome

Pupils will be able to label the parts of 2-D shapes.

Duration

1 periodResources


Previous Knowledge

Pupils have learnt to identify the appearance of 2-D shapes as a whole.

Vocabulary

curved side, straight side, corner, flat face, round

Moral Values

Being objective, being cooperative, being systematic

Thinking Skills



Introduction

1. The teacher starts the lesson by asking the pupils to recall the parts of a 2-D shape.2. Holding high a triangle in front of the class and with a finger pointing to the side of the shape, the teacher asks the

class,

What do you call this part, class?

(Expected response: side)

3. The whole procedure is repeated for other parts, e.g. corner and face of the shape.

Development

1. Asking five pupils to hold the five shapes in front of the classroom, the teacher explains,

All 2-D shapes have flat faces, true or false?

(Expected response: true)

2. All 2-D shapes have sides, yes or no?

(Expected response: yes)

3. The side is straight or curved, true or false?

(Expected response: true)4. Notice that 2-D shapes which have straight sides have corners. Do 2-D shapes that have curved sides have corners?

(Expected response: no)

5. Ask the five pupils to name the parts of shapes that they are holding.


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66

Closure


67

67

Let us compare and group shapes.Textbook : Pages 80 82


MyCD :


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Learning Outcome

Pupils will be able to compare and group shapes.

Duration

2 periods

Resources


Previous Knowledge

triangle, square, rectangle, circle, oval, sides, corners, faceVocabularystraight side, curved side, round, flat face, corner

Moral Values

Being cooperative, being systematic, being open-minded

Thinking Skills

Comparing and contrasting, correlating, evaluating


Introduction

The teacher starts the lesson by asking the pupils to form five groups and rearrange their chairs so that they form a

circle.

Development

1. The teacher gives each group ten shapes. (Two triangles, two rectangles, two squares, two circles and two ovals, all

ofdifferent sizes.)

2. Class, I want you to group the shapes. You can group them in many ways, but you have to explain to us why you do

so.

3. You can start now. I shall give you ten minutes to do it. After that, each group will come to the front to explain why

you

group the shapes in that way.

4. After ten minutes, the teacher asks each group to go to the front of the classroom to explain the answer.

5. After all groups have presented their grouping of the shapes, the teacher then explains how the shapes can be grouped

based on their properties.

6. Ask the pupils to look at Textbook Pages 80 81 to see how the shapes are grouped.


Closure

1. Assign Activity Book Pages 115 118: Exercise 3 as homework.2. Assign Activity Book Page 119: Let Us Have Fun! as an enrichment activity.


68

68

2. Describing and grouping 2-D shapes



MyCD : Interactive Activity 14 What shape is it?

Learning Objective


Learning OutcomePupils will be able to describe the 2-D shapes.

Duration

1 period

Resources


Previous Knowledge


Vocabulary

describe

Moral Values


Thinking Skills

Interpreting, correlating, comparing and contrastingSuggested Teaching and Learning Procedure

Introduction

The teacher starts the lesson by telling the pupils that they are going to carry out an activity. The pupils are asked to


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form

groups of four and to rearrange their seats so that they can carry out the activity together.

Development

1. The teacher gives each group a printout table similar to the table shown on Textbook Page 83. Each group is also

given a

set of five shapes (triangle, rectangle, square, circle and oval).

2. Class, let us find out the special properties of each of these shapes. First, look at the circle and see how the

properties aremarked in the table. You can proceed to other shapes and fill up the blanks in the table. Do you understand? I shall give

you ten minutes to complete it.

3. After ten minutes, the teacher asks each group to present the result.

4. After all groups have presented their results, the teacher proceeds to explain the properties of each shape.

5. Organize the class into groups of five. Carry out Let Us Have Fun! on Textbook Page 84.

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69

Closure


2. Assign Activity Book Page 122: LET US WORK TOGETHER! as an enrichment activity.



5. Discuss Textbook Page 86: I CAN WORK OUT EVERYTHING!.6. Praise and motivate the pupils by going through the skills listed in I MADE IT! on Textbook Page 86.


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2. Describing and grouping 2-D shapesTextbook : Pages 83 86


MyCD : Interactive Activity 14 What shape is it?

Learning Objective


Learning Outcome

Pupils will be able to describe the 2-D shapes.Duration

1 period

Resources


Previous Knowledge


Vocabulary

describe

Moral Values


Thinking Skills

Interpreting, correlating, comparing and contrasting


The teacher starts the lesson by telling the pupils that they are going to carry out an activity. The pupils are asked to

form

groups of four and to rearrange their seats so that they can carry out the activity together.

Development

1. The teacher gives each group a printout table similar to the table shown on Textbook Page 83. Each group is also

given a

set of five shapes (triangle, rectangle, square, circle and oval).

2. Class, let us find out the special properties of each of these shapes. First, look at the circle and see how the

properties are

marked in the table. You can proceed to other shapes and fill up the blanks in the table. Do you understand? I shall give

you ten minutes to complete it.

3. After ten minutes, the teacher asks each group to present the result.

4. After all groups have presented their results, the teacher proceeds to explain the properties of each shape.

5. Organize the class into groups of five. Carry out Let Us Have Fun! on Textbook Page 84.

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69

Closure


2. Assign Activity Book Page 122: LET US WORK TOGETHER! as an enrichment activity.






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Let us recognize numbers to 1000Textbook : Page 4

Activity Book :

MyCD : Important concept 1 Why do we use numbers to count? and Simulation 1 Say a number

Learning Outcome

Pupils will be able to recognize numerals to 1000.

Duration

2 periodsResources

Textbook, MyCD, base-ten blocks, flash cards of numerals from 1 to 1000

Previous Knowledge

Pupils have learnt to recognize numerals to 100 (in Year 1).

Vocabulary

numbers,

one hundred,

one hundred and one,

one hundred and two,

nine hundred and ninety-nine,

one thousand

Moral Values

Being cooperativeThinking Skills

Arranging sequentially, looking for patterns


1. The teacher carries out revision on the pupils understanding of numbers up to 100:

In Year 1, all of you have learnt about numbers to 100. What is this number? (The teacher writes 27 on the board.

Expected response: 27)

Now, clap your hands softly 27 times.

2. The teacher writes 63 on the board. Ask the pupils to read it. Then ask them to use base-ten blocks to represent it.

Development

1. Let us now look at numbers that are larger than 100. For example,

2. The teacher writes 124 on the board. Ask the pupils to read it. Then ask them to use base-ten blocks to represent it.

3. Draw the pupils attention to the hundreds block which represents the first digit in the number 124.4. Repeat the steps in Notes 2 and 3 for the following numbers:

205, 312, 460, 500, 879

...

66

5. The key ideas to be taught are that:

(a) the first digit in a 3-digit number stands for hundreds: one hundred, two hundred,, nine hundred,

(b) the other two digits are read in the same way as a 2-digit number,

(c) after the hundred, add the word and.

Closure

Divide the class into groups of 4. Give each group 40 flash cards of 3-digit numbers. Each pupil in the group is assigned

to

read the numerals on 10 flash cards. The group members check each others answers and pronunciation.

77

Let us count (in hundreds, tens, fives, twos and onesTextbook : Pages 4 7


MyCD : Interactive exercise 1 I know the number of durians

Learning Outcome

Pupils will be able to count up to 1000 objects by grouping them in hundreds, tens, fives, twos and ones.

Duration

2 periods

Resources

Textbook, Activity Book, MyCD, sets of 108, 130, 200, 270 and 400 beads (or ice cream sticks, or straws)

Previous KnowledgePupils have learnt to count up to 100 objects (in Year 1).

Vocabulary

count, hundreds, tens, fives, twos, ones


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Moral Values

Being systematic, cooperative

Thinking Skills



1. We have learnt to count up to 100 objects. We have also learnt numbers up to 1000. So, we can now count up to

1000objects.

2. Discuss the situation on Textbook Pages 2 and 3. Let the pupils talk about the situation. Ask questions such as:

What do you see in the picture?

What is Ai Lin doing?

What is Nora doing?

3. Lead the pupils to the conclusion that numbers are used to count objects in everyday life.

Development

1. Divide the class into groups of 3 or 4.

2. Give each group a bottle containing 108 beads. Ask them to count in ones.

3. Give each group a bottle containing 130 beads. Ask them to count in twos:

Start like this : 2, 4, 6, 8,

4. Give each group a bottle containing 200 beads. Ask them to count in fives:

Start like this : 5, 10, 15, 20,5. Give each group a bottle containing 270 beads. Ask them to count in tens.

First of all, you must count the beads, 10 beads by 10 beads. Put 10 beads into one group. Put another 10 beads into

another group. Carry on until you have put the beads into many groups. Each group has 10 beads.

Now you count : 10, 20, 30, 40,

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6. Give each group a bottle containing 400 beads. Ask them to count in hundreds.

First of all, you must count the beads, 100 beads by 100 beads. Put 100 beads into one group. Put another 100 beads

into

another group.

Now you count : 100, 200,

You have counted the beads by grouping them in hundreds.

7. Refer to Textbook Pages 4 to 6.

The teacher leads the pupils in reading through each number sequence, and gives emphasis to the different ways ofgrouping:

We are now counting in hundreds.

We are now counting in tens.

We are now counting in fives.

We are now counting in twos.

We are now counting in ones.

Closure

1. As the pupils have not yet learnt to write 3-digit numbers, it is advisable to discuss Activity Book Pages 1 3,

Exercise 1 in

class. Ask the pupils to count the objects. Then guide them in writing the answers.

2. Discuss Textbook Page 7 I Can Do It! in class.

3. Ask the pupils to access MyCD for practice in recognizing numerals up to 1000.

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10

Let us write numbers to 1000Textbook : Page 8

Activity Book :

MyCD : Interactive exercise 2 Listen and write

Learning Outcome

Pupils will be able to write numerals to 1000.

Duration

2 periods

Resources

Textbook, MyCD

Previous Knowledge

Pupils have learnt to:


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(a) write numerals to 100,

(b) say number names to 1000,

(c) recognise numerals to 1000,

(d) count up to 1000 objects.

Vocabulary

numbers,

number words,

one hundred,one hundred and one,



one thousand

Moral Values

Independence

Thinking Skills




Let the pupils talk about the situation. Ask questions such as:

What do you see in the picture?What is Nora doing?

2. Lead the pupils to the conclusions that:

We must write (or record) numbers carefully and clearly.

We can also write a number in words.

3. The teacher carries out revision on the skill of writing numerals to 100.

I will say a number, then all of you will write it.

4. The teacher says 2-digit numbers, such as 12, 25, 40, 56, 68, 72, 80, 97 and 100.

...

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11

Development

1. Let us now try to write numbers which are more than 100. For example, when I say one hundred and twenty-six,

howare we going to write the number?

2. The teacher repeats the number slowly. Write each digit on the board while the number is being said:

One hundred 1

and twenty 12

six 126

3. The teacher shows a few more examples, such as 235, 381, 420, 507, 600.

4. Draw the pupils attention to numbers with zero as one of their digits, especially where zero is in the tens place. One

common error of the pupils is to write numbers such as five hundred and seven as 57 instead of 507. (The concept of

zero as a place holder will be discussed in Subunit 3)

Closure

Ask the pupils to access MyCD for practice in writing numerals to 1000.

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Let us read number words to 1000Textbook : Page 8

Activity Book :

MyCD : Interactive exercise 3 Read the number aloud

Learning Outcome

Pupils will be able to read number words to 1000.

Duration

2 periods

Resources

Textbook, MyCD, number words cards of 2-digit numbers, e.g.

Sixty-five

Number word cards of 3-digit numbers, e.g.

Three hundred and nine


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Previous Knowledge

In Year 1, pupils have learnt to read number words to 100.

Vocabulary

numbers,

number words,

one hundred,


one hundred and two,nine hundred and ninety-nine,

one thousand

Moral Values

Being cooperative

Thinking Skills



The teacher carries out revision on the skill of reading number words up to 100.

I will show you a number words card. Please read the number words on the card. After that, spell the words.

The teacher shows number words cards of 2-digit numbers.

Development

1. Let us now try to read number words which are more than 100.2. The teacher shows number words cards of 3-digit numbers and 1000.

For example,

Four hundred and fifty-nine

3. Please read the number words. Then spell the words.

...

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4. If the pupils have been able to read number words for 2-digit numbers, they should not have much difficulty in

reading

number words for 3-digit numbers. This is because the reading skill is only extended to include one hundred, two

hundred,, nine hundred.

Closure

Ask pupils to access MyCD and listen carefully to the pronunciation of the number words.

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Let us write number words to 1000Textbook : Pages 8 10


MyCD : Interactive activity 1 Form the number words for a number. and Interactive activity 2 Put out the fire

Learning Outcome

Pupils will be able to write number words to 1000.

Duration

2 periods

Resources

Textbook, Activity Book, MyCD, digit cards and word cards (Please refer to Activity Book Page 6 Let Us Have Fun!)

Previous Knowledge


(a) write number words to 100 (in Year 1),

(b) read number words to 1000.

Vocabulary

numbers,

number words,

one hundred,




one thousand

Moral Values

Accuracy


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Thinking Skills



1. The teacher carries out revision on the skill of writing number words to 100.

2. The teacher writes 2-digit numbers on the board, such as 12, 35 and 48.

Please say the number. Then write the number words.

3. Give special attention to the pupils spelling of the following words:eleven twenty

twelve thirty

thirteen forty

fourteen fifty

fifteen

4. It is advisable to have a spelling test for the following words to check for accuracy in spelling:

one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen,

eighteen,

nineteen, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred and thousand.

The list above contains the component words for all the number words to 1000.

...

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15Development

1. Let us now learn to write number words for numbers that are more than 100.

2. Discuss Textbook Page 9.

Ask the pupils to compare the number and the number words in each pair.

3. Give attention to the first digit of each number. This digit is a new digit to you. For example, in the number 437

The teacher writes on the board:

437

Four hundred

4. You have already learnt to write the last two digits

4 37

Four hundred Thirty-seven

5. Lastly we add the word and.

4 37Four hundred and thirty-seven

6. Guide the pupils in seeing the patterns in other numbers.

7. As additional practice, the teacher writes a 3-digit number on the board. (For examples, 117, 246, 308)

Please say the number. Then write the number words.

8. Draw the pupils attention to numbers with zero in the tens place, such as 201, 308 and 902. One common error of the

pupils

is to write numbers such as 308 as thirty-eight. (The concept of zero as a place holder will be discussed in Subunit 3.)

Closure

1. Allocate a time slot for the pupils to carry out the Let Us Have Fun! activity on Activity Book Pages 6 7.

2. Assign Activity Book Pages 4 5, Exercise 2 as homework.

3. Discuss Textbook Page 10 I Can Do It! in class.

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Let us find the place value of each digit in a numberTextbook : Pages 11 13


MyCD : Interactive exercise 4 Let us recognise the place value of each digit in a number

Learning Outcome

Pupils will be able to recognise the place value of each digit in a 3-digit number.

Duration

5 periods

Resources

Textbook, Activity Book, MyCD, base-ten blocks

Previous KnowledgeIn Year 1, pupils have learnt to say what each digit in a number (up to 20) represents.

Vocabulary

number, digit, hundreds, tens, ones, place value, place holder, two-digit, three-digit, stand for


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Moral Values

Accuracy

Thinking Skills

Analysing


1. Ask the pupils to use concrete manipulatives (such as base-ten blocks, straws or beads) to represent the numbers 13

and31.

2. What can we say about the digits in these two numbers?

(Expected response : the digits in both numbers are 1 and 3.)

3. In the number 13, the digit 1 stands for 1 ten and 3 stands for 3 ones.

In 31, the digit 3 stands for 3 tens, and 1 stands for 1 one.

4. Introduce the place value table:

Tens Ones Tens Ones

1 3 3 1

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Development

1. Discuss the situation on Textbook Page 11. Let the pupils talk about what they see.

Ask questions such as:What do you see in the picture?

Do the two numbers have the same digits?

Why are the two numbers not the same?

2. Ask the pupils to represent 248 and 284 with base-ten blocks, and then compare.

3. Lead the pupils to the conclusion:

The two numbers are not the same because the digits 4 and 8 are in different positions.

4. Now let us look at the number 248 more carefully.

5. Compare your base-ten blocks representing the number with the Textbook.

6. The digit 2 stands for 2 hundreds. We say that the place value of the digit 2 is hundreds.

7. Introduce the place value hundreds to the pupils. Draw their attention to the place value table and the sentence form

on

Textbook Page 12.

8. To reinforce the pupils understanding of place values, give three more numbers (such as 346, 634, 436) and ask thepupils to

(a) represent each number with base-ten blocks,

(b) write them in the place value table,

(c) write them in sentence form.

9. For the situation on Textbook Page 12, ask the pupils to use concrete manipulatives to represent the numbers 37 and

307.

Guide them in noting the difference between the two representations.

10. Emphasise the use of zero as a place holder.

11. Give an example where zero is a place holder for ones:

Compare these two numbers: 24 and 240.

Closure


2. Use Textbook Page 13 I Can Do It! as a formative evaluation.3. Discuss the following question as an enrichment practice:

In a 3-digit number :

the ones digit is 4,

the tens digit is 3 less than the ones digit,

the hundreds digit is the sum of the ones digit and the tens digit.

What is the 3-digit number?

(Expected response: 514)

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Let us count on and count back

Textbook : Pages 14 16Activity Book : Pages 12 17, Exercise 4

MyCD : Simulation 2 Count on and count back, Interactive activity 3 Join the points by counting on to draw a fruit,

Interactive activity 4 Join the points by counting back to draw a fruit and Interactive activity 5 Find the


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fruits

Learning Outcome

Pupils will be able to arrange numbers to 1000:

(a) count on and count back in ones;

(b) count on and count back in twos;

(c) count on and count back in fives;

(d) count on and count back in tens;

(e) count on and count back in hundreds.Duration5 periods

Resources

Textbook, Activity Book, MyCD, objects to be used for counting on and counting back, such as base-ten blocks, ice

cream

sticks, beads and so on.

Previous Knowledge

In Year 1, pupils have learnt to:

(a) count on in ones up to 100,

(b) count back in ones from 100,

(c) count on in tens from 0,

(d) count back in tens from 100,

(e) count on and count back in tens from a given number.Vocabulary

arrange, count on, count back,

one hundred,




one thousand,

next, before, after, between, in ones, in twos, in fives, in tens, in hundreds.

Moral Values

Being systematic

Thinking Skills

Arranging sequentially, working out mentally, looking for patterns


Revise with the pupils the processes of counting on and counting back in ones and tens within 100. Let them use objects

such

as ice cream sticks, straws, beads and so on. For examples,

(a) Let us count on in ones from 27:

27, 28, 29, 30, 31.

...

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(b) Let us count back in ones from 13:

13, 12, 11, 10, 9.

(c) Let us count on in tens from 20:

20, 30, 40, 50, 60.(d) Let us count back in tens from 100:

100, 90, 80, 70, 60.

(e) Let us count on in tens from 2 :

2, 12, 22, 32, 42, 52.

(f) Let us count back in tens from 74:

74, 64, 54, 44, 34.

Development

1. Now we are going to count on and count back numbers that are more than 100.

2. At the beginning, use numbers which are between 100 and 150.

Draw the pupils attention to the patterns of 1 more and 1 less.

3. This is the first time the pupils are learning to count back in twos and fives. It is therefore advisable to let them begin

with small numbers such as those less than 50.

4. It will also be helpful for some pupils if concrete objects are used.

For example,

a pupil begins with a group of 30 beads. He takes away 2 beads from the group each time he counts back in twos:


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30, 28, 26, 24, 22

5. In a similar way, the pupil takes away 5 beads from the group of 30 each time he counts back in fives:

30, 25, 20, 15, 10, 5

6. When the pupils learn to count on and count back in ones, twos, fives, tens and hundreds, they are actually learning

the

number patterns (though the term is not used in the Textbook) of 1 more than/1 less than/2 more than/2 less than/The

teacher should lead the pupils in comparing the numbers in each number pattern.

For example,In counting on in fives: 450, 455, 460, 465, 470, 475

Let us compare the numbers here.

455 is 5 more than 450.

460 is also 5 more than 455.

How about 460 and 465?

(Expected response : 465 is also 5 more than 460.)

So, we see that each number is 5 more than the number before it.

7. Lead the pupils in using the following terms to describe how each number is related to the number before it:

1 more than/1 less than




100 more than/100 less than8. Discuss the examples on Textbook Pages 14 to 16.

Guide the pupils in completing the number sequences.

Closure

1. Discuss Activity Book Page 17 Let us work together!


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Let us compare two numbersTextbook : Pages 17 18


MyCD :

Learning OutcomePupils will be able to compare two numbers and say which is more or less.

Duration

2 periods

Resources

Textbook, Activity Book, base-ten blocks

Previous Knowledge


(a) compare two numbers (up to 10) and say which is more or less (in Year 1),

(b) recognise the place value of each digit in a 3-digit number.

Vocabulary

compare, more, less, fewer, larger, smaller

Moral Values

AccuracyThinking Skills

Comparing and differentiating, analysing, arranging sequentially


1. Revise the concepts of more and fewer (or less) with the pupils:

Which number is more, 7 or 9?

2. Observe how the pupils arrive at their answers. Some may have to resort to using concrete objects.

3. Now, let us compare larger numbers. Lets say 18 and 25. Which is more?

4. Use the base-ten block

lesson plan m3 yr 2

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