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Year 1 Mathematics Scheme of Work

TERM 1CHAPTER 1 NUMBER UP TO 20

Wk No.Topical

DevelopmentLesson Objectives Teaching Activities Resources

1

Counting to 10

• Count 0 – 10 in order andbackward

• Continue counting from a pointto 10

• Continue counting from a pointto 0 (backward)

• Count orally 0-10•

Use number card – number line activity• Use concrete material to guide pupils to count• Teach simple activity song

Read and writenumber 0 - 10

• Write number in a correct way• Write number name correctly• Recognise number and its

number name

• Show number and number name (card)• Write number on whiteboard correctly• Spell the number name• Match number and its number name• Colour number and number word

Star 1A

Textbook(4-11)

Workbook(2-13)

2

Counting to 20

• Count 0 – 20 in order andbackward

• Continue counting from a pointto 20

• Continue counting from a pointto 0 (backward)

• Count orally 0-10• Use number card – number line activity• Use concrete material to guide pupils to count• Teach simple activity song

Read and write

number 11 - 20

• Write number in a correct way• Write number name correctly• Recognise number and its

number name

• Show number and number name (card)• Write number on whiteboard correctly• Spell the number name

• Match number and its number name• Colour number and number word

Star 1A

Textbook(12-17)

Workbook(14-21)

1





Wk No.Topical


3Place Value

• Recognise number in its placevalue

• Write number in a correct placevalue

• Tell story about place value• Introducing ones and tens in a diagram• Show the place value board

Star 1A

Textbook(18 - 19)

Workbook(19-21)

4

Comparing numbers to10

• Build a set equal to a given set.• Build a set more / fewer than a

given set• Compare set using comparative

words such as more than, fewer

than, many, equal, same.

• Use concrete material to compare two groups of counters

• Use pictures / diagram to compare sets• Use number card to compare numbers

Star 1A

Textbook(20-25)

Workbook(22-31)

Comparing numbers to20

• Build a set equal to a given set.• Build a set more / fewer than a

given set• Compare set using comparative

words such as more than, fewerthan, many, equal, same.

• Use concrete material to compare two groups of counters

• Use pictures / diagram to compare sets• Use number card to compare numbers

Star 1A

Textbook(26-31)

Workbook(32-37)

5 Order and Pattern

•

Complete simple numbersequences.• Identify and correct errors and

omissions in a given numbersequence.

• Complete simple number patterns and sequences.

• Examples:

12, 14, 16, ____, ____ 2, 3, 4, _____, ____ 1, 3, 5, _____, ____

• Use ICT activity.

Star 1A

Textbook(32-45)

Workbook(38-47)

2





Wk No.Topical


6

Ordinal Numbers

•

Correctly use ordinal numbersfirst, second, …..tenth todescribe the position of objectsor things arranged in a row.

• Identify the position of givenobjects in a row.

• Describe the position of objectsor things using the ordinalnumbers.

• Introduce ordinal numbers (first, second….tenth) todescribe the relative position of by asking 10 pupilsstanding in front of the class.

• Guide pupils to indicate position by using ordinalnumbers in words and symbols.

• Use real life illustrations and pictures to help pupilsto understand the concept.

Star 1A

Textbook(46-51)

Workbook(48-55)

Left and Right

• Correctly use ordinal numbersfirst, second, …..tenth to

describe the position of objectsor things arranged in a row.

• Identify the position of givenobjects in a row.

• Describe the position of objectsor things using the ordinalnumbers.

•

Guide pupils to indicate position by using ordinalnumbers in words and symbols.• Use real life illustrations and pictures to help pupils

to understand the concept.• Guide pupils to describe position of objects or things

from the left or from the right.• Use ICT activities.

Star 1A

Textbook(52-55)

Workbook(56-60)

7 Topical Test 1

• Write number 0-20 in a correctway

• Name the number shown

• Place the two digit in a correctplace values

• Compare numbers correctly• Order the numbers correctly• Write and position the ordinal

number correctly.

• Pupils do topical test

3




TERM 1CHAPTER 2 ADDITION TO 20

Wk No.Topical


7

Addition by CountingOn

• Add using a number line (bycounting on from a largernumber.

• Guide pupils to count on larger number using anumber line.

• Use ICT activities to illustrate addition on a numberline.

Star 1A

Textbook(58-63)

Workbook(62-65)

Addition Using NumberBond

• Represent equivalent forms of numbers (number bonds) usingmodels and symbols.

• Use bead counters to illustrate equivalent forms of numbers (or number bonds). Use number stories tohelp pupils remember number bonds.

• Guide pupils to recognize other number pairs for agiven number. E.g. pairs that total 5 are: 1 and 4; 2

and 3; 0 and 5.• Continue this activity with other numbers.

Star 1A

Textbook(64-75)

Workbook(67-78)

8

Adding by Regrouping Tens and Ones

• Use a bead counter to show

addition within 20.

• Show addition on a bead counter.• Guide pupils to add using a bead counter or

counting frame.• Use ICT activities to illustrate addition on a bead

counter.

Star 1A

Textbook(76-85)

Workbook(79-90)

Making and SolvingAddition Stories

• Represent and demonstrate thenumber stories within 20concretely.

• Show pictures that describe a simple addition story.Ask pupils questions about the story. Use counters

to model the addition story.

• Example: There are 7 birds on a tree. 5 more birds join in.Now there are 12 birds on the tree.

• Guide pupils to model the problem using eithercounting frames or block counters.

Star 1A

Textbook(86-95)

Workbook(91-97)

4





Wk No.Topical

Development

Lesson Objectives Teaching Activities Resources

9

Mental computation

a. Know by heart alladdition facts to 12,and all pairs of numbers with a total of 20.

• Rapidly recall additions factswithin 12.

• Guide pupils through activities and games to learnand remember basic facts of addition up to 12 tothe level of rapid recall. E.g. 8 + 4; 7 + 3; 5 + 7 etc.Look for strategies in the Mental Computation guide.

• Use concrete materials to help pupils visualize thefact before they are asked to memorize.

• Use charts and suitable resources to help pupils toremember the facts.

• Use bead counters to help pupils remember numberfacts.

• Use ICT activities to help pupils to remember

number facts.

b. Know doubles of numbers 1 to 10 (e.g.6 and 6 is 12) and usethis knowledge todevelop other additionfacts.

• Use strategies such as neardoubles to recall number facts.

• Use strategies such ascompleting to 10 to recall basicfacts.

• Use the facts they know todeduce other facts.

• Guide pupils to know doubles e.g. 6 + 6= 12, 6 + 7= 13; 7 + 7 = 14 therefore 7 + 8 = 15; 7 + 6 = 13,etc. Look for strategies in the Mental Computationguide.

• Find out other ways of adding numbers and explainthe methods used e.g. adding by completing into10.

• Use concrete materials to help pupils visualize thefact before they are asked to memorize.

• Use simple pictures to help pupils visualize the fact.

Topical Test 2

• Addition by counting on• Addition using number bond• Making and solving addition

stories• Mental computation


5




TERM 1CHAPTER 3 SUBTRACTION WITHIN 20

Wk No. TopicalDevelopment Lesson Objectives Teaching Activities Resources

10

Subtraction by TakingAway

• Demonstrate the process of subtraction using concretematerials by taking away asmaller set from a larger set.

• Orally describe the process of subtraction as taking away.

• Describe to pupils everyday situation that involvethe idea of subtraction.

• Use simple stories and concrete materials toillustrate the process of subtraction.

• Use ICT activities to illustrate the concept tosubtraction.

• Use the phrase “take away” to explain the meaningof subtraction.

Star 1A

Textbook(96-97)

Workbook(98-101)

Subtraction byCounting Back

• Use a number line to showsubtraction and work out theanswer.

• Represent subtraction on a number line.• Guide pupils to show 12 – 5 = 7 on a numberline.• Use ICT activities to illustrate subtraction on anumber line.

Star 1A

Textbook(99-102)

Workbook(102-105)

11Subtraction using

Number Bonds

Describe a subtraction storybased on given pictures orillustrations.

Write subtraction sentencesbased on given pictures.

Guide pupils to describe a subtraction story based ona given pictures or illustrations.

Use ICT activities to help pupils to understandsubtraction.

Star 1A

Textbook(103-105)

Workbook(107-111)

6



Making and SolvingSubtraction Stories

• Act out a subtraction storyrelated to given subtractionsentence.

• Use concrete materials toillustrate subtraction storyrelated to subtraction sentence.

• Guide pupils to act out a simple event.• Guide pupils to use concrete materials toillustrate subtraction story related to subtractionsentence.• Guide pupils to draw and write a story to givennumber sentences e.g. 8 – 3 = 5.

Star 1A

Textbook(113-117)

Workbook(118 – 123)



Wk No.Topical


12

Subtraction andAddition WordProblems

• Recognise the process of addition and subtraction from aword problems

• Solve the word problems usingthe correct methods

• Guide pupils to recognise important / key wordsof addition and subtraction

• Guide pupils through writing question base onthe answer given• Guide pupils to solve the problems with thecorrect methods (addition / subtraction)

Star 1A

Textbook(121-123)

Workbook(124 – 129)

Mental computation

Know by heart allsubtraction facts to 12.

• Become familiar withsubtraction facts within 18 withthe help of concrete materials.

• Know by heart all subtractionfacts to 12.

• Do subtraction by countingback from a larger number.

• Guide pupils through activities and games to learnand remember the basic facts of subtractions up to12 to the level of rapid recall. Look for strategies inthe Mental Computation guide.

• Subtract by counting back or any other suitablestrategy.• Use concrete materials, charts and suitable

resources to help pupils remember the facts.• Use ICT activities to help recall subtraction factsto 12.

7



Topical Test 3

• Subtracting by taking away• Subtracting by counting back• Subtracting by Number bonds• Solving word problems• Mental Computation



TERM 2CHAPTER 4 SHAPES AND PATTERNS

Wk No.Topical


13Shapes

• Recognise and name correctlysquare, rectangle, triangle andcircle.

• Identify square, rectangle,triangle and circle in figures.

• Match the 2D figures to theirnames correctly.

• Provide pupils a set of shapes. Guide pupil torecognize and name correctly square, rectangle,triangle and circle.

• Use geo boards to guide pupils to make shapes withstraight sides.

• Provide pupils a set of shapes and word cards. Askpupils to match the 2D figures to their namescorrectly.

• MCD Lower Primary - Geometry / Two-dimensionalshapes

Star 1A

Textbook(126-132)

Workbook(130-134)

14Shapes and Patterns

• Name shapes in a picture• Colour the shape according to

pattern given

• Name the shapes in a pictures given• Make a picture from a block of 2D shapes•

Draw a picture using the shapes provided

Star 1A

Textbook(133-135)

Workbook(135-136)

8



Grouping Shapes• Identify shapes in each group• Differentiate the shapes in a set

• Guide pupils to recognise the shape shown in a setsuch as:

o Size,o shape,o colours

Star 1A

Textbook(136-139)

Workbook(137-140)

15 Patterns with Shapes

•

Recognise the pattern shown• Identify the pattern shown• Distinguished the shapes

pattern

• Guide pupils to name the shapes shown• Show to pupils if the shapes formed a pattern such

as:o Sizeo Colouro Shapes

• Ask pupils for the next shape in a pattern

Star 1A

Textbook(140-142)

Workbook(141-144)


TERM 2

CHAPTER 4 SHAPES AND PATTERNS

Wk No.Topical


15Patterns with Objects

• Recognise the pattern shown• Identify the pattern shown• Distinguished the shapes

pattern

• Guide pupils to name the shapes shown• Show to pupils if the shapes formed a pattern such

as:o Sizeo Colouro Shapes

• Ask pupils for the next shape in a pattern

Star 1A

Textbook(143-145)

Workbook(145-147)

9



16

ICT Shapes

• Draw common 2D figures usingICT.

• Group the 2D shapes accordingto shape, size and colour.

• Make simple patterns accordingto shape, size and colour.

• Predict what comes next in agiven pattern.

• Use the Autoshapes feature in the computer andguide pupils to draw geometrical shapes.

• Use the shapes drawn to make simple patterns. Askpupils to say the next shape.

• Tell pupils that we can use shapes to form patterns.• Guide pupils to find out other ways to make simple

patterns for example using size and colour.

Topical Test 4

• Name shapes• Draw a shape• Distinguished shapes in a

pattern according to size, shapeand colour



TERM 2CHAPTER 5 NUMBERS TO 50

Wk No.Topical


17

10



Counting Tens andOnes

• Count and write tens correctly.• Count and write ones correctly• Write two digit numbers in a

correct place values

• Counting blocks of tens and ones• Distinguished the place value of 2 digit number (in

tens and ones) on a place value cardboard• Adding tens and ones in a correct processes• Continue counting in order from 0-50 and backward• Fill in the missing number in a number line or 50

grid

Star 1A

Textbook(148-158)

Workbook(148-155)

18

Comparing andOrdering Number to 50

• Compare bigger and smallernumbers correctly

• Arrange numbers from small tobig and vice verse correctly

• Read blocks pictures of tensand ones correctly

• Show the number on a grid of 50• Select two numbers and ask pupils which numbers

come first.• Show two numbers and ask pupils to compare them

(bigger / greater/ more/ smaller/ less)• Guide pupils in finding greater number or smaller

number they have to look at tens first.• When both number has same amount of tens then

check for the ones place.

Star 1A

Textbook(159-167)

Workbook(156-169)

Topical Test 5


• Name the number shown• Place the two digit in a correct

place values• Compare numbers correctly• Order the numbers correctly




Wk No.Topical


19

11



Adding Ones byCounting On

• Add using a number line (bycounting on from a largernumber.

• Guide pupils with adding two digit numbers and onedigit number by adding the ones only.

• Show the addition process in number line• Show the addition process mentally and orally• Show the adding process in a place value

Star 1A

Textbook(170-171)

Workbook(170-171)

Adding Ones withNumber Bonds

• Represent equivalent forms of numbers (number bonds) usingmodels and symbols.

• Guide pupils the addition process in number bondstep by step.

• Show them in pictures / diagrams• Show to them the process of changing those

numbers• Explain to pupils that by changing numbers it will

make the adding easier.

Star 1A

Textbook(172-173)

Workbook(172-173)

20

Adding Ones and Tens(1)

• Place two numbers in a correctplace values

• Add two numbers correctly

• Guide pupil to put two numbers in a correct placevalues

• Guide pupils to add ones first•

Then guide pupils to add tens

Star 1A

Textbook(174-176)

Workbook(174-177)

Adding Ones and Tens(2)


• Add two numbers correctly


• Guide pupils to add ones first and carried forward totens if more than 9

• Then guide pupils to add tens without forgetting thecarried forward number.

Star 1A

Textbook(177)

Workbook(178)



Wk No.Topical


12



20 Topical Test 6

• Adding by counting on• Adding in a number bond

process• Adding without carrying• Adding with carrying

• Pupils do Topical Test

21 Subtracting Oneswithout Regrouping


• Subtract two numbers correctly


• Guide pupils to subtract ones first• Then guide pupils to subtract tens

Star 1B

Textbook(4-6)

Workbook(2-4)

22

Subtracting with

Regrouping


•

Subtract two numbers correctly• Do the process of borrowingcorrectly


• Guide pupils to subtract ones first but if the number

is bigger to subtract then borrowing process isinvolved• Then guide pupils to subtract tens without

forgetting the cancelation of earlier number in tens.

Star 1B

Textbook

(10-15)

Workbook(6-9)

Topical Test 7• Subtract without regrouping• Subtract with regrouping

• Pupils do Topical Test paper



Wk No.Topical


13



23 Place Values andCounting to 100

• Use base-10 materials torepresent numbers to 20 on aplace value board and relate toits name and symbol.

• Tell the value of the place of adigit in a given number.

• Identify the digits in the tensplace and the ones place on theboard.

• Read and write number nameand symbol correctly.

• Match number symbols andnumber names.

• Write 2-digit numbers inexpanded notation.

• Use base-10 materials and a place value boardto build numbers up to 20 at first.• Use base-10 materials to show tens andmultiples of ten; 10, 20, 30,40, 50. Read and write thename and the symbol. Use ICT to show the place value.• Use the place value board to represent othernumbers (≤ 100). Read the number name and symbol.• Use the ICT counting board to help pupils

understand place-value.• Say a number and pupils show the number word

card.• Show a number word card and pupils show the

number symbol card.• Use IWB activities.

Star 1B

Textbook(18-24)

Workbook(10-15)

24

Count by twos, fivesand tens

• Recite orally by 1s the numbersequence between two givennumbers (0 to 100).

• Recite backward by 1s thenumber sequence between any

two given numbers within 100.• Count forward and backward in

1s in small intervals.

• Count orally to 100.• Use concrete materials and guide pupils tocount numbers to 100.• Use base-10 counters to count in 10s to 100.• Use the number-line or the 100-square grid to

count forward and back in 1s.• Use the number line or the 100-square grid tocount in 5s and in 2s to 100.• Use ICT activities.

Star 1B

Textbook(25-30)

Workbook(16-19)

Estimating Numbers

to100

• Identify the position of anumber and sequence on a 100grid.

• Say what number comes beforea given number, after a givennumber and in between twogiven numbers.

• Recognise the horizontal andvertical sequence of numberson a 100 grid.

• Fill in the missing numbers inthe square grid. Give a reasonfor answer given

• Show a 100 square grid to help counting.• Say a number for example 32, ask pupils to count in

10s from that number to 92.• Cover a number on the square grid, ask pupils to

say what number comes before, after and inbetween.

• Cover a row of number with a strip of paperhorizontally and vertically, ask pupils to read the

missing number.• Show a 100 square grid with many missing

numbers. Ask pupils to say the missing numbers.Give reasons for theirs answers.

• Use ICT activities to help pupils practice thisexercise.

• Use IWB activities.

Star 1B

Textbook(31-34)

Workbook(20-21)


14




Wk No.Topical


25 Comparing andOrdering Numbers to

100

• Compare numbers bycomparing the digits in the tensplace.

• Use words such as is greaterthan, is less than to describetwo numbers when shown.

• Arrange number from thesmallest to the greatest andvice versa.

• Use base-10 materials on a place-value board tomake comparison between two numbers.

• Example :

70 is greater than 58• Guide pupils to compare the ten first. In the

example above, 7 tens are greater than 5 tens. Therefore 70 is greater than 58. If the values of thetens are equal then compare the ones to determinethe greater number.

• Use concrete materials or number line to showthe arrangement of numbers in order of size.• Show a set of numeral cards. Guide pupils toarrange them in order of size.• Short quiz to help pupils understand the idea.

Star 1B

Textbook(35-44)

Workbook(22-35)

26

Ordinal Numbers to 50

• State ordinal numbers up to 50.• Read the calendar using ordinal

notation.• State performance position of

pupils in class using ordinalnotation.

• Review ordinal numbers up to 10.• Guide pupils to state positions that are greater than

10th. For example: eleventh, twelfth ….etc.• Use the calendar to name days greater than

20th….e.g. twentieth …thirty-first …• MCD Lower Primary - Numbers / Series of numbers

Star 1B

Textbook(45-47)

Workbook(36-37)

Topical Test 8


• Name the number shown• Place the two digit in a correct

place values•

Compare numbers correctly• Order the numbers correctly• Write and position the ordinal

number correctly.



15



TERM 3CHAPTER 9 ADDITION AND SUBTRACTION TO 100

Wk No.Topical


27

Adding withoutRegrouping

• Rapidly add multiples of ten

and ones.• Correctly add a given two digits

number and a one –digitnumber.

• Add two multiples of 10.• Add a two-digit number and 10.

• Use the number line or the 100 square to helppupils in the additions.

•

Examples:40+8;70 + 3;35 + 4;63 + 5;40 + 50;20 + 70;54 + 10;67 + 20

Star 1B

Textbook(50-56)

Workbook(38-44)

Adding Tens

• Use column method to add

2-digit whole numbers withoutregrouping.

• Use the place value board for addition involving 2-digit numbers. Link the concrete representation to

verbal and symbolic representations in helpingpupils understand the process of addition.

Star 1B

Textbook

(57-64)

Workbook(45-50)

28

Addition withRegrouping

• Use column method to add two2-digit whole numbers withregrouping.

• Use the place value board for addition involving 2-digit numbers. Link the concrete representation toverbal and symbolic representations in helpingpupils understand the process of addition.

Star 1B

Textbook(65-71)

Workbook(51-55)

Subtracting bycounting back

• Subtract multiples of ten and

ones mentally.• Subtract a 1-digit numberfrom a two digit number mentally.• Subtract two multiples of 10mentally.• Subtract a multiple of 10from a 2-digit number.

• Use the number line or the 100-square grid tohelp pupils with mental subtractions.

• Examples:36 – 4; 69 – 540 – 8; 70 – 3

Star 1B

Textbook(72-76)

Workbook(56-59)


16




Wk No.Topical


29 Subtraction without

regrouping

• Subtract two 2-digit numbers

within 100 without regrouping.

• Use the place value board for subtraction involving2-digit numbers. Link the concrete representation toverbal and symbolic representations in helpingpupils understand the process of subtraction.

Star 1B

Textbook(77-78)

Workbook(60-61)

30 Subtraction withregrouping

• Subtracting any two 2-digitnumbers with sum notexceeding 100.

• Use the place value board for subtraction involving2-digit numbers. Link the concrete representation toverbal and symbolic representations in helpingpupils understand the process of subtraction.

Star 1B

Textbook(79-84)

Workbook(62-65)

31

Word problems

• Solve simple word (story)problem involving subtraction.• Use models and diagrams tosolve word problems.

• Guide pupils to identify the relevant operation.•

Guide pupils to use models and diagrams to solveword problems.• Guide pupils to write a related number sentence.• Examples:

Siti is 9 years old and her sister is 12 years old. Howmany years older is Siti’s sister?Jeff has finished reading 7 pages of his story book.

There are 20 pages in the story book. How manymore pages must Jeff read to finish the book?

Star 1B

Textbook(85-87)

Workbook(66-67)

Topical Test 9

• answer addition withregrouping correctly

• answer addition without

regrouping correctly• answer Subtraction with

regrouping correctly• answer subtraction without

regrouping correctly

• Pupils answer Topical Test Paper


17



TERM 3 & 4CHAPTER 10 LENGTH

Wk No.Topical


32

Comparing Length of Two Objects

• Compare length of two or moreobjects by direct comparison.

• Use words such as tall, taller,short, shorter, tallest etc todescribe length or heights.

• Provide pupils with different pairs of objects andask them to compare each pair by direct comparison.• Guide pupils to arrange the objects. Ensure thatthe end points of the objects at the start are in line.Guide pupils to compare using the terms long, longer,short, shorter etc.• Use ICT activities to help pupils compare usingpictures given.

Star 1B

Textbook(90-93)

Workbook(68-70)

Comparing Length of More Than Two

Objects

Star 1B

Textbook(94-97)

Workbook(71-73)

33

Measuring Length

• Measure length of an object usingnon-standard unit.

• Compare length of two objectsand describe which is long andshort.

• Use non-standard units such as small blocks, paperclips, ice-cream sticks etc. to measure the length of agiven object.

• Guide pupils to measure the length of objects such as

pencil boxes with paper clips that have been stringtogether.• Guide pupils to compare using the terms long,longer, short, shorter etc.

Star 1B

Textbook(98-100)

Workbook(74-77)

Measuring Length inUnits

• Measure length of an object inunits

• Compare length of two objectsand describe which is long andshort.

Star 1B

Textbook(101-103)

Workbook(78-83)

18





Wk No.Topical


34

Comparing Masses

• Compare weight of two objects

by their physical appearance.• Determine which object is

heavier or lighter using abalance and say which isheavier and lighter.

• Show several objects to pupils that are heavy and

light. Ask pupils to compare two objects by directcomparison. Encourage pupils to compare using theterms heavy, heavier, light, lighter.

• Use a balance to demonstrate heavy and light.Guide pupils to say which is heavier and lighter.

Star 1B

Textbook(106-111)

Workbook(84-93)

Measuring Masses•

Measure weight of an objecte.g. textbook by using aweighing balance and non-standard units such as marblesand say e.g. the textbookweighs the same as 6 marbles.

• Measure weight of two objectse.g. two blocks of different sizesusing non-standard unit anddescribe them usingcomparative words. e.g. heavyand heavier.

•

Demonstrate to pupils the procedure of weighing.• Use non-standard units such as marbles and a

weighing scale to compare weight of a textbook.Once the arms of the balance are balanced guidepupils to read the number of non-standard neededto balance the objects.

• Provide two objects of different weights. Ask pupilsto measure the weight of each object and compare.Guide pupils to describe them using comparativewords e.g. heavy and heavier.

• Textbook A weighs the same as 6 marbles• Textbook B weighs the same as 4 marbles• Which textbook is heavier, A or B?

Star 1B

Textbook

(112-114)

Workbook(94-97)

Measuring Mass in

Units

Star 1B

Textbook(115-117)

Workbook(98-99)

19




TERM 4CHAPTER 12 MONEY

Wk No.Topical


35

Our Coins and Notes

• Recognise the symbol for dollarand cent.

• Say the value of coins anddollar notes when shown.

• Correctly show/display theamount of money using toymoney.

• Display the different coins notes used in Brunei andguide pupils to identify the coins and note for 1¢,5¢,10¢, 20¢, 50¢, $1, $5, $10, $50 and $100

• Provide pupils with toy money. Teacher says a givenamount of money. Pupils display the amount of money using toy money correctly.

• Use ICT activities.

Star 1B

Textbook(120-124)

Workbook(100-103)

Exchanging Money• Match the same amount of

money either in coins or notes.

• Teacher says a given amount of money in centspupils match the same amount of money in dollarsand vice versa.

• Examples:One 5¢ coin has the same value as ……one centcoins.

One 10¢ coin has the same value as ……. five centcoin.One $5 note has the same value as …… ten 50¢coins.One $10 note has the same value as …… $5 notes.

Star 1B

Textbook(125-131)

Workbook(104-111)

36Adding and

Subtracting in Cents

• Perform simple addition andsubtraction in cents only or in $only.

• Act out buying and sellingactivities to practice additionand subtraction.

• Guide pupils to add and subtract in cents only.• Examples:• 50¢ + 25¢ = 75¢• 10¢ - 6¢ = 4¢

• Involve pupils in buying and selling activity in class.• Some pupils act as buyers. One or two pupils act as

sellers operating the shop.

Star 1B

Textbook(132-135)

Workbook(112-117)

20



Adding andSubtracting in Dollars

• Perform simple addition andsubtraction in cents only or in $only.

• Act out buying and sellingactivities to practice additionand subtraction.

• Guide pupils to add and subtract in $ only.• Examples:• $3 + $5 = $8• $10 - $6 = $4• Involve pupils in buying and selling activity in class.• Some pupils act as buyers. One or two pupils act as

sellers operating the shop.

Star 1B

Textbook(136-141)

Workbook(118-121)


TERM 4CHAPTER 13 STATISTICS

Wk No.Topical


37

Topical Test 10

• Answering length questionscorrectly

• Answering mass questionscorrectly

• Answering Money questionscorrectly

• Pupils answer Topical Test Paper

Reading and MakingPictographs

• Solve simple problems usingdata from graphs.

• Display a pictogram to pupils.• Guide pupils to interpret the pictograms.• Ask pupils questions orally;

Which colour do pupils like most?Which colour do pupils like least?How many pupils like blue and red?How many pupils like green than yellow?

• Guide pupils to solve addition and subtractionproblems using data from the graph.

Star 1B

Textbook(144-151)

Workbook(122-129)

CHAPTER 14 MATHEMATICAL REASONING AND PROBLEM SOLVING

38 Recognise Patterns•

Build patterns based on shape,size and colour and explain orgive reasons.

• Draw and colour patternsinvolving shapes using ICT.

•

Stick some cutouts shapes on the board. Ask pupilsto say the next shape and give a reason.• Provide pupils with some cutouts shapes. Let pupils

make patterns using the shapes.• Guide pupils to colour the shapes and ask them to

make patterns according to colour.• Ask pupils to make patterns according to size.

Star 1B

Textbook(154-162)

Workbook(130-135)

21



Recognise Patterns inNumbers

• Recognise patterns in simplenumber sequences.

• Complete number patterns.

• Use a 100-number grid to help counting.• Tell pupils that we can count in 1s, 2s, 5s and 10s to

form a number pattern.• Guide pupils to recognize number patterns.• Ask pupils to complete number patterns.• Examples:

1, 2, 3, 4, ___, ___, ___,2, 4, 6, 8, ___, ___, ___,10, 20, 30, 40, ___, ___, ___,

35, 30, 25, ___, ___, ___,

Star 1B

Textbook(163-169)

Workbook(136-140)



Wk No.Topical


39

Problem Solving• Write word problems for given

mathematical statements.

•

Guide pupils to write word problems. Show pupilsnumber statements such as; 6 – 2 or 8 + 4 and askthem to relate this to an everyday event.

• Examples: There were 6 birds on a tree. 2 flew away.Eight kids were playing in the field. 4 more join in.

Star 1B

Textbook(170)

Workbook(141-150)

Topical Test 11

• Answering statistics questionscorrectly

• Answering shapes and patternsquestions correctly

• Answering problem solving

questions correctly


40 Past Year Assessmentand Examination Paper

• Answer orally and correctly.

• Answer in written 70%correctly.

• Finish answering with the timegiven.

• Teacher distributes revision paper to pupils.• Teacher reads instruction twice such in revision

paper.• Teacher and pupils read out the question• Pupils give out answer orally.• Pupils answer revision paper by written within the

time given.

22



• Pupils check their friends answer together withteacher

41 End Year Examination

• Pupils will be able to answer thequestions quickly and quietly.

• Teacher can measure pupil’sknowledge in what they havelearned.

• Teacher distributes end year examination paper topupils.

• Teacher explains to pupils rules on examination of the particular subjects

• Teacher read instructions twice.• Pupils answer

42Correction on End Year

Examination Paper

• Correct themselves for themistake they had made

• Checked their answers correctlyand thoroughly

• Teacher distributes end year examination paper topupils.

• Teacher reads instruction twice such in revisionpaper.

• Teacher and pupils read out the question• Pupils give out answer orally and checked their

answers.• Pupils do corrections on the examination paper.• Returning their end year examination paper


TERM 4

Wk No.Topical


43Class and School Activities

23



44

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