Maths Teacher's Guide Grade 1.compressed

Exploring Maths
Teacher’s EEA
1
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Prelims_1.indd 2 21/12/14 5:26 PM

Preface
Teachers are expected to play one of the most imperative role in implementing the
New National Curriculum.
This book intends to help teachers to bring the changes in the teaching and
learning process, based on the Mathematics Syllabus in the New National
Curriculum. The book focuses on giving ideas for teachers to carry out practical
activities by incorporating key competencies, skills and values for each strand in
the Mathematics Syllabus. The content of each unit includes outcomes, indicators,
incorporated key competencies, shared values and process skills. In addition,
prior knowledge, ideas to introduce the concept, pedagogy and planning followed
by integration is written. Furthermore, guiding materials to be used in assessment
for learning practices are included. We hope this book will serve as a support
for teachers in order to achieve the goals of Mathematics in the New National
Curriculum.
We extend our sincere thanks to Cambridge University Press for partnering with
us in this endeavour.
We are beholden to the members of the NIE Curriculum Team for the support
rendered.
Ali Adam
Education Development Officer Coordinator
Aishath Shiuny
Education Development Officer Coordinator
iii
Prelims_1.indd 3 21/12/14 5:26 PM

Contents
Strand: Numbers (N)
1. Numbers up to 50 (N1) 1
2. Numbers up to 100 (N1) 16
iv
Prelims_1.indd 4 21/12/14 5:26 PM

1. Numbers up to 50 (N1)
Outcome N1.1:
Count numbers up to 50 in English. Skip-counts forwards or backwards.
Count reliably a set of objects.
Outcome N1.2:
Recognise the value of numbers up to 50.
1. Indicators
N1.1 Counting
a. Demonstrates the one-to one correspondence between number and
objects when counting.
b. Counts a set of objects up to 50.
c. Counts larger collections by grouping in tens, then fives or twos.
d. Skip-counts forwards or backwards by ones, twos, fives and tens, from a
given number.
N1.2 Place Value and Ordering

a. Represents numbers up to 50 using concrete materials.
b. Identify the number that comes after, before or between given numbers up
to 50.
c. Compares numbers up to 50 in different ways. (Eg: more than, less than and
equal to, etc.)
d. Orders and positions numbers up to 50 on…(Eg: hundred square grid,
number line)
e. Forms different numbers, given any two number cards excluding zero.
(Eg: largest number and smallest number)
f. Partitions 2-digit numbers (up to 50) in different ways, including into
multiples of 10 and 1.
g. Reads, writes and says whole numbers up to 50 in figures and words.
h. Records numbers up to two digits using expanded notation. (Eg: 35 = 30 + 5)
1 Unit 1: Numbers up to 50
Unit 1_Numbers up to 50.indd 1 21/12/14 5:27 PM

i. Recognises that the position of a digit gives its value, in relation to 2-digit
numbers and knows what each digit represents.
j. Says the name and writes the numeral for the number that is 1 or 10 more or
less than a given 1 digit or 2 digit number.
k. Uses ordinal numbers to tenth.
Process skills: Representing, problem solving, selecting tools, reflecting,

connecting, reasoning and proving
Key competencies: Understanding and Managing self, Thinking critically and

creatively
Shared values: Values related to self and the environment
2. Prior knowledge
➢➢ Recognise numbers up to 10
➢➢ Count a number of items up to 10
3. Introduction of chapter
All number work is based on students’ everyday experiences. It reinforces the
concept of one-to-one correspondence and enables the student to develop an
appreciation of quantity. The language used to support the development of
number skills should be focused on essential vocabulary.
Number is a complex and multi-faceted concept. A well-developed
understanding of numbers includes a grasp not only of counting and numerical
recognition but also of a complex system of more and less relationships,
part–whole relationships, the role of special numbers such as five and ten,
connections between numbers and much more.
Use one-to-one correspondence of non-identical objects in play and practical
situations to help students develop numeracy skills.
These major concepts of counting, operational sense, quantity, relationships,
representation are conceptually interdependent, equally significant and
overlapping.
4. Details of the concept

In the early grades counting is both a skill and a strategy. Using counting as
a strategy helps students to solve problems. Students continue to practice
number words at this level by counting to 100, and they continue to explore
the patterns involved in counting.
Counting by twos, fives, and tens begins at this level. This type of counting
helps students to recognise patterns and provides them with a strategy for
counting large groups of items.
The strategies of counting on and counting back are also used here to help
students solve simple number problems. Counting on and counting back
Exploring Mathematics Teacher’s Book 1 2

require students to be able to begin counting from any number, which is more
challenging than counting up from 1 or back from 10. For most students,
counting backwards is more difficult than counting forward. It is common
for students to hesitate and sometimes have difficulty when counting across
decades, such as, moving from 29 to 30, or to have difficulty with some of the
numbers in the teens.
5. Pedagogy and Planning
ACTIVITY 1
Collect pictures of objects representing numbers from 1 to 10.
Show the students these pictures and ask them to suggest the number
represented by them. Simultaneously, write the number and the name name
on the board.
Form groups in the class. Give each group 20 marbles.
Instruct the groups to count marbles till 10.
Direct their attention to the fact the number of marbles given here are more
than 10 so how do they count beyond 10.
Draw 11 marbles on the board and count till the
tenth marble. On reaching 10, make a circle around
10 marbles.
Ask the students how many marbles are outside the 10
circle.
The expected response is 1.
Write the number 11 on the board and spell it as ‘Eleven’.
Tens Units
Continue this exercise to form numbers till 19. Help
students both read and write the number and number
names till 19.
After 19, tell the students that now another set of 10
can be made. Highlight the fact that two groups of 10
make 20.
At this point, introduce the concept of the place value
chart and ‘Units’ and ‘Tens’.
Show a set of cubes to the class and make a block of
ten cubes. Inform the students that this shows a
base-ten block, it represents 1 ten.
Tens Units
10 Ten
1 0
Inform the students that blocks beyond this are counted in the ‘Units’ column.
After reaching 19, when one more cube is added to the set then 2 sets of
base–ten blocks are formed. This number is called 20.

ACTIVITY 2
Give each group a different number of cubes between the numbers 11 to 20.
Ask the groups to count the marbles and respond to these questions.
➢➢ Do you have enough cubes to make a ten?
➢➢ Would you have any leftover?
➢➢ If so, how many leftovers will you have?
➢➢ What number can be made using these cubes?
The expected responses are that a ten was made and there were
cubes leftover. So, the number is and it has 1 ten and
units.
Draw the same number of place value tables as the number
Tens Units
of groups in the class. Ask one member from each group
to come forward and fill in the digits based on the cubes
given to their group.
Introduce the term two-digit numbers here. Inform the students that,
➢➢ Numbers before 10 are called one-digit numbers as they only have digits
at the units place.
➢➢ In case of 2-digit numbers, the digit on the right represents the digit at
the Units place and the digit on the left represents the digit at the Tens
place.
At this point an abacus can also be introduced. Define an abacus as a simple
device for calculating, consisting of a frame with rows of wires or grooves
along which beads are slid. The abacus shown here has two rods, the units
rod and the tens rod.
Use an abacus to form numbers beyond 20 by adding beads to the units rod.
After reaching 29, inform the students that another ten is
being formed. This ten moves to the next rod called the tens
rod. Thus, the new number formed is 30. It has 0 at the units
place and 3 at the tens place. Each set of ten moves to the
tens rod as a new set.
Form numbers up to 50 using the same technique. Ensure that T U
the students understand both the formation of the number
and its number name.
ACTIVITY 3
Make a set of three flash cards for one number such that one shows the
number, the other the number name and the third card represents the
number as dots.
Keep the sets of three cards on the table. Ensure that the cards in each set
are not ordered.
Invite a student to come forward and pick up a card from either of the three
sets. Instruct the student to then find the corresponding card for the number
in the other two sets.

Counting with one-to-one correspondence
Explain to the students what one-to-one correspondence mean. It means
counting just what is there and nothing else. Here, we count each object one
time.
ACTIVITY 1
Divide the students into pairs and give each student their own small bag of
pebbles.
Ask the students to take one bag at a time in their pair. One member of
the pair will take out a pebble at a time and count it through one-to-one
correspondence. The other member will keep a check on the counting being
done by their partner.
After one partner completes the count by taking out all the pebbles in his/
her bag, the other partner starts taking out the pebbles in his/her bag by
keeping a count.
Count a set of objects

A set is a group of objects. We can figure out how many objects are there in a
set by counting with one-to-one correspondence.
ACTIVITY 1
Prepare sets of different number of images of fish. For example, one set has
images of 10 fish, another has 20 fish, etc.
Give one set to each student.
Build up a story saying that a big, fat and hungry cat needs to be fed 15 fishes.
Ask the students to count the number of fishes in their set and inform if they
would be able to help in feeding the cat.
Build more sets and suggest different statements for different sets of
numbers. For example, a basket of 22 mangoes needs to be prepared, there
are 32 monkeys on the ground, etc.
Students will count their sets and respond when their respective set is
required.
This activity will help the students understand what a set is and how sets are
formed.
ACTIVITY 2
Form groups in the class.
Prepare sets of objects with numbers less than 50, such as a bundle of sticks,
a bag of marbles, a set of counters, etc. and give one set to each group.
Ask one group to count the objects given to them by making sets of 10 objects,
the other groups can count by making sets of 5 objects, another group can
make sets of 2 objects and so on.

Through this activity students will not only learn to count through one-to-one
correspondence but also learn to form sets/groups.
Before, after and between

ACTIVITY 1
Prepare a large number strip of numbers up to 50.
Lay the number strip on the ground.
Collect random pictures of children and paste them on a chart paper. Write
the names of the children below their picture. For example, Hashim, Amina,
Haleema, Rafeeq, Ahmed and Aasiya are standing in a line.
Raise the following questions to all the students in the class.
➢➢ How many students are there in the line?
➢➢ Which two children are standing on the either side of Rafeeq?
➢➢ Who is standing behind Amina?
➢➢ Who is standing in front of Aasiya?
➢➢ Who is standing in the middle of Hashim and Haleema?
Use this discussion to introduce the terms ‘before’, ‘after’ and ‘between’.
➢➢ Ahmed is standing ‘before’ Aasiya.
➢➢ Haleema is standing ‘after’ Amina.
➢➢ Amina is standing ‘between’ Hashim and Haleema.
Ask the students to come forward and stand around the number strip on the
ground.
Invite a student to come forward randomly. Call out a number and the student
will immediately go and stand next to the number. He/she will then suggest
the number that comes before that number and after that number.
For practising the number in between, call two students to stand next to the
numbers on the number line that are separated by 1. Inform the students
that the number between the two students is the number ‘in between’.
Compare and order numbers up to 50

ACTIVITY 1
Invite two students to come forward.
Give one student 14 cubes and the other student 18 marbles. Instruct the
students to count the number of objects given to them and inform the class.
Highlight the fact that student has ‘more’ marbles than the
number of cubes with student . This means that 18 is ‘greater
than’ 14.
Invite another pair of students. Give one student 20 chalk pieces and other
student 32 pebbles.
Ask the students to repeat the same exercise of counting the number of
objects with them.

Highlight the fact that student has ‘less’ number of chalk pieces
than number of pebbles with student .
Invite a third pair of students. Give one student 25 pencils and the other 25
erasers.
Ask the students to count their objects.
Highlight the fact in this case, student has the ‘same’ number of
pencils as the number of erasers with student .
Further explain this concept by splitting the number as ten(s) and
units. For example,
➢➢ In case of 14 and 18, each had 1 ten but 14 had 4 at the units place and
18 had 8 at the units place.
➢➢ In case of 20 and 32, 20 had 2 tens and no units and 32 had 3 tens and
2 at the units place.
➢➢ In case of 25 and 25, both had 2 tens and 5 units.
Introduce the ‘greater than’, ‘lesser than’ and the ‘equal to’ signs. Draw the
symbols on the board ‘<’, ‘>’ and ‘=’.
Inform the students of these points with reference to the mouth of the shark.
➢➢ The mouth of the shark opens (<) towards the number which is bigger/
greater/larger. In case of 14 and 18, mouth of the shark is open towards
18 > 14.
➢➢ The mouth of the shark is closed (>) towards the number which is smaller/
lesser. In case of 20 and 32, mouth of the shark is closed towards 20 < 32.
➢➢ The mouth of the shark does not open at all if the numbers are the same/
equal. In case of 25 and 25, 25 = 25.
Use this opportunity to explain that ‘equal to’ means the ‘same’.
ACTIVITY 2
Divide the class into two groups.
Then line each group and give the first student of each group cutouts of
‘greater than/less than’ and ‘equal to’ signs. Ask the student a question such
as, is 9 greater than or less than 4? Write it on the board.
The student can answer the question using the cutouts to show greater
than/less than or equal to. If the student gets the answer right, he/she hands
over the sign to the next student in the line and moves to the back of the line.
If a student answers the question incorrectly he/she hands the sign to the
next student in line and sits down. The most correct answers will help the
team win. Play through each student until one team wins.
Lay down the number strip up to 50 on the floor once again.
Write three numbers on the board. For example, 28, 19 and 43.
Invite three students to come forward and ask each student to pick a number
out of the set written on the board. Ask the students to run and stand next to
the number chosen by them.

Put forth these questions.
➢➢ Which number in the set is the smallest and why?
➢➢ Which number in the set is the largest and why?
➢➢ Which number is between the largest and the smallest numbers?
➢➢ Can you arrange the numbers from the smallest to the largest?
The expected responses are as follows.
➢➢ 19 is the smallest number as it has 1 ten and 9 units.
➢➢ 43 is the largest number as it has 4 tens and 3 units.
➢➢ 28 lies between 19 and 43.
➢➢ 19 is the smallest number, followed by 28 and 43 is the largest number.
➢➢ give bigger sets of numbers to arrange.
Introduce the term ‘ascending order’ as the arrangement of numbers from
the smallest to the largest.
Play more rounds of this game but each time give bigger sets of numbers to
arrange. For example, in the next round give four numbers. Ask the students
to find the smallest and the largest numbers in the set. Compare the remaining
two numbers and then arrange them in ascending order.
Conduct similar exercises to help the students understand ‘descending order’
which is the arrangement of numbers from the largest to the smallest.
Skip counting
ACTIVITY 1
Give each student two number grids from 1 to 50 and instruct them to take
out their crayons.
Inform the students that they will be playing a game.
Forward Skips Backward Skips
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50

Ask the students to take out yellow crayon and colour the box with number 2.
Keep a bigger sheet of Forward Skips on the board and complete this activity
with the students.

Ask the students to then make 1 2 3 4 5 6 7 8 9 10
forward jumps of twos and count
every other number till they reach 11 12 13 14 15 16 17 18 19 20
the number 20.
Inform the students that they just
skip counted by twos.
Next ask the students to take out 21 22 23 24 25 26 27 28 29 30
pink crayon and colour the box with
31 32 33 34 35 36 37 38 39 40
number 25.
forward jumps of fives till they reach
the number 50.
skip counted by fives. 1 2 3 4 5 6 7 8 9 10
Next ask the students to take out
11 12 13 14 15 16 17 18 19 20
blue colour and colour the box
with n umber 10. 21 22 23 24 25 26 27 28 29 30
forward jumps of tens and count
till they reach the number 50. 41 42 43 44 45 46 47 48 49 50
skip counted by tens.
Conduct a similar activity for backward skip counting.
Ask the students to
➢➢ Start with the number 17 and
count back in twos till they Backward Skips
reach 3 using light green
colour. 1 2 3 4 5 6 7 8 9 10
➢➢ Start with the number 39 and 11 12 13 14 15 16 17 18 19 20
count back in fives till they
21 22 23 24 25 26 27 28 29 30
reach 9 using light brown
colour. 31 32 33 34 35 36 37 38 39 40
➢➢ Start with the number 30 41 42 43 44 45 46 47 48 49 50
and count back in tens till
they reach 10 using orange
colour.
The Backward Skips will look like this.
ACTIVITY 2
Organise the students in groups of four around a desk.
Give each group a sheet of paper.
Explain that there will be a race. When they hear the word ‘go’ the first person
in the group will write 2 and pass on the paper to the next student in the group.

That student will then write 4 and pass on the paper to the next student. The
game continues till the group reaches the number 50 on the sheet.
The first group to have completed the exercise in the least amount of time
without any errors wins the challenge.
The next round of game can be for skip counting by fives followed by tens.
Use the understanding of the concepts of number grid, before, after and
between to help students jump forwards and backwards (skip) to find the
correct number.
Ask the student to find the number in each of these cases.
➢➢ The number 1 more than 21
➢➢ The number 10 less than 49
➢➢ The number 5 less than 36
Expanded form
ACTIVITY 1
To introduce expanded form, write the number name ‘forty-five’ on the board.
Write just the words, not the number. Ask a student to come to the board and
represent the number name in digits. Help the students consider these points.
➢➢ It has two digits.
➢➢ It has digits at the units and the tens places.
➢➢ It has a 4 in the tens place.
➢➢ It has a 5 in the units place.
➢➢ It is greater than 40 but less than 50.
Organise the students in pairs. Hand out the base-ten blocks and the unit
blocks. Ask the pairs to model the number 45 using these blocks.
Raise the following questions.
➢➢ How many base-ten blocks were used?
➢➢ How many units blocks were used?
➢➢ What is the value of a base-ten block?
➢➢ What is the value of a unit block?
Help the students understand that,
➢➢ There were 4 base-ten blocks and 5 units blocks. A base-ten block
represents the number 10, so 4 base-ten blocks will represent the
number 40.
➢➢ A units block represents the number 1, so 5 units blocks will represent
the number 5.
➢➢ A combination of 40 and 5 makes the number 45. It is thus represented as
40 + 5. This form of representation of the number is called the expanded
form of the number.

Suggest some more numbers and ask the students to represent them using the
base-ten and the units blocks. The students can then represent the numbers
in their expanded form.
Building numbers
Inform the students that till now they were identifying, comparing, organising
and splitting numbers. However, they will now build numbers.
Write the digits 1 and 4 on the board. Ask the students to arrange these digits
in any way possible to form as many 2-digit numbers as possible. However,
they are allowed to use each of the two digits only once.
The expected response is that the students will organise numbers as 14 and 41.
Inform the students that here only two numbers can be formed as there are
only two digits.
Ask the students which of the two numbers is greater.
Inform the students that 41 is the largest number that can be formed using
the digits 1 and 4 and 14 is the smallest number that can be formed using
these digits.
Give each student a slip containing two digits. Ensure that numbers below 50
can be formed using these digits.
Some students will get slips where one of the digits is 0.
Once the activity is completed highlight the fact that in cases where 0 is one
of the digits to be used to form the smallest and the largest 2-digit numbers,
0 cannot be used at the units position. Since 0 means nothing so, the number
formed in this case would be a 1-digit number.
Ordinal numbers
ACTIVITY 1
Ask ten students to form a line.
Ask the other students to describe the position of each classmate in the line
using numbers.
The expected response is that standing at 1,
is standing at 2 and so on.
Inform the students that it is an informal and inappropriate way of representing
positions.
Inform the students that,
Numbers that are used to tell the position or order of something are known
as ordinal numbers.
Use the picture here to help the students understand ordinal numbers better.
➢➢ The first child is a girl in green T-shirt.
➢➢ The fifth child has balloons in his hands.
➢➢ The tenth child has a book in his hand.

ACTIVITY 2
Draw ten shapes in a line on the board.
Ask the students to observe the positions of each shape and draw the shape
given at these positions.
First Ninth
Fifth Third
Seventh Fourth
Tenth Eighth
Second Sixth
Extension
Take students on a number walk (count objects in the place they visited)
around the school, in the library, in the office, and so on. Students could
also go on a number walk around and outside the school and through the
neighbourhood. Continue to create class charts of the numbers students
find. Do a comparing activity with the information.
A number word, place value and order chart could be created on chart
paper, categorizing numbers. For example, numbers used to label things,
to measure things, to count things.

6. Integration
Thematic Approach: Classroom maps
Learning outcomes
➢➢ Provide meaningful contexts for teaching mathematics.
➢➢ Students can learn to work together collaboratively.
Observing the classroom set

Learning experiences may include:
➢➢ Discussing and preparing a list of classrooms to be visited
➢➢ Preparing a list of items to be observed and recorded
Visiting the classroom

➢➢ Observing the arrangement of desks, chairs, blackboard, cupboards, etc.
➢➢ Counting the number of each item
➢➢ Making some particular/specific observations about items. For example,
out of the four display/bulletin boards in the classroom, the second
board has very few number of charts.
➢➢ Recording the data
➢➢ Observing and analysing issues/problems that need to addressed.
For example, the fans in classroom do not seem to be
working properly, a tubelight in classroom requires to
be fixed, some desks require to be changed, etc.
Organising information and collating the data

➢➢ Preparing a report for each of the classrooms visited
➢➢ Collating the data and discussing the problem issues
➢➢ Sharing the information with the school authorities to help bring problems
to their notice
7. Assessment
1. Questioning
Sample questions
a. Are numbers useful to us in everyday life?
b. Can you count a given set of objects? If yes, then till which number?
c. List some places where you see numbers being used in everyday life. For
example, as money, bus numbers, etc.
d. How is ordering of numbers important? Do you see this being used in
everyday life? For example, house numbers in a housing colony, etc.

2. Sample Rubric for teachers:
1 2 3 4
Count, Student Student Student Student

read, write, demonstrates demonstrates demonstrates demonstrates the
compare the ability to the ability to the ability to ability to count,
and order count, read, count, read, count, read, read, write,
numbers up write, compare write, compare write, compare compare and
to 50 and order and order and order order numbers up
numbers up numbers up numbers up to 50.
to 20. to 30. to 40.
Skip counting Student Student Student Student

by ones, twos, demonstrates demonstrates demonstrates demonstrates the
fives and tens the ability to the ability to the ability to ability to count by
count by ones. count by ones count by ones, ones, twos, fives
and twos. twos and fives. and tens.
Place value Student Student Student Student

of 2-digit demonstrates demonstrates demonstrates demonstrates
numbers up little partial a good a thorough
to 50 understanding understanding understanding of understanding of
of Tens of the Tens and Tens and Units Tens and Units
and Units Units and may and partitions and is proficient
and cannot or may not be 2-digit numbers in partitioning
partition 2-digit able to partition correctly most of 2-digit numbers.
numbers. 2-digit numbers. the times.
Building Student Student Student Student

numbers up demonstrates demonstrates demonstrates demonstrates
to 50 little partial a good a thorough
understanding understanding understanding understanding of
of building of building of building building numbers
numbers using numbers using numbers using using the given
the given digits. the given digits. the given digits. digits.
3. Self assessment for students:
Expert Practioner Apprentice Novice
Count I understand I can mostly do I am starting to I am starting to

numbers it well and it myself but understand it but learn this but
upto 50 can teach sometimes I get need someone to I do not really
someone else stuck and need help help me understand it yet
Compare I understand I can mostly do I am starting to I am starting to

and order it well and it myself but understand it but learn this but
numbers can teach sometimes I get need someone to I do not really
upto 50 someone else stuck and need help help me understand it yet

I understand I understand I can mostly do I am starting to I am starting to

place value of it well and it myself but understand it but learn this but
numbers up can teach sometimes I get need someone to I do not really
to 50 someone else stuck and need help help me understand it yet
I can skip I understand I can mostly do I am starting to I am starting to

count by 2, 5, it well and it myself but understand it but learn this but
10 up to 50 can teach sometimes I get need someone to I do not really
someone else stuck and need help help me understand it yet
Vocabulary Learnt
Tens Units Compare Order Build Ordinal numbers

2. Numbers up to 100 (N1)
Outcome N1.1:
Count numbers up to 100 in Dhivehi and English. Skip-counts forwards or
backwards. Count reliably a set of objects.
Outcome N1.2:
Recognise the value of numbers up to 100.
Outcome N1.3:
Use the vocabulary of estimation; and makes an estimation of objects.
1. Indicators
N1.1 Counting
a. Demonstrates the one-to one correspondence between number and
objects when counting.
b. Counts a set of objects up to 100.
c. Counts larger collections by grouping in tens, then fives or twos.
d. Skip-counts forwards or backwards by ones, twos, fives and tens, from a
given number.
N1.2 Place Value and Ordering

a. Represents numbers up to 100 using concrete materials.
b. Identify the number that comes after, before or between given numbers
up to 100.
c. Compares numbers up to 100 in different ways. (Eg: more than, less than
and equal to, etc.)
d. Orders and positions numbers up to 100 on…(Eg: hundred square grid,
number line)
e. Forms different numbers, given any two number cards excluding zero.
(Eg: largest number and smallest number)
f. Partitions 2-digit numbers (up to 99) in different ways, including into
multiples of 10 and 1.

g. Reads, writes and says whole numbers up to 100 in figures and words.
h. Records numbers up to two digits using expanded notation. (Eg: 35 = 30 + 5)
i. Recognises that the position of a digit gives its value, in relation to
2-digit numbers and knows what each digit represents.
j. Says the name and writes the numeral for the number that is 1 or 10
more or less than a given 1 digit or 2 digit number.
N1.3 Estimating and Rounding

a. Estimates a number of objects up to about 30.
b. Uses the appropriate vocabulary in estimation. (Eg: about, not less than,
almost ….)
Process skills: Representing, communicating, problem solving, selecting tools,

reflecting, connecting, reasoning and proving
Key competencies: Understanding and Managing self, Relating to people,
Thinking critically and creatively
Shared values: Values related to the environment
2. Prior knowledge:
➢➢ Demonstrate an understanding of one-to one correspondence up to 50
➢➢ Count in ones, twos, fives and tens up to 50
➢➢ Compare and order numbers up to 50
➢➢ Build numbers using the given digits up to 50
3. Introduction of the chapter

Counting is a basic form of the numeracy skills. It helps us appreciate quantity.
Numbers are used everywhere, in counting objects, to count money, to read the
time, to measure length, mass and capacity of objects and distances and so on.
Another important aspect related to understanding of numbers is estimation.
This concept holds value when it becomes unnecessary or difficult to find the
actual number.
4. Details of the concept

tudents have already learnt to count numbers up to 50. They will now
S
build this knowledge to learn numbers up to 100. One-to-correspondence,
that is, counting of concrete objects and making groups of ten are important
approaches in helping students understand numbers better. The knowledge
of place value helps the student build relationships between numbers, a skill
used both in addition and subtraction.
The numeracy skills also prove helpful in introducing the fundamental concepts
of multiplication and division in the later grades. The skill of estimation is
essential in real life scenarios. At this level, estimation is linked to the space

occupied by objects. In higher grades, the idea of estimation is further
extended to teach rounding off numbers.
Students learn to identify notes and coins, they learn the correct position and
organisation of objects using their numeracy skills.
5. Pedagogy and Planning

ACTIVITY 1
Conduct an activity of inviting students randomly to the front of the class and
asking them to count a set of objects present around them like the number of
desks, trees in the garden, etc.
Students can also be quizzed about their understanding of the number and
number name by suggesting random numbers up to 50 and instructing them
to write them on the board.
Form pairs of students. Give each pair some base-ten blocks and single
counters. Ensure that the number that can be formed using them is below 50.
Instruct the pairs to find the number. A member of the pair comes up to the
board and writes the number and number name on it while the other member
explains how they reached this conclusion. The other students of the class
verify the answers.
Numbers beyond 50
ACTIVITY 1
Show the students five base-ten blocks.
Raise the following questions.
➢➢ What number is represented by these base-ten blocks?
➢➢ How many tens are there in this number?
The expected response is that the number represented by the base-ten blocks
is 50 and it has 5 tens.
Ask the students if they think it is possible to make more combinations of
base-ten blocks.
If yes, ask students to suggest how and what numbers can be formed.
Inform the students that it is possible to form more combinations of these
base-ten blocks beyond 50.
➢➢ A combination of six base-ten blocks forms the number 60. It has 6 tens
and is called sixty.
➢➢ A combination of seven base-ten blocks forms the number 70. It has
7 tens and is called seventy.
➢➢ A combination of eight base-ten blocks forms the number 80. It has
8 tens and is called eighty.
➢➢ A combination of nine base-ten blocks forms the number 90. It has 9
tens and is called ninety.

Based on this help students understand how to write the number names of
numbers beyond 50.
Show the students 5 base-ten blocks and 6 single counters.
Ask the students to suggest the number of tens and units in the number.
The expected response is that there are 5 tens and 6 units in the number.
Inform the students this means the number is 56. Since it has 5 tens and
6 units, it is called fifty-six.
ACTIVITY 2
Form pairs in the class and give each pair a sheet of paper, more than 5 base-
ten blocks and a few single counters.
Ask the pairs to form the number represented by the blocks with them and
suggest its number name. Move around the class and provide help, wherever
required.
Through this exercise the students will learn the numbers and number names
beyond 50 through one-to-one correspondence.
A variation to this activity can be is to give the pairs of students bundles of
ten sticks and lose sticks instead of base-ten blocks and counters. This will
help students relate numbers to counting of objects of daily use.
ACTIVITY 3
Form groups in the class and give each group a chart paper. Assign groups
numbers from 1 to 20, 21 to 40, 41 to 60, 61 to 80 and 81 to 99.
Instruct the groups to draw the base-ten blocks and units blocks of the set of
numbers assigned to their group. They should also write the number and the
corresponding number name.
For example,
= 6 tens 8 units
= 68 (Sixty-eight)
Display the charts prepared on the board such that they can be used for
reference and revision.
Put forth the following question.
➢➢ What do you think happens after 99?
Suggest that each time a base-ten block is formed, it moves to the tens place
in the place value chart. However, after 99 the next base-ten block will move

to a new place in the place value chart. This place is called the ‘Hundreds’
place and the new number formed is written as 100. It is called One Hundred.
On the abacus rods it is represented as,
1 hundred 0 ten 0 one 1 0 0 One hundred
Before, after and between

Write the words before, after and between on the board.
Invite students to explain these terms by suggesting examples based on their
prior understanding. Clarify doubts, if any.
ACTIVITY 1
Put up a number chart for numbers from 1 to 100 on the board.
Invite students randomly to come forward and put forth a question to each
one of them. For example,
➢➢ What number comes before 71?
➢➢ What number comes after 89?
➢➢ What number between 59 and 61?
Ask the students to find the number on the chart and then suggest their
answer.
Play multiple rounds of this exercise so that the students can further
strengthen their understanding of before, after and between for numbers
beyond 50.
Compare and order numbers up to 100

Write the numbers 76 and 81 on the
board.
Ask the students to place the digits of Tens Units Tens Units
these numbers in the place value chart.
In this case, ask them to compare these 7 6 8 1
numbers based on their understanding
and suggest the bigger number.
Note down the responses of the students.
Revise the fact that while comparing numbers we first look at the digit at the
tens place of the numbers. In this case, 7 is smaller than 8 so 81 is bigger
than 76.
Ask the students how can this comparison be shown.
Revise the term ‘greater than’ and its corresponding symbol ‘<’. Highlight the
fact that the open end of this symbol always faces the bigger number. So,
76 < 81

Give some pairs of numbers to the students to compare.
In case of 64 and 49,
4 tens is smaller than 6 tens. So, the
number 49 is smaller than 64. In this Tens Units Tens Units
case, the ‘lesser than’ symbol (>) is used.
Highlight the fact that, the closed end 6 4 4 9
of the symbol always faces the smaller
number. So,
64 > 49
In case the two numbers given are the same, the ‘equal to’ sign is used. It is
represented as ‘=’. For example, 70 = 70
Suggest some more pairs of numbers to the students and ask them to compare
them using the correct symbol.
Extend the understanding of this concept to help students understand the
arrangement of numbers in the ascending and descending orders.
Write a set of numbers on the board. For example, 72, 65, 58 and 91.
Ask the students, how they can compare them.
Suggest the use of the place value charts to compare the numbers.
Tens Units Tens Units Tens Units Tens Units

7 2 6 5 5 8 9 1
Help the students understand that, to compare numbers, start by comparing
the digit at the tens place of numbers and then move to the units place. This
will help them arrange numbers starting from the smallest to the largest.
Here, 58 is the smallest number and 91 is the largest number. 72 is larger
than 65 and 58 but smaller than 91.
So, the numbers can be arranged as shown here. 92
Conduct similar exercises of arranging more sets of numbers in the 72
ascending order.
65
Help the students understand the arrangement of numbers in the
descending order using a similar strategy. 58
Skip counting
Prepare a large grid of numbers from 1 to 100 on the ground such that the
students can stand on the grid.
Form groups of five students each.
Revise the concepts of skip counting by ones, twos, fives and tens.
ACTIVITY 1
Form groups of students. Give each group a name, that is, skip forward by
twos, skip forward by fives, skip forward by tens, skip backwards by twos, skip
backwards by fives and skip backwards by tens.

Give the following instructions.
➢➢ A group name will be called out.
➢➢ As soon as a number is called out, the group members will start
arranging them in a sequence starting with the number called out. For
example, if the instruction is, group skip forward by twos start by 30,
then the first member of the group will stand on 30, the next member
on 32 and so on.
➢➢ If an error is committed while arranging themselves, the group loses a
point.
Ensure that each group gets a chance.
Keep a scorecard and declare the result at the end of the game.
Expanded form
Ask a student to suggest any number between 1 and 99.
Invite another student to explain what the suggested number is made of. Give
the student base-ten blocks and single counters to represent the number. For
example, the student should explain about the number 79 by showing 7 base-
ten blocks and 9 single counters. He/she can also say that it is made up of 7
tens and 9 units.
Encourage the student to suggest the expanded form of the number. In this
case, it will be 70 + 9.
Revise the concept of expanded form, if required.
Play more rounds of this game so that the students can practice the expanded
form of numbers beyond 50.
Building numbers
Write the digits 6 and 2 on the board. Ask the students to arrange these digits
in any way possible to form as many 2-digit numbers as possible. However,
they are allowed to use each of the two digits only once.
The expected response is that the students organise numbers as 26 and 62.
Inform the students that here only two numbers can be formed as there are
only two digits.
Ask the students which of the two numbers is greater.
Inform the students that 62 is the largest number that can be formed using
the digits 6 and 2 and 26 is the smallest number that can be formed using
these digits.
Write a pair of digits on the board and ask students randomly to suggest the
smallest and largest numbers that can be made from them.
Reinforce why it is not possible to use 0 at the tens place while forming 2-digit
numbers as studied in the previous chapter.

Finding numbers more than and less than
ACTIVITY 1
Prepare numbers tracks for
numbers 1 to 10, 11 to 20, 21 1 2 3 4 5 6 7 8 9 10
to 30 and so on till 91 to 100.
Keep all the number tracks on 11 12 13 14 15 16 17 18 19 20
the table. For example,
21 22 23 24 25 26 27 28 29 30
Inform the students that they
will learn to calculate numbers
more than or less than the
given number by moving on these number tracks.
Give the following instructions.
➢➢ The name of a student and a number will be called out.
➢➢ The student will come forward and find the number track where the
number lies. He/she will then show the strip to the class.
➢➢ Another instruction will be called out where the student will be asked to
calculate more than or less than that number.
➢➢ The student will demonstrate in which direction he/she should move to
find the answer.
➢➢ For example, if a student has been asked to calculate 4 more than 52,
he/she will pick up the number track from 51 to 60. Since 4 more than 52
has to be found, the student will show a forward movement of 4 steps on
the number track, the number where the student will reach is the answer.
51 52 53 54 55 56 57 58 59 60
Play multiple rounds of this game. Suggest statements like,

➢➢ 3 less than 70
➢➢ 5 more than 85
➢➢ 10 less than 63 (the student in this case will pick two number tracks)
Estimation
ACTIVITY 1
Show the students a transparent jar. Put 5 marbles in the jar and inform the
students about this action.
Ask the students to observe the amount of space occupied by the 5 marbles
in the jar.
Now add 7 more marbles to the jar but do not tell the students the number of
marbles added.
Put forth the following questions.
➢➢ How many marbles are there in the jar now?
➢➢ What is the basis of your answer?

Provide a hint to the students that they can guess the number of marbles in
the jar by comparing the space occupied by the first 5 marbles and the next
set of marbles.
The expected response is that there are 10 ten marbles in the jar. The basis
of the answer is that the marbles in this case also seem to occupy about the
same space as first 5 marbles so 5 marbles were dropped in the jar. Thus, the
total number of marbles in the jar is 10.
Point out the fact that the students are making a recognisable guess about
the number of marbles in the jar so they are actually ‘estimating’ the number
of marbles.
Inform the students that the estimate can be checked by
counting the actual number of marbles in the jar. Through
this exercise, they can see how close their estimate was to the
actual answer.
Invite a student to come forward and count the number of
marbles in the jar.
The student informs that there are 12 marbles in the jar which
is very close to the estimated number 10. Thus, it was a good
estimate.
Keep a number of paper clips on the table. Ensure that they are less than 30.
For example, keep 24 clips on the table.
Ask two students to come forward and suggest the number of paper clips they
think are lying on the table. For example, one student suggests 19 and the
other 27.
Instruct the students to then count the actual number of clips on the table.
Ask the students to suggest whose estimate was better in this case.
The expected response is that the second student gave a better estimate.
Pick some more objects and continue this exercise of estimating the number
of objects with the students.
Discuss with the students how they think estimation is useful in their daily life.
Help students understand it better by giving examples such as, estimating the
length of the rope required to tie a bundle of sticks, estimating the amount
of milk required to cook a dessert for members of the family, estimating the
money needed to buy items on the shopping list, etc.
Counting in Dhivehi
1 One (1) ް‫އެކެއ‬
2 Two (2) ް‫ދޭއ‬
3 Three (3) ް‫ތިނެއ‬
4 Four (4) ް‫ހަތަރެއ‬
5 Five (5) ް‫ފަހެއ‬
6 Six (6) ް‫ހައެއ‬

7 Seven (7) ް‫ހަތެއ‬
8 Eight (8) ް‫އަށެއ‬
9 Nine (9) ް‫ނުވައެއ‬
10 Ten (10) ް‫ދިހައެއ‬
11 Eleven (11) ަ‫އެގާރ‬
12 Twelve (12) ަ‫ބާރ‬
13 Thirteen (13) ަ‫ތޭރ‬
14 Fourteen (14) ަ‫ސާދ‬
15 Fifteen (15) ަ‫ފަނަރ‬
16 Sixteen (16) ަ‫ސޯޅ‬
17 Seventeen (17) ަ‫ސަތާރ‬
18 Eighteen (18) ަ‫އަށާރ‬
19 Nineteen (19) ި‫ އޮނަވިހ‬/ަ‫ނަވާރ‬
20 Twenty (20) ި‫ވިހ‬
21 Twenty one (21) ް‫އެކާވީސ‬
22 Twenty two (22) ް‫ބާވީސ‬
23 Twenty three (23) ް‫ތޭވީސ‬
24 Twenty four (24) ް‫ސައުވީސ‬
25 Twenty five (25) ް‫ފަންސަވީސ‬
26 Twenty six (26) ް‫ސައްބީސ‬
27 Twenty seven (27) ް‫ހަތާވީސ‬
28 Twenty eight (28) ް‫އަށާވީސ‬
29 Twenty nine (29) ް‫ އޮނަތިރީސ‬/ް‫ނަވާވީސ‬
30 Thirty (30) ް‫ތިރީސ‬
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34 Thirty four (34) ް‫ސައުރަތިރީސ‬
35 Thirty five (35) ް‫ފަންސަތިރީސ‬
36 Thirty six (36) ް‫ސަތިރީސ‬
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38 Thirty eight (38) ް‫އަށުތިރީސ‬

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50 Fifty (50) ް‫ފަންސާސ‬
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70 Seventy (70) ި‫ހަތްތަރ‬

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80 Eighty (80) ި‫އާހ‬
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90 Ninety (90) ި‫ނަވައ‬
91 Ninety one (91) ި‫އެކާނަވައ‬
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95 Ninety five (95) ި‫ފަންސަޔާނަވައ‬
96 Ninety six (96) ި‫ސަޔާނަވައ‬
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98 Ninety eight (98) ި‫އަށާނަވައ‬
99 Ninety nine (99) ަ‫ އޮނަސައްތ‬/ި‫ނަވާނަވައ‬
100 One hundred (100) ަ‫ސަތޭކ‬
101 One thousand (1000) ް‫އެއް ހާސ‬
102 Ten thousand (10,000) ް‫ދިހަ ހާސ‬

103 Hundred thousand (100,000) ަ‫އެއް ލައްކ‬
104 One million (1,000,000) ަ‫ދިހަ ލައްކ‬
105 Ten million (10,000,000) ު‫ކުރޯޑ‬
106 Hundred million (100,000,000) ު‫ދިހަ ކުރޯޑ‬
107 One billion (1,000,000,000) ު‫އަރަބ‬
108 Ten billion (10,000,000,000) ު‫ދިހަ އަރަބ‬
109 Hundred billion (100,000,000,000) ު‫ކަރަބ‬
110 One trillion (1,000,000,000,000) ު‫ދިހަ ކަރަބ‬
111 Ten trillion (10,000,000,000,000) ް‫ނީލ‬
112 Hundred trillion (100,000,000,000,000) ް‫ދިހަ ނީލ‬
113 One quadrillion (1,000,000,000,000,000) ް‫ޕަދަމ‬
114 Ten quadrillion (10,000,000,000,000,000) ް‫ދިހަ ޕަދަމ‬
115 Hundred quadrillion (100,000,000,000,000,000) ު‫ސިންކ‬
116 One quintillion (1,000,000,000,000,000,000) ު‫ދިހަ ސިންކ‬
117 Ten quintillion (10,000,000,000,000,000,000) ު‫މަހާ ސިންކ‬
118 Hundred quintillion (100,000,000,000,000,000,000) ު‫ދިހަ މަހާސިންކ‬
Help students to find out the patterns in naming Dhivehi numbers:

ް ‫ސ‬
...............................‫ސ‬ ާ ‫ނ‬
ް ‫ސ ަފ‬
ް ‫ޅ‬ ާ
ީ ‫ ސ‬ ް ‫ރ‬
‫ސ‬ ީ ‫ިތ‬
ަ ‫ނ‬
........................................‫ނ‬ ް ‫ އ ާކ ަވ‬
ެ ް ‫ޅ‬
‫ސ‬ ީ ‫ އ ާކ‬
ެ ‫ސ‬
ް ‫ރ‬
ީ ‫ެއ ްއ ިތ‬
ަ ‫ނ‬
..............................................‫ނ‬ ް ‫ ބ ަވ‬
ާ ް ‫ޅ‬
‫ސ‬ ާ ‫ ބ‬
ީ ‫ޔ‬ ަ ް ‫ރ‬
‫ސ‬ ީ ‫ބ ްއ ިތ‬
ަ
Find my Dhivehi name
ACTIVITY 1
Make two sets of cards
➢➢ Write names of numbers in one set and corresponding number names in
Dhivehi in another set of cards
➢➢ Divide the class into groups.
➢➢ Give each group 10 corresponding number cards from both the sets.
➢➢ Ask students to find out the matching numbers.
➢➢ Check out the best group. Following is a success criteria, which can be
used to give students as a self assessment.

I will be successful if I can
Name numbers in Dhivehi
Write number names in Dhivehi
Work with my friends cooperatively
6. Integration
Thematic Approach: Environment
Making a list of numbers seen in the surroundings and presenting them as
Dhievhi numbers.
Learning outcomes
➢➢ Provide meaningful contexts for teaching mathematics.
➢➢ Students can learn to work together independently.
Planning the list

Students discuss and plan what they can include in the list. Learning
experiences may include:
➢➢ Identifying the places/sources where numbers are widely used. For
example, addresses, numbers on buses, prices on the packets of items.
➢➢ Understanding how to represent Dhivehi numbers from 1 to 100
correctly.
Collecting information
➢➢ Observing places and sources where numbers are used. For example,
visiting the supermarket, identifying the bus that moves towards home,
etc.
➢➢ Noting down the data/information
➢➢ Converting the numbers given in the information into Dhivehi numbers
Sharing information
➢➢ Students share the information with their classmates.
➢➢ Sharing the source of information/data with other classmates
➢➢ Sharing the numbers converted into Dhivehi numbers
➢➢ Collating and discussing the importance of numbers
➢➢ Discussing the use of Dhivehi numbers in the Maldivian culture and its
religious importance, if any

7. Assessment
1. Questioning:
Sample questions:
a. Can you explain comparison and ordering of numbers in your own words?
b. Is the Dhivehi number system different from the number studied by us?
Are the numbers named in a similar manner as the other numbers?
2. Sample Rubric for teachers:
1 2 3 4
Count, read, Student Student Student Student

write, compare demonstrates demonstrates demonstrates demonstrates
and order the ability to the ability to the ability to the ability to
numbers up to count, read, count, read, count, read, count, read,
100 write, compare write, compare write, compare write, compare
and order and order and order and order
numbers up to numbers up numbers up to numbers up to
50 only. to 100 with 100 with some 100.
constant assistance.
assistance.
Skip counting Student Student Student Student
by ones, twos, demonstrates demonstrates demonstrates demonstrates
fives and tens the ability to the ability to the ability to the ability to
count by ones. count by ones count by ones, count by ones,
and twos. twos and fives. twos, fives and
tens.
Place value of Student Student Student Student
numbers up to demonstrates demonstrates demonstrates demonstrates
100 little partial a good a thorough
understanding understanding understanding understanding
of Tens of Tens and of Tens and of Tens and
and Units Units and Units and Units and is
and cannot may or may partitions proficient in
partition 2-digit not be able to 2-digit numbers partitioning
numbers. partition 2-digit correctly 2-digit
numbers. most of the numbers.
times.
Building Student Student Student Student
numbers demonstrates demonstrates demonstrates demonstrates
little partial a good a thorough
understanding understanding understanding understanding
of building of building of building of building
numbers using numbers using numbers using numbers using
the given the given the given the given
digits. digits. digits. digits.

3. Self assessment for students:
Count numbers I understand I can mostly do I am starting I am starting to

up to 100 it well and can it myself but to understand learn this but
teach someone sometimes I get it but need I do not really
else stuck and need someone to understand it
help help me yet
Compare and I understand I can mostly do I am starting I am starting to
order numbers it well and can it myself but to understand learn this but
up to 100 teach someone sometimes I get it but need I do not really
help help me yet
Place value of I understand I can mostly do I am starting I am starting to
numbers up to it well and can it myself but to understand learn this but
100 teach someone sometimes I get it but need I do not really
help help me yet
Count by ones, I understand I can mostly do I am starting I am starting to
twos, fives and it well and can it myself but to understand learn this but
tens up to 100 teach someone sometimes I get it but need I do not really
help help me yet
Vocabulary Learnt
Estimation Dhivehi numbers

Maths Teacher&#39;s Guide Grade 1.compressed

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Exploring Maths

A joint publication of National Institute of Education, Maldives

Cambridge University Press is part of the University of Cambridge.

notice to teachers in the uk

Prelims_1.indd 2 21/12/14 5:26 PM

Prelims_1.indd 3 21/12/14 5:26 PM

Strand: Numbers (N)

Prelims_1.indd 4 21/12/14 5:26 PM

N1.2 Place Value and Ordering

Unit 1_Numbers up to 50.indd 1 21/12/14 5:27 PM

Process skills: Representing, problem solving, selecting tools, reflecting,

Key competencies: Understanding and Managing self, Thinking critically and

Shared values: Values related to self and the environment

4. Details of the concept

Exploring Mathematics Teacher’s Book 1 2

Unit 1_Numbers up to 50.indd 2 21/12/14 5:27 PM

5. Pedagogy and Planning

Unit 1_Numbers up to 50.indd 3 21/12/14 5:27 PM

Exploring Mathematics Teacher’s Book 1 4

Unit 1_Numbers up to 50.indd 4 21/12/14 5:27 PM

Count a set of objects

Unit 1_Numbers up to 50.indd 5 21/12/14 5:27 PM

Before, after and between

Compare and order numbers up to 50

Exploring Mathematics Teacher’s Book 1 6

Unit 1_Numbers up to 50.indd 6 21/12/14 5:27 PM

Unit 1_Numbers up to 50.indd 7 21/12/14 5:27 PM

Forward Skips Backward Skips

Exploring Mathematics Teacher’s Book 1 8

Unit 1_Numbers up to 50.indd 8 21/12/14 5:27 PM

Unit 1_Numbers up to 50.indd 9 21/12/14 5:27 PM

Exploring Mathematics Teacher’s Book 1 10

Unit 1_Numbers up to 50.indd 10 21/12/14 5:27 PM

Unit 1_Numbers up to 50.indd 11 21/12/14 5:27 PM

Exploring Mathematics Teacher’s Book 1 12

Unit 1_Numbers up to 50.indd 12 21/12/14 5:27 PM

Observing the classroom set

Visiting the classroom

Organising information and collating the data

Unit 1_Numbers up to 50.indd 13 21/12/14 5:27 PM

Count, Student Student Student Student

Skip counting Student Student Student Student

Place value Student Student Student Student

Building Student Student Student Student

3. Self assessment for students:

Expert Practioner Apprentice Novice

Count I understand I can mostly do I am starting to I am starting to

Compare I understand I can mostly do I am starting to I am starting to

Exploring Mathematics Teacher’s Book 1 14

Unit 1_Numbers up to 50.indd 14 21/12/14 5:27 PM

I understand I understand I can mostly do I am starting to I am starting to

I can skip I understand I can mostly do I am starting to I am starting to

Unit 1_Numbers up to 50.indd 15 21/12/14 5:27 PM

N1.2 Place Value and Ordering

Exploring Mathematics Teacher’s Book 1 16

Unit 2_Numbers up to 100.indd 16 21/12/14 5:28 PM

N1.3 Estimating and Rounding

Process skills: Representing, communicating, problem solving, selecting tools,

Shared values: Values related to the environment

3. Introduction of the chapter

4. Details of the concept

17 Unit 2: Numbers up to 100

Unit 2_Numbers up to 100.indd 17 21/12/14 5:28 PM

5. Pedagogy and Planning

Maths Teacher's Guide Grade 1.compressed

Maths Teacher's Guide Grade 1.compressed