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The
SMART =
÷ series ...
Based on the
latest Cambridge
Primary
M THS
curriculum
SC ENCE
+
Alston
Empowering Minds
Improving Lives
Contents
+ 2
Why Maths SMART?
3
What is the Singapore
4
Mathematics approach?
Maths SMART Textbooks
6 Area = length
x breadth
Maths SMART Workbooks
E= m c2
8
Maths SMART?
Teacher’s Guides
10
Why Science SMART?
11
Science SMART Textbooks
13
Science SMART Workbooks
15
Science SMART
Teacher’s Guide
Alston
Empowering Minds
Improving Lives
Why
M THS SMART ?
+÷
• Covers comprehensively the 2011 Cambridge Primary curriculum framework offered by
University of Cambridge International Examinations (CIE). This curriculum is most suited for
pupils progressing to take the higher CIE certifications, such as the International General
Certificate in Secondary Education (IGCSE).
• Adopts the well-renowned Singapore Mathematics approach to the teaching of
Mathematics (see next page)
• Written and edited by a team of highly qualified and experienced mathematics
educators from Singapore and Britain
• Equips learners with the relevant competencies spelled out in the 21st Century Skills
framework. These skills are essential for learners to function well and succeed in the
fast-changing 21st Century.
• Uses real-world examples and activities to enable pupils to discover, understand and
appreciate the relevance of the subject
• Utilises engaging visuals and language that is simple and easy-to-read to motivate pupils
to learn. Suitable for pupils from different cultures and of varying abilities.
=
• Instills exam confidence and prepares pupils well for Cambridge Primary and other
international examinations
Together with the SMART characters, Smarty, Min, Ari, Rita and Tom,
pupils will embark on a journey of discovery in each chapter.
Smarty Min Ari Rita Tom
2
What is the Singapore
Mathematics approach?
The Singapore Mathematics approach has gained worldwide fame among mathematics
educators. Students from Singapore consistently perform well in international examinations.
Maths SMART adopts the 4 key principles which makes this approach so successful.
Grade 1
Add a one-digit number to Introduction of fewer topics
another one or two-digit number
at greater depth at each level
Spiral Grade 2 Topics covered previously are
progression Add a one or two-digit number to another built upon at later grades,
of topics two-digit number without or with regrouping
ensuring gradual build-up of
concepts and skills
Grade 3
Add one, two or three-digit number to another
three-digit number without or with regrouping
ter
5
Chap
Adding numbers Using number bonds
How many cubes are there altogether?
Counting on
Do You
Strong emphasis on pictorial
representations such as
Remember?
Min has 5 shells. Her friend gives her 1 more shell.
How many shells does Min have now? We can use number bonds to help us add two numbers.
Ari has 6 books. Rita gives him 2 more books. How many books
does Ari have altogether?
part 2
7 whole
number bonds and model
part 5
drawing enable pupils to
Concrete > understand better
2 and 5 make 7. 2+5=7
We can use a number track to find the answer. There are 7 cubes altogether.
Count on from 6.
Pictorial >
‘2 more’ is the same
as ‘add 2’. Try This!
2 more
Fill in the boxes.
5 6 7 8 9 10
(a) 3 + 4 = 3
Abstract
6+2=8 addition sentence ?
4
We read this as 6 plus 2 is equal to 8.
‘2 more than 6’ can be
(b) 6 + 0 = 6
written as ‘6 + 2’.
approach to
So, Ari has 8 books altogether. ?
0
?
teaching 88 Maths SMART Grade 1 Addition and Subtraction 91
Use of concrete manipulatives and 78

pictorials to teach for conceptual
understanding before introducing abstract
mathematical symbols
ter
Problem-Solving
3
Chap
st
21 Skills
en
tur
y
at Yo u Know
ply Wh
C
Building of key 21st Century

Ap , We can use these four steps
gles, rectangles to solve a problem.
uter using trian
Literac
re on your comp ble software. Print
out your
1. Draw a pictu
T
s. Use any suita

IC
Step
squares and circle . 1
Skills such as problem-
ing and shar e with your class Understand the problem
draw
Key skills
• What do I know?
the pattern?
t comes next in • What do I need to find out?
rns below. Wha
l Thinkin
ca
ti lem-Solv g
2. Study the patte

solving skills, thinking
b i
& Pr ri
C
o
ng
er.
Circle the answ Step
? 2
Development
Make a plan
skills, communication
(a)
• How can I solv
e the problem?
21
skills and ICT literacy skills
Step
st 3 Try it out
• Does my plan work?
ry Skills
?
ntu
(b)
through carefully selected • Can I get the answer?
Ce
Step
4
questions and activities Look back
• How do I check my
answer?
?
(c) Let us look at some problems
and learn how to solve them.
Litera tiv l Think

T c rea ity mu
nica ica i
C t it lem-Sol n
ob v
IC
Co m
y
&P r
io
g
C
61
n
in
Solids
Shapes and
g
Problem-So lving
125
2. Colour half of the number

of squares in each picture
below. Name:
(a) Class: Date:
On Your
Own
Worksheet 4 Quarters of small numbers Refer to Textbook page
80
1. Circle to show quarter of
the correct time. each set of objects.
face and write There are Then fill in the blanks.
Various types of practices

1 Look at each clock squares.
(b) (a)
(a) One half of is .
at different junctures So, One quarter of 4 is

squares have to be coloure .
d.
. (b)
Ample ensure mastery of topics

It is half past
It is o’clock. (b)
(d)
and exam confidence

(c)
reinforcement
One quarter of 12 is
There are .
squares.
One half of is
. .
. It is
of learning
It is So, (c)
squares have to be coloure
s to show the time. d.
ing minute hand
2 Draw in the miss (c)
(b) 3. Amir bought 12 files. One
(a) half of them were blue and
were black. How many the rest
blue files did he buy?
One quarter of 20 is
.
Half past 9
3 o’clock
1 o’clock
72 Maths SMART Grade

1
Halves and Quarters

• Worksheet 4 73
Grade 1
96 Maths SMART
3
M THS SMART Textbooks
– A Comprehensive Series that Builds a
Strong Foundation in Mathematics
• Teaches for Deeper Understanding
• Motivates through Interesting Activities
• Develops Essential Skills
• Reinforces and Assesses Knowledge
Teaches for Deeper Understanding

3
Chapter
Shapes an
d Solids Quarters of shapes
The use of the
Look at this pizza. I now
twice as shown to get 4
cut it
pieces
of pizza of the same shape
Concrete > Pictorial
and size.
> Abstract approach
Learning Outcomes helps pupils gain a
are clearly highlighted deeper understanding
at the beginning of of mathematical
each chapter. concepts.
r of the whole pizza.
Each piece is one quarte
one quarter one quarter
whole
Learning Ou one quarter

tcomes one quarter
• Recognise
com
number and ty mon shapes by the 4 quarters make 1 whole!
pes of sides
• Make pic These are cylinders.
tures using sha
• Recognise pes
THINK!
com
number and ty mon solids by the
pes of faces
What shapes • Make mo
can you see? dels using solid How many quarters flat faces
How are they • Complete s
make up one half? curved
the same? and make pa
tterns with face
How are they shapes and sol
ids
different?
A cylinder has 2 flat faces

1
and 1 curved face.
68 Maths SMART Grade
These are cones.

Adding numbers
flat face
Counting on
Do You
Remember? Min has 5 shells. Her friend gives her
1 more shell.
Clear, engaging visuals curved
face
How many shells does Min have now?

and simple language
Ari has 6 books. Rita gives him 2 more
books. How many books allows pupils to focus on A cone has 1 flat face and
The flat face is a circle.
1 curved face.
Do You Remember? does Ari have altogether?

the maths. These are spheres.
questions prompts Cylinders, cones and
pupils to recall related

spheres have curved faces.
curved So, they can roll.
face
answer.
We can use a number track to find the
prior knowledge. Count on from 6. ‘2 more’ is the same
as ‘add 2’.
A sphere has 1 curved face.
2 more
5 6 7 8 9 10
6+2=8 addition sentence 52 Maths SMART Grade

1
8.
We read this as 6 plus 2 is equal to ‘2 more than 6’ can be ter
3
written as ‘6 + 2’. Chap
So, Ari has 8 books altogether.

Chapter
2 I Know That...
and 44)
apes. (pages 43
• These are sh
• • • • • • • •
I Know That
88 Maths SMART Primary 1
• • • • • circle
summarises key triangle

rectangle
square
quares have strai

ght sides.
The number of toy concepts and • Triangles, rec

(pages 43 and
tangles and s
44)
Key terms and ideas are There are 8 toy cars and
5 toy animals. cars is not equal to
the number of toy
mathematical • Circles have
curved sides. (pag
lids. (pages 51 and
e 44)
52)
highlighted to emphasise • These are so

animals.
There are more toy cars
terms learnt and
than toy animals.
8 is greater than 5.
key concepts covered There are fewer toy anima

5 is smaller than 8.
ls than toy cars. helps consolidate cone
within the chapter. learning at the end cuboid

cube
Some words mean nearly

the same thing.
of every chapter.
sphere
cylinder
an slide but
flat faces. They c
cubes have only s. (page 51)
more • Cuboids and
beca use they have
no curved face
have
cannot roll nders and cones
bigge r fewe r only curv ed fa ces. Cyli
s can roll
smaller • Spheres have ed faces. All of these three solid
greater both flat and curv curved faces. (page 52)
large r less because they have
Solids 59
Shape s and
More about Numbers

23
M THS M THS M THS M THS M THS M THS

SMART
Authors:Editor:
General HawaKatharine
Shahbal •Edgar
Penny Sim Textbook
SMART
Authors:Editor:
Shahbal •Edgar
Penny Sim Textbook
cm SMART
Authors: Hawa Shahbal • Penny Sim Textbook
cm SMART
Authors: Hawa Shahbal • Penny Sim Textbook
SMART
Authors: Evelyn Tan • Neo Seow Ling Textbook
SMART
General Editor: Katharine Edgar General Editor: Katharine Edgar General Editor: Katharine Edgar General Editor: Katharine Edgar General Editor: Katharine Edgar General Editor: Katharine Edgar
1A 1B g 2A g 2B 3A 3B
Textbook 1 A
+11 +11
-10 -10
m m
kg kg
Textbook 1A Textbook 1B Textbook 2A Textbook 2B Textbook 3A Textbook 3B

978-981-4321-24-2 978-981-4321-27-3 978-981-4321-30-3 978-981-4321-33-4 978-981-4321-36-5 978-981-4321-39-6
4
Motivates through Interesting Activities
Chapter Opener introduces Chapter
10
Doubling and
7
pter On a scale, the side which is lower holds
Cha the
Sharing topics in a stimulating way and heavier object. A smaller object can
than a bigger object.
be heavier
encourages active discussion. Fascinating Fact!

The
hea tongue
vier
Fasc
inating Fact!
tha of a Blu
contains interesting
general and
n an eW
adult hale is
elephant!
Try This!
-O n
Handshs
Mat
Materials needed
(per pair):
Fill in the boxes with light, lighter or
lightest. inter-disciplinary
facts or trivia related
• cards with numbers
Matching pairs 1 to 10 in numerals
Let us sing this song: • cards with numbers
to the concept(s)
1 and 1, 2 1 to 10 in words
Get into pairs. alarm clock
2 and 2, 4 row. Do the teddy bear
place them face down in a teddy bear jewellery box
3 and 3, 6 Mix up one set of cards and
learnt.
1 t row.
cards. Put them in a differen
4 and 4, 8 same for the other set of
(a) The alarm clock is than the teddy bear.
5 and 5 gives 10 each row. Keep both cards if they are
And double, double. 2 One player picks a card from are not a
cards to the rows if they (b) The teddy bear is
a matching pair. Return the than the jewellery box.
It’s no trouble. matching pair.
(c) The alarm clock is the
.
Learning Outcomes
• Double a ny one-digit number
using Look around you. Find three objects
• Add two numbers mentally and
doubles
compare their masses using a scale.
al groups
• Share objects into two equ

• Understand the relationship s
between halves and double
r d which
Do you know any other numbe • Share numbers to 20 to fin
are even and which are odd
rhymes or songs?
double?
What numbers can you Mass 63
3 Take turns to pick the cards. Repeat step 2.

Hands-On Maths contains different
at the end of the game wins.
The player with more cards
types of activities that promote peer
20 5
interaction and collaborative learning.
Numbers from 0 to
Develops Essential Skills

21st
ntu
ry Skills
Position
Apply What You Know promotes
Ce
Apply What You Know

10 children are running in a race.
nica
mu
the learning of 21st Century Skills 1. Describe the position of the objects
Co m
ti
on
using the Sue

words below. Jane
Jenny Ahmad
Jim
relevant to mathematics.
left right David Maya
Siti Han
next to Ken
between
tenth
Answers vary.
THINK! hones
l Think
ica
it lem-So in
ob lv
sixth eighth
&P r
fourth
Litera
g
C
2. Look at the number track shown

r
in
tiv
second
rea ity
g
below. A blue counter is first
T c
placed on the number 9. fifth ninth
thinking skills and

seventh
C
third
IC
1 2 3 4
extends learning.
5 6 7 8 9 10
Min places a counter on the number
track. She then moves it that David is in 1st place.
5 steps forward. Her counter is now
on the square to the right David comes in first. We can also say
of the blue counter. Which number was Jim comes in second (2nd).
Min’s counter on
before she moved it? 5 Siti comes in third (3rd). THINK!
l Think
ica
Jenny comes in fourth (4th).
i
l Think
it lem-Sol n
ica
it lem-So in
nica
What position
mu
ob lv
&P r
g
C
3. Write the correct name in each box. Sue is last.

r
in
comes after the

t
g
ob v
tenth (10th) position?
&P r
Ari is sitting between Raja and Cho. Can you name the positions of
Co m
C
io
Ben is sitting next to Cho.

in
r
the other children?

n
Raja is first from the right.

g
third (3rd) are used to tell

Ben Cho Ari Raja Words like first (1st), second (2nd) and
something.
the order or position of someone or
Workbook

1A Go to Putt
ing It Togeth
er 2
116 Maths SMART Grade 1
134 Maths SMART Primary 1
Reinforces and Assesses Knowledge

ter
9
Chap
On Your
using
length of the bag shown Own Chapter
Rita and Tom measure the
different objects. Rita uses
pencils while Tom uses paper
clips.
5
On Your Own practices
1 Look at the picture.
The bag is about
8 long. How many snails and
The bag is
appear at the end

long.
butterflies are there?
3
Write down the number
bond
to show the total numbe
r.
of every section and
2 Write down all the possib
le pairs of numbers that
make 8. contain questions that
Who is correct? Try This! appears after
3 Fill in the missing numbe
You may use cubes or pegs
rs in the number bonds?
to help you find the answe
are carefully selected
THINK!
8 paper
the teaching of every (a)
3 (b)
6
rs.
and gradated to ensure
a gradual build-up of
Why does Tom have to use
clips to measure the length
bag while Rita only uses
of the
3 pencils? new concept to provide
skills.
7
Try This!
immediate reinforcement 3 and 7 make .
3
to pupils or acts as a
. 6 and 3 make .
Find the length of the hotdog
(c)
(d)
quick check to assess
2
3
pupils’ understanding.
5
1
long.
The hotdog is about 2 and make 3.
long. and 1 make 5.
The hotdog is about
Workbook

1A Go to Wo
rksheet 1
Length 51
Addition and Subtractio

n 87
M THS M THS M THS 1 M THS 1 M THS M THS

SMART
SMART
3 SMART
3 SMART
SMART
SMART
9 9
4A 4B 5A 5B 6A 6B
8 8
7 7
6 6
Textbook 4A Textbook 4B Textbook 5A Textbook 5B Textbook 6A Textbook 6B

978-981-4321-42-6 978-981-4321-45-7 978-981-4321-48-8 978-981-4321-51-8 978-981-4321-54-9 978-981-4321-57-0
5
M THS SMART Workbooks
– An Ideal Complement to the Textbooks
• Reinforces to Mastery
• Consolidates Learning
• Extends and Checks Knowledge
• Develops Exam Confidence
Reinforces to Mastery
Class: Date: 2. Fill in the blanks below.
Name: .
(a) Half of 14 is . (b) Half of 16 is
ter
Chap
10 Mass
Double is 14. Double is 16.
number of books as
3. Box A has 8 books. Box B has half the
of books as Box A.
Refer to Textbook page 64
Worksheet 1 Comparing masses Box A. Box C has double the number

contained in Box B and
Worksheet Comparing masses Draw the number of books that are
1 heavier object?
1. Which is the Box C.
Worksheets consist of gradated (a)

ruler
marker
Box B
Box C
and differentiated exercises and (b)
activities to allow pupils of different belt

cap
ability levels to reinforce learning.

2. 6. object?
Which is the lighter How many paper
clips are there?
jeans
(a) *4. Gerald has half as many pairs of
as t-shirts. He has 5 more t-shirts
Challenging questions are marked umbrella
handbag
I make 10.
Then I count on.
than pairs of jeans.
(a) How many pairs jeans does Gerald
with a (*) to cater to the more (b)
have?
does Gerald
advanced learners.
jeans
vase
(b) How many t-shirts and pairs of
dictionary have altogether?
7. Fill in the blanks.
(a) 19 = ten 57 10 Maths SMART Grade 1
ones
Mass • Worksheet 1
(b) 4 = tens ones

(c) = 1 ten 3 ones
(d) = 8 ones
*8. Mrs Tan need

s to buy 18 exercise
her class. books for
The exercise book
s are sold in pack
ets of ten.
(a) How many pack
ets of exercise book
need to buy? s does she
(b) How many extra

exerc ise books will she
have?
20 Maths SMART
Grade 1
Consolidates Learning
Date: 4. The picture shows the routes
Class: taken by Paul on different
to get to school. days
Name:
ther 1 1 unit
Putting It Toge
1 unit
ice
Further Pract
Putting It Together 1
on a picnic.
planning to go
Rita and Tom are t to bring K L
1. Smarty, Min, Ari, drinks they wan
mak e a list of the food and
comprises questions that

They
.
along with them M
N
List of food and

drinks to bring
:
consolidate and test
(a) Route
• 10 sandwiches
• 5 bottles of wat
er concepts and skills learnt (b) Route
is the shortest way for Paul
is the longest way for Paul

to get to school.
• 7 bananas
in the earlier worksheets.
to get to school.
• 2 cakes (c) Route K is units longer than Route
• 5 apples
N.
(d) Route L is units shorter than Route
. M.
most of is
they bring the
(a) The item that (e) Route K is units longer than Route
L.
number of
ging an equal
(b) They are brin (f) Route M is
than Route N but
. than Route L.
and
than cakes.
ging more bananas
(c) They are brin
ether.
piec es of fruits altog
ging
(d) They are brin
107 54 Maths SMART Grade
Togeth er 1 1
• Puttin g It
Handl ing Data

SMART
Authors:Editor:
Shahbal •Edgar
Penny Sim Workbook
SMART
Authors:Editor:
Shahbal •Edgar
Penny Sim Workbook
cm SMART
Authors: Hawa Shahbal • Penny Sim Workbook
cm SMART
Authors: Hawa Shahbal • Penny Sim Workbook
SMART
Authors: Evelyn Tan • Neo Seow Ling Workbook
SMART
1A 1B g 2A g 2B 3A 3B
Workbook 1 A
Workbook 1 B
+11 +11
-10 -10
m m
kg kg
Name: Class: Name: Class: Name: Class: Name: Class: Name: Class: Name: Class:
Workbook 1A Workbook 1B Workbook 2A Workbook 2B Workbook 3A Workbook 3B

978-981-4321-25-9 978-981-4321-28-0 978-981-4321-31-0 978-981-4321-34-1 978-981-4321-37-2 978-981-4321-40-2
6
Extends and Checks Knowledge
Putting It Together 2 comprises Problem-Solving. My Thoughts and Self-Check
Class: Date:
Name: My thoughts
Putting It Together 2 What kinds of lists do you make in your

Give an example and explain why making
daily life? My Thoughts
provides journal
a list is useful
Problem-Solving
for you.
This pictogram shows some types of items

Items in Tom’s wardrobe
that are in Tom’s wardrobe.
writing activities that
encourage reflection of
Problem-Solving
mathematical thinking
provides challenging
and development of
or heuristics-based ✓ Self-check
metacognitive skills.
Name:
Pants Cap Jacket
Shirt
questions to develop Can you sort and organise

Class:
Date: data
in lists?
(a) How many jackets does Tom
Put tingown?
It Togeth
Putting It Tog er 2 Can you interpret data in
problem-solving and eth friends, lists?

half
(b) If Tom gives away Pro blem his caps to hiser
of -Sol 2 Can you sort and organise
ving data
how many caps will he have left? in tables?
critical thinking skills. 1. I start with

anshim
(c) If Tom’s mother buys
a num
2 more pairs . I pants,
berof
wer to get have now? double it, and
then I dou
Can you interpret data in
tables?
Can you collect and present
how many pairs of pants will he 12. What number
did I start with ble the
data in simple pictograms?
? Can you interpret data in
shirts simple
than Ari. How many pictograms?
(d) Tom owns 3 2. Sarshirts
fewer
ah gives her
do Tom and Ari own altogether? friends some sticker
s.
I have Data • Putting It Together 2

111
Handling double the number
of stickers as 112 Maths SMART Grade 1
Sarah.
Azri has dou

ble the num
of stickers as ber
Self-Check provides a review checklist

me.
Carol
I have half the

number of
of concepts and skills required for
mastery of the topic to allow pupils to
stickers as
Sara h.
Peter
identify and communicate their areas

Who has the Azri
greatest num
ber of sticker
s?
Who has the
least number
of stickers?
of strengths and weaknesses.
Doub ling
and Shar
ing • Putt ing
It Toge ther
2 17
Develops Exam Confidence

Name:
Class:
Date:
Class: Date:
Name:
End
-of-Y
Mid-Year and End-Of-Year

ear
Rev i e
Mid-Y
ear R w Pa p e r
r
e v i e w Pa p e Read the questions
carefully. Then write
Review Papers reviews spaces provided. your answers in the
Then write your answers in the
Read the questions carefully. 1. Fill in the missing numb
ers to show doubles.
spaces provided.
1. How many fruits are there?
and integrates concepts (a) Double 5
(b) Double 8
learnt and helps pupils to 8
consolidate their learning, 5
2. Write these numbers in words. while preparing them for tests 2. Draw a line to divide
each shape into half.
(b) 20
(a) 12
and examinations (a)
(b)

B? Write Yes or No.
12. Is Shape A one half of Shape
(a) 1 ten 3 ones =
3. Linda wants to buy
an eraser that costs
these coins in her 18 cents. She has
ones purse. Colour the least
(b) 10 = ten that she can use to number of coins
pay for the eraser.
(c) 6 = tens ones
10¢ 10¢ 5¢ 5¢ 5¢ 5¢
as theAnumber 16. Shape B
4. Circle those that are the same Shape
1 one 6 tens 1 ten 6 ones 1¢ 1¢

16 ones 16 tens 1¢ 1¢ 1¢
End-of-Year Review
Paper 113
number of triangle
127 s in the picture 4. Draw the hands for
13. (a) Colour one half of the
Review Paper
Mid-Year
each clock to show
the time.
below. (a)
(b)
in the 11 o’clock
number of squares
(b) Colour one quarter of the half past 8
picture below. 5. Edwin completed
his homework for
the afternoon. He his different subjects
finished his Mathemat in
half past 4, his Englis ics homework at
h homework at 1 o’cloc
homework at half k, his Science
past 3 and his Art
homework at 4 o’cloc
k.
Arrange the subje
cts in order, begin
Edwin finished first. ning with the subje
ct
, ,
first ,
131
Mid-Year Review Paper
114 Maths SMART
Grade 1

SMART
SMART
3 SMART
3 SMART
SMART
SMART
9 9
4A 4B 5A 5B 6A 6B
8 7 8 7
Workbook 4A Workbook 4B Workbook 5A Workbook 5B Workbook 6A Workbook 6B

978-981-4321-43-3 978-981-4321-46-4 978-981-4321-49-5 978-981-4321-52-5 978-981-4321-55-6 978-981-4321-58-7
7
M THS SMART Teacher’s Guides
To enable teachers to deliver engaging and effective Mathematics lessons,
we provide teachers with an array of resources for complete teaching support.
Every chapter of the Teacher’s Guide contains the following:
1. Scheme-of-Work and Chapter Overview

Provides planning support to teachers –- contains mathematical background
information for the chapter, progression charts, notes on real-world connections
to the topics taught and detailed schemes-of-work.
Chapter 2: More about Numbers

Scheme-of-Work
Total teaching time: 16 periods (8 hours)
CHAPTER 2
Lesson Teaching Time Specific Learning Outcomes/Skills Resources Materials Vocabulary
More About Numbers Prior knowledge
of the place value
comparing and concept will also
ordering number help pupils master
whole numbers, s. Teachers should the skills of
Chapter Opener p. 21 0.5 periods • Develop and associate terms such as ‘more’ and ‘fewer’ with • Textbook 1A Chapter 2, p. 21 the least two-dig eventually lead
it number is greater pupils to see that
than the greates for
(15 minutes) the concept of comparison t one-digit number
.
CHAPTER OV
ERVIEW
Lesson 2.1 pp. 22 – 24, 29 2.5 periods • Compare the number of objects in two groups by matching • Textbook 1A Chapter 2, pp. 22 – 24, 29 • Interlocking cubes equal, more,
(1.25 hours) and counting • Cubes/counters of greater, bigger, Real-World Conn
Comparing numbers by • Use the terms ‘equal’, ‘more’/‘greater’, ‘fewer’/‘smaller’ to different colours larger, fewer, ection:
matching and counting compare two groups • Worksheet 2.1: smaller, less
How many people? Comparison of
numbers is an e
Thinking Skills — Classifying and Comparing (Appendix) often need to m ssential skill that
ake comparisons is widely used in our da
we enter the working between the pr ily life. For exam
Learning Outcomes: world, we may ices of items or ple, we
Lesson 2.2 pp. 25 – 26, 29 2 periods • Use a number track to compare numbers. • Textbook 1A, Chapter 2, pp. 25 – 26, 29 • BM 2.2: Number tracks number track, expenditure from need to keep track the masses of o
bjects. Once
different years. of and compare
(1 hours) • Workbook 1A, Chapter 2, Worksheet 1, pp. 23 – 26 • BM 2.3: Number cards 0 before, after • Compare and order num our earnings or
bers to 20
Comparing numbers using a Thinking Skills — Sequencing and Comparing to 20 (Appendix) • Say the number that is 1o Thus, the compa
r 2 more or less than any o rison of number
number track • Find a number in betwee ther number important that pupils s is an especially
n two numbers from 0 to 2 develop a good useful skill given
• Describe and continue nu 0 its widespread usage.
mber patterns by countin grasp of the concep It is
g on or counting back t.
Lesson 2.3 pp. 27 – 28, 30 3 periods • Use a number track to find a number that is 1 or 2 more/less • Textbook 1A, Chapter 2, pp. 27 – 28, 30 • Cubes/counters 1 less than, 1 more in ones or twos
(1.5 hours) than another number • Workbook 1A, Chapter 2, Worksheet 2, pp. 27 – 30 • BM 2.2: Number tracks than, 2 less than,
Using a number track to find (Appendix) 2 more than
a number Chapter Progressi
on Chart:
Lesson 2.4 pp. 31 – 34 4 periods • Use a number track to arrange numbers in order • Textbook 1A, Chapter 2, pp. 31 – 34 • BM 2.2: Number tracks order, greatest,
(2 hours) • Workbook 1A, Chapter 2, Worksheet 3, pp. 31 – 32 (Appendix) smallest, between
Grade 1
Ordering numbers Thinking Skills — Sequencing and Comparing • BM 2.4a – c: Stickers
Background Infor
(Appendix)
mation: • Compare and o
rder numbers to 2
0
• Say the number
Lesson 2.5 pp. 35 – 38 4 periods • Make a number pattern and predict what number comes • Textbook 1A, Chapter 2, pp. 35 – 38 • String number pattern,
This chapter deals with that is 1 or 2 mo
one aspect of number re or less than a
(2 hours) next in the pattern by counting on or counting back • Workbook 1A, Chapter 2, Worksheet 4, pp. 33 – 36 • Clothes pegs count on in ones,
number • Find a number i ny other numbe
s. Pupils will learn sense, that is, the n between two r
Number patterns • BM 2.3: Number cards 0 count back
them. Oin about magnitudes relationship betwee numbers from 0
nly numbers up of numbers and n • Describe and c to 20
Thinking Skill — Sequencing to 20 (Appendix) ones, what
count on in to 20 are explor how to compare ontinue numbe
pupils ed in this chapt and order r patterns by cou
count back have learnt in the previous chapte
twos, and cou er as we are bui
lding on from
back in ones and
twos nting on and co
unting
in twos nting objects up r where they dealt
extended to larger to 20. The foun with reading, writing
dational ideas t
numbers at the hat they learn a
later grades. t this level can b
e
I Know That p. 39 • Reinforce and consolidate skills and concepts taught in • Textbook 1A , Chapter 2, p. 39 Pupils will first be Grade 2
Chapter 2 • Workbook 1A, Chapter 2, Putting It Together 1, pp. 37 – 40 shown how to compa
matching and c re the number o
ounting activitie f objects in two • Compare and o
of the Concrete-Picto s. These types o groups through rder numbers to 1
rial-Abstract spectru f activities focus 00
types of manipu on the Concre • Find the numbe
Apply What You Know 21 st Century Skills — • Textbook 1A, Chapter 2, p. 40 m as it involves te stage r that is 1 or 10 m
latives. Pupils learn the use of counter ore or less than a
p. 40 • Creativity • Workbook 1A, Chapter 2, Putting It Together 2, pp. 41 – 44 ‘fewer’/‘smaller to use terms such s and other • Find a number i ny two-digit num
’ to compare the as ‘equal’, ‘more’/ n between any ber
• Critical Thinking & Problem-Solving number of obje ‘greater’ and two tens on a n
cts in two group umber line
The chapter then s. • Describe and c
moves on to activitie ontinue numbe
threes, fours and r patterns by cou
pupils will learn s focused on the tens from one-dig nting on in ones
how to use a number Pictorial and Abstrac it and two-digit , twos,
Internet Links: then be used to track to make compa t stages, where • Recognise even numbers
show them how risons. The number and odd numb
another number to find number track will also ers up to at least
• http://www.ixl.com/math/grade-1/comparing-numbers-up-to-10 . They will then progres s that are 1 more, 1 less • Round two-digit 20
track and finding s to arranging number , 2 more or 2 less than numbers to the
• http://www.ixl.com/math/grade-1/comparison-word-problems a number in be s in sequence on nearest tens
about simple nu tween any two g a number
• http://www.ictgames.com/caterpillar_slider.html mber patterns a iven numbers. Fin
nd finding unkno ally, pupils will le
• http://www.sheppardsoftware.com/mathgames/earlymath/BalloonPopVOrder.htm wn numbers in a arn
Take note that q numbe r pattern
• http://www.kidzone.ws/math/ocean/gr1-count3.htm uestions such as .
children. Hence, “Who has more
pupils should already ?” are part of th
some of these concep have some basic e daily lives of y
oung
ts and terms. Howeve understanding and
with the term ‘more’ r, as young children exposur e to
than the term ‘less’, tend to be more
“Who has less?” do make a conscio familiar
type questions t us effort to addition
theyGradeappear ogether with “W ally ask
42 Chapter 2 Scheme-of-Work © 2012 Alston Publishing House Pte Ltd © 2012 Alston Publishing House Pte Ltd Maths SMART Teacher’s Guide 1 to 43
reinforce this less ho has more?” ty
familiar concep pe questions wh
t. enever
40 Chapter 2 Chapter
Overvie w
© 2012 Alston Publishing
House Pte Ltd
House Pte Ltd
Maths SMART
Teacher ’s Guide
Grade 1
41
2. Lesson Notes
Detailed guides for teaching each chapter are wrapped around pages of the
textbook for ease of use in the classroom. Answers for all features, activities and
questions in the textbook are also provided.
Lesson 2.1 5. Highlight to pupils that they can line

CHAPTER 2 r
2
r
Comparing numbers by Chapte
Chapte
More about More about Num matching and counting
Comparing numbers 2 up the toys to match them more
easily.
Say: We can arrange the two groups
bers
Numbers Learning Outcomes
There are 4 children. There are 4 apples. of toys in two separate rows to match
them more easily. Let’s match the
• • • • • • • • two groups of toys. Place a finger on
• Compare the number of objects
Chapter Opener in two groups by matching and Match and the first toy animal and move along
counting compare. the line towards the toy car. Repeat
Learning Outcome • Use the terms ‘equal’, • • • • • for the remaining toy animals.
s
• Develop and asso ‘more’/‘greater’, ‘fewer’/‘smaller’ to • • • • 6. Guide pupils to see that there are
ciate terms such compare two groups more toy cars than toy animals.
‘more’ and ‘fewer’ as
with the concept Say: We have matched each toy
of comparison • • • • The number of toy
Teaching Time cars is not equal to animal to a toy car. There are some
Teaching Time There are 8 toy cars and 5 toy animals. the number of toy toy cars left over. There are no
2.5 periods
animals. animals to match them to. We can
0.5 periods
say that there are more toy cars than
Vocabulary There are more toy cars than toy animals. toy animals. We can also say that
The picture shows The number of children is the same as the number of apples. 8 is greater than 5.
three children equal, more, greater, bigger, larger, there are fewer toy animals than toy
comparing the
number of picture
We can also say that the number of children is equal to the number
fewer, smaller, less cars.
they have. cards of apples. There are fewer toy animals than toy cars. Ask: How many toy cars are there? (8)
5 is smaller than 8. How many toy animals are there? (5)
1.
Direct pupils’ atte Materials
ntion to the three Now, match and compare the two groups of toys below. Say: As there are more toy cars than
children.
• Interlocking cubes toy animals, we can say that 8 is
Ask: What are the Some words mean nearly greater than 5.
children doing? • Cubes/counters of different colours
(Allow pupils to the same thing.
respond freely. • Worksheet 2.1: How many people?
them to explain Get 7. Lead pupils to see the relationship
their answers.) (Appendix) between ‘more’ and ‘greater’, and
2. Get pupils to cou
nt the number of between ‘fewer’ and ‘smaller’.
picture cards that
each child has.
Learning Outcom Ask: How many 8. Point out also that when we line up
• Compare and order num
es Tom have? What
picture cards does Lesson Development more two groups of objects, we can also
about Min and
• Say the number that is 1
bers to 20
Ari? 1. Refer pupils to p.22 of the Textbook. bigger fewer smaller see which group has more or fewer
or less than any other nuor 2 more by looking at the lengths.
mber 3. Get pupils to imagine Place the page on a visualiser and
Who has the most
number of
• Find a number in betwee what would guide pupils to see how the apples greater less
picture cards? numbers from 0 to 20 n two happen if each
her picture cards
child lined up his
or can be matched to the children. larger 9. Highlight to pupils that when the
number of items in one group is
• Describe and continue n to make a train.
Who has fewer picture patterns by counting on umber Say: Imagine that Say: Let’s match the apples to the greater or smaller than the number
cards — counting back in ones a and each child used
Ari or Tom? nd twos his/her cards to children. Here is an apple for Min. of items in another group, then the
make a train. Place a finger on the first apple and number of items in the two groups
4. Develop the move it along the line to the picture 22 Maths SMART Grade 1 More
More about
about Numbers
Numbers 23
23
language of are not the same, or ‘not equal’.
comparison using of Min.
terms
‘more’, ‘less’, ‘fewer’, such as Repeat for the other three children. 10. To reinforce the language of
and ‘shorter’ by ‘longer’ comparison, have pupils pair up and
asking
compare the differenc pupils to 2. Have pupils make a comparison make comparisons between objects
between the trains e in length between the number of children and around them by using the terms
of any two apples.
Prior Knowledge children. shown by Smarty. For example, a pair
Check Ask: Whose train Ask: How many children are there? Differentiated Learning Strategies Differentiated Learning Strategies of pupils can compare the number of
Count and write is longer, Ari’s or How many apples are there? Does
numbers up to 20: Min’s? Will the longer pencils that each of them has. Pupils
Pupils learnt to c more picture cards train have every child have an apple? For English Language learners: For struggling learners: should be able to say sentences such
ount and write n or fewer? Give an example of how the words ‘equal’ and ‘same’ Incorporate activities that focus on the Concrete stage
Chapter 1. Hav umbers up to 20 3. Highlight to pupils that the words as “I have more pencils than you.” or
e pupils count a in 5. Extend the activity
items (e.g. teddy nd write the num by asking pupils ‘same’ and ‘equal’ have the same are sometimes interchangeable. of the Concrete-Pictorial-Abstract spectrum, such as “I have fewer pencils than you.”.
bears, books) on ber of to compare items
this page. Ask: Are there more
in the classroom
. meaning. E.g. The sentence ‘2 boys have an equal number of having pupils compare cubes/counters of two different
fans than pens’ can also be read as ‘2 boys have the same colours, the number of pencils/pens that they and their
doors? 4. Get pupils to match and compare
number of pens’. classmates have or the number of tables and chairs in
the two groups of toys shown.
Ask: What toys are in the group on the classroom.
the left? What about the group on the
right? Which group has more toys? For advanced learners:
Incorporate activities that focus on the Abstract stage
Thinking Skills — Classifying and of the Concrete-Pictorial-Abstract spectrum.
Comparing Hand out ‘Worksheet 2.1: How many people?’ found in
Pupils will have to recognise that there the Appendix of this Teacher’s Guide.
are two distinct groups of objects and (Note that the answers in this worksheet can vary. However, the
numbers chosen must satisfy the two clues given. All answers are
make comparisons.
acceptable as long as house B has the least number of people living
in it.)

House Pte Ltd 46 Chapter 2 Textbook Wraparound © 2012 Alston Publishing House Pte Ltd © 2012 Alston Publishing House Pte Ltd Maths SMART Teacher’s Guide Grade 1 47
Maths SMART
Teacher ’s Guide
Grade 1
45

SMART Teacher’s
SMART Teacher’s
cm SMART
Teacher’s
cm SMART
Teacher’s
SMART Teacher’s
SMART Teacher’s
Authors: Hawa Shahbal • Penny Sim
General Editor: Katharine Edgar Guide Authors: Hawa Shahbal • Penny Sim
General Editor: Katharine Edgar Guide
1A 1B g 2A g 2B 3A 3B
m m
kg kg
Teacher’s Guide 1A Teacher’s Guide 1B Teacher’s Guide 2A Teacher’s Guide 2B Teacher’s Guide 3A Teacher’s Guide 3B
978-981-4321-26-6 978-981-4321-29-7 978-981-4321-32-7 978-981-4321-35-8 978-981-4321-38-9 978-981-4321-41-9
8
er
2
Chapt
help us compare numbers.

A number track can also
Try This! numbers 1 to 12.
Try This! number track showing the
Here is an example of a
as an informal greater
Assign pupils this question Match each key to a lock.
their understanding smaller
assessment to check 7 8 9 10 11 12
so far. 2On Your 5 6
3. Supporting Teacher’s
of the concepts taught 1 3 4
Own
ey have to On Your
Explain to pupils that th
lock, after which come before These numbers come after Own
match each key to a numbers
TheseThe questions 7 on the number track. So,
on p. 34 assess pupils’
the number of keys So, Number patterns Chapter
they are to compare
to the number of locks.
of keys and locks
Are the number of keys and
the number of locks equal? No the number track.
7 on understanding
they learnt
are smaller
of the concepts
They7.can be
so far.than
and
they are greater than 7.
skills
assigned as 1 Ali has 6 apples. John has 12 oranges.
2
Ask: Are the number individual class work. Ming has 9 pears. Look at these towers of cubes. Can you
equal? (No)
see a pattern?
(a) Who has the greatest number of
are needed to
Guide Features
How many more keys Numbers get bigger as fruits? John
make the number of
keys and locks Skills we move to the right of
Check (b) Who has the smallest number of The number of cubes
Hands-On the number track. fruits? Ali in each tower is
equal?(2) Materials needed
Maths THINK!
Question 1 more than the tower
(per pupil): Skill Textbook 2 Put these numbers in order. Begin with on its left.
interlocking cubes pages the smallest.
Building ‘trains’
•
What number comes
just before 15? Is this
(a) 5, 18, 13 5, 13, 18 (b) 17, 9, 20 9, 17, 20
1 • Use a number 31number greater or
using any number of cubes.
n 1 Make two different ‘trains’ track to
Hands-O smaller than 15? 3 Put these numbers in order. Begin with 1 2 3 4 5 6
Label your trains A and B. identify the the largest.
Mat hs
Feature includes:
greatest/ (a) 4, 20, 15 20, 15, 4 The number of cubes in the towers from
Example: (b) 9, 16, 19 19, 16, 9 left to right make a
smallest number pattern:
Building ‘trains’ Train A Try This! number. 4 Write a number between 1, 2, 3, 4, 5, 6, …
the
2 and 3 • Use a you find the answers to
Train B Use a number track to help 32 – 33 (a) 5 and 11. Answers vary. (b) 14
Materials needed (per pair): number track
following questions.
and 18. Answers vary. Can you draw the next tower of cubes?
What number comes
• Prior Knowledge Checks

these questions: to arrange next in this pattern?
• Interlocking cubes 2 Look at your trains and answer train has fewer cubes? 17 * 5 Smarty has more than 16
Which train has more cubes?
Which is greater,in17 or 14?
(a) Which numbers books but fewer than 20 books.
What is the greatest number of books 1, 2, 3, 4, 5, 6, ?
Objective of activity: in each train.
order.
(b) Which is smaller, 12 or
9? 9
could have?
that Smarty
• Pupils use concrete ma
nipulatives 3 Count the number of cubes 4 • Use a 32 – 33
19
the correct numbers. This number pattern starts with 1. To
to help them compare
different Then fill in the boxes with number track find the next number in this
numbers . number pattern, we count on in one
numbers. They will compare is greater than s.
• Teaching Tips
to identify
of the ‘trains’
by looking at the lengths using a different number of
cubes. a possible
formed by the cubes. 4 Make a different set of trains number in
Repeat the activity above. between More about Numbers
25 I count on in ones.
Activity notes: two given 1 more
each pupil numbers.
1. Distribute the cubes to
out steps 1 to 4
1
• Differentiated Learning Strategies

24 Maths SMART Grade 1 2 3 4 5
and have them carry *5 • Use a 32 – 33
6 7 8
extbook.
shown on p. 24 of the T number track Workboo
k
7 is 1 more than 6.
choose to carry to identify 1A Go to Works
2. Alternatively, you may heet 3
Have pupils a possible
out this activity in pairs. So, 7 comes next in this pattern.
the cubes to number in
sit in pairs and distribute
• Follow-up Activities
between two
each pair. 34
numbers Maths SMART Grade 1
themselves as A Teaching Tips!
3. Tell pupils to name in a word
s.
and B within their pair ent strategy:
More about Numbers 35
problem.
how they can Activity classroom managem learning
4. Demonstrate to pupils learners with varying
cubes. You may choose to pair e peer-coaching.
make ‘trains’ using the The questions on pp. 31 – 32 of th
abilities together to encourag e
• Common Errors
abilities
ey each have pair learners with similar Workbook correspond to the co
5. Explain to pupils that th after which Alternatively, you can be ncepts and
of your attention can skills covered in this On Your Own.
Differentiated Learning Strategies
to make their own ‘train’, together. This way, more
They can
their ‘train’ be assigned as homework.
they will need to compare devoted to struggling learners.
For advanced learners:
answer the
with their partner’s and
Advanced learners can be challenged
questions. to arrange
• Vocabulary Word Pronounciations

more than three numbers in order.
to check the To make learning
6. Go to different pairs more fun and challenging, incorporate
of the task. Assist
pupils’ understanding game:
the following
learning di fficulties.
those with
1 Print out the number cards in
BM 2.3.
2 Have five pupils stand in fron
t of the class. Hand
Further Practice: each pupil a card with a number
printed on it.
ing of the The pupils should hold the cards
Assess pupils’ understand with the numbers
so far by getting
concepts and skills learnt facing the class.
ion 1 found on p. 29
them to answer Quest 3 Tell the pupils to arrange
themselves in order at the 49
of the Textbook. count of ‘three’.
4 Hand out cards to more
pupils and get all the pupils
House Pte Ltd to rearrange themselves in order
© 2012 Alston Publishing again.
Wraparou nd
48 Chapter 2 Textbook
58 Chapter 2 Textbook Wraparound

© 2012 Alston Publishing House Pte
Ltd
59
40b
66
r of objects.
the greater numbe
3. Circle the group with
Chapte r 2 Workb
e.
2. Match and compar
with more objects.
(a) Tick (✓) the row
(i)
ns
answer the questio
and counters and
ook Answe r Scheme

✓
4. Look at these cubes
4. Workbook Answer Schemes

below.
✓
(ii)
68
counters
cubes
6. Ari has20 8
marbles.
Detailed answer schemes for all pages of es below. (a) How many cubes are
there?
Chapte r 2 Workb
3. Ari wrote the sentenc are correct. 17
the sentences that
fewer objects. Put ticks (✓) next to that are
es How wrong.
many counters are
there?
with the sentenc
(b) Tick (✓) the row Put crosses (✗) next to (b)
for you.
the Workbook can be found behind the

✓
One has been done rs.
(i) with cubes or counte
(c) Fill in the blanks
10. ✓ cubes counters .
11 is 1 more than than marbles than Ari. 6
5 is 1 less than 6. ✓
✓
There are more Tom has 2 fewer
s does Tom have?
ook Answe r Scheme

14. ✓ How many marble
13. ✗ 16 is 2 more than numbers.
corresponding Textbook pages.

11 is 2 more than (d) Write the missing
✗
20 is 2 less than 18. 17 . at first.
✓ 20. ✗ 20 is greater than 7. Tom had 14 sweets Min and has 1 less sweet.
(ii) 19 is 1 more than (i)
to
16. ✗ He gave 1 sweet
does Tom have now?
17 is 1 less17than
is smaller than
20 .
7 is 2 less than 9.
✓
(ii) How many sweets
1 25 13
• Worksheet
More about Numbers

is 8 .
24 Maths SMART
Grade 1
15 . (b) 2 less than 10
House Pte Ltd
is
(a) 1 more than 14 8. Rita has 19 friends.
(d) 18 is 1 less than 19.
(c) 15 is 2 more than 13. He is my new
17 .
9 . (f) 15 is 2 less than friend.
(e) 10 is 1 more than
5. Additional Online Support

.
5. Rita has 12 crayons than Rita. 14
Min has 2 more crayons Min have? new friend. 20
How many crayons
does She makes 1 more
does Rita have now?

How many friends
2 29
• Worksheet
More about Numbers
• Activity Worksheets Grade 1

House Pte Ltd
28 Maths SMART
• Printable Blackline Masters

• Project Work and Games
• Powerpoint Slides
Name:
Class:
Date:
Worksheet 2.
1 How many people?
Here are three house
s. Tom wants to find
people living in each out the number of
house.
67
BM 2.2 Number tracks

A
B
© 2012 Alston
Use these clues to C

help Tom find some
possible answers:
17 18 19 20
13 14 15 16
Publishing House
• There are more p

eople living in house A
6 7 8 9 10 11 12 • There are fewer than in house B.
3 4 5 people living in house
0 1 2 B than in house C.
Pte Ltd
17 18 19 20 1. How many people

13 14 15 16 live in each house
? Explain your answ
6 7 8 9 10 11 12 ers
4 5
69
0 1 2 3
17 18 19 20
13 14 15 16
6 7 8 9 10 11 12
2 3 4 5
1 2.
Maths SMART
0 Tom says that there

are more people living
house A. Is he corre in house C than in
ct? Why or why not?
17 18 19 20
13 14 15 16
9 10 11 12
Teache r’s Guide
5 6 7 8
2 3 4
Powerpoint Slides 0 1
Grade 1
Games
253
252
Blackline Masters
Chapter 2 Append
ices
House Pte Ltd
Worksheets

SMART Teacher’s
SMART Teacher’s
3 SMART Teacher’s
3 SMART Teacher’s
SMART Teacher’s
SMART Teacher’s
Authors: Evelyn Tan • Neo Seow Ling
Guide Authors: Evelyn Tan • Neo Seow Ling
Guide
9 9
4A 4B 5A 5B 6A 6B
8 8
7 7
6 6
Teacher’s Guide 4A Teacher’s Guide 4B Teacher’s Guide 5A Teacher’s Guide 5B Teacher’s Guide 6A Teacher’s Guide 6B
978-981-4321-44-0 978-981-4321-47-1 978-981-4321-50-1 978-981-4321-53-2 978-981-4321-56-3 978-981-4321-59-4
9
Why
Why adopt
SC ENCE SMART ?
Covers comprehensively the learning outcomes in the latest 2011 Cambridge Primary
curriculum framework; and is most suited for pupils progressing to take the higher CIE
qualifications, such as the IGCSE.
Adopts the Inquiry Approach to the teaching and learning of Science, with emphasis
given to developing pupils’ inquiry and process skills, as well as critical thinking.
Equips pupils with the relevant competencies spelled out in the 21st Century Skills
framework. These skills are essential for learners to function well and succeed in the
fast-changing 21st Century.
Uses engaging visuals and presentation formats with well-crafted activities to arouse
pupils’ curiosity about the world around them. This motivates pupils to learn, enabling
them to better grasp key scientific concepts.
Builds exam confidence in pupils and prepares them well for the Cambridge Primary
Checkpoint tests, and other international examinations.
Together with the SMART characters, Smarty,

Min, Ari, Rita and Tom, pupils will embark on
a journey of discovery in each chapter.
Smarty Min Ari Rita Tom
10
Textbooks
Learn all
the
• Engages, Excites and Motivates Pupils about Science
fun w ay!
• Encourages Inquiry
• Develops Essential Science Skills
• Enhances Understanding and Encourages Independent Learning
• Builds Exam Confidence
Engages, Excites and Motivates Pupils

Chemistry
Chapter
1
Sorting Living Things
and
Chapter
Living Things esses

Other examples of fungi
and mould.
are bracket fungi, yeast 2 Science
@ Work
Li fe Proc Bracket fungus Mould
Their
Environmental
Yeast literacy
Liquid wood
A group of German scientists has invented
a new material called Arboform,
using lignin. Lignin is a substance left
over when wood is made into paper.
Arboform looks just like wood, but
Mould grows on our
it can be melted and shaped into
different objects. Arboform is therefore
food and causes it to spoil. called ‘liquid wood’.
Bracket fungus grows on r Mo
Yeast can only be seen ve We can make almost anything from
trees or rotting logs. It Arboform: toys, watches, cups,
Disco
re
causes under a microscope. It
the wood to decompose. can helmets, furniture, parts of cars and
!
t been be found in the soil and
in many other objects. In the future,
Well Ari, if you haven’ the air. It feeds on sugars We can use fungi to make
Arboform might even replace plastic!
what have in
drinking your milk, fruits and vegetables. food and medicine. For
it?
you been doing with All fungi reproduce from example, yeast is used to
spores. make bread. The medicine
penicillin, which is used to
treat infections, is made from
Penicillium fungi.
Do an Internet search to
find
out one of the following:
• how yeast is used in
bread-making
• how penicillin was
Gills discovered
Share the information you Figurines, watch and helmet made of
Underneath the cap of have discovered with a friend. ‘liquid wood’
a mushroom are the
gills. Between the gills, you Arboform is as strong as plastic. But
will find something that it breaks down easily into by-produc
looks like brown dust. These
are spores.
Analysing,
that do not harm the environment, ts
Communicating
unlike plastic. It is made from leftover
Spores are small and light. material from trees, so no more trees
They can be easily carried need to be cut down. Arboform
by the wind to places far can also be recycled. What a great
away. Ama ing material!
plant!
milk to the
Facts!
giving his When spores land on places
has been with enough air, water
Fungi can even
Naughty Ari
Do an Internet search to find out more about other modern
and warmth, they will develop grow on our skin!
plant to grow? into new fungi. All that is needed materials such as Kevlar and Teflon. For each material, find out:
helped the
Do you think the milk actually Try the experiment on is air, water • Who invented it?
• What properties does it have?
the next page to grow and warmth. So
own fungi. your keep your skin • What is it used for?
Fungus clean and dry to
A common fungal prevent fungal
infection is Athlete’s Foot. infections! 116
43
Engaging chapter openers Amazing Facts! excites Science @ Work focuses on real-life
with intriguing questions spark pupils with fun and applications and also incorporates
pupils’ curiosity and spur them interesting details about the 21st Century Skills. This cultivates good
to discover more about the world around them. scientific attitudes in pupils and helps
concepts in the chapter. them relate what they have just learnt
to the world around them.
Encourages Inquiry
Introducing... Roots,
Leaves, Stems and
Flowers!
u r Chapter
B
ui
ld
Yo
4
Skills!
, Analysing
Try this interactive Communicating
activity and find
amount of wate out how a plant
r and heat it ’s growth is affec
what a plant need gets at Internet ted by the
s to grow well. Link 4.3. Discu
ss with a friend
Key questions are used ve

r Mo
Disco
re
instead of traditional
!
How do plants
survive in extrem Discover More! extends
headers to help pupils
ely hot or cold
The Arctic is one places?
pupils’ knowledge through

of the coldest places
Many Arctic plants in the world.
have adapted
• growing on t to
he ground like a ca the cold climate by:
better capture the gist

protected from rpet so that they a
the wind. re
suitable enrichment
• growing shal
low roots because
• growing long the ground is froz
fuzzy hairs on the en.
of what they are going

leaves to keep wa
rm.
materials and research

Cacti, on the other
hand, are well-a
to survive in hot dapted
and dry places
to learn.
deserts. They have such as
store water and s swollen stems that can
topics, encouraging pupils

mall, needle-like lea
prevent the plant ves to Arctic plants avoid
from losing too cold winds
much water. by growing
What kind of roots low to the groun
do cacti have to h d.
to ask questions and learn

doing an Intern elp them survive in
et search. You deserts? Find out b
in deserts?’ may use questi y
ons such as ‘How
do cacti survive
on their own.
The enlarged stem
water to help of a cactu
it survive in a desers stores
t.
Talk
It Out
Can you reme
mber what these
up with a frien new words mea
d and test each n? Pair
Absorb other on these
Flower words!
Anchor Photosynthesis
Fruit Transport
Bud Root
Leaf Warmth
Energy Stem
Oxygen Wither
Support
87
SC ENCE SC ENCE SC ENCE SC ENCE SC ENCE SC ENCE

SMART SMART SMART SMART SMART SMART
1 2 3 4 5 6
Authors: David Lim Kee Ann • Esmund Chua
Textbook Authors: David Lim Kee Ann • Esmund Chua
Textbook
Consultants: John Sadler • Emily Clare Consultants: John Sadler • Emily Clare Consultants: John Sadler • Emily Clare Consultants: John Sadler • Emily Clare Consultants: John Sadler • Emily Clare Consultants: John Sadler • Emily Clare
Textbook 1 Textbook 2 Textbook 3 Textbook 4 Textbook 5 Textbook 6

978-981-4321-60-0 978-981-4321-63-1 978-981-4321-66-2 978-981-4321-69-3 978-981-4321-72-3 978-981-4321-75-4
11
Develops Essential Science Skills
! Chapter
Flowers
Biology Introdu
cing ... Roots,
Leaves,
Stems and
4
Observing,
Living Things and Their Life Processes
What’s In This Chapter? Chapter
m en t
E xper i m e!
Analysing
What Are the Life Processes 1 Ti
in
Humans and Other Animals? of the stem.
you a function
Experiment Time!
Hmmm... Rita, Ari,
My pet ent will show
e Things their pets and all of us are alike in This experim
nb moves about a lot, My pet loves to eat, louring
ca some ways. We carry out similar • Red food co
ca
develops pupils’ Materials: m
• A celery ste
just like me! just like me!
nb
activities every day! What do you
• A container
e
think these activities are?
experiment and
:
Instructions
Living red red.
Non-living s been colou
Step 1 h water that ha
ontainer wit
to
instrumentation skills Fill half the c
Step 2 celery stem at an an

gle.
as well as Science
a b rry o
e end of the
ca
le
ab out ff th
le ut
Carefully cut o
to
not ry
Build Your Skills!
Life
processes develops
ca
r
oloured water.
process skills.
The next time you visit a zoo, farm or n Step 3 e container of c ys.
ational park, watch
what the animals are doing. You may lery stem into th three da
pupils’ process and inquiry the things they do are similar to the
notice that some of
things you do!
Place the ce
Leave the c
elery stem in
n the celery
the water for
stem. W hat do you observe?

a. Cut ope
skills, and deepens their
r
ou
Y
ld
ui
?
of the stem
B
understanding of Skills!
Observing,
Communicating b. What do
es t his tell you a
bout a function
newly-acquired concepts
Let’s do a show-and-tell! Bring a pet
to school if you have one, or a photo
your pet. Share with your friends what of
What Will I Learn? your pet.
you have learnt and noticed about
I will: with carefully designed

M
er or
scov
Here are some things you can share:
e!
t for ms.
• How long have you had your pet many differen
Underground
1. Know the life processes that humans Stems come in
Di
questions and activities.
and other animals undergo. ? Has it grown? stem Stem
2. Understan • How do you take care of your pe storing
d that all animals need air, water and t? water
food to stay alive. • Does your pet know you? How
3. Know the life processes that plants undergo. does it show that Stem Climbing
it recognises you? covered stem
4. Be able to describe the difference Some stems canr.
s between living and non-living • What does your pet do if it hear
s a loud noise?
by bark
Some stems are store a lot of wate
things using my knowledge of life proces • What is your pet’s favourite foo Some stems ares
nd.
found undergrouems
s such
This helps plantshown
ses. d? What does it do s
if it does not get enough food or water? Some stems are ring of weak. These stem Underground storizontally as the cactu e in
nd usually grow h out here to surviv rain.
woody. The cove s called may twist arou ow
• What does your pet do when it g a woody stem i s have poles as they gr and roots grow places with little
ets tired? the bark. All tree for support. along the s tem. 77
woody stems.
Now you have heard your friends share
about their pets.
2 What needs do the pets have in common?
Do human
babies have the same needs?
3
Enhances Understanding and Encourages Independent Learning
Map It Out enhances pupils’

Sorting Living Things Chapter
2
Language is kept
Biology
Other useful bacteria are What would happen
Growth
s living things
to grow. When
a living decomposers. They break if there were no bacteria
understanding of each chapter
simple to help ases to break down dead plants
Nutrition allow size. It also incre down dead plants and
omes larger in
and animals into simpler
thing grows, it bec
is, it bec ome s heavier. animals into simpler substances?
by organising all the key
pupils understand in weight, that substances. These substances
return to the soil as nutrients
for plants. concepts learnt in a visual and
concepts easily. This rabbit is being decomposed easy-to-comprehend manner.
Activity
by bacteria. Its body will be broken >> Workbook
down into nutrients that will be
absorbed by the soil. Activity 7: Fungi, Bacteria, Or
Both?
r Mo Activity 8: Guess My Type!
ve
Disco
re
!
Oil spills pollute the ocean and harm living Analysing, A bird covered
Communicating in oil from a spill in
things that get caught in the oil. Spills may
take months or even years for humans to the ocean.
Chemistry
clean up.
a
also known as
A baby horse, .
an adult horse Luckily, we have help from an unexpected source — oil-eating bacteria!
foal, grows into Some special types of bacteria can break down the dangerous
chemicals in oil into harmless substances. Scientists have been using
these bacteria to clear oil spills.
Ama ing Facts! Map It Out
Do an Internet search to find out how oil spills happen and how oil spills
The blue can harm living things. Discuss with a friend how we can reduce the
whale is the chances of oil spills happening.
Leathe r
largest animal
such as
Cotton Silk
on Earth. It can
su
metres Plastic
grow up to 30
ch
Cross Link! enables one of the Talk as
as
long. It is also It Out su ch as ch
ls. Blue
‘greediest’ anima su Wool Glass
h as
Can you remember what these new words mean? Pair up with Rubber
suc
small sea
whales feed on
pupils to see the krill. An adult a friend and test each other on these words!
ha
Natura l suc h as
suc
creatures called
about 3600 kg as Ceram ics
s
blue whale eats h
of krill a day!
abdomen decay mammal suc suc suc h as
h a Feathe rs
‘big picture’ of what amphibian decompose mould
s suc
h as
su c h
bacteria fin reptile Wood Man-m ade

into an adult. Metal
A child grows bracket fungus fungus scale
they are learning, by as it
as
ca
Link! appearance classify gill thorax
Cross
also change in nb
A living thing may
Metal
out how some
als like that? cold-blooded head vertebrate e
think of any anim
You will find e
chang e in
nb
helping them make grows. Can you
living things
in Grade 4
common characteristic invertebrate yeast
appea rance
Life Cycles Waterproof ca
Chapt er 1: The 47
of Anima ls. • Does not allow Materials
connections to topics 6
Strengt h
• Ability to
support a heavy
water to be
absorbed
ve
taught earlier. It also Talk It Out encourages pupils to explain
load without ha
su ch as
as
breaking
Magne tic
su c h
highlights the topics the meaning of new words they have just
Hardness s u c h
• Ability to as su ch
a s • Whether a material
can be attracted by
magnets
that will be covered at

withstand
su ch as
learnt to one another, thus developing
scratches Proper ties
as Elasticity
such
higher levels.
• Ability to stretch
their English-speaking skills.

easily without
su ch as
Flexibility breaking
• Ability to bend tha
easily without
th
Heat e lp
breaking us
conductivity Choose Specif ic
• Whether heat can materia ls
pass through the for purpose s
material easily
to make
objects
114
Builds Exam Confidence

Biology
Work It Pushes and Pulls
Out Chapter
What’s In This Chapt

er? 6
Let’s work out
the following
Johnny has
A simplified Mind Map
question toge Comparing,
a paper wind ther! Inferring
windmill to mak mill.
e Things ca e the windmill He blew at the blades
nb nb spin. of the paper
shows pupils their

ca e
Windmill
Work It Out develops pupils’
learning journey for
blade
Non-livi ng
Living
confidence in answering
each chapter. The exam-style questions for
ou to
ca able
rry le
t
rry to
ca t ab
Cambridge Primary ou Life

no
each topic. The helping

t
processe s
a. What type
learning outcomes
of force caused
the paper wind
A push/pushing
force caused
the paper windm
mill to spin?
[1 mark]
questions asked by the
covered are also spin. ill to
b. What can
SMART characters guide
Johnny do to
your answer. make his pap
er wind mill spin faste
detailed. This gives pupils He can blow hard
er at his pape
r windmill. [1 mark
] When he blows
r? Explain
[2 marks]
pupils’ thought processes.
a good idea of the topic
force pushing harder, the
the windmill blade
This prepares pupils well

s will be greater.
What Will I Learn? c. Johnny held
[1 mark]
to be covered. I will:
1. Know the life processes
that humans and other animals
undergo.
to stay alive.
How do you
his
then blew at paper windmill further awa
it with the sam
think this will e amount of
y and
for the Cambridge Primary
need air, water and food force. Do you think the
windmill spin cha
2. Understand that all animals ning? Why do nge the speed of the
size of a
force increases
that plants undergo.
Checkpoint tests.
you think so? or decreases
3. Know the life processes n living and non-livin g The windmill will
spin [2 mark s]
with distance?
differences betwee more slowly. [1
4. Be able to describe the
mark] This is
because less
of life processes. be exerted on force will
things using my knowledge the windmill as
the distance
between John
windmill increases ny and the
. [1 mark]
2
127
12
Workbooks Discover Scie
nce
w irh our
• Consolidates Learning and Tests Understanding Workbooks!
• Develops Process Skills
• Builds Experiment Skills
• Provides Ample Exam Practice
Consolidates Learning and Tests Understanding

Introducing
Activities cover the key learning

... Roots, Lea
ves, Stems and
Name: Flowers!
Flowers!
5
s, Leaves, Stems and
Introducing... Root
Class:
Date:
outcomes in the Cambridge Primary Activity
Light Up My
Class:
Date:
Name: Know You! Life
Let Me Get to
1 curriculum framework.
Process skill
Dear Plant,
s: Observing
, Organising
, Analysing
Activity parts
How do the ?
nicating, Comparing of plants look Aim: To find out
• Comprise challenging questions that
Observing, Commu what happen
Process skills:
s when leaves
do not get sun
Instructions: Find a plant that you like. Materials light.
Visit your school garden or a park.
ted.
consolidate learning, develop process • A leafy pla
• Black pape
nt
, sketch the plant you have selec r
a. In the box below
Living Thi
ngs and The
skills, as well as test understanding. • Paper clip
s
ir Life Pro
cesses Procedure
Name:
• Experiments, investigations and
1
Step
1 Select a lea
Class: fy pla
in a sunny cor nt growing in your sch
Activity
even simple projects are included to
Date:
How Do I Su ner of your ool garden
Process skill
rv ive? classroom. or place one
s: Comparin
encourage pupils to explore, inquire

Step
g, Evaluating 2 Select a larg
You are give e green lea
n a challenge the leaf with f on the pla
What do you need a pie nt. Cover the
deserted isla to survive on secure the pap ce of black paper. You top layer of
and seek answers for themselves in an
to stay alive?
nd for seven a faraway er to the lea may use pap
days. f. er clips to
You are give
n a list of thin
a. Study the
things in the
gs that you can
choose to brin
g with you. exciting and interesting way.
each thing list below and
according to
survive on the
Not important
island.
how import
colour the star
s
ant it is in hel below
ping you
• Teachers can incorporate Activities
Important —
— do not col
color one star
our any star
s into their lessons to complement their Black paper
Very import
ant — colour
two stars teaching. Paper clip
Things you may

choose to brin
g
Pillow
Fork and spo
on
Canned foo
d
57
A story boo 67
k
20 litres
of water Extra clothes
My favourite
toy
A picnic blan
ket Computer gam
es
Matches and
Lead-in questions asked by
Materials All Around Us
candles
A chair
Photographs Name: Class: Date:
2
of my family
Activity Help Tom Catch the Fish!
be
SMART characters helps pupils
identify the objectives easily,
What would
Process skills: Analysing, Inferring, Predicting rial for a
a good mate
fishing line?
1
Tom went fishing one day.

enabling them to stay focused on
He tried to catch a fish with
a fishing line made of cotton,
but it broke!
completing the Activity.
Colourful presentations and Fit For Life
pictures are used to engage and 1. Why do you think cotton is not a suitable material for making a
fishing line? Name:
motivate pupils. This enables pupils Activity

6 Sweet and Sticky Snac
ks!
Class:
Date:
Name:
Introducing... Roots
, Leaves, Stems
and Flowers!
Class:
Date:
4
ne!
to see the relevant details better
Process skills:
Leaf Me Alo
Observing, Contras
ting, Inferring
Study the foods and Which foods are Activity
drinks below. sweet and sticky?
leaves
How are plants?
when answering the questions or g, Inferring to

Observing, Analysin important
For each row, one Process skills:
of the foods is swee
other is not. t and sticky while the
his Put a tick
line to(✔) in the boxe Instructions: seedlings that are
carrying out the experiments and
Tom changed fishing
are swee s below the foods ical pots of young
of tnylon.
andThissticky
time. that Prepare two ident
one made
one seedling.
ve all the leaves from
growing well. Remo
he was able to catch a fish of
investigations.
a. same size without the line
the
breaking.
Chocolate milksha
2. What does this tell you about nylon when compared to cotton?
ke
Milk
b.
Give each
w in your classroom.
79
lings next to a windo
Plain cereal Place the two seed week.
Cookies with jam r every day for a
seedling a little wate
c. rvations in the
Record your obse
ling over a week. ns may include
Observe each seed . (Your observatio
on the next page
table below and of the seed lings.)
colour of parts
changes in size or
s
Bread s Seedling with no leave
Donuts Seedling with leave
d.
Waffles with syrup Beginning of

Waffles with fruits
experiment
53 65

SMART SMART SMART SMART SMART SMART
1 2 3 4 5 6
Workbook Authors: David Lim Kee Ann • Esmund Chua
Workbook
Consultants: John Sadler • Emily Clare Consultants: John Sadler • Emily Clare Consultants: John Sadler • Emily Clare Consultants: John Sadler • Emily Clare Consultants: John Sadler • Emily Clare Consultants: John Sadler • Emily Clare
Workbook 1 Workbook 2 Workbook 3 Workbook 4 Workbook 5 Workbook 6

978-981-4321-61-7 978-981-4321-64-8 978-981-4321-67-9 978-981-4321-70-9 978-981-4321-73-0 978-981-4321-88-4
13
Develops Process Skills Name:
Living Things and Their
Life Processes
Class: Date:
Materials All Around Us

Activity 3 The Toy Test
g, Comparing, Inferring
Does a
perated
battery-o o life
Process skills: Observin toy underg ?
processes
Name: Class: Date:
ht a battery-operated
Worksheet
1 My Super Motorbike!
Your teacher has broug
toy to class.
some tests using the toy.
Your teacher will conduct
Process skills: Contrasting, Analysing, Predicting How do vehicles
the sentences below.

protect us in
Complete the table using
accidents?
Mr Lee was riding a motorcycle while Mr Kaur
was driving a car.
Mr Lee
Process skills are highlighted to • It cannot grow.
live.
• It does not need food to
Mr Kaur
help pupils and teachers identify • It is not able to respond
to changes.
n its own.
the process skills to be acquired in • It is not able to move o
the Activity.
is not
The battery-operated toy
Both drivers met with a minor accident. Mr Lee was slightly injured but Test a living thing because...
Mr Kaur was not injured at all.
toy
My teacher says that the
a. Which of the following is the main reason why Mr Kaur was not h but it
has not eaten for a mont
injured? Put a tick (✓) in the box with the reason of your choice. .
can still stand firmly on its feet
ves the
(i) He was protected by the strong metal body of his car. When my teacher remo
not
battery from the toy, it is
(ii) His car had windows while Mr Lee’s motorcycle had no
windows. able to walk around.
the toy walks to the edge
When
top or
(iii) His car was heavier than Mr Lee’s motorcycle. of the table, it does not s
turn around.
b. Mr Lee’s body was injured during the accident, but his head was not
toy is
injured. Why was his head not injured? My teacher says that the
was
the same size as when it
bough t some time ago.
4 Chapter 1
89
Builds Experiment Skills Results

a. Why do
you think oil
Step 4? was poured
onto the sur
face of the
water in
s!
Leaves, Stems and Flower
Introducing... Roots,
Class: Date:
Name: b. After a we
3
ek, observe
Test My Roots! a line on eac the water leve
ls in Containe
Experiments included in the
Activity h con
levels after one tainer on the right bel rs X and Y. Dra
w
week. ow to show
Process skills: Observing
, Contrasting, Inferring the new water
Activities allow pupils to get familiar
Beginning of expe
in water. riment
of the balsam plant take
Aim: To find out if the roots
After a week
Materials
with conventional experiment
• Two similiar container
• Two similiar balsam p
s
lants format, comprising Aim, Materials,
• Oil
Procedure and Results.
Procedure
Y. Container X
Step
1 Label the containers X and Container X
plant
roots in Container X and a balsam Beginning of expe
Step
2 Place a balsam plant with riment
Y. After a week
without roots in Container
shown below.
same amount of water as
Step
Fill the containers with the
3
each container.
Mark the water level on
Balsam plant
Balsam plant with no roots
with roots
Oil Container Y
Container Y
Water c. What doe
s this experim
observe tha ent tell us abo
t helped you ut the roots?
Container Y reach your What did you
Container X answer?
container
the water surface of each
Step
4 Pour a thin layer of oil on
as shown above.
for a week. 63
Step
5 Leave the two containers 64 Chapter 4
Provides Ample Exam Practice

Life Processes
Living Things and Their
Class: Date:
Name:
Worksheet 1 Growing Plants

plants grow.
Marks scheme for exam-style
Rita wanted to find out
how light changes the way
questions are provided to give pupils
She got two identical
She made sure each pot
pots of plants.
had the same
the same
practice in answering appropriately to
amount of soil. She added
amount of water to each
plant. acquire the marks allocated.
Worksheets comprise
challenging questions that
test understanding and
application. She then placed one plant
large box and put the
in a
lid on it.
in a
She placed the other plant A week later, the two plants looked like this:
garden .
sunny place in her
Rita left the plants for one

week.
that her
that Rita kept the same to ensure
a. Name three variables [3 marks]
test was fair. Fit For Life
(i) Name:
2
Class: Date:
Worksheet
(ii) Eating Right!
Plant A Plant B
(iii) The table below shows Tom’s
meal plan.
Breakfast b. Which plant did Rita place in her garden? [1 mark]
• Two slices of bread 15
• A piece of sugar-coate
d donut
• A glass of milk
Exam-style questions are Lunch
• A bowl of chicken nood
also included in every
le soup
• A glass of orange syrup
c. Plant B had grown taller than Plant A. Why do you think Plant B
drink
grew taller? [2 marks]
Dinner
chapter for pupils’ practice • A plate of spaghetti wit

• A piece of chocolate ca
h meatballs
ke
and to prepare them well a. Tom’s meal plan contain

s too much food rich in
for the Cambridge Primary foods should he cut down sugar. Which three
on?
[3 marks] d. Give ONE other way in which Plant B looks different from
Checkpoint tests. Teachers b. Name two ways in which

Plant A. [1 mark]
can use Worksheets as

food rich in sugar can be
bad for Tom.
[2 marks]
(i)
homework or for class (ii)
e. Rita then put Plant A by her bedroom window. After one week, it
had bent towards the window. Why did this happen? [2 marks]
discussions. c. Name one food group
not present in Tom’s meal plan.
[1 mark]
d. What foods can replac

e the unhealthy foods in ‘a’?
[3 marks] 16 Chapter 1
14
55
Teacher’s Guide
To enable teachers to deliver engaging and effective Science lessons, we provide
teachers with an array of resources for complete teaching support.
Every chapter of the Teacher’s Guide contains the following:
1. Scheme-of-Work
Scheme of Wo
rk
Chapter 1: Liv
ing Things and
(Theme: Biolog Their Life Pro
y) cesses
Total teaching time
Provides planning support Sectionn in
Sectio in Teaching
Teach
: 12 periods (6 hour
s)
to teachers — contains a

ing
Textbook
Textb ook Time Specific
Speci fic Instru
Instructiona CIPP Learning Objec
Time ctional Objectives tives
What Are
What Are the
the Content Skills
66 periods
periods Scientific Enquiry
breakdown of teaching
Life Proces
Life Processes
ses Pupils should
Pupils should::
(3 hours)
(3 hours) Process Skills
in Human
in Humanss -- know
know that
that human
humanss and Know life proces Vocabulary
ulary
and animal
animalss ses Collect evidence in 21st Century Skills
and Other
and Other undergoo life
underg life proces
processes
ses common to human a Resou
Resources
rces
-- know s variety of contexts
Animals?
Anima ls? know that
that life
life proces
processes and animals include to Analysing
ses include
include answer questions Apply technology
movement, effectively
time, Specific Instructional

movem ent, respira
respiration,
tion, sensitiv nutrition (water and or Classifying
sensitivity,
ity, test ideas. Be self-directed learner Energy
Energy
nutrition,
nutritio n, excretio
excretion, n, reprod food), movement, s Textboo
Textbookk pages
pages 33 —
reproduction
uction and
and Communicating Excretio
Excretionn — 10
10
growth
growth growth and Communicate clearly
-- Be Be able
able to reprodu
reprod Make generalisation Comparing Extinct
Extinct Workbo
to describ
describee the
the various ction (3Bl1)
uction s Interact effectively Workbook
ok Activitie
Activitiess 11 —
various life
life and begin to identify with others — 33
processes
proces ses inin human Observing Fruit
Objectives, CIPP Learning

humanss and
and animal
animalss simple patterns in Make judgements Fruit
and decisions URL
URL 1.1
1.1 —
— 1.7
1.7
results. Reason effectively Growth
Growth
Think creatively Life
Life proces
processs
Movem
Movement ent
Objectives, skills that will be

Nutritio
Nutritionn
Reprod
Reproduction
uction
Respira
Respiration
tion
What Are
What Are the
the
taught in the chapter, a list

44 periods
periods Pupils should
Pupils Respon
Respondd
Life Proces
Life Processes
ses should::
(2 hours)
(2 hours)
in Plants?
in Plants? -- know
know that
that plants
plants underg
undergoo life
Seed
Seed
processes life Collect evidence in
proces ses a Sensitiv
Sensitivity
variety of context s ity
-- know
know that
that life
life proces
processes to Analysing
ses in
in plants
plants Be self-directed learner
of new vocabulary, and

include movem
include answer questions s
movement, ent, respira
respiration, or Observing Chlorop
Chlorophyll
sensitivity, tion, test ideas. Make judgements hyll Textboo
sensitiv ity, nutritio
nutrition,
n, excretio
excretion, and decisions Textbookk pages
pages 11
reproduction n, Fern
Fern 11 —
— 16
16
reprod uction and and growth
growth Reason effectively
Think creatively Floweri
Flowering
ng plant
plant Workbo
Workbook
ok Activitie
Activitiess 44 —
— 66
resources available for the

Use systems thinking Moss
Moss
How Can
How Can We
We URL
URL 1.8
22 periods
periods Pupils should Non-flo
Non-flowering 1.8 —
— 1.12
1.12
Tell Living
Tell Living Pupils should:: wering plant
plant
Things From (1(1 hour)
hour)
-- unders
understand Spore
Things From tand and
and explain
explain that Describe differences Spore
difference that the
the Relate evidence from
Non-living
Non-liv ing differen ce betwee
betweenn living betwee n living and Stomat
Stomataa
chapter.
living things
things real world context
Things??
Things and non-liv
and non-living
ing things
things lies non-living things to Analysing
lies in
in the
the life
life answer questions Enviromental literacy
processes
proces ses that
that living
living things using knowledge or Communicating
things underg
undergoo of test ideas. Make judgements
which non-liv
which non-living
ing things
things cannot life processes (3Bl3) and decisions Textboo
Textbookk pages
cannot,, giving
giving Comparing pages 17
17 —
— 21
21
real life
real life examp
example le Reason effectively
Think creatively Workbo
Workbookok Activitie
Activitiess 77 —
— 88
Workbo
Workbookok Worksh
Worksheets
eets 11 —
— 33
URSL
URSL 1.13
1.13
2. Lesson Plans
The lesson plans consist of an Overview and Lesson Notes.
• The Overview allows teacher to see at-a-glance the number of lessons, specific 2 Scheme of Work
instructional objectives and skills coverage that will be touched on in the lessons. © 2012 Alston Publishin
g House Pte Ltd
© 2012 Alston Publishin
g House Pte Ltd
Science SMAR
• The Lesson Notes provide a detailed guide for teaching each chapter.
T Teacher’s Guide
Grade 3
3
Background
Lesson Plans
Their Life Proc
esses
information and
g Things and
21st Century Skills
Chapter 1
BSCS 5E
Chapter 1: Livin Lesson Notes
12 periods • What happens if living th Resources
Total number of periods: ings do not excrete? (Answer:
remove waste materials They will not be able to
on Plans
are also highlighted
from their body and will
Overview of Less
Explain: Explain that: fall sick and eventually die.
Their Life Processes

)
Living Things and

periods) Differences
Other Animals? (6 • Excretion is the process i
s in Humans and
Processe Number of between two n which the body gets rid
What Are the Life 21st Century Skills as carbon dioxide and of waste materials, such
Process Skills Periods concepts are water, by passing them
CIPP Scientific environment. out of their bodies into the
to give teachers a
al clearly
Lesson Specific Instruction Enquiry Skills 2
Objectives Communicate explained to • Defecating is not consid
a Communicating ered excretion because
Collect evidence in clearly dispel any undigested food not absorbed the body is merely gettin
by the body. g rid of
Pupils should: variety of contexts
to Comparing misconceptions
1.1 and Interact effectively Background Information
(page 5) - know that humans answer questions
or Observing : Food is digested in the
complete picture of
life with others intestine. Undigested food mouth, stomach and small
animals undergo test ideas. is passed out of the body.
processes Reason effectively since the undigested food This is defecation. Note
is not produced in the body, that
- know that life processes Think creatively it is not excretion.
include movemen
t, Project Idea: Keep a garden
s
snail in a container and
Main Lesson Plan

es
respiration, sensitivity, excretes any waste. observe if the snail
the concepts being

Living Things and
Their Life Process
nutrition, excretion, 21st Century Skill: Reason

growth 4
reproduction and Apply technology effectively
Analysing
effectively Resources
tions and 1.1Classifying
Make Reproduction
Pupils should: Lesson
1.2 the generalisa Be self-directed Lesson Notes
taught.
(page 7) - be able to describe in begin to identify Communicating Ask pupils: Textbook page 10
5E learners 1, and
various life processes simple patternsBSCS
in
Comparing Make judgements animals and plants in Grade • Why do animals need to p
humans and animals results. Informa tion: Pupils learnt about roduce young? (Answer:
Observing Backgro und
and decisions
ent in Grade 2. die.) To replace the animals that
things and their environm
about living
Reason effectively Explain that:
helped Textbook page 1 • Reproduction is the proc
Chapter opener given to the plant ess of producing new an
if the milk Ari has s reproduce, their kind will imals. If animals do not
opener to discuss ) need to keep ourselve die off and become extinct.
(4 periods) : Use the scene in the and of animals (i.e. humans • Some animals reproduce
Processes in Plants? Engage what plants
about Skills Number by laying eggs while oth
What are the Life it grow. Talk
Process Skills
21st Century alive. Animals can also ers give birth to their youn
Pupils are given processes.
Periods produce one young or many g
alive leading to life
al CIPP Scientific young at a time.
Specific Instruction Tell pupils that they will
Lesson Enquiryan interesting
Skills
Be self-directed
4 learn more about how different
Objectives u think s o? Chapter 2. animals reproduce in
think
idea intoa Analysing Ask pupils: milk? Why do yo
The lesson notes follow

learners
ally grew because of the normal houseplant.)
Collect evidence Evaluate:
Pupils should: about to Observing • Do you judgemen plant re
Makethink the ts Project Idea: You may ge
variety of contexts
1.3
that plants undergo and decisionsbecause the plant
is bigger than a Pupils recap
become extinct; and the
t pupils to research on h
ow and why the Dodo bi
(page 10) - know answer questions
or
(Answer: Yes, and air. You rd URL 1.7
need food, water what they have consequences of extinction
Reason effectively eed to survive? (Answer: Plants
life processes of a species.
in test ideas. learnt and Recap on the seven life
- know that life processes t, plants n chapter.) processes and their definitions.
• What do get their food in this
the BSCS 5E Inquiry

plants include movemen Think creatively assess their the seven life processes Help pupils to remember
about how plants air.) using the acronym MRS
respiration, sensitivity,
learn
willUse systems thinking : Food, water and grasp of Movement, Respiration, NERG, which represents Workbook page 4
nutrition, excretion, human s need t o survive? (Answer learning
Sensitivity, Nutrition, Excretion,
Reproduction, Growth. Activity 3: The Toy
growth • What do Teaching Strategy: Memory
reproduction and outcomes aids Test
survive, but a
Explain that: water to
approach by introducing
(4 periods) nts and humans need food and – these are non-living URLS 1.5, 1.6
Processes in Plants? • Living th ings such as pla Number of and water
What are the Life Process Skills
21st Century Skills toy does not need food
plastic plant or stuffed
Periods
al CIPP Scientific
Specific Instruction Enquiry Skills 2 dergo. Internet link for Lesson
Lesson
Objectives things.
Enviromental literacy that only living things un
1.2
each of the 5Es (Engage,

Analysing r nutritio n is a life
ts process
Relate evidence Make judgemen
• Eating o URL 1.1: Trailer clip for
1.4 Pupils should: from real world Communicating and decisions life process. the movie Castaway (Optional to
is also a play this video as introd
life processes as well.
d and explain http://www.youtube.com
(page 14) - understan context to answer Comparing • Growth Reason effectively /watch?v=PJvosb4UCLs uction and lead-in to Wor
that the difference will learn about other kbook Activity 1)
between living things
questions or test
Thinkthat in this chapter, they
creatively
from non-living things. URL 1.2: Video of grizzly
Explore, Explain,
Tell pupils
able to tell living things
lies ideas. bear catching salmon (Optional
and non-living things Then, they will be lead-in to Workbook Act to play this video to show
how and why animals move
that ivity 2)
in the life processes Creative thinking as
Relating to real life; http://www.youtube.com
Teaching Strategies:
things undergo
living /watch?v=0NcJ_63z-mA
which non-living things
Think creatively
URL 1.3: Video of lioness
Elaborate, Evaluate) into

life
cannot, giving real 21st Century Skill: owth.Water hunting zebra (Optional
ter and milk on plant gr Workbook Activity 2) to play this video to show how and why animals
ent with the effects of wa and one with water. Ask pupils to
examples move as lead-in to
http://www.youtube.com
Project Idea: Experim with milk in /watch?v=INcW26-iyqU&
Elaborate: for two weeks, one will berevisited later feature=related
two similar plants g questions which
Pupils develop ns for the followin URL 1.4: Video of flamingoes
a lesson at appropriate
note down their predictio
fleeing from predators
http://www.youtube.com
deeper /watch?v=1NClMD5IR0o&
understanding the chapter. Pte Ltd
lthier?
House feature=fvsr
ears hea
1. Which plant app URL 1.5: MRS NERG and the seven
life processes (correspo
from plants grow? nds with Internet Link 1.1 i
2. Does milk help ith milk? http://www.oum.ox.ac.u n Textbook)
rmally water our plants w
challenging k/thezone/animals/life/i
junctures.
Lesson Plans ndex.htm
Textbook page 2
4
ideas that 3. Why don’t we no URL 1.6: Glogster®: You
may get pupils to use this
extend r?, What Will I Learn? http://www.glogster.com website to come up with
posters for MRS NERG.
conceptual What’s In This Chapte journey will be like
for this chapter.
what their learning You may wish to
understanding Emphasise to pupils reading out loud.
URL 1.7: More information about
of the mind map by the Dodo
Tip: Trace the path http://en.wikipedia.org/
and skills Teaching wiki/Dodo
you speak.
draw the map as
ing or non-living. s are not.
• Things can be liv cess, but non-living thing
able to carry out life pro © 2012 Alston Publishing
• Living things are
House Pte Ltd
Textbook page 3 Science SMART Teacher’s
?
s and Other Animals Guide Grade 3
9
Are the Life Processes in Human Skills.
What activity in Build Your
Explore: the show-and-tell the questions listed
in the
Pupils learn Activity: Carry out pets. You may use
what
share about their the class to think about
to use inquiry Have a few pupils pupils have shared, ask
After
through a activity to get started.
hands-on
activity and
teacher-led
they have learnt.
Ask pupils:
• What needs do t
n? What are some of the
he pets have in commo rest, shelter etc. Pets eat, run, sleep
food, water, exercise
,
things they do?
Teaching tips, teaching strategies, All URLs used in the lessons
suggested activities and project
discussion (Answer: Pets need
are consolidated at the

babies share
etc.) ? (Answer: Yes, human first
es have the same needs To answer this question, pupils may
• Do human babi do
needs as pets.) Note: themselves, eg How
many of the same
ideas are included to make

the activity about
questions listed in (Answer: I need
need to answer the when you get tired?
end of each lesson for easy

? What do you do hen I’m sick.
you take care of yourself nt, see a doctor w
ive in a clean environme
to have regular meals, l
lessons more fun and lively.

I yawn/go to sleep.)
Teacher’s Guide
Grade 3
5
reference.
Science SMART
g House Pte Ltd
© 2012 Alston Publishin

SMART Teacher’s
SMART Teacher’s
SMART Teacher’s
SMART Teacher’s
SMART Teacher’s
SMART Teacher’s
1 2 3 4 5 6
Consultants: John Sadler • Emily Clare Guide Authors: David Lim Kee Ann • Esmund Chua
Consultants: John Sadler • Emily Clare Guide
Teacher’s Guide 1 Teacher’s Guide 2 Teacher’s Guide 3 Teacher’s Guide 4 Teacher’s Guide 5 Teacher’s Guide 6
978-981-4321-62-4 978-981-4321-65-5 978-981-4321-68-6 978-981-4321-71-6 978-981-4321-74-7 978-981-4321-89-1
15
Biology
Biology
Living Things
Living Life Processes
Their Life
and Their
Things and Processes CChhaapptteerr
Activity
Background 1
3. Textbook
Refer to Lesson 2.1 for more
Reproduction
Growth What Are the Life Processes
Sensitivity
Chapter 1

information.
Living Things and

When living things grow, they get Ama ing
bigger, taller and heavier. Living
Facts! Reproduction
Nutrition allowsisliving things toin grow. When a living
a process which a young is in Plants?
What would you do when something scares you?
Use the cartoon here to introduce
things take in food and water Humans usually produce produced
thing grows,from
it becomes
its parents.
largerAllin living
size. Itthings
also increases
will die Imagine that you unexpectedly saw a cockroach.
to grow. The growth of a living
only one young, or baby, at one
in weight,
day. Ifthat
a kindis, itofbecomes
animal did
heavier.
not reproduce, there Now you have learnt about the life processes of
Would you scream or jump? the concept of life processes in
a time. However, sometimes plants. You may ask pupils:
thing continues from young till full two or more babies are would be no more of its kind left. When this happens, humans and other animals. Do you think plants
undergo the same life processes? Let’s find out!
Wraparound
maturity. born at the same time. Two we say that animal has become extinct. • In the cartoon, what life
babies born together to
the same mother are called
processes does the plant
twins. Twins When an animal reproduces, a young is born. The My mother tells me to show?
can look young will grow to look like its parent. eat my food so that I will
different or grow. Do plants need food • How are these life
I water my plants so
Link identical.
that they will grow and water to grow too? processes similar or
Some animals produce tall and strong! different in plants and
Pupils will learn more about
animals?
Features include:
r Mo a single young at a time.
weight in Grade 6 Chapter 5: ve
Disco
re
Mass & Weight. Pupils will also
!
Some animals produce
learn more about how some living many young at a time.
If you find it hard to
things change in their appearance remember the different life
as they grow in Grade 4 Chapter Key Inquiry
• Background
processes, Mrs Nerg can Try blowing at ants. Do you notice that they scurry
1: Life Cycles of Animals. help you! You see, the A baby horse, also known as a
letters in the name foal, grows into an adult horse. away from you? Question
MRS NERG stand for Background Do plants undergo the same life
Ama
the seveningdifferent life Biology
Facts!
processes. Just take the first All living things must processes as animals?
Chapter 1
reproduce
• Teaching Tips
The blue
letter of each life process in order to ensure
whale is the continuity of
you have learnt, and you their kind. If a species
largest
will findanimal
her! reproduce, they will
do not Ama ing Reproduction
on Earth. It can Some animals become Facts!
Reproduction is
extinct. In order for
Meetup
grow MrstoNerg and find
30 metres reproduce by living things to Humans usually produce a process in which What Are the
out more
long. about
It is also onetheof the laying eggs.
reproduce, a male
and a female
only one young, or produced from its
parents. All living
a young is L
in Plants?
baby, at
• Key Inquiry Questions

Plants make up another group of living things. must usually mate. a time. However, sometimes one day. If a kind things
seven life processes
‘greediest’ animals. Blueat
However, two or more babies of animal did not reprodu will die
Internet
whales feedLink
on1.1.small sea there are organism are would be no more of its ce, there
s (usually born at the same
time. Two kind left. When this hap Now you have learnt
creatures called krill. An adult asexual), like amoeba we say that animal
Unlike humans and other animals, plants cannot , that are babies born together
to has become extinct. pens,
humans and other
abo
blue whale eats about 3600 kg able to reproduce the same mother
move from one place to another. Finding and eating without a male are called anima
of krill a day! and female. twins. Twins
When an animal reprod undergo the same
Activity Some animals food is not important for plants because they can can look life proc
• Common Misconception
>> Workbook Living things are sensitive to changes around them. young will grow to uces, a young is born.
reproduce by make their own food. different or
look like its parent. The
Activity 3: The Toy Test A child grows into an adult.
giving birth to They respond to these changes. When a living thing identical.
Cross Link! young alive. responds, there is a change in its action or behaviour.
You will find out how some
However, plants undergo life processes just like Link ve
r Mo
Some animals produce I water my plants so
A living thing may also change in appearance as it humans and other animals. Let’s take a look at the
Disco
that they will grow
re
living things change in a single young at
a time.
• Activity
!
appearance in Grade 4
grows. Can you think of any animals like that? life processes in plants. Pupils will learn more tall and strong!
Chapter 1: The Life Cycles about how
of Animals. different types of living If you find it hard
to Some animals produce
things remember the different
reproduce in Chapter life many young at a
10
6 2, Sorting
117 processes, Mrs Nerg time.
Living Things. can
help you! You see,
the
letters in the name
• Link
MRS NERG stand for
the seven different
life
processes. Just take
the first
Vocabulary letter of each life
you have learnt, and
process
you
Project Idea Reproduction — ree-pruh
-duhk-
will find her!
• 21st Century Skills

shuhn Meet Mrs Nerg and Some animals
find
Refer to Lesson 1.2 for more information Extinct — ik-stingk
t
out more about the reproduce by
seven life processes laying eggs.
at
Internet Link 1.1.
Using the internet and/or the aid of library resources, ask pupils to research
on the growth of a few living things of their choice. You can get pupils to Plants make up another
group
• Vocabulary
present to the class through PowerPoints, or through posters. Pupils should Get pupils to comple
be able to conclude that difference species of living things grow to maturity te >> Workbook Activity Unlike humans and
Activity 3 in the Work move from one place
other ani
at different rates. book. Activity 3: The Toy Some animals to anothe
Test food is not importa
reproduce by
nt for plants
giving birth to make their own food.
• Project Idea
young alive.
However, plants
undergo life
21st Century Skills 10
humans and other
animals. Let’s
life processes in plants.
Apply technology effectively; Be self-directed learners
Activity
Refer to Lesson 1.2 for mo
re information
1. Ask pupils why
living things need
that if a living thing to produce young.
do not reproduce, Highlight
and become extinct. their kind will eventua to them
lly die off
24
2 4 Textbook Wraparound © 2012 Alston Publishing House Pte Ltd © 2012 Alston Publishing House Pte Ltd Science SMART
2. Help Teacher’s Guide Grade 3
pupils recap 29
29
on the
the acronym MRS NERG. seven life processes and their definition
You may refer your pupils with
for more informat to the following U
ion: RL
http://www.oum.ox.ac.uk
You may get pupils /thezone/animals
to use Glogster® /life/index.htm
with posters on MRS at this internet website
NERG: to come up
http://www.glogster.com
.
Project Idea
Research on the D
odo bird and find out how
More information
at this: http://en.wikiped the species became extinct.
ia.org/wiki/Dodo
28
28 Textbook Wrapar
ound

House Pte Ltd
4. Workbook Wraparound Living

LivingThings
Thingsand
andTheir
TheirLife
LifeProcesses
Processes
Features include:
Chapter 1
Name:
Name: Class:
Class: Date:
Date:

8
Living Things and

Day
Day 77
Activity
Activity A Diversity
A of Things
Diversity of Things
• Before Carrying Out This Activity...

Process skills:Communicating,
Processskills: Communicating, Classifying,
Classifying, Comparing
Comparing How are
How living things
are living things
differentnt from
differe from
ng things?
non-living
non-livi things?
Day
Day 10
10 Instructions:
Instructions:
Visit
Visit the
the zoo
zoo or
or your
your school
school garden,
garden, or or take
take aa walk
walk around
around
your
your neighbourhood.
neighbourhood. Take
Take note
note of
of the
the different
different things
things you
you see.
see.
• Skills Overview a.
a. Which
Which life
life processes
Growth,
processes did
Growth, sensitivity
did you
you observe
sensitivity (Other
observe in
(Other acceptable
in the
the potted
acceptable answer:
potted plant?
plant?
answer: Movement)
Movement)
a.
a. In
In the
saw.
the box
box below,
saw. They
below, write
They may
picture
picture of
may be
of each
write down
be living
down eight
living things
each thing.
thing.
things or
eight different
different things
or non-living
things you
non-living things.
you
things. Draw
Draw aa
• Tips for Teachers b.

b. Which
Which life
No
life processes
No life
processes did
life processes
did you
processes were
you observe
observe in
were observed.
observed.
in the
the plastic
plastic plant?
plant?
• Further Explanation c.c. What

What does
does this
this tell
tell you
you about
about the
the difference
difference between
between real
real plants
plants
Chapter 1
A week later, the and

and plastic
plastic plants?
plants?
two plants looked
• Marking Scheme
like this:
Living Things (Pupils
(Pupils should
should write
write down
down living
living things
things such
such as
as tree,
tree, tiger,
tiger, rabbit
rabbit
Real
Real plants
plants can
can undergo lifeand
undergo life processes
processes but
but plastic
Their Life plastic plants
Processeplants cannot.
cannot.
s etc,
etc, as
as well
well as
as non-living
non-living things
things such
such as
as bench,
bench, cage,
cage, spade
spade etc.)
etc.)
Name:
2
(Other
(Other acceptable
acceptable answer:
answer: Real
Real plants
plants can
can grow
grow and
and respond
respond
Class:to
to changes
changes inin their
their
Worksheet Date:
Monkey Business!
surroundings
surroundings but
but plastic
plastic plants
plants cannot.)
cannot.)
The pictures below
show a wind-up monkey,
a monkey and a monkey
tree.
Marking Scheme Plant A

Plant B
c. A comparison b. Which plant did
must Rita place in her garden
be made between ?
Plant Plant A [1 mark] Wind-up monkey
A and Plant B in order Monkey
for 12
12 Chapter
Chapter11
Monkey tree
13
13
two marks to be awarde Use the words below
Hence, the first mark d. c. Plant B had grown to fill in the gaps in
is taller than Plant A. each word once, the sentences. You
grew taller? Why do you think more than once or may use
awarded when the Plant B not at all.
pupil [2 marks]
explains that Plant Plant B was trying grow move from place
B grew to find light, so the to place reproduce
taller because it was stem grew much longer.
[1 mark] make food
trying
to find sunlight. The
second
Plant A had lots of
light, so it did not need
to grow as tall. [1 mark]
Skills a. Give ONE way in
Overview which the toy monkey Before Carrying Out This Activity...
mark is awarded similar. and the monkey
when the d. Give ONE other This experiment requires pupils to observe and compare the changes in a are Make arrangements for pupils to visit the zoo as an excursion. The school
pupil explains why [1
Plant B Plant A.
way in which Plant B loo
ks different from living thing and The toy monkey
a non-living thing
andover period of time. Their observations mark]
the amonkey garden or the surrounding neighbourhood are other options.
grew taller than Plant that life processes canbut notmove from place to
A. b. Give are TWO
observed in the potted plant in the plastic place
. Ensure that pupils bring along writing and drawing materials and a
The leaves of Plant [1 mark] lead them toways
plant should differen in which
infer the difference
the between
toy monkey real plants and clipboard if possible.
e. One mark is awarde B are lighter in colour t. and the monkey
than Plant A. plastic plants. are
d [2 marks]
when pupils mentio e. Rita then put Plant (i) The monkey can
n the A by her bedroom
grow
concept of sensitiv had bent towards window. After one Pupils are exposed to the 21st Century Skills of reasoning effectively
but the and
toy monkey cannot.
ity, and the window. Why week, it making judgements(ii) The monkey
and decisions
the other mark is did this happen? can based on experimental evidence.
reproduce
awarded [2 marks] but the toy monkey
cannot. Tips for Teachers
when pupils are able Plants are sensitive to their surroundin c. Give TWO ways
to gs. [1 mark] Plant A in which the monkey Pupils should be supervised when visiting the zoo or the surrounding
relate this concep grew towards the different. and the monkey
tree are
t to the light from the Sun. neighbourhood.
plant growing toward [1 mark]
[2 marks]
s the (i) The monkey Also, ensure that pupils are equipped for bad weather, such as by wearing
Sun. cannot make food
can. but the monkey hats or carrying umbrellas.
16 Chapter 1 tree
(ii) The monkey can move from place
to place Instruct pupils to find a mix of living and non-living things, ie not all living
but the monkey tree
cannot. things or all non-living things.
17
Further Expla
nation
b. Plant A looks healthier
than Plant B. Pupils
sunlight to make food, have learnt that plants
and that they will
54grow weak without Workbookneed Wraparound © 2012 Alston Publishing House Pte Ltd © 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 3 55
They should thus
be able sunlight.
Plant B did not. Therefor to infer that Plant A received sunlight,
e, Rita must have while
placed Plant A in
c. Since only Plant A her garden.
received sunlight
healthy growth from , Plant B’s growth is clearl
making food using y not
themselves, what sunlight. Pupils must
could be then
tall? Pupils have learnt th a possible reason for Plant B growing ask
at plants grow towards su so
that Plant B grew nlight. They can in
taller because it was fer
placed in darknes looking for sunlight,
s. Plant since it was
tall as Plant B because A, on the other hand, did not need
it was exposed to to grow as
plenty of sunlight.
d. Other possible
answers include:
the stem of Plant B Plant B has fewer
is thinner than the leaves than Plant
stem of Plant A. A;
e. It is not enough
to answer that the
that does not explain plant grew towards
why the plant grew the Sun, because
complete answer towards the Sun.
must first mention A
surroundings. that plants are sensitive more
to their
58 Workbook Wrapar
ound

House Pte Ltd
Living Thi
ngs and The
ir Life Pro
cesses
Name:
5. Additional Online Support Exam Practi Class:

Date:
Living Thi
ce
ngs and The
ir Life Pro Tom set up two
cesses
Extra resources include:

Name: aquariums, X
equal amoun and Y. First, he
Fun and ts of water. filled two sim
Class: the fishes in He then placed ilar tanks with
Games Find the Hid Date: both tanks with five fishes in
den Message! an air pump the same am each tank. He
• Consolidation Worksheets
in Tank X. ount of food. fed
Cross out the He also placed
Living Thin
gs and The boxes as inst
ir Life Proc
esses that form a ructed. You
sentence. will be left with
• Exam Practice
Name:
eight words
Consolidatio Class:
n Workshee Date: A
ts B
C
• Fun & Games

1 ANIMALS D
What Are NEED Tank X
the Life Pr 2 GROWTH
and Othe oc
r Animals? esses in Humans
NUTRITION EXCRETION Tank Y What did Tom
WATER The next day place in
MOVEMENT Tank X but not
3 MO AND
, he observed Y? What was in Tank
VEMENT were swimm that the fish
SENSITIVITY ing near the es miss
4 FOOD surface of the in Tank Y the water in Tank ing in
Y
Complete the STAY TO a) Why were water. the fishes need that
life processe
s RESPIRATIO the fishes in ed?
the correct
sentences. The each picture on the left N ALIVE the water? Tank Y swimm
first one has shows. Then REPRODUCTIO ing near the
been done match them
Instructi
for you. to N surface of
ons:
M ovement k] [1 mar
Column A Cro
Living things ss out every b) Tom change
do this so that
Row they will box that doe
not become
extinct. 1 Cro ss out every s not contain d the water
R box that con the letter ‘A’. fishes from in both tanks
Column D Cro tain s Tank Y. The and remove
Animals nee only near the sur rem d thre
face of the wat aining two fishes stopped e of the
d to eat food ss out every one vowel.
box where the
water to surv Row
ive. 2 and Cross out eve fourth letter er. Why wer swimming
S ry box that con is an ‘R’. e they able to
Animals do this Column B Cro tains the lett do so?
to look for ss out every er ‘O’.
shelter, and
Rowpe4fromfood and box that con [1 mark]
to esca Cro ss out every
danger. tain s the letter ‘S’
box that contains twic e.
N A living thing
both the lette c) What doe
heavier over
gets bigger
and rs ‘I’ and ‘O’. s this tell you abo
a.timeWr
. ite dow ut a characteri
n the senten stic of living
ce that can things?
respthe
E Living things eight words be made from
around them ond to changes left.
. [1 mar k]
The process
by which nutr d) Name thre
R taken in by anim ients e variables tha
als are conv experiment t Tom kept the
to energy. b. Wh at two erted a fair one. same to ma
words describ ke his
crossed out? e the activiti
G The process
by whic
es you have [3 marks]
materials prod h waste
are removed
.
uced by the
L
body
P
16
÷
A re a = l e n g t
h x b re a d t h
2
E = mc
+
Distributor:
Alston
Empowering Minds
Improving Lives
For enquiries, kindly contact:

Alston Publishing House Pte Ltd
Address: 6 Battery Road, #29-03, Singapore 049909
Tel: +65-6538-3990
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The

Maths SMART Textbooks

Smarty Min Ari Rita Tom

Use of concrete manipulatives and 78

Building of key 21st Century

s. Use any suita

2. Study the patte

Litera tiv l Think

2. Colour half of the number

Various types of practices

at different junctures So, One quarter of 4 is

Ample ensure mastery of topics

and exam confidence

72 Maths SMART Grade

Halves and Quarters

Teaches for Deeper Understanding

one quarter one quarter

Learning Ou one quarter

A cylinder has 2 flat faces

These are cones.

How many shells does Min have now?

Do You Remember? does Ari have altogether?

pupils to recall related

6+2=8 addition sentence 52 Maths SMART Grade

So, Ari has 8 books altogether.

summarises key triangle

quares have strai

The number of toy concepts and • Triangles, rec

highlighted to emphasise • These are so

key concepts covered There are fewer toy anima

within the chapter. learning at the end cuboid

Some words mean nearly

More about Numbers

M THS M THS M THS M THS M THS M THS

Textbook 1A Textbook 1B Textbook 2A Textbook 2B Textbook 3A Textbook 3B

encourages active discussion. Fascinating Fact!

3 Take turns to pick the cards. Repeat step 2.

Develops Essential Skills

Apply What You Know

using the Sue

2. Look at the number track shown

below. A blue counter is first

thinking skills and

3. Write the correct name in each box. Sue is last.

comes after the

Ben is sitting next to Cho.

the other children?

Raja is first from the right.

third (3rd) are used to tell

Reinforces and Assesses Knowledge

appear at the end

Addition and Subtractio

M THS M THS M THS 1 M THS 1 M THS M THS

Textbook 4A Textbook 4B Textbook 5A Textbook 5B Textbook 6A Textbook 6B

Worksheet 1 Comparing masses Box A. Box C has double the number

Worksheets consist of gradated (a)

and differentiated exercises and (b)

activities to allow pupils of different belt

ability levels to reinforce learning.

(b) 4 = tens ones

*8. Mrs Tan need

(b) How many extra

comprises questions that