INSIDE OUT MATHS TEACHER’S GUIDE 1

Primary 1 Chapter 1 Numbers to 20

Learning Outcomes
 Count, read and write numbers up to 20
 Compare and arrange numbers up to 20
 Continue number patterns

Prior Knowledge Check

Pupils have learnt:
 to recognise numerals as quantity
 to relate numerals to the number words in English
 the spelling of the number words in English
 about numerals in Thai symbols

Background Information:
In this chapter, pupils need to connect the numerals, quantity and spelling of the numerals
as a foundation skill. Pupils will move on to comparing between numbers and identifying the
greatest and smallest numbers. After that, pupils will learn about arranging the numbers
before moving on to solve number patterns.

Real-World Connection:
Learning how to recognise numerals is important for pupils to build their foundation in
maths. Get pupils to recognise that numbers are all around us. They can look at their house
addresses, their streets, and prices of things when they go out buying things with their
parents. They can also count their own body parts, like the number of fingers and toes, or
number of hands and legs. They can also count the number of legs other animals have.
Observe the number of things around them and see how they can be used. Explain to pupils
the importance of knowing basic numbers for uses in real word scenarios.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 1 Page 1
Chapter Opener

Learning Objectives
 Recognise numbers 1 to 10
 Relate the numbers to quantity and spelling of the numerals

Recommended Teaching Time

0.5 period

Vocabulary
Count – To add one by one
Numerals – A symbol or group of symbols representing a number
Spell – To write the letters in order to form to number word

Materials
 A set of number cards in numerals from 1 to 10
 A set of picture cards showing items of quantities 1 to 10

Lesson Development
1. Spilt the class into two groups. One group of the class is given the number cards. The
other group is given the pictures cards showing items.

2. Ask pupils to say out the number/quantity given to them

Ask: Have you seen these numbers before? Can you count the quantity that is given?

3. Allow pupils to flip to p. 2 of the Textbook if they need a number chart.

Get pupils to spell out the quantity/number that they are given, and continue to look at
the rest of the cards they’ve got. (One, two, three...)
Ask: Can you find the number 1 balloon in the picture (on p. 1)? (Teacher continues to
ask them point out some other numbers on the balloons in the page for recall.)
Say: Practise spelling out the numbers by reciting to yourself.

4. Once pupils become familiar with the number/quantity cards given, they can get up and
find their partners to match their quantity cards and the numeral cards.

5. After recognising the numerals, and matching the numerals to the quantity each
numeral represents, get pupils to colour the balloons on the p. 1 in order. Get pupils to
look at the picture cards to help them recognise if a numeral is more or less in value.
Ask: So how many balloons are there? How many balloons did you colour?

6. Tell pupils that today we are going to count, read and write numbers.
7.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 1 Page 2
Lesson 1.1
Numbers to 10

Learning Objective
 Recognise numbers 1 to 10 and relate to quantity
 Spell number words

Recommended Teaching Time

2.5 periods

Materials
 Salt tray

Lesson Development
Get pupils to practise writing numerals and spelling out numbers in words.

1. Get pupils to look at the pictures on p. 2.

2. Pupils can write out the numerals and spell out the numerals in words on the salt tray
using their fingers. Teachers walk around the class to check and help pupils to trace the
numerals or words on the tray.

3. After each quantity is correctly written, pupil smoothen the salt tray then move on to
the next quantity.

4. Pupils can colour the pictures in school or at home to help them practise counting items
aloud. They stop counting when they finish colouring the objects in a row. This helps
them to know ‘how many’ the quantity stands for.

5. Once pupils are done, direct pupils to p. 3 of the Textbook to apply what they have
learnt and practised on the tray.

Fascinating Facts
The numbers we see today are a combination of 10 symbols or digits, 1, 2, 3, 4 ,5 6, 7, 8,
9, 0. These digits were introduced in Europe within the XII century by Leonardo Pisano
(aka Fibonacci), an Italian mathematician. L. Pisano was educated in North Africa, where
he learnt and later moved to Italy. These digits are also called Hindu-Arabic numerals.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 1 Page 3

Lesson Development
How teachers can help pupils with the worksheet:

1. Pupils can use their fingers to trace the numbers repeatedly until they are confident to
write the numerals using pen and paper.

2. Ensure that pupils understand the concept of one-to-one correspondence where each
subsequent object being counted represents one more.

3. It is common among weaker pupils to be able to recognise the numbers but not be able
to count. Before a pupil understands one-to-one correspondence, he will count by rote
memorisation.

4. When asked to count a small group of objects, the child will likely count by reciting all
the numbers he has memorised and randomly touch the objects being counted instead
of touching and counting each object just once. For example, a pupil given five beads
may automatically count aloud from 1 to 10 when asked to count the bead and point to
random beads. Teacher needs to take note and help guide their hands to touch and
count the objects once only.

Let’s Try
For Q1: Get pupils to trace the familiar Thai numerals as they say the number in Thai.

For Q2: Get pupils to trace the dotted numerals with their fingers and colour in the
numerals. Also, hear them count the objects as they trace the numerals.

For Q3: Get pupils to recite the number in words, then spell verbally. Then write down the
alphabets to form the word. They may look at p. 2 to help them write.
5.
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Chapter 1 Page 4

Lesson Development
1. The concept of zero can be abstract for pupils and difficult for some pupils to visualise.

2. Play the following video links to help students understand the concept of zero better.
https://www.youtube.com/watch?v=ZlsyWhfvvVg
https://www.youtube.com/watch?v=tALP1YGoF3I

3. Get pupils to look at the example on p. 4 of the Textbook where a snake has no legs. As
the snake has no legs to begin with, it is simple to understand that a snake has zero legs.

4. To further exemplify the concept of zero, show 3 pencils (or pens) in the right hand and
zero pencils in the left hand. Then get pupils to point out which hand has zero pencils.

5. Once pupils are able to understand the concept of zero, get pupils to try out the
questions below in Let’s Try.

Let’s Try
Direct pupils to try out the examples to familiarise with the digit zero.

For Q1: Get pupils to trace the numeral ‘0’ and in words.

For Q2: Get pupils to count the fish in Tank 1 and write down the numeral, then Tank 2
and write down the numeral. Ask pupils what happened to the fish? Are there more or
less fish now? Go to Tank 3. Ask pupils are there any fish? What is the number to
represent ‘none’? Pupils write down the numeral ‘0’. Teacher then read the statement
with them and guide them to spell ‘zero’ on the blank.

Differentiated Instructions
Advanced learners
Zero can also be seen as nothing or none. It is easier for pupils to comprehend when
items are taken away one by one until none is left.
For advanced learners, introduce to pupils the concept of adding zero. Add zero to any
number and it remains the same number. Give pupils some examples.
1+0=1
2+0=2
3+0=3

The concept works when any number is added to zero too.

0+4=4
0+5=5
0+6=6
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Chapter 1 Page 5

Activity
Number Snap
Pupils can try out the number snap game in pairs.

1. For pupils who need more reinforcement of concepts, get students to look through the
stack of cards to ensure they are familiar with the numerals and spelling of the
numerals.

2. Shuffle each stack of cards separately. Pupil 1 will hold the words pile, Pupil 2 will hold
the numeral pile. Each pupil will flip open a card from his/her own pile.

3. Remind pupils to shout ‘snap’ when their cards show the same number in numeral and
in words.

4. Walk around to help pupils who are not reading the numerals or words correctly. Revise
the numerals or words with the pair using the cards in their hands.

5. This game also trains pupils in speed and accuracy in recognising numbers and words.

Let’s Try
Assess pupils’ ability to spell out numbers by getting them to answer Question 2 on p. 2 of
the Workbook.
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Chapter 1 Page 6
Lesson 1.2
Numbers to 20

Learning Objective
 Recognise numbers to 20 and relate to quantity given
 Understand concept of grouping numbers in tens
 Count to 20
 Separate teen numbers into 10 ones and some other ones, using objects, a ten frame
and drawings
 Recognise spelling of numerals to 20

Recommended Teaching Time

2.5 periods

Materials
 Pom poms/Counting cubes/Beads/Macaroni
 Round Magnets/paper circles

Lesson Development
1. In order for pupils to grasp numbers bigger than 10, pupils have to understand the
concept of grouping in tens.

Activity
The Ten Tree
Get a volunteer come up to the board to demonstrate the activity.

1. Have the pupil select a number randomly from a deck of number cards from 10 to 20.

2. Explain to pupils about The Ten Tree, that once the tree reaches ten apples, the rest of
the apples will fall off the tree.

3. Ask pupils to say out the number/quantity chosen.

Ask: Is this number greater than 10?

4. Using the round magnets, teacher stick the correct number of magnets on the Ten Tree.
Since only 10 apples can be on the tree, keep 10 magnets on the tree and have the pupil
bring the remaining magnets down to the ‘ground’.

5. Then point to pp. 6 – 8 in the Textbook. Get pupils to practise separating the numbers by
saying, there are 10 and ____.
Say: 10 (ten) and 1 (one) makes 11. Eleven. Can you spell ‘eleven’?
Get pupils to make 10 and count on using the pictures on the page.
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Chapter 1 Page 7

Activity
Distribute the My Apple Tree worksheet (Appendix) to pupils.

1. Pupils can draw any number of apples between 10 to 20 on their Apple Tree.

2. After they finished drawing the apples, tell them that they need to pack the apples to
sell at the farmers’ market. They can only fit 10 apples into a box.

3. Have them circle 10 apples and count the number of apples left over.

4. Lastly, get pupils to write the total number of apples they have on their trees in
numerals and in words.
Online Resources
Teachers can get pupils to try these games in the school computer lab or at home:
https://www.education.com/game/balloon-pop-11-20/
http://learnenglishkids.britishcouncil.org/en/word-games/numbers-11-20
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Chapter 1 Page 8

Lesson Development
2. Teachers guide pupils for number ‘twenty’. Pupils may count the left over cherries and
realise they also form a group of 10! Pupils may circle the leftover 10 cherries. This
forms the foundation of learning “2 groups of ten” in multiplication and in place value.
Pupils will learn place value later in Chapter 5. Pupils will learn Multiplication in Pri 2.

Common Errors
Teachers need to take note and help pupils with the spelling of:

1. Twelve
Pupils may misspell ‘twelve’ as ‘twelf’ or ‘twelth’. Teachers can emphasise the ‘ve’ at
the end of the word.

2. Thirteen
Thirteen is commonly misspelled as ‘threeteen’ for pupils who mistake it as adding
‘teen’ behind the number three.

3. Fifteen
Fifteen is commonly misspelled as ‘fiveteen’ for pupils who mistake it as adding ‘teen’
behind the number five.

4. Eighteen
Pupils may spell ‘eightteen’ with two Ts as they combine eight and teen together.
Remind pupils that the T is being shared.
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Chapter 1 Page 9

Let’s Try
Assign pupils Questions 4 and 5 on p. 9 to test their ability to count numbers greater than
10 and write out the numerals and words.

Questions 1 – 3 can be done as homework.

Lesson Development
3. If time allows, teacher can play the following BINGO game with pupils to reinforce their
recognition of numerals and words.

Activity
Number Bingo
1. Print out bingo activity sheets (Appendix) for every pupil.
2. Call out numbers between 0 and 20 at random. Pupils have to circle the numbers on
their sheets.
3. First three students to get a horizontal, vertical or diagonal line of circled numbers win a
prize.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 1 Page 10
Lesson 1.3
Comparing numbers

Learning Objective
 Compare between two different quantities and two numbers
 Determine which quantity/number is smaller than/greater than and compare.

Recommended Teaching Time

2.5 periods

Vocabulary
Equal to – Same amount
More than, Greater Than – Greater in value
Less than, Smaller than – Smaller in value

Lesson Development
1. Invite some pupil volunteers to come in front of the class and split them into two
groups. One group should have more pupils and the other group less.

2. The class counts the number of pupils in each group together to determine the quantity
in each group.

3. Get the class to say which group has more pupils and which group has less. Match the
word ‘more’ to the number of pupils in that group. Match the word ‘less’ to the smaller
group.
For example, Group A has 8 pupils. Group B has 5 pupils. The class says Group A has
more pupils. So the number 8 is more; the number 5 is less.

4. Try this scenario out with some changes. Now, prepare 8 sweets for all the 13 pupils
who are standing at the front of the class.
Ask: Teacher has 8 sweets. Is that enough for the pupils? (No) How many pupils are
there in front? (13) So which number is bigger, 13 or 8? Which number is smaller?

5. Give out the sweets, one to each pupils (one-to-one correspondence) until you run out
of sweets. Pupils will see that when one group has more, there will be extra number of
pupils leftover.
Say: After matching the number of sweets to the number of pupils, there are more
pupils than sweets. We don’t have enough sweets. The number 8 and 13 are not equal.
8 is not enough for 13 pupils. 8 is less than 13. 8 is smaller than 13.

6. Collect back all the sweets. Take out 13 sweets.

Ask: Now teacher has 13 sweets. Is that enough?
Get pupils to see that when objects in one group matches with the number of
pupils/objects in another group, it is equal.
Say: The number of sweets is equal to the number of children.
Point to the picture on the top of p. 10 in the Textbook.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Let’s Try
Get pupils to try the example on p. 10 of the Textbook.

Ask: Is the number of animals equal to the number of cars?

When pupils are matching, get pupils to label the number of toy cars and the number of
toys animals in the question.
7. If time allows, move on to another activity to get pupils to recognise more or less
quantity.

8. Instruct pupils to take out a piece of paper and divide into 2 columns.

9. Have pupils draw 5 circles in the right column and 4 circles in left column, then get them
to colour the group with fewer items.
Say: The left column has less circles than the right column. 4 is smaller than 5. We can
also say there are fewer circles on the right hand side. (Teacher point to the right side of
the paper because pupils may not be good at right and left yet.)
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Chapter 1 Page 11
Lesson Development
10. Build on the matching pupils did in Q1 of Let’s Try on previous page. Get pupils to
articulate using ‘more’ or ‘less’ to describe the quantity of the toys.

Say: There are ____ toy cars than toy animals.

8 is ________ than 5.
There are ________ toy animals than toy cars.
5 is ____________ 8.

Guide pupils to fill in the missing blanks on the board. Then refer pupils to the Worked
Example 1 solution on p. 11.

Teaching Strategies
For struggling learners, teachers can let them practise counting using these worksheets:
https://www.superteacherworksheets.com/comparing-numbers/greater-less-equal.pdf?
up=1474531643
https://www.superteacherworksheets.com/counting/more-and-fewer.pdf?
up=1472027727

Let’s Do It
Count!
1. Prepare cubes or square cut-outs for pupils to build the ‘trains’ as shown in the diagram
in Point 1.

2. Get pupils to count how many squares /cubes there are in Train A, then in Train B. Get
them to form their own trains on their tables.

3. Get them to compare how long their ‘trains’ are. Is A longer or B longer? Does A have
more squares/cubes or B?

4. Get pupils to fill in the boxes in Point 2 and Point 3.

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Chapter 1 Page 12
This page can be assigned as homework.

Let’s Try
For Q1: Advise pupils to write the numeral on the balloons as they count each balloon so
that they won’t lose count.

For Q2:
Number track/Number Line
1. A number line helps pupils visualise number sequences and illustrates strategies for
counting, comparing, adding and subtracting.

2. The intervals on the between each number represents a forward/backward jump. The
position of numbers on a number line is also sequential, and explains to pupils that
smaller numbers are at the front of the number line and larger numbers follow
behind.

3. Print out number train track for pupils.

4. Get pupils to create their own number train track of 1 to 20.

5. Help pupils identify the smaller numbers and greater numbers.

6. Guide pupils to use their number train track for later.

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Chapter 1 Page 13
Lesson 1.4
Arranging Numbers

Learning Objective
 Compare 3 numbers and determine the smallest number, greatest number and number
in between.
 Arrange the 3 numbers from smallest to greatest or greatest to smallest

Recommended Teaching Time

 2.5 periods

Vocabulary
 Greatest – Biggest, Largest
 Between – In the middle

Lesson Development
1. Get pupils to count the stickers that Mint, Chan and Fai have on p. 13 of the Textbook.
Get weaker pupils to write the number on the items as they count on the picture.

2. Hang a set of number cards on one side of the classroom using string and pegs. Get 3
volunteers to pick out the right number cards to represent the number of stickers Mint,
Chan and Fai have.

3. Stick the 3 correctly chosen numbers on the whiteboard. Get the whole class to help the
3 volunteers arrange the chosen cards in order on the board.

4. As a class, decide to send Mint’s number (8) to the end that says smallest, and Chan’s
number (11) to the end that says greatest. Teachers can also get volunteers to draw the
number of circles that represent the number cards on the board to check.

5. Ask the class where Fai’s number (9) should be placed at.

6. Get pupils to see that ‘9’ should be placed in the middle as it is neither the smallest nor
the greatest.

7. Alternatively, pupils can just point out the three numbers (8,9,11) on the string of
number line hanging in the class to check their order from smallest to greatest.

8. Get pupils to draw their own number track on a piece of paper, or in their notebooks.
They colour or circle the numbers in question to see where they lie on the number track,
to know if it’s a smaller or a bigger number.
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Chapter 1 Page 14

Lesson Development
1. Try out Example 3 on p. 14 in the Textbook for more guided practice in class.

2. Using the number track, notice that the smallest number is always on the left and the
greatest number is on the right.

3. A number track may not be available all the time. Pupils can draw their own number
track when answering questions.

4. Pupils can also identify the smallest and greatest number by drawing the quantity it
represents.

5. Pupils should identify the position of the greatest number and smallest number first, on
the blank, to decide how to arrange the numbers.

Let’s Try
1. For Q1: The blanks are not labelled in the question. Teachers should guide pupils to
label ‘smallest’ and ‘greatest’ under the blank. Pupils can put ‘S’ for smallest and ‘G’
for greatest due to space constraints.

2. It is a good practice to cancel out the digits once pupils have written them down so
that they do not miss any digits out.

3. For Q2: Guide pupils to label greatest and smallest on their own before allowing them
to try out the questions.

4. For Q3: There are many possible answers. A clear way to find the answer is to draw a
number track. Any numbers they see in between the two given numbers is a possible
answer.

Differentiated Instructions
Advanced learners
For advanced learners, introduce the terms:
Ascending – smallest to greatest
Descending – greatest to smallest.

Teacher can try to get pupils to understand the words ‘ascending or ‘descending’ using an
example of an aeroplane that is ascending/descending. Ascending is when the plane
moves from the ground and up to the sky. Use your hand to demonstrate to the pupils
the plane moving up, which also means moving from smaller numbers to bigger numbers.
Similarly, descending is the the plane moving from the sky to land on the ground,
therefore moving from greater numbers to smaller numbers.
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Chapter 1 Page 15
Lesson 1.5
Number Patterns

Learning Objective
 Recognise number patterns by counting on or back

Recommended Teaching Time

 2.5 periods

Lesson Development
1. Share with pupils that a pattern is a set of numbers that repeats at least twice. (But
when they are older, they will learn other types of patterns that do not simply repeat.)

2. As a practical example, consider counting from one to twenty. When counting, there is a
recurring pattern in which all digits rotate from 0 to 9 before restarting back at 0.

3. Number patterns can also be increasing or decreasing.

4. Introduce to pupils the concept of consecutive numbers.

Say: Do you ever wonder about numbers that follow one after another 1, 2, 3 ... etc.?
Sometimes they appear in reverse order, such as when a countdown is happening for a
launch of a rocket. But usually they happen in an order going up, like when you read
through a book and notice the page numbers; or in the lift the arrangement of the
buttons to press for to go to the floors. These numbers are consecutive numbers. They
are whole numbers that follow one right after another.

5. Get pupils to practise counting off for a rocket launch. Teacher can show this animation
of a rocket launch and count down together: https://www.youtube.com/watch?
v=2R8V68viXqk
5, 4, 3, 2, 1 BLAST OFF!!

As the pupils count, try counting 5, 4, 6, 3, 7 and the rocket will not be able to blast off
as there isn’t a pattern established and the number are not in consecutive order.

6. Use Worked Example 4 given in the Textbook to get pupils to identify the increasing
pattern, find out the difference of 1 between the numbers, and counting on to get the
next number in the pattern.
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Chapter 1 Page 16

Materials
 Interlocking cubes or other cubes or square paper cut-outs (50 per pupil)

Let’s Do It
1. Using cubes (or similar manipulatives), guide pupils to form the patterns shown in the
Textbook.

If there are not enough cubes, teachers can group pupils into groups to carry out the
activity together.

Get pupils to identify:

a. the decreasing pattern (greatest to smallest)
b. difference of 1 between the numbers and counting back to get the next number in
the pattern.

Pupils can rearrange the ‘trains’ and make an increasing pattern instead of the
descending one in Q1.

Let’s Try
1. Get pupils to see the consecutive numbers in the pattern before filling in the answer.
2. Ask: What do you get if you draw one more red counter after ‘9’?
3. Pupils are to write the number that comes next and draw the corresponding number
of counters (red circles).
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Chapter 1 Page 17
STEM Activity
Overview: Make a number line with a counter or toy using a rubber band

A number line is a similar to the number track. They both represent numbers on a line. It
helps pupils visualise number sequences and demonstrate strategies for counting,
comparing, adding, subtracting, multiplying, and dividing. Every point of a number line is
assumed to correspond to a real number, and every real number to a point. In this activity,
pupils will be required to create their own number line using the resources given.

Lesson Development
Review with pupils the number line. Pupils can refer back to Textbook pp. 13 – 14 for the
number tracks which is similar to a number line.

1. Plan
Get pupils to read the scenario on p. 17 of the Textbook. Ask pupils to determine the
problem they are solving (creating a number line for their friend who missed the lesson) by
answering the following questions:
 What is a problem in this situation?
 What are our goals?
 What do you need to know to get started?
 What should a number line have? What does it look like? How many numbers do we
want on our number line?
 What can we use to move from one number to another number on the line?

2. Design
 Pupils have to list the items they need in order to make their number line. Ensure pupils
get the resources they need. If the resources are not available, get pupils to think of
alternatives.
 Get pupils to think of possible ways of arranging the number line to show the numbers.
(eg. horizontal, vertical, left to right, right to left)
 Although there is a standard arrangement of numbers on a line, allow pupils to be
creative in their design. Get pupils to brainstorm and draw their designs including
labelling the materials. Then, let them follow their plans to create.
 Scan the QR Code: Teacher can decide whether to show this video to give pupils an idea
of crafting a number line: https://royalbaloo.com/lego-number-line/

3. Test
After they finish their designs, get them test their number line by following the instructions
in the Textbook.
 Can you move the counter?
 Are the numbers in correct order?
 Place the counter at number 3, then move 9 steps forward.
 What is the number the counter is at now. (If pupils does not answer 6, check if there is
a problem with the number line or with the movement of counter.)
INSIDE OUT MATHS TEACHER’S GUIDE 1

4. Improve
After they finish their testing, get pupils to see if they can use their number line to try some
counting on or back problems. Ask questions like:
 You are at number 5. Count 3 steps forward. What do you get?
 You are at number 13. Take 5 steps backwards. What do you get?
 You are at number 10. How many steps must you take to go to number 12?

Teacher may use these questions for reflection time:

 What works or what does not work?
 How will you like to modify your number line to make it better?
 Do you like your friend’s number line? What about their number line do you like?

Conclusion:
1. Get pupils to share their designs with their friend beside them. Then get a few pupils
with different types of number lines to present their works to the class.
2. Teacher wrap up class by using these inquiry questions:
 How long is your number line?
 Do all of you have the same number line? Why or why not?
 What is the best design to show a number line?
 Are you able to show and present your number line to your friend?

Assessment: Download and use the STEM rubric score form from the online portal.

Differentiated Instructions
Advanced learners
Show pupils advanced uses of number lines in multiples of ten, numbers in hundreds,
fractions and decimals which will be introduced in the later years. This shows pupils the
importance of a number line concept that extends beyond 1 to 10.
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Chapter 1 Page 18

Let’s Review
1. Review numbers 0 to 20 in numerals and words.

2. Review keywords greater than, more than, smaller than, lesser than, greatest, smallest,
equal and between with pupils. Go through the meaning of each word and use example
sentences to check for understanding.

3. Go through simple number patterns with the pupils and get them to practise counting
on and counting back using a number track.
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Chapter 1 Page 19

Let’s Practise
The questions on p. 19 assess pupils’ understanding of the concepts and skills learnt so far.
They can be assigned as individual class work.

Skills Check
Textbook
Question Skill
Pages

Counting
1, 2 and and writing
2-9
3 numerals
and words

The questions on pp. 1 - 8 of the Workbook correspond to the concepts and skills covered
in Let’s Practise. They can be assigned as homework.
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Chapter 1 Page 20

Let’s Practise
The questions on p. 20 assess pupils’ understanding of the concepts and skills learnt so far.
They can be assigned as individual class work.

Skills Check
Textbook
Question Skill
Pages

Comparing
4, 5 and and 10 - 14
6 arranging
numbers

Completing
number
7 and 8 15
patterns

The questions on pp. 9 - 14 of the Workbook correspond to the concepts and skills covered
in Let’s Practise. They can be assigned as homework.
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Chapter 1 Page 21

Challenging

Question 9
Skill: Identifying unique objects and Counting

In this question, pupils have to tackle a higher level of difficulty of counting the tops which
are overlapping.
This assesses pupils’ spatial awareness and counting skills.

Question 10
Skill: Comparing quantities

It is essential that pupils are able to understand the story, compare values of numerals, tjen
identify the person whose quantity that is less or more.
As a start, pupils can draw the number of books that is represent by each name/number.
Teachers note that the 2nd sentence says “10 less than”. Pupils can be guided to draw 19
books, and count backwards by 10, or cross out 10 books in order to find out how many
books Ken has.
Advance learners may be able to use number pattern or mental subtraction to understand
that “10 less than 19 = 9”.
Encourage pupils to make notes in the sum but jotting down the number of books each
person has, in pencil, above their names:

19
Sumali has …
9
Ken has…
15
Aom has…

Later, pupils can draw a number track and colour in the values given in the problem sum to
compare and decide which number is smallest, in between, or biggest.

Questions on pp. 15 - 18 of the Workbook Mastery Practice 1 can be assigned as homework

or in-class test as a consolidation of skills learnt in this chapter.
Questions on pp. 19 – 20 of the Workbook Challenge Yourself 1 can be assigned to the
advance learners or be given as optional assignment to pupils who want to challenge
themselves.
INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

Cards with numbers 0 to 10 in numerals

1 2
3 4
5 6
7 8
9 10
0
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INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

Cards with numbers 0 to 10 in words

one two
three four
five six
seven eight
nine ten
zero
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INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

Cards with 1 to 10 objects

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INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

My Apple Tree
Draw 10 to 20 apples on the apple tree!
Group apples in groups of 10.

Number of Apples:

Number

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INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

Words

Number Bingo
Different variations of the bingo can be created with
numbers in numerals or words.

ZERO
12
9 5

3 EIGHT TWELVE NINE

ELEVEN TWO SIX TWENTY

19 TEN 16 FIVE

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INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

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