Scheme of Work

Chapter 1 Numbers to 1000

Suggested time frame: 12 periods
Each period is 40 min.

Section No. of Learning Objective(s) Resource(s) Thinking and Working

Period Mathematically (TWM)
s and Social and
Emotional Learning
(SEL)
Chapter Opener 3  Student’s Book p.1
 Virtual manipulative
via MCE Cambridge
app

A. 3Ni.01  Student’s Book pp.2-  TWM:

1 Read and Write Numbers Recite, read and write number 5 Characterising
to 1000 names and whole numbers (from 0  Activity Book pp.1-3
to 1000).  Cubes

B. 2 3Nc.01  Student’s Book pp.6-  TWM:

Estimate Numbers to Estimate the number of objects or 8 Improving
1000 people (up to 1000).  Activity Book pp.4-6 Critiquing
 Straws in a box
 Beans in a jar

C. 3 3Nc.03  Student’s Book pp.9-  TWM:

Sort Odd and Even Use knowledge of even and odd 11 Characterising
Numbers numbers up to 10 to recognise and  Activity Book pp.7-9 Classifying
sort numbers.  10 building blocks
 16 pencils
 13 erasers

D. 2 3Nm.01  Student’s Book  TWM:

1
Use Money Notation Interpret money notation for pp.12-14 Convincing
currencies that use a decimal  Activity Book pp.10-
point. 12

Chapter Wrap-up 2  Student’s Book  SEL:

pp.15-16 Self-management
 Activity Book pp.13- Relationship skills
14

2
 Read and Write
Section A Number of Periods: 3
Numbers to 1000

Learning Objective Expected Prior Knowledge

 3Ni.01 Recite, read and write  Read and write numbers (from 0 to 100) in
number names and whole numbers words and in numbers.
(from 0 to 1000).

Note

In this section, the emphasis is on reading and writing numbers in words and in numbers.
Students identify the numbers in words and numbers, and when given the words, they are
encouraged to write the numerals, and vice versa.

Concrete manipulatives, such as cubes help students to count the numbers to 1000. Students
have learnt that 10 ones make 10, 10 tens make 100 and 10 hundreds make 1000.

Students also spell words, such as hundreds, twenty, twelve, fifty, etc.

Language Support

Vocabulary: hundred

Draw a Word Chart and write a 3-digit number (in words and numerals) on it. Introduce the
word to students as the first digit of a 3-digit number. Have students share their definitions of
the word.

Common Misconceptions

Misconception:
When reading a number, students sometimes ignore the zero in the ones place in a 3-digit
number. For example, reading 640 as sixty-four or six hundred and four.

How to address the misconception:

Emphasise that the first digit in a 3-digit number is ‘hundred’. Use the number 640 as an
example and explain that the first digit is six hundred in words. Encourage students to read
the second and third digits together (forty). So 640 is read as six hundred and forty, not sixty-
four or six hundred and four. Sixty-four is 64 while six hundred and four is 604. 640 is different
from 64 or 604.

At the end of the lesson, have students read a few 3-digit numbers. For example, 830, 210 and
590, to check that they have cleared up the misconception.

3
Lesson Plan
The lesson plan below will be available online for you to edit and customise according to your
requirements.

Lesson 1 (40 min)

Warm-up Chapter Opener

(15 min)  This scene provides a context for students to understand numbers up to
1000.
 Facilitate a class discussion by asking students:
- What do you see in the picture? (Expected answer: A boy and a girl
collecting toys for children’s home.)
- What is one hundred and fifty-six in numbers? (Expected answers: 156)
- What is one hundred and seventy-one in numbers? (Expected answers:
171)
- How do you find out whether the toys can be given equally to both
children’s homes? (Expected answer: Check whether the number of
toys can be divided by 2.; Check whether the number of toys is even or
odd.)
 Ask students:
- Who has collected more toys? (Expected answer: Izzy.)
- Why do you say so? (Expected answer: Izzy collected 171 toys
while Ralph collected 156. 71 is more than 56 so Izzy collected
more.)
 Use the MCE Cambridge app to launch the virtual manipulative* on
page 1 of the Student’s Book and elicit students’ responses.
 Help them revise how to represent, read, and write numbers up to 100.
Then ask them to discuss how to represent numbers greater than 100
using place value chart.
 Then go through the objectives of the chapter.

*This material has not been through the Cambridge International

endorsement process.

Lesson  Go through the objective that students will learn in this section.
Introduction
(5 min) Look Back
 Get students to recall prior knowledge on reading and writing numbers up
to 100.
 Using the number 25, have students discuss the problem in pairs. Ask
students:
How do you read the numbers? What are the numbers in words? (Expected
answers: 25 is read and written in words as twenty-five.)

Lesson Thinking Cap

development  The objective is to have students use their prior knowledge to explore new
: ideas and possible solutions through critical and creative thinking.
Anchor Task  Prepare concrete manipulatives, such as counting cubes to represent
C-P-A strawberries.
(10 min)  In pairs, have students practise characterising (TWM.05) by asking:
- How do you read the numbers? (Expected answer: 125 is read as one
hundred and twenty-five.)
- What are the numbers in words? (Expected answer: One hundred and
twenty-five.)
 At the end of the section, revisit the problem to have students revisit their
thinking and apply their new knowledge and skills to solve the problem.

4
Lesson Let’s Learn (a)
development  Prepare concrete manipulatives, such as counting cubes.
:  Go through the problem as a class by asking:
Learn - What is the equivalent of 10 ones? (Expected answer: 10)
C-P-A - What is the equivalent of 10 tens? (Expected answer: 100)
(10 min) - What is the equivalent of 10 hundreds? (Expected answer: 1000)
 Use the Teacher-Pose-Pause-Pounce-Bounce strategy. See page xv for
detailed steps.
- Get students to count in ones. (Expected answer: 1, 2, 3, 4, 5, 6, 7, 8, 9,
10)
- After counting to 10, get students to count in tens. (Expected answer:
10, 20, 30, 40, 50, 60, 70, 80, 90, 100)
- Next, count in hundreds. (Expected answer: 100, 200, 300, 400, 500,
600, 700, 800, 900, 1000)

5
Lesson 2 (40 min)

Lesson Let’s Learn (b)

development:  Prepare concrete manipulatives, such as counting cubes.
Learn  Go through the problem as a class by asking:
C-P-A - How many hundreds are there in 460? (Expected answer: 4 hundreds)
(15 min) - How many tens are there in 460? (Expected answer: 6 tens)
- How do you read and write 60 in words? (Expected answer: Sixty)
- How do you read and write 460 in words? (Expected answer: Four
hundred and sixty)
 Use Fist-to-Five strategy to check on students’ proficiency level. See
page xix for detailed steps.
- How do you read and write 345 in words? (Expected answers: Three
hundred and forty-five.)
- How do you read and write 816 in words? (Expected answers: Eight
hundred and sixteen.)
- Get some students who put up four or five fingers to read and write the
numbers on the board in words.

Lesson Let’s Learn (c)

development:  Prepare concrete manipulatives, such as counting cubes.
Learn  Facilitate a class discussion by asking:
C-P-A - How many hundreds are there in nine hundred and seventy-three?
(5 min) (Expected answer: 9 hundreds)
- How many tens are there in nine hundred and seventy-three? (Expected
answer: 7 tens)
- How many ones are there in nine hundred and seventy-three? (Expected
answer: 3 ones)
- How do you write nine hundred and seventy-three as number? (Expected
answer: 973)

Lesson Let’s Practise

development:  Allow students to try the questions independently. Assess students as
Independent they work. Give assistance if help is required.
Practice  Go through the questions and encourage students to explain their
(15 min) answers. Have students check if their answers are reasonable. Select
students who have different answers and have the rest of the class
discuss if it can be an alternative answer.
- (1a) This question requires students to use counting cubes to write the
number in words. Ask: How many hundreds are there in 512? (Expected
answer: 5) How do you write 12 in words? (Expected answer: Twelve)
- (1b) This question requires student to write the number in words. Ask:
How many hundreds are there in 308? (Expected answer: 3) How do you
read 308? (Expected answer: Three hundred and eight)

- (2a) This question requires students to write the numbers in words. Ask:
How many hundreds are there? (Expected answer: 8) How do you write
ten in numbers? (Expected answer: 10)
- (2b) This question requires students to write the numbers in words. Ask:
How many hundreds are there? (Expected answer: 6) How do you write
twenty-five in numbers? (Expected answer: 25)

- (3) This question requires students to count the next number after 349
and write it in words. Ask: What is the number after 349? (Expected
answer: 350)

- (4) This question requires students to count backwards and find the
number before 1000. Ask: What is the number before 1000? (Expected

6
 answer: 999) How do you write 999 in words? (Expected answer: Nine
hundred and ninety-nine)

- (5) This question requires students to list down numbers in order and
write them in words. Ask: What is the number after 458? (Expected
answer: 459) What is the number after 459? (Expected answer: 460) What
is the number after 460? (Expected answer: 461) Are those numbers
between 458 and 462? Are there any other numbers? (Expected answer:
Yes. There are no other numbers.)

- (6)This question requires students to make use of the number of legs of a

millipede to count numbers backwards. Ask: What is the number before
five hundred and seventy? (Expected answer: 569) What is the number
before 569? (Expected answer: 568)
 Make a note of the gaps in students’ learning. Revisit the sections that
they need more help with.
 Have students check if their answers are reasonable and to share if
they have different answers from their classmates.
 Refer students back to Thinking Cap. Allow them to revisit the responses that
were noted on the board at the beginning of the lesson to address
misconceptions, if any.

Lesson I Can…
Wrap-up  Have students reflect on what they have learnt.
(5 min)  Ask students the difficulties they face in writing numbers in words and
in numerals. Invite volunteers share how they overcome their
difficulties.

Activity Book
 Assign Worksheet 1A for students to complete at home.

Lesson 3 (40 min)

Activity Book
 Go through the questions and encourage students to explain their answers. Have
students check if their answers are reasonable. Select students who have different
answers and have the rest of the class discuss if it can be an alternative answer.
 Make a note of the gaps in students’ learning. Revisit the sections that they need more
help with.

Differentiation

For support:
 Ensure that students know how to write numbers in words.
 Get students to fill in the blanks for the following questions:
1. 638 in words is ________ hundred and __________ - __________ (Expected answer: Six hundred
and thirty-eight)
2. 270 in words is __________ hundred and __________. (Expected answer: Two hundred and
seventy.)
3. 503 in words is __________ hundred and __________. (Expected answer: Five hundred and
three.)
 Once students are able to fill in the blanks, ensure that they know how to spell ‘hundred’.
 Check for students’ understanding using questions, such as:
1. 640 in words is _______________________________. (Expected answer: Six hundred and forty.)
2. 708 in words is _______________________________. (Expected answer: Seven hundred and

7
 eight.)

For challenge:
 Have students write the words for the following numbers:
1. 109 (Expected answer: One hundred and nine.)
2. 345 (Expected answer: Three hundred and forty-five.)
3. 670 (Expected answer: Six hundred and seventy.)
4. 900 (Expected answer: Nine hundred.)
5. 999 (Expected answer: Nine hundred and ninety-nine.)
 Get students to write down the words for the numbers before and after the numbers.
1. 109 (Expected answers: One hundred and eight; One hundred and ten)
2. 345 (Expected answers: Three hundred and forty-four; Three hundred and forty-six)
3. 670 (Expected answers: Six hundred and sixty-nine; Six hundred and seventy-one)
4. 900 (Expected answers: Eight hundred and ninety-nine; Nine hundred and one)
5. 999 (Expected answers: Nine hundred and ninety-eight; One thousand)

8
 Estimate Numbers to
Section B Number of Periods: 2
1000

Learning Objective Expected Prior Knowledge

 3Nc.01 Estimate the number of  Estimate the number of objects or people up

objects or people (up to 1000). to 100.
 Count on in tens.

Note

In this section, the emphasis is on estimating the number of objects or people. Start off with a
concrete aid for students to get visual guidance. Then, use the picture for students to estimate
the number of objects (for example, beans in a bottle). If the bottle can hold 1000 beans, a half-
filled bottle will hold an estimate of 500 beans.

Students are encouraged to mentally divide the bottle into sections of tens or hundreds to
estimate the number of objects. They are not expected to estimate the exact number at this
stage and can give a range while estimating. More proficient students can narrow their range.

Language Support

Vocabulary: estimate, range

Explain the meanings of the words to students before the lesson and add the words to the Word
Chart. Use concrete manipulatives, such as holding a handful of sweets to let students guess
the number of sweets to explain the meaning of ‘estimate’. As the lesson progresses, focus
students’ attention on the specific words as they appear in the text and during the lesson.

Common Misconceptions

Misconception:
When mentally dividing the jar into parts, it is not necessary to divide the parts equally.

How to address the misconception:

Explain to students that the parts have to be divided equally because each part represents the
same amount. For example, dividing a jar that can hold up to 1000 beans into 10 parts. Each
part is about 100 beans. If the parts are divided unequally, each part will not be about 100
beans. Thus we will not be able to estimate the number of beans by counting the number of
parts.

At the end of the lesson, have students show how they divide the jar into equal parts to check
that they have cleared up the misconception.

9
Lesson Plan
The lesson plan below will be available online for you to edit and customise according to your
requirements.

Lesson 1 (40 min)

Warm-up and  Go through the objective that students will learn in this section.
Lesson
Introduction Look Back
(5 min)  Get students to recall prior knowledge of estimating the number of objects
or people up to 100 and counting on in tens.
 Go through this section as a class. Use the box in the picture.
 Invite students to estimate the number of sticks and ask:
- How do you estimate the number of sticks? (Expected answer:
Count the sticks then choose 30 to estimate)
- How do you improve the accuracy of your estimation? (Expected
answer: Group the sticks in 5s then estimate.)
Lesson Thinking Cap
development:  The objective is to have students use their prior knowledge to explore new
Anchor Task ideas and possible solutions through critical and creative thinking.
C-P-A  Prepare straws in a box as concrete manipulatives.
(5 min)  Use the Think-Pair-Share strategy. See page xii for detailed steps.
- In the “Think” stage, get students discuss the problem by asking:
o How many straws are there in the box? (Expected answers: About
200 to 300; The number of straws is between 220 to 250.)
o How do you estimate it? (Expected answer: By grouping the straws
into fifties.)
- In the “Pair” stage, have students practise improving (TWM.08) by
asking:
o How do you improve your estimation? (Expected answer: Group the
straws into tens)
- In the “Share” stage, invite a volunteer to share their answer.

Lesson Let’s Learn (a)

development:  Prepare concrete manipulatives, such as beans in a jar to aid students in
Learn estimating the number of beans.
C-P-A  Encourage students to discuss in pairs how Max estimates the number of
(15 min) beans in the jar, using the following questions:
- Are the number of beans more or less than half the jar? (Expected
answer: More than half the jar.)
- Do we have to give an exact value? If not, how do we estimate?
(Expected answer: No, we can estimate by giving a range.)
- How do you estimate by giving a range? (Expected answer: If the
number of beans is more than half, but nearer to half than the full jar,
we can estimate the number of beans to be between 500 and 800.) Ask
students to narrow their range when they are more confident.
 Have students practise improving (TWM.08) by asking: How can you
better estimate the number of beans? (Expected answer: Grouping the
beans into hundreds)
 Facilitate a class discussion by asking:
- How does Elaine estimate the number of beans in the jar? What does
she do?
(Expected answer: She divides the height of the jar into 10 equal parts.)
-By counting the number of parts, how many beans are there in the jar?
(Expected answer: 650)
 Have students practise critiquing (TWM.07) by asking:
- Whose method gives a better estimate? (Expected answer: Elaine)

10
 Why do you say so? (Expected answer: Max gives a range while Elaine
gives an estimated number. An estimated number may be closer to the
actual number.)

Lesson Let’s Practise

development:  Allow students to try the questions independently. Assess students as they
Independent work. Give assistance if help is required.
Practice  Go through the questions and encourage students to explain their answers.
(10 min) Have students check if their answers are reasonable. Select students who
have different answers and have the rest of the class discuss if it can be an
alternative answer.
- (1) This question requires students to think about the space in a car
and estimate the number of people that can be in the car. Ask: How
many people do you think can be in a car? In ones, in tens or in
hundreds? (Expected answer: In ones)
- (2) This question requires students to practise dividing into parts to
estimate the number of marbles. Ask: How do you estimate the number
of marbles in the cup? (Expected answer: Divide the cup into 10 equal
parts and count the number of parts to estimate the number of
marbles.)
- (3) This question requires students to think of a method to estimate the
number of people. Have students practise improving (TWM.08) by
asking: How do you estimate the number of people? (Expected answer:
The number of people is in 3 sections. Each section is about 50 people.)
Is your estimate the same as your partner? (Expected answer: No.) How
can you improve on your estimate? (Expected answer: Instead of
grouping the people into hundreds, group the people in groups of tens.)
- (4) This question requires students to visualise the size of a basketball
with respect to the size of a basketball court. Ask: Can you mentally
visualise the amount of space 10 basketballs occupy? (Expected
answer: Yes) If you are unable to visualise, draw 10 basketballs closely
packed together. How many of such amount of space are needed to fill
up the basketball court? (Expected answer: 76)
 Make a note of the gaps in students’ learning. Revisit the sections that they
need more help with.
 Have students check if their answers are reasonable and to share if they
have different answers from their classmates.
 Refer students back to Thinking Cap. Allow them to revisit the responses
that were noted on the board at the beginning of the lesson to address
misconceptions, if any.

Lesson I Can…
Wrap-up  Have students reflect on what they have learnt.
(5 min)  Ask students the difficulties they face in estimating or grouping into parts of
tens or hundreds. Invite volunteers to share how they overcome their
difficulties.
Activity Book
 Assign Worksheet 1B for students to complete at home.

Lesson 2 (40 min)

Activity Book
 Go through the questions and encourage students to explain their answers. Have students
check if their answers are reasonable. Select students who have different answers and have
the rest of the class discuss if it can be an alternative answer.
 Make a note of the gaps in students’ learning. Revisit the sections that they need more help
with.

11
Differentiation
For support:
 Ensure that students know how to estimate objects or people.
 Use concrete manipulatives, such as a handful of beans, a tall glass with markings and a tall
glass without markings. The tall glasses should be able to hold up to 100 beans.
 The glass with markings should have 10 equal parts marked up on the glass.
 Give each student a handful of beans and a glass.
 Encourage them to do the following:
1. Put the beans into the glass with markings. Ask: How many beans does each marking
represent? (Expected answers: 10 beans)
2. Estimate the number of beans by counting the markings on the glass. Ask: How many
markings are there for the beans? (Expected answer: Answers vary. For example: 3 markings)
What is an estimate of the number of beans? (Expected answer: Answers vary. For example:
30 beans)
 Repeat this with a different number of beans until students are able to estimate the number
of beans.
 Once proficient, give them another handful of beans and get them to put them into the glass
without markings.
3. Get students to mentally divide the glass into 10 equal parts and estimate the number of
beans.
4. Next, have them pour the beans into the glass with markings to check their estimation.
5. Have them repeat steps 2-4 a few times with a different number of beans each time until
they are able to estimate the number of beans in the glass without markings.

For challenge:
 Have students work in pairs and pick an item for their partner to estimate. For example,
estimate the number of people in a class, estimate the number of books in the school bag.

Section Sort Odd and Even

Number of Periods: 3
C Numbers

Learning Objective Expected Prior Knowledge

 3Nc.03 Use knowledge of even and  Recognise the characteristics of even and odd
odd numbers up to 10 to recognise numbers up to 100.
and sort numbers.  Recognise the digit in the ones place.

Note

In this section, students learn to recognise even and odd numbers in 3-digit numbers. Get them
to understand that if the 3-digit number can be divided by two, the number will be even. If the 3-
digit number cannot be divided by two, the number will be odd. Using their prior knowledge of
the ones place, students will also understand that even and odd numbers are determined by the
digit in the ones place.

Start off with concrete manipulatives, such as pencils and erasers to aid students in sorting
odd and even numbers and beads to help students to identify even numbers. Identify those who
need more help and give them ten building blocks to work with. They can use the ten building
blocks to determine whether the digit in the ones place can be divided by two.

Language Support

12
Vocabulary: even, odd, divided by two

Add new words from this section to the Word Chart. Use 10 building blocks to explain the
meaning of the words. For example, 1 block is odd, 2 blocks is even, and more.

Common Misconceptions

Misconception:
Students sometimes determine even and odd numbers by looking at the first digit of the
number.

How to address the misconception:

Write the numbers 2 and 3 on the board. Ask students: Which is the even number and which is
the odd number? (Expected answer: the even number is 2 and the odd number is 3.)
Write 12 and 13 below the two numbers. Ask: Which is the even number and which is the odd
number?
(Expected answer: the even number is 12 and the odd number is 13.)
Write 22 and 23 below the two numbers. Ask: Which is the even number and which is the odd
number?
(Expected answer: the even number is 22 and the odd number is 23.)
Write 412 and 413 below the two numbers. Ask: Which is the even number and which is the odd
number?
(Expected answer: the even number is 412 and the odd number is 413.)
Write 512 and 513 below the two numbers. Ask: Which is the even number and which is the odd
number?
(Expected answer: the even number is 512 and the odd number is 513.)
Get them to see that although the first digit changes, the last digit (the ones place) determines
whether the number is even or odd. This tells them that they cannot determine even and odd
numbers by looking at the first digit of a number.

At the end of the lesson, have students list examples of even and odd numbers. Get them to
work in pairs and check each other’s work and check if they have cleared up the
misconception.

13
Lesson Plan
The lesson plan below will be available online for you to edit and customise according to your
requirements.

Lesson 1 (40 min)

Warm-up  Write on the board: Even numbers and Odd numbers

(5 min)  Use the Teacher-Pose-Pause-Pounce-Bounce strategy. See page xv for
detailed steps.
 Encourage students to come up with any ideas or numbers that they know
about even numbers and odd numbers.

Lesson  Go through the learning objectives that students will learn in this
Introduction section.
(5 min)
Look Back
 Get students to recall their prior knowledge of the characteristics of even
and odd numbers up to 100.
 Go through this section as a class.
 Prepare concrete manipulatives, such as pencils and erasers.
 Show students 16 pencils and 13 erasers to students and have them
discuss the problem as a class. Ask students: Can Ron put the pencils into
2 equal groups? Can Ron put the erasers into 2 equal groups? (Expected
answers: Ron can put pencils into 2 equal groups, and he cannot put the
erasers into 2 equal groups.)

Lesson Thinking Cap

development:  The objective is to have students use their prior knowledge to explore new
Anchor Task ideas and possible solutions through critical and creative thinking.
C-P-A  Prepare concrete manipulatives, such as pencils and erasers to aid
(15 min) students in sorting odd and even numbers
 Facilitate a class discussion by asking students:
- How do you group 116 pencils into 2 equal groups? (Expected answer:
First group 100 into 2 equal groups then group 16 into 2 equal groups)
- How do you group 113 erasers into 2 equal groups? (Expected answer:
113 is unable to be grouped into 2 equal groups.)
- What is the difference between 116 and 113? (Expected answer: 116
can be divided into 2 equal groups but 113 cannot be divided into 2
equal groups.)
 Have students practise characterising (TWM.05) by asking: What do you
notice about the difference between the numbers 116 and 113? (Expected
answer: The digit in the ones place for 116 is even and the digit in the ones
place for 113 is odd.)
 At the end of the section, revisit the problem to have students revisit their
thinking and new knowledge and skills to solve the problem.

Lesson Let’s Learn (a)

development:  Prepare concrete manipulatives, such as beads to help students to
Learn identify even numbers.
C-P-A  Use the Teacher-Pose-Pause-Pounce-Bounce strategy. See page xv for
(15 min) detailed steps.
 Facilitate a class discussion by asking:
- Can 200 beads be divided into 2 groups? Why do you say so? (Expected
answer: Yes, 200 beads can be divided into 2 groups of 100)
- How do you know that a number is even? (Expected answer: Even
numbers can be divided into 2 groups; Even numbers are numbers with 0,
2, 4, 6 and 8 as the digit in the ones place.)

14
- Give some examples of even numbers. (Expected answers: 124; 678)

15
Lesson 2 (40 min)

Lesson Let’s Learn (b)

development:  Use beads as concrete manipulatives to help students to identify odd
Learn numbers.
C-P-A  Use the Teacher-Pose-Pause-Pounce-Bounce strategy. See p. xi for
(20 min) detailed steps.
 Discuss the problem by asking:
- Can 201 beads be divided into 2 groups? Why do you say so?
(Expected answer: No, 201 beads cannot be divided into 2 groups.)
- How do you know that a number is odd? (Expected answer: Odd
numbers cannot be divided into 2 groups; Odd numbers are numbers
with 1, 3, 5, 7 and 9 as the digit in the ones place.)
- Give some examples of odd numbers. (Expected answer: 941; 763)
- What do you notice about odd and even numbers? (Expected
answer: Odd numbers are not divisible by 2 but even numbers are
divisible by 2.)
-
Lesson Let’s Practise
development:  Allow students to try the questions independently. Assess students as they
Independent work. Give assistance if help is required.
Practice  Go through the questions and encourage students to explain their answers.
(15 min) Have students check if their answers are reasonable. Select students who
have different answers and have the rest of the class discuss if it can be an
alternative answer.
- (1) This question requires students to determine whether the numbers,
230 and 507, are even or odd, using counting cubes as concrete
manipulatives. Ask: Can the numbers be equally divided into 2 groups?
(Expected answer: Yes for 230 and no for 507) If a number can be equally
divided into 2 groups, is the number even or odd? (Expected answer:
Even) If it cannot be equally divided into 2 groups, is the number even or
odd? (Expected answer: Odd)
- (2) This question requires students to sort even and odd numbers. Have
students practise classifying (TWM.06) by asking them to list the
numbers from 123 to 155. (Expected answer: 123, 124, 125, 126, 127,
128, 129, 130, 131, 132, 133, 134, 135, 136, 137, 138, 139, 140, 141, 142,
143, 145, 146, 147, 148, 149, 150, 151, 152, 153, 154, 155) Ask: How do
you know that a number is even or odd? (Expected answer: Even
numbers are divisible by 2 but odd numbers are not divisible by 2.) What
is the difference between even and odd numbers? (Expected answer:
Odd numbers have the digit 1, 3, 5, 7 or 9 in the ones place, whereas
even numbers have 0, 2, 4, 6 or 8 as the digit in the ones place.)
- (3) This question requires students to list the even numbers from 850 to
867. Ask them to list all the numbers from 850 to 867. (Expected answer:
850, 851, 852, 853, 854, 855, 856, 857, 858, 859, 860, 861, 862, 863, 864,
865, 866, 867) Ask: How do you know that a number is even? (Expected
answer: The digit in the ones place is 0, 2, 4, 6, or 8.) Can you pick out
the numbers that have 0, 2, 4, 6 and 8 as the ones digit? (Expected
answer: Yes)
- (4) This question requires students to count on the next few numbers
from 480 to get the number of beans that Amelia has. Ask them to count
on from 480. (Expected answer: 481, 482, 483, 484, …) Ask: Which is the
first even number in the list? (Expected answer: 482) Which is the
second even number? (Expected answer: 484) Which is the third even
number? (Expected answer: 486) Which is the fourth even number?
(Expected answer: 488) Which is the fifth even number? (Expected
answer: 490) Which is the sixth even number? (Expected answer: 492)
 Make a note of the gaps in students’ learning. Revisit the sections that they

16
 need more help with.
 Have students check if their answers are reasonable and to share if they
have different answers from their classmates.
 Refer students back to Thinking Cap. Allow them to revisit the responses
that were noted on the board at the beginning of the lesson to address
misconceptions, if any.

Lesson I Can…
Wrap-up  Have students reflect on what they have learnt.
(5 min)  Ask students the difficulties they face in determining even and odd
numbers. Invite volunteers to share how they overcome their
difficulties.

Activity Book
 Assign Worksheet 1C for students to complete at home.

Lesson 3 (40 min)

Activity Book

Go through the questions and encourage students to explain their answers. Have students
check if their answers are reasonable. Select students who have different answers and
have the rest of the class discuss if it can be an alternative answer.

Make a note of the gaps in students’ learning. Revisit the sections that they need more
help with.

Differentiation

For support:
 Ensure that students know how to determine even and odd numbers.
 Use ten building blocks to help students determine the numbers less than 10 that are
divisible by two.
 Ask:
-
What numbers that are divisible by 2? (Expected answers: 2, 4, 6, 8 and 10)
-
What numbers are not divisible by 2? (Expected answers: 1, 3, 5, 7 and 9)
 Remind students that numbers that are divisible by 2 are even while numbers that are not
divisible by 2 are odd.
 Give students some 2-digit numbers to determine even and odd numbers.
 Ask: Are the numbers 34, 57, 83 and 98 odd or even? (Expected answer: 34 and 98 are even.;
57 and 83 are odd.)
 Get students to look at the last digit of the number (the ones place). Relate back to the
numbers less than 10. If the digit is 0, 2, 4, 6 or 8, the number is an even number. If the digit
is 1, 3, 5, 7 or 9, the number is an odd number.
 Once students are proficient, give them 3-digit numbers to determine even and odd numbers.
Ask: Are the numbers 902, 384, 560, 711 and 219 odd or even? (Expected answer: 902, 384
and 560 are even.; 711 and 219 are odd.)

For challenge:
 Have students work in pairs and count the number of even numbers and the number of odd
numbers from 1 to 100.
 Next, encourage them to count the number of even numbers and the number of odd numbers
from 101 to 200.
 Ask students to determine the number of even numbers and the number of odd numbers from
1 to 500 and from 1 to 1000.
 Students should be able to identify that there are equal numbers of even numbers and
odd numbers in every group of 100 numbers.

17
18
Section D Use Money Notation Number of Periods: 4

Learning Objective Expected Prior Knowledge

 3Nm.01 Interpret money notation  Recognise different currency symbols.

for currencies that use a decimal  Compare numbers up to 1000.
point.
Note

In this section, the emphasis is on representing dollars and cents. Students learn the use of
money notations to represent dollars and cents. Students also learn the use and importance
of the decimal point in money notations.

Concrete manipulatives ,such as notes and coins are used in this section. Students are
required to compare money in higher-order thinking questions.

Language Support

Vocabulary: dollars, cents

Show students concretes manipulatives, such as play notes and coins to explain the
meanings of the words before the lesson. Add the words to the Word Chart. Have volunteers
explain the meanings of the words. As the lesson progresses, focus students’ attention on the
specific words as they appear in the text and during the lesson.

Common Misconceptions

Misconception:
Students write five cents as $0.5 instead of $0.05.

How to address the misconception:

Explain to students that cents are represented in money notation as two digits on the right of
the dot.
The two digits are read together. For example, $0.20 represents twenty cents; $0.35
represents thirty-five cents.

Point out that the digit 5 is in the second digit place when it is thirty-five cents. So five cents
is represented as $0.05. Also, $0.5 is incorrect because there should be 2 digits on the right of
the decimal point instead of just one digit.

At the end of the lesson, have students show how to write seven cents and sixty-nine cents in
money notations to check that they have cleared up the misconception.

19
Lesson 1 (40 min)

Warm-up and Go through the learning objectives that students will learn in this section.
Lesson
Introduction Look Back

(5 min) Go through this section as a class.

Use the price tag of the teddy bear to recall prior knowledge.

Facilitate a class discussion by asking:
- How much money does Ralph have? (Expected answers: $16.)
- Does Ralph have enough money to buy the teddy bear? (Expected
answer: Yes.)
- How can you tell? (Expected answer: Add all the notes and cents
that Ralph has, and the total amount of money is the same as the
cost of the teddy bear.)

Lesson Thinking Cap


development: The objective is to have students use their prior knowledge to explore new
Anchor Task ideas and possible solutions through critical and creative thinking.

C-P-A Prepare concrete manipulatives, such as play notes and coins to show
(15 min) students the amount of money that Ralph has.

Use the Heads Together-Pairs Compare strategy. See page xiii for detailed
steps.
- In the “Heads Together” stage, get students to discuss the task
with their partners.
- In the “Pairs Compare” stage, have pairs compare their tasks with
other pairs.

Have students discuss the problem in pairs by asking:
- How do you read $15.50? (Expected answer: Fifteen dollars and fifty
cents.)
- If another shop sells the same bear but at a higher cost, will you buy it?
Why? (Expected answer: No because it is more expensive.)
- In the “Pairs Compare” stage, have two pairs form a group and
discuss their answers together.

At the end of the section, revisit the problem to have student revisit their
thinking and apply their new knowledge and skills to solve the problem.

Lesson Let’s Learn


development: Prepare concrete manipulatives, such as play notes and coins to show
Learn students the cost of the printer.
C-P-A  Go through the problem as a class by asking:
(5 min) - What does the number on the left of the dot show? (Expected answer:
Dollars)
- Write one hundred and twenty-five in numbers on the left of the dot.
(Expected answer: 125)
- What does the number on the right of the dot show? (Expected answer:
Cents)
- Write seventy-five in numbers on the right of the dot. (Expected answer:
75)

Lesson Let’s Practise

development:  Allow students to try the questions independently. Assess students as they
Independent work. Give assistance if help is required.
Practice  Go through the questions and encourage students to explain their answers.
(10 min) Have students check if their answers are reasonable. Select students who
have different answers and have the rest of the class discuss if it can be an
alternative answer.
- (1) This question requires students to read and write money in words.
Ask students: What does 509 represent? (Expected answer: Dollars)

20
 What does 65 represent? (Expected answer: Cents)

- (2) This question requires students to write the cost in numbers. Ask
students: Write seven hundred dollars in numbers. (Expected answer:
$700) Is dollars written on the left or right of the dot? (Expected
answer: Left) Write ten cents in numbers. (Expected answer: 10) Is
cents written on the left or right of the dot? (Expected answer: Right)

- (3) This question requires students to compare money. Ask students:

How do you compare money? (Expected answer: First compare the
dollars. If the dollars are the same, compare the cents.) Is $29 or $28
cheaper? (Expected answer: $28)

- (4) This question requires students to determine whether Zack can buy
presents using his money. Have students practise convincing (TWM.04)
by asking: How much money does Zack have? (Expected answer:
$106.45) What items are cheaper than $106.45? (Expected answer:
Lipstick and shoes) How do you know which items Zack can buy?
(Expected answer: Zack can only buy items that cost less than
$106.45)
 Make a note of the gaps in students’ learning. Revisit the sections that they
need more help with.
 Have students check if their answers are reasonable and to share if they
have different answers from their classmates.
 Refer students back to Thinking Cap. Allow them to revisit the responses
that were noted on the board at the beginning of the lesson to address
misconceptions, if any.

Lesson I Can…
Wrap-up  Have students reflect on what they have learnt.
(5 min)  Ask students the difficulties they face in writing money notations. Invite
volunteers to share how they overcome their difficulties.

Activity Book
 Assign Worksheet 1D for students to complete at home.

Lesson 2 (40 min)

Activity Book

Go through the questions and encourage students to explain their answers. Have students
check if their answers are reasonable. Select students who have different answers and
have the rest of the class discuss if it can be an alternative answer.

Make a note of the gaps in students’ learning. Revisit the sections that they need more
help with.

Differentiation

For support:
 Ensure that students know how to read the amount of money.
 Help students locate the dot (decimal point) in the numbers. Emphasise that the digits on the
left of the dot represents the dollars and the digits on the right of the dot represent the
cents.
 Encourage students to read the dollars (left of the dot) and the cents (right of the dot)
separately.
 Ask: How do you read the following:

21
 -
$4.00? (Expected answer: Four dollars)
-
$4.50? (Expected answer: Four dollars and fifty cents)
-
$14.50? (Expected answer: Fourteen dollars and fifty cents)
-
$214.50 (Expected answer: Two hundred and fourteen dollars and fifty cents.)
-
$214.75? (Expected answer: Two hundred and fourteen dollars and seventy-five cents.)
-
$782. 39? (Expected answer: Seven hundred and eighty-two dollars and thirty-nine
cents.)

For challenge:
 Have students work in pairs to find out the cost of a few items (items that are found in the
classroom). For example, table, chair and board.
 Allow them to search for the cost on the internet. Compare the costs and arrange the items
in order from the cheapest item to the most expensive item.

22
Lesson 3 (40 min)

Maths Champions
 Invite two friends to play the game with you.
 Each friend is to complete the 3 by 3 table with 3-digit numbers.
 Each friend takes a turn to give a clue and if the 3-digit number on their own card coincides
with the clue, they are to colour the box with that number.
 The first player with 3 boxes coloured vertically or horizontally wins.
 SEL (Self-management, relationship skills): Remind the class to take turns so everyone gets
a chance to play. Ask them to encourage each other not to give up if they lose.

Maths Words
 Go through the Maths Words.
 Distribute a piece of paper to each student.
 Have them choose one of the words and write it on one side of the paper.
 On the other side of the paper, have students draw an example of the word chosen. Note
that students should not explicitly insert the word on this page.
 Have students share their drawings with the class and the class guess the words. Ask
students to pay attention to how each word can be drawn differently.

Activity Book
 Assign What I Can Do Now and Maths Journal for students to complete at home.

Lesson 4 (40 min)

Be A Maths Explorer
 This activity involves work that is related to maths and history.
 Have students use the internet to find out more about the different representations of
numbers in history.
 In the past, people use dots and lines to represent numbers.
 Have students create code books with their own representation of numbers.

23