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Earlybird Kindergarten Mathematics (Standards Edition) Textbook A

ISBN 978-0-7614-7015-1

Printed in Singapore by Times Printers, www.timesprinters.com

Singapore Math.com Inc’

Distributed by
SingaporeMath.com Inc
404 Beavercreek Road #225
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Website: www.singaporemath.com
Seely pi nd/ae
K I N D E R G A R T E N
TEXTBOOK

Yeap Ban Har

Winnie Tan

Ne Marshall Cavendish <> . |

Education 3 SingaporeMath.com Inc”
 Sail piedae
Saatiinn ca
aD)HEMATICS) is a comprehensive, activity-based program designed to provide kindergarten
students with a strong foundation in mathematics. Aligned with the Mathematics Framework for
California Public Schools, the program aims to prepare young students for subsequent stages of
mathematical thinking. In the Textbook, mathematical concepts are developed in a systematic, engaging
and fun way.

Every unit comprises several

lessons, each lesson has a
focused learning outcome.

The Big Books that correlate

topically to the Textbooks integrate The teaching notes at the bottom
basic mathematical concepts with of the pages provide guidelines to
well-loved children’s rhymes and help teachers develop lessons and
stories to create an enjoyable mathematical concepts systematically.
learning process.

Earlybird Kindergarten Mathematics (Standards Edition) is designed to form the foundation level for
the Primary Mathematics (Standards Edition) series. Mathematical concepts are systematically
introduced and reinforced using the Concrete — Pictorial —> Abstract approach.

The Concrete —» Pictorial —» Abstract approach enables students to encounter

math in a meaningful way through concrete activities before progressing to pictorial
and abstract representations.
 New mathematical concepts are
introduced through a spiral
progression that builds on concepts ats Yel
low
d'9iONl the birds
wall, 5
already taught and mastered.
nd OD there ie}

ng Yello,3 bird ‘

ter

a ty
none
fi
——

ont she aris snow the nur

Color HE
Structured activities help to consolidate the
= ig ; > .
: : mathematical concepts taught. Written exercises
that focus on repetition ensure the reinforcement
of mathematics facts and concepts.

Textbook to the relevant Activity Book pages. The Activity Books provide
opportunities for consolidation, remediation and enrichment.

The Review pages at the end of each

unit assess the student's mastery of
key learning objectives. 2 d iN

the cup is 08 Hest = :

is lighter

‘ °

the toy is &

Le.
s heavy 2

eo

BL [ius ~
: GS
Math At Home activities in tear-out sheets
provide opportunities for meaningful family
involvement in the students’ learning process.
Detailed, step-by-step instructions for parents
are provided.

Detailed lesson plans

are provided in the
Teacher's Guide.

eS
UnitelVidtchrdnd Sort... =...5.0
ae ee a

Onite2: NUMDEIS 10:5 4 ree 22

Units. Numbers: 02 =... 54

Unit 4: Order ............... eee

ie <:aaeeunnaee 86

Unit 5: Shapes ow... et re ons mien eee 110

WiniteG Raters. wee os. ese eon

Unit 7: Length and Size .................. sista naelee 147

Unit 8: Weight oo. f ran |9/52)

Unit 9: Capacity. 185

Unit 10: Compare Sets occ 199

GIOSSOPY

RINGO Xe le ene,or as ae
Blank
Unit 1: Match and Sort
Lesson

Look and talk.

Introduction:
Encourage the students to talk about the sea creatures they see on this page.
Development:
Show the students two similar objects of different colors, e.g. a red cup and a blue cup, and
tell them, “They are not exactly the same.” Have the students tell you why the two objects
are not exactly the same. Repeat this with two different objects of the same color, e.g. a red
cup and a red saucer. Show the students two identical objects and have them say, “They are
exactly the same.” Have the students look at this page. Point to two of the sea animals in
the picture and ask, “Are they the same?” Ask the students to respond, “They are exactly the
same.” or “They are not exactly the same because...”
AVsCehwelamuay-Melaliaateltmunlelmelacmmalsmvelaat=n

Introduction:
Ask the students to name the animals.
Development:
Have the students look at this page. Ask them to match the rabbit to another
rabbit and so on. For every pair of animals ask, “Are they exactly the same?” Ask
the students to say, “They are the same but...” or “They are exactly the same.” —

2 a Activity |, page |
TWO
me)ialemelmdallatemagleimelg-Raa(-e-volaa(-n
Introduction:
Ask the students to describe what each bear on this page is doing.
Development:
Tell the students to draw imaginary lines using their index finger to match the bears.
Then, ask them to use a pencil and ruler to draw lines to match the bears. Ask the
students to talk about each pair of bears. Each time, emphasize the fact that both
bears are the same but one is doing a different thing or in a different position. Tell the
students to point to the bears as they say, e.g. “They are the same but this one is
sitting and the other one is lying down.”

four { Activity 2, pages 2-3

Introduction:
Show the students a green object, e.g. a green leaf. Ask them to name the
color of the object. Ask the students to point out green objects around the
room. Show them other objects with different shades of green. Repeat this
with other colors: red, blue, brown, yellow, orange, purple, black and white.
Have the students look at this page. Tell them to use colors to describe what
they see on this page.
Wiel nelamomaelmelateMeme(elcele(-Mustenmelc-Meyi
idal=w-xolaat=mae) (ele

Development:
Tell the students to draw imaginary lines using their index finger to match each car
with a garage of the same color. Then, have them use a pencil and ruler to draw lines
to match the car and its garage. Guide them to say, “This car and this garage are of
the same color. Both are...”

Six
 Introduction:
Teach the students simple origami. Give each student a sheet of paper, each
with a different pattern. Teach the students to fold the same origami piece.
Development:
Collect the completed origami pieces and place these in a basket. Pick out
each piece and ask the students to identify its owner. Have the students
look at this page. Ask the students to identify who made which origami
piece. Tell them to use their index finger to trace an imaginary line to match
each origami piece with the correct child.

lis

a
|
Kel @elamaal-Wolb)ok-welaleme)(elactmuatels
have the same patterns.

Development:
Show the students a few cups and the matching plates. Ask the students to say why
each cup goes with a particular plate. Ask them to say, “The cup and the plate have
the same pattern on them.” Have the students look at this page. Ask them to point
at the first plate. Then, ask them to find the cup that has the same pattern. Guide the ~
students to say why they go together. Then, tell them to use a pencil and ruler to mils
a line to match each cup with its plate.

eight
 Lesson

Development:
Have the students work in pairs. Give each child an outline of a picture similar to any of the
kites. Ask them to color the kite so that both pictures look the same. Encourage them to
work together to decide what color to use for each part of the kite. Next, put up two
identical pictures on the board. Ask a student to color one part of the first picture in a color
of his/her choice, e.g. red. Ask them to tell you what color the second picture should be so
that both look the same. Tell the students to look at this page. Tell them to point to two
pictures in the same row that look the same. Then tell them to color both pictures so that
they look identical.

nine
Gila (=maatsKelbanslasvaime) alse

Development:
Display four objects, three of which are identical. Ask the students to identify the one
that looks different from the others. Ask them to tell you in what way it is different from
the others. Repeat with a few other groups of four objects. Have the students look at
this page. Tell them to point to the doll that looks different from the rest in each row.
Ask them to tell you in what ways it is different from the rest. Encourage a variety of
responses. Then, guide them to use their index finger to draw an nn loop around
the doll. se: tell them to use a pencil to circle it.

10 ,
ten (l| Activity 4, page 6 >»
 » Match the things that
| areusedtogether.

Development:
Provide a collection of objects that are used together, e.g. a straw anda
glass. Ask the students to pair them up. Guide them to say, “We can use
a/an...with a/an...” Also have them say what the pair of objects is used
for. Have the students look at this page. Tell them to point to two objects
that are used together. Guide them to say, “We can use a/an...with a/an...”
Also have them say what the pair of objects is used for. Tell the students to
__use their index finger to draw an imaginary line to join the objects that are
(__used together. Then, tell them to use a pencil and ruler to draw the lines.

II
eleven
Circle the one that is used
ete ee eg enthelet

Development:
Have the students look at this page. Ask the students to point to a pair
of objects that are used together. Guide them to use their index finger to
draw an imaginary ring around the object that is used with the object in
the left column of each row. Then, tell them to use a pencil to
circle the correct object. For the other objects on the right column, have
the students suggest something else that is used with it. For example,
“What can we use together with this roll of thread?”

12
twelve
imsce e Me aed
Cross out (X) the thing
| that does nto} aof fo]ae

(| pa) | ej) a}

Development:
Show the students picture cards of the objects shown on this page. Tell the students,
“We are looking for things that we wear.” Ask the students to pick out the object that
does not belong to the set. Repeat with the other sets of objects (vehicles, tools and
things that we use for sports). Have the students look at this page. For each set of
objects, guide the students to use their index finger to cross out the object that does
not belong to the set described. Then, ask them to use a pencil to draw the crosses.

13
thirteen
 SS SS AaSe ()

Glos mele me. 9 haal-maaliatemaptenme(ol-twavelmol-l(e)alen

Development:
Show the students picture cards of the objects shown on this page. Tell the students to
pick out the object that does not belong to the set. Ask them to give a reason for their
choice. Repeat this with the other sets of objects. Have the students look at this page. In
each row, guide the students to use their index finger to cross out the object that does
not belong to the set. Then, ask them to use a pencil to draw the crosses. Have them say
why the object does not belong.

@»
14
fourteen
Lesson

Introduction:
Ask the students to name the stationery items and toys on this page.
Development:
Tell the students to sort several stationery items and toys into two groups. Tell them, “Put
the stationeries into one group and the toys into another.” Ask them to use their index
finger to trace an imaginary line to show where each object belongs. Tell them to use a
ruler and pencil to draw lines to show where each object belongs. Have the students say,
“The ... goes into the bag.” or “The ... goes into the toy box.”

15
fifteen
VdateleomecelaMYcolbmilaremaal-cx-Meolaliaalelys
sYolamelaremanrelces

Introduction:
Ask a few students to talk about the pets they keep at home. Ask them why lions and elephants
are not kept as pets. Ask them if they have been to the zoo. Tell the students to name some
animals that they see in the zoo.
Development:
Give the students picture cards of the animals shown on this page. Ask the students to name the
animals. Ask them to decide whether an animal can be found at home or in the zoo. Draw two
spaces on the board — one representing home and the other representing the zoo. Let the stu-
| dents sort the cards by placing them in the correct spaces. Have the students look at this page. Tell
them to use their index finger to trace the path that an animal takes to get to either the house or
the zoo. Tell them to use a pencil to trace the path. Encourage them to say, e.g. “We can find the
elephant at the zoo.”

16
ll Activity 5, page 7 bs
sixteen
 Lesson

MYolamelalemanveineae

Introduction:
Display a vase and a fruit bowl as well as some flowers and some fruit. Ask the students to
put the flowers and fruit where they usually find these. Have them say why each object is
placed where it is.
Development:
Ask the students to use their finger to show where each object belongs. Tell them to start
from a dot and use their fingers to trace a path to a dot on either the vase or the bow/l. Tell
them to use their index finger to join the dots to show where each object belongs. Ask the
students to say why they have sorted the objects in this way.

17
seventeen
Introduction:
Ask the students to name each of the toys on the page. Ask them to talk about
their favorite toys and what they do with the toys after playing with them.
Development:
Give the students picture cards of the toys. Put the labels ‘red toys’ and ‘blue
toys’ on two boxes. Tell the students to sort the toys on the cards according to
color. Repeat this activity but allow the students to decide the criteria for sorting
the toys. Accept any reasonable method of sorting. Ask them to describe
their method.

18
eighteen
 TaK=xe(eaMcohWaregey-nelel ae.g)
dale Mallave Maarel me(ol-t-M ave) mlol-l(e)alen

Instructions:
For each task on this page, tell the students the criterion for identifying the object
that does not belong. For the first row, say, “We are looking for fish of the same
color.” For the second row, say, “We are looking for fruit of the same color.” For the
third row, say, “We are looking for boxes with the same pattern.”

19
nineteen
In each row, cross out (X) the
idalfale mate oe(el-\-M ave) mel-)(e)
alep

Instructions:
For each task on this page, tell the eardents the criterion for identifying the object
that does not belong. For the first row, say, “We are looking for things we wear on
our feet.” For the second row, say, “We are looking for birds.” For the third row, say,
“We are looking for things we use to write.” ae

20
twenty
Sort these things by putting them
Tale atsmeve)d a=\ei ulole)

2|
twenty-one
 Be,
Hay Wega
ge ay
ee :
Bah, ale SON AE ent
TOME nae onthe se

Development:
Teach the students a number rhyme “One little red bird, two little red birds, flying to a tree.
Next, came another red bird and soon there were three. Count them one, two, three.” Have
three students role-play while the rest of the students recite the number rhyme. Repeat this
using cats and rabbits instead of birds. Show the students the numeral cards for 1, 2 and 3 as
you say the numbers. Ask them to point at the picture as they count, “One, two, three.”
Consolidation:
Have the students count the number of objects on this page. Start with the house and the sun.
Then, move on to the flowers, cats and rabbits.
 _ Development:
_ Give the students a few objects. Show the students the numeral cards for 1, 2 and
_Ne 3.as you say a number. Ask them to show the correct number of objects. Have
them look at this page. Ask the students to count the number of boats, airplanes
fand cars. Tell them to point at the pictures as they count.
cA
NS
Da 4

23
twenty-three
Development:
Ask the students to count the number of picture cards (four or fewer) including cards
arranged in a row, cards not arranged in a row and partially overlapping cards. Show
them the numeral cards for 1, 2, 3, and 4 as they say a number. Have them look at this
page. Ask the students to say in complete sentences, “There are two elephants.” Tell
them to point at the pictures as they count.

24
Consolidation:
Give the students picture cards showing up to five objects and the numeral
cards for 1, 2, 3 and 4. Ask them to pair the picture cards and numeral cards.
Ask them to draw an imaginary line using their index finger to match the cards
and the numbers. Then, ask them to draw lines using a pencil.

25
twenty-five
Lesson

(Grell laiare| venaavennear

secant yeaa
k them to draw an imaginary line using thelr index finger to mate h
he fale

twenty-six
Count and match.

Sane of cubes by pointing at thepictures. Tell them to gray lines wae

t ng
nattch
n th e cubes arid the
en ee a, ee bh Wires sis Tien REBal RG

Pa
twenty-seven
_ Lesson
Make different shapes of 3.
Then faatel<oellacclas)alaciele| ol--aey a, &

\ st
see to form a different shape using three tiles. Tell ne to trace/draw the shape il
ce provided. AS using four tiles. ey tare

twenty-eight
Make different shapes of 5.

29
twenty-nine
Lesson —

Development:
Show the students a bag of toys. The bag should contain three toys of the same
kind, four toys of a different kind and five toys of another kind. Drawathree- ¢
by-five table on the board. Have the students count the number of each kind of
toy. Tell them to look at this page. Tell them that the graph shows the number
of toys Stacie has. Encourage them to name the toys. Have the students count
the number of each kind of toy. Ask, e.g. “How many kites does Stacie have?”
Encourage them to point at the graph as they count.

30
thirty
Count.
Xo}(oyaidal< ole.<--mmoj alo) Vadaleyalelaal olqie

thirty-one
_Lesson
(@leyelajenaal=welalipatelwae) (ee
the boxes to show the number.

a
Sveauuie

Development:
Show the class pictures of some animals. Have the students count the number of animals. Have the
students look at this page. Ask them to name the animals shown on this page. Next, ask them to
count the number of each animal and to color the boxes accordingly. Then, ask the students to tell
you the number of each animal by looking at their graph. aeae

hear ae
tte
ue

: a
 AN
iMh)
|

Development:
Put pictures showing three types of fish on the board. Ask the students to count the
number of each type of fish. Guide them to make a graph to show the number of
fishes. Tell them to look at this page. Next, tell them to count the number of each
animal and color the boxes accordingly. Finally, ask the students to tell the number
of different animals by looking at their graph.

33
ivity |, page 8
thirty-three
 Lesson

|Look and talk.

Development:
Show the students a plate of muffins. Ask them to tell you the number of muffins. Move the
muffins closer together. Ask them to tell you the number of muffins without counting. Allow
them to count to confirm the answer. Repeat by placing the muffins even closer together.
Cover the plate with a box. Then, ask the students to tell you the number of muffins. Have
the students look at this page. Ask them to count the number of seafood items on the first -
plate. Ask them what they think was done to get from the first plate to the second one.
Have them tell you the number of items on each plate. Ask them why the number of
seafood items remains the same.

34
thirty-four
Do antiga:

Development:
Set up the situations and ask the students to tell you the number of buttons in each
situation. Have them confirm the number of buttons in the first situation by removing
the cup and counting. For the second situation, have them count the buttons in the cup.
Emphasize the fact that the number of buttons does not change.

35
thirty-five
Lesson

|Count andsay.

36
thirty-six
Trace the carton. Then trace the l’s
and write more I’s in the boxes.

ee aes
i
tieetieetieatieetiention’A
/ ho

sence
qeeees

Development:
Show the students one object. Then, show them the numeral 1 as you say the number.
Have them use their index finger to trace the numeral in the air and on their table. Have
the students look at this page. Have them say, “One carton.” Ask them to point at the dot
in the yellow box and use their index finger to trace the numeral on this page. Ask them to
trace the carton. Have them practice writing the numerals.

37
thirty-seven
oo
“awa Trace the bows. Then trace the
2’s and write more 2’s in the boxes.

Development:
Show the students two objects. Then, show them the numeral 2 as you say the number.
Have them use their index finger to trace the numeral in the air and on their table. Have the
students look at this page. Have them say, “Two cats.” Ask them to point at the dots and
use their index finger to trace the numeral on this page.)Tell them to trace the bows. Have”
them practice writing the numerals. %

38
thirty-eight
Count.
Write the numbers.

Consolidation:
Ask the students to count the number of clothing items by pointing at the pictures and
to tell the number. Have them use their index finger to trace the number. Then, ask them
to write the correct number in the box. Encourage them to use complete sentences,
_ “There is/are...” to describe each picture.

39
thirty-nine
 Lesson»
Trace the balloons. Then trace the
3’s and write more 3’s in the boxes.

Development:
Show the students three balloons and say, “Three balloons,” as you show them the numeral
3. Hold up one balloon and ask the students to say, “One”. Do the same for two and three
balloons. Ask them to trace the numeral in the air and on their table. Have the students look —
at this page. Ask them to count the balloons by pointing at the picture and say, “Three.” Do
the same for the dots. Show them the numeral 3 as they say the numbers. Ask them to trace |
the numeral on this page using their index finger. Finally, ask them to trace the ballocns using
colored pencils and practice writing the numerals.

40
forty
Count.
Write the numbers.

Consolidation:
Ask the students to count the number of animals by pointing at the pictures and
to tell the number. Have them use their index finger to trace the number. Then,
ask them to write the correct number in the box. Encourage them to use complete
sentences, “There is/are...” to describe each picture.

Gi
forty-one
Development:
Show the students a picture of four fish and say, “Four fish,” as you show them the numeral
4. Hold up a picture of one fish and ask the students to say, “One”. Do the same for two,
three and four fish. Ask them to trace the numeral in the air and on their table. Have the
students look at this page. Ask them to count the fish by pointing at the picture and say,
“Four.” Do the same for the dots. Show them the numeral 4 as they say the numbers. Ask
them to trace the numeral on this page using their index finger. Finally, ask them to trace
the fish using colored pencils and practice writing the numerals.

42
forty-two
Count.
Write the numbers.

-
Introduction:
_ Ask the students to name the fruits shown on this page.
| Consolidation:
|Ask the students to count the number of each fruit by pointing at the picture and to
tell
eS , Have them use their index finger to trace the number. Then, have them
write
correct number in the box.

43
forty-three
Development:
Show the students five flowers and say, “Five flowers,” as you show them the numeral 5.
Hold up one flower and ask the students to say, “One”. Do the same for two, three, four
and five flowers. Ask them to trace the numeral in the air and on their table. Havethe 4
students look at this page. Ask them to count the flowers by pointing at the pictureand
say, “Five.” Do the same for the dots. Show them the numeral 5 as they say the numbers
Ask them to trace the numeral on this page using their index finger. Finally, ask them to -
trace the flowers using colored pencils and practice writing
the numerals,

44
forty-four
Introduction:
Ask the students to name each type of animal. Guide them to say, “There is a cow
and it goes mooo.” Do the same for the other animals. Ask the students to make the
corresponding animal noises.
Consolidation:
Ask the students to count the number of each type of animal. Have them say the number
as they count. Ask them to write the correct number in the box.
_ Lesson ©

|Write the numbers.

Introduction:
Have the students draw faces on plastic eggs. Alternatively, use cardboard egg shapes.
Arrange the eggshells in rows of1to 5. Place a card with the corresponding numeral next to
the art display.
Consolidation:
Give each student five counters. Call out a number. Get one student to write the numeralon —
the board. Ask the rest of the students to show the number of counters that correspond with “
the numeral written on the board. Have the students practice writing the numerals 1 to 5.

46
forty-six
Write the numbers.

a
a
a
be
5 ae erie teesrest of the students show the correct number of counters to mde
meral. Have the students look at this page fersthem to count the leaves. Show —
ingthesame numberof dots. H sen
i

aT =a o
iy cece
Introduction:
Tell the students about a girl who went to the beach and collected seashells.
Consolidation:
Read the questions to the students, showing them a picture of the shell that you’
are referring to.

48
forty-eight
Moto) aeimanlee lianelc-Welcele)ay
Answer the questions. |

How many

# How many

# How many

= How many

\/_ Introduction:
Tell the students a story about a boy who likes to sit by a bridge and count the
vehicles that go by. Tell them that the graph shows the number of each type of
vehicle that the boy counted one morning.
Consolidation:
Read the questions to the students using colors and vehicle types in the questions.

4q
forty-nine
. Count the animals.
Circle the correct numbers.
Count the animals. © — i
Color the boxes to show the correct number.
fifty-two |
Look at this picture graph.
Answer the questions. | :

# How many

=# How many

= How many

= How many

. 53
fifty-three
Unit 3: Numbers to 10
Teen

Introduction:
Have the students look at this page. Tell the story of three greedy mice that could not
decide what to eat when they found food on a table.
Development:
Tell the students the three mice ran around counting the food on the table. Show them
a plate of cupcakes and oranges. Do this a few times using a different number of items
(six, seven or eight). Show the students the numeral cards for 6, 7 or 8 each time. Have
them count the cupcakes, oranges, cups of tea, forks and plates. Show the students the
corresponding numeral card each time. Have them write the numerals in the air
and on their table.

54
fifty-four
Count ‘elavemuge(esy

Development:
Put up a picture card showing six mangoes on the board. Ask the students to count
and say the number. Show them how the numeral 6 is written. Tell them to trace the
numeral on this page using their index finger. Finally, encourage them to write the
numeral using their pencil. Repeat this for the numerals 7 and 8.

55
fifty-five
 _ Lesson
§ Trace the jump ropes.
Then trace the
|6’sandwrite mor6e
’sinthe boxes.

- Development:
Have one student come to the front of the class. Continue until there are six students in front
_ of the class. Each time, have the rest of the class say how many students there are and clap
the same number of times. Show the class the numerals each time. Ask the students to trace
the numeral in the air and on their table using their index finger. Have the students look at
this page. Ask them to count the number of children on this page and to say, “Six children.”
_ Tell them to use their fingers to trace the numeral 6 on this page. Askthemtodrawthe .. «
_ jump rope for each child. Have them count the number ofjump ropes. Tell them to write the
_ numeral 6 using their pencil.

56 .
fifty-six a
 Development:
Draw a square on the board. Divide it into nine smaller squares. Ask a student to color six
of the nine squares. Tell the other students to color the first set of squares the same way.
Have another student color six squares but ask this student to do it differently from what
the first student has done. Ask the class to cr ‘or the next set of squares the same way.
Finally, ask the students to make a shape of their own by coloring six of the nine squares.
_ Next, ask the students to color six squares making a different shape each time. Ask them
~ to count the number of small squares they have colored to make each shape and to write
_ the number in the circles below.

57
fifty-seven
Development:
Show the students a bundle of seven pencils. Ask a student to remove one pencil at a time and to
place the pencil on the table. Each time, ask the students to tell you the number of pencils on the
table. Show them the numerals each time. Tell them to trace the numeral in the air and on their
table using their index finger. For the seventh pencil, ask the students to clap seven times. Show
them the numeral 7. Tell them to trace the numeral 7 on this page using their index finger. Ask
a student to say any number from one to seven. Tell the students to clap the correct number of
times. Repeat this with different students. Ask the students to color the fish on this page and to
say, “Seven fish.” Tell them to trace the numeral 7 on this page using their index finger. Ask them
to write the numeral 7.

16 6
fifty-eight
 Count.
Write the numbers. Ne

_ Development:
_ Show the class a box containing six of the same object and two of another. Ask the
| students to count the number of each object and to write the number. Have the students
|look at this page. Ask them to point at the picture and count aloud. Show them where to
|writethenumbers.
PU
FE ee Ss
Pe << cS
Sie: eee ;

: 54
fifty-nine
 Walge lev ae (-¥ove]kmMalslamage(q-mdal-nows
_and write more
8’s inthe boxes.

Development:
Show the students eight balls. Ask the students to count as you show them the balls one at a time.
Show them the numerals. Tell them to trace the numeral in the air and on their table using their
index finger. When it comes to the eighth ball, get the students to clap eight times. Tell them to
trace the numeral 8 on this page using their index finger. Ask a student to say any number from
one to eight. Tell the students to clap the correct number of times. Repeat this with different
students. Have the students count the number of cats on this page and to say, “Eight cats.” Tell
them to trace the numeral 8 on this page using their index finger. Ask them to trace and color the
balls. Have them count the number of balls. Tell them to write the numeral 8.

60
Sixty
@Volelajendat=welelinalel(cy
Write the numbers. |

Introduction:
Have the students look at this page. Encourage them to say what the animals
are doing.
Development:
Ask the students to count the number of each type of animal. Tell them to point
to each animal as they count. Have them write the number of mice, cats and
monkeys in the boxes. Encourage them to say, e.g. “There are six monkeys.”

6l =
sixty-one Activity-l, page 16 ~
 ial
Lesson ae
~“e—ee |ook at this picture Es

graph. Answer the questions.

= How many are there? ___

= How many are there? ___

= How many Ware there? ___

= How many 2 are there? =
Introduction:
Tell the students to imagine they are visiting a museum for flying objects. Ask them
to draw what they expect to see. Next, tell them what you see, e.g. airplanes, hot-air
balloons, helicopters and spaceships.
. Development:
Have the students look at this page. Have them tell you how many airplanes, hot-air
balloons, helicopters and spaceships there are. Encourage them to point at the graph as_
they count. Ask them questions such as, “How many helicopters are saudi Mates ask
them to write the numbers. ;

62
sixty-two
Mofo) Colm dalewol(edulgcWelgelo)ap
Answer the questions.

Introduction:
Have the students look at this page. Ask them to tell a story based on the graph.
Development:
Read the questions to the students. Encourage them to point at the graph as they
count. Tell them to write the numbers.

63
sixty-three
i Ok=1-4-0)9]
_ Count the dots. :
| Write the numbers.

Consolidation:
Give the students three similar cutouts and some circular stickers. Tell them to paste
six, seven and eight stickers on each cutout. Have them look at this page. Encourage
the students to point at the dots as they count. Then, ask them to trace the numeral
using their index finger before they write it. ‘

64
sixty-four
fo @ i

a)

Introduction:
Ask the students to talk about what each tortoise and bird is doing.
Consolidation:
Have the students look at this page. Ask them to say how many tortoises and birds
there are in the picture. Ask them to point at the picture as they count. Tell them to
write the numbers.

: 65
sixty-five
Lesson |

Introduction:
Encourage the students to discuss the pictures on this page.
Development:
Have the students recite the number rhyme One, Two, Buckle My Shoe. Encourage
them to dramatize the rhyme. Call out a number. Tell the students to point to the
correct numeral on this page.

66
sixty-six
Count elavemuge(acn |

@ |© &
One potato,

a7: CS EP Start all over

pores OSD and count again!
ten potatoes.

Introduction:
Encourage the students to talk about the potato as a source of food and how it provides us
with energy to do things.
Development:
Put up a picture card showing eight potatoes on the board. Ask the students to count and tell
the number. Then draw another potato. Have the students tell you the new number. Show
them how the numeral 9 is written. Tell them to trace the numeral on this page using their
_ index finger. Do the same for the numeral 10. Finally, tell the students to write numerals 1 to
- 10 using their index finger. Encourage them to write the numerals using their pencil.

67
sixty-seven
pn Xo) a e
Trace the spoons. Then trace the
q’s and write more 9’s in the boxes.

ee
Pe eocccboo®

Development:
Bring to class a stack of plastic plates. Ask the students to count as you show them the
plates one at a time. Show them the numerals. After the ninth plate, tell the students
to clap nine times. Show them the numeral 9. Tell them to trace the numeral 9 on this
page using their index finger. Ask a student to say any number from 1 to 9. Have the
class clap the corresponding number of times. Repeat this with different students.
Have the students look at this page. Tell them to count the number of plates on this
page. Ask them to trace and color the spoons. Finally, tell them to count the spoons and -
write the numeral 9. ;

68
sixty-eight
 Lesson
s Trace the hats. Then trace the |0’s

Development:
Ask ten students to come to the front of the class, one at a time. Have the rest of the
class count as this happens. Show the students the numerals each time. After the tenth
student, tell the students to clap ten times. Show them the numeral 10. Tell them to trace
the numeral 10 on this page using their index finger. Ask a student to say any number from
1 to 10. Have the class clap the corresponding number of times. Repeat this with different
students. Have the students look at this page. Tell them to count the number of children on
this page and say, “Ten children.” Tell them to trace the numeral 10 on this page using their
index finger. Tell them to trace and color the hats. Finally, ask them to count the hats and
write the numeral 10.

70
seventy
Count.
Write the numbers.

Development:
Give the students picture cards of the fruits shown on this page. Write the numerals
# 1 to 10 on the board. Ask the students to count and say the number of fruits on each
# card. Then, ask them to count the fruits on this page. Ask them to point out the correct
# numeral shown on the board. Finally, tell them to write the numbers in the boxes.

q
seventy-one ll Activities
cTivities 2.and an 3= jefe Keht 17-21 >
ee
Development:
Prepare boxes with the numerals 1 to 10 written on the respective box. Bring
some balloons to class. Give no more than ten students a balloon each. Tell them
to blow the balloons up. Ask them to attach a balloon to each number box. Lead
them to count the number of balloons. Repeat this with different students and
a different number of balloons. Have the students look at this page. Ask them
to count the balloons by matching a balloon to each number box. Ask them to
write the number. Repeat this for the dogs.

72
seventy-two
AVACeh elaWelave mere)
¥)a)o
Write the numbers.

Consolidation:
Tell the students to look at this page. Ask them to count the mushrooms by
matching a mushroom to each number box. Ask them to write the number. Repeat
this for the cats and birds.

73
seventy-three
 eS
oh
sz
pith
yaw See oten

= Match and count.

sim Se ee
wood jenes0st8 gerae ao old

Write the numbers.

S
a.
He
(1
oy
65
Hi
a
,
2
Be
lebin
DAN
i a is me
iM ie
iy
Lae cane
G
ok.
i
7

Development:
Draw a number line on the board with the numerals 1, 2 and 3 labeled on it. Give the
students the numeral cards for 4 to 10 and ask them to tape these on the number
line. Place four objects above the number line. Tell the students to rearrange these
objects so that each object is above a number, beginning with 1. Repeat this with
different number of objects. Repeat the procedure but do not allow the students to
rearrange the objects. Instead ask them to draw a line to match each object with a
number, beginning with 1. Tell the students to look at this page. Do the same for the
soft toys, dolls and toy soldiers. Tell the students to write the numbers.

74
seventy-four
Consolidation:
Have the students look at this page. Tell them to draw a line using a pencil to join
each item with a number, beginning with 1. Encourage them to count aloud. Tell
them to write the numbers.

75
seventy-five
 2 little yellow birds,
Sitting on the wall.
| flies away...

And then there is l.

| little yellow bird
Sitting on the wall.
| flies away...

And then there

are none!

Introduction:
Read the rhyme to the students. Encourage a few students to role-play the
situation as the other students recite the rhyme.
Development:
| Have the students look at this page. Ask them, “How many birds are there? Then,
what happens?” Emphasize the fact that in the end there is no bird on the wall.

76
seventy-six
Count the leaves.
Write the numbers. Then trace the 0O’s. |

ASO
ee
Development:
Show the students a branch with three leaves. Tell them a story about a tortoise
that ate one leaf, another leaf and yet another leaf until there was none left.
Introduce the word ‘zero’. Show them how the numeral 0 is written. Tell them to
trace the numeral in the air and on their table using their index finger. Then, have
them practice writing it. Ask them, “What does zero mean?” Emphasize that zero
means none,

77 F
seventy-seven Activity 4, pages 22-23
>
 rN

Introduction:
Line ten plastic bottles on a table. Have the students use a beanbag to knock the
bottles down one by one.
Development:
As the bottles fall one at a time, lead the students to count: 10, 9, 8, ... until 0.
Write the numerals on the board or use the numeral cards. Have the students point
to each numeral as they recite 10, 9, 8, ... until 0.

78
seventy-eight
Development:
Put up six objects on the board. Remove one at a time and tell the students to say
the number of objects still remaining on the board. Have them look at this page.
Ask the students to count the number of birds on each branch. Tell them to write
the numbers. Finally, ask them to say the numbers from 6 to 0. Emphasize that
zero means none.

q4
seventy-nine
Lesson

§ Write the numbers.

Development:
Show the students the numeral cards for 0 to 5. Tell them to show you the
corresponding number of connect-a-cubes. Repeat this a few times. Have the
students practice writing the numerals 0 to 5.

80 ;
eighty
Write the numbers.

Development:
Show the students the numeral cards for 0 to 10. Tell them to show you the
corresponding number of connect-a-cubes. Repeat this a few times. Have the
- students practice writing the numerals 6 to 10.

8|
eighty-one
Count.
Write the numbers.

Development:
Prepare ten identical objects. Show the students three objects and tell them to
write the number. Repeat with a different number of items. Prepare ten cutouts. _
Write a number on the board or show a numeral card. Ask the students to show Has
you the corresponding number of cutouts. Finally, tell them to count the number of
food items on this page and write the numbers. 4

82
eighty-two
Development:
Show the students a drawing of an aquarium. Give the students some pictures of
sea creatures. Say, “Show two fish.” Ask the students to put the corresponding
number of fish on the drawing. Repeat this for other numbers 0 to 10. Tell the
students to look at this page. Point to a flower. Ask the students to count the
flowers and write the number. Tell the students to say, “There are ... flowers in the
picture.” Repeat this with the rabbits, cabbages and cat.
Review |

qe peneno
84
eighty-four
Count.
Write the numbers.

a Bi

See
85
eighty-five
Ulayham: a @] eo(=)g
— Lesson

Introduction:
Prepare some hoops and cones. There should not be more than ten hoops. Ask the
students to try and put some hoops over a cone. Ask them how they can tell who
scores the most and who scores the least.
Development:
Tell the students to count the number of hoops each child manages to put over the
cone. Have the students look at this page and count the number of hoops each child
puts over the cones.

86
eighty-six
Count in order.

Development:
Give the students picture cards of cones with one to ten hoops. Ask the students to
count the number of hoops shown on the picture cards. Ask the students to pick a
picture and decide its position. Arrange the picture of the cones, from the one with the
fewest hoops to the one with the most. Write the numbers 1 to 10 below the picture of
each cone. Then, ask the students to say the numbers 1 to 10 in order.

87
eighty-seven
Count Tae) ce(sie
Writethenumbers, “oe

Development: a
Ask the students to recite the numbers 1 to 10 in order. Have them look at this page and |
|
write the missing NEUE TI ask nS to Sait RIMS numbers i in
predbe, met ae

88
eighty-eight
(Goll aiullawe)gel=)a
Write the numbers.

Development:
Ask the students to recite the numbers 1 to 10 in order. Have them look at this page and
| write the missing numbers. Then, ask them to recite the numbers in order.

84
eighty-nine Activity |, pages 26-27 >»
Lesson

MDYovela(enee)elaimlanelcerse

Development:
Have the students build a tower using toy bricks or cubes. Ask them to say the number of
toy bricks or cubes used as they do so.

qo
ninety
Bie) ‘elavemecolllaimlanelac(=)o

_ Development:
_ Have the students look at this page. Ask them to point at each picture and say the
_ number of toy bricks or cubes used.
ou “eases.

qI
ninety-one
Count. |
Write the numbers

Development:
Have the students write the number of cubes shown on this page. Encourage them to ,
say, “1. One more is 2. 2. One more is 3...” as they write the numbers. Alternatively, —
have them count to confirm the numbers. fs

q2
ninety-two
Color the correct number of squares.
Write the number in the bo

Development:
Have the students count the colored squares and say the number. Ask them to
complete the number pattern by coloring the squares and writing the numbers.
Finally, encourage them to say the numbers in order, e.g. “4. One more is 5.5. One
MMOFES Oc...

q3
ninety-three
 Lesson
am «= Di xeiadal-veclan-loam plelaalol-melay Ween
| Write the numbers. _ |

Introduction:
Give each student five paper plates. Tell the students to paste stickers on each paper plate to show the
numbers 1 to 5. Encourage them to follow the designs shown on this page.
Development:
Ask the students to arrange the paper plates in ascending order. Tell them, “Arrange the plates in order
| from 1to 5.” Then, get them to write the numbers on the respective plates. Have the students recite the
numbers 1 to 5 in order. Have them look at this page. Ask them to show the next number by drawing the

to 5 are NIT ee in order.

q4
ninety-four
Fill in the missing numbers.

i234 5678 9710

2 4) | | ja

Fe 4) el ae

Continue with the activity you started on page 94. Tell the students to paste stickers on each paper
plate to show the numbers 6 to 10.
_ Development:
_ Ask the students to arrange the new paper plates in ascending order. Tell them, “Arrange the
plates in order from 1 to 10.” Pick any number and ask, “What comes after 5?” Tell them to write
_ the numbers 6 to 10 on the respective plates. Have them look at this page. Ask them to recite the
| numbers 1 to 10 in the order shown at the top of the page. Guide the students as they complete the
| number |lines. Have them read the completed number sequence shown by each number line.

q5
ninety-five
“Lmoesm)
son» Di deiVVadal-Veclaccvamalllanlollmelmy
wela ™
'Writethenumbers. _

Development:
Show the students a stack of cards with one to ten dots on them. Pick up a card. Ask
the students to show the next card in the sequence. Ask, e.g. “What comes after 62”.
Repeat this a few times. Have the students look at this page. Tell the students to igs
count the shapes. Lead the students to see that each card has one more triangle or Pf
circle than the one before. Ask them to write the numbers. Then, have them say thei_
numbers in order.

46
ninety-six
Fill in the missing numbers.

123456784910

<—_}+—_+—_}_+->
> ae cee et

pidel eh | a
Development:
Pick a number. Ask the students to say the next few numbers that come after the number
you have picked. Use this page to help the students recall the order. Pair the students up.
_ Tell one of them to pick a number and the other to say the next three numbers that come
after. Tell them to switch roles. Tell the students to say the numbers 1 to 10 in order. Then,
_ask them to say the first number in each sequence on this page, and to say the next few
"numbers as they point to each space on the number line.
ro Be Fe cies palhrngeinied oineiig2 ab

q7
ninety-seven Activity 2: pages 28-29
K-10) 9 ae

Mote) aelarehaelle

Development: |
Have the students talk about the mouse and the plate of cheese. Ask them, “How many
pieces are there?” Then, say, “The mouse eats one piece. How many are there now?” For
subsequent pieces of cheese, say, “The mouse eats another piece. How many are there
now?” Lead the children to see ney ecch Seat basone apiecefone than the prev
pak pes ee ; : Jah aa

q8
ninety-eight
Count.
Write idat=walelaalol=)ae

Development:
Give the students pictures of plates of cheese and get them to put these plates in ¥
order from 10 to 1. Write the numbers below each picture. Have the students look at
this page. Ask them to count the number of pieces of cheese on each plate. Finally,
encourage them to say the numbers in order, “10. One less is 9.9. One lessis 8...” “

q9
ninety-nine
 role) olalencelLe

Development:
Tell the students to build a tower of ten cubes. As they remove one cube at a time, ask
them to tell you the number of cubes in the tower. Then, ask them to say the numbers
in order from 10 to 1.

100
one hundred
Look ane tale

pment:
y
g

Develo
on
;
| Have the students look at pages 100 and 101. Lead them to say, “There are 10 bricks.
} One less is 9.” Continue in this way until all the bricks have been knocked down.
Reus Se

10l
one hundred one
 — ST r,rC—Ctia “‘NONCse.rtiét«=as=s‘éyjaszéai’y’lySRN

Development:
Ask the students to count the colored squares and to say the number. Ask them to
complete the number pattern by coloring the squares and writing the numbers. Finally,
encourage them to say the numbers in order, saying “10. One less is 9. 9. One lessis 8...”

102
one hundred two
 Lesson
Draw the correct number
| of ¢. Write the numbers.

Development:
Have the students arrange the dot cards in order from 1 to 5. Have them write the
corresponding numbers below each card, Then, tell them to reverse the order of the dot
cards. Say, “Arrange the numbers in order from 5 to 1.” Tell them to recite the numbers.
| Have them look at first row of dots on this page. Ask the students to say how many
dots there are in each box. Tell them to draw the dots in the empty box to complete the
_ number sequence. Have them look at the second row of dots. Tell them to draw the dots
in the empty box to complete the number sequence.
Sener ae

103
one hundred three
Fillinthe missingnumbers. =
logq8mg8 765 4 3 2 |

S59 6 7 8 Sl ial, 3

ve the students arrange the dot cards in order from 1 to 10. Have them write the
-orresponding numbers below each card, Then, tell them to reverse the order of the dot ;|
ards. Say, “Arrange the numbers in order from 10 to 1.” Have them look at this page.
k them to recite the numbers 10 to 1 in the order shown at the top of the page. Then,
| them to complete the number line to show the numbers 8 to 5 in order. Guide the
udents as they complete the number lines. Have them read at coleeed number
ch umber UNE
BN teat yee anu

104
one hundred four
Introduction:
Arrange the students in a small circle. Tell one of them to pick up a card with dots on it.
Tell the next student to pick out a card which shows the number in ascending order. Ask,
e.g. “What comes after 4?”
Development:
Have the students look at this page. Do the same activity but in descending order. Say,
e.g. “What comes before 4?” Ask the students to count the circles. Lead them to see that J
each card has one fewer circle than the one before. Ask them to write the numbers. Then,
ask them to say the numbers in reverse order.

105
one hundred five
Fillin the missing numbers.

logs 765 43 2 |

¥ Development:
/eS
Ask a student to pick a number, e.g. 5. Lead the students to continue the sequence by
iesaying the numbers that come before it, e.g. 5, 4, 3, 2, 1. Guide them by saying, e.g. “5.
One lessis . . ” Repeat this a few times with different numbers. Have the students look atXX
_this page. Ask them to say the numbers in order from 1to 10. Then, ask themtosaythe
onumbers in reverse order from 10 to 1. Tell them to read aloud the first number iin each

on: the number line.

ae ey hee ted OA ay Ge e eee 7 Nee eer
ae Rise SieasePee te pes BIN, ai i ede ee J ey a a mas walle,
Sapealgel OO ene

sweetie 106 a
 107
one hundred seven
 ‘

es

108
one hundred eight
mililamaal= missing numbers.

109
one hundred nine
Unit 5: Shapes

Nsht
( ni \HM
ifmn

introduction:
Give the students cutouts of shapes that include squares, rectangles, circles and
triangles (scalene, isosceles and equilateral triangles) in different sizes. Allow them to
examine the cutouts.
Development:
Tell the students to find the cutouts that fit the various shapes in the picture. Point to an
object in the picture, e.g. the mirror in the shape of a triangle. Ask the students, “Which
piece can fit here?” Then, tell the students to color the various shapes.

110
one hundred ten
 Alo |e
Sort the pieces according to shape. Aon

Development:
Tell the students to sort the various cutouts into groups according to shape. Then, tell
them to tape the cutouts in the respective columns on this page.

a
one hundred eleven
Introduction:
Prepare some toys that have wheels, a few cylindrical objects and some rectangular
blocks. Allow the students to try rolling these things on a table.
Development:
Have the students look at this page. Show them a circle without naming it. Tell them,
“Look for this shape in the picture.” Have them use their index finger to trace the circles.
|More) elatenue||(4

Introduction:
Give the students a few cutouts of circles. Tell them to trace the circles and draw a picture
that includes circles.
Development:
Draw a circle on the board and say, “This is a circle.” Have the students look at this page.
Ask them to point out all the circles on the page. Have them use their index finger to trace
these circles. Give the students several objects. Have them tell you which objects have
circles on them. Tell the students to use their index finger to trace the circles. Encourage
them to use the word ‘circle’.

W3
one hundred thirteen
Introduction:
Give the students a few cutouts of rectangles. Tell them to trace the rectangles and draw a picture that
includes rectangles.
Development:
Show the students some cutouts and say, “This is/is not a rectangle.” Draw a rectangle on the board and
say, “This is a rectangle.” Have the students look at this page. Tell them to point out all the rectangles in
the picture. Have them use their index fingers to trace the rectangles. Give the students several objects.
Have them say which objects have rectangles on them. Have the students use their index finger to trace the
rectangles. Encourage them to use the word ‘rectangle’.

— «NG Pk
one hundred fourteen
Mote) aelale fuel |e

_ Introduction:
Show the students a piece of art produced by tracing and coloring shapes. Alternatively,
use the picture on this page.
Development:
Show the students a rectangle without naming it. Tell them, “Look for this shape in the
| picture.” Have them use their index finger to trace the rectangles. Give them time to create
a picture by tracing and coloring shapes such as squares, circles and triangles.
Na mee bee)

15 ;
one hundred fifteen GT BRUS.SS >
Development:
Provide the students with watercolors and sponges that take the form of cubes, rectangular
blocks or cylinders. Have them make prints on a piece of paper. Tell them the names of the
shapes they have printed. Introduce the word ‘square’. Tell the students to make another
square print. Point to a shape printed by any student. Ask the students to show you the face
of the sponge used to print it. Confirm the answer by placing the sponge on the shape. Have
the students look at this page. Tell them to point to a shape and to name it. Then, tell them
to trace the shape with their fingers and to name it again. Have the students work in pairs.
One of them is to close his/her eyes while the other student guides him/her to trace a shape
in the picture with his/her finger. The student with eyes closed has to name the shape
being traced.

116
one hundred sixteen
Introduction:
Distribute to the students cutouts of some shapes including circles, squares and rectangles.
Have them pick out all the circles. Show the students a rectangle. Ask them to find another
rectangle. If they show you a square, tell them, “No, that is a square. Look for a rectangle.”
Hold up the rectangle cutout and say, “This is a rectangle.” Next, show the students a
square and ask them to show you another square. Provide each of them with a rectangular
block that has rectangular and square faces. Instruct them to paint the rectangular faces
in one color and the square faces in another color. Show them more cubes and rectangular
blocks. For each solid, ask the class, “Is this face a square or a rectangle?”
Development:
Have the students look at this page. Ask them to point out the squares in the picture.
Tell them to trace the squares using their index finger. Then, have them color all the
squares in the picture.

117
one hundred seventeen ity 2, page 34
 Lesson

Dowel avemne||4

Development:
Provide a tangram set for every student. Allow them to sort the tangram pieces in any
way they wish. Then, ask the students to show you a square piece. Next, hold up a
medium-sized triangle from the tangram set. Say, “This is a triangle.” Ask the students to
show you a smaller and a bigger triangle. Finally, tell them to sort the tangram pieces into
triangles and shapes that are not triangles. Have the students look at this page. Tell the
students to form the squares on the page using the triangles in the tangram set. For each
square, have them tell you how many triangles they have used.

118
one hundred eighteen
Development:
Provide the students with pyramids and prisms to examine. Ask them to show you the
triangular faces of the pyramids and prisms. Tell them to trace the triangular faces on
paper. Have the students look at this page. Ask them to point out all the triangles in
the picture. Have them use their index finger to trace the triangles. Then, tell them to
check the triangles. Each time, have them say, “I have found a/another triangle.”

ihe]
( Activities 3 and 4, pages 35-38 >
one hundred nineteen
Introduction:
Distribute attribute blocks to the students. Have them sort the blocks according to
different criteria, including shape.
Development:
Ask the students how the attribute blocks have been sorted. Have them point to a group
of blocks and to name the shape. Have the students look at this page. Encourage them
to say which pieces belong to the same group and why. Encourage them to use the words
‘circle’, ‘rectangle’, ‘square’ and ‘triangle’.

120
one hundred twenty
Color the shapes.

Introduction:
Encourage the students to talk about clowns and the things clowns do to make people
laugh.
Development:
Have the students look at this page. Ask them to name and point to all the different
shapes on the page. Instruct them to color the circles blue, the triangles red, the
_ rectangles green, and the squares brown. Finally, ask the students to create their own
| clown faces using art and craft materials.
OP & +

12] P
flActivities 5 and 6, pages 39-43 »
one hundred twenty-one
Introduction:
Give the students a few solids including cubes, cones, rectangular blocks and spheres.
Allow them to examine these.
Development:
Show the students a cube. Say, “Show me something that looks like this.” Have the students
look at this page. Show them the cube again. Say, “Point to something in the picture that
looks like this.” Repeat this with cones, rectangular blocks and spheres.

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one hundred twenty-two
Glo)
fe)mnwom naleineap

- Development:
_ Give the students a cube, a cone, a rectangular block and a sphere. Have the students look
at this page. Show them a solid. Ask them to identify the objects on the page that look like
__the solid shown to them. Tell the students to match the objects with the solids at the top of
__the page by coloring the objects in the same color as the matching solid.

123
one hundred twenty-three
 Lesson

|Woye) aolavenue] |e

Development:
Provide the students cubes to examine. Then, tell them to paint or decorate the cubes.
Have them identify cubic objects they see in the classroom. Ask the students to tell you
what each object is used for. Tell them that each of these objects is also known as a ‘cube’.
Tell them to bring a cube from home for Show-and-Tell. Give the students some cubes
similar to the ones on this page. Help them to orientate their cubes in the positions shown.

124
one hundred twenty-four
Development:
Give the students some cubic objects such as alphabet blocks, gift boxes and dice to
examine. Show them drawings of a cube, a cone, a rectangular block and a sphere.
Ask the students to point to the drawing of a cube. Have them look at this page.
Hold up a cubic object. Ask the students to point to the drawing of the correct solid
and circle it.

125
one hundred twenty-five
Development:
Provide the students cones to examine. Then, tell them to paint or decorate the cones.
Have them identify conical objects they see in the classroom. Ask the students to tell
you what each object is used for. Tell them that each of these objects is also known
as a ‘cone’. Tell them to bring a cone from home for Show-and-Tell. Give the students
some cones similar to the ones on this page. Help them to orientate their cones in the
positions shown.

126
one hundred twenty-six
Development:
Give the students some conical objects such as party hats, paper weights and conical
containers to examine. Show them drawings of a cube, a cone, a rectangular block and a
sphere. Ask the students to point to the drawing of a cone. Have them look at this page.
Hold up a conical object. Ask the students to point to the drawing of the correct solid and
circle it.

127
one hundred twenty-seven
cpap aes

Development:
Provide the students rectangular blocks to examine. Then, tell them to paint or decorate
the box-shapes. Have them identify objects in the classroom that are rectangular blocks.
Ask the students to tell you what each object is used for. Tell them that each of these
objects is also known as a ‘rectangular block’. Tell them to bring a rectangular block from
home for Show-and-Tell. Give the students some rectangular blocks similar to the ones on
the page. Help them to orientate their rectangular blocks in the positions shown.

128
one hundred twenty-eight
Circle the correct solid. e . mae

Development:
Give the students some objects that are rectangular blocks, such as pencil cases, gift
boxes and toy bricks to examine. Show them drawings of a cube, a cone, a rectangular
block and a sphere. Ask the students to point to the drawing of a rectangular block.
Have them look at this page. Hold up an object that is a rectangular block. Ask the
students to point to the drawing of the correct solid and circle it.

129
one hundred twenty-nine
Development:
Provide the students spheres to examine. Have them identify spherical objects in the
classroom. Ask the students to tell you what each object is used for. Tell them that each
of these objects is also known as a ‘sphere’. Tell them to bring a spherical object from
home for Show-and-Tell. Have the students look at this page. Give them some spheres
similar to the ones on this page. Help them to match their spheres with the objects in
the picture. Ask them to point out the spheres and the circles.

130
one hundred thirty
 Development:
Give the students some spherical objects such as marbles, balls and beads to examine.
Show them drawings of a cube, a cone, a cuboid and a sphere. Ask the students to
point to the drawing of a sphere. Have them look at this page. Hold up an object that is
_asphere. Ask the students to point to the drawing of the correct solid and circle it.

I3|
one hundred thirty-one
Introduction:
Give the students some vegetable blocks in the shape of cubes, cuboids, cones and
cylinders, e.g. potatoes and carrots. Have the students make vegetable prints using
these blocks.
Development:
Ask the students to tell you which of the solids given to them can be used to make the
prints shown on this page. Finally, have them match the prints with the solids that were
used to make them.

132
one hundred thirty-two
In each row, circle the object
that can make the shape. )

Development:
Give the students some solids and a piece of paper with the faces of the solids drawn
' onit. Guide the students to match the faces on the solids with the shapes drawn on the
_ paper. Have the students look at this page. Ask them to point to the part of a solid that
~ can make the shape on the left. Then, tell them to circle the correct solid.

133
one hundred thirty-three UWiiieiabAlMAssiss
2 ho ome
 a ADSESTRELA RNS EN

we Which have the same shape?

- Match. oe

134
one hundred thirty-four
Match each solid with the object
that is the same.

135
one hundred thirty-five
In each row, cross out (X) the
one that is different.

136
one hundred thirty-six
 an
Hi
i
Mit
Ai We HM
ay i
Hi a we
AANA f
i PN
Hv
Hi Way
We
ih

Way
if
ii
VILE
i) a Mile
Ly tH
Ai)
Wh
}
ah

ie Hliii diane
i]hy
as)

Development:
Arrange colored sticks or cards in these arrangements: A-B-A-B (e.g. blue-
red-blue-red), A-A-B (e.g. blue-blue-red) and A-B-B-A (e.g. blue-red-red-
blue). Ask the students to describe the pattern by saying the color of the
sticks/cards. Have the students look at this page. Ask them to describe the
patterns formed by the birds, flowers, bricks, towels, picket fences and tiles by
stating the colors they see.

: AST
one hundred thirty-seven
OS I Ee

DAADA
AY A

Development:
Have the students look at this page. For the first row, say, “The pattern is formed using two
colors. They follow a rule.” Tell them the rule, e.g. “This pattern repeats itself every two
pieces.” Have them predict the color of the uncolored piece. Lead them to say the colors
of the pieces in a rhythmic way, e.g. “Blue, red, blue, red ...” For the next few rows, guide
the students to describe the pattern by saying the colors of the shapes. For the circles, the
pattern repeats every four pieces. For the rectangles, the pattern repeats every three pieces.

138 os
one hundred thirty-eight
Lesson

Development:
Arrange two types of solids, e.g. cubes, cylinders, cones or spheres in a row to forma
pattern that repeats itself every two/three/four pieces. Start with linear arrangements.
Then, give arrangements that include a turn. Use 12 solids each time, leaving out one piece
in the middle. Ask the students to predict the missing piece. Say, “This pattern is formed
using two solids. They follow a rule. This pattern repeats itself every two/three/four
pieces.” Have the students look at this page. For each row, tell them the rule, “This pattern
repeats itself every two/three/four pieces.” Ask them to predict the next solid. For the last
row, encourage the students to tell you the color of the flower in the next container.

139
one hundred thirty-nine
 Circle the next shape.
__ Coloritcorrectly

ABABABAH| UA

eile iiel) Lo
®GAA@AA@AA!AO

SeeGieeiie 2.
Development:
Arrange two different shapes of the same color to form a pattern that repeats itself every
two/three/four pieces. Use 12 pieces and leave out a piece in the middle. Ask the students to
predict the missing piece and state the rule. Guide them to say, “The pattern repeats itself
every ...pieces.” Have the students look at this page. For each row, say, “The pattern repeats
itself every two/three/four pieces.” Then, ask the students to say the shape and color of the
next piece. Ask them to circle the correct shape and color it correctly. Finally, lead them to
describe the pattern, e.g. “Triangle, square, triangle, square...”

140 =
one hundred forty Activity 2. page 47
introduction:
Have the students look at this page. Encourage them to talk about the costumes on these
dolls.
Development:
For each row, tell the students the rule, “The pattern repeats itself every two/three/four
dolls.” Encourage them to predict the color too. Give the students some picture cards of
small, medium and big dolls. Encourage them to create their own patterns using these cards.
Ask them to tell you the rule they used.

14]
one hundred forty-one
Circle the next shape.
Color it correctly. |

@°0°0°8| 6

AAA
Af 4A MA

Development:
Give the students the necessary cutouts to form the patterns shown in each row. Have
them tell you the rule of the pattern, “The pattern repeats itself every two/three/four
pieces.” Ask them to continue the pattern until there are ten pieces in the pattern. With
the help of the patterns they have created, ask the students to circle the next piece and
color it.

142
one hundred forty-two See Page. 88
Introduction:
Have the students talk about birthday parties.
Development:
Give the students the necessary cutouts to form the patterns on this page. Ask them to
choose their favorite pattern and to use it to form the border of a handmade birthday card.
For the patterns at the top and bottom of their cards, have the students state the rules,
“The pattern repeats itself every two/three/four pieces.”

143
one hundred forty-three
 LX
Circle the next shape. BABABAlg
Color it correctly.

SERRA:
POG , | NENA
FO AMMAR SUPRANA aNRat ED SUAS
ARP UR
UreaCa

=|5
Vy
BhG40045) x
vA
AV VA DIV \/
Avi
OOnNOOR 4
Development:
Tell the students the rule, “The pattern repeats itself every two/three/four pieces.” Ask
them to predict the next shape and its color.

[ag
one hundred forty-four fl Activities 4 to 7, pages 49-56
AAAAAA
A

SaRReEE

00608080800
Instructions:
Tell the students the rule for each pattern. For the triangles, say, “The pattern
repeats itself every two pieces.” For the squares and circles, the pattern repeats
itself every four and three pieces respectively.

145
one hundred forty-five
Show the next shape correctly. oo .. es

OnrOrOk @

dh 4h 4 4d

PINPING I
e@( )e@( )e@
Instructions:
This is a practical task. Tell the students to replicate each pattern on a separate
sheet of paper and to continue it until there are ten pieces in the pattern.

146
one hundered forty-six
Unit 7: Length and Size
Lesson
Color the Sia to show
_ the length of each shoe. -

Development:
Show the students some pairs of shoes of different lengths. Ask them to pick out a shoe they
- consider long. Join some cubes in a row. Tell the students to place a shoe against the joined
_cubes. Ask them, “How many cubes long is the shoe?” Have the students measure the length
of their own shoes. Ask them, “How many cubes long is your shoe?” Tell them to say, e.g. “My
shoe is as long as six cubes.” Have the students look at this page. Ask them to guess whom
|these shoes belong to. Ask the students, “How long is this red shoe?” Tell them to color the
} correct number of cubes that show the length of each shoe. Have them count the number of
ai ubes and say, e.g. “The red shoe is as long as four cubes.”
a bs- a

147
one hundred forty-seven
_ Measure and record. —

Development:
Point to some parts of the classroom such as the length of the whiteboard or the length of
an eraser. Ask the students, “Is this short or long?” Give the students some 1 cm cubes. Have
them look at this page. Ask them to measure the length of the whiteboard, the length of the
table and the width of the door in the picture.

148
one hundred forty-eight
Lesson

Measure
the height of each toy.

- Development:
Show the students some dolls. Ask them to pick out the dolls they consider short and those
that they consider tall. Tape a paper with squares drawn on it to the wall. Put a doll up on
the wall, next to this column. Have two students hold a string taut to show the height of
_ the doll. Ask the students, “How many squares tall is the doll?” Give the students some
_cards with pictures of dolls of various heights. Have the students line one-inch squares
_ against each doll and to measure. Tell them to say, “The doll is as tall as ... squares.”
| Have the students look at this page. Tell them to talk about the four dolls on the page. Ask
_ the students, “How tall is Ben?” Have them color the correct number of squares. Ask them
_ to count the squares and say, “Ben is as tall as ... squares.”

149
one hundred forty-nine
Measure your friends’ height.

My friends name How tall is my friend?

i / tall

Development:
Ask a few tall students to come to the front of the class. Say, e.g. “William is tall.” Tape some ti
straws on the wall. Have a student stand against the wall. Use a chalk to draw a line to show the ©
student’s height. Ask the students to say, e.g. “William is as tall as 9 straws.” Have the studentsra
_
get into groups of four. In each group, students take turns to measure one another’s height. ele :
them to write their friends’ names and record the information iin the table. onnthis poe i
5 a palann re ted

150
one hundred fifty Activities | and 2, pages 57-60
 pie
lots
Lids5)

cs
i 4

Guess: Ffiong

Measure: as

Guess: (Plong
Measure: a

Development:
Give the students some 1cm cubes. Have them build a toy town by drawing three items of
their choice, e.g. a tower, a train, a truck. Ask the students to make each item about 3, 6 or 8
cubes long. Have them color what they have drawn and make a class toy town by putting up
their creations on the wall. Have the students look at this page. Show the students a cube.
Ask them to guess how tall the tower is, how long the fire engine is and how long the train is.
After they have made their guesses, give them the cubes to measure the three objects. Ask
the students, “Did you guess correctly? How close were you to the actual height/length?”

IS!
one hundred fifty-one
Guess and measure. |

Guess: | [pra

Measure: [Gran |
Guess: | [Prong

Measure: | |@Plong

Guess: | pra

Measure: | prai

Introduction:
Ask the students to name some tall animals and some long animals.
Development:
Show the students a 1 cm cube. Have them look at this page. Ask them to guess how tall the a
giraffe is, how long the crocodile is and how tall the elephant is. After they have made their
guesses, give them the squares to measure the three animals. Ask them, “Did you guess
correctly? How close were you to the actual height/length?”

152
one hundred fifty-two
 Lesson

a handspan

a foot length

eee i ii CU Cl

I53
one hundred fifty-three
 as yee
be oy oe ca ae oe hee aN a

_
aN ae : My;

ae

The door is ai footlengths wide.

The window is = handspans wide.

Development:
Ask the students, “How wide is our classroom?” Have them measure it using their paces. Ask
each student to write his/her answer on a piece of paper. Have the students sort the answers
by taping their pieces of paper on the board to form a graph. Tell the students to measure
the width of the door using their foot lengths. Ask them, “How wide is the door?” Then, have
them measure the width of the window using their handspans. Ask them, “How wide is the
window?” Read the sentences to the students. Then, tell them to write down their answers.
Ask them if they have the same answers as their friends.

one hundred fifty-four | Activity 3. pages 61-62 fa

Development:
Give the students straws and ropes of different lengths. Allow the students to move around
the room and find a partner to discuss the lengths of these items using sentence structures
such as “My straw is long.”, “My rope is short.” and “Your rope is longer than my rope.” Have
the students look at the items on this page in this order: the trains, the tables, the straws, the
snakes and ladders on the wall, the monkeys and the skipping ropes. For each pair of items,
ask them to say which one is short and which is long. Have them use the phrases ‘shorter
than’ and ‘longer than’.

155
one hundred fifty-five
Which is longer? :
Oe

Consolidation: nie
Have the students point to the longer object for each pair of objects on this page. Have —
them say which is the shorter one as well. Encourage them to use sentence structures such
as “The tie on the right is suelae

156
one hundred fifty-six
Development:
Prepare three pieces of nylon string or ribbon, each of different lengths and colors. Keep
the longest string and give the other two pieces to two students, e.g. Jon and Alicia. Ask the
students, “Whose string is longer, Jon’s or Alicia’s?” Show them the third string and ask,
“Is this string longer than Jon’s string? Is it longer than Alicia’s string?” Explain that since it is
longer than Jon’s and Alicia’s strings, we say that it is the longest. Ask the students, “Which
string is the shortest?” Have the students compare the two shorter ladders on this page.
Have them use the phrases ‘shorter than’ and ‘longer than’. Then, ask them to compare
the longest ladder with the other ladders. Have the students use the words ‘longest’ and
‘shortest’. Repeat this with the sticks.

m 157 : a
dred fifty
i
jy

Consolidation:
Show the students three containers of different lengths. Tell them to pick out the longest
one and the shortest one. Have the students look at the flower pots on this page. Ask them
to point to the longest pet and the shortest pot. Tell them to color the longest pot yellow
and the shortest pot red. Repeat this with the clothes.
Development:
Have two students stand side by side. Ask, “Who is taller? Who is shorter?” Encourage
the students to use the words ‘taller than’ and ‘shorter than’. Have the students
look at this page. Have them talk about the height of the man, woman, boy and girl.
Encourage them to use sentence structures such as, “The man is taller than the boy.”

159
one hundred fifty-nine
Consolidation:
Have the students point to the taller giraffe and the taller tree at the top of this page.
Encourage them to use sentence structures such as “The giraffe on the right is taller.”
Then, tell them to point to the shorter child and the shorter object at the bottom of the _
page. Encourage them to use sentence structures such as “The boy is shorter than the girl.”
_ ¥: '

160 : .
one hundred sixty HEeereeee GOURS
 Da

Development:
Have the students get into groups of three. Tell the students to arrange themselves according
to height, from the tallest to the shortest. Tell the tallest student in each group to raise his/her
hand and say, “Il am the tallest in this group.” Have the students look at this page. Point to
any three persons in the picture. Ask the students, “Who is the tallest?” Finally, have them
identify the tallest person among the five.

16l
one hundred sixty-one
 a

-Development: | wy
_ Ask three students of different heights to stand on chairs of different heights. Then, have
the rest of the class identify the tallest and the shortest student among the three. Have the |
_ students look at this page. Tell them to point to the tallest animal in each row. Then, have _
them color it. em ol a
ee
SA
4 ok
ae
eee
aA : R
sees leet nae

162
one hundred sixty-two ia
e
Siss
S
 :
Development:
Have the students look at this page. Tell them to point to the shortest animal in each row. —
Then, have them color it.

163
one hundred sixty-three tA see >
Introduction:
Display pairs of similar objects which differ only in size, such as a big bottle and a small
bottle, a big bag and a small bag, a big teddy bear and a small teddy bear. Ask a student to
pick a pair of similar objects and say which is bigger and which is smaller. Have the students
look at this page. Ask the students to name the animals in the picture. Encourage the
students to say if these animals live in water or on land. Ask the students to point to pairs of
similar animals and say which is bigger and which is smaller.

164
one hundred sixty-four
@iicel(=maar=e-ypatell(slarelaliaatelnialcveleali cen,
Tras

ame
Sal

Consolidation:
Have the students draw a pair of animals: a small animal, and a similar but bigger one.
Encourage the students to name the animal they have drawn and to say if the animal lives
on land, in water, or both. Guide them to use the sentences, “This is smaller.” and “This is
bigger.” Have the students look at this page. Tell them to point to the small animal and say,
“This is smaller.” before drawing a circle around the smaller animal.

165
one hundred sixty-five
Development:
Show the students three similar objects of different sizes. Select two objects. Say, “This is
bigger.” or “This is smaller.” Have the students look at this page. Ask the students to compare
the size of the hen and the chick. Say, “Which is bigger, the hen or the chick?” Guide the
students to say that the chick is smaller than the hen, and that the hen is bigger than the chick
but smaller than the rooster.
 e ~~ J /

Consolidation:
Have the students blow balloons. Choose two students to show their balloons to the
class. Use the phrase ‘bigger than’ to compare the balloons. Repeat this with other pairs
of students. Have the students tell you the colors of the balloons. Ask them to point to the
bigger balloon. Guide them to say, “The red balloon is bigger than the blue balloon.” Then,
tell them to circle the bigger balloon. Repeat this with other pairs of balloons.

167
one hundred sixty-seven
Lesson

Mofo) eelatehuell.4

Introduction: is
Allow the students to watch a video of Goldilocks and the Three Bears. Alternatively, read the
book to them. Have them compare the three bears. Use sentence structures such as, “Papa
Bear is bigger than Mama Bear.”, “Mama Bear is bigger than Baby Bear.”, “Papa Bear is the
biggest bear.” and “Baby Bear is the smallest bear.”
Development: PN
Have the students compare the chairs and bowls using the phrases ‘smaller than’ and ‘bigger cae
than’, as well as the words ‘smallest’and ‘biggest’. flamed ae

168
one hundred sixty-eight
Circle the smallest using red. _
Circle the biggest using blue.

Introduction:
Ask the students if they can identify any of these animal characters ‘ “ho are from popular
rhymes. Call for volunteers to retell the stories.
Consolidation:
Tell the students to point to the smallest animal. Encourage them to say, e.g. “The pig in the
orange shirt is the smallest.” Ask them to use a red pencil or crayon to draw a circle around
the smallest animal. Repeat this with a blue pencil or crayon for the biggest animal.

169
one hundred sixty-nine
 |Measure the length of the umbrella.

The umbrella is as long as

ee ee eetsreignt.

The bear is as tall as

Instructions:
Provide students with 1 cm toy bricks to measure the length of the umbrella and the
height of the bear.

170
one hundred seventy
ich is taller? Which is shorter?

171
one hundred seventy-one
 172
one hundred seventy-two
4

the 3
one hundred seventy-three
 174
one hundred seventy-four
Introduction:
Visit the playground. Ask two students to sit at either end of a seesaw. Have the other
students tell you who is heavier and who is lighter.
Development:
Tell the students to look at this page. Ask the students, “Which animal looks bigger?”
and “Is it also heavier?” Guide them to say, “The ... is heavier than the ...” and “The... is
lighter than the...”

hundred seventy-five
Which is lighter? _
Check (W) the correct b

Which is heavier? |
Check () the correct box.

Development:
Ask the students, “Is a bigger object always heavier?” Conduct a class poll. Count the
number of votes. Then, show the students a collection of large, light objects, e.g. empty
1) paper bags, balloons, pom-poms made of feathers, and small, heavy objects, e.g. a
paper weight, a rock. Ask the students to compare the weight of two objects by holding
each object in one hand. Lead the students to conclude that a bigger object is not
always the heavier one. Tell the students to look at this page. Encourage them to say
which object is lighter or heavier, based on prior experience.

176
one hundred seventy-six
Lesson

_ Look and talk.

Introduction:
Show the students two objects. Tell them that one object is heavier than the other.
_ Place the objects on a weighing balance and have the students describe what happens.
Repeat this other pairs of objects. Have the students look at this page. Show the
students a picture of a lion and a tiger. Ask them which animal is heavier. Lead them
to conclude that they cannot tell just by looking at the animals. Have them look at the
| weighing balances on this page and ask if they can now tell which animal is heavier.
Get them to say, “The lion is lighter than the tiger.” and “The chick is heavier than

177
one hundred seventy-seven
Catt
Weighthe objects.

is heavier than

is heavier than

Consolidation:
Give the students pairs of objects. Tell them to compare the weight of these
objects using the weighing balance. Tell them to show the results by drawing
or pasting a picture of the objects in the correct boxes. Tell the students to say
what they observe in each comparison using the sentence structure “The... is
heavier than the...”

178
one hundred seventy-eight
Weigh the objects.

PL is lighter than

is lighter than

| Consolidation:
| Give the students pairs of objects. Tell them to compare the weight of these objects |
using the weighing balance. Tell them to show the results by drawing or pasting
' dpicture of the objects in the correct boxes. Tell the students to say what they
observe in each comparison using the sentence structure “The... is lighter than
ee
Pas
ae

179
one hundred seventy-nine
 Mofo) 'aelale fuel |e

Development:
Show the students a weighing balance. Place a ruler in one pan and a few identical toy bricks.
in the other such that the ruler is heavier. Ask the students, “Is the ruler heavier than the toy—
bricks?” Then, add more toy bricks so that the bricks are heavier. Ask the students, “Is the
ruler lighter than the toy bricks?” Have the students tell you what needs to be done to make~i
the ruler as heavy as the toy bricks. Guide the students to say, “The ruler is as Hel:as..
toy bricks.”

180
one hundred eighty
Weigh the objects. — 3

Development:
Give the students three objects and a basketful of toy bricks. Ask them to find th
number of toy bricks that weigh as much as each object. Ask them to say, “The... is
as heavy as... toy bricks.” Have the students look at this page. Read the questions
| for the students. Have them say how many toy bricks there are for each question.
4 Emphasize that the balance must be level.

81 : 2
one hundred eighty-one Bete Peas: 1
Lesson

ntroduction:
Have the students work in groups. Give the students a bar of soap, bottle caps, marbles and toy |
bricks. Ask them to estimate the number of each object that weigh as much as the bar of soap.
Development:
Tell the students to measure the bar of soap using different objects. Have the students tell you
the reason why the bar of soap weighs as much as a different number of each object. Read the SiKS
sentences with them. may ,

182 e
one hundred eighty-two ery a Roges T2019
 Instructions:
The first two are practical tasks. For the first task, give the students a flashlight and
an envelope. The difference in weight can be told by holding the objects. For the
second task, give the students a doll and a toy robot. The difference is difficult to tell
by holding the objects. Provide a weighing balance. Have the students weigh the doll
and the toy robot. Have students complete the third and fourth tasks without doing
the actual weighing.

183
one hundred eighty-three
The cup is as heavy as

The toy is as heavy as

Instructions:
For the first task, tell the students to find the weight of an empty tea cup using a
weighing balance and identical toy bricks.

184
one hundred eighty-four
Introduction:
Provide the students with a variety of containers. Allow free play and exploration.
Development:
Give the students three identical containers filled with water. Tell them to pour the
water into a rectangular dish, a large bucket and a basin. Ask the students to look
at the water in these containers. Ask them, “Is there more/less water than before?”
Emphasize that the amount of water does not change when the same amount of
water is poured into different containers.

185
one hundred eighty-five
a

Introduction:
Organize a ‘square race’ for the students. Form teams of four. Give each student a container
of water. Each container is different in capacity. Get the students in each team to arrange
themselves at each corner of a square. This is a relay where the first student, A, carries a
cup full of water, goes to the second student, B, and pours the water into B’s container.
This continues until the fourth student, D, pours water from his/her container back into A’s
container. The team with the most water in the first container wins.
Development:
Have the students talk about the race by referring to this page. Ask them to compare the
amount of water in the first cup at the start and end of the race. Repeat the pouring process,
this time taking care not to spill any water. Tell the students to compare the amount of water
at the start and end of the process. Lead the students to see that the amount of water does
not change in the pouring process if there is no spillage.

186
one hundred eighty-six
Development:
Show the students two containers that have different capacities. The difference must be
obvious. Ask them, “Which container can hold more water?” Repeat this with another
two containers where the difference is not obvious. Fill the smaller container to the brim
with water. Then pour it into the larger one. Ask the students, “Does the water come up
to the brim?” Next, fill the larger container with water. Pour it into the smaller one. Ask
the students, “What happens?” Tell them which container has a larger capacity. Give
them a few pairs of containers to experiment with. Ask them which container can hold
more water and how they can tell.

187
one hundred eighty-seven
Which can hold ane) a=xs Circle it. ~ ita
‘Sem
go #

Development: a
Ask the students to say what happens in each picture. Lead them to conclude
which container can hold more water and which can hold less. %
“
x Nosickes eek ATO

188 :
one hundred eighty-eight Activities
| and 2, pages 74-75 i
Lesson

Development:
Show the students a large container. Give nine students a cup of water each. These cups
should be identical. Tell the students to find out how many cups of water fill up the large
container. Then, ask the students, “How many cups of water do we need to fill this
container?” Ask the students to describe what the children on this page are doing. Ask
them, “How many cups of water are needed to fill the bowl?” Then, ask them to look at
the second picture on the page. Ask them, “How many cups can the water in the bowl
fill?” Guide the students to say, “The bowl can hold nine cups of water.”

189
one hundred eighty-nine
DYoMreCol Taierel ate ee) (ele

wy

i ev oprrane! .
Give the students a mug, a bucket of water and two large containers. Ask the
_ students to find out how many mugs of water each container can hold. Tell them to _
;fecord cer results by coloring. the mugs on the page. A

oneihacaccetenene
190
 Lesson

Do and talk.

Development:
Give the students a large container and three smaller ones. The capacities of the smaller
containers should be one-third, one-fifth and one-tenth the capacity of the large container
respectively. Begin with the smallest container. Ask the students to count as you fill the
large container with water using the smallest container. Before you use the containers
that are one-fifth and one-third the capacity of the large container, ask the students, “Do
you think we will need to pour more times than before?”

191
one hundred ninety-one
 Development:
Give the students one large bow! and four erraller ones, e.g. a rectangular dish, a
cup, a plastic jug and a bowl. The capacities of the dish, the cup, the jug and the
bowl should be half, one-tenth, one quarter and one-fifth the capacity of the large
bowl respectively. Guide them to measure the capacity of the bowl using containers"
of different sizes. Tell them to record their results by coloring the correct number of
| dishes, cups, Jugs and pods on this page, and writing the numbers» Biss Steg ithm

192
one hundred ninety-two
Development:
Have the students talk about this page. Ask some of them to describe their experiences
of having visited the supermarket or grocery store. Show them some containers similar to
the ones in the picture. Provide other containers, e.g. a cup, a glass. Ask them questions
such as, “How many cups of water can we get from this bottle of water?” or “How many
glasses of milk are there in this carton of milk?” Tell them to make a guess. Record their
guesses on the board. Guide them to check and write the answer on the board.

193
one hundred ninety-three
 Guess: nee, cups

ME 3 | CUPS a!

Guess and measure. =

_to feed the cat

Guess: cups Guess: as cups

Measure: & cups Measure: cups

to brush my teeth to fill a pail

Guess: | cups Guess: cups

Measure: cups) (

a EIRESTE

to fill a fish bowl)

Development:
Ask the students to make an estimate of how much water they use to brush their teeth |
every morning. Give the students a plastic bottle containing a reasonable amount of
water that they should use to brush their teeth and tell them to measure this amount _
using a cup. Repeat for the other tasks on this page. ‘ ine

194
one hundred ninety-four
te) |

& ie
i ie

Ana Carlos

Introduction:
Tell the students they are going to find out how much water people usually drink. Tell
them how Pedro did it.
Development:
Show the students the graph that Pedro made. Encourage them to say what the graph
_ shows. Ask them how much water they drink in a day. Ask a student to tell his/her
estimate. Then, ask the student the times of the day he/she has a drink and the amount
: he/she drinks each time. Lead the students to see how we can get an estimate.

195
one hundred ninety-five
 How many w ?
6

DYonelatehilatehaatekeli tance
Complete the table.

XP ain how they can complete the table. Encourage the students to ELS a picture
ph b pasting or craig gles ofpate, ona sh eet of paper. Ask them to display —

196
one hundred ninety-six
 ViAatkelaleede almaXe)Ce Miaskela-in keh
a-1 ard.
—

§ Do and find the answers. = ey

Check a) the correct box. .

Which can hold more Waleram

es a, Both can hold the

a e
same amount of water.

a
es wi Both can hold the

z
same amount of water.

i
3.
Both can hold the

i
same amount of water.

Instructions:
Tasks 1, 2 and 3 are practical tasks. For task1, fill a cup to the brim and pour it into a
larger bowl. Ask the students, “Which can hold more water?” For task 2, show them two
containers with water. The difference between the capacities of both containers must
be obvious. For task 3, show them another two containers. The difference between the
| capacities of both containers is not so obvious. Ask the students, “Which can hold more
water?”

197
one hundred ninety-seven
 Guess: cups

Measure: cups

Instructions: “a
For task 4, ask the students to estimate the number of cups of water needed to fill the ;
bucket. Finally, get the students to measure the capacity of the bucket.

198
one hundred ninety-eight
Unit 10: Compare Sets : —
Lesson

mole) <elilehnelle

introduction:
Tell the story of The Three Little Pigs.
Development:
Have the students point to a house and a pig and say, “This house is for this pig.”
Ask the students if there is a house for each pig. Next, ask them if there is a door
for each house. Then, ask them if there is a wolf for each pig.
Development:
Have a few students act as cats. Ask the same number of students to act as fish.
Give the students animal masks to wear. Tell the ‘cats’ to look for a ‘fish’. Ask the
students, “Is there a fish for each cat?” Next, get the ‘cats’ and ‘fish’ to stand in
two rows and to pair up. Ask them again, “Is there a fish for each cat?” Then, ask
the students to use their fingers to draw an imaginary line to join a cat and a fish.
Repeat for all the cats. Tell the students to use their pencil and ruler to draw a
straight line to join a cat and a fish. Ask them, “Is there a fish for each cat?” Guide
them to say, “The number of cats is equal to the number of fish.”

200
two hundred
 Lesson

Introduction:
Organize several rounds of Musical Chairs. Ensure that there are fewer chairs
than students.
Development:
At the end of each round, ask the students, “Why did Josh not get a seat?” Guide
the students to say, “There are more children than chairs.” Have the students
_ use their fingers to draw an imaginary line to join a child with a chair. Repeat for
all the children. Tell the students to use their pencil to draw a straight line to join
_achild and a chair.

20I
two hundred one
Introduction:
Have students who keep cats as pets say what their cats like to do.
Development:
Place three balls in a box. Tell five students to form a circle around the box. Ask them to try
to get a ball when you say, “Go!” Guide them to say, “There are more children than balls.”
Next, place six balls in the box. Repeat the same activity. Then, tell them to say, “There are
more balls than children.” Ask the students to use their fingers to draw an imaginary line to
join a cat and a ball. Repeat for all the cats. Then, have the students use their pencil to draw
a straight line to join a cat and a ball. Ask them to use the structure,
“There are more... than....”

202
two hundred two [| Activity |. pages 82-85
Lesson

| Bye and talk.

Introduction:
Organize a relay race. Give each student two beads. Each student needs to thread
two beads before passing the string of beads to the next student.
Development:
Give each student between two and ten beads. Have the students thread the beads.
Tell two students to compare the number of beads they have. Ask the student with
fewer beads to say, “I have fewer beads than ...” Ask the class to say, “... has fewer
beads than...” Repeat with a few more pairs of students.

203
two hundred three
Development:
Place six pencils on the table. Ask five students to take a pencil each. When the students
have done so, ask, “Are there fewer pencils or fewer students? How do you know?”
Have the students use their fingers to point at a girl and a chair at the same time. Ask
them to say, “There are fewer chairs than girls.” Repeat with the girls and glasses of water.

204
two hundred four [| Activity 2. pages 86-87
Introduction:
Encourage the students to talk about a beach outing they have had.
Development:
Ask the students to point at a bucket and a shovel at the same time. Have the
students use the structures “There are fewer ... than...” and “There are more... than
...” Do the same for the buckets and the rakes, as well as the shovels and the rakes.
Then, repeat this for the children and the rakes, shovels and buckets.

205
two hundred five
Introduction:
Teach the students how to make a kite.
Development:
Ask the students to use their fingers to draw an imaginary line to join a boy with a
kite. Repeat this for all the boys. Have the students use their pencil to draw a line
to join a boy and a kite. Guide them to use the structures “There are fewer ... than
... and “There are more... than ...” to describe the same situation.

6a
two hundred
 a A
There .
are more /”.

{ © ZFl pase ceo ee

© ” Sl ehendee em

207
two hundred seven
es There are fewer
AN

am There are fewer

C2)
e,
ore

208
two hundred eight
 Lv

A Hor wae ,
thai ee LN| a tila

Meaning :

before :
3 0123.4
5'6)7 8:4 10
>» 8 comes before 4.

* The word ‘capacity’ means how

much a container can hold.

sd
obs

rae
way

PN
if

The bowl can hold more water.

The cup can hold less water.
i
1
oe at ne it nN tet '

209
two hundred nine
Pe Word Meanie
,
i

fi Ui
teaat SER PR noninate ea yc Aastha AlANU a ls A a

er

0 = <= © a

PE
=

eee gr
ie
ESS se HN al cae ESN gt PHRASE NE ce i

'e) 2 re) }
bom W
ee
er
| green biack - blue

orange purple

I can count... 10,

136.20 7434S a2.

i We i a A EU HN
Rg AARASP a P EN,SRTSSOCNI h g e et it

ee ee Sau SCH a URE II TOC, ADSENSE 29 ee a da

210
two hundred ten
 Meaning
mae ae i el ra \i
’ s

different
oe SS: |

s These hinge are different.

' They are not the same.

The number of dolls is equal to the

Mee, | eu

There are fewer apples

_ than pears.

2)
two hundred eleven
 Ph enc A it i bad cA Myr

M in
MAM pa Catt Anak NN nt GAA RRANE

handspan

heavier

The tiger is heavier than the lion.

| The bear is as heavy as the tiger.

identical

The teddy bears are identical.

They are exactly the same.

212
two hundred twelve
 Meaning

The word ‘length’ means how long

or short something is.

_ The lion is lighter than the tiger.

on
longer |
ongest a |
measure —_[o find out the length, size, weight
or capacity of something.

There are more red balloons than

blue balloons.

213
two hundred thirteen
 RRR a

ord Meaning
(x)

"numbers | These are the numbers 0 to 10.

_ pattern

_ Apattern repeats itself every

' number of pieces.
This pattern repeats itself every
WO pieces
ya cae

rectangle

na at fe Ni ikaE A RNA SN

214
two hundred fourteen
 Meaning

ot
:
- These shirts are similar.
_ They are not exactly the same.

The word ‘size’ means how big or

small something is.

short qi

Shorter gil

shortest giw

a 2...
small smaller smallest

215
two hundred fifteen
 ts

Word Meaning

_ square

tall

tall

_ The word ‘weight’ means how light

' or heavy something is.

The word ‘width’ means how wide

something is.

216
two hundred sixteen
 Index
PARLE SER RPE ENTRAR ALORS HOPTPRURREE UP LOGEADU LLU SRAIIUhl teDETED IREI Brel PHEANE DR Weed tdpeete, Fe ODMR EL GD NL
PER LR EL NE RIED EBE ATLL ESE LGD AERO Wigs 62 EB TEE DAN CORB TERE

Capacity * read and write, 54-60, 68-70,

* compare capacity, 185-188, 197 72-13
* estimation, 188, 193, 195 * zero, 76-80
* measure Capacity, 189-194
patterns
compare sets * color, 137-138, 140
* equal to, as many as, 200, 205 * number patterns, 702
* fewer than, 203-206 * recognizing patterns, 7-9,
* more than, 201-202, 206 137-146
* repeating patterns, 138-146
conservation
* size, 143-144
* capacity, 786
* numbers to 5, 34-35 shapes
* circle, 112-114
count
* cone, 126
* count backwards, 96,
* CUDC. ZS
98-104, 106
¢ draw shapes, 112-117, 121
* count in order, 87-97, 105
* recognizing shapes, 28-29,
* numbers to 5, 22-47
110-113
* numbers to 10, 54-85
* rectangle, 114-115
height * rectangular block, 123
* compare height, 167 ¢ solids, 120, 122-133
* estimation, 1517-752 * sphere, 723
* measure height, 147-148 * square, 116-117
* triangle, 178-119
interpreting graphs
* completing a graph, 196
* picture graph, 30, 32-33, 63, * compare size, 166-171
65, 795 * small, medium, large, 137-138,
140, 164-165
length
* compare length, 155-157 sorting objects
* estimation, 1571-152 * by color, 5-6
¢ measure length, 149, 153 ¢ by function, 11-12
* pace, foot length and handspan, ¢ by pattern, 7-8
153 * by position, 3-4
¢ by shapes, 117, 120-133
number sequence * identical, 7-3
* (see ‘count’) * identifying the odd one out,
10, 13-14
numbers to 5
* count, (see ‘count’) * matching, 15-18
* recognizing similarities and
° read, 22-27
differences, 1-18
* write, 36-47
* properties of a set, 15-78,
numbers to 10 Tider 2 U.
* count, (see ‘count’)

two hundred seventeen

“ANNE thor SbDSP PA pHEMT REL NE cent UNE MLE A ec AN ER eM ie ae ko REa aa

weight
¢ compare weight, 175-184
* estimation, 782
* measure weight, 177-184
* relationship between size and
weight, 175-176

width
* measure width, 750, 153-154

218
two hundred eighteen
 Numbers to 10 -
What do you see at the park?
Count. Make a scrapbook.

Development:
During a walk in the park, have your child collect these items: one flower, three
blades of grass, five leaves of the same type, eight leaves of another type and
ten twigs. Make a scrapbook with the items collected. Guide your child to write
the correct number of each item in the scrapbook.

219
two hundred nineteen
Blank
 What did you buy at the
supermarket? Count.

Development:
After a trip to the supermarket, have your child count the number of items you
have bought. If there are more than ten items, ask your child to count only the
items in one bag. Refer to the first column on the next page. Guide your child
to draw the items in order beginning with one. Then, tell your child to write the
correct number of each item. Repeat this with a different set of items, with the
items arranged in order beginning with four.

22!
two hundred twenty-one
 222
two hundred twenty-two
 Development:
Together with your child look for objects in your home with surfaces in the shape of
| square, a circle, a rectangle or triangle. Ask your child to draw these objects in the boxes.

223
two hundred twenty-three
 _
Home

Development:
Together with your child, look for one object in your home that is a cube,
a cone, a sphere or a rectangular block. Get your child to draw these objects
in the boxes.

224
two hundred twenty-four
Development:
Put some pasta of different shapes on a table. Ask your child to form a pattern
using the pasta. Guide your child to form different patterns using pasta of
different shapes, color or size. Then, tell your child to draw the patterns in the
boxes on the next page.

225
two hundred twenty-five
 226 ;
two hundred twenty-six |
Development:
Ask your child to compare the size of the hands of some family members by
placing his or her hand against the others’ hands. Ask your child, “Whose hand is
big?”, “Whose hand is small?”, “Whose hand is bigger than yours?”, “Whose hand
is smaller than mine?”, “Who has the biggest hand?” and “Who has the smallest
hand?” Then, get the same family members to make handprints on pieces of paper
using poster paint. Alternatively, guide your child to trace each family member’s
hand and to color the hands he or she has drawn.

227
two hundred twenty-seven
Blank
Development:
Have your child look at some items in the kitchen. Ask your child to heft using
his or her hands. Alternatively, use a weighing balance if one is available. Ask
your child, “Which is light?”, “Which is heavy?” Take two of the items and ask
“Which is lighter?’, “Which is heavier?” Look at all the items and ask, “Which is
the lightest?”, “Which is the heaviest?” Tell your child draw a light item anda
heavy item in the boxes on the next page.

229
two hundred twenty-nine
This ts light.

This is heavy.

230 J
two hundred thirty f
 The bucket can
hold more water.

Development:
Have your child look for five containers of different sizes. Bring these containers
to the backyard, lawn or the kitchen. Help your child to fill one container to the
brim. Have your child pour the water into a different container. Then ask, “Which
can hold more? Which can hold less?” Ask your child to draw the containers in
the correct boxes on the next page. You may wish to follow up with this activity:
Prepare a bucket of water. Give your child a cup. Tell your child to pour cupfuls
of water into each of the five different containers. Guide your child to count the
number of cups needed to fill each container. Then ask, “Which can hold the most
water?” and “Which can hold the least water?”

231
two hundred thirty-one
raw.

This can hold more.

This can hold less.

232
two hundred thirty-two q
Home

There are fewer

dimes than nickels.

Development:
Place some coins on a table. Have your child sort them according to pennies,
nickels, dimes and quarters. Tell your child, “Put the same type of coins
together.” Then, ask your child to count the number of coins in each set.
Ask your child, “Which set has more coins?”, “Which set has fewer coins?”,
“Which set has the most coins?” and “Which set has the least coins?”

233
two hundred thirty-three
There are

There are

There are

There are

234
two hundred thirty-four
el

We
-

-
7 os

ee
7

ie
 rL
Sat lypiedjime
KINDERGARTEN)
MATHEMMAT
ATICS) helps kindergarten students build a strong foundation in
mathematics through fun-filled lessons and activities. Hands-on tasks, meaningful
activities and attractive illustrations rich in mathematical content engage students’
active participation in the learning process. The series also provides easy-to-follow
guidance in various forms to allow for meaningful intervention by both parents
and teachers.

Aligned with the standards adopted by the California Department of Education,

the Earlybird Kindergarten Mathematics (Standards Edition) series provides a
systematic and focused introduction to essential mathematical concepts and basic
reasoning skills. It comprises:
e Textbook Parts A and B (Includes Math at Home activities)
e Activity Book Parts A and B
e Teacher's Guide Parts A and B (With Teacher’s Resource Pack)
e Big Books (Also available as Readers)
e Posters

a
SBN 978-0-761

ne Marshall Cavendish
Education