Page 23 - IPMaths_leaflet

Sample page • Maths 1 • Teacher's Book

2.6 Let’s put them together! 2.6
Learning Objectives balls of play dough together and count aloud
• Perceive addition as the act of combining numbers 2.6 Let’s put them together! 2.6 to find how many balls there are altogether.
to find the total. How many apples are there altogether ? Activities • Have Ss repeat the activity until Ss have used
1. Circle the correct number.
• se the addition and equals signs (+, =) to denote a. all their cards.
addition in number sentences.
4 + 2 = 7 / 5 / 6 • Give Ss some time to do the activity.
Keywords differentiated activities
b. More practice for lower or higher
For the presentation of the keywords, see the For lower-performing Ss:
guidelines in the TB map. 4 + 1 = 6 / 5 / 8 • Divide Ss into pairs. performing students,
> altogether > put together > add c. • Provide Ss with pencils. designed to enhance
7 + 3 = • Have each pair act out a story problem such as cooperative learning
7 + 3 = 9 / 8 / 10
Materials and Resources Kate has six pencils. Lin gives her four pencils.
• umber cards 2. Count and write the numbers. 3. How many balls How many pencils does Kate have now? (Kate
of play dough are
• interlocking cubes (2 different colours), play dough, Look! a. there altogether? has 10 pencils now.).
pencils • Encourage Ss to use their fingers to help them add.
When we put together, we add. + = • Give Ss some time to do the activity. 1.2
Common Student Preconceptions • Have Ss repeat the activity with different
• Some Ss are familiar with various real life situations b. numbers.
where they have to put things together (e.g. while 6 + 3 = 9 1.2 everyone has had the chance to give directions.
playing or collecting items). Activities + = Keywords For higher-performing Ss:
• Have Ss repeat the activity by changing the
altogether
• Some Ss may use the word add incorrectly, without 6 and 3 is 9. c. 1. Tick (3) the correct word. put together • Provide Ss with interlocking cubes.
destinations on the city map.
put together
any mathematical meaning. or example, I add a. She wants to take = b. He wants to take the • Ask Ss questions involving additions of three
• Give Ss some time to do the activity.
add
+
some sugar in my tea. 32 the ball. She walks: fruits. He walks: 33 numbers such as Kate has 4 cubes, Lin has 2
Bookshop: Go forwards, then turn left and

• Some Ss may not use the symbols (+, =) correctly. cubes and Karim has 3 cubes. How many cubes
go forwards again.
• Some Ss may not identify that the number that do they have altogether? (They have 9 cubes

Lake:
shows the total is equal to the number of the last Look! are there altogether? (There are 8 oranges altogether.). Go forwards, then turn right and
go forwards again.
ob ect to be counted. • Draw Ss’ attention to the ook section. altogether.). forwards • Encourage Ss to use interlocking cubes to
forwards

• Some Ss may have di iculties with additions • Have Ss count the red apples and then the green • Encourage Ss to use interlocking cubes ( 2 answer. Café: Go backwards.
backwards
backwards
Go forwards.
School:

involving ero. apples to conclude that there are 6 red apples different colours) and ask them questions such • Give Ss some time to do the activity.
2. How can the girl go to the supermarket? Draw lines to match.

Museum: Go forwards, turn right, go
and 3 green apples. as There are 3 cherries in a basket and 2 cherries • Have Ss repeat the activity with different numbers.
Cross Curriculum Links (CCL) • Make sure that Ss do not miscount (e.g. Some Ss in another basket. How many cherries are there • Make sure that the totals do not exceed ten.
forwards, turn left, go forwards
Turn left.
• This lesson can be linked with lesson 1.5 from nit 1, may count some ob ects more than once or not altogether? (There are 5 cherries altogether.). again.
A
B
as Ss already know how to count up to ten ob ects. count some ob ects at all.). • Allow Ss some time to think about their answers.
Turn right.
• Explain to Ss that they have to find how many red • Make sure that Ss answer correctly at this stage More practice keys for all the
and green apples there are altogether. of the lesson. For lower-performing Ss: activities of the
3. Use the city map and give directions!
• Explain to Ss that we count all the apples Activities Keywords • Provide Ss with a pencil and a rubber. Student's Book
City map
together to find how many there are altogether. directions • Have Ss stand between desks so that they have
LESSON PLAN • Have Ss count aloud with you. 1. a. 6 b. 5 c. 10 forwards desks in front of and behind them.
How many apples are there altogether? • Make sure that Ss realise that they should start 2. a. 3 + 4 = 7 b. 2 + 6 = 8 c. 3 + 0 = 3 backwards Safety rules reminders to
turn left
3. • Divide Ss into pairs.
• Draw Ss’ attention to the picture and ask them to counting the apples one by one and that the last • Provide Ss with play dough. turn right > Ss should move slowly and calmly. facilitate the teaching
say what they can see (a man in a market, red and number they say shows how many apples there 7 Don’t forget to prepare the procedure
materials and resources
green apples, oranges). are altogether. • Instruct Ss to use their number cards 0-5. • Explain to Ss that they have to put the pencil on
for the next lesson.
• Ask Ss the introductory question How many • Point out to Ss that there are 9 apples altogether. • Have Ss make a pile using the number cards. a desk in front of them and the rubber on a desk
• Have Ss pick a number card out of the pile,
apples are there altogether? • Explain to Ss that when we put together, we add. • Draw Ss’ attention to the picture in the previous behind them.
read the number aloud and use play dough
• Allow Ss some time to think about their answers. • rite 6 + 3 = 9’ on the board. section and ask them They want to go to the • Explain to Ss that they should not turn to put down brief instructions
to make the correct number of balls as on the
• Encourage Ss to express their opinions and • Explain to Ss that we read (+) as and’ and (=) as forest. What directions will you give? (Go forwards the rubber, but they have to take steps back. for the games,
number card. Then have each pair put all the
initiate a short discussion in class. is’, so we say that 6 and 3 is 9. and turn right.), They want to go to the beach. • Give Ss some time to do the activity. puzzles and/or cross
• Don’t correct Ss’ answers at this stage of the • Draw Ss’ attention to the picture in the previous What directions will you give? (Go backwards.). curricular activities
lesson. section and ask them How many oranges • Allow Ss some time to think about their answers. For higher-performing Ss: (the use of materials
50 • Make sure that Ss answer correctly at this stage • Have Ss stand up. 51 is often required)
of the lesson. • Give Ss some directions to follow such as Go
forwards and turn right. Then walk backwards
Activities and turn left.
a. forwards
1. thought-provoking • Ss have to walk among the desks.
questions that enable notes focusing on
b. backwards
2. students to better explore Safety rules safety issues for the
A. turn right
B. turn left > Ss should move slowly and calmly. students
the mathematical concepts
3. • Divide Ss into pairs. • Give Ss some time to do the activity.
of the lesson and which
• Have one S in each pair think of a destination
often require justification
on the city map, and give the appropriate
23
directions to the other S, so as to find this 23
destination.
• Explain to Ss that they have to start from the
point where the boy is. Don’t forget to prepare the
• Make sure Ss in each pair swap roles so that
Leaflet_Maths_2018.indd 23 materials and resources 17/9/2020 10: 9:19 πµ
for the next lesson.
23