Page 21 - vectormsint_catalogue

2.6 Let’s put them together! 2.7 Now, let’s take away!
• Make sure that Ss answer correctly at this stage of
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2.6 Let’s put them together! r r ! ! 2.6 the lesson. 2 2.7 Now, let’s take away! !
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How many apples are there altogether ? r Activities How many birds are there now?
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1. Circle the correct number. Activities
a. 1. a. 6 b. 5 c. 10 Primary
4 + 2 = 7 / 5 / 6 2. a. 3 + 4 = 7 b. 2 + 6 = 8 c. 3 + 0 = 3
3. • Divide Ss into pairs.
b.
• Provide Ss with play dough.
4 + 1 = 6 / 5 / 8
• Instruct Ss to use their number cards 0 5.
c. • Have Ss make a pile using the number cards.
• Have Ss pick a number card out of the pile, read
7 + 3 =
7 + 3 =
7 + 3 = 9 / 8 / 10
the number aloud and use play dough to make
the same number of balls as on the number
2. Count and write the numbers. 3. How many balls
Look! of play dough are card. Then have each pair put all the balls of play
a. there altogether? dough together and count aloud to ind how Look! Maths 1, Teacher’s Book Maths 1, Teacher’s Book
When we take away , we subtract .
When we put together, we add. + = many balls there are altogether. When w e
• Have Ss repeat the activity until Ss have used all
b. their cards.
6 + 3 = 9
Keywords • Give Ss some time to do the activity. 7 − 3 = 4
+ =
altogether
6 and 3 is 9.
6 and 3 is 9. put together More practice 7 take away 3 is 4.
6 and 3 is 9.
c. For lower-performing Ss:
+ = add
32 33 • Divide Ss into pairs. 34
• Provide Ss with pencils.
• Have each pair make a story problem such as Kate
LESSON PLAN • Explain to Ss that we count all the apples together to has six pencils. Lin gives her four pencils. How many LESSON PLAN
ind how many there are altogether.
pencils does Kate have now? (Kate has 10 pencils
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pencils does Kate ha
pencils does Kate ha
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e now
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e has 10 pencils

at
How many apples are there altogether? • Have Ss count aloud with you. now.). How many birds are there now?
• Draw Ss’ attention to the picture and ask them to say • Make sure that Ss realise that they should start • Encourage Ss to use their ingers to help them add. • Draw Ss’ attention to the picture and ask them to say
what they can see (a man in a market, red and green counting the apples one by one and that the last • Give Ss some time to do the activity. what they can see (a tree, birds, rabbits).
apples, oranges). number they say shows how many apples there are • Have Ss repeat the activity with di erent numbers. • Ask Ss the introductory question How many birds

altogether.
• Ask Ss the introductory question How many apples • Point out to Ss that there are 9 apples altogether. are there now?
are there altogether? For higher-performing Ss: • Allow Ss some time to think about their answers.
• Allow Ss some time to think about their answers. • Explain to Ss that when we put things together, we • Provide Ss with interlocking cubes. • Encourage Ss to express their opinions and initiate a
add them.
• Encourage Ss to express their opinions and initiate a • Write ‘6 + 3 = 9’ on the board. • Ask Ss questions involving additions of three short discussion in class.
short discussion in class. numbers such as Kate has 4 cubes, Lin has 2 cubes • Don’t correct Ss’ answers at this stage of the lesson.
• Don’t correct Ss’ answers at this stage of the lesson. • Explain to Ss that we read (+) as ‘and’ and (=) as ‘is’, and Karim has 3 cubes. How many cubes do they
so we say that 6 and 3 is 9. have altogether? ( The y ha v e 9 cube s alt ogether .).
have altogether? (They have 9 cubes altogether.).
ha
e altogether?
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Look! • Provide Ss with interlocking cubes (2 di erent • Encourage Ss to use interlocking cubes to answer. Look!

• Draw Ss’ attention to the Look! section. colours). • Give Ss some time to do the activity. • Draw Ss’ attention to the Look! section.
• Have Ss count the red apples and then the green • Encourage Ss to use the interlocking cubes to • Have Ss repeat the activity with di erent numbers. • Have Ss count to ind how many birds were on the

apples to ind that there are 6 red apples and 3 green answer the questions below. • Make sure that the totals are not more than ten. tree and then how many birds lew away.
apples. • Draw Ss’ attention to the picture in the previous • Explain to Ss that there were 7 birds on the tree and
• Make sure that Ss count correctly (e.g. Some Ss may section and ask them How many oranges are there then three of them lew away.
altogether? (There are 8 oranges altogether.), There
altogether?
count some objects more than once or not count altogether? ( Ther e ar e 8 or ange s alt ogether .), • Explain to Ss that to show how many birds lew away,
some objects at all.). are 3 cherries in a basket and 2 cherries in another we cross them out.
• Explain to Ss that they have to ind how many red basket. How many cherries are there altogether? • Have Ss count with you to ind how many birds there
(There are 5 cherries altogether.).
and green apples there are altogether. Don’t forget to prepare the materials are now (4 birds).
• Allow Ss some time to think about their answers. and resources for the next lesson.
52 - Unit 2 Unit 2 - 53
Review Assessment Sheet
2 Review Unit 2 Review
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1. 1. Tick () the correct e c t This painting has only 2 curved lines, 3. Read the sentences and write Yes or No.
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
painting.
1 zigzag line and 3 straight lines.
A B C
a. In picture A all ducks are in pairs. _______
b. Picture B is symmetrical. _______
A B C c. Picture C has an even number of ducks. _______
2. Write the names of the 2D shapes. Then count the sides and d. Picture A has a line of symmetry. _______
the corners. e. Picture C has an odd number of ducks. _______
Name Sides Corners
4. Count and write the numbers.
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__ __ c __ __ __ __ __ __ Maths 1, Teacher’s Book
c __ __ __ __ __ a. + = b. + =
__ q __ __ __ __
__ __ n __ __ __ __ __
__ __ x __ __ __ __ − = − =
c. d.
36 37
Activity 1 Activity 3 Activity 1 Activity 3
• Draw Ss’ attention to the pictures and ask them to • Draw Ss’ attention to the pictures and ask them to • Draw Ss’ attention to the pictures and ask them to • Draw Ss’ attention to the picture and ask them to say
say what they can see (three paintings). say what they can see (three lakes with ducks). say what they can see (a square, a circle, a pentagon, what they can see (socks).
• Explain to Ss that they have to tick the correct • Explain to Ss that they have to write ‘Yes’ if they a triangle, a hexagon, a zigzag line). • Explain to Ss that they have to circle the pairs and
painting. agree and ‘No’ if they don’t agree with the sentences. • Explain to Ss that they have to draw lines to match then tick the correct word.
C a. No b. Yes c. No d. No e. Yes the pictures with the phrases. A circle should be drawn around every pair and
A. 4 straight sides B. 1 curved side one sock will be alone, Odd
Activity 2 Activity 4 C. 5 straight sides D. 3 corners Activity 4
• Draw Ss’ attention to the pictures and ask them to • Explain to Ss that they have to write the numbers in E. 6 corners F. zigzag line
say what they can see (2D shapes). the boxes in order to add or subtract. Activity 2 • Explain to Ss that they have to write the numbers in
• Explain to Ss that they have to write the name of a. 5 + 3 = 8 b. 4 + 0 = 4 c. 6 − 5 = 1 d. 7 − 7 = 0 • D raw Ss’ attention to the p ictures and ask them to the boxes in order to add.
each 2D shape and then count the sides and corners say what they can see (three octopuses). a. 6 + 2 = 8 b. 5 + 0 = 5
of each 2D shape. • Explain to Ss that they have to tick the symmetrical Activity 5
Name Sides Corners Provide Ss with the octopus. • Explain to Ss that they have to write the numbers in

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r i a n g l e 3 3 3 3 3 3 3 3 Assessment Sheet for Unit 2. B the boxes in order to subtract, as in the example.
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r r r r e t a n g l e e e e 4 4 4 4 4 4 4 4 b. 5 − 3 = 2 c. 6 − 6 = 0

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Don’t forget to prepare the materials
p e t a g o n 5 5 5 5 5 5 5 5 and resources for the next lesson.
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Unit 2 - 55 56 - Unit 2
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