MathematicsStudent Book A

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MathematicsStudent Book A

K

A world-class program based on top-performing Singapore, Republic of Korea and Hong Kong

Scholastic Mathematics K is an innovative Mathematics program focused on the development of early numeracy and problem-solving skills, based on the effective teaching and learning practices of the global top-performers in Mathematics – Singapore, Republic of Korea and Hong Kong.

Scholastic Mathematics K is based on a pedagogical approach and instructional design that:

• Builds deep conceptual understanding as children progress from concrete to pictorial to abstract thinking using manipulatives, models, drawings and numbers.

• Develops metacognition and collaboration skills, with students encouraged to work together on activities and discover, explain and reflect on their understanding.

• Creates a problem-solving mindset through the application of concepts to age-appropriate real-world scenarios via a series of engaging Big Books and Readers.

10mm

ISBN 978-981-4769-02-0

10mm

Student Books in 2 parts Teacher’s Guide in 2 partsProblem Solving Teacher’s Guide,

Big Books and Readers

Achieve success in early mathematics skills

T7

Instructional DesignScholastic Mathematics K is designed on a pedagogical model that ensures teaching and learning are effective, measurable and diagnostic.

60 mins

40 mins

5 mins

5 mins

10 minsDaily Wrap-Up

Learn and Do

Daily Warm-Up

Recall PriorKnowledge/Quick Recall

Lesson 1 Lesson 2 Lesson 3

Chapter Workout

& Learning Center

Activities

Problem Solving Lesson

Day 1 Day 1 Day 1

Day 2

Day 3Day 2 Day 2

Chapter

Each Chapter ends with a Chapter Workout and Learning Center Activities that consolidate the concepts covered in the chapter.

Chapter Workout

The Problem Solving Big Books and Readers are intended to be used for a lesson after the Chapter Workout and Learning Center Activities, so students can see how the concepts they have learned can be applied in engaging character-led contexts.Each day’s teaching

comprises four parts: Daily Warm-Up, Recall Prior Knowledge/ Quick Recall, Learn and Do and Daily Wrap-Up.

Equip students with early mathematics skills for future success Mathematics K is a full-curriculum kindergarten mathematics program based on the

best practices of global top performers Singapore, Republic of Korea, and Hong Kong. The powerful approach and instructional design develop deep conceptual understanding and a problem solving mindset for a solid foundation in early mathematics concepts.

Follow the Teacher’s Guides for easy and effective implementation

The Teacher’s Guides provide consistent chapter structure, daily routines, detailed lesson plans, hands-on activities, and embedded professional development to enhance instruction and motivate learning.

ORDERING INFORMATION

Student Book A 978-9-814-76902-0 $15.00Student Book B 978-9-814-78136-7 $15.00Teacher’s Guide A 978-9-814-78137-4 $49.95Teacher’s Guide B 978-9-814-78138-1 $49.95

Each chapter includes:

• 3-5 lessons for learning new concepts

• A chapter workout and three learning center activities to assess understanding

• An optional problem solving lesson for practice with real-life scenarios

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Counting Groups of 11 to 15

Have students explore the numbers 11 to 15 using objects, actions and by writing the numbers. Give each pair a bag of 11 connecting cubes.Ask: How many cubes are in your bag?Have students take out the cubes one by one and count together as a class.Say: Let’s count the cubes together. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.Ask: How many cubes are in your group or set? (11) A ‘set’ of objects is another way to say a ‘group’ of objects.Say: Let’s count the cubes again. After counting with students, ask the ‘How many?’ question.

Write ‘11’ and ‘eleven’ on chart paper.Ask: How is 11 written? (E.g. two 1s)Explain that the number 11 begins with a ‘1’ and is written with two ‘1’s. Ask students if they see the number 11 anywhere in the classroom, e.g. on a clock or a calendar. Then, draw 11 dots next to the number to show the quantity represented. Repeat the procedure with the numbers 12–15.Remind students that when writing 12, 13, 14 and 15, each number begins with the number 1 and that each number has two digits (e.g. 12 is written with 1 and 2 etc.).

Show students the Number-Dot Card ‘11’ (TR 8.2). Draw a 10-frame on chart paper. Fill the 10-frame with 10 dots and ask students how many dots are in the 10-frame. Say: There are 10 dots in this 10-frame. We draw 1 more dot to show 11 dots. Draw the 11th dot next to the 10-frame. Have students recount the dots. Put a set of Number-Dot Cards ‘11–15’ (TR 8.2–TR 8.6) face down on the table. Give a Recording Sheet 11–15 (TR 8.7) to each student. Explain that afteryouwillchooseacardandholditup.Studentsaretoidentifythenumberandfindtherowtheyshouldfillin,e.g.ifyouholdupNumber-DotCard‘15’,studentsfillintherowfor15.Havestudentsfillthe10-framewithdots and draw any remaining dots outside the 10-frame. Then, have students pair up to check each other’s drawings and counting work.

Let’s Learn SB p. 144

Have students count the following sets of objects together with you: • the 11 cows• the 12 windows on the

clock tower• the 13 trees• the 14 wooden trains• the 15 cars

Let’s Do SB p. 145

Task 1 provides practice for students to count sets of up to 15 objects. Students are required to write the corresponding numbers.

ReteachHave a student clap 11 times and ask the rest of the class to countalong.Whenthestudenthasfinishedclapping,askthe class how many times the student clapped. Repeat the above procedure with the numbers 12, 13, 14 and 15.

Draw a circular arrangement of 13 dots on chart paper. Ask: How can we count this arrangement of dots?Students might describe strategies such asmarkingthefirstdotcountedwithanX,crossing out each dot as it is counted and covering each dot as it is counted.

Daily Wrap-Up

Learn and Do

NOTE: When drawing dots on chart paper to represent numbers 12–15, vary the arrangements (in a line, array, circular, scattered).

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Lesson 1: Numbers to 15

Lesson 1 Numbers to 1

Look and say.

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Each lesson starts with hands-on activities during which students participate in concrete mathematical experiences.

Concepts are then presented with pictures before students learn to represent the concepts using numbers and mathematical symbols.

Let’s Do provides opportunity for formative assessment. If students are struggling, Reteach provides suggestions for remediation.

Teacher’s Guide A, Chapter 8. Begins approximately 68 days into start of program.

Mathematics K Core ProgramEach day’s teaching follows a two-part structure of concept introduction in Let’s Learn and guided practice and formative assessment in Let’s Do. Concepts are taught using the three-stage Concrete-Pictorial-Abstract approach to develop deep conceptual understanding.

Each day concludes with a Daily Wrap-Up to consolidate learning.

Instructional tips highlighted in yellow appear throughout the Teacher’s Guides to enrich the teaching and learning experience.

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Belle and King go scuba diving.They dive into the sea.There are fishes, seahorses, and starfish too.How many do they see?

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Materials: • Sheets of paper for recording answers as necessary

• Bags of connecting cubes, 20 per student

• Pointer stick

Problem 1 BB/R pp. 2-3

• Have students describe what they see in the picture.

• Read the text and ask the following questions: - Where are Belle and King? (in the sea) Explain

what scuba diving is if students are not familiar with this.

- What animals do they see in the water? (seahorses, starfish, different kinds of fish)

- Howmanystarfisharethere? (12) - Howwillyoukeeptrackofthestarfishas

you count? (E.g. by putting a cube on each starfish that has been counted, so I don’t count a starfish two times./By counting the starfish on p. 2 and p. 3. On p. 2, I counted 8, and then I kept on counting the starfish on p. 3. 9, 10, 11, 121)

- How many seahorses are there? (11) Show how you counted the seahorses. - HowmanyyellowfishdoBelleandKingsee? (13) - Howmanyclownfisharethere? (15)

• Reinforce one-to-one correspondence by using the pointer stick to touch each picture as it is counted.

Solution 1 BB/R p. 4

• Have students describe what they see in the picture. • Explain that students will check their counting from pp. 2-3. Continue to use the

pointer stick to reinforce one-to-one correspondence.• Read the text and ask the following questions: - Howaretheyellowfisharrangednow? (in a circle)Howcanwecountthefish

now? (Put a sticky note on each fish as we count them. There’s 13.) - Howmanyclownfisharetherenow? (15) How are they arranged? (They are

arranged in rows.) - The arrangement of the seahorses looks different on this page, so has the

number of seahorses changed? Are there more? (They look different, but there are still 12 seahorses.)

-Arethestarfisharrangeddifferently? (They are still in 2 groups. I see a group of 8 and a group of 4. I can still count up to 8 and keep on counting to 12.)

Problem 2 BB/R p. 5

• Have students describe what they see in the picture. • Read the text and ask the following questions:

- What is happening now? (Belle and King are waving from the water. Bob and Helicopter are playing on the beach.) - What is Helicopter doing? (chasing crabs) How many crabs are there? (10) How did you count the crabs? (I counted the crabs that are running and

the crabs that are hiding.) - If one more crab came out of its hiding place, how many crabs would there

be? (11) How do you know? (You say eleven after ten./I see 11 after 10 on the Number Tape.)

- What is Bob doing on the beach? (looking at seashells) How could the seashells be counted? (Put a cube on each seashell as you count each one. /Put a tick on each shell that you count, so you don’t forget what you counted.) How many seashells are there? (18) Show how you counted.

Read and Solve 25mins

In and Around the Sea

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Belle and King go scuba diving.They dive into the sea.There are fishes, seahorses, and starfish too.How many do they see?

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Thirteen yellow fish together in a circle.Fifteen clown fish swim past Belle’s head,Past the eleven seahorses and the twelve starfish on the seabed.

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Belle and King wave from the sea.Did Bob and Helicopter see? They are too busy chasing crabs and picking shells.How many can there be?

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Mathematics K Problem Solving KitThis enrichment program is designed to be used for a one-hour lesson after completing each chapter of the core program. Each problem solving lesson is based around a Big Book story that includes three problems framed in engaging real-life contexts.

Problem Solving Kit components include:

• Problem Solving Teacher’s Guide• 20 Big Books• 120 Readers (20 titles, 6 copies each of the same Big Book titles)

Learners follow the Cat Family on their daily routines and adventures, helping them to solve problems along the way.

The Problem Solving Teacher’s Guide provides scripted lesson notes on what to ask, what to say, and possible answers to questions (in pink).

ORDERING INFORMATION

Problem Solving Kit 978-1-338-28882-7 $700.00

Item# 675265