Math With Fun - Teacher's Guide SAMPLE

With

Teacher's Guide

S. Laxman

Math With Fun - Teacher’s Guide

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Ugarit Publishing UK Office 71-75 Shelton Street Covent Garden London WC2H 9JQ United Kingdom UAE Office Sharjah Publishing City Business Centre Sharjah United Arab Emirates Media License Number: 0144582.

Trading License Number: 300460 Media File Number: MF-02- 2446769 www.ugaritpublishing.com info@ugaritpublishing.com Math with Fun – Teacher’s Guide The moral rights of the author have been reserved First published in 2021 Copyright © 2021 Ugarit Publishing All rights reserved. No part of this publication may be reproduced stored in a retrieval system, or transmitted, in any form or by any means electronic, mechanical, photocopying or otherwise without the prior written permission from Ugarit Publishing This work must not be circulated in any other form. Under no circumstances may any part of this book be photocopied for sale Printed in the United Arab Emirates

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Math With Fun - Teacher’s Guide

Contents Lesson 1 ...................................................................................................................... 4 Lesson 2 ...................................................................................................................... 10 Lesson 3 ...................................................................................................................... 16 Lesson 4 ...................................................................................................................... 24 Lesson 5 ...................................................................................................................... 32 Lesson 6 ...................................................................................................................... 40 Lesson 7 ...................................................................................................................... 48 Lesson 8 ...................................................................................................................... 56 Lesson 9 ...................................................................................................................... 62 Lesson 10 ..................................................................................................................... 68 Lesson 11 ..................................................................................................................... 74 Lesson 12 ..................................................................................................................... 80 Lesson 13 ..................................................................................................................... 86 Lesson 14 ..................................................................................................................... 92 Lesson 15 ..................................................................................................................... 98 Lesson 16 ..................................................................................................................... 104 Lesson 17 ..................................................................................................................... 110 Lesson 18 ..................................................................................................................... 116 Lesson 19 ..................................................................................................................... 122 Lesson 20 ..................................................................................................................... 128

Math With Fun - Teacher’s Guide

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Math With Fun Teacher’s Guide

LEARNING OBJECTIVES

Lesson Lesson

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Vocabulary Counting & Cardinality

Apple, alligator, balloon, tomato, pan, dish, pizza, pear, cat, cherry, butterfly.

Know and identify the number 1 and its name.

Count to tell the number of objects.

Number & Operations

Count to tell the number of objects.

Geometry

Identify, describe, and compose a ‘circle’.

Warm-up • • • • • • • •

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The purpose of this warm-up is to introduce students to the number ‘1’ and give learners a brief insight into what the lesson will entail.

To begin, display the number ‘1’ for students using your fingers. Ask learners to replicate this handshape with you.

Next, draw the number on the whiteboard and describe its shape and key features for the students. Explain that the number ‘1’ looks like a straight line and invite learners to contribute to the discussion as well, noting any familiar shapes or features.

Then, demonstrate how to trace this shape in the air and invite students to join you. Explain that numbers, like letters, are always formed from top to bottom, so encourage the students to do so as they trace the number in the air.

You can also write down the word ‘one’ on the board for students to see. Explain that numbers can be written in two different ways. Sometimes they are written in their numerical form, and sometimes as a word. Familiarize students with both forms of ‘1’.

Then, point to instances of ‘1’ object around the class and start to familiarize students with the concept of counting up to ‘1’.

These activities will give students a brief insight into what they will learn during this lesson.

Lastly, invite students to complete Worksheet 1 as a warm-up activity for this lesson. Instruct learners to circle all the instances of the number ‘1’ that they can see on the page, then trace the numbers and words carefully. Once complete, ask them to color in the first grid at the bottom of the page to indicate a quantity of ‘1’.

Math With Fun - Teacher’s Guide

Worksheet

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You may wish to use this worksheet as supplement to the Warm-up.

Workbook, Exercise 1 Color the number 1 •

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This activity builds on children’s creativity and love of coloring and helps learners focus on pencil/crayon control. It also allows students to familiarize themselves with the number ‘1’ in a fun and controlled manner.

To begin, draw the number ‘1’ on the board and re-familiarize students with its shape.

Then, invite the class to complete this activity directly in their workbooks and give them explicit instructions to color inside the lines for their design.

Allow students to color individually but move around the classroom and correct students on their grip and whether they are staying within the lines. If you need to make corrections, make sure to speak loudly in an encouraging manner so all students can hear the correct practice.

This exercise grants students creative freedom and personalizes their learning experience, allowing them to feel a sense of pride regarding their coloring.

Pupil’s Book, Exercise 1 Trace and Copy • • •

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The purpose of this activity is to familiarize students with the number ‘1’ and encourage them to practice writing and recognizing it.

Re-introduce the number to the class. Ask learners to display the number ‘1’ for you using their fingers.

Then draw the number on the whiteboard and describe its shape and key features for the students once more. Invite learners to contribute to the discussion.

Ask the class to trace the shape of ‘1’ in the air

in front of them. Re-establish the fact that numbers are always formed from top to bottom and encourage the students to do so as they trace the number.

• You can also write down the word ‘one’ on the board for students to see once more.

• Once students have a basic understanding of the number ‘1’ in all its forms, invite them to complete exercise 1 in their Pupil’s Books. Instruct learners to trace the numbers on the page and then write their own ‘1’s in the space provided.

• This is a good time to walk around the classroom and check students’ work. This will give them a more kinesthetic learning experience.

Differentiation •

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Invite high-achieving learners who can grasp the concept quickly to write the number ‘1’ five more times on a separate sheet of lined paper.

Invite low-achieving learners who need more time with this concept to form the shape of the number ‘1’ using playdough. This will give them a more kinesthetic learning experience.

Workbook, Exercise 2 Trace and write • •

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This exercise can be completed in conjunction with Exercise 1 from the Pupil’s Book for further practice.

Before writing directly in the book, invite students to re-familiarize themselves with the shape of the number ‘1’ with you. Ask them to show you the number using their fingers, and then trace its shape in the air.

Afterward, invite them to turn to page 3 of the workbook. First, instruct them to trace the numbers with their fingers on the page, then once they feel confident, allow them to use a pencil to trace and write the numbers in the space provided.

Math With Fun - Teacher’s Guide

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Pupil’s Book, Exercise 2 Find number 1 •

This exercise aims to increase students’ ability to recognize and identify the number ‘1’. It does so using examples they would traditionally see in the real world, allowing them to connect knowledge from school to their personal lives.

Invite students to complete this activity directly in their books. Instruct them to circle all of the images that depict the number ‘1’.

As learners work, walk around the class and observe. Take note of instances where students are struggling and provide advice and assistance as needed.

As a supplement to this exercise, invite learners to complete Worksheet 2 as well. Similar to exercise 2 from their books, advise them to identify all the instances of the number ‘1’ that they can see in the image. Once again, this will give them practice in recognizing the number ‘1’ in real-life scenarios.

Once complete, invite students to check the answers from their worksheets with a peer, pointing out all the instances of ‘1’ that they found on the page and any that their partners may have missed.

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Differentiation •

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Invite high-achieving learners who can grasp the concept quickly to move from checking the answers on their worksheets to checking the answers in their Pupil’s Books with a peer. If they notice their friend has made a mistake, encourage them to explain the correct answer.

Invite low-achieving learners who need more time with this concept to walk around the classroom and try and find an object with the number ‘1’ written on it.

When they find something, invite them to show it to you.

Worksheet

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Pupil’s Book, Exercise 3 Which pictures have 1 object only?

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The aim of this exercise is for students to practice counting the number ‘1’ and identifying numerical groups of ‘1’ object.

Introduce the concept of counting ‘1’ object to the class and show students how to count using their fingers.

Ask learners to show you how they would indicate ‘1’ on their fingers – as they learned earlier in the lesson.

Then identify instances of ‘1’ object on its own in the classroom, e.g., there is ‘1’ pencil on the table, there is ‘1’ student at the desk. Ask learners to point out their own examples, counting ‘1’ object in the classroom using full and complete sentences. Invite the entire class to contribute, giving each student a chance to count ‘1’ object.

Next, give students examples of when counting up to ‘1’ is important in real life, for example, when sharing ‘1’ slice of birthday cake per person at a party or using ‘1’ pencil to write in a notebook. You can ask students to think of and contribute their own examples.

Lastly, invite learners to complete this activity in their books. Ask students to look at the images and circle those that include ‘1’ object only.

If they are struggling, advise them to think of the examples their peers pointed out slightly earlier.

While students are working, walk around and observe, taking note of any areas of difficulty.

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Differentiation • •

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Math With Fun - Teacher’s Guide

You may wish to use this worksheet as supplement to Ex2 of Pupil’s book

Invite high-achieving learners to separate a group of pencils into sets of 1 pencil each.

Invite low-achieving learners who need more time with this concept to draw 4 different types of objects on a separate piece of paper. The objects must be in groups of 1.

Workbook, Exercise 3 Color the ducks with number 1 • •

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This exercise allows learners to practice their number recognition skills in a fun and controlled manner.

To begin, revise the number ‘1’ with the class.

Ask learners to show you ‘1’ using their fingers, and then invite 2-3 learners to write the number on the board.

Once students have refreshed their memories, invite learners to complete this activity directly in their workbooks.

Instruct students to color in the ducks that display the number ‘1’. They can choose any color they like but advise them to remain inside the lines and keep the number visible.

While students are working, walk around and observe.

If students have colored in the wrong duck, gently correct them and explain while they were wrong.

Do so loudly so the entire class can hear the correct answer but provide necessary encouragement and praise, so students don’t get disheartened.

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Worksheet

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This exercise will introduce students to basic geometry. They will learn how to recognize, draw, and identify a circle.

To begin, introduce students to the shape of a circle. Draw this shape on the board and name it for the class. Invite learners to repeat the word after you as many times as needed.

Then, invite learners to trace the shape of a circle in the air. Demonstrate how to do it and ask the class to copy you. Then, call on 4-5 students to draw the shape on the board as well.

Once students are familiar with the shape, ask them to help you point out examples of circles in the classroom. Start them off with examples such as the clock or a coin, then ask learners to contribute.

Then, invite students to complete this activity directly in their books. Instruct them to trace the big circle on the page, then find and trace the circles in the everyday objects.

This exercise will help students connect what they have learned in class with what they can see in

You may wish to use this worksheet as supplement to Ex4 of Pupil’s Book

Differentiation •

Pupil’s Book, Exercise 4 Compare, find, and trace the circles •

their daily lives. As such they will begin to understand the importance and ubiquity of math in the real world.

Lastly, ask learners to complete Worksheet 3.

Similar to the exercise they just completed, instruct the students to identify all of the circles in the everyday objects, then trace them with their pencils. This will give learners more practice identifying and drawing circles.

While students are working, walk around and observe. Provide advice and assistance as needed.

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Invite high-achieving learners to draw a picture of an object from their daily life that has at least one circle in it on a separate piece of paper. The object can’t be something that is already in their workbook or activity book.

Invite low-achieving learners who need more time with this concept to go over the answers from their worksheets with a partner. Encourage the students to compare their worksheets and explain any mistakes their partner may have made.

Then, ask the pairs to walk around the classroom, find an object in the shape of a circle, and point it out to you.

Pupil’s Book, Exercise 5 Write 1 underneath the things that look like a circle • •

This exercise aims to build on students’ ability to recognize circles in everyday objects and practice writing the number ‘1’.

First, reference and review the previous activities Math With Fun - Teacher’s Guide

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from this lesson with the class. Ask students to trace the number ‘1’ and the shape of a circle in the air in front of them, then select 4-5 to draw this number and shape on the board.

Next, ask students to point out examples of objects that look like circles around the classroom.

This will act as a great warm-up for the activity and will re-familiarize the students with identifying circles in everyday objects.

Afterward, invite students to complete this activity directly in their books. Inform students that they will practice recognizing circles in everyday objects and instruct them to write the number ‘1’ underneath the objects that resemble a circle.

While students are working, walk around and observe. Provide advice and assistance as needed, explaining the correct answers if students are incorrect.

Ask students to keep an eye out for examples of the number ‘1’ and circles when they go home.

Instruct them to take media cuts from newspapers and magazines or take pictures of items they find in the supermarket or their house.

When they have all their examples, ask them to create a poster that they can present to the class.

Their poster should include different instances of the number ‘1’ and circles that they found in the real world.

This assignment emphasizes research-based learning and presentation skills, building a focus on number and shape recognition outside of the classroom. It also encourages creativity and expands knowledge learned in class to the outside world.

The posters can then be hung on the classroom wall.

Workbook, Exercise 4 Find and color the circles • • • • •

Pupil’s Book, Exercise 6 Look around you. Draw something that looks like a circle •

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Math With Fun - Teacher’s Guide

This activity enhances students’ ability to recognize and identify circles in real-life scenarios.

Invite students to complete this activity directly in their workbooks. Instruct them to identify all of the circles on the page, and then color them in.

Advise them to remain inside the lines and only color in the circles that they see, no other shapes.

While students are working, walk around and observe. Provide advice and assistance as needed.

Once all students have colored in their circles, ask them to discuss their drawings with a partner. Invite students to point out the different circles they found and compare what they identified with a peer. If they notice something missing from their partner’s book, instruct them to point it out and explain.

This activity builds on children’s creativity and love of coloring and drawing. It also allows students to further familiarize themselves with the shape of a circle in a fun and controlled manner.

To begin, ask students to look around the classroom in silence. Invite them to secretly choose an object from the room that looks like a circle, without telling any of their peers. If they are struggling to find something, ask them to think of something that looks like a circle that they’ve seen at home or at the supermarket.

Once each student has decided on an object, ask them to draw it on page 7 of their books. Invite them to use color pencils and make the drawing creative and fun, while still maintaining the shape of a circle.

Allow students to draw individually but move around the classroom and observe while they work.

Once each student has finished their drawing, you can play a small game with the class. Separate the students into groups of 5 and ask each student to share their drawings with their group one by one. Then, ask the remaining members of the group to guess the identity of the drawing and find the original object in the classroom. This is a fun way for students to practice recognizing circles in the real world. You can also complete

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this game with the class as a whole, rather than in small groups.

This exercise grants students creative freedom and personalizes their learning experience in a fun way, allowing them to feel a sense of pride regarding their creation.

• Mobile App •

Pupil’s Book, Exercise 7 Draw your own number 1

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This activity will allow students to further familiarize themselves with the number ‘1’ in a creative way.

First, ask the class to show you how they would indicate the number ‘1’ using their fingers. Then, ask them to trace its shape in the air in front of them.

Next, invite students to complete this activity directly in their books.

Instruct them to draw the number ‘1’ however they like, using their favorite color or colors.

If some students finish quickly, invite them to draw another number ‘1’ on a separate piece of paper for extra practice.

Move around the classroom and observe while learners do so, providing praise and encouragement as needed.

This is a fun way to end the lesson with a lighthearted review of the number ‘1’.

Encourage the learners to use Math with Fun App to supplement this lesson.

Invite them to complete the App activities and games as a homework to review what they have just learned.

You can use the app to monitor your students’ progress, strengths, and weaknesses.

If you notice some students falling behind, you can personalize some remedial work. You can also create your tests to be set either on-line, or in-class.

Final Activity: • • •

At the end of the lesson, ask students to take out their warm-up sheets and look at the second grid of ten squares at the bottom of the page.

Once again, ask them to color in the squares to indicate a quantity of ‘1’.

This is a great way to check if students’ understanding has shifted and improved over the course of the lesson.

Math With Fun - Teacher’s Guide

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Math With Fun Teacher’s Guide

Lesson

2

LEARNING OBJECTIVES Vocabulary Counting & Cardinality

Number & Operations

Ant, book, boy, ball, cow, hen, duck, bird, elephant, bike, car, and bus Know the number ‘2’ and its name.

Count to answer “how many?”

Count to identify the number of objects Count to tell the number of objects.

Compose 2

Algebra & Operations

Add up to make 2

Measurement & Data

Classify objects and count the number of objects in categories

Geometry

Identify, describe, and compose a ‘circle’.

Warm-up • • • • • •

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The purpose of this warm-up is to introduce students to the number ‘2’, give learners a brief insight into what the lesson will entail, and revise the material from lesson 1.

To begin, ask students to help you remember the number ‘1’. Ask them to show you how they would indicate this number using their hands, and then invite 5 - 6 students to write the number on the board.

Write the word ‘one’ on the board, and ask students to read it for you.

Next, introduce the number ‘2’ to students and display it using your fingers. Ask learners to replicate this hand-shape with you. You can go through the hand shapes of ‘1’ and ‘2’ multiple times, highlighting the difference between the two for the class.

Afterward, draw the number ‘2’ on the whiteboard and describe its shape and key features for the students. Explain that the number ‘2’ looks like a fish hook and invite learners to contribute to the discussion as well, noting any familiar shapes or features.

Then, demonstrate how to trace this shape in the air and invite students to join you. Explain that numbers, like letters, are always formed from top to bottom, so encourage the students to do so as they trace the number in the air.

You can also write down the word ‘two’ on the board for students to see. Explain that numbers can be written in two different ways. Sometimes they are written in their numerical form, and sometimes as a word. Familiarize students with both forms of ‘2’.

Math With Fun - Teacher’s Guide

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Then, point to instances of ‘2’ objects around the class and start to familiarize students with the concept of counting up to ‘2’. Start by asking students to point to instances of ‘1’ objects around the class (as a • The purpose of this activity is to familiarize revision of the previous lesson), then move on to counting up till ‘2’.

These activities will give students a brief insight into what they will learn during this lesson.

Lastly, invite students to complete Worksheet 1 as a warm-up activity for this lesson. Instruct learners to circle all the instances of the number ‘2’ that they can see on the page, then trace the numbers and words carefully. Once complete, ask them to color in the first grid at the bottom of the page to indicate a quantity of ‘2’.

As learners work, walk around and observe. Ask them what other number they can see on the page.

They should easily be able to identify the number ‘1’ which they learned in the previous lesson.

Worksheet

1

You may wish to use this worksheet as supplement to the Warm-up.

Pupil’s Book, Exercise 1 Trace and write •

Workbook, Exercise 1 Color the number 2 •

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This activity builds on children’s creativity and love of coloring and helps learners focus on pencil/crayon control. It also allows students to familiarize themselves with the number ‘2’ in a fun and controlled manner.

To begin, draw the number ‘2’ on the board and re-familiarize students with its shape.

Then, invite the class to complete this activity directly in their workbooks and give them explicit instructions to color inside the lines for their design.

Allow students to color individually but move around the classroom and correct students on their grip and whether they are staying within the lines. If you need to make corrections, make sure to speak loudly in an encouraging manner so all students can hear the correct practice.

This exercise grants students creative freedom and personalizes their learning experience, allowing them to feel a sense of pride regarding their coloring.

If some learners finish coloring early, invite them to dry and draw the shape of the number ‘2’ on a separate piece of paper.

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Students with the number ‘2’ and encourage them to practice writing and recognizing it.

Re-introduce the number to the class and ask learners to display the number ‘2’ for you using their fingers.

Then draw the number on the whiteboard and describe its shape and key features for the students once more. Invite learners to contribute to the discussion, revising the number’s shape and appearance.

Ask the class to trace the shape of ‘2’ in the air in front of them. Re-establish the fact that numbers are always formed from top to bottom and encourage the students to do so as they trace the number.

You can also write down the word ‘two’ on the board for students to see and review once more.

Once students have a basic understanding of the number ‘2’ in all its forms, invite them to complete exercise 1 in their Pupil’s Books. Instruct learners to trace the numbers on the page and then write their own ‘2’s in the space provided.

This is a good time to walk around the classroom and check students’ work. Take notice of how they trace and write the number and correct any mistakes.

Math With Fun - Teacher’s Guide

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Differentiation •

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Invite high-achieving learners who are able to grasp the concept quickly to write the number ‘2’ five more times on a separate sheet of lined paper. Then, ask them to use play dough to create 2 balls.

Ask low-achieving learners who need more time with this concept, to create the shape of the number ‘2’ using play dough.

Pupil’s Book, Exercise 2 Count and write •

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Workbook, Exercise 2 Trace and write • •

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This exercise can be completed in conjunction with Exercise 1 from the Pupil’s Book for further practice.

Before writing directly in the book, invite students to re-familiarize themselves with the shape of the number ‘2’ with you. Ask them to show you the number using their fingers, and then trace its shape in the air.

Afterward, invite them to turn to page 7 of the workbook. First, instruct them to trace the numbers with their fingers on the page, then once they feel confident, allow them to use a pencil to trace and write the numbers in the space provided.

Lastly, invite students to complete Worksheet 2.

Instruct them to identify all the instances of the number ‘2’ that they can see in the image. This will give them direct practice recognizing and identifying the number ‘2’ in real-life scenarios.

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Worksheet

2

You may wish to use this worksheet as supplement to Ex 2 of the WB.

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Math With Fun - Teacher’s Guide

The aim of this exercise is for students to practice counting up to the number ‘2’, identifying numerical groups of ‘2’ objects, and writing the number ‘2’.

To begin, ask students to help you review how they counted the ‘1’ object in the previous lesson.

Invite learners to point out instances of ‘1’ objects around the classroom, giving each student a chance to contribute.

Use this review of the previous lesson to introduce the concept of counting ‘2’ objects to the class. Begin by showing students how to count using their fingers. Start with one finger, then move to two, going back and forth so students understand the difference between the two numbers.

Then, ask learners to show you how they would indicate ‘2’ on their fingers – as they learned earlier in the lesson.

Next, give students examples by identifying instances of ‘2’ objects in the classroom, e.g., there are ‘2’ pencils on the table, there are ‘2’ pictures on the wall. Ask learners to point out their own examples, counting ‘2’ objects in the classroom using full and complete sentences. Invite the entire class to contribute, giving each student a chance to count till ‘2’.

Next, give students examples of when counting up to ‘2’ is important in real life, for example, when setting the table so that each person has a knife and fork (2 utensils) or when wearing 2 socks (1 on each foot). You can ask students to think of and contribute their own examples.

Afterward, invite learners to complete this activity in their books. Ask students to first identify each image depicted in the exercise, then determine how many are displayed one by one. When students decide on an answer, ask them to write the number in the space provided.

Emphasize the importance of students’ handwriting. Encourage learners to focus on keeping their writing legible, neat, and clear. As you walk around the class, pay close attention to this.

Lastly, invite students to complete Worksheet 3.

Instruct the class to count the number of objects depicted in each image, then color in the tens grid to indicate the correct number, and write the number next to the picture in the space provided.

Differentiation •

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Invite high-achieving learners who are able to grasp the concept quickly to divide a set of building blocks into multiple groups of ‘2’ and ‘1’.

Invite low-achieving learners who need more time with this concept to draw a picture of an alien with ‘2’ eyes.

object to that depicted in the activity, then count the objects and write how many there are.

While students are working, walk around and observe, taking note of any areas of difficulty. Highlight the importance of handwriting and legibility, encouraging learners to focus on writing their numbers neatly and correctly so that it is easily readable.

Differentiation Worksheet

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You may wish to use this worksheet as supplement to Ex 2 of the PB.

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Pupil’s Book, Exercise 3 Draw similar objects to make 2 of each one •

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This exercise aims to introduce students to the concept of addition and number composition using the number ‘2’. They will also practice writing the number.

To begin, introduce students to the concept of addition through a class discussion.

Ask the class questions like “if we have 1 balloon and add another what would we have?” or “If you have 1 banana and I have 1 banana, how many would we have together?” and invite them to answer. This will encourage them to think critically and logically about the subject.

Students should come to the realization that adding 1 and 1 makes 2.

Next, separate the class into groups of 3-4 and invite learners to practice composing the number ‘2’ using their possessions. For example, grouping a pencil and an eraser so they are 2 objects together.

Explain that students can compose the number ‘2’ using the same or different types of objects.

Once students have a basic understanding of composition, invite them to complete exercise 3 in their books. Instruct learners to draw a similar

Invite high-achieving learners to walk around the classroom and compose objects into 2s. Instruct them to focus on grouping dissimilar objects, for example, a building block and a beanbag rather than 2 beanbags. This will encourage them to think of counting and composing outside of objects that look the same.

Invite low-achieving learners who need more time with this concept to compose the number ‘2’ using pencils or a set of building blocks. This will give them handson, kinesthetic practice composing the number 2, enhancing their learning experience through multiple senses.

Workbook, Exercise 3 Color 2 of each of the following fruits • •

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This exercise gives learners the opportunity to practice their counting skills in a fun and controlled manner.

To begin, revise how to count up to the number ‘2’ with the class. Display different objects, alone or in groups of 2, and ask learners to count the objects and tell you how many there are.

Once students have refreshed their memories, invite learners to complete this activity directly in their workbooks.

Instruct students to color 2 fruits in each row.

They can choose any color they like but advise them to remain inside the lines.

While students are working, walk around and observe.

If students have colored in the wrong number of fruits, gently correct them and explain why they were wrong. Do so loudly so the entire class can hear the correct answer but provide necessary Math With Fun - Teacher’s Guide

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encouragement and praise, so students don’t get disheartened.

Once everyone has finished coloring in, invite students to check their answers with a peer.

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Pupil’s Book, Exercise 4 Circle the animals that have 2 legs •

This exercise will help students practice counting up to ‘2’ using real-world examples. They will gather data about the number of legs animals have and review cross-curricular material regarding the identity of different animals.

To begin, revise counting with the class once again. Invite students to count till ‘1’ and ‘2’, identifying instances of ‘1’ and ‘2’ object(s) around the classroom.

Next, invite students to turn to page 10 of their books and identify all of the animals they can see. Help them review what they learned in their science lessons by asking questions like “Which animals can fly? Which animals can walk? What animals can you see?”. This will not only help students revise material from different units, but also help them understand how math is applicable in the real world.

Once all the animals have been identified, invite students to complete this activity directly in their books. Instruct learners to look at each animal and circle those that have 2 legs.

While students are working, walk around and observe. Provide advice and assistance as needed.

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Pupil’s Book, Exercise 5 Look at the picture. How many of each of the following objects can you see? Count and write •

This exercise aims to build on students’ ability to count up to ‘2’ by giving them practice counting objects in real-life scenarios.

To begin, ask students to describe the image on page 11 of their books. They can discuss everything from simple colors to specific objects. This will give them practice describing and identifying scenarios they are likely to encounter in their daily lives.

Once students have described the picture on the top half of the page, invite them to identify the six images on the bottom half of the page. Students should be familiar with these items as they are things they would regularly encounter in daily life.

Next, ask the learners to count each of the six objects in the larger image and write this number in the space provided. Invite students to work with a partner if they are struggling.

While students are working, walk around and observe. Provide advice and assistance as needed, explaining the correct answers if students are incorrect.

Emphasize the importance of maintaining neat and legible handwriting as students work.

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Differentiation •

Differentiation •

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Invite high-achieving learners to draw a picture of 2 more animals that have only 2 legs. The animals can’t be something that is already in their workbook or activity book.

Invite low-achieving learners who need more time with this concept to go over the answers from their workbooks with a partner. Then ask each pair to draw a picture of any animal with 2 legs. They can copy an animal from their books if needed, but encourage them to circle the two legs in their drawing and write the number 2 next to the animal.

Math With Fun - Teacher’s Guide

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Ask high-achieving learners to circle 2 trees and 1 building in the image at the top of the page. This will give them further practice counting and composing the number ‘2’.

Present low-achieving learners with a box of four types of school supplies (pencils, erasers, sharpeners, markers, etc.) grouped into 1s and 2s. Ask the students to count how many of each supply there is in the box. This will give students further practice counting up to 1 and 2 through kinesthetic and tactile learning, providing them with an alternative learning technique to enhance their understanding.

Final Activity • • •

At the end of the lesson, ask students to take out their warm-up sheets and look at the second grid of ten squares at the bottom of the page.

Once again, ask them to color in the squares to indicate a quantity of ‘2’.

This is a great way to check if students’ understanding of the number ‘2’ has shifted and improved over the course of the lesson.

• Mobile App •

• •

Encourage the learners to use Math with Fun App to supplement this lesson.

Invite them to complete the App activities and games as a homework to review what they have just learned.

You can use the app to monitor your students’ progress, strengths, and weaknesses.

If you notice some students falling behind, you can personalize some remedial work. You can also create your tests to be set either on-line, or in-class.

Math With Fun - Teacher’s Guide

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Math With Fun Teacher’s Guide

LEARNING OBJECTIVES

Lesson

3

Vocabulary

Girl, camel, bee, boat, nachos, cheese, fish

Counting & Cardinality

Know the number 3 and its name Count to answer “how many?”

Count and compare numbers Match numbers to group values Identify “more” and “less”

Number & Operations Geometry

Describe, analyze, and compose a “triangle” Identify “triangle” in the environment Complete patterns

Warm-up • • • • • • • •

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The purpose of this warm-up is to introduce students to the number ‘3’, give them a brief insight into what the lesson will entail, and revise the material from lessons 1 and 2.

To begin, ask students to help you remember the number ‘1’ and ‘2’. Ask them to show you how they would indicate these numbers using their hands, and then invite 6 - 7 students to write the numbers on the board.

Next, introduce the number ‘3’ to students and display it using your fingers. Ask learners to replicate this hand-shape with you. You can go through the hand shapes of ‘1’, ‘2’, and ‘3’ multiple times, highlighting the difference between the three numbers for the class.

Next, draw the number ‘3’ on the whiteboard and describe its shape and key features for the students.

Explain that the number ‘3’ looks like a squiggly line or a snowman cut in half and invite learners to contribute to the discussion as well, noting any familiar shapes or features.

Then, demonstrate how to trace this shape in the air and invite students to join you. Explain that numbers, like letters, are always formed from top to bottom, so encourage the students to do so as they trace the number in the air.

You can also write down the word ‘three’ on the board for students to see. Explain that numbers can be written as both a numeral and a word. Familiarize students with both forms of ‘3’.

Then, point to groups of ‘3’ objects around the class and start to familiarize students with the concept of counting up to ‘3’.

These activities will give students a brief insight into what they will learn during this lesson.

Math With Fun - Teacher’s Guide

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Lastly, invite students to complete Worksheet 1 as a warm-up activity for this lesson. In the first section, ask students to circle and carefully trace all the instances of the number ‘3’ that they can see on the page.

Then ask them to repeat this for the numbers ‘2’ and ‘3’ in the subsequent sections. Once complete, ask them to color in the first grid at the bottom of the page to indicate a quantity of ‘3’. They will revisit this at the end of the lesson.

•

Worksheet

1

You may wish to use this worksheet as supplement to the Warm-up.

Re-introduce the number to the class. Ask learners to display the number ‘3’ for you using their fingers.

Then draw the number on the whiteboard and describe its shape and key features for the students once more. Invite learners to contribute to the discussion.

Ask the class to trace the shape of ‘3’ in the air in front of them. Re-establish the fact that numbers are always formed from top to bottom and encourage the students to do so as they trace the number.

You can also write down the word ‘three’ on the board for students to see once more.

• Once students have a basic understanding of the number ‘3’ in all its forms, invite them to complete exercise 1 in their Pupil’s Books. Instruct learners to trace the numbers on the page and then write their own ‘3’s in the space provided.

This is a good time to walk around the classroom and check students’ work. Take notice of how they trace and write the number and correct any mistakes.

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Workbook, Exercise 1 Color the number 3

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This activity builds on children’s creativity and love of coloring and helps learners focus on pencil/crayon control. It also allows students to familiarize themselves with the number ‘3’ in a fun and controlled manner.

To begin, draw the number ‘3’ on the board and re-familiarize students with its shape.

Then, invite the class to complete this activity directly in their workbooks and give them explicit instructions to color inside the lines for their design.

Allow students to color individually but move around the classroom and correct students on their grip and whether they are staying within the lines. If you need to make corrections, make sure to speak loudly in an encouraging manner so all students can hear the correct practice.

This exercise grants students creative freedom and personalizes their learning experience, allowing them to feel a sense of pride regarding their coloring.

Pupil’s Book, Exercise 1 Trace and write •

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Differentiation •

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Invite high-achieving learners who are able to grasp the concept quickly to write the number ‘3’ five more times on a separate sheet of lined paper. Then, ask them to use play dough to create ‘3’ balls.

Ask low-achieving learners who need more time with this concept, to create the shape of the number ‘3’ using play dough.

The purpose of this activity is to familiarize students with the number ‘3’ and encourage them to practice writing and recognizing it.

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Workbook, Exercise 2 Trace and write • •

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This exercise can be completed in conjunction with Exercise 1 from the Pupil’s Book for further practice.

Before writing directly in the book, invite students to re-familiarize themselves with the shape of the number ‘3’ with you. Ask them to show you the number using their fingers, and then trace its shape in the air.

Lastly, invite them to turn to page 11 of the workbook. First, instruct them to trace the numbers with their fingers on the page, then once they feel confident, allow them to use a pencil to trace and write the numbers in the space provided.

•

You can also play a small game with students to help them practice counting up to ‘3’.

Invite the class to stand up and inform them that they will be playing a game. You (the teacher) will say a number – either ‘1’, ‘2’, or ‘3’. When they hear the number, they must get into a group consisting of that number of students.

You can play multiple rounds of this game, giving students sufficient practice in counting up to ‘1’, ‘2’, and ‘3’. You can even select individual students to choose the next number in the game.

Afterward, invite learners to complete this activity in their books. Ask students to first identify each image depicted in the exercise, then count how many of each item there are. When students decide on an answer, ask them to join the image to the appropriate number.

Lastly, invite students to complete Worksheet 2.

Instruct the class to count the number of objects depicted in each image, then color in the tens grid to indicate the correct number, and write the number next to the picture in the space provided.

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Pupil’s Book, Exercise 2 Count and match • •

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The aim of this exercise is for students to practice counting till the number ‘3’ and identifying numerical groups of ‘1’, ‘2’, and ‘3’ objects.

To begin, ask students to help you review how they counted ‘1’ and ‘2’ objects in the previous lessons. Invite learners to point out instances of ‘1’ and ‘2’ objects around the classroom, giving each student a chance to contribute.

Use this review of the previous lesson to introduce the concept of counting ‘3’ objects to the class. Begin by showing students how to count using their fingers. Start with one finger, then move to two and three, going back and forth so students understand the difference between the three numbers.

Then, ask learners to show you how they would indicate ‘3’ on their fingers – as they learned earlier in the lesson.

Next, give students examples by identifying instances of ‘3’ objects in the classroom, e.g., there are ‘3’ erasers on the table, there are ‘3’ whiteboard cleaners on the board. Ask learners to point out their own examples, counting ‘3’ objects in the classroom using full and complete sentences. Invite the entire class to contribute, giving each student a chance to count till ‘3’.

As you do so, give students examples of when counting up to ‘3’ is important in real life, for example, turning off ‘3’ light switches when leaving a room, or fastening 3 Velcro straps on a shoe.

You can ask students to think of and contribute their own examples.

Math With Fun - Teacher’s Guide

Differentiation •

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Invite high-achieving learners who are able to grasp the concept quickly to find three different types of objects around the classroom and separate each object into a group of ‘1’, ‘2’, or ‘3’.

Invite low-achieving learners who need more time with this concept to count a set of ‘3’ pencils, then separate the set into groups of ‘1’, ‘2’, and ‘3’.

Worksheet

2

You may wish to use this worksheet as supplement to Ex 2 of the PB.

Pupil’s Book, Exercise 3 Count and trace the correct number •

The aim of this exercise is for students to once again practice counting till the number ‘3’ and identifying numerical groups of ‘1’, ‘2’, and ‘3’ objects.

To begin, revise the numbers ‘1’, ‘2’ and ‘3’ with the class.

Invite students to turn to page 13 of their books and read the numbers underneath each image in exercise 3. Select 4 - 5 students to read these numbers out loud.

Then, invite a few students to write the numbers ‘1’, ‘2’, and ‘3’ on the whiteboard.

You can also play a game with the class. First, ask students to arrange themselves into groups of 3, giving them practice composing this number.

Next, give each group a set of building blocks, and ask the learners to arrange the blocks into groups of ‘1’, ‘2’ and ‘3’. This will help students revise counting in a kinesthetic and tactile manner before completing the questions in their books.

Lastly, invite students to complete the exercise directly in their books. Instruct learners to count the items in each square, then trace the correct number underneath it.

While students are working, walk around and observe, taking note of any areas of difficulty.

At the end of the lesson, select 2-3 students to share their answers with the rest of the class.

Initiate a class discussion about the answers, encouraging learners to ask each other questions if confused, or explain the correct answers.

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Differentiation •

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Invite high-achieving learners to draw a picture of 3 groups of objects, the first consisting of ‘1’ item, the second consisting of ‘2’, and the third consisting of ‘3’.

Invite low-achieving learners who need more time with this concept to spend more time with the building blocks, arranging them into groups of ‘3’ with a partner.

Workbook, Exercise 3 Count the objects and write the numbers • •

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This exercise gives learners the opportunity to practice counting and writing the numbers ‘1’, ‘2’, and ‘3’.

To begin, revise the numbers ‘1’, ‘2’, and ‘3’ with the class. Ask learners to show you these numbers using their fingers, then invite 3 students to write the numbers on the board. Next, ask students to point out examples of objects around the classroom sitting alone or grouped into ‘2’s or ‘3’s.

Once students have refreshed their memories, invite learners to complete this activity directly in their workbooks.

Instruct students to count the objects in each row, then write the number in the space provided.

Urge learners to focus on the neatness, legibility, and correctness of their handwriting as they write.

While students are working, walk around and observe. If they make mistakes, gently explain the correct answer, doing so loudly so the entire class can hear. However, provide necessary encouragement and praise so students don’t get disheartened.

If some students finish quickly, invite them to check their answers with a partner while giving extra time and support to slower learners. You can even pair a high-achieving student with a low-achieving student so faster learners can teach their peers, thereby strengthening their understanding of the topic simultaneously.

Pupil’s Book, Exercise 4 Compose and draw a triangle • •

•

This exercise will continue students’ introduction to basic geometry. They will learn how to compose and draw a triangle.

To begin, introduce students to the shape of a triangle. Explain that triangles have 3 equal sides and draw this shape on the board. Name the shape and invite learners to repeat the word after you as many times as needed.

Then, invite learners to trace the shape of a triangle in the air. Demonstrate how to do it and ask the class to copy you, drawing each side one by Math With Fun - Teacher’s Guide

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one. Then, call on 4-5 students to draw the shape on the board as well.

Once students are familiar with the shape, give them practice creating it using straws. Ask learners to stick or bend straws to create the shape of a triangle. This will help learners process the shape through multiple senses and allow them to use tactile and gross motor kinesthetic techniques to learn about triangles.

Next, ask the students to help you point out examples of triangles in the classroom. Start them off with examples such as posters on the wall or a block pyramid, then ask learners to contribute.

Lastly, invite students to complete this activity directly in their books. Instruct them to trace the triangle on the page with their finger, then a pencil, and then finally draw a line to complete the rest of the triangles on the page.

While students are working, walk around and observe. Provide advice and assistance as needed.

Pupil’s Book, Exercise 5 What looks like a triangle? Find and count • •

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This exercise aims to build on students’ ability to recognize triangles in everyday objects and practice counting and writing the number ‘3’.

First, reference and review the previous activities from this lesson with the class. Ask students to trace the number ‘3’ and the shape of a triangle in the air, then select 4-5 to draw this number and shape on the board.

Next, play a quick game with students to review triangles. Ask learners to quietly count as many objects that look like triangles around the classroom as possible.

Once everyone has finished, separate the students into groups of 3-4. Ask learners to share how many triangles they found with their group and point these triangles out around the classroom.

Encourage groups to discuss each triangle, agreeing or disagreeing with their friends about the shape. You can give a prize to the group that has found the most triangles.

This will act as a great warm-up for the activity and will re-familiarize the students with identifying triangles in everyday objects.

Afterward, invite students to complete this activity directly in their books. Inform students that they will practice counting and recognizing triangles in everyday objects. Instruct them to count the number of triangles that they can see in each picture, then write the correct number in the space provided. Urge them to focus on their handwriting legibility and neatness as they do so.

While students are working, walk around and observe. Provide advice and assistance as needed, explaining the correct answers if students are incorrect.

• As a supplement to this lesson and activity, provide students with a homework assignment at the end of class.

• Ask students to keep an eye out for examples of the number ‘3’ and triangles when they go home.

Instruct them to take media cuts from newspapers and magazines or take pictures of items they find in the supermarket or their house.

When they have all their examples, ask them to create a poster that they can present to the class.

Their poster should include different instances of • the number ‘3’ and triangles that they found in the real world.

This assignment emphasizes research-based learning and presentation skills, building a focus on number and shape recognition outside of the classroom. It also encourages creativity and Differentiation expands knowledge learned in class to the outside world.

• Invite high-achieving learners to draw a The posters can then be hung on the classroom picture of an object that they think looks wall during the next lesson.

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Math With Fun - Teacher’s Guide

like a triangle or has a triangle in it that is not in their books. This will continue their thinking about the appearance of triangles in the real world.

Invite low-achieving learners who need more time with this concept to use the play dough from earlier in this lesson to create the shape of a triangle.

Pupil’s Book, Exercise 6 Complete the pattern •

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This activity builds on children’s ability to identify and draw shapes, specifically the triangle and circle, and begins to teach them how to recognize and apply patterns.

To begin, invite students to identify the two shapes that they can see on page 15 of their books. They should be able to easily identify a circle and a triangle.

Next, instruct students to look at the first row of shapes and ask them if they notice a pattern.

Explain that patterns are a repeating arrangement of numbers, colors, and shapes. You can give students 5 minutes to think and discuss with a partner. Students should be able to identify a pattern of 2 triangles followed by 1 circle.

If students are struggling, ask them to try and count the shapes. Guide them through counting up to 2 triangles then 1 circle, repeating the counting until learners start to see the pattern.

Once students have identified the shapes and patterns in the first row of images, urge them to use this information to fill in the missing shapes in the next three rows.

At the end of the activity, separate the students into pairs and ask them to compare their answers.

Set 5 minutes for peer correction, encouraging students to help each other with the correct answers if they notice their partner has made a mistake.

Workbook, Exercise 4 Help the frog hop onto the sets of three or number 3 • •

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• Differentiation •

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Invite high-achieving learners to draw their own pattern of circles and triangles, and then ask a peer to guess what the pattern is and replicate it. This will challenge students and give them more practice with pattern recognition.

Invite low-achieving learners who need more time with this concept to color in the shapes on page 15 of their books. Ask them to color the circles blue and the triangles yellow. This will give students more practice creatively differentiating shapes.

This activity enhances students’ ability to recognize and identify the number 3 and sets of 3 items.

To begin, play a game with the class. You can play this game outside or inside the classroom, using any available materials that are appropriate for this activity.

Use a piece of chalk to draw the number ‘3’ and sets of three shapes (triangles and circles) in different places on the classroom floor. Draw the numbers ‘1’ and ‘2’ and sets of one and two as well.

Invite students to stand on one side of the classroom. Inform them that they have a special mission to complete. They must get to the other side of the classroom by jumping only on the number ‘3’ or sets of 3 items. If they jump on the wrong number they must start from the beginning again.

Allow students to take turns jumping across the classroom. They can move individually or in small groups of 2 or 3.

You can also use this game to review previous lessons by asking students to jump across the room using only the numbers ‘1’ and ‘2’.

Once complete, invite students to do this activity directly in their workbooks. Instruct them to help the frog cross the page by making it jump only on the number ‘3’ or sets of 3.

While students are working, walk around and observe. Provide advice and assistance as needed.

Pupil’s Book, Exercise 7 Which bowl has more fish?

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This activity will introduce students to the concept of ‘more’ in relation to numbers and quantity.

Begin the lesson by defining this term for the class. Explain that word ‘more’ refers to a bigger number or amount of something. For example, there are more students in the classroom than teachers because there is only 1 teacher but many students.

Explain that the term more relates directly to the number of things there are.

Math With Fun - Teacher’s Guide

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Then ask the students to recite the numbers they have learned so far. They should answer with ‘1’, ‘2’, and ‘3’. Use these numbers to further clarify this term. Explain that ‘3’ is more than ‘1’ and ‘2’, but ‘2’ is only more than ‘1’ not ‘3’.

Once students have an understanding of the concept ‘more’, invite them to complete exercise 7 directly in their books.

First, ask them to count the number of fish in each bowl. Then ask them to circle the bowl that has more fish.

While students are working, walk around and observe, assisting as needed.

Lastly, ask students to complete Worksheet 3.

Instruct them to look at each pair of images and determine which image of the two has more items.

Worksheet

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Worksheet

4

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You may wish to use this worksheet as supplement to Ex 8 of the PB.

Final Activity • You may wish to use this worksheet as supplement to Ex 7 of the PB.

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Pupil’s Book, Exercise 8 Which bowl has less fish?

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each bowl. Then ask them to circle the bowl that has less fish.

While students are working, walk around and observe, assisting as needed.

Lastly, ask students to complete Worksheet 4.

Instruct them to look at each pair of images and determine which image of the two has less items.

This activity will build on the previous exercise by introducing students to the concept of ‘less’ in relation to numbers and quantity.

Begin the lesson by defining this term for the class. Explain that word ‘less’ refers to a smaller number or amount of something. It is the opposite of ‘more’. Use the example from earlier to clarify things further, stating that there are less teachers in the classroom than students because there is only 1 teacher but many students.

Explain that the term less relates directly to the number of things there are.

Then ask the students to recite the numbers they have learned so far. They should answer with ‘1’, ‘2’, and ‘3’. Use these numbers to further clarify this term. Explain that ‘1’ is less than ‘2’ and ‘3’, but ‘2’ is only less than ‘3’ not ‘1’.

Once students have an understanding of the concept ‘less’, invite them to complete exercise 8 directly in their books.

First, ask them to count the number of fish in Math With Fun - Teacher’s Guide

At the end of the lesson, ask students to take out their warm-up sheets and look at the second grid of ten squares at the bottom of the page.

Once again, ask them to color in the squares to indicate a quantity of ‘3’.

This is a great way to check if students’ understanding has shifted and improved over the course of the lesson.

• Mobile App •

• •

Encourage the learners to use Math with Fun App to supplement this lesson.

Invite them to complete the App activities and games as a homework to review what they have just learned.

You can use the app to monitor your students’ progress, strengths, and weaknesses.

If you notice some students falling behind, you can personalize some remedial work. You can also create your tests to be set either on-line, or in-class.

Math With Fun - Teacher’s Guide

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Math With Fun Teacher’s Guide

Lesson

4

LEARNING OBJECTIVES Vocabulary

Car, lamb, horse, goat, duck, duckling

Counting & Cardinality

Know the number ‘4’ and its name Count forward to given numbers (3 & 4) Identify the missing numbers Write the value of objects in a group Compose 4

Number & Operations Measurement & Data

Classify objects Count the number of each category Sort objects by category

Geometry

Identify, describe, and compose a ‘square’.

Warm-up • • •

• • • •

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The purpose of this warm-up is to introduce students to the number ‘4’, give them a brief insight into what the lesson will entail, and revise the material from lessons 1 to 3.

To begin, ask students to help you remember the numbers ‘1’, ‘2’, and ‘3’. Ask them to show you how they would indicate these numbers using their hands, and then invite 6 - 7 students to write the numbers on the board.

You can also play a quick game with the class to review these numbers. Write either a ‘1’, ‘2’ or ‘3’ on the whiteboard. Then ask students to tell you what number it is by using their fingers and saying the number out loud. Repeat this multiple times, then play the game again using an alternate method. This time, indicate a number using your fingers and ask the students to write this number on the board and say it out loud. This is a great way to review the material from previous lessons.

Next, introduce the number ‘4’ to students and display it using your fingers. Ask learners to replicate this hand-shape with you. You can go through the hand-shapes of ‘1’, ‘2’, ‘3’, and ‘4’ multiple times, highlighting the difference between each number for the class.

Next, draw the number ‘4’ on the whiteboard and describe its shape and key features for the students.

Invite learners to contribute to the discussion as well.

Then, demonstrate how to trace this shape in the air and invite students to join you. Emphasize the fact that numbers, like letters, are always formed from top to bottom as you do so.

You can also write down the word ‘four’ on the board for students to see. Explain that numbers can be written as both a numeral and a word. Familiarize students with both forms of ‘4’.

Math With Fun - Teacher’s Guide

• • •

Then, point to groups of ‘4’ objects around the class and start to familiarize students with the concept of counting up to ‘4’.

These activities will give students a brief insight into what they will learn during this lesson.

Lastly, invite students to complete Worksheet 1 as a warm-up activity for this lesson. In the first section, ask students to circle and carefully trace all the instances of the number ‘4’ that they can see on the page.

Then ask them to repeat this for the numbers ‘2’, ‘3’, and ‘4’ in the subsequent sections. Once complete, ask them to color in the first grid at the bottom of the page to indicate a quantity of ‘4’. They will revisit this at the end of the lesson.

Worksheet

1

Differentiation You may wish to use this worksheet as supplement to the Warm-up.

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Pupil’s Book, Exercise 1 Trace and write • • •

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The purpose of this activity is to familiarize students with the number ‘4’ and encourage them to practice writing and recognizing it.

Re-introduce the number to the class. Ask learners to display the number ‘4’ for you using their fingers.

Then draw the number on the whiteboard and describe its shape and key features for the students once more. Invite learners to contribute to the discussion.

Ask the class to trace the shape of ‘4’ in the air in front of them. Re-establish the fact that numbers are always formed from top to bottom and encourage the students to do so as they trace the number.

You can also write down the word ‘four’ on the board for students to see once more.

Once students have a basic understanding of the number ‘4’ in all its forms, invite them to complete exercise 1 in their Pupil’s Books. Instruct learners to trace the numbers on the page and then write their own ‘4’s in the space provided.

This is a good time to walk around the classroom and check students’ work. Take notice of how they trace and write the number and correct any mistakes.

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Invite high-achieving learners who are able to grasp the concept quickly to play a game with a partner. Ask one student to indicate a number (from 1 – 4) using their fingers. Their partner must then write this number down on the paper. The pairs can alternate roles for each round of the game until they have sufficiently reviewed the numbers ‘1’ to ‘4’.

Ask low-achieving learners who need more time with this concept, to create the shape of the number ‘4’, and to create ‘4’ balls, using play dough.

Workbook, Exercise 1 Trace and write • •

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This exercise can be completed in conjunction with Exercise 1 from the Pupil’s Book for further practice.

Before writing directly in the book, invite students to re-familiarize themselves with the shape of the number ‘4’ with you. Ask them to show you the number using their fingers, and then trace its shape in the air.

Lastly, invite them to turn to page 14 of the workbook. First, instruct them to trace the numbers with their fingers on the page, then once they feel confident, allow them to use a pencil to trace and write the numbers in the space provided.

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Pupil’s Book, Exercise 2 Count and write •

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The aim of this exercise is for students to practice counting up to the number ‘4’, identifying numerical groups of ‘1’, ‘2’, ‘3’, and ‘4’ objects, and writing these numbers.

To begin, ask students to help you review how they counted up to ‘3’ objects in the previous lesson. Invite learners to point out instances of ‘1’, ‘2’, and ‘3’ objects around the classroom, giving each student a chance to contribute.

Use this review of previous lessons to introduce the concept of counting ‘4’ objects to the class.

Begin by showing students how to count up to ‘4’ using their fingers. Start with one finger, then move to two, three, and four, going back and forth so students understand the difference between each number.

Then, ask learners to show you how they would indicate ‘4’ on their fingers – as they learned earlier in the lesson.

Next, give students examples by identifying instances of ‘4’ objects in the classroom, e.g., there are ‘4’ pencils on the table, there are ‘4’ posters on the wall. Ask learners to point out their own examples, counting ‘4’ objects in the classroom using full and complete sentences. Invite the entire class to contribute, giving each student a chance to count till ‘4’.

Next, give students examples of when counting up to ‘4’ is important in real life, for example, counting dinner plates for a family of 4, or counting the legs of a cat. You can ask students to think of and contribute their own examples.

Afterward, invite learners to complete this activity in their books. Ask students to first identify each image depicted in the exercise, then determine how many are displayed one by one. When students decide on an answer, ask them to write the number in the space provided.

Emphasize the importance of students’ handwriting. Encourage learners to focus on keeping their writing legible, neat, and clear. As you walk around the class, pay close attention to this.

Lastly, invite students to complete Worksheet 2.

Instruct the class to draw as many items as needed to create a total of ‘4’, then fill. In the tens grid to reflect this total.

Differentiation •

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Worksheet

2

Math With Fun - Teacher’s Guide

You may wish to use this worksheet as supplement to Ex 2 of the PB.

Pupil’s Book, Exercise 3

Write the missing numbers • •

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Invite high-achieving learners to write the numbers ‘3’ and ‘4’ on a separate piece of paper. Underneath each number, ask them to draw a picture of ‘3’ and ‘4’ of their favorite things respectively.

Ask low-achieving learners to organize a set of building blocks into groups of ‘3’ and ‘4’, giving them more kinesthetic practice dealing with counting.

The aim of this exercise is for students to practice counting till the number ‘4’ and recognizing these numbers in a sequence.

To begin, revise the numbers ‘1’, ‘2’, ‘3’, and ‘4’ with the class. Ask the class to show you how they would indicate these numbers using their hands, then invite a few to write them on the board.

Once you review each number individually, revise the numbers as a sequence. Count from ‘1’ to ‘4’ out loud for the class and ask the students to repeat after you. Repeat this multiple times until students are confident with the sequence. You can also count backward from ‘4’ to ‘1’, familiarizing students with these numbers in the opposite direction.

Once complete, separate the students into groups of 3-4 and give each group a set of either 3 or 4 blocks. Ask the class to count the blocks in their groups.

Next, invite one member from each group to write a number sequence on the board (starting with ‘1’), but stop writing when they reach the number of blocks they have. This is a great way for students to practice counting and writing the numbers ‘1’ to ‘4’ in relation to tangible objects.

Lastly, invite students to complete the exercise

directly in their books. Instruct learners to write the missing numbers in the blank squares. If they are struggling, ask them to count from ‘1’ to ‘4’ out loud or in their mind, reviewing the sequence as a whole before identifying the missing numbers.

While students are working, walk around and observe, taking note of any areas of difficulty.

At the end of the lesson, ask the students to complete Worksheet 3. Instruct learners to, once again, fill in the missing numbers. However, advise them to be mindful of the order of the number sequence when doing so.

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confident in these numbers from previous lessons and activities.

Next, invite learners to complete this activity directly in their books. Instruct the class to read the number on the left side of the page, then count and color the images in correspondence to this number.

As students work, walk around and observe. Pay close attention to any mistakes students make and ask them questions to help guide them to the correct answer. For example, “What number is written here?” or “Can you count 3 footballs for me?”, etc.

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• Invite high-achieving learners to play a game with a peer. Invite one student to write the numbers ‘1’ to ‘4’ on a separate piece of paper but leave one to two numbers missing. Their partner will be tasked with filling in the blanks. Then ask the pairs to switch roles and play again.

• Invite low-achieving learners who need more time with this concept to write the numbers ‘1’ to ‘4’ on a separate piece of paper. Then draw a picture of ‘4’ objects underneath.

Workbook, Exercise 2 Trace, color, and count the objects in each frame. Then write the number in the box

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You may wish to use this worksheet as supplement to Ex 3 of the PB.

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Pupil’s Book, Exercise 4 Count and color as per the given number • •

• Invite high-achieving learners to write the numbers ‘3’ and ‘4’ on a separate piece of paper. Underneath each number, ask them to draw a picture of ‘3’ and ‘4’ of their favorite things respectively.

• Ask low-achieving learners to organize a set of building blocks into groups of ‘3’ and ‘4’, giving them more kinesthetic practice dealing with counting.

The aim of this exercise is for students to review • how to count the numbers ‘3’ and ‘4’.

To begin, briefly review these numbers once more • with the class. Invite students to indicate ‘3’ and ‘4’ using their hands, then select a few to write these numbers on the board. Students should be

This exercise gives learners the opportunity to practice counting and writing the numbers ‘1’, ‘2’, ‘3’, and ‘4’.

To begin, revise the numbers ‘1’, ‘2’, ‘3’ and ‘4’ with the class. Ask learners to show you these numbers using their fingers, then invite 4 students to write them on the board. Repeat the number sequence with the class, then ask students to point out examples of objects around the classroom that are alone or grouped in ‘2’s, ‘3’s, and ‘4’s.

Once they have finished, invite learners to complete this activity directly in their workbooks.

Instruct students to identify each image, count the objects in each box, then write the number in the space provided. Urge learners to focus on the neatness, legibility, and correctness of their Math With Fun - Teacher’s Guide

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handwriting as they do so.

You can also use this exercise to review the concepts of ‘more’ and ‘less’ with the class. Redefine these terms then ask learners questions like “Which is more, umbrellas or apples?” or “Which is less, lemons or mangoes?”.

While students are working, walk around and observe. If they make mistakes, gently explain the correct answer, ensuring the entire class can hear the correct practice. However, provide necessary encouragement and praise so students don’t get disheartened.

If some students finish quickly, invite them to check their answers with a partner while giving extra time and support to slower learners. You can even pair a high-achieving student with a low-achieving student so faster learners can teach their peers, thereby strengthening their understanding of the topic simultaneously.

Pupil’s Book, Exercise 5 Compose and draw a square • •

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This exercise will continue students’ introduction to basic geometry. They will learn how to compose and draw a square.

To begin, review triangles and circles with the class. Ask learners questions like “What shapes do you already know?” or “What shapes have we learned about in previous lessons?”. Then urge them to trace these shapes in the air and invite a few students to draw them on the whiteboard. If you have time, invite learners to create a triangle and circle using play dough or pipe cleaners, allowing them to review shapes kinesthetically.

Once the revision is complete, introduce students to the shape of a square. Explain that squares have 4 equal sides and draw this shape on the board. Name the shape and invite learners to repeat the word after you as many times as needed.

Then, invite learners to trace the shape of a square in the air. Demonstrate how to do it and ask the class to copy you, identifying the four corners of the square and drawing each side one by one.

Next, call on 4-5 students to draw the shape on the board as well.

Once students are familiar with squares, give them practice creating them using pipe cleaners.

Ask learners to stick or bend pipe cleaners to create the shape. This will help learners process it through multiple senses and allow them to use Math With Fun - Teacher’s Guide

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tactile and gross motor kinesthetic techniques to learn about squares.

Next, ask the students to help you point out examples of squares in the classroom. Start them off with examples such as the window or the whiteboard, then ask learners to contribute.

Lastly, invite students to complete this activity directly in their books. Instruct them to trace the square on the page with their finger, then a pencil, and then finally draw a line to complete the rest of the squares on the page.

While students are working, walk around and observe. Provide advice and assistance as needed.

As a supplement to this lesson and activity, provide students with a homework assignment at the end of class.

Ask students to keep an eye out for examples of the number ‘4’ and squares when they go home.

Instruct them to take media cuts from newspapers and magazines or take pictures of items they find in the supermarket or their house.

When they have all their examples, ask them to create a poster that they can present to the class.

Their poster should include different instances of the number ‘4’ and squares that they found in the real world.

This assignment emphasizes research-based learning and presentation skills, building a focus on number and shape recognition outside of the classroom. It also encourages creativity and expands knowledge learned in class to the outside world.

The posters can then be hung on the classroom wall during the next lesson.

Pupil’s Book, Exercise 6 How many circles, triangles, and squares can you see? Color the house •

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This exercise aims to build on students’ ability to recognize squares, triangles, and circles in items they would encounter in everyday life. Additionally, it will give them practice counting and writing the numbers ‘1’ to ‘4’.

First, review the numbers and shapes students

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have learned so far once again. Ask students to count up to ‘4’ and name all of the shapes they know. Then invite a few learners to draw these numbers and shapes on the whiteboard. You can encourage the entire class to practice tracing these items in the air or even draw them on a separate piece of paper.

Once complete, invite students to turn to page 18 of their books. Ask the class to identify the three shapes depicted in the instructions of exercise 6. They should be able to easily identify a circle, triangle, and square.

Next, ask the students to complete this activity directly in their books. Instruct learners to count each of the shapes and write their answers in the space provided. Then, ask them to color the house, advising them to assign a different color for each shape.

While students are working, walk around and observe. Provide advice and assistance as needed, explaining the correct answers if students are incorrect.

Once complete, set 2 - 3 minutes for peer correction. Separate the students into pairs and encourage them to compare their answers. If they notice their partner has miscounted or made a mistake, urge them to explain the correct answer.

Pupil’s Book, Exercise 7 Draw similar shapes to make 4 of each one •

This activity builds on children’s ability to identify and draw shapes, recognize patterns, and count till ‘4’.

To begin, invite students to identify the three shapes that they can see on page 19 of their books. They should be able to easily identify a circle, triangle, and square.

Briefly review these shapes with the class by inviting 5-6 learners to draw them on the board.

Once complete, instruct students to look at each row of shapes and determine how many there are.

They should identify ‘3’ triangles, ‘2’ circles, and ‘1’ square.

Inform students that their task is to make it so that there are ‘4’ of each shape on the page.

Instruct students to complete the activity independently in their books, drawing as many more shapes as needed so that there are ‘4’ in total.

If students are struggling, ask them to count the shapes, draw one more, then count again, repeating this pattern of actions until there are ‘4’ shapes per row.

While students are working, walk around and observe, taking note of any areas of difficulty and providing assistance as needed.

At the end of the activity, separate the students into pairs and ask them to compare their answers.

Set 5 minutes for peer correction, encouraging students to help each other with the correct answers if they notice their partner has made a mistake.

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As a supplement to this lesson and activity, provide students with a homework assignment at the end of class.

Ask each student to draw a picture of an object from real life that includes all three of the shapes they have learned about.

If they are struggling to think of one object with all of the shapes, they can draw two to three pictures, but each one must include at least one of the shapes from this unit.

In class the next day, invite a few students to share their drawings with their peers, explaining what they’ve drawn, why they’ve drawn it, and what shapes it includes.

This will help students build their confidence and public speaking skills, while also encouraging creativity and expanding classroom knowledge to the real world.

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Invite high-achieving learners to draw ‘3’ triangles, ‘3’ circles, and ‘3’ squares on a separate piece of paper, challenging them to think of a number from previous lessons in relation to shapes. Then, ask them to do the same but for ‘2’ of each shape.

Invite low-achieving learners who need more time with this concept to draw ‘4’ triangles, ‘4’ circles, and ‘4’ squares on a separate piece of paper, granting them more time to count and draw each shape related to the number ‘4’.

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Workbook, Exercise 3 Color the triangle green, the squares red, and the circles yellow • •

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• This activity enhances students’ ability to recognize and identify triangles, circles, and squares.

Begin by briefly reviewing these shapes with the class. Ask students to name the shapes they have learned about so far and invite a few to draw them on the whiteboard.

Then, encourage students to complete this activity directly in their workbooks. Instruct them to look for all the circles, triangles, and squares in • the picture, coloring them yellow, green, and red respectively.

If students finish this activity early, invite them Differentiation to count the number of triangles, squares, and circles they can see, and write these numbers next to each shape.

• Assign high-achieving learners 2 objects While students are working, walk around and of your choice. They can be anything observe. Provide advice and assistance as needed. from markers, to stuffed animals. Ask

Pupil’s Book, Exercise 8 Count the animals. Then color the chart underneath each animal •

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count the animals in the image and then record their data in the chart.

While students are working, walk around and observe, assisting as needed.

Once complete, invite students to interact with the data they just recorded by asking them questions. You can use this opportunity to review the concepts of ‘more’ and ‘less’ from previous lessons and activities as well. Ask questions like “How many lambs are there?”, “How many horses are there?”, “Are there more ducks than chickens?”, “Are there less ducklings than goats?”, “Which is more chickens or horses?”, etc.

This will encourage learners to not only practice recording data but practice reading it as well.

This activity will help students practice counting and writing the numbers ‘1’ to ‘4’. Additionally, they will gather data about the number of animals in an image and review cross-curricular material regarding the identity of these animals.

To begin, invite students to turn to page 19 of their books. Go over the image with the class and encourage learners to identify the different animals they can see. You can use this image to review material from science, asking students to not only name the different animals, but answer questions about where they live, how they move, or how many legs they have.

Once the larger image has been described, ask students to name each animal depicted in the grid at the bottom of the page.

Inform students that they will be using this grid to record data about the animals they’ve just talked about. Use the example of the goat on the page to explain how the grid works. Inform learners that since there are two goats in the image, two squares in the grid are colored in to represent this.

Then, invite students to complete this activity independently in their books. Instruct them to Math With Fun - Teacher’s Guide

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these learners to walk around the classroom and count these objects, then write the numbers on the whiteboard. This is a great way to get them to count specific objects in their environment.

Invite low-achieving learners to count more items in the image from exercise 8.

Ask them to count the number of humans and bales of hay in the picture, then write these numbers on the side of the page. This will grant them further practice counting and interacting with data in crowded images.

Workbook, Exercise 4 Count the fish, then color the chart next to each type of fish • •

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This activity builds on children’s ability to count and record data using the numbers ‘1’ to ‘4’.

Invite students to turn to page 17 of their workbooks and explain that this activity is very similar to the one they just completed in their pupil’s book. They will be counting fish and recording this data in the grid at the bottom of the page.

Ask students to examine the picture of the fishbowl and determine how many types of fish there are. Students should be able to see ‘4’.

Then, ask students to complete this activity in their books. Instruct them to count each fish and record the data in the available chart.

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While students are working, walk around and observe, providing advice and assistance as needed.

At the end of the activity, separate the students into pairs and ask them to compare their answers.

Set 5 minutes for peer correction, encouraging students to help each other with the correct answers if they notice their partner has made a mistake.

Lastly, invite students to complete Worksheet 4.

Instruct them to count the number of objects in each picture, then color in the tens grid and write the number in the space provided.

Worksheet

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• Mobile App •

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Encourage the learners to use Math with Fun App to supplement this lesson.

Invite them to complete the App activities and games as a homework to review what they have just learned.

You can use the app to monitor your students’ progress, strengths, and weaknesses.

If you notice some students falling behind, you can personalize some remedial work. You can also create your tests to be set either on-line, or in-class.

You may wish to use this worksheet as supplement to Ex 34of the WB.

Final Activity • • •

At the end of the lesson, ask students to take out their warm-up sheets and look at the second grid of ten squares at the bottom of the page.

Once again, ask them to color in the squares to indicate a quantity of ‘4’.

This is a great way to check if students’ understanding has shifted and improved over the course of the lesson.

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