Оқушыларға қосу арқылы көбейтуге болатынын көрсетіңіз

Method 1:

Method 2:

There are 21 apples

1-әдіс:
үштен 1

2-әдіс:
3-тің 2 тобы = 6

21 алма бар

Оқушыларға әр түрлі түсті текшелер арқылы 3 немесе 4-тің топтарын ажыратып, байланыстырушы текшелер арқылы 3 × 3 және 2 × 4-ні көрсетіңіз. Оқушылар сізден кейін 3 × 3 пайдаланып 6 × 3 тапсын.

Put into groups of 6.

Put into 3 equal groups.

Put into groups of 4.

Put into 4 equal groups.

Put into groups of 3.

6 топқа бөлу.

3 бірдей топқа бөлу.

4 топқа бөлу.

4 бірдей топқа бөлу.

3 топқа бөлу.

In a division equation * ÷ * = *, the first number is the total number of objects. Since the last number is given for each question, have pupils decide whether they want it to be the number of groups or the number of objects in each group. You may wish to show them an example by drawing diagrams.

Say: We have * ÷ * = 2. Let 2 represent the number of groups.

Ask: If the first blank is the total number of objects, what would the

Say: We choose to have 5 objects in each group.

Ask: How many objects are there in total? (10)

Complete the equation and say: There are 2 groups with 5 objects each. There are 10 objects in total. When we put 10 into groups of 5, we get 2 groups. The division equation is 10 ÷ 5 = 2.

Бөлу теңдеуінде * ÷ * = *, бірінші сан- нысандардың жалпы саны. Әрбір сұрақ үшін соңғы сан берілгендіктен, оқушылар оның топтар саны немесе әр топтағы нысандар санының қайсысы болатынын шешсін. Сіз оларға диаграммалар салу арқылы мысал көрсеткіңіз келуі мүмкін.

Айтыңыз: Бізде * ÷ * = 2 бар. 2 топтардың санын көрсетсін.

Сұраңыз: егер бірінші бос орын нысандардың жалпы саны болса, онда екінші бос орын не болады? (Әр топтағы нысандар саны)

Айтыңыз: Біз әр топта 5 нысан болуын таңдаймыз.

Сұраңыз: барлығы неше нысан бар? (10)

Теңдеуді аяқтап, айтыңыз: әрқайсысында 5 нысаннан тұратын 2 топ бар. Барлығы 10 нысан бар. 10-ды 5-ке бөлгенде, біз 2 топты аламыз. Бөлу теңдеуі 10 ÷ 5 = 2.

Дуриандарды 4-тен тұратын топтарға бөлейік.

24 when put into groups of 6 gives 4 groups.

24- ті 6 топқа бөлгенде 4 топты береді.

36 when put into groups of 2 gives 18 groups.

36-ны 2 топқа бөлгенде 18 топты береді.

Base-ten blocks

• 
  To be able to solve 1-step story problems involving addition and subtraction within 100
  
• 
  To be able to solve 2-step story problems involving addition and subtraction within 100
  
• 
  cut-outs of adults in Anchor Task
  

• 
  To be able to solve 1- and 2-step story problems involving addition and subtraction within 100
  
• 
  To be able to recognise that there may be more than one way to solve a problem
  
• 
  base-ten blocks
  
• 
  What do we subtract from 60? (20)
  

• 
  Ask: Can we solve this problem in another way?
  
• 
  Say: Let’s find the total number of corn sold.
  
• 
  Write ‘20 + 27 = *’ and draw a bar model to show the addition. Complete the equation.
  
• 
  Say: Then we find the number of corn left.
  
• 
  Write ‘60 – 47 = *’ and draw a bar model to show the subtraction. Complete the equation.
  
• 
  Conclude by saying: Both ways give us the same answer.
  
• 
  Language Arts corner
  
• 
  Introduce the vocabulary ‘cob’ as a collective noun. Since corn has an uncountable number of kernels, we use cob to quantify it.
  
• 
  The market sells cobs of corn. I bought a cob of corn. I ate a cob of corn.
  

• 
  When given a story, we can usually organise the information in a table like that.
  
• 
  We can solve problems by adding and subtracting. Given this information, what can we add and what can we subtract?
  
• 
  Say: When we subtract 24 from 29, we are finding the number of fish caught in the third week.
  
• 
  Write the equation and draw a model on the whiteboard to represent this.
  
• 
  Say: 5 fish were caught in the third week.
  
• 
  Conclude by asking: What else can we find from these numbers?
  

• 
  How many fish was caught in the second week?
  
• 
  29 fish were caught in the second week.
  
• 
  How many fish was caught in the third week?
  
• 
  5 fish were caught in the third week.
  

• 
  On a particular day, a bookshop owner sold 38 pencils.
  
• 
  9 more erasers were sold than pencils.
  
• 
  The number of rulers sold was 12 less than the number of erasers sold.
  
• 
  How many rulers were sold?
  
• 
  Show your working clearly.
  
• 
  pencil
  
• 
  eraser
  
• 
  ruler
  
• 
  47 erasers were sold.
  
• 
  35 rulers were sold.
  
• 
  What does 8 more than 21 mean?
  

Біз анықтай аламыз ба?

Сандарды қосамыз ба әлде азайтамыз ба?

Лео сандарды бейнелеу үшін қағаз жолақтарын пайдаланады. Бізде солай ма? Пенни үлгілер салғанды жөн көреді. Сізге қандай әдіс ұнайды?

• 
  To be able to solve 2-step story problems involving addition and subtraction within 100
  
• 
  base-ten blocks
  

• ондық блоктар

• 
  (Lead pupils to say that there are 28 green coconuts. We can find the number of brown coconuts by finding 28 – 9.)
  
• 
  We can subtract 9 from 28 to find the number of brown coconuts.
  
• 
  9 fewer
  
• 
  There are 19 brown coconuts.
  

• 
  There are 16 more coconut trees than palm trees on a beach.
  
• 
  There are 38 coconut trees. How many trees are there altogether?
  
• 
  Show your working clearly.
  
• 
  coconut tree
  
• 
  palm tree
  
• 
  There are 22 palm trees.
  
• 
  There are 60 trees altogether.
  
• 
  Get them to explain their thought processes.
  

Бізде тағы қандай ақпарат бар?

Әр себеттегі кокостардың санын біле аламыз ба?

Екі себеттегі кокос жаңғағының санын табу үшін қосу керек пе, әлле азайту керек пе?

• 
  Do we add or subtract to find the total number of coconuts in the two baskets? (Add)
  
• 
  Say: This is a 1-step problem.
  

• 
  To find the number of coconuts * and ** carried, pupils should be able to say that they must add. To find the number of coconuts *** carried, pupils should be able to say that they must add.
  

• 
  To be able to solve 2-step story problems involving addition and subtraction
  

• 
  Say: Then, 110 warriors joined.
  
• 
  Ask: To find the total, do we add or subtract? (Add)
  
• 
  Write ‘190 + 110 = *’ on the whiteboard.
  
• 
  Draw a model to represent the addition.
  
• 
  Show the addition using the standard column method. Emphasise that where renaming is required, pupils should remember to increase the number of tens or hundreds by 1.
  
• 
  Complete the equation and read it in context: There were 300 warriors in the end.
  

• 
  He collected 164 potatoes at first.
  
• 
  He collected 292 potatoes in total.
  

• 
  length of rope
  
• 
  length from left shoulder to right fingertip
  
• 
  breadth of whiteboard
  
• 
  height from floor to windowsill
  
• 
  length of teacher’s table
  
• 
  length of 5 floor tiles
  
• 
  width of door
  
• 
  height of friend
  
• 
  height of table
  
• 
  height of chair
  

• 
  Emphasise that sometimes, two words can mean the same thing (e.g. width of a window and length of a window.)
  

• 
  height of friend
  
• 
  length of arms spread wide
  
• 
  height of door
  
• 
  height of teacher
  
• 
  height of cupboard
  
• 
  length of window
  
• 
  length of whiteboard
  
• 
  height of ceiling
  
• 
  height of table
  
• 
  height of chair
  

• 
  The shorter side is 15 m.
  
• 
  The longer side is 24 m.
  
• 
  The longer side is 9 m longer than the shorter side.
  

• 
  pencil
  
• 
  height of chair
  
• 
  height of teacher
  
• 
  height of doorknob above ground
  
• 
  height of friend
  
• 
  textbook
  
• 
  shoe water bottle
  

• 
  I am 1 m tall. The door is about double my height.
  
• 
  The door is about 2 m tall.
  

• 
  She is 15 m from the finishing line.
  

• 
  (i) Fill the cups to the brim.
  
• 
  (ii) Pour the water into the jug.
  
• 
  (i) Fill the jug to the brim.
  
• 
  (ii) Pour the water into the cups.
  

• 
  5 litres of water were used in total.
  

• 
  Can we solve it in the same way as finding the total number of apples in 5 baskets of 4 apples each?
  

• 
  Can we find out by looking?
  

• 
  eraser
  
• 
  exercise book
  
• 
  one shoe
  
• 
  empty dustbin
  
• 
  water bottle
  
• 
  10 whiteboard markers
  
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  wallet
  
• 
  empty school bag
  

• 
  The pointer lies in between 300 and 400.
  
• 
  The mass of the bag of chips is in between 300 g and 400 g.
  
• 
  It weighs more than 300 grams.
  
• 
  It weighs less than 400 grams.
  
• 
  The bag of chips weighs 340 g.
  

• 
  bag of carrots
  
• 
  bag of potatoes
  
• 
  bag of tomatoes
  

However for the given translations for the last 2 lines, the units are shown as they are in the middle of the sentence. Is there any other way to translate the sentences such that the units are at the end and can be hidden/removed?

Бір табақ күріштің салмағы 1 г-нан аз

• 
  Find the total mass of the 4 bags of rice.
  
• 
  Number of bags = 4
  
• 
  Mass of each bag = 5 kg
  
• 
  Total mass of 4 bags of rice = 4 × 5
  
• 
  = 20 kg
  
• 
  Find the mass of each bag of flour.
  
• 
  Total mass of 5 bags of flour = 10 kg
  
• 
  Number of bags = 5
  
• 
  Mass of each bag = 10 ÷ 5
  
• 
  = 2 kg
  

• 
  4 қап күріштің жалпы массасын табыңыз.
  
• 
  Қаптардың саны = 4
  
• 
  Әр қаптың массасы = 5 кг
  
• 
  4 қап күріштің жалпы массасы = 4 × 5
  
• 
  = 20 кг
  
• 
  Әр қап ұнның массасын табыңыз.
  
• 
  5 қап ұнның жалпы массасы = 10 кг
  
• 
  Қаптардың саны = 5
  
• 
  Әр қаптың массасы = 10 ÷ 5
  
• 
  = 2 кг
  

• 
  weighs 260 g.
  
• 
  weighs 210 g.
  

• 
  Which is heavier?
  
• 
  Do we add or subtract?
  
• 
  Pupils should use the standard column method to help them add.
  

• 
  It is between 6 o’clock and 7 o’clock.
  
• 
  It is almost half an hour after 6 o’clock.
  
• 
  It is 28 minutes after 6 o’clock.
  
• 
  The time is 6:28.
  

• 
  Singapore to Penang
  
• 
  Singapore to Manila
  

• 
  You may wish to give pupils some examples to try out.
  

• 
  She also says that the time from 7:56 to 8:13 is 17 minutes. Do you agree?
  
• 
  They said that Train 4 takes 17 minutes. Did we get the same answer?
  

• 
  The flight is 25 minutes.
  
• 
  The flight is 125 minutes.
  
• 
  The flight is 205 minutes.
  
• 
  There are 60 minutes in 1 hour.
  
• 
  The flight is 2 hours 5 minutes.
  
• 
  It must be longer than 60 minutes.
  
• 
  It cannot be 25 minutes.
  

Ұшу уақыты-25 минут.

• 
  takes more time.
  
• 
  takes less time.
  
• 
  and take the same amount of time.
  

• 
  көбірек уақыт алады.
  
• 
  азырақ уақыт алады.
  

• 
  The amount paid is more than $2 but less than $3.
  
• 
  The amount in words is 2 dollars and 70 cents.
  
• 
  The amount in symbols is $2.70.
  

• 
  ** costs more/is more expensive than *.
  
• 
  * costs less/is cheaper than **.
  

• 
  The noodles stall collected $315.
  
• 
  The nasi lemak stall collected $150.
  
• 
  The curry puffs stall collected $486.
  
• 
  The roti prata stall collected $204.
  

• 
  Кеспе дүңгіршегі 315 доллар жинады.
  
• 
  Наси лемак дүңгіршегі 150 доллар жинады.
  
• 
  Карри пуфтары дүңгіршегі 486 доллар жинады.
  
• 
  Роти прата дүңгіршегі 204 доллар жинады.
  

• 
  After paying for drinks
  
• 
  After paying for noodles
  

• 
  costs $2.
  
• 
  9 bowls of dessert cost $18.
  

• 
  құны 2 доллар.
  
• 
  9 тостаған десерт 18 доллар тұрады.
  

• 
  Instead of the tally marks, he wrote the number of apples with each mass. Did we?
  

• 
  We must use fewer than 20 .
  

• 
  What can she do to reduce the number of used?
  

• 
  Say: Since 1 shaded circle stands for 3 oranges, let’s put the dots in groups of 3.
  
• 
  Have pupils circle every 3 dots for each size.
  
• 
  Say: Every group of 3 dots will be represented by 1 shaded circle.
  
• 
  Ask: How many shaded circles will there be for each size?
  

• 
  Айтыңыз: 1 көлеңкелі шеңбер 3 апельсинді білдіретіндіктен, нүктелерді 3 топқа бөлейік.
  
• 
  Оқушыларға әр өлшем үшін әр 3 нүктеден шеңбер жасаңыз.
  
• 
  Айтыңыз: 3 нүктеден тұратын әрбір топ 1 көлеңкелі шеңбермен бейнеленеді.
  
• 
  Сұраңыз: әр өлшем үшін қанша көлеңкелі шеңбер болады?
  

• 
  Most students estimated about 200
  
• 
  Least students estimated about 2000
  
• 
  More students estimated about 20 than 0
  
• 
  1 symbol represents 4 students
  
• 
  Hald a symbol represents 2 students
  
• 
  Fewer students estimated about 20 than about 200