Teach the world’s Achieve top best practices performance · PR1ME™ Mathematics books are...

Achieve top performance

Teach the world’s best practices

TM

Mathematics incorporates the best teaching and learning practices of these three global top performers. Its proven approach and consistent lesson design create a powerful learning ecosystem for premier instruction and student performance at the highest level.

www.scholasticprimemathematics.com2

Achieve top performance from every studentSingapore, Hong Kong, and Republic of Korea have consistently topped the Trends in International Mathematics and Science Study (TIMSS) from 1995 to 2015. Research shows that students from these countries consistently perform well because of proven effective pedagogy and a rigorous and well-structured system of teacher training and professional development.

TIMSS Grade 4 Trends in Mathematics Achievement

1995

400

450

500

550

600

2003 2007

Year

Ave

rag

e S

cale

Sco

re

2011 2015

SingaporeHong KongSouth Korea

EnglandUSGermany

Dubai, UAE

Chile

www.scholasticprimemathematics.com

Drive instruction with powerful lesson designThe instructional design of

TM

explicitly incorporates all aspects of the pedagogical approach and best practices of teachers from Singapore, Hong Kong, and Republic of Korea into a consistent and coherent routine. High-quality lessons are easy to plan and execute for any teacher.

Comprehensive Teacher’s Guides provide an overview of concepts and skills taught in each chapter, detailed lesson notes for each page of the Coursebooks, schemes of work, answers for practice tasks in Coursebooks and Practice Books, and photocopiables for class activities.

3

112

87

12 of the paper is shaded. of the paper is shaded. of the paper is shaded.

24 of the paper is shaded. of the paper is shaded. of the paper is shaded. of the paper is shaded.

48 of the paper is shaded. of the paper is shaded. of the paper is shaded. of the paper is shaded.

The fractions 12

, 24 and

48 have different numerators

and denominators, but they are equal.

12 =

24 =

48

12

14

14

14

14

18

18

18

18

18

18

18

18

12

12

, 24 and

48 are equivalent fractions.

24 and

48 are different ways of writing

12

.

Two more equivalent fractions of 12 are are .

4 out of 8 equal parts



Understanding equivalent fractions

Lesson 2 Equivalent Fractions

You will learn to…• find equivalent fractions• express a fraction in its simplest form• compare using equivalent fractions

36

, 510

Lesson 2: Equivalent Fractions

Duration: 6 h

Understanding equivalent fractions

Objective:• To recognize and name equivalent fractions of a given

fraction with denominators up to 12

Materials:• 1 strip of paper for demonstration• 1 strip of paper per student

Resources:• CB: pp. 87–88• PB: pp. 76–78

Vocabulary:• equivalent fractions

(a)

Distribute a strip of paper to each student. Have students participate in the activity while you carry out the demonstration.Say: Fold the strip of paper in half. Then, unfold the paper and draw a line on the fold. Ask: How many equal parts is the strip of paper divided into? (2)

(12)

(4) (2)(24)

(8) (4)(48)

(Answers vary. Samples: 36, 5

10)

3

Teacher’s Guide 3B

Objectives are clearly articulated at the beginning of each lesson to ensure teachers are aware of goals.

Lesson notes wrapped around Coursebook pages provide instruction on how to deliver lessons.

“ PR1ME™ Mathematics books are colorful and inviting. The instructions are clear and easy to follow and the children enjoy math.

Lana Gergisak, Director, Central Point International Elementary School, Czech Republic

”

www.scholasticprimemathematics.com4

Teach via problem solving TM

teaches via problem solving by exposure to various problem solving situations and by focusing on both aspects of problem solving:

The method: the concepts and strategies students use to solve word problems.

The process: understand the problem, plan what to do, work out the problem, check one’s answer.

With this approach, students can solve increasingly complex problems leading to higher test scores.

Coursebook 2A

Four-step Understand-Plan-Answer-Check process (UPAC) builds good habits for approaching mathematical problems of all levels of dif� culty.

Real world problems make mathematics relevant to everyday life.

Bar model method helps students to solve word problems through visual representation.

“ PR1ME™ has allowed me to approach problem solving in a different way and in a more practical sense and my students have embraced it.

Myrtle Clarke, Principal, Ardenne Preparatory School, Jamaica ”


Build deep conceptual understanding TM

uses the Concrete-Pictorial-Abstract approach (CPA) for teaching new concepts and for formative assessment. Let’s Learn introduces new concepts through the three CPA stages. In Let’s Do, guided and systematically varied tasks provide immediate feedback on whether students have understood the concept and at which level of CPA. This approach consistently and systematically develops deep conceptual understanding among all learners.

98 99

You will learn to…• subtract fractions

Lesson 4 Subtracting Fractions

Subtracting fractions with the same denominator

a) David had 79 of a pizza.

He ate 29 of the pizza.

What fraction of the pizza was left?

79 –

29 = 5

9

59 of the pizza was left.

Subtracting 2 ninths from 7 ninths gives 5 ninths.

29

59

79

Dividing by 6

We can use related multiplication facts when we divide.a)

a)

b)

b)

5 × 6 = 30 6 × 5 = 30

30 ÷ 6 = 5 42 ÷ 6 = 7 × 6 = 426 × = 42

P B Chapter 4: Exercise 2

× 6 = 48

6 × = 48

× 6 = 54

6 × = 54

1. Fill in the blanks.

54 ÷ 6 = 48 ÷ 6 =

Multiplying 3-digit numbers by 6

56

0

38

6

1

352

6

1 7

5


Coursebook 3B

Coursebook 3A

Concrete: Hands-on activities with everyday materials like cubes, ice cream sticks, or pizza shapes build conceptual understanding.

Pictorial: Pictures represent physical objects previously used to help students construct mental images.

Abstract: Concepts are modeled using numbers and mathematical symbols so students can relate physical and picture representations to this � nal stage.

Let’s Learn introduces and develops the concept. Let’s Do then provides guided practice and formative assessment.

5

“ PR1ME™ has a unique framework with a focus on building skills and in-depth understanding of essential math skills.

Martha Murillo, 4th Grade Teacher, Saint Paul Primary School, Costa Rica

”


1. Danny has 34 key chains.He buys 5 more.How many key chains does he have now?

How many key chains does Danny have?What does he do?How many more does he buy?What do I have to find?

1. Understand

2. Plan

3. Answer

4. Check

1. Understand

2. Plan

3. Answer

4. Check

Develop metacognition skillsTM

develops metacognition—the ability to think about and understand one’s thinking. Through various instructional devices, the program empowers students to enhance mathematical thinking abilities and understand habits, leading to effective problem solving.

Coursebook 4A

Coursebook 2A

Thought bubbles model the thinking process for students. This trains them to monitor their own thinking and to regulate their responses.

Create Your Own problem posing activities require students to create word problems that are realistic and solvable. This helps them to deepen conceptual understanding and demonstrate mastery.

In Think About It, students discuss questions based on misconceptions and common mistakes. This provides opportunities for mathematical communication, reasoning and justi� cation.

6

Coursebook 4A

Is Yen correct? Explain why.

Practice 1

9876 76 543 87 654

9876 is the greatest number because its firstfirstdigit is the greatest.

firstfirst

Yen

P B Chapter 1: Exercise 5, page 13

Write a word problem using these words and measurements.

jug

3 L 745 ml

1 L 350 ml

bottle

more

capacity

Mind stretcher

1 Understand

2 Plan

Mind stretcher

1 Understand

2 Plan Practice 1

P B Chapter 1: Exercise 5, page 13Coursebook 3B

I love PR1ME™ Mathematics because it challenges and grows students’ thinking capacity.

Michael Tobo, Grade 5 Teacher, SPARK Ferndale, South Africa

“”


Dividing 3-digit numbers by 6

16 7

6

16 0

1 0 6 4

86 9

4 9 4 8 1

Practice 11. Multiply or divide.

a) 7 × 6 b) 43 × 6 c) 94 × 6 d) 24 ÷ 6

e) 80 ÷ 6 f) 628 × 6 g) 405 ÷ 6 h) 562 ÷ 6

2. Fill in the missing numbers.

a) 6 × = 36 = 36 b) × 4 = 24

c) 7 × = 42 = 42 d) × 6 = 60


Measure conceptual understanding TM

provides multiple opportunities to check understanding and reteach when necessary:

Review at the start of each chapter requires students to recall prerequisite concepts

Formative assessment tasks throughout each Coursebook lesson and in the Practice Books

Summative assessment activities through practice exercises at the end of each lesson and review sections in the practice books

Practice tests for mid-year and end-of-year summative assessment

No student will be left behind because of frequent opportunities for assessment and reteaching of concepts.

Multiplication Tables of 6, 7, 8 and 9

1.

2.

10 ÷ 5 =

1 2 3

1234

1 2 3 4

123

4 × 3 = 12 3 × 4 =

4 × 3 = 3 × 4These are related multiplication facts.

5 × 2 = 10So, 10 ÷ 5 = .

Coursebook 3A

4 Multiplication Tables of 6, 7, 8 and 9

Exercise 1 Multiplying and Dividing by 61. Complete the multiplication sentences.

a) b)

5 × 6 = 6 × 6 =

6 × 5 =

Multiplication Tables of 6, 7, 8 and 9

Exercise 1

Practice Book 3A

Assess readiness for new learning through tasks that require students to recall prerequisite knowledge.

Practice sections in the Coursebooks provide summative assessment and review skills learned.

Newly taught concepts are supported through formative assessment in the Practice Books. They also integrate previously learned topics via a series of useful summative assessment reviews.

Coursebook 3A

7

The material in PR1ME™ is consistent and sequenced and the presentation of the material is great for children at these ages.

Cristina Belmonte, Principal, Play School International, Brazil

“”

Contact us to learn more:[email protected] • www.scholasticprimemathematics.com8

Helping Children Around the World to Read and Learn

1A Coursebook

Adapted from the Primary Mathematics Project Ministry of Education, Singapore

A world-class program based on top-performingSingapore, Republic of Korea and Hong KongSingapore, Republic of Korea and Hong Kong

TM

I SBN 981-07-3291-0

9 7 8 9 8 1 0 7 3 2 9 1 2

Teaches via problem solving

Is effective, measurable and diagnostic

Develops metacognition in learners

Incorporates professional learning into the curriculum framework

Uses technology to deliver interactive instructional content

1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1A1ACoursebook



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

TM

I SBN 981-07-3065-9

9 7 8 9 8 1 0 7 3 0 6 5 9






1A Practice Book

Name

1A1A1A1A1A1APracticeBook

TM

Proven to be the world’s best practice

Program OverviewProgram Overview

Go Beyond.TM

TM

• A world-class program based on top-performing Singapore, Republic of Korea and Hong Kong • A collaboration with the Ministry of Education, Singapore


1A Teacher’s G

uide

I SBN 981-07-4436-6

9 7 8 9 8 1 0 7 4 4 3 6 6






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

TM

Teacher’s Guide

1A1A1A1A1A1A

www.scholastic.com


For over 90 years, teachers and parents have recognized Scholastic as a trusted name in learning. Scholastic continues this successful history by remaining focused on encouraging children to learn to read and love to learn, helping teachers carry out their important jobs and supporting parents in their role as their child’s first teacher.

1A Coursebook


Teacher’s Guide in 2 partsInteractive Whiteboard

Coursebook in 2 parts Practice Book in 2 parts

TM

I SBN 981-07-3291-0

9 7 8 9 8 1 0 7 3 2 9 1 2

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

• Teaches via problem solving through the systematic development of problem-solving skills and by focusing on both the method required to solve the problem, and the problem-solving process.

• Is effective, measurable and diagnostic with a learner-centered and teacher-directed approach designed to enable assessment of understanding of concepts and mastery of skills at every step of concept development and learning.

• Develops metacognition in learners enabling them to monitor, direct and communicate their thinking process.

• Incorporates professional learning into the curriculum framework to develop the pedagogical content knowledge of educators to improve classroom practices.

• Uses technology to deliver interactive instructional content to facilitate whole-class teaching.

TM

Scholastic TM

Mathematics is a forward-thinking and innovative mathematics program based on thecurriculum standards and effective teaching and learning practices of the global top-performers in Mathematics – Singapore, Republic of Korea and Hong Kong. It is adapted from the highly-acclaimed and widely-proven PRIMARY MATHEMATICS Project developed by the Ministry of Education, Singapore.

Scholastic TM

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

TM

111111Practice Tests

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

Student Materials Coursebooks – A and B for each level,1-6

Introduce and develop concepts and skills leading to mastery.

Practice Books – A and B for each level,1-6

Contain practice exercises and reviews for formative and summative assessment.

Comprehensive Teacher SupportProgram Overview

Provides teachers with an understanding of the underlying pedagogical principles of the program.

Teacher’s Guides – A and B for each level, 1-6

Provide schemes of work, lesson notes, answers/solutions to exercises, and photocopiables.

Implementation Guides Include instructional pathway charts and concept maps to support teachers as they use the program.

Practice Tests Feature three mid-year and three end-of-year summative assessments.

Interactive Edition Includes all content from Coursebooks and Practice books, along with all lesson notes from the Teacher’s Guides.

Classroom Posters Reinforce learning and provide easy reference for students.

© 2016 Scholastic Education International (Singapore) Pte Ltd ISBN 978-981-4709-90-3

NUMBERS AND PLACE VALUE TABLE

Poster 6

Thousands Hundreds Tens Ones

2 1 5 3

1001000 1000 10 10 10 10 10 1 1 1

2 thousands 1 hundred 5 tens 3 ones

In 2153, the digit 3 is in the ones place.The digit 3 has a value of 3.

The digit 5 is in the tens place.Its value is 50.

The digit 1 is in the hundreds place.It stands for 100.

The digit 2 is in the thousands place.It stands for 2000.

2000 + 100 + 50 + 3 = 2153

2 1 5 32 1 5 32 1 5 32 1 5 3

2 0 0 01 0 0

5 03

2153

78 79

Thereare10racers.

Thecatcomesinfirst.

Thefrogisbehindthecat.Thefrogisinsecondplacenow.

cat frog rabbit penguin squirrel

Knowing 1st to 10th

1st

first2nd

second

3rd

third

4th

fourth5th

fifth

a)

78 79

Whichanimalisineighthplacenow?

Thelionisin front of thebear.Whatplaceisthelioninnow?

Thebearisintenthplacenow.Thebearwillcomeinlast.

monkey octopus panda lion bear

6th

sixth

7th

seventh

8th

eighth

9th

ninth

10th

tenth

78

There are 10 racers.

The cat comes in first.

The frog is behind the cat.The frog is in second place now.

cat frog rabbit penguin squirrel

Knowing 1st to 10thKnowing 1st to 10th

1st

first2nd

second

3rd

third

4th

fourth5th

fifth

a)

79

Which animal is in eighth place now?

The lion is in front of the bear.What place is the lion in now?

The bear is in tenth place now.The bear will come in last.

monkeymonkey octopusoctopus pandapanda lionlion bearbear

6th

sixth

7th

seventh

8th

eighth

9th

ninth

10th

tenth

TM

Kindergarten coming soon

TM

offers you a complete mathematics solution with customized professional development

Item #MEA2017

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