wr* Marshall Cavendish

»»vz Education

Pupil's Book
ARE HERE!

Maths 1B
3rd Edition

w
WHIP

Dr Fong Ho Kheong • Chelvi Ramakrishnan • Bernice Lau Pui Wah

© 2001 Times Media Private Limited
© 2003, 2007, 2013 Marshall Cavendish International (Singapore) Private Limited
© 2014 Marshall Cavendish Education Pte Ltd

Published by Marshall Cavendish Education

Times Centre, 1 New Industrial Road, Singapore 536196
Customer Service Hotline: (65) 6213 9688
E-mail: [email protected]
Website: www.mceducation.com

First published 2001

Second edition 2007
Third edition 2013
Reprinted 2013, 2015, 2016, 2017 (twice), 2018, 2019, 2020 (twice)

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, recording or otherwise, without the prior permission
of the copyright owner. Any requests for permission should be
addressed to the Publisher.

Marshall Cavendish is a registered trademark of Times Publishing Limited.

ISBN 978-981-01-1759-7

Printed in Malaysia
 MYy
Pupil's Book .PALS?
ARE HERE!i
JK ._ _______ J3

Maths IB
3rd Edition

Dr Fong Ho Kheong • Chelvi Ramakrishnan • Bernice Lau Pui Wah

Fff Marshall Cavendish

Education
 Preface .
My P Here! Maths (3rd Edition) is a comprehensive, task-based and
learner-centred programme designed to provide pupils with a solid foundation
in Maths and opportunities to become efficient problem solvers.

continues to make learning Maths

fun and rewarding through the use of engaging illustrations, hands-on
activities and games that help reinforce and consolidate learning for pupils of
different abilities.

For the Teacher:

Use poems, stories and Introduce concepts through
common scenarios in short tasks that involve the
the chapter openers use of manipulatives and
to capture the pupils' other concrete materials in
interest, provide an Learn. At the end of each
engaging introduction to task, pose thought-provoking
the topics and jump-start questions to help develop the
learning. pupils' creative and critical
thinking skills.

Number Bonds
”• ^eam Making number bonds with

I MalreMSBBjg,
! “MWwotwoport,
How many children j^owmany different ways mn you do this?

Carry out
Adi'. to promote active
and cooperative learning.
Where possible, pupils will
complete station-based
C Put them all in
activities in rotating groups
C What is the position nf th* x.
.... 4 • u th “ from the left?
What is its position from the right?
to best utilise class time.

Challenge pupils to solve

I Your Thinking Cap! non-routine questions by
applying relevant heuristics
Use to help you.

I Jerewe 10beads
and thinking skills in
I 5lere is only one red bead Put On Your Thinking Cap!
( n>e red bead Is 6lh from ihedgb,

Who,is’heposfcn0f,heredbeadfromthe|efr,
 Making Addition Stories
jecsm Making addition stories
Take some j£| wiihm 10

For the Parent/Guardian: Moke on addition story about the *•

Then write an addition equation

Make Maths come alive by using the tips found in &

to apply mathematical concepts to everyday scenarios in
and around the home.

For the Pupil

Let's Explore! Perform investigative There are 9 altogether.

activities with Let's Explore! Ask your child Io toil addition stories involving everyday situations. For example, 'There are
Fill in the blanks. 2 durians and 5 oranges. There are 7 frails altogether.'
Use a ^3?" ,0

Discover exciting and

interesting ways to have
fun learning Maths
with Game!

Work in groups of three.

Use computers to
'he compuferWi,h °' 'hree ^apes
Print the pattern
carry out fun-filled
activities with’“^\!

How many beads come next in the pattern7

Find the next three numbers in the patterns.

® Complete the poftem

Share your thoughts with
your teachers, create your
own Maths questions and -
become aware of your own Weiwei says he made a pattern using these numbers

mathematical thinking in 13 14 17 18

! Is he correct? Why?
******* * to* poge 03

Enjoy learning Maths with My Pals Are Here! Maths (3rd Edition)!
CONTENTS
O Numbers To 40
Lesson 1 Counting To 40 3
Lesson 2 Comparing By Subtraction 7
Lesson 3 Comparing, Ordering And
Number Patterns 9

O Addition Within 40
Lesson 1 Addition Without Regrouping 17
Lesson 2 Addition With Regrouping 21
Lesson 3 Adding Three Numbers 26
Lesson 4 Solving Word Problems: Addition 28

® Subtraction Within 40
Lesson 1 Subtraction Without Regrouping 31
Lesson 2 Subtraction With Regrouping 36
Lesson 3 Solving Word Problems: Subtraction 41

® Picture Graphs
Lesson 1 Simple Picture Graphs 46
Lesson 2 More Picture Graphs 50

(0 Multiplication
Lesson 1 Adding The Same Number 57
Lesson 2 Making Multiplication Stories 61
Lesson 3 Solving Word Problems: Multiplication 64

© Division
Lesson 1 Sharing Equally 68
Lesson 2 Finding The Number Of Equal Groups 70
 Lesson 1 Telling Time To The Hour 74
Lesson 2 Telling Time To The Half Hour 76

O Numbers To 100
Lesson 1 Counting To 100 82
Lesson 2 Comparing, Ordering And
Number Patterns 88

© Addition Within 100

Lesson 1 Addition Without Regrouping 96
Lesson 2 Addition With Regrouping 100

© Subtraction Within 100

Lesson 1 Subtraction Without Regrouping 103
Lesson 2 Subtraction With Regrouping 108

@ Money
Lesson 1 Getting To Know Our Money 111
Lesson 2 Tell The Amount Of Money 120
Lesson 3 Adding And Subtracting Money 125
CHAPTER

10 Numbers To 40
 LESSON

Counting To 40
(earn Counting numbers greater than 20

Make two - । andaOBk

How do you count more than 20

Count the

There are 22 « .

Lesson 1 Counting To 40
 There are 34 .

40
forty

10, 20, 30, 40

Take 40 toothpicks. Pick some toothpicks. Get your child to count in tens and ones to find
the number of toothpicks.

Chapter 10 Numbers To 40
[earn Using place value to show numbers to 40

How many pupils are there in your class?

Form groups of 10.

How many groups are there?
How many pupils are left?
—........

Lesson 1 Counting To 40
 28 tens ones

Show these numbers in tens and ones.

You can bundle into groups of 10.

Then write the numbers in a place value chart.

Workbook B: Practice 1, pages 1-6

Chapter 10 Numbers To 40
 Comparing By Subtractio

[earn Comparing sets and numbers

Make « « « «■ * « .» . and

Which has more cubes?

Which has fewer cubes?
How do you know?

Set A
H -^1 12

WWww
SetB

12 is greater than 8.
8 is smaller than 12.

12-8 = 4

Set A has 4 more “ than Set B.

Set B has 4 fewer than Set A.

Lesson 2 Comparing By Subtraction
 0 Set A has ribbons.

0 Set B has ribbons.

0 Which set has more?

0 How many more? f

0 Which set has fewer?

0 How many fewer?

0 is greater than .

is smaller than .

■ Workbook B: Practice 2, pages 7-8

r................................

Chapter 10 Numbers To 40
 Comparing, Ordering And
Number Patterns
Using a number tape to compare numbers
Take a number tape. 26 27 28 29 30
How do you find 2 more than 27?
How do you find 2 less than 38?

2 more 2 less

26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

29 is 2 more than 27. • 36 is 2 less than 38.

29 is greater than 27. : 36 is smaller than 38.

o This picture shows part of a calendar.

0 is 2 more than 22. 3 less than 31.

is greater than 22. smaller than 31.

Lesson 3 Comparing, Ordering And Number Patterns

(earn Comparing numbers with different tens

Circle 28 and 31 on a number tape.

Which number is greater?
How do you know?

Compare 28 and 31.

Compare the tens.
The tens are different.
3 tens is greater than 2 tens.

31 is greater than 28.

0 Which number is greater? Are the tens equal?

Which number is smaller?

So, is greater than

is smaller than

Chapter 10 Numbers To 40
|eam Comparing numbers with equal tens

Circle 34 and 37 on a number tape.

Which number is greater?
How do you know?

Compare 34 and 37.

The tens are equal.
So, compare the ones.
7 is greater than 4.

37 is greater than 34.

@ Which number is greater?

Are the tens equal?
Which number is smaller?
Are the ones equal?
35’ 34 ones is greater
__ WHS®*
than ones.
So, is greater than

is smaller than

Lesson 3 Comparing, Ordering And Number Patterns

|e#n Comparing three numbers

Circle 27, 35 and 33 on a number tape.

Which is the smallest number?
Which is the greatest number?
How do you know?

Compare 27, 35 and 33.

The smallest number is 27. Why is 35 greater

The greatest number is 35. than 27?

ijs Which is the greatest number?

Which is the smallest number?

@ Arrange the numbers in order.

Begin with the smallest.

smallest
Call out three numbers from 0 to 40. Ask your child to explain which numbers are the greatest
and smallest.
Chapter 10 Numbers To 40
 earn Finding missing numbers in a pattern
Take a number tape.
Cover two numbers on the tape.
How do you know what numbers are covered?

The numbers on the number tape are arranged in a pattern.

2 more than 2 more than

29 is 31. 37 is 39.
2 more

The numbers are arranged in a pattern.

Workbook B: Practice 3, pages 9-13

Lesson 3 Comparing, Ordering And Number Patterns

 . Sbar'n9
l^o^s
Tania completes this number pattern.

32, 33, 34, 35, 36, 37, 38, 39

She explains how she gets each number in the pattern.

( I add 1 to 32 to get 33. )

/ I add 1 to 33 to get 34. \

/ I add 1 to get the next number. )

How do you find the missing numbers in this pattern?

39, 37, 35, 33,

Complete each sentence.

Use the numbers given.
Do not use other numbers.

24 26 28 30 32

© I add 2 to to get

0 I subtract 2 from to get

Workbook B: Mattis Journal, page 14

and Performance Task, page 15

Chapter 10 Numbers To 40
The six number cards can make a number pattern.
Which two possible numbers are on the cards facing down?

Another seven number cards can make a number pattern.

Which three possible numbers are on the cards facing down?

Look for the number pattern.

Workbook B: Put On Your Thinking Cap!, pages 16-18

Chapter 10 Numbers To 40
 CHAPTER

Addition Within 40
5u»<

Mum, we need 1 more

bottle of apple juice and
1 more loaf of bread.

bC
3u<<‘
QrO^'
Oro'^j
! 3u>‘‘

lOro-f i 3u<«'
I 3u<<‘

Without Regroupin Whole numbers can

Lesson 2 be added with and
Lesson 3 without regrouping.
Lesson 4
>J8
LESSOI

■
■ Addition Without Regrouping
[earn Adding ones to a number
Call out a number greater than 20.
Show the number 3 using
How do you add the two numbers?

24 + 3 = ?
Method 1 Count on from 24.

Method 2
Step 1 Add the ones.
Tens Ones

2 4
+_________ 3 4 ones + 3 ones
7 =7 ones

Step 2 Add the tens.

Ones

4
3 2 tens + 0 tens
7 =2 tens

Lesson 1 Addition Without Regrouping

 O 36 + 2 = ?

Method 1 Count on from 36.

36 37 38

Method 2

* Chapter 11 Addition Within 40

[earn Adding tens to a number

| How do you add to , ?

17 + 20 = ? 17, ... 27, ... 37

Method 1 Count on in tens from 17.

Method 2
Step 1 Add the ones.
Tens Ones

1 7
+ 2 0 7 ones + 0 ones
7 =7 ones

Step 2 Add the tens.

Tens Ones

1 7
+ 2 0 1 ten + 2 tens
3 7=3 tens
So, 17 ± 20 = 37.

0 25 +10
0 20 +19

Lesson 1 Addition Without Regrouping

 earn Adding two numbers without regrouping

14 + 25 = ?
Step 1 Add the ones.
Tens Ones

1 4
+ 2 5 4 ones + 5 ones
9 =9 ones

Step 2 Add the tens.

Tens Ones

4
5 1 ten + 2 tens
9 =3 tens

14 = 1 ten 4 ones
25 = 2 tens 5 ones

So, 14 + 25 = 39.

0 22 + 16 = Workbook B: Practice 1, pages 19-22

Chapter 11 Addition Within 40

 Addition With Regrouping

Use 1111111 n n for 1 ten.

Use □ for 1 one.
□DDnaDnn
□ DcnLJonnnLJ
□ □

e You roll the to get a number.

| Put this number of □ on The other players take

your place value chart. turns to repeat
and .

Lesson 2 Addition With Regrouping

 When it is your turn again, If you get 10 or more □,
roll the exchange 10 of them for
1 EEEizxnzm.
Add to the number ofn
on your chart.

The first player to get 4 □zmznzrjzn or 4 tens wins!

You regroup when you change 10 ones for 1 ten.

Hl Regroup the ones into tens and ones.

Then complete the place value chart.

Tens Ones

17 =

Chapter 11 Addition Within 40

[earn Adding ones to a number with regrouping

How do you add ?

28 + 6 = ?

Step 1 Add the ones.

Tens Ones

2 8
_ 8 ones + 6 ones
4 =14 ones

Regroup the ones.

14 ones = 1 ten 4 ones

Step 2 Add the tens.

Tens Ones

2 8
+1 ten + 2 tens
3 4 = 3 tens
So, 28 + 6 = 34.

Lesson 2 Addition With Regrouping

[earn Adding two numbers with regrouping

Regroup the ones.

12 ones = 1 ten 2 ones
♦
Step 2 Add the tens.

V* MM x \\A'V Tens Ones

i
1 4
+ 1 8 1 ten + 1 ten + 1 ten
3 2 =3 tens
So, 14 +18 = 32.

Chapter 11 Addition Within 40

Add and regroup.

Tens Ones 0 Tens Ones

3 6

0 G Tens Ones

0 Tens Ones Tens Ones

1 7
1 7

Workbook B: Practice 2, pages 23-24

Lesson 2 Addition With Regrouping

 Adding Three Numbers
Adding three numbers in 2 steps

* * -• • • *
How do you use number bonds to find the number
iI
of altogether?

5 + 6 +4=?

Step 1 Make 10 first.

6 + 4 = 10

Step 2 5 + 10 = 15

So, 5 + 6 + 4 = 15.

Chapter 11 Addition Within 40

 am Adding three numbers in 3 steps
AAciko •* and e • w-e<♦ <
How do you use number bonds to find the number

5+7+6=?

Method 1
Step 1 Make 10 first.
5 + 5 = 10

Step 2 2 + 6=8

Step 3 10 + 8 = 18

So, 5 + 7 + 6 = 18.

Method 2
Step 1 Make 10 first.
7 + 3 = 10

Step 2 5 + 3 =8

Step 3 10 + 8 = 18

So, 5 + 7 + 6 = 18.

06 Workbook B. Practice 3, pages 25-26

Lesson 3 Adding Three Numbers

 Solving Word Problems: Addition
[earn Solving word problems by addition
Take 14 pencils.
Take 2 more books than pencils.
How do you find the number of books?

Rose has 15 marbles.

Sanjit has 3 more marbles than Rose.
How many marbles does Sanjit have?

1 5
3
Sanjit has 18 marbles.
1 8

Check!
If 15 + 3 = 18, then 18-3 should equal 15.
The answer is correct.

Chapter 11 Addition Within 40

 Jawa makes 10 glasses of orange juice.
Liwei makes 8 more glasses of orange juice than Jawa.
How many glasses of orange juice does Liwei make?

Liwei makes glasses of orange juice.

Workbook B: Practice 4, pages 27-30,

Mattis Journal, page 31 and
Performance Task, page 32

Put On Your Thinking Cap!

Pick any three numbers shown below and

complete each addition equation.
Use a number only once for each equation.

Workbook B: Put On Your Thinking Cap!, pages 33-34

Z ...............................................................................................

Lesson 4 Solving Word Problems: Addition

CHAPTER
LESSO

| Subtraction Without Regrouping

learn Subtracting ones from a number

Call out a number greater than 20.

Show the number 4 using 0.
How do you subtract the two numbers9

27, 26, 25, 24, 23 : j

27 - 4 = ?
Method 1 Count back from 27.
23 | 241 25 | 26 |27 | WWS'

Method 2
Step 1 Subtract the ones.
Tens Ones

2 7
~7 ones - 4 ones
3 =3 ones

Step 2 Subtract the tens.

Tens Ones

2 7
2 tens - 0 tens
= 2 tens

So, 27-4 = 23.

Lesson 1 Subtraction Without Regrouping
O 36-3 = ?

Method 1 Count back from 36.

33 34 35 36

Method 2

First, subtract the ones.

Then, subtract the tens.

So, 36-3

Chapter 12 Subtraction Within 40

[earn Subtracting tens from a number

How do you subtract from

34 - 20 = ?
Method 1

Method 2
Step 1 Subtract the ones.
Tens Ones

3 4
- 2 Q 4 ones - 0 ones
4 =4 ones

Step 2 Subtract the tens.

Tens Ones

3 4
- 2 0 3 tens - 2 tens
1 4 = 1 ten

So, 34 - 20 = 14.

o 30-20 =

Lesson 1 Subtraction Without Regrouping

[ earn Subtracting ones and tens from a number

How do you subtract

38 - 22 = ?
38 = 3 tens 8 ones
22 = 2 tens 2 ones

Step 1 Subtract the ones.

/'>//// / »' ’
■■ ■■ \

XX Tens Ones

3 8
~ 2 2 8 ones - 2 ones
6 =6 ones

Step 2 Subtract the tens.

Tens Ones

3 8
2 2 3 tens - 2 tens
6 = 1 ten

So, 38 - 22 = 16.

Chapter 12 Subtraction Within 40

0 39 - 24 = ?

Workbook B: Practice 1, pages 35-38

Lesson 1 Subtraction Without Regrouping

 Subtraction With Regrouping

Q Use................ .... for 1 ten.

Use □ for 1 one.
111111111.11
11 i 11 I i r~T~n nF]DDnDrinnn
[xrrnrrm
m’TTi i i i i i LJ LJ

o Each player starts with

4 rzimzTLL] on their chart.

You exchange You take away this number

1 i 1111 r 11 r:a for 10 □. of □ from your chart.
Then roll the

Chapter 12 Subtraction Within 40

 The other players take turns to repeat and |.
Take turns to play.

The first player to take away all the 11111111 i.ij or □ from his or
her chart, or get zero wins!

You regroup when you change 1 ten for 10 ones.

Q Regroup the tens and ones.

Then complete each place value chart.

Lesson 2 Subtraction With Regrouping

learn Subtracting ones from a number with regrouping

Can you subtract

Why or why not?

Step 1 Subtract the ones.

Can you take away

9 ones from 2 ones?

Regroup the tens in 32.

32 = 3 tens 2 ones
= 2 tens 12 ones
Subtract.
Tens Ones
2
Bi ]2
a
12 ones - 9 ones
3 =3 ones

Step 2 Subtract the tens.

Tens Ones
2
3 ]2
- 9
7 2 tens - 0 tens
2 3=2 tens

So, 32 - 9 = 23.

Chapter 12 Subtraction Within 40

[earn Subtracting two numbers with regrouping

How do you subtract from \ \ ?

40 - 29 = ?
Step 1 Subtract the ones.

You cannot take away

9 ones from 0 ones!
So, you need to regroup.

I Regroup the tens in 40.

xxxx 40 = 4 tens 0 ones
aMi
xxxxx = 3 tens 10 ones
Subtract.
Tens Ones
3
4 ]0
— 9 Q
*•______ 7 10 ones - 9ones
1 = 1 one

Step 2 Subtract the tens.

Tens Ones
3

Lesson 2 Subtraction With Regrouping

Q Regroup and subtract.

Q Tens Ones
2 tens 3 ones = 1 ten ones
2 3
6 ones - 6 ones = ones

0 Tens Ones

3 4
8

Tens Ones

0 Tens Ones

Workbook B: Practice 2, pages 39-40

Chapter 12 Subtraction Within 40

 Solving Word Problems:
Subtraction
[earn Solving word problems by subtraction

Take 13 pencils.
Take 10 erasers.
How many fewer erasers do you have?
How do you find out?

Mike picks 14 seashells.

Nora picks 11 seashells.
How many fewer seashells does Nora pick than Mike?
14
_ _____________ *_____________
Use | H to
Mike •f♦ ■ • ■ •s1 •;»* • • > !• «•
show the number
Nora
of seashells.
11I ?
14-11 = 3 14
Nora picks 3 fewer seashells than Mike. ~ 1 1

Check’.
If 14 -11 = 3, then 11 + 3 should equal 14.
The answer is correct.

Lesson 3 Solving Word Problems: Subtraction .

Henry makes 19 badges.
Beifen makes 7 fewer badges than Henry.
How many badges does Beifen make?

Q Vijay makes 20 pies for a party.

Julia makes 6 pies.
How many fewer pies does Julia make than Vijay?

Julia makes fewer pies than Vijay.

Chapter 12 Subtraction Within 40

 ' . - Amy has 16 beads.
Kavita has 7 fewer beads than Amy.
How many beads does Kavita have?

Kavita has beads. Workbook B: Practice 3, pages 41-44

* '..... - - '

Hands-On Activity

Work in pairs.
~ej one addition story and one subtraction story.
Jse • & and these words to help you.
’hen solve the problems.

Gurmit Kaili more than

seashells how many collects

Wati Jonah fewer than

cards how many makes

Maths Journal, page 45 and

Performance Task, page 46

Lesson 3 Solving Word Problems: Subtraction

Put On Your Thinking Cap!

Pick any three numbers shown below and

complete each subtraction equation.
Use a number only once for each equation.

9 18 35 26 17

Workbook B: Put On Your Thinking Cap!, pages 47-48

Chapter 12 Subtraction Within 40

HAPTER

Picture Graphs

Old MacDonald has a farm,

E-i-e-i-o
And on his farm he has some ducks,
E-i-e-i-o
With a quack, quack here,
and a quack, quack there,
Here a quack, there a quack,
 LESSON

Simple Picture Graphs

fearn Understanding a picture graph

How do you tell which colour appears more often?

Count the number of ribbons Sally has.

There are 5 red ribbons.

There are 7 blue ribbons.
There are 4 yellow ribbons.

Chapter 13 Picture Graphs

You can show the number of ribbons this way too.

There are 2 more blue ribbons than red ribbons.

There are 3 fewer yellow ribbons than blue ribbons.

The number of blue ribbons is the greatest.

The number of yellow ribbons is the smallest.

There are 16 ribbons altogether.

Give your child some stickers to make a picture graph. Then ask him to tell a story using the words
'more than', 'fewer than', 'greatest' and 'smallest'.

Lesson 1 Simple Picture Graphs

Chapter 13 Picture Graphs
fH This graph shows some sea animals seen at a seashore.

Sea Animals Seen At A Seashore

0 How many crabs are there?

0 Are there more squid or fish?

How many more?

G Are there fewer starfish or crabs?

How many fewer?

0 The number of is the greatest.

0 The number of is the smallest.

0 There are sea animals altogether.

Workbook B: Practice 1, pages 49-52

Lesson 1 Simple Picture Graphs

 More Picture Graphs
|earn Making a picture graph

Roll a
What number do you get?
How can you show it on a picture graph?

Adam rolls the again. Adam's Rolls

Help Adam roll the 10 more times.

Put ★ in the right places.
Use the graph to tell a story.
i Chapter 13 Picture Graphs
This graph shows the favourite toys of 18 children.

3 children like dolls.

2 more children like teddy bears than balls.

3 fewer children like toy cars than cooking sets.

There are as many children who like balls as children who like
cooking sets.

The most popular toy is the teddy bear.

The least popular toy is the toy car.

Lesson 2 More Picture Graphs

Q This graph shows the favourite colours of some children.

0 How many children like orange?

© How many more children like red than green?

© How many fewer children like yellow than orange?

© There are as many children who like green as children

who like

© is the most popular colour.

0 is the least popular colour.

Chapter 13 Picture Graphs

Hands-On Activity

Dinesh picks 1 |j|« from the bag.

He puts a X on the graph.

Dinesh puts the jjj1 back into the bag.

Use the graph
Help him pick another one. to tell a story.

Put another X on the graph.

Do this 10 times.
Which is picked the most number of times?

Which is picked the least number of times?

Workbook B: Practice 2, pages 53-58

Lesson 2 More Picture Graphs

Work in pairs.
The graph shows the number of animals on Sue's farm.
Use the graph to tell a story about the animals.
Use most least greatest smallest and as many as.

Animals on Sue's Farm

Workbook B: Maths Journal, page 59

and Performance Task, page 60

Chapter 13 Picture Graphs

This graph shows the number of rainy days in five weeks.

Rainy Days

0 It rains as many days in Week as in Week

© It rains the most in Week

0 It rains the least in Week

© Week has 1 more rainy day than Week 2.

Workbook B: Put On Your Thinking Cap!, pages 61-62

Chapter 13 Picture Graphs <

CHAPTER

14 Multiplication
We catch
We're catching 3 + 3 + 3 + 3 = 12 ladybirds.
 Adding The Same Number
[earn Adding the same number

Take 2 pencils in each hand.

How many groups of 2 pencils are there?
How many pencils are there altogether?
How do you find out?
IH.IH.lll.il Illi H H»«»MMml'llII... .III. ■■.I'l.HI

2 toys 2 toys 2 toys

There are 3 groups of toys.

Each group has 2 toys.

3 twos = 6 means 3 twos or

3 groups of 2 = 6 3 groups of 2.
There are 6 toys altogether.

3 groups of 2
is the same as 6.

Lesson 1 Adding The Same Number

 There are groups.

Each group has marbles.

+ + + =

groups of 5

There are marbles altogether.

groups of 4 =

There are stars altogether.

Chapter 14 Multiplication
 Hands-On Activity

1 Station
Use 5 plates.
Put 2 • on each plate.

| Station 0

Use 6 plates.
Put 3 B on each plate.

+ + + + + =

threes =

groups of 3 =

| Station @

Use 3 plates.
Put an equal number of 7, on each plate.

3 groups of

Lesson 1 Adding The Same Number

 The other players must show the number of
groups of Player A calls out.

The first player to show the correct number of

groups of scores 1 point.

Switch roles and repeat to .

After eight rounds, the players with the most points wins!

Workbook B: Practice 1, pages 71-76

Show your child some equal groups of counters. Ask him to say the correct multiplication phrases.

। Chapter 14 Multiplication

n£tM3ishare366$W^^M
 LESSON

Making Multiplication Stories

(earn Making multiplication stories
Take 4 pencils in each hand.
How many groups of 4 pencils are there?
How many pencils are there altogether?
How do you find out?

How many horses are there?

/rf/rOrf

There are 3 groups.

3 groups of 5 equal 15.
There are 5 horses in each group. 3 fives = 15

x is read as times.
3x5 = 15 It means to multiply, or to put
all the equal groups together.

There are 15 horses altogether.

'3 x 5' is the
same as 15.
3 x 5 = 15 is a multiplication equation.
You read it as three times five equals fifteen.

Lesson 2 Making Multiplication Stories

@ Tell multiplication stories.

There are plates.

Each plate has doughnuts.

■ -

3 x =

There are doughnuts altogether.

© There are groups of turtles

Each group has turtles.

There are turtles altogether.

Tell multiplication stories.

Then make multiplication equations.

Chapter 14 Multiplication
Read the sentences and equations.
Which are correct?
5x2 has the same answer as 52.
The picture shows 4x4.

8x3 = 3 + 3 + 3 + 3 + 34-34-3 + 3

2x6=6+6+6+6+6+6
•»
4x7=7+7+7+7

Think of some numbers smaller than 13.

Make multiplication equations with the numbers.

Workbook B: Practice 2, pages 77-80

Lesson 2 Making Multiplication Stories

 Solving Word Problems:
Multiplication
[earn Solving 1-step word problems

Take 3 toy cars.

How many wheels are there altogether?
Tell a multiplication story.

There are 3 children.

The teacher gives each child 6 seashells.
How many seashells does the teacher give out altogether?
3x6 = 18
The teacher gives out 18 seashells altogether.

Sandra has 2 pencil cases.

There are 4 erasers in each pencil case.
How many erasers does Sandra have altogether?

x
Sandra has erasers altogether.

Chapter 14 Multiplication
Lila has 5 plates.
She puts 4 cherries on
each plate.
How many cherries does Lila
have altogether?

Lila has cherries

altogether.

The plant has 6 leaves.

Wenlong sees 4 ladybirds on
every leaf.
How many ladybirds does
Wenlong see altogether?

Wenlong sees ladybirds

altogether.

Workbook B: Practice 3, pages 81-82,

Maths Journal, pages 83-84 and
Performance Task, page 85

Lesson 3 Solving Word Problems: Multiplication

Put On Your Thinking Cap!
Adam has 3 rabbits.
Which equation shows the number of rabbit legs altogether?

3 +3 +3=9 Draw pictures

to help you.
3x4 = 12

© 3x3 = 9

Amy puts some into 4 groups this way.

0 Can Amy write a multiplication equation?

Why?

© How do you rearrange the to show 4x3?

Workbook B: Put On Your Thinking Cap!, pages 86-88

Chapter 14 Multiplication
 Division

We bought 12 flowers.
Let's put them into 2 vases.

Let's put them

into 4 vases. There are
3 flowers in
each vase now.

Lesson 1 Sharing Equally Dividing is the same as

Lesson 2 Finding The Number Of sharing things equally
Equal Groups or putting things into
equal groups.
 Sharing Equally
[earn Sharing equally

Take 4 books to give to 2 classmates.

Each classmate gets the same number of books.
How many books does each classmate get?
How do you find out?

Mark has 6 muffins.

He has 3 friends.
He gives each friend the same
number of muffins in a bag.

Mark puts 1 muffin

into each bag.
He has 3 muffins left.

Then, he puts 1 more

muffin in each bag.
Now he has no
muffins left.

Each friend gets 2 muffins.

Chapter 15 Division
| Station

Use 20 B and 4 plates.

Put the B equally on each plate.
Use all the *.

Start with a
small number
of counters.

How many B are on each plate?

Station

Use 20 U and 3 plates.

Put the ® equally on each plate.
Use all the O-

2an the I be put equally on each plate?

Why?

Workbook B: Practice 1, pages 89-96

Give your child 18 toothpicks and some containers. Ask your child to put an equal number of
toothpicks into the containers. Repeat this with different numbers of containers.
Lesson 1 Sharing Equally
 Finding The Number Of
Equal Groups
|earn Finding the number of equal groups
Put 10 pencils on a table.
Each of your classmates takes 2 pencils.
How many classmates are there?
How do you find out?

There are 12 eggs.

Put 4 eggs into each bowl. First, put 4 eggs
How many bowls do you need? into 1 bowl.

Do this until all

the eggs are put
into the bowls.

You need 3 bowls.

Chapter 15 Division
f ' Fadilah has 15 toy cats.
She puts 3 toy cats on each sofa.
How many sofas does she need for all the toy cats?

She needs sofas for all the toy cats.

Hands-On Activity

Use 20 | and some cups.

Put 2 5 in each cup.

What multiplication
How many cups do you use? equations can you
think of?
Put 4 3 in each cup.
How many cups do you use?

Put 5 B in each cup.

How many cups do you use? 1

L__ •
Put 10 3 in each cup.
How many cups do you use?

Workbook B: Practice 2, pages 97-100

Lesson 2 Finding The Number Of Equal Groups

Let's Explore!*”" —

Work in pairs.

Use 24
Put all the into groups.
Each group must have the same number of

How many ways can you do it?

Show the different ways you can group the

Use for 1

Maths Journal, pages 101-102 and

Performance Task, page 103

w
Put On Your Thinking Cap!

Chris has 18 marbles.

Can he put the marbles
equally into groups of 5?
Why?

Workbook B: Put On Your Thinking Cap!, pages 104-106

Chapter 15 Division
 Telling Time To The Hour
(earn Telling time to the hour

Look at the (^.

What do you see on the clock face?
What are they for?

6 o'clock
When the minute hand is at 12, read the time as o'clock.

Chapter 16 Time
 Tell the time.

Who is correct?

Look at the clock.

Workbook B: Practice 1, pages 107-112

Ask your child to tell the times to the hour using a ®.

Guide your child to tell a story about what he will be doing at different times of a day.

Lesson 1 Telling Time To The Hour

LESSON

Telling Time To The Half Hour

(earn Telling time to the half hour

Show the time on the right using

How do you tell the time?

The hour hand

has moved too!
When the minute hand is
at 6, it is half past the hour.

Chapter 16 Time
Osman feeds his cat at
in the morning.

Ghalib and his friends play at

in the afternoon.

Misha reads a story at

at night.

Lesson 2 Telling Time To The Half Hour

 MtC

Chapter 16 Time
G Does Papa Lion find Baby Lion at half past 4?

0 What do you think happens at half past 5?

Workbook B: Practice 2, pages 113-118

Ask your child to tell a story about the things he does from 9 o'clock to 12 o'clock. Get your child to
use the words 'o'clock' and 'half past'. Ask your child to write the times he uses in his story.
Lesson 2 Telling Time To The Half Hour
Hands-On Activity

Work in pairs.
Use a paper plate, a fastener and
two clock hands to make your
own clock.
Write the numbers on your clock.

Now use your clock to show these times.

Say what you do during these times.

2 o'clock 8 o'clock 12 o'clock

half past 5 half past 9

Maths Journal, page 119 and

Performance Task, page 120

Put On Your Thinking Cap!

Think of a time to the hour.

At what time of the day will the minute hand and
the hour hand be on top of each other?

Draw a pici
to help you.

Workbook B: Put On Your Thinking Cap!, pages 121-122

Chapter 16 Time
CHAPTER

17 Numbers To 100
 Counting To 100
[_earn Counting numbers greater than 40

Count 100 with your classmates.

How do you count more than 40 * ?

Count the sticks.

- - SSB -
20 = 2 tens twenty

Count the bundles of 10.

6 tens = 60
sixty

Chapter 17 Numbers To 100

 7 tens = 70
seventy

8 tens = 80
eighty

9 tens = 90
ninety

10 tens = 100

forty forty,... fifty, fifty-one, fifty-two, fifty-three

There are 53

Lesson 1 Counting To 100

 Ten, ... twenty, ...
thirty, ... forty,...
seventy-one,...

10, ... 20, ... 30, ...40, ...|

[earn Using place value to show numbers to 100

How do you use a place value chart to show

9 x x x and 8 B?

90 and 8 make 98.

So, 90 + 8 = 98.

98 = 9 tens 8 ones

98 = 90 + 8

Chapter 17 Numbers To 100

 Find the missing numbers. 80 and 7 make

tens ones

Game

Player A calls out a number from

40 to 100 and shows it using Jtwer^y^

forty The other players show

the number using |||L

The first player to show the

correct answer scores 1 point.

Switch roles and repeat to

After eight rounds, the player who scores the most points wins!

Lesson 1 Counting To 100

 |eorn Guessing the number of objects

Place a handful of beans on the table.

I
Guess the number of beans.
How do you find the number of beans without counting?

About how many are there?

Step 2 Look at the rest of the .

Without counting, say about how many more
groups of 10 there are. /
_______________________________________________________________________

There are about 3 groups of 10 altogether.

10 + 10 + 10 = 30
There are about 30 .

There are about 30 <.

Count the .
Let's count.
1, 2, 3Z 4, ... 10, ... 20, ...
30, 31, 32.
There are 32 . There are 32 altogether.
Ul_.
Chapter 17 Numbers To 100
Q Guess the number of *.
Then circle groups of 10 and count.

Guess:

Count:

Guess: \...

Count:

Workbook B: Practice 1, pages 129-136

Lesson 1 Counting To 100

 Comparing, Ordering And
Number Patterns
Jearn Using a number tape to compare numbers

Show a number tape with numbers 40 to 50.

Point at a number.
I How do you find 2 more than the number?
How do you find 2 less than the number?

2 more 2 less

50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65

Count back
from 65.

55 is 2 more than 53. 63 is 2 less than 65.

55 is greater than 53. 63 is smaller than 65.

Chapter 17 Numbers To 100

 55 56 57 58 59 60 61 62 63 64 65

0 3 more than 60 is . © 3 less than 60 is

Hands-On Activity

Work in pairs.

Use two spinners and

Spin the spinners to get two numbers.

Show the numbers using e to your partner.

o Your partner uses the two numbers to say these sentences.

2 more than is
2 less than is
Use a number tape to help you.
Give your child a number tape up to the number 100. Call out a number. Ask your child to find
3 more than or 3 less than the number. Then ask your child to compare these two numbers.

Lesson 2 Comparing, Ordering And Number Patterns

I
 [earn Comparing numbers with different tens

Take 6 »
Take 5 \ \ and 9
How do you know which number is greater?

Compare 60 and 59.

So, 60 is greater than 59.

@ Which number is greater?

Which number is smaller?

72 56

7 tens is greater than tens.

is greater than

is smaller than

90 Chapter 17 Numbers To 100

[earn Comparing numbers with equal tens

Take 6 x and 7 ;.
Take 6 and 9 -.
How do you know which number is smaller?
X

The tens are equal.

So, compare the ones.
7 is smaller than 9.

So, 67 is smaller than 69.

0 Which number is greater?

Which number is smaller? Are the tens equal?
Are the ones equal?
87 84

7 ones is greater than ones.

So, is greater than

is smaller than

Lesson 2 Comparing, Ordering And Number Patterns

(earn Comparing three numbers

Take 6 , . . and 8 .
Take 8 . and 3 I.
Take 9 . . , and 5 .
How do you know which is the smallest number or greatest number?

Compare 68, 83 and 95.

68

The smallest number is 68.

Why is 95 greater
The greatest number is 95. than 83?

Which is the greatest number?

Which is the smallest number?

84 48 100

@ Arrange the numbers in order.

Begin with the greatest.

59 56 75

greatest
Chapter 17 Numbers To 100
[earn Finding missing numbers in a pattern
Circle 20, 30, 40, 50 and 60 on a number tape.
How do you find which number comes next?
How do you find which number comes before 20?

The numbers on the number tape make a pattern.

I find 10 more than a number

by adding 10 to the number.
I find 10 less than a number by
subtracting 10 from the number.

U The numbers are arranged in a pattern.

Find the missing numbers.
Put On Your Thinking Cap!

Put each number card into the number machine

to make a pattern of five numbers.
For each card, the rule for the pattern is shown.

Rule: Add 2 to the number.

Look for
a pattern.

Pattern: 45z 47z 49z 51z 53

Rule: Add 10 to the 51 Rule: Subtract 2 from

number. the number.

Workbook B: Put On Your Thinking Cap!, pages 144-146

Chapter 17 Numbers To 100
CHAPTER

Addition Within 100

Cupcakes
for sale!

/o ©
/o©'1
/S’ O'

oO\

Dad, we need enough

cupcakes for all our guests

Lesson 1 htfohiwiW Numbers to 100 can

be added with and
Lesson Milw
without regrouping.
 LESSON

Addition Without Regrouping

[earn Adding ones to a number

How do you add to

55 + 4 = ?
Method 1 Count on from 55. 55, 56, 57, 58, 59

Method 2
Step 1 Add the ones.
Tens Ones

5 5
+
—
4 5 ones + 4 ones
9 =9 ones

So, 55 + 4 = 59.
Chapter 18 Addition Within 100
( I 82 + 3 = ?

Method 1 Count on from 82.

Method 2

Tens Ones

So, 82 + 3 =

0 63 + 4 =
Lesson 1 Addition Without Regrouping
[earn Adding tens to a number

How do you add to

46, ... 56, ... 66, ...76

46 + 30 = ?
Method 1 Count on in tens from 46.

Method 2
Step 1 Add the ones.

Tens Ones

4 6
+ 3 0 6 ones 4- 0 ones
6 =6 ones

Step 2 Add the tens.

' ' X . -■

\ ' ' ■. . ' \ Tens Ones

w
4 6
4- 3 0 4 tens 4- 3 tens
7 6=7 tens

So, 46 4- 30 = 76.

0 50 + 40 =
Chapter 18 Addition Within 100
(earn Adding two numbers without regrouping
Low do you add t0

42 + 56 = ? 42 = 4 tens 2 ones
56 = 5 tens 6 ones

Step 1 Add the ones.

Tens Ones
HMIMHMIlv 4 2
' ■ - ' ’ X ■ X + 56
< V V,
8
wHHHHHBHHv

2 ones + 6 ones = 8 ones

Step 2 Add the tens.

x \+w
Tens Ones
IB
e#

4 2
1

wHMBV
- ; f
+ 56
,-g||&

wHHHHHHr 9 8
X\
4 tens + 5 tens = 9 tens

So, 42 + 56 = 98.

053 + 36 =
Workbook B: Practice 1, pages 147-150

Lesson 1 Addition Without Regrouping

 I Addition With Regrouping
[earn Adding two numbers with regrouping

LJ •••• x
How do you add e S 9 to V \\

33 = 3 tens 3 ones
33 + 18 = ?
18 = 1 ten 8 ones

Step 1 Add the ones.

Tens Ones

3 ones + 8 ones = 11 ones

Regroup the ones.

11 ones = 1 ten 1 one

Step 2 Add the tens.

Tens Ones
i
3 3
+ 1 8
5 1

1 ten + 3 tens + 1 ten = 5 tens

So, 33 + 18 = 51.

Chapter 18 Addition Within 100

Q Add and regroup.

Tens Ones

5 4
3 7

Workbook B: Practice 2, pages 151—156

Maths Journal, page 157 and
Performance Task, page 158

Put On Your Thinking Cap!

Pick any three numbers shown below and
complete each addition equation.
Use a number only once for each equation.

39

Workbook B: Put On Your Thinking Cap!, pages 159-160

Lesson 2 Addition With Regrouping

CHAPTER
 LESSON

Subtraction Without Regrouping

[earn Subtracting ones from a number

How do you subtract from

48 - 3 = ? 48, 47, 46, 45

Method 1 Count back from 48.

Method 2
Step 1 Subtract the ones.
Tens Ones

8 ones - 3 ones
= 5 ones

Step 2 Subtract the tens.

Tens Ones

4 8
~________ 3 4 tens - 0 tens
4 5=4 tens

So, 48 - 3 = 45.
Lesson 1 Subtraction Without Regrouping
Chapter 19 Subtraction Within 100
(earn Subtracting tens from a number

How do you subtract from

55 - 30 = ? 55, ...45,..

Method 1 Count back in tens from 55.

Method 2
Step 1 Subtract the ones.
Tens Ones

5 5
~ 3 0 5 ones - 0 ones
5 =5 ones

Step 2 Subtract the tens.

Tens Ones

5 5
~ 3 Q 5 tens - 3 tens
2 5=2 tens

0 72 - 40 =
Lesson 1 Subtraction Without Regrouping
Learn Subtracting two numbers without regrouping

58 - 24 = ?
24 = 2 tens 4 ones

Step 1 Subtract the ones.

Tens Ones

5 8
- 2 4 8 ones - 4 ones
4~ = 4 ones

Step 2 Subtract the tens.

Tens Ones

5 8
- 2 4 5 tens - 2 tens
3 4=3 tens

So, 58 - 24 = 34.

Chapter 19 Subtraction Within 100

Subtract.

Q Tens Ones

6 8
- 6

Tens Ones

9 6

Workbook B: Practice 1, pages 161-164

Lesson 1 Subtraction Without Regrouping

LESSON

f Subtraction With Regrouping

[earn Subtracting two numbers with regrouping

How do you subtract from

54-38 = ?
Step 1 Subtract the ones.

You cannot take away

8 ones from 4 ones!
So, you need to regroup.

Regroup the tens in 54.

54 = 5 tens 4 ones
= 4 tens 14 ones
XX XX X Subtract.
Tens Ones
4
5 ]4
-3 8
6
14 ones - 8 ones = 6 ones

Subtraction Within 100

 Step 2 Subtract the tens.
\ \'
Tens Ones
** 4
]4
3 8

-€
4 tens - 3 tens = 1 ten

So, 54 - 38 = 16.

Q Regroup and subtract.

Tens Ones Tens Ones

Workbook B: Practice 2, pages 165-170.

Maths Journal, page 171 and
Performance Task, page 172

H"
|■ Put On Your Thinking Cap!

Find the missing numbers.

< Workbook B: Put On Your Thinking Cap!, pages 173-174

Lesson 2 Subtraction With Regrouping

 Getting To Know Our Money
Learn Naming our coins
Look at a set of Singapore coins.
Can you name the coins?

This coin has a value of This coin has a value of

one cent or Id:. five cents or 5(t.

This coin has a value of This coin has a value of

ten cents or 10c. twenty cents or 20d:.

This coin has a value of This coin has a value of

fifty cents or 50d:- one dollar or $1.

What can you buy with each coin?

C means cents!
Tell your friends the items you can $ means dollars!
buy from a bookshop.

Lesson 1 Getting To Know Our Money

[earn Naming our notes

Look at a set of Singapore notes.

Can you name the notes?

This note has a value of

two dollars or $2.

This note has a value of

five dollars or $5.

Whose picture is
on all our notes?
This note has a value of
ten dollars or $10.

This note has a value of

fifty dollars or $50.

This note has a value of

one hundred dollars or $100.

What can you buy with each note?

Tell your friends the items you can buy from a toy shop.

Chapter 20 Money
Q Find the number of coins.

© f 5c coins © 10c coins

G 20c coins © $1 coins

Q Find the number of notes.

0 $2 notes 0 $10 notes

G $50 notes $100 notes

First, ask your child to name the Singapore coins and notes on this page. Next, call out the value
of a coin or note. Then, ask your child to pick the correct coin or note.

Lesson 1 Getting To Know Our Money

(earn Finding the value of a group of coins

Take three
How do you find the value of the coins?
What can you buy from a canteen with the coins?

1, 2, 3, 4, 5 cents

There are 5c.

There are 15c.

10,... 20, ... 30,

... 40 cents

There are 40c.

Finding the value of a group of notes
@ Find the value.

There are c.

There are $

There are $

There are $

A First, guide your child to practise counting by 2s, 5s, 10s, 20s and 50s, up to 100. Next, give him
some coins or notes of the same value. Then, ask him to find the total value of the coins or notes.
Get your child to tell what he can buy with the money he counted.

Chapter 20 Money
(earn Exchanging coins

Lesson 1 Getting To Know Our Money

[earn Exchanging notes
'■a
Take a

Exchange for .

How many do you get?

1 two-dollar note 2 one-dollar coins

2 five-dollar notes

Does a greater number of

notes give a greater amount
of money?

Chapter 20 Money
Q Find the number of coins and notes.

1 twenty-cent coin five-cent coins

1 fifty-dollar note ten-dollar notes

Workbook B: Practice 1, pages 175-178

Hands-On Activity

Work in pairs. Does a greater

Use a number of coins or
notes give a greater
amount of money?
Take some coins or notes from the .

Count and compare the amount of

money with your partner.

Lesson 1 Getting To Know Our Money

 Tell The Amount Of Money
Learn. Finding the amount of money

Take a two (jo) and a (5).

How do you find the amount of money?

Count on from the coin of the greatest value.

Chapter 20 Money
Matt buys some items.
Count on to find the price of each item.

© He pays for the keychain.

The keychain costs <t.

The toy truck costs $

Lesson 2 Tell The Amount Of Money

|earn Showing an amount of money in different ways

How do you show 30c with @or ®?

Each of the children wants to buy a ball.

John wants to buy a photo frame.

The photo frame costs $6.

I can also pay with

Chapter 20 Money
Use(s)zQ< •, (iS/orx to show two ways of
paying for each item.

80c
75c

Way 1
Way 2

or L $5o;w to show

two ways of paying for each item.

Give your child coins of different values. Call out the price of an item that costs less than $1.
Ask your child to show two ways of paying for the item.

Lesson 2 Tell The Amount Of Money

Look at the coins.

Who is correct? Why?

r~ f
j There are 6 coins. I count on How do you count?
So, there are 60c altogether. and get 55c. Share with your
friend.

Let's Explore!

A piece of jelly costs 85c.

Show five ways of paying for the jelly.

You cannot use more than five coins of the same value.

What is the smallest number of coins you can use

to buy the jelly?

Workbook B: Practice 2, pages 179-182

Chapter 20 Money
 Adding And Subtracting Money
|ecirn Adding and subtracting money in cents
Look at the bookmark and the apple below.

How can you use them?

bookmark orange thread

30c 65c

Eva buys the bookmark and the orange.

30C + 45C = 75C
She has to pay 75c.

Jim buys a spool of thread.

He gives the cashier 70c.
70c - 65c = 5c
He gets 5c back.

Bring your child to a supermarket. Ask your child to find and record two items that he can buy with
80c. Make sure he writes down the price of each item.

Lesson 3 Adding And Subtracting Money

Q Siti is at a shop.

0 How much will a badge and a pencil cost?

0 What two items can Siti buy with only 45c?

0 Siti uses 90c to buy a notebook.

How much will she get back?

? Workbook B: Practice 3, pages 183-186

Chapter 20 Money
jearn Adding and subtracting money in dollars

Take two OI in dollars.

What notes can you use to pay for the items?

Which costs more?
How do you find how much more?

Mike buys two toys

toy bee

$9 + $11 = $20
He has to pay $20 altogether.

The toy lion costs more than the toy bee.

$11-$9 = $2
The toy lion costs $2 more than the toy bee.

Q Rosli buys a pie and a pizza.

pie pizza
0 How much do the pie and the pizza cost altogether?

© The pizza costs more than the pie.

How much more?
Lesson 3 Adding And Subtracting Money
 Jiayin buys two dresses.
IjjlSak. •

3k $40 W
HE III ■MBBMMk
II : : lil
MHHk
0 How much do the two dresses cost altogether?

0 The pink dress costs less than the blue dress.

How much less?
Workbook B: Practice 4, pages 187-190

Hands-On Activity
Work in groups of three or four.
Station M

Use a |j|/ and

Take four each.

Pick a card and say how much you have to pay.

Put your money in

Say how much you will get back.

Have your group members check the money you get back.
Take turns.

Chapter 20 Money
Station

Use a

Take a U$iooJ each.

e "" .. .

Pick a card and say how much you have to pay.

Put your money in the .

Say how much you will get back.

Have your group members check the money you get back.
Take turns.
I

What items can you

buy with

Lesson 3 Adding And Subtracting Money

|earn Solving word problems on money

Pick three showing food.

After buying them, you hove Ril left.
How do you find the amount of money you have at first?

Muthu buys all the three toys.

$8 + $7 + $5 = $20
He spends $20 altogether.

Liling buys sticker A.

She gives the cashier 1 fifty-cent and 2 twenty-cent coins.
90<t - 85C = 5C
She gets 5c back.

Siti has 70c.

She wants to buy Sticker B.
95c - 70c = 25c
She needs 25c more.

Peter buys toys E and F.

He has $4 left.
$7 + $5 + $4 = $16
He has $16 at first.
Chapter 20 Money
 water bottle
clock

© Rani buys the clock and the water bottle.

How much does Rani spend altogether?

Rani spends $ altogether.

© Jasman buys the water bottle.

He gives the cashier $20.
How much does Jasman get back?

$ $ = $

Jasman gets $ back.

Gary buys the clock.

Daisy buys the water bottle.
How much less does Daisy spend than Gary?

Daisy spends $ less than Gary.

0 After buying the water bottle, Liling has $8 left.

How much does Liling have at first?

Liling has $ at first

Workbook B-. Practice 5, pages 191-192,
Maths Journal, page 193 and
Performance Task, page 194

Lesson 3 Adding And Subtracting Money

Put On Your Thinking Cap!

This graph shows the savings of some children.

Our Savings

Devan

© has as much money as Devan.

© r and have $10 altogether.

A supermarket sells these fruits.

apples bananas apricots grapes oranges

Sanjay has $10 to buy fruits.
He wants to buy 3 different types of fruits.
What will Sanjay buy?
Help him to choose.
Workbook B: Put On Your Thinking Cap!, pages 195-196
Chapter 20 Money
Acknowledgements
The publisher wishes to thank the following organisations for
sponsoring the various objects used in this book:

Accent Living
Green bowl, p. 70
Cats on sofa, p. 71

Growing Fun Pte Ltd

Base-ten cubes and blocks - appear throughout the book

Lyves & Company Pte Ltd

Stuffed hippopotamus and dinosaur coin bank, p. 130

Noble International Pte Ltd

Unit cubes - appear throughout the book

The publisher also wishes to thank individuals who have contributed in

one way or another and all those who have kindly loaned the publisher
items for the photographs featured.
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ISBN 978-981-3164-16-1

9 789813 164161
 Maths (3rd Edition) is a widely adopted series in Singapore
schools. It is written in line with the 2013 primary mathematics syllabus and
initiatives from the Ministry of Education. Drawing from extensive research
and feedback from teachers and pupils, the 3rd edition has evolved to further
strengthen mathematical concept development through the inclusion of new
features to meet the needs of educators, pupils and parents.

In this edition, emphasis is given to the three clusters of mathematical

processes:

Reasoning, communications and connections

• Chapter opener jump-starts learning in a fun and engaging way through
poems, stories and common scenarios meant to capture the pupils' interest.
• Maths Sharing offers opportunities for self-reflection.
• Tech Connection offers learning activities using information technology.
• Home Maths offers suggestions for meaningful parental involvement.

Applications
• Hands-On Activity and Game reinforce skills, concepts and problem­
solving strategies through cooperative learning.
• Let's Explore provides opportunities to carry out investigative activities to
apply learning.

Thinking skills and heuristics

• Learn introduces concepts through short tasks that involve concrete
materials, and poses thought-provoking questions to help develop the
pupils' thinking skills.
• Put On Your Thinking Cap! challenges pupils to solve non-routine questions.

The direct correlation of the Workbook to the Pupil's Book allows for practice,
assessment and development of problem-solving and thinking skills.
Performance Tasks and Reviews consolidate learning.

Maths (3rd Edition) comprises:

• Pupil's Book in 2 parts
• Workbook in 2 parts

Visit www.mceducation.com for more information.

RTS Marshall Cavendish

U*5 Education