Mathematics Teaching Plan

______to ______, first term (3A) Class ______

Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Number / 3N1
5-digit numbers / 1. Recognise the units, tens, hundreds and thousands places.
2. Count in groups of two, five, ten, fifty, hundred, five hundred and thousand. / 1. Enable pupils to read and write 5-digit numbers.
2. Enable pupils to compare the value of 5-digit numbers. / Module 1
5-digit Numbers / 1
5-digit numbers / 1. Revise 4-digit numbers and introduce ‘ten thousand’.
2. Learn more about 5-digit numbers and how they are read and written.
3. Develop an understanding of compositions of 5-digit numbers and sequencing 5-digit numbers.
*4. Reinforce pupils’ understanding of 5-digit numbers. / 3 / • cubes
• abacus
• number cards
• Classroom Learning
- Worksheet / Learning contents:
1. Do you remember?
2. A fund-raising activity
3. The lucky number machine
Follow-up exercises:
Textbook: Exercise 1

Workbook: Unit 1

* Advanced Learning Centre
The secret code
Summary / Test on Concepts
Number / 3N2
Addition and subtraction (IV) / 1. Perform addition up to three places, including carrying.
2. Perform subtraction up to three places, including borrowing.
3. Solve problems involving addition and subtraction up to three places. / 1. Revise addition up to three places.
2. Revise subtraction up to three places.
3. Enable pupils to solve problems involving addition and subtraction up to three places. / Module 2
Addition / 2
Revision on addition and subtraction / 1. Revise addition up to three places.
2. Revise how to solve problems involving addition up to three places.
3. Revise subtraction up to three places.
4. Revise how to solve problems involving subtraction up to three places. / 3 / • number sentence cards
• number cards
• roulette
• Classroom Learning
- Worksheet / Learning contents:
1. Let’s do addition
2. Buying uniforms
3. Let’s do subtraction
4. At a fruit farm
Follow-up exercises:
Textbook: Exercise 2
Workbook: Unit 2

* This section is optional for teachers according to their pupils’ ability and teaching schedule.

Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Number / 3N2
Addition and subtraction (IV) / 1. Enable pupils to perform addition up to four places (without carrying and carrying once).
2. Enable pupils to solve problems involving addition up to four places (without carrying and carrying once). / Module 2
Addition / 3
Addition (1) / 1. Perform addition up to four places (without carrying).
2. Perform addition up to four places (carrying once).
3. Solve problems involving addition up to four places (without carrying and carrying once). / 3 / • number sentence cards
• abacus
• Classroom Learning
- Worksheet / Learning contents:
1. Bill’s school
2. How to calculate?
3. Yummy mooncakes
Follow-up exercises:
Textbook: Exercise 3

Workbook: Unit 3

1. Enable pupils to perform addition up to four places (carry twice and three times).
2. Enable pupils to solve problems involving addition up to four places (carry twice and three times). / 4
Addition (2) / 1. Perform addition up to four places (carry twice and three times).
2. Solve problems involving addition up to four places (carrying twice and three times). / 3 / • number sentence cards
• abacus
• facility pictures
• Classroom Learning
- Worksheet / Learning contents:
1. At a flower show
2. Lanterns
3. A big catch
Class activities:
Let pupils set up their own addition problems up to four places through telling the story about the catch of the fisherman.
Follow-up exercises:
Textbook: Exercise 4
Workbook: Unit 4
Summary / Test on Concepts
Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Number / 3N2
Addition and subtraction (IV) / 1. Perform subtraction up to two places (including borrowing).
2. Perform subtraction up to three places (including borrowing).
3. Solve problems involving subtraction up to three places. / 1. Enable pupils to perform subtraction up to four places (without borrowing and borrowing once).
2. Enable pupils to solve problems involving subtraction up to four places (without borrowing and borrowing once). / Module 3
Subtraction / 5
Subtraction (1) / 1. Perform subtraction up to four places (without borrowing).
2. Perform subtraction up to four places (borrowing once).
3. Solve problems involving subtraction up to four places (without borrowing or borrowing once). / 3 / • number sentence cards
• abacus
• realia money
• Classroom Learning
- Worksheet / Learning contents:
1. At an amusement park
2. How to calculate?
3. At a book fair
Follow-up exercises:
Textbook: Exercise 5

Workbook: Unit 5

1. Enable pupils to perform subtraction up to four places (borrowing twice and three times).
2. Enable pupils to solve problems involving subtraction up to four places (borrowing twice and three times). / 6
Subtraction (2) / 1. Perform subtraction up to four places (borrowing twice).
2. Perform subtraction up to four places (borrowing three times).
3. Solve problems involving subtraction up to four places (borrowing twice and three times). / 3 / • number sentence cards
• number cards
• facility pictures
• Classroom Learning
- Activity
- Worksheet / Learning contents:
1. How to calculate?
2. Do you know how to calculate?
3. A large fruit farm
Class activities:
Classroom Learning 3A,
Activity ─ Let’s count
Follow-up exercises:
Textbook: Exercise 6
Workbook: Unit 6
* Problem-solving Training Camp
Summary / Test on Concepts
Integrated Exercise 1 / Assessment 1

* This section is optional for teachers according to their pupils’ ability and teaching schedule.

Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Measures / 3M1
Length and distance (IV) / 1. The concept of ‘centimetre’ (cm) and ‘metre’ (m).
2. Measure and compare the lengths of objects and the distances between objects with ‘centimetre’ and ‘metre’.
3. Measure with appropriate tools.
4. Estimate the lengths of objects and distances between objects with ‘ever-ready rulers’. / 1. Develop the concept of ‘millimetre’ (mm).
2. Enable pupils to measure and compare lengths of objects and distances between objects using ‘millimetre’.
3. Enable pupils to record lengths of objects and distances between objects with a single unit.
4. Enable pupils to choose the appropriate tools for measurement. / Module 4
Millimetres and Kilometres / 7
Millimetres / 1. Revise the concept of ‘centimetre’ (cm) and recognise ‘millimetre’ (mm).
2. Measure the lengths of objects.
3. Learn how to record the lengths of objects in a single unit.
4. Choose suitable tools to measure the lengths of objects.
*5. Compare the lengths of two lines without using any measuring tools.
*6 Consolidate pupils’ ability to measure the lengths of objects using ‘millimetre’. / 3 / • ruler
• metre ruler
• 10-cent coins
• stationery
• Classroom Learning
- Activity
- Worksheet / Learning contents:
1. Let’s measure
2. Small objects
3. Recording the lengths of objects in single units
4. Using suitable measuring tools
Class activities:
1. Classroom Learning 3A,
Activity ─ The lengths of objects
2. Use a ruler with millimetre scale to measure the length of stationery and small objects.
Follow-up exercises:
Textbook: Exercise 7
Workbook: Unit 7
* Advanced Learning Centre:
1. Which is longer?
2. An ant looking for food
1. Develop the concept of ‘kilometre’ (km).
2. Enable pupils to measure and compare lengths of objects and distances between objects using ‘kilometre’.
3. Enable pupils to record lengths of objects and distances between objects with a single unit.
4. Enable pupils to choose the appropriate tools for measurement. / 8
Kilometres / 1. Learn about ‘kilometre’ (km).
2. Reinforce pupils’ understanding of the concept of ‘kilometre’ and their ability to record the lengths of objects and distances between places using different measuring units.
3. Learn how to record the lengths of objects or the distance between places in single units. / 3 / • map
• Classroom Learning
- Worksheet / Learning contents:
1. Dad’s business trip
2. Back in Hong Kong
3. Recording lengths
Follow-up exercises:
Textbook: Exercise 8
Workbook: Unit 8
Summary / Test on Concepts

* This section is optional for teachers according to their pupils’ ability and teaching schedule.

Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Number / 3N3
Multiplication (I) / 1. Perform multiplication up to 10 including multiplication of 0 and 1.
2. Construct the multiplication tables (0-10) and perform basic multiplication.
3. Solve simple multiplication problems. / 1. Enable pupils to understand the concept of multiplication and the commutative property of multiplication.
2. Enable pupils to recognise the parts of a multiplication form and complete the multiplication table.
3. Enable pupils to solve problems involving multiplication. / Module 5
Multiplication (Part 1) / 9
Revision on multiplication / 1. Revise the concept of multiplication and the commutative property of multiplication.
2. Consolidate pupils’ understanding of multiplication.
3. Recognise the parts of a multiplication form.
4. Solve problems of multiplication. / 3 / • number cards
• Classroom Learning
- Activity
- Worksheet / Learning contents:
1. On the sports day
2. The multiplication table
3. The multiplication form
4. Eggs
Class activities:
Classroom Learning 3A,
Activity ─ Number card game
Follow-up exercises:
Textbook: Exercise 9

Workbook: Unit 9

1. Enable pupils to multiply 2-digit numbers by 1-digit numbers (without carrying).
2. Enable pupils to solve problems involving the multiplication of 2-digit numbers by 1-digit numbers (without carrying). / 10
Multiplication (1) / 1. Multiply 2-digit numbers by 1-digit numbers (without carrying).
2. Solve problems involving the multiplication of 2-digit numbers by 1-digit numbers (without carrying). / 3 / • number sentence cards
• realia money
• Classroom Learning
- Worksheet / Learning contents:
1. Buying sweets
2. Japanese food
Follow-up exercises:
Textbook: Exercise 10

Workbook: Unit 10

Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Number / 3N3
Multiplication (I) / 1. Enable pupils to multiply 2-digit numbers by 1-digit numbers (carrying once and twice).
2. Enable pupils to solve problems involving the multiplication of 2 digit numbers by 1-digit numbers (carrying once and twice). / Module 5
Multiplication (Part 1) / 11
Multiplication (2) / 1. Multiply 2-digit numbers by 1-digit numbers (carrying once and twice).
2. Solve problems involving the multiplication of 2-digit numbers by 1-digit numbers (carrying once and twice). / 3 / • number sentence cards
• weights
• number cards
• toy cards
• Classroom Learning
- Worksheet / Learning contents:
1. In a fruit shop
2. The tree-planting day
Follow-up exercises:
Textbook: Exercise 11
Workbook: Unit 11
Summary / Test on Concepts
Number / 3N3
Multiplication (I) / 1. Multiply 2-digit numbers by 1-digit numbers (without carrying).
2. Multiply 2-digit numbers by 1-digit numbers (carrying once and twice).
3. Solve problems involving multiplication of 2-digit numbers by 1-digit numbers. / 1. Enable pupils to multiply 3-digit numbers and 1-digit numbers (without carrying and carrying once).
2. Enable pupils to solve problems involving the multiplication of 3-digit numbers by 1-digit numbers (without carrying and carrying once). / Module 6
Multiplication (Part 2) / 12
Multiplication (3) / 1. Multiply 3-digit numbers and 1-digit numbers (without carrying and carrying once).
2. Solve problems involving the multiplication of 3-digit numbers by 1-digit numbers (without carrying and carrying once). / 3 / • number sentence cards
• realia money
• Classroom Learning
- Worksheet / Learning contents:
1. Going to a restaurant
2. Buying DVDs
Follow-up exercises:
Textbook: Exercise 12
Workbook: Unit 12
Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Number / 3N3
Multiplication (I) / 1. Enable pupils to multiply 3-digit numbers by 1-digit numbers (carrying twice and three times, including 3-digit numbers that contain 0).
2. Enable pupils to solve problems involving the multiplication of 3-digit numbers by 1-digit numbers (carrying twice and three times, including 3-digit numbers that contain 0). / Module 6
Multiplication (Part 2) / 13
Multiplication (4) / 1. Multiply 3-digit numbers by 1-digit numbers (carrying twice and three times, including 3-digit numbers that contain 0).
2. Solve problems involving the multiplication of 3-digit numbers by 1-digit numbers (carrying twice and three times, including 3-digit numbers that contain 0). / 3 / • number sentence cards
• realia money
• Classroom Learning
- Worksheet / Learning contents:
1. At a shopping mall
2. A mobile phone
Follow-up exercises:
Textbook: Exercise 13

Workbook: Unit 13

Summary / Test on Concepts
Integrated Exercise 2 / Assessment 2

______to ______, first term (3B) Class ______

Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Number / 3N4
Division (I) / 1. Understand the concept of division.
2. Be able to record the result of division.
3. Be able to perform division (with remainder) and solve simple problems of division using the relationship between multiplication and division. / 1. Enhance pupils’ understanding of the concept of division.
2. Enhance pupils’ ability in performing basic division.
3. Introduce the short division.
4. Enhance pupils’ understanding of the difference parts of division. / Module 1
Dividing 2-digit numbers by 1-digit numbers / 14
Revision on Division / 1. Revise the concept of division.
2. Revise the concept of grouping.
3. Perform basic division by short division.
4. Revise different parts of a division form. / 3 / • cubes
• Classroom Learning
- Worksheet / Learning contents:
1. Having a picnic
2. Dividing art and craft materials
3. Revision on division
Follow-up exercises:
Textbook: Exercise 14

Workbook: Unit 14