TEACHING PLAN 1A
Learning Objectives / Teaching Focus / Suggested No. of Periods /Consolidation & Assessment
/Special Items
/Additional Information
/Chapter 0
Fundamental Mathematics
• To review the basic arithmetic knowledge
• To review the multiples and factors
• To review the knowledge of fractions and percentages
• To review the conversion between the units of length and time
• To review the measurement and construction of angles / 0.1 Basic Arithmetic Knowledge
(pp.2 – 6)
• Teachers can introduce some of the terms in the number systems.
• This section reviews the four basic arithmetic operations (addition, subtraction, multiplication and division) and the use of brackets. / 0.5 period / • Additional Examples 0.1 – 0.3
• Workbook 0.1
• Test Bank 0.1 / Supplementary Syllabus Information
In the new primary Mathematics syllabus, the topics of prime numbers and composite numbers have been moved to Enrichment and the topic of square brackets has been removed. /
0.2 Multiples and Factors
(pp.6 – 9)
• This section reviews the method of finding L.C.M. and H.C.F by listing the common multiples and common factors respectively. / 1 period / • Workbook 0.2
• Test Bank 0.2 / Supplementary Syllabus Information
In the new primary Mathematics syllabus, the topics of using factorization and short division to find the L.C.M. and H.C.F. have been removed. The topics of factorization and index notation have also been removed while the topics of square and square root have been moved to Enrichment.
The use of L.C.M or H.C.F. to solve application problems is not required. /
Learning Objectives / Teaching Focus / Suggested No. of Periods /
Consolidation & Assessment
/Special Items
/Additional Information
// 0.3 Fractions
(pp.9 – 17)
• This section reviews the operations of fractions.
• Teachers should emphasis on the addition and subtraction of fractions with different denominators by using the concept of equivalent fractions. / 1 period / • Additional Examples 0.4 – 0.8
• Workbook 0.3
• Test Bank 0.3 /
0.4 Percentages (pp.18 – 23)
• This section reviews the conversion between percentages and decimals / fractions.
• This section reviews the basic operations of percentages. / 1 period / • Additional Examples 0.9 – 0.12
• Workbook 0.4
• Test Bank 0.4 /
0.5 Basic Units (pp.23 – 27)
• This section reviews the conversion between the units of length and time. / 0.5 period / • Additional Examples 0.13 – 0.14
• Workbook 0.5
• Test Bank 0.5 / Supplementary Syllabus Information
In the new primary Mathematics syllabus, the topic of temperature has been removed. /
0.6 Angles (pp.28 – 31)
• Students should learn to use a protractor to measure and construct angles. / 1 period / • Workbook 0.6
• Test Bank 0.6 / Supplementary Syllabus Information
In the new primary Mathematics syllabus, the topics of angles and the use of a protractor have been moved to Enrichment. /
/ Total: 5 periods / /
Learning Objectives / Teaching Focus / Suggested No. of Periods /
Consolidation & Assessment
/Special Items
/Additional Information
/Stage 1 /
Chapter 1
Directed Numbers
• To understand the concept of directed numbers
• To understand the ordering on the number line
• To practice the operations of directed numbers / Let’s Review (p.42)
• Teachers can ask students to review the basic arithmetic operations. / 0.5 period / • Worksheet 1.0
(Sets 1 & 2)
• Test Bank 1.0
/ / Cross Reference
For the basic arithmetic operations, teachers can refer to Book 1A Ch 0, Section 0.1 (pp.2 – 6). /
1.1 Introduction to Directed Numbers (pp.42 – 48)
• Teachers can introduce the positive numbers and the negative numbers by using real-life situations.
• Students should learn to use a number line to compare the values of directed numbers. / 2 periods / • Additional Examples 1.1 – 1.2
• Worksheet 1.1
(Sets 1 & 2)
• Workbook 1.1
• Ongoing Assessment Package: Quiz 1.1
• Test Bank 1.1 / • PowerPoint Presentation
• Simulations
/ Supplementary Syllabus Information
In the new primary Mathematics syllabus, the introduction of negative numbers has been removed. /
1.2 Addition and Subtraction of Directed Numbers (pp.49 – 57)
• By using a number line, students can perform the addition and subtraction of directed numbers.
• Besides using a number line, students should learn the rules for omitting brackets to perform the addition and subtraction of directed numbers. / 4 periods / • Additional Examples 1.3 – 1.10
• Worksheet 1.2
(Sets 1 & 2)
• Workbook 1.2
• Ongoing Assessment Package: Quiz 1.2
• Test Bank 1.2 / • PowerPoint Presentation
• Inspiring Task 1.1
Investigating the Rules for Omitting Brackets (p.54) / Cross Reference
For the operation involving brackets, teachers can refer to Book 1A Ch 0, Section 0.1 (p.4).
Supplementary Syllabus Information
In the new primary Mathematics syllabus, the topic of square brackets has been removed. /
Learning Objectives / Teaching Focus / Suggested No.
of Periods /
Consolidation & Assessment
/Special Items
/Additional Information
// 1.3 Multiplication and Division of Directed Numbers (pp.58 – 65)
• Students should emphasis on the rules for multiplication and division.
• Students should learn to perform the mixed operations of directed numbers. / 5 periods / • Additional Examples 1.11 – 1.17
• Worksheet 1.3
(Sets 1 & 2)
• Workbook 1.3
• Ongoing Assessment Package: Quiz 1.3
• Test Bank 1.3 / • PowerPoint Presentation
• Inspiring Task 1.2
Investigating the Multiplication of Directed Numbers (p.58) /
Enrichment Mathematics – Game of Directed Numbers (p.73)
• This game provides practice to students for the operations of directed numbers. / 0.5 period /
/ Total:
12 periods / • Ongoing Assessment Package: Formative Assessment 1
• Open-ended Questions /
Learning Objectives / Teaching Focus / Suggested No.
of Periods /
Consolidation & Assessment
/Special Items
/Additional Information
/Chapter 2
Estimations in Numbers and Measurement
• To determine whether to estimate values or to compute the exact values
• To select and use estimation strategies to estimate values to judge the reasonableness of results
• To be aware of the need to use estimation strategies in real-life situations and appreciate the past attempts to approximate values such as p
• To choose appropriate means for calculation
• To recognize the approximate nature of measurement and choose an appropriate measuring tool and technique for a particular purpose
• To choose an appropriate unit and the degree of accuracy for a particular purpose / Let’s Review (p.76)
• Teachers can ask students to review the meaning of approximate values and the method to rounding off a number. / 0.5 period / • Worksheet 2.0
(Sets 1 & 2)
• Test Bank 2.0 / /
2.1 Concepts of Estimation (pp.76 – 78)
• Teachers can introduce the concept of estimation and explain the use of estimation in real-life situations. / 1 period / • Worksheet 2.1
(Sets 1 & 2) / • PowerPoint Presentation
• Inspiring Task 2.1
Exploring the Use of Estimation (p.76) /
2.2 Estimation Strategies
(pp.78 – 87)
• Teachers can introduce different estimation strategies such as reformulation strategy, compensation strategy, translation strategy, round up and round down strategies.
• Students should able to choose an appropriate estimation strategy for an expression.
• Students should recognize that there are different means for calculation. / 4 periods / • Additional Examples 2.1 – 2.9
• Worksheet 2.2
(Sets 1 & 2)
• Workbook 2.2
• Ongoing Assessment Package: Quiz 2.2
• Test Bank 2.2 / • PowerPoint Presentation
• Inspiring Task 2.2
Estimating the Results of Numerical Expressions (p.79) /
Learning Objectives / Teaching Focus / Suggested No.
of Periods /
Consolidation & Assessment
/Special Items
/Additional Information
/• To develop estimation strategies in measurement
• To estimate, measure and calculate lengths, areas, capacities, volumes, weights, etc. / 2.3 Concepts of Measurement (pp.88 – 93)
• Working through Inspiring Task 2.3, students may recognize the approximate nature of measurements.
• Students should be able to choose appropriate measuring tools and units for measurement. / 1.5 periods / • Additional Example 2.10
• Worksheet 2.3
(Sets 1 & 2)
• Workbook 2.3
• Ongoing Assessment Package: Quiz 2.3
• Test Bank 2.3 / • PowerPoint Presentation
• Inspiring Task 2.3
Investigating the Approximate Nature of Measurement (p.88) / Cross Reference
For the units of measurement, teachers can refer to Book 1A Ch 0, Section 0.5 (pp.23 – 27). /
2.4 Estimation Strategies in Measurement (pp.93 – 102)
• Teachers can introduce different estimation strategies in measurement such as benchmark strategy, decomposition-recomposition strategy, measuring groups of objects, using formulas and using graph paper. / 3.5 periods / • Additional Examples 2.11 – 2.15
• Worksheet 2.4
(Sets 1 & 2)
• Workbook 2.4
• Ongoing Assessment Package: Quiz 2.4
• Test Bank 2.4 / • PowerPoint Presentation
• Inspiring Task 2.4
Measuring the Length of an Object with a Reference (pp.93 – 94) /
Enrichment Mathematics – How to Estimate p? (p.111)
• This enrichment provides some historic information about the past attempts of mathematicians to approximate the values of p. / 0.5 period /
/ Total:
11 periods / • Ongoing Assessment Package: Formative Assessment 2
• Open-ended Questions /
Learning Objectives / Teaching Focus / Suggested No.
of Periods /
Consolidation & Assessment
/Special Items
/Additional Information
/Chapter 3Using Algebra to Solve Problems
• To appreciate the use of letters to represent numbers
• To understand the language of algebra including translating word phrases into algebraic expressions or write descriptive statement for algebraic expressions
• To recognize some common and simple formulas which can be expressed as algebraic forms and be able to substitute values
• To formulate simple algebraic equations to solve problems
• To formulate and solve algebraic equations in one unknown
Enrichment:
• To solve literal equations / 3.1 Introduction to Algebra (pp.114 – 120)
• Students should learn to express a word sentence in an algebraic expression, and vice versa. / 2.5 periods / • Additional Examples 3.1 – 3.3
• Worksheet 3.1
(Sets 1 & 2)
• Workbook 3.1
• Ongoing Assessment Package: Quiz 3.1
• Test Bank 3.1 / • PowerPoint Presentation
• Animations of Great Mathematicians (Al-Khwarizmi)
• Inspiring Task 3.1
Exploring the Representation of Unknowns by Symbols (p.125) /
3.2 Formulas and Substitution (pp.120 – 124)
• Students should recognize some common formulas in geometry.
• Students should able to find the value of an unknown by substituting the known values in a formula. / 2 periods / • Additional Examples 3.4 – 3.6
• Worksheet 3.2
(Sets 1 & 2)
• Workbook 3.2
• Ongoing Assessment Package: Quiz 3.2
• Test Bank 3.2 / • PowerPoint Presentation /
3.3 Solving Equations in One Unknown (pp.124 – 129)
• This section consolidate students’ concept in solving equations in one unknown which they learnt in primary level. / 1 period / • Additional Examples 3.7 – 3.8
• Worksheet 3.3
(Sets 1 & 2)
• Workbook 3.3
• Ongoing Assessment Package: Quiz 3.3
• Test Bank 3.3 / • PowerPoint Presentation
• Inspiring Task 3.2
Investigating the Methods for Solving Equations with a Balance (p.125) /
Learning Objectives / Teaching Focus / Suggested No.
of Periods /
Consolidation & Assessment
/Special Items
/Additional Information
// 3.4 More about Solving Equations in One Unknown
(pp.129 – 134)
• This section introduces the techniques of solving equations by grouping like terms, removing brackets and simplifying fractions. / 2.5 periods / • Additional Examples 3.9 – 3.13
• Worksheet 3.4
(Sets 1 & 2)
• Workbook 3.4
• Ongoing Assessment Package: Quiz 3.4
• Test Bank 3.4 / • PowerPoint Presentation / Supplementary Syllabus Information
In the new primary Mathematics syllabus, the technique of grouping like terms in equations has been removed.
Cross Reference
For the addition and subtraction of fractions with different denominators, teachers can refer to Book 1A Ch 0, Section 0.3 (pp.9 – 17). /
3.5 Applications of Equations in One Unknown (pp.134 – 139)
• Teachers can point out the working steps for solving a problem by setting up an equation. / 3 periods / • Additional Examples 3.14 – 3.16
• Worksheet 3.5
(Sets 1 & 2)
• Workbook 3.5
• Ongoing Assessment Package: Quiz 3.5
• Test Bank 3.5 / • PowerPoint Presentation
• E & A Resources Book: Exploration /
Enrichment Mathematics – How to Solve Literal Equations? (p.147)
• Teachers can ask students to compare the working steps of solving an algebraic equation and a literal equation. / 0.5 period /
Learning Objectives / Teaching Focus / Suggested No.
of Periods /
Consolidation & Assessment
/Special Items
/Additional Information
// Total:
11.5 periods / • Ongoing Assessment Package: Formative Assessment 3
• Open-ended Questions /
Stage Test 1
/ • Test Bank: Stage test 1 /Stage 2 /
Learning Objectives / Teaching Focus / Suggested No.
of Periods /
Consolidation & Assessment
/Special Items
/Additional Information
/Chapter 4
Polynomials
• To explore the meaning of the index notation of numbers with positive exponents
• To explore, understand and use the laws of integral indices to simplify simple algebraic expressions (up to 2 variables only) / 4.1 Index Notation (pp.160 – 168)
• Teachers should introduce the concept and the related terminologies of indices.
• Working through Inspiring Tasks 4.1 and 4.2, students can have the basic idea of the addition and subtraction of indices. / 3 periods / • Additional Examples 4.1 – 4.5
• Worksheet 4.1
(Sets 1 & 2)
• Workbook 4.1
• Ongoing Assessment Package: Quiz 4.1
• Test Bank 4.1 / • PowerPoint Presentation
• Animations of Great Mathematicians (René Descartes)
• Inspiring Task 4.1
Investigating the Addition of Indices (pp.161 – 162)
• Inspiring Task 4.2
Investigating the Subtraction of Indices (p.164) / Supplementary Syllabus Information
In the new primary Mathematics syllabus, the topics of factorization and index notation have also been removed
Cross Reference
The case of n being 0 or a negative integer will be discussed in Book 2A Ch 2. /
Learning Objectives / Teaching Focus / Suggested No.
of Periods /
Consolidation & Assessment