Mathematics Teaching Plan

______to ______, second term (3C)Class ______

Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Number / 3N5
Mixed operations (I) / 1.Be able to perform addition and addition of three numbers, subtraction and subtraction of three numbers and the mixed operations of addition and subtraction.
2.Be able to solve problems involving addition and addition of three numbers, subtraction and subtraction of three numbers and the mixed operations of addition and subtraction. / 1.Enable pupils to understand the use of brackets.
2.Enable pupils to use brackets to solve problems. / Module 1
Mixed Operations of Addition and Subtraction / 1
What are brackets? / 1.Introduce the use of brackets.
2.Investigate whether there are any differences between a number sentence with brackets and a number sentence without brackets.
3.Solve problems related to the use of brackets. / 3 / •stationery
•Classroom Learning
- Worksheet / Learning contents:
1.Buying stationery
2.What do you find out?
3.Buying drinks
Follow-up exercises:
Textbook: Exercise 1
Workbook: Unit 1
1.Enable pupils to calculate mixed operations of addition and subtraction.
2.Enable pupils to solve problems of mixed operations of addition and subtraction. / 2
Mixed operations of addition and subtraction / 1.Perform mixed operations of addition and subtraction up to four places.
2.Perform mixed operations of addition and subtraction (with brackets).
3.Solve problems involving mixed operations of addition and subtraction.
*4.Investigate the effect of rearranging the numbers and operation signs in the mixed operations of addition and subtraction. / 3 / •number sentence cards
•Classroom Learning
- Worksheet / Learning contents:
1.Buying musical instruments
2.How to calculate?
3.At the aquarium
Follow-up exercises:
Textbook: Exercise 2
Workbook: Unit 2
* Advanced Learning Centre
What is the difference?
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 / 3N5
Mixed operations (I) / 1.Be able to perform multiplication, addition and addition of three numbers, subtraction and subtraction of three numbers.
2.Be able to solve simple problems involving multiplication, addition and addition of three numbers, subtraction and subtraction of three numbers.
3.Be able to use brackets. / 1.Enable pupils to calculate mixed operations of multiplication and addition.
2.Enable pupils to solve problems of mixed operations of multiplication and addition. / Module 2
Mixed Operations of Multiplication, Addition and Subtraction / 3
Mixed operations of multiplication and addition / 1.Learn how to perform mixed operations of multiplication and addition through daily examples.
2.Solve problems involving mixed operations of multiplication and addition. / 4 / •number sentence cards
•Classroom Learning
- Worksheet / Learning contents:
1.Fruit tarts
2.In a fast food restaurant
Follow-up exercises:
Textbook: Exercise 3

Workbook: Unit 3

1.Enable pupils to calculate mixed operations of multiplication and subtraction.
2.Enable pupils to solve problems of mixed operations of multiplication and subtraction. / 4
Mixed operations of multiplicationand subtraction / 1.Learn how to perform mixed operations of multiplication and subtraction through daily examples.
2.Solve problems involving mixed operations of multiplication and subtraction. / 4 / •number sentence cards
•Classroom Learning
- Worksheet / Learning contents:
1.Buying Snacks
2.Buying fruits
Follow-up exercises:
Textbook: Exercise 4
Workbook: Unit 4
Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Number / 3N5
Mixed operations (I) / 1.Enable pupils to calculate mixed operations of multiplication, addition and subtraction.
2.Enable pupils to solve problems of mixed operations of multiplication, addition and subtraction. / Module 2
Mixed Operations of Multiplication, Addition and Subtraction / 5
Mixed operations of multiplication,addition and subtraction / Learn how to solve problems involving mixed operations of multiplication, addition and subtraction. / 3 / •number sentence cards
•Classroom Learning
- Worksheet / Learning contents:
1.At a florist’s
2.Buying flowers
Follow-up exercises:
Textbook: Exercise 5

Workbook: Unit 5

Summary / Test on Concepts
Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Measures / 3M4
Time (IV) / 1.Recognise that there are 24 hours in a day.
2.Recognise the concepts of ‘morning’, ‘afternoon’, ‘noon’ and ‘midnight’.
3.Be able to tell time using ‘hour’, ‘minute’ and ‘second’. / 1.Enable pupils to understand the 24-hour time system.
2.Enable pupils to tell time using the 24-hour time system. / Module 3
The 24-hour Time System / 6
24-hour time / 1.Introduce the 24-hour time system.
2.Learn how to read the time shown using the 24-hour time system. / 3 / •watches
•digital watches
•big clock
•flipping clock
•Classroom Learning
- Activity
- Worksheet / Learning contents:
1.Buying watches
2.How to tell time?
3.On a business trip
Class Activities:
Classroom Learning 3C,
Activity ─ Fight departure timetable
Follow-up exercises:
Textbook: Exercise 6
Workbook: Unit 6
1.Reinforce pupils’ understanding of telling time in terms of 24-hour time.
2.Enable pupils to report the time spent on activities in a day. / 7
A day trip in Hong Kong / 1.Reinforce pupils’ understanding of telling time in terms of the ‘24-hour time’ and the ability to report the time spent on activities.
2.Record the time spent on different activities using a timetable. / 2 / •watches
•digital watches
•big clock
•flippingclock
•Classroom Learning
- Worksheet / Learning contents:
1.Visiting Hong Kong
2.The trip timetable
Follow-up exercises:
Textbook: Exercise 7
Workbook: Unit 7
*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
Shapes and space / 3S3
Angles (II) / 1.Recognise right angles.
2.Be able to compare a right angle with other angles.
3.Be able to draw different angles, including right angles. / 1.Enable pupils to learn right angles, acute angles and obtuse angles.
2.Enable pupils to compare the sizes of angles. / Module 4
Comparing the Sizes of Angles / 8
Interesting angles / 1.Revise right angles.
2.Introduce acute angles and obtuse angles. / 3 / •craft paper
•big clock
•Classroom Learning
- Worksheet / Learning contents:
1.Do you remember?
2.Delicious cakes
3.At a watch shop
Follow-up exercises:
Textbook: Exercise 8

Workbook: Unit 8

1.Enhance pupils’ understanding of acute angles and obtuse angles.
2.Enable pupils to compare the sizes of angles. / 9
Comparing the sizes of angles / 1.Compare the sizes of angles formed by the hands of a clock.
2.Compare the sizes of acute angles.
3.Compare the sizes of obtuse angles. / 3 / •paper fan
•transparencies
•big clock
•Classroom Learning
- Activity
- Worksheet / Learning contents:
1.Doing homework
2.A folk dance
3.A car park barrier
Class Activities:
Classroom Learning 3C,
Activity ─Comparing the sizes of angles
Follow-up exercises:
Textbook: Exercise 9

Workbook: Unit 9

Summary / Test on Concepts
Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Shapes and space / 3S4
Triangles / 1.Recognise triangles.
2.Recognise right angles, acute angles and obtuse angles.
3.Be able to make shapes using the triangle pieces in a tangram.
4.Be able to draw triangles and cut out different shapes from a triangular craft paper. / 1.Enable pupils to recognisetriangles and their properties.
2.Enable pupils to classify triangles according to their properties. / Module 5
Triangles / 10
Triangles (1) / 1.Recognise the properties of triangles.
2.Recognise triangles through observing daily objects.
3.Recognise equilateral triangles.
4.Recognise isosceles triangles.
5.Recognise scalene triangles.
6.Recognise right-angled triangles and right-angled isosceles triangles.
*7.Learn how to sort triangles. / 5 / •triangle boards
•triangular objects
•setsquares
•Classroom Learning
- Activity 1
- Activity 2
- Worksheet / Learning contents:
1.Learning about triangles
2.Equilateral triangles
3.Isosceles triangles
4.Scalene triangles
5.Right-angled triangles
Class Activities:
1.Classroom Learning 3C,
Activity 1 ─Finding isosceles triangles
2.Classroom Learning 3C,
Activity 2 ─Measuring right-angled triangles
Follow-up exercises:
Textbook: Exercise 10
Workbook: Unit 10
*Advanced Learning Centre:
Sorting triangles
1.Enhance pupils’ understanding of triangles.
2.Enable pupils to use different kinds of triangles to form quadrilaterals. / 11
Triangles (2) / 1.Learn how to make different quadrilaterals (four-sided shapes) using triangles.
2.Learn how to make pictures using triangles.
3.Introduce the ways of drawing different triangles on dotted paper.
*4.Learn how to cut out right-angled triangles from a triangle.
*5.Learn how to cut out triangles from a polygon. / 4 / •triangular boards
•pin-boards
•rubber bands
•craft paper
•Classroom Learning
- Activity 1
- Activity 2
- Worksheet / Learning contents:
1.Making four-sided shapes
2.Interesting designs
3.Interesting triangles
Class Activities:
1.Classroom Learning 3C,
Activity 1 ─Making triangles
2.Classroom Learning 3C,
Activity 2 ─Making polygons
Follow-up exercises:
Textbook: Exercise 11
Workbook: Unit 11
*Advanced Learning Centre:
1.Cutting a triangle into two triangles
2.Cutting polygons into triangles

* 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
Shapes and space / 3S4
Triangles / Enable pupils to use different methods to make triangles. / Module 5
Triangles / 12
Making triangles / 1.Learn how to make different triangles by cutting paper.
2.Learn how to make different triangles using plasticine balls and sticks. / 3 / •craft paper
•plastic sticks
•plasticine balls
•scissors
•rulers
•Classroom Learning
- Activity 1
- Activity 2
- Worksheet / Learning contents:
1.Making triangles with paper
2.Making triangles using plasticine balls and sticks
Class Activities:
1.Classroom Learning 3C,
Activity 1 ─Making equilateral triangle
2.Classroom Learning 3C,
Activity 2 ─Making triangles using geo-strips
Follow-up exercises:
Textbook: Exercise 12

Workbook: Unit 12

Summary / Test on Concepts
Integrated Exercise 2 / Assessment 2

______to ______, second term (3D)Class ______

Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Number / 3N6
Fractions (I) / Master the concept of sharing things equally. / 1.Enable pupils to learn fractions.
2.Enable pupils to learn the relationship between fractions and 1. / Module 1
Fractions / 13
Fractions (1) / 1.Develop the concept of fractions through paper-folding activities.
2.Recognise the relationship between fractions and 1.
3.Understand the relationship between fractions and division. / 4 / •picture cards
•craft paper
•cubes
•colour pencils
•Classroom Learning
- Worksheet 1
- Worksheet 2 / Learning contents:
1.Fun with paper folding
2.Cheesecake
Follow-up exercises:
Textbook: Exercise 13

Workbook: Unit 13

*Advanced Learning Centre:
Fractions and division
1.Enable pupils to understand fractions as a part of an object.
2.Enable pupils to learn fractions as a certain part of the whole. / 14
Fractions (2) / 1.Develop the concept of fractions as parts of the whole.
2.Recognise fractions representing a group among the whole.
3.Recognise fractions representing several groups among the whole. / 5 / •picture cards
•Classroom Learning
- Worksheet / Learning contents:
1.The seashell house
2.Grouping the scouts
3.Sushi
Follow-up exercises:
Textbook: Exercise 14
Workbook: Unit 14
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 / 3N6
Fractions (I) / 1.Recognise fractions as a certain part of the whole.
2.Develop preliminary understanding of fractions as a certain part of a whole lot. / 1.Enable pupils to compare fractions with the same denominator.
2.Enable pupils to compare fractions with the same numerator. / Module 2
Comparing Fractions / 15
Comparing fractions / 1.Compare fractions with the same denominator.
2.Compare fractions with the same numerator. / 4 / •fraction flipping boards
•Classroom Learning
- Worksheet / Learning contents:
1.Sharing a pizza
2.Soft drinks
3.Sharing some French toast
Follow-up exercises:
Textbook: Exercise 15
Workbook: Unit 15
Summary / Test on Concepts
Measures / 3M3
Capacity / Be able to compare the sizes of objects by observation. / 1.Enable pupils to understand the concept of capacity.
2.Enable pupils to use direct methods to compare capacities of containers. / Module 3
Capacity / 16
Capacity (1) / 1.Develop the concept of capacity.
2.Compare the capacities of containers through observation.
3.Learn other ways of comparing the capacities of containers. / 3 / •cups of different sizes
•bottles
•buckets and water
•Classroom Learning
- Worksheet / Learning contents:
1.Buying cups
2.Buying jars
Follow-up exercises:
Textbook: Exercise 16
Workbook: Unit 16
1.Enable pupils to use indirect method (improvised units) to compare the capacities of containers.
2.Enable pupils to choose appropriate measuring tools. / 17
Capacity (2) / 1.Measure the capacities of containers in improvised units.
2.Compare the capacities of containers in improvised units
3.Learn how to choose suitable tools for measuring. / 4 / •glasses and cups
•buckets and water
•bottles
•soft drink bottles
•soya milk carton
•paper cups
•Classroom Learning
- Activity
- Worksheet / Learning contents:
1.How many cups are filled?
2.Comparing capacities
3.Going to the beach
Class Activities:
Classroom Learning 3D,
Activity─Measuring activity
Follow-up exercises:
Textbook: Exercise 17
Workbook: Unit 17
Summary / Test on Concepts
Integrated Exercise 3 / Assessment 3
Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Measures / 3M3
Capacity / 1.Recognise the basic meaning of capacity.
2.Compare the capacities of containers using improvised units. / Enable pupils to learn litre (L) as a standard unit of capacity. / Module 4
Litres and Millilitres / 18
Litres / 1.Recognise the unit of capacity ‘litre’ (L).
2.Compare the capacities of containers with 1-litre.
3.Learn how to make a 1-litre measuring tool. / 4 / •measuring cups
•litre box
•juice bottle
•yoghurt drinks bottle
•lunch box
•glasses
•basin and water
•small tray
•paper carton
•soft drink bottles
•straight transparent container
•paper strips
•bottles
•Classroom Learning
- Activity
- Worksheet / Learning contents:
1.What is ‘litre’?
2.The capacities of containers
3.Making a 1-litre measuring tool
Class Activities:
Classroom Learning 3D,
Activity─What do you know about capacity?
Follow-up exercises:
Textbook: Exercise 18
Workbook: Unit 18
*Problem-solving Training Camp
1.Be able to learn millilitre (mL) as a standard unit of capacity.
2.Enable pupils to choose the appropriate units for measuring. / 19
Millilitres / 1.Recognise the unit of capacity ‘millilitre’ (mL).
2.Recognise the relationship between ‘litre’ (L) and ‘millilitre’ (mL) and their conversion.
3.Measure capacity using self-made measuring tool.
4.Learn how to choose the appropriate units of capacity. / 4 / •straight-sidedtransparent container
•drink carton
•bottle label
•measuring cups
•1-L box
•basin and water
•bowl
•cups
•vase
•soft drink plastic bottles
•Classroom Learning
- Activity
- Worksheet / Learning contents:
1.Buying drinks
2.Do you know?
3.How many millilitres are there?
4.The suitable measuring unit
Class Activities:
Classroom Learning 3D,
Activity─Let’s measure
Follow-up exercises:
Textbook: Exercise 19
Workbook: Unit 19
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
Data Handling / 3D1
Block graphs / 1.Be able to read and share opinions on pictograms.
2.Be able to make pictograms. / 1.Enable pupils to make a block graph according to the data given.
2.Enable pupils to read block graphs and share their interpretation of reading the graphs. / Module 5
Block Graphs / 20
Block graphs (1) / 1.Revise pictograms and introduce block graphs.
2.Consolidate pupils’ ability to read block graphs. / 3 / •blocks stickers
•block graphs
•Classroom Learning
- Worksheet 1
- Worksheet 2 / Learning contents:
1.What is your favourite vegetable?
2.The dictation results
Follow-up exercises:
Textbook: Exercise 20
Workbook: Unit 20
1.Enable pupils to read block graphs.
2.Enable pupils to collect data to make block graphs.
3.Enable pupils to express their experience in reading graphs and estimate the average value of the data. / 21
Block graphs (2) / 1.Learn how to collect and record data using symbols.
2.Construct block graphs using a one-to-one representation.
3.Further study on block graphs and estimate the average value. / 4 / •blocks stickers
•statistical charts
•Classroom Learning
- Worksheet / Learning contents:
1.Playing a ball-throwing game
2.Yummy juice
Follow-up exercises:
Textbook: Exercise 21
Workbook: Unit 21
Summary / Test on Concepts
Integrated Exercise 4 / Assessment 4 & Integrated Assessment
Date / Week / Dimension / Learning unit / Previous knowledge / Teaching objectives / Module / Unit / Learning targets / Periods / Resources / Activities / Tasks / Assessment / Evaluation
Number / 3N-E1
Computation using Chinese abacus / 1.Master the concept of place values of numbers up to 5 places.
2.Be able perform basic addition and subtraction. / 1.Enable pupils to record numbers using an abacus.
2.Enable pupils to use an abacus doing simple addition and subtraction. / Enrichment / 22
Chinese abacus (Enrichment) / 1.Learn how to represent numbers with the Chinese abacus.
2.Learn how to perform addition with a Chinese abacus.
3.Learn how to perform subtraction with a Chinese abacus. / 3 / •abacuses
•picture cards
•Classroom Learning
- Worksheet / Learning contents:
1.The Chinese abacus
2.Adding with Chinese abacus
3.Subtracting with Chinese abacuses
Follow-up exercises:
Textbook: Exercise 22
Workbook: Unit 22
Data Handling / 3D-E1
Stem-and-leaf diagrams / 1.Be able to read and make pictograms.
2.Be able to read and make block graphs. / 1.Enable pupils to read a stem-and-leaf diagram.
2.Enable pupils to make a stem-and-leaf diagram. / 23
Stem-and-leaf diagrams (Enrichment) / 1.Introduce and read stem-and-leaf diagrams.
2.Learn how to construct stem-and-leaf diagrams. / 5 / •statistical charts
•Classroom Learning
- Worksheet / Learning contents:
1.The Mathematics test results
2.Making stem-and-leaf diagrams
Follow-up exercises:
Textbook: Exercise 23
Workbook: Unit 23
Integrated Exercise for Key Stage 1

1