(1) Counting
Pupils will be able to:
• recognise concrete representations of numbers (100 to 1000), read and write their corresponding numbers and number words
• recognise, read and write numbers (100 to 1000) and their corresponding number words (one hundred to one thousand)
• count within 1000 by making hundreds and tens first
• use the strategies of counting in ones, tens and hundreds to count to 1000
• recognise and interpret sentences associated with tens and ones
• Comparing
• Classifying
• Identifying relationships
• Sequencing
• Pupil Textbook 2A, pp 6 to 9
• Practice Book 2A, pp 5 to 8
• Teacher’s Guide 2A, pp 6 to 9
(2) Place value
Pupils will be able to:
• represent numbers as hundreds, tens and ones in a place value chart
• show concrete representations in hundreds, tens and ones given a number up to 1000
• read and write numerals given a set of concrete representation and vice versa, with or without a place value chart
• Comparing
• Classifying
• Pupil Textbook 2A, pp 10 to 13
• Practice Book 2A, pp 9 to 14
• Teacher’s Guide 2A, pp 10 to 13
(3) Comparing numbers within 1000
Pupils will be able to:
• use the ‘comparing the tens and then the ones’ strategy to compare numbers up to 1000
• compare numbers up to 1000 using the terms ‘greater than’ and ‘smaller than’ with and without concrete representations
• compare numbers up to 1000 using the terms ‘greatest’ and ‘smallest’ with and without concrete representations
• compare numbers up to 1000 using the terms ‘more than’ and ‘less than’ with and without concrete representations
• Comparing
• Classifying
• Identifying relationships
• Pupil Textbook 2A, pp 14 to 18
• Practice Book 2A, pp 15 to 16
• Teacher’s Guide 2A, pp 14 to 18
(4) Order and pattern
Pupils will be able to:
• compare two or more 3-digit numbers
• identify the ‘greatest number’ and the ‘smallest number’
• compare a number with the previous number using the terms ‘1 more than’, ‘1 less than’, ‘10 more than’, ‘10 less than’, ‘100 more than’ and ‘100 less than’
• arrange numbers up to 1000 in an ascending or a descending order
• recognise, read and write missing numbers in a given number sequence
• Comparing
• Classifying
• Identifying relationships
• Sequencing
• Pupil Textbook 2A, pp 19, 21 to 23
• Practice Book 2A, pp 17 to 18
• Teacher’s Guide 2A, pp 19, 21 to 23
Maths Journal
Pupils will be able to:
• recall steps to compare numbers and then arrange them (in ascending or descending order)
• write down the necessary steps for comparing two or more numbers up to 1000
• recall and apply the ‘compare the hundreds first, then the tens and the ones’ strategy to compare and arrange numbers up to 1000 in an ascending or a descending order
• identify mistakes in the sample journal and give reasons why they are incorrect
• Comparing
• Identifying relationships
• Recalling
• Sequencing
• Pupil Textbook 2A, p 20
• Teacher’s Guide 2A, p 20
Let’s Explore!
Pupils will be able to recognise that they always need to add 1 when using the ‘find the difference’ method to get the correct answer.
• Classifying
• Identifying relationships
• Sequencing
• Pupil Textbook 2A, pp 24 to 25
• Teacher’s Guide 2A, pp 24 to 25
Put On Your Thinking Caps!
Pupils will be able to:
• apply the concepts learnt to find the missing numbers in ‘__more than’ and ‘___ less than’ by counting on
• apply the concepts learnt to find the missing number in ‘___ more than’ or ‘___ less than’ by working back
• Classifying
• Identifying relationships
• Deduction
• Sequencing
• Pupil Textbook 2A, pp 25 to 26
• Practice Book 2A, pp 19 to 22
• Teacher’s Guide 2A, pp 25 to 26
Unit 2: Addition and Subtraction with 1000
(1) Simple addition within 1000
Pupils will be able to:
• use place value charts with concrete representations to show addition of a 1-digit, 2-digit or 3-digit number to a 3-digit number without regrouping
• add a 1-digit, 2-digit or 3-digit number to a 3-digit number without regrouping using both horizontal and column additions
• solve simple addition word problems involving addition of a 1-digit, 2-digit or 3-digit number to a 3-digit number without regrouping
• Comparing
• Pupil Textbook 2A, pp 27 to 30
• Practice Book 2A, pp 23 to 26
• Teacher’s Guide 2A, pp 43 to 46
(2) Simple subtraction within 1000
Pupils will be able to:
• use place value charts and concrete representations to show subtraction of a 1-digit, 2-digit or 3-digit number from a 3-digit number
• subtract a 1-digit, 2-digit or 3-digit number from a 3-digit number without regrouping using both horizontal and column subtraction
• solve simple subtraction word problems involving subtraction of a 1-digit, 2-digit or 3-digit number from a 3-digit number without regrouping
• Comparing
• Pupil Textbook 2A, pp 31 to 34
• Practice Book 2A, pp 27 to 30
• Teacher’s Guide 2A, pp 47 to 50
(3) Addition with regrouping the ones
Pupils will be able to:
• use place value charts and concrete representations to show addition of two 3-digit numbers with regrouping the ones
• add a 3-digit number to another 3-digit number with regrouping the ones in both horizontal and column additions
• solve simple addition word problems involving addition of a 3-digit number to another 3-digit number with regrouping the ones
• Comparing
• Regrouping
• Pupil Textbook 2A, pp 35 to 37
• Practice Book 2A, pp 31 to 34
• Teacher’s Guide 2A, pp 51 to 53
(4) Addition with regrouping the tens
Pupils will be able to:
• use place value charts and concrete representations to show addition of a 2-digit number to a 3-digit number with regrouping the tens
• add a 3-digit number to another 3-digit number with regrouping the tens in both horizontal and column additions
• solve simple addition word problems involving addition of a 3-digit number to another 3-digit number with regrouping the tens
• Comparing
• Regrouping
• Pupil Textbook 2A, pp 38 to 39
• Practice Book 2A, pp 35 to 38
• Teacher’s Guide 2A, pp 54 to 55
(5) Addition with regrouping the tens and ones
Pupils will be able to:
• use place value charts and concrete representations to show regrouping from ones to tens and from tens to hundreds in addition
• add a 3-digit number to another 3-digit number with regrouping in ones and tens using both horizontal and column additions
• solve simple addition word problems involving addition of a 3-digit number to another 3-digit number with regrouping the ones and tens
• Comparing
• Regrouping
• Pupil Textbook 2A, pp 40 to 43
• Practice Book 2A, pp 39 to 42
• Teacher’s Guide 2A, pp 56 to 59
(6) Subtraction with regrouping the tens and ones
Pupils will be able to:
• use place value charts and concrete representations to show regrouping from tens to ones in subtraction
• subtract a 3-digit number from another 3-digit number with regrouping the tens to ones using both horizontal and column subtractions
• solve simple subtraction word problems involving subtraction of a 3-digit number from another 3-digit number with regrouping from tens to ones
• Comparing
• Regrouping
• Pupil Textbook 2A, pp 44 to 46
• Practice Book 2A, pp 43 to 46
• Teacher’s Guide 2A, pp 60 to 62
(7) Subtraction with regrouping the hundreds and tens
Pupils will be able to:
• use place value charts and concrete representations to show regrouping from hundreds to tens in subtraction
• subtract a 3-digit number from another 3-digit number with regrouping from hundreds to tens using both horizontal and column subtractions
• solve simple subtraction word problems involving subtraction of a 3-digit number from another 3-digit number with regrouping from hundreds to tens
• Comparing
• Regrouping
• Pupil Textbook 2A, pp 47 to 51
• Practice Book 2A, pp 47 to 50
• Teacher’s Guide 2A, pp 63 to 67
(8) Subtraction with regrouping the hundreds, tens and ones
Pupils will be able to:
• use place value charts and concrete representations to show regrouping from hundreds to tens and from tens to ones in subtraction
• subtract a 3-digit number from another 3-digit number with regrouping from hundreds to tens and from tens to ones using both horizontal and column subtractions
• solve simple subtraction word problems involving subtraction of a 3-digit number from another 3-digit number with regrouping from hundreds to tens and from tens to ones
• Comparing
• Regrouping
• Pupil Textbook 2A, pp 52 to 55
• Practice Book 2A, pp 51 to 54
• Teacher’s Guide 2A, pp 68 to 71
(9) Subtraction with numbers that have zeros
Pupils will be able to:
• use place value charts and concrete representations to show regrouping from hundreds to tens and then from tens to ones in subtraction when the minuend is in hundreds
• subtract a 2-digit or 3-digit number from another 3-digit number in hundreds with regrouping from hundreds to tens and then from tens to ones using both horizontal and column subtraction
• solve simple subtraction word problems involving subtraction of a 2-digit or 3-digit number from a 3-digit number in hundreds with regrouping from hundreds to tens and then from tens to ones
• Comparing
• Regrouping
• Pupil Textbook 2A, pp 56 to 58
• Practice Book 2A, pp 55 to 56
• Teacher’s Guide 2A, pp 72 to 74
Put On Your Thinking Caps!
Pupils will be able to use the deductive approach and work back to solve the problem.
• Deduction
Heuristic for problem solving:
• Work back
• Pupil Textbook 2A, p 59
• Practice Book 2A, pp 57 to 58
• Teacher’s Guide 2A, p 75
• Practice Book 2A, pp 59 to 64
Summative assessment opportunity
Assessment Book 2, Test 1, pp 1 to 6
Unit 3: Using Models: Addition and Subtraction
(1) Simple word problems (1)
Pupils will be able to:
• see the link between unit cube representation in 2D with bar diagrams in model drawings
• interpret and represent the ‘part-whole’ concept in addition using models either with paper strips or by drawing bars
• interpret and represent the ‘part-whole’ concept in subtraction using models either with paper strips or by drawing bars
• Analysing the ‘part-whole’ concept in addition and subtraction
• Pupil Textbook 2A, pp 60 to 64
• Practice Book 2A, pp 65 to 68
• Teacher’s Guide 2A, pp 100 to 104
(2) Simple word problems (2)
Pupils will be able to:
• interpret and represent the ‘adding on’ concept in addition using models either with paper strips or by drawing bars
• interpret and represent the ‘taking away’ concept in subtraction using models either with paper strips or by drawing bars
• Analysing the ‘adding on’ and ‘taking away’ concepts in addition and subtraction
• Pupil Textbook 2A, pp 65 to 68
• Practice Book 2A, pp 69 to 72
• Teacher’s Guide 2A, pp 105 to 108
(3) Simple word problems (3)
Pupils will be able to interpret and represent the ‘comparing’ concept in addition or subtraction using models either with paper strips or by drawing bars.
• Analysing the ‘comparing’ concept in addition and subtraction
• Pupil Textbook 2A, pp 69 to 72
• Practice Book 2A, pp 73 to 76
• Teacher’s Guide 2A, pp 109 to 112
(4) Two-step word problems
Pupils will be able to interpret and represent 2-step problems in addition and subtraction using models either with paper strips or by drawing bars.
Let’s Explore!
Pupils will be able to reflect on the concepts in addition and subtraction by writing word problems
• Interpreting and analysing complex addition and subtraction concepts
• Pupil Textbook 2A, pp 73 to 78
• Practice Book 2A, pp 77 to 83
• Teacher’s Guide 2A, pp 113 to 118
Unit 4: Using Models: Multiplication and Division
(1) How to multiply
Pupils will be able to:
• interpret the concept of multiplication as the number of groups by the number of items and as repeated addition
• interpret the concept of multiplication as multiplying a set of items by number of times
• calculate multiplication using repeated addition
• Analysing the ‘group and item’ concept in multiplication
• Pupil Textbook 2A, pp 79 to 80
• Practice Book 2A, pp 85 to 86
• Teacher’s Guide 2A, pp 131 to 132
(2) How to divide
Pupils will be able to:
• interpret the concept of division as sharing a number of items equally between a number of groups
• interpret the concept of division as dividing a set of items into groups given a fixed set of items in each group
• calculate division by relating to multiplication or repeated addition
• Analysing the ‘sharing equally’ concept in division
• Pupil Textbook 2A, pp 81 to 85
• Practice Book 2A, pp 87 to 88
• Teacher’s Guide 2A, pp 133 to 137
Put On Your Thinking Caps!
• Identifying patterns and relationships
• Pupil Textbook 2A, p 85
• Practice Book 2A, pp 89 to 90
• Teacher’s Guide 2A, p 137
• Practice Book 2A, pp 91 to 96
Summative assessment opportunity
Assessment Book 2, Test 2, pp 7 to 14
For extension, Assessment Book 2, Challenging Problems 1, pp 15 to 16
Assessment Book 2, Check-up 1, pp 17 to 28
(1) Multiplying by 2: skip-counting
Pupils will be able to:
• recall the ‘multiplication’ concept in groups of two
• use the ‘skip-count in twos’ strategy to find the two times table facts
• write the multiplication sentence from a word problem
• commit the two times table facts to memory
• Associating and relating
• Pupil Textbook 2A, pp 86 to 88
• Practice Book 2B, pp 5 to 6
• Teacher’s Guide 2A, pp 148 to 150
Unit 5: Using Models: Multiplying by 2 and 3
(2) Multiplying by 2: using dot paper
Pupils will be able to:
• recall the ‘multiplication’ concept as multiplying
• relate the multiples of 2 to dot paper that has two dots on each row
• use dot paper as a strategy to find the two times table facts
• use the ‘commutative property’ with dot paper as a strategy to find the two times table facts
• use the ‘connecting fact’ strategy starting from 5 × 2 to find a more difficult fact
• use the ‘connecting fact’ strategy starting from 10 × 2 to find a more difficult fact
• Relating and connecting related facts
• Pupil Textbook 2A, pp 89 to 94
• Practice Book 2B, pp 7 to 10
• Teacher’s Guide 2A, pp 151 to 156
(3) Multiplying by 3: skip-counting
Pupils will be able to:
• recall the ‘multiplication’ concept in groups of three
• use the ‘skip-count in threes’ strategy to find the three times table facts
• write the multiplication sentence from a word problem
• commit the three times table facts to memory
• Associating and relating
• Pupil Textbook 2A, pp 95 to 97
• Practice Book 2B, pp 11 to 12
• Teacher’s Guide 2A, pp 157 to 159
(4) Multiplying by 3: using dot paper
Pupils will be able to:
• recall the ‘multiplication’ concept as multiplying
• relate the multiples of 3 with dot paper that has three dots on each row
• use dot paper as a strategy to find the three times table facts
• use the ‘commutative property’ with dot paper as a strategy to find the three times table facts
• use the ‘connecting fact’ strategy starting from 5 × 3 to find a more difficult fact
• use the ‘connecting fact’ strategy starting from 10 × 3 to find a more difficult fact
• Relating and connecting related facts
• Pupil Textbook 2A, pp 98 to 101
• Practice Book 2B, pp 13 to 16
• Teacher’s Guide 2A, pp 160 to 163
(5) Division
Pupils will be able to:
• find the number of items in each equal group given a total number of items and number of groups (2 or 3 equal groups)
• find the number of groups given the total number of items and the number of items in each group
• recall multiplication facts to find division facts involving 3 as a dividend
• write division number statements
• solve simple division word problems involving finding the number of items or number of groups
Let’s Explore!
Pupils will be able to apply multiples of 2 and 3 or two or three times table facts, and make a list strategy to solve the problem.
• Relating division with multiplication
• Deduction
Heuristic for problem solving:
• Guess and check
• Pupil Textbook 2A, pp 102 to 105
• Practice Book 2B, pp 17 to 20
• Teacher’s Guide 2A, pp 164 to 167
Put On Your Thinking Caps!
Pupils will be able to use skip-counting in 2s and 3s to find the missing numbers.
• Deduction
• Sequencing
Heuristics for problem solving:
• Guess and check
• Work back
• Pupil Textbook 2A, p 105
• Practice Book 2B, pp 21 to 22
• Teacher’s Guide 2A, p 167
(1) Multiplying by 4: skip-counting
Pupils will be able to:
• recall the ‘multiplication’ concept in groups of 4 or multiplying by 4
• use the ‘skip-count in fours’ strategy to find the four times table facts
• write the multiplication sentence from a word problem
• commit the four times table facts to memory
• Associating and relating
• Pupil Textbook 2A, pp 106 to 108
• Practice Book 2B, pp 23 to 24
• Teacher’s Guide 2A, pp 182 to 184
Unit 6: Using Models: Multiplying by 4,5, and 10
(2) Multiplying by 4: using dot paper
Pupils will be able to:
• relate the multiples of 4 to dot paper that has four dots on each row
• use dot paper as a strategy to find the four times table facts
• use the ‘commutative property’ with dot paper as a strategy to find the four times table facts
• use the ‘connecting fact’ strategy starting from 5 × 4 to find a more difficult fact
• use the ‘connecting fact’ strategy starting from 10 × 4 to find a more difficult fact
• Relating and connecting related facts
• Pupil Textbook 2A, pp 109 to 114
• Practice Book 2B, pp 25 to 28
• Teacher’s Guide 2A, pp 185 to 190
(3) Multiplying by 5: skip-counting
Pupils will be able to:
• recall the ‘multiplication’ concept in groups of 5 or multiplying by 5
• use the ‘skip-count in fives’ strategy to find the five times table facts
• write the multiplication sentence from a word problem
• commit the five times table facts to memory
• Associating and relating
• Pupil Textbook 2A, pp 115 to 117
• Practice Book 2B, pp 29 to 32
• Teacher’s Guide 2A, pp 191 to 193
(4) Multiplying by 5: using dot paper
Pupils will be able to:
• relate the multiples of 5 to dot paper that has five dots on each row
• use dot paper as a strategy to find the five times table facts
• use the ‘commutative property’ with dot paper as a strategy to find the five times table facts
• use the ‘connecting fact’ strategy starting from 5 × 5 to find a more difficult fact
• use the ‘connecting fact’ strategy starting from 10 × 5 to find a more difficult fact
• Relating and connecting related facts
• Pupil Textbook 2A, pp 118 to 121
• Practice Book 2B, pp 33 to 34
• Teacher’s Guide 2A, pp 194 to 197
(5) Multiplying by 10: skip-counting and using dot paper
Pupils will be able to:
• recall the ‘multiplication’ concept in groups of 10 or multiplying 10
• use the ‘skip-count in tens’ strategy to find the ten times table facts
• write the multiplication sentence from a word problem
• use dot paper as a strategy to find the ten times table facts
• use the ‘commutative property’ with dot paper as a strategy to find the ten times table facts
• use the ‘short-cut’ strategy starting from a simple fact to find a more complicated fact with ‘0’
• commit the ten times table facts to memory
• Relating and connecting related facts
• Pupil Textbook 2A, pp 122 to 125
• Practice Book 2B, pp 35 to 38
• Teacher’s Guide 2A, pp 198 to 201
(6) Division
Pupils will be able to:
• recall division concepts in finding the number of groups or the number of items in each group
• find division facts by recalling multiplication facts
• relate division and multiplication facts
• write division facts from given multiplication facts
• Relating two different concepts
• Pupil Textbook 2A, pp 126 to 130
• Practice Book 2B, pp 39 to 42
• Teacher’s Guide 2A, pp 202 to 206
Put On Your Thinking Caps!
Pupils will be able to apply the ‘drawing diagram’ strategy and ‘division’ strategy to solve the problem.
• Deduction
• Identifying relationships
• Sequencing
• Pupil Textbook 2A, p 131
• Practice Book 2B, pp 43 to 44
• Teacher’s Guide 2A, p 207
• Practice Book 2B, pp 45 to 48
Summative assessment opportunity
Assessment Book 2, Test 3, pp 29 to 34