Mathematics Teaching Plan 3A & 3B



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 | | | | | | | |1. Enable pupils to divide 2-digit numbers by 1 digit numbers (without borrowing).

2. Enable pupils to solve problems in daily life by applying division.

3. Enable pupils to check answers with multiplication. | |15

Division (1) |1. Divide 2-digit numbers by 1-digit numbers (without borrowing).

2. Solve problems involving the division of 2-digit numbers by 1-digit numbers (without borrowing). |4 |• money

• cubes

• Classroom Learning

- Worksheet |Learning contents:

1. At a charity fair

2. How to do division?

3. At the snack bar

Follow-up exercises:

Textbook: Exercise 15

Workbook: Unit 15 | | |

Date |Week |Dimension |Learning unit |Previous knowledge |Teaching objectives |Module |Unit |Learning targets |Periods |Resources |Activities / Tasks |Assessment / Evaluation | | | |Number |3N4

Division (I) | |1. Enable pupils to divide 2-digit numbers by 1-digit numbers (with borrowing).

2. Enable pupils to solve everyday life problems by applying division.

3. Enable pupils to use multiplication for checking the answers. |Module 1

Dividing 2-digit numbers by 1-digit numbers |16

Division (2) |1. Divide 2-digit numbers by 1-digit numbers (with borrowing).

2. Solve problems involving the division of 2-digit numbers by 1-digit numbers (with borrowing). |4 |• sweets

• Classroom Learning

- Worksheet |Learning contents:

1. At a party

2. How to do division?

3. Buying some snacks

Follow-up exercises:

Textbook: Exercise 16

Workbook: Unit 16 | | | | | | | | | |Summary | | | | |Test on Concepts | | | |Number |3N4

Division (I) |1. Be able to divide 2-digit numbers by 1-digit numbers (without borrowing).

2. Be able to divide 2-digit numbers by 1-digit numbers (with borrowing).

3. Be able to solve simple problems which involves the division of 2-digit numbers by 1-digit numbers. |1. Enable pupils to divide 3-digit numbers by 1-digit numbers (without borrowing and borrowing once).

2. Enable pupils to solve daily life problems by applying division.

3. Enhance pupils to use multiplication to check answers. |Module 2

Dividing 3-digit numbers by 1-digit numbers |17

Division (3) |1. Divide 3-digit numbers by 1-digit numbers (without borrowing).

2. Divide 3-digit numbers by 1-digit numbers (borrowing once with 3-digit quotients).

3. Divide 3-digit numbers by 1-digit numbers (with 2-digit quotients).

4. Solve problems involving the division of 3-digit numbers by 1-digit numbers (without borrowing or borrowing once). |4 |• money

• Classroom Learning

- Worksheet |Learning contents:

1. Buying tickets

2. During a circus show

3. Buying souvenirs

Follow-up exercises:

Textbook: Exercise 17

Workbook: Unit 17 | | |

Date |Week |Dimension |Learning unit |Previous knowledge |Teaching objectives |Module |Unit |Learning targets |Periods |Resources |Activities / Tasks |Assessment / Evaluation | | | |Number |3N4

Division (I) | |1. Enable pupils to divide 3-digit numbers by 1-digit numbers (borrowing twice and quotients containing ‘0’).

2. Enable pupils to solve daily life problems by applying division.

3. Enhance pupils’ ability in estimation. |Module 2

Dividing 3-digit numbers by 1-digit numbers |18

Division (4) |1. Divide 3-digit numbers by 1-digit numbers (borrowing twice).

2. Divide 3-digit numbers by 1-digit numbers (quotient containing ‘0’).

3. Solve problems involving the division of 3-digit numbers by 1-digit numbers (borrowing twice, quotients containing ‘0’). |4 |• money

• large paper cards

• Classroom Learning

- Worksheet |Learning contents:

1. Sponsoring the children

2. At a charity bazaar

3. The music teacher

Follow-up exercises:

Textbook: Exercise 18

Workbook: Unit 18

* Problem-solving Training Camp | | | | | | | | | |Summary | | | | |Test on Concepts | | | | | | | | |Integrated Exercise 3 | | | | |Assessment 3 | | | |Measures |3M2

Time (III) |1. Recognise the fact that ‘1 hour = 60 minutes’.

2. Be able to tell time making use of ‘hours’ and ‘minutes’.

3. Be able to make use of ‘hours’ and ‘minutes’ to measure and report time spent on activities.

4. Be able to report time in ‘a.m.’, ‘p.m.’, ‘noon’ and ‘midnight’. |1. Enhance pupils’ ability in telling time.

2. Enhance pupils’ ability in writing time in terms of a.m. and p.m. |Module 3

Seconds |19

Telling Time |1. Revise telling time by looking at clocks and watches.

2. Revise telling time in terms of a.m. and p.m. |3 |• flipping clock

• clock

• Classroom Learning

- Worksheet |Learning contents:

1. A day trip to the Hong Kong Island

2. Bill’s diary

Follow-up exercises:

Textbook: Exercise 19

Workbook: Unit 19 | | |* 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 |3M2

Time (III) | |1. Enable pupils to telling time in seconds.

2. Enable pupils to recognise a stopwatch and use it to record time. |Module 3

Seconds |20

Seconds |1. Do activities that take less than 1 minute and introduce ‘second’.

2. Reinforce pupils’ understanding of ‘hour’, ‘minute’ and ‘second’.

3. Introduce stopwatches and the use of ‘second’. |4 |• flipping clock

• stopwatch

• digital watch

• Classroom Learning

- Activity

- Worksheet |Learning contents:

1. Let’s measure the time

2. On the sports day

3. A stopwatch

4. Preparing dinner

Class activities:

1. Classroom Learning 3B,

Activity 1 ─ Time-keeping activity

2. Record the time needed to complete activities with neighbours.

Follow-up exercises:

Textbook: Exercise 20

Workbook: Unit 20 | | | | | | | | | |Summary | | | | |Test on Concepts | | | |Shape and Space |3S1

Parallel and perpendicular |1. Recognise angles.

2. Recognise the properties of squares and rectangles. |1. Enable pupils to recognise the concepts of ‘perpendicular’ and perpendicular lines.

2. Enable pupils to know how to draw perpendicular lines. |Module 4

Perpendicular Lines and Parallel Lines |21

Perpendicular Lines |1. Introduce the concept of ‘perpendicular’.

2. Recognise perpendicular lines through daily examples.

3. Learn how to draw perpendicular lines.

*4. Understand that among the lines from a point to a straight line, the shortest one is the line perpendicular to the straight line. |4 |• setsquare

• craft paper

• books

• dotted paper

• squared paper

• Classroom Learning

- Activity

- Worksheet |Learning contents:

1. What are perpendicular lines?

2. How can we draw perpendicular lines?

Class activities:

Classroom Learning 3B,

Activity ─ Measuring activity

Follow-up exercises:

Textbook: Exercise 21

Workbook: Unit 21 | | |* 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 | | | |Shape and Space |3S1

Parallel and perpendicular |1. Recognise different types of quadrilaterals including parallelograms through intuition.

2. Recognise the properties of squares and rectangles. |1. Enable pupils to recognise parallel lines.

2. Enable pupils to know how to draw parallel lines in different ways. |Module 4

Perpendicular Lines and Parallel Lines |22

Parallel Lines |1. Introduce the concept of parallel lines.

2. Recognise parallel lines through examples in daily life.

3. Learn how to draw parallel lines.

*4. Recognise the relationship between perpendicular lines and parallel lines. |4 |• paper strips

• pin-board

• rubber bands

• Classroom Learning

- Worksheet |Learning contents:

1. What are parallel lines?

2. How can we draw parallel lines?

Follow-up exercises:

Textbook: Exercise 22

Workbook: Unit 22

* Advanced Learning Centre:

An interesting finding | | | | | |3S2

Quadrilaterals (II) | |1. Enable pupils to recognise parallelograms and their properties.

2. Enable pupils to know how to draw parallelograms. | |23

Parallelograms |1. Recognise the simple properties of parallelograms.

2. Use different tools to make parallelograms.

*3. Investigate the properties of quadrilaterals other than parallelograms. |4 |• geo-sticks

• pin-board

• rubber bands

• dotted-paper

• parallelogram boards

• split pins

• Classroom Learning

- Worksheet |Learning contents:

1. Properties of parallelograms

2. Making parallelograms

Class activities:

Make parallelograms using geo-sticks and split pins.

Follow-up exercises:

Textbook: Exercise 23

Workbook: Unit 23

* Advanced Learning Centre:

Identifying the shapes | | | | | | | | | |Summary | | | | |Test on Concepts | | | | | | | | |Integrated Exercise 4 & Integrated Exercise for Key Stage 1 | | | | |Assessment 4 | |* This section is optional for teachers according to their pupils’ ability and teaching schedule.

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