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Emphasize on non-standard unit first before going to teaching cm. Resources are in two bags and two bags of counters are to be shared within the level. Two worksheets will be passed to the level. Can the performance task be carried out in Week 9?

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Resources needed for class:
1P :
1R :
1I :
1D : base ten sets - took a set from LSM room.
1E :
1G : will share base ten sets with 1R

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Addition without renaming - strategies used  

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Addition without renaming - strategies used  

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1R : R1, R2, E3 - base ten sets are very useful in teaching besides using the interlocking cubes. Take note of how they write in algorithm. 23 + 4 , They might make mistakes such as 24 + 3, 23 + 40

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Week 3 : Suggestions to clear misconceptions

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Week 3 : Suggestions to clear misconceptions

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- There are place values whiteboards in the classroom. Teachers may want to use that to reinforce place value.

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Role Play: Students acting as 'tens' and 'ones'. When they add/subtract, one student gives/takes the base ten cubes/magnets to another student.

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Did demo to show the steps for the algorithm with the base 10 sets side by side.
Students could not see why they need to add the ones first.
Intend to reinforce the concepts for algorithm first and during addition with renaming to explain in details why the need to add the ones first.

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For pg 5 of workbook, students might make mistakes of counting on by 1 instead of 10.          10 more/10 less - can play a ladder game. 10 more - going up the ladder - 10 less - going down the ladder.  Take note of ____ is 10 more than 48. They can read the sentence after writing to see if it makes sense.

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1) 1P and 1R - did with the base ten sets online
1P - used interlocking cubes to make a 10.
1R, !D, 1I, 1G, 1E - used base ten sets to group 10 ones to make a ten.
2) Some students have the tendency to miss out writing the sign in the algorithm. Need to show them side by side method.
3) Make sure when they rename in the tens, the digit 1 must be small. - not as large as in the hundreds place. If they write as a small one in the tens blank, it is acceptable. Correct this in class work but will penalise in tests.

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Questions :
1) Which engagement activities from the TLG should we do with the class with the base ten sets? Why?
2) Let's look at E9 - how do you approach teaching addition with renaming?

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For doing questions for renaming, eg.  it is better to cancel the 1 and write as 11 to subtract and see clearly. Some had big handwriting and may not write clearly so the teachers need to emphasize.

1E - suggested to write as +10 to the ones so that the students can see.

Some relied too much on the count back method although encouraged to use the vertical algorithm.

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All classes need length resources - can use ice cream sticks and paper clips. The students must bring rulers (with clear marking) with them daily as they are learning the unit, cm. Go through the online book : how big is a foot with the class.

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R - E17 - need to go through many practices with the students using the base ten sets. Many forget to subtract the tens when subtraction is for two digits. They are also weak with subtraction within 20.
1P - subtraction with zeros getting incorrect answers. If the sign symbols are not given, they are unable to complete.  Some get the correct answers without showing the workings. Need to emphasize that they need to making their thinking visible.
1E - they are confused with addition.
1D, 1I - they love using the counting back strategy to miss by 1.
1G - some did the calculation  for the ones in the tens place.

Constant revision is advised for this topic.

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All - R1 to E5 - the students are able to compare using the length terms.
1E - the powerpoint slides are interesting.
1p - E5 - measure the canteen table together with the class table. They are to compare the two items.
All teachers E5 - asking the children to estimate the number of hand spans is higher order. The activities shown in SLS are engaging. All children use different items to measure - how to add another if it's more than half the length. Some are hesitant.  Take + or - 1. There is a rule for rounding off.

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1P - Pg 35-36 of workbook - some students used a ruler instead of the printed ruler.
1R - correct misconception if they start counting from 1 instead of 0. PG 39-40 - some may think it's a graph and start to count from beginning.

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Determine the length of different curved lines using the measuring tape and thread. Terms to use - use of tall for height and 'wide' for width. Teachers will simplify the process of teaching this part.

1P - need to be conscious to get students to measure their waists.
1R,1G - they can measure their shoe and table lengths with the measuring tapes. Some students made mistakes looking at the inch.

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1R - interactive in getting students to work out different ways to find the answers to count the intervals using subtraction. TB pg 51-52 - get the students to explain how they get the answers. Expose them to measure curved objects eg markers, etc or the students will only measure straight objects. Go in sequence with the workbook.

All teachers received the strings to measure curved lines. Went through some questions in the workbook, workbook review and Length review (before printing).

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1d and 1i - have difficulty remembering how to calculate the length not starting at 0 after the psle oral days. Need to recap again.
1e, 1p - doing the addition and subtraction questions for the kids who are weak.
1g - also doing length
1R - did the introduction on the curved lines. Some students asked if they could bend the strings as they had not done it before. It could be challenging for the class to try TB 54. Can use TB pg 53 as an introduction.

All teachers need to let the students do the length performance task and revision in Week 9. Also need to cover at least half of multiplication syllabus. Need more time to teach time as it is in intervals of 5.

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1R - R1 - TB pg 60-61 - very good examples in showing groups and the number of items in a group. Bigger groups need more time to count and they will need to look at the pictures carefully.
R2 - TB pg 62 - 65. some students get confused with number of groups and number of items in a group.
E3 - can show them unequal groups first before going to equal groups.

Will ask level if they need rubber bands and soya beans for multiplication examples - level decided to stick to use interlocking cubes for safety reasons.

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1R - TB pg 76-77 - students were able to understand the sharing and grouping concepts. Reinforce the concept of 'share equally' and 'equal share' with the help of the examples in the pictures.

To teach concepts of grouping for the next lesson, We can get students to form in groups on their own as an introduction. egs groups of 5, groups of 3.

Went through the shopping experience with all.

gave out the 2021 copies of Reviews 11 and 12 to all to look through to combine into a new review.

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1P - a piece of paper to try the 2 concepts. 1 box for 1 group. Different totals for each group for them to explore possibilities - what advantage to place the cubes neatly or cluttered around.
1R - The students are able to do with cubes for equal sharing. The students know the grouping game but do not translate into learning for grouping.
1D, 1I - paper plates and cubes for equal sharing.
1E - use pencils and colour pencils to circle. They are confused over the colours
1G - confusion between grouping and sharing. They are weak in the language.

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1R - the students were able to relate to personal experience. Gave own example of a day in school and showed the times using their geared clocks.

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1R - Using the teacher clock as a guide, some students cannot write the times - eg 2:40 became 2:08. Many were confused by the time 6:45 to write as 7:45. One student asked about the 24 hour markings.

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For 2 weeks : Shared on the keying in of LOs for multiplication/division and time. Showed team on the shopping slides/shopping instructions and they gave suggestions to fine-tune. 

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For 2 weeks : Shared on the keying in of LOs for multiplication/division and time. Showed team on the shopping slides/shopping instructions and they gave suggestions to fine-tune. 

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packing of money in denominations for shopping experience : 

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packing of money in denominations for shopping experience : 