Math Games

Length, Mass and Volume
• 1.1 measuring
- length in metres/centimetres
- mass in kilograms/grams
- volume of liquid in litres
• 1.2 measuring and drawing a line segment to the nearest cm
• 1.3 using appropriate units of measurement and their abbreviations cm, m, g, kg, l
• 1.4 comparing and ordering
- lengths
- masses
- volumes
• 1.5 solving word problems involving length/mass/ volume
• 1.6 recognise that the term 'weight' is commonly used to mean mass in everyday situations.
• 1.7 compare masses of objects using balance scales.
• 1.8 use everyday examples to develop a sense of
- how long 1 m/1 cm is, e.g. using a metre ruler, width of a fingernail.
- how heavy 1 kg/1 g is, e.g. using a packet of sugar/flour/ rice, a pin, a piece of paper.
- how much 1 litre of liquid is, e.g. using a bottle of mineral water/cooking oil, and 1-litre containers in different shapes.
• 1.9 use their arm span to show 1 m and estimate length in metres.
• 1.10 work in groups to measure the length of curves using a string.
• 1.11 work in groups to measure length/mass using appropriate units and explain their choices of units and how the measurement is done, e.g. measure the length of a longer object in metres and the mass of a heavier object in kg.
• 1.12 estimate length/mass/volume before measuring it and use the word 'about' (e.g. about 20 cm) to describe the estimation and measurement.

2D Shapes
• 1.1 identifying, naming and describing 2D shapes
- semicircle
- quarter circle
• 1.2 identifying the basic shapes that make up a given figure
• 1.3 forming different 2D figures with
- rectangle
- square
- triangle
- semicircle
- quarter circle
• 1.4 copying figures on dot grid or square grid
• 1.5 relate semicircle and quarter circle to circle.
• 1.6 guess 2D shapes from given descriptions of the shapes.
• 1.7 recognise and describe the differences/similarities between two 2D shapes according to attributes such as straight lines, curves, sizes and colours.
• 1.8 work in groups to create composite figures (e.g. picture of a boat) using 2D shapes or applets, and get other groups to identify the basic shapes that make up the composite figures.
• 1.9 make/complete patterns with 2D shapes according to one or two attributes (size, colour, shape and orientation) and explain the patterns.

3D Shapes
• 2.1 identifying, naming, describing and classifying 3D shapes
- cube
- cuboid
- cone
- cylinder
- sphere
• 2.2 recognise, name and describe 3D shapes found in their environment.
• 2.3 make a guess of the 3D shapes in a bag by touch and feel only.
• 2.4 recognise and describe the differences/similarities between two 3D shapes according to attributes such as faces, edges, corners, sizes, colours and rolling.
• 2.5 work in groups to sort 3D shapes in different ways and explain how the shapes are sorted.
• 2.6 work in groups to create different 3D figures using 3D shapes or applets.
• 2.7 make/complete patterns with 3D shapes (except sphere) according to one or two attributes (size, shape, colour and orientation) and explain the patterns.
• 2.8 work in groups to create a pattern and invite other groups to guess the missing shape(s) and explain the pattern.

Time
• 2.1 telling time to 5 minutes
• 2.2 use of 'a.m.' and 'p.m.'
• 2.3 use of abbreviations h and min
• 2.4 drawing hands on the clock face to show time
• 2.5 duration of 1 hour/half hour
• 2.6 use a geared clock to tell time to 5 minutes and relate it to the events of a day.
• 2.7 count aloud in steps of 5 while the minute hand of a geared clock moves from one number to the next and make connections to the multiplication table of 5.
• 2.8 show time using a geared clock for others to read the time.
• 2.9 tell time and relate words such as 'morning', 'afternoon', 'night' to a.m. and p.m., and give examples such as "I watched a movie with my father at 7.30 p.m."
• 2.10 use everyday examples such as TV programme and bus schedules to tell and write time and to identify events that last about 1 hour/half hour, e.g. the Mathematics lesson lasted half an hour.

Picture Graphs with Scales
• 1.1 reading and interpreting data from picture graphs with scales
• 1.2 solving 1-step problems using data from picture graphs
• 1.3 work in groups to write a question and answer it by collecting data from more than one class, or use data from the internet to make a picture graph and explain why a scale is used instead of one-to-one representation.
• 1.4 represent and interpret picture graphs in both vertical and horizontal forms, and make a story using information from a graph.

Money
• 1.1 counting amount of money in dollars and cents
• 1.2 reading and writing money in decimal notation
• 1.3 comparing two or three amounts of money
• 1.4 converting an amount of money in decimal notation to cents only, and vice versa
• 1.5 solving word problems involving money in dollars only (or in cents only)
• 1.6 read the prices of items from a supermarket advertisement or a grocery shopping list, write the prices in dollars and cents and in decimal notation, e.g. $3.45 is 3 dollars and 45 cents, and use play money to make up an amount of money to pay for a selected item.
• 1.7 use play money to make up a given amount of money in different ways (e.g. $1 is made up of 2 fifty-cent coins or 5 twenty-cent coins), and write the amount in different ways (e.g. $1, $1.00 and 100 cents).
• 1.8 use play money to make different amounts of money and to add, subtract and make change during shopping activities.
• 1.9 work in groups to create word problems involving shopping using data from supermarket advertisements etc. for other groups to solve.

Numbers up to 1000
• 1.1 counting in tens/hundreds
• 1.2 number notation, representations and place values (hundreds, tens, ones)
• 1.3 reading and writing numbers in numerals and in words
• 1.4 comparing and ordering numbers
• 1.5 patterns in number sequences
• 1.6 odd and even numbers
• 1.7 give examples of numbers in everyday situations, and talk about how and why the numbers are used.
• 1.8 work in groups using concrete objects/the base-ten set/play money to
- count in tens/hundreds to establish 10 tens make 1 hundred and 10 hundreds make 1 thousand.
- represent and compare numbers.
• 1.9 make sense of the size of 100 and use it to estimate the number of objects in the size of hundreds.
• 1.10 use the base-ten set/play money to represent a number that is 1, 10 or 100 more than/less than a 3-digit number.
• 1.11 use place-value cards to illustrate and explain place values, e.g. the digit 3 stands for 300, 30 or 3 depending on where it appears in a number.
• 1.12 use place-value cards to compare numbers digit by digit from left to right, and use language such as 'greater than', 'greatest', 'smaller than', 'smallest' and 'the same as' to describe the comparison.
• 1.13 describe a given number pattern before continuing the pattern or finding the missing number(s).

Addition and Subtraction
• 2.1 addition and subtraction algorithms (up to 3 digits)
• 2.2 solving up to 2-step word problems involving addition and subtraction
• 2.3 mental calculation involving addition and subtraction of a 3-digit number and ones/tens/hundreds
• 2.4 write addition and subtraction equations for number stories and explain the meaning of the equal sign.
• 2.5 achieve mastery of basic addition and subtraction facts within 20 by
- writing a family of 4 basic facts within 20 given any one of the basic facts (e.g. 9 + 7 = 16, 7 + 9 = 16, 16 – 9 = 7 and 16 – 7 = 9 are a family of addition and subtraction facts).
- playing games, including applets and digital games.
• 2.6 work in groups using the base-ten set/play money to illustrate the standard algorithms for addition and subtraction up to 3 digits.
• 2.7 use the part-whole and comparison models to illustrate the concepts of addition and subtraction and use the models to determine which operation (addition or subtraction) to use when solving 1-step word problems.
• 2.8 use the comparison model to reinforce the language of comparison such as "Ali has 30 more stickers than Siti."
• 2.9 solve 2-part word problems (1 step for each part) before solving 2-step word problems.
• 2.10 achieve mastery of addition and subtraction algorithms up to 3 digits by playing games, including applets and digital games.
• 2.11 work in groups to create word problems involving addition and subtraction for other groups to solve.

Multiplication and Division
• 3.1 multiplication tables of 2, 3, 4, 5 and 10
• 3.2 use of ÷
• 3.3 relationship between multiplication and division
• 3.4 multiplying and dividing within the multiplication tables
• 3.5 solving 1-step word problems involving multiplication and division within the multiplication tables
• 3.6 mental calculation involving multiplication and division within the multiplication tables of 2, 3, 4, 5 and 10
• 3.7 work in groups to make multiplication and division stories, write a multiplication or division equation for each story and explain the meaning of the equal sign.
• 3.8 use concrete objects and pictorial representations to illustrate the concepts of multiplication and division such as 'multiplying 3 by 5' and 'dividing 12 by 4'.
• 3.9 explore number patterns in the multiplication tables of 2, 3, 4, 5 and 10 through activities such as colouring the hundred chart.
• 3.10 achieve mastery of multiplication and division facts by
- using multiplication-fact cards and division-fact cards.
- playing games, including applets and digital games.
- writing a family of 4 basic facts within the multiplication tables given any one of the basic facts (e.g. 3 x 4 = 12, 4 x 3 = 12, 12 ÷ 4 = 3 and 12 ÷ 3 = 4 are a family of multiplication and division facts).
• 3.11 work in groups to create word problems (with pictorial representation if necessary) involving multiplication and division for other groups to solve.
• 3.12 solve non-routine problems using heuristics such as 'act it out' and 'draw a diagram' and share their ideas.

Fraction of a Whole
• 1.1 fraction as part of a whole
• 1.2 notation and representations of fractions
• 1.3 comparing and ordering fractions with denominators of given fractions not exceeding 12
- unit fractions
- like fractions
• 1.4 give examples of fractions in everyday situations and use language such as '2 out of 3' to describe fractions.
• 1.5 use concrete objects, fraction discs and pictorial representations to represent and interpret fractions in terms of unit fractions, e.g. 3/5 is 3 units of 1/5, 1/5 + 1/5 + 1/5, or 3 fifths, and to compare the sizes of fractions referring to the same whole.
• 1.6 use fraction discs to represent and compare two unit fractions and explain why the greater the denominator, the smaller the unit fraction, e.g. 1/6 is smaller than 1/3.
• 1.7 use fraction discs to represent and compare two like fractions (i.e. fractions with the same denominator) and explain why the greater the numerator, the greater the like fraction, e.g. 6/7 is greater than 4/7.
• 1.8 achieve mastery of fraction recognition and comparison by playing games using fraction cards (pictures and symbols), including applets and digital games.

Addition and Subtraction
• 2.1 adding and subtracting like fractions within one whole with denominators of given fractions not exceeding 12
• 2.2 work in groups to write addition and subtraction stories involving like fractions.
• 2.3 use fraction discs to illustrate addition and subtraction of like fractions within one whole, e.g. 3/5 + 1/5 = 4/5 (3 fifths + 1 fifth = 4 fifths)