Europe, Middle East, Africa

Chapter Walkthrough

  • Recaps teaching done in an earlier chapter and assesses students’ readiness to learn new concepts.
  • Each lesson is taught over several lessons, with each lesson focusing on a concept or part of it.
  • Concrete: Students participate in hands-on concrete mathematical experiences in groups or in pairs where new concepts are introduced. Students find answers on their own through teacher-guided enquiry.
  • Introduces the concept using the three-stage Concrete-Pictorial-Abstract approach.
  • Pictorial: Visual representations of mathematical ideas help students make the connection between the concrete experience and the abstract representation.
  • Abstract: Numbers and mathematical symbols represent the concept or skill.
  • Practice serves as form of formative assessment for immediate feedback.
  • Tasks are guided, systematically-varied and child-friendly.
  • Each chapter ends with a Chapter Workout and three Activities to consolidate learning through discussions, games and individual activities.
  • A purposefully illustrated Big Picture to spark thought and stimulate class discussion, consolidating concepts and skills learnt.
  • Learning for the chapter is consolidated through a Big Picture.
  • Each chapter ends with a Chapter Workout and three Activities to consolidate learning through discussions, games and individual activities.
  • A Think, Turn and Talk activity, is intended to promote pair discussion, challenge common misconceptions and strengthen mathematical thinking.
  • Each chapter ends with a Chapter Workout and three Activities to consolidate learning through discussions, games and individual activities.
  • A game which provides a motivating context for students to practice what they have learnt.
  • Each chapter ends with a Chapter Workout and three Activities to consolidate learning through discussions, games and individual activities.
  • An individual activity for formative assessment.
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  • Prior knowledge is activated through discussion of the cover and book title, question-posing or a picture walk.
  • Each story poses 3 problems presented in the context of the story. Students will put to practice what they have learnt to solve these problems encountered by the characters then check their solutions.
 
  • Each story poses 3 problems presented in the context of the story. Students will put to practice what they have learnt to solve these problems encountered by the characters then check their solutions.
 
  • Each story poses 3 problems presented in the context of the story. Students will put to practice what they have learnt to solve these problems encountered by the characters then check their solutions.
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