Program Overview

Program Overview
A Teacher’s Resource is key to the successful implementation of any mathematics
program. The next few pages will help you understand and appreciate the unique
attributes of the My Math Path program.
You will learn how your students will gain depth of understanding, fluency with skills,
and confidence in problem solving. You will learn how to prepare students for formal
assessments, and how to remediate and enrich to meet all your students’ needs.

Instructional Pathway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Extensive Teacher Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Program Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Technology Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Program Author and Canadian Curriculum Advisor . . . . . . . . . . . 21

© Nelson My Math Path: Program Overview 3

My Math Path is the Canadian edition of Singapore’s most widely used primary program, My Pals Are Here!
Maths. Aligned to the Singapore Mathematics Framework, My Math Path provides world-class mathematics
instruction that meets the specific needs of Canadian students.

Meeting the Needs of ... by Drawing on

Canadian Classrooms Success in Singapore
Top performing countries have gained ground on, and now Singapore students have been top performers on the
surpass Canada in mathematics education, as TIMSS assessment since 1995.
shown by the Trends in International Math and Science
The key recommendations parallel the Singapore
Study (TIMSS)1. Efforts to reverse this trend have led to a
Mathematics Framework .
large body of solid research. Analysis of the research base
has led the National Council of Teachers of Mathematics Precise framework of concepts and skills (specifics
(NCTM)2, the National Math Advisory Panel3, the American of what to exclude, as well as what to include, provides
Institutes for Research® 4, the National Research Council5, hierarchy and linkage)
the National Governors Association, and the Council of Skills and concepts taught in depth to allow for
Chief State School Officers to make several undisputed key mastery (consolidation of concepts and skills)
recommendations:
Use of a concrete to visual to abstract development
focused and coherent curriculum, year after year of concepts using model drawings to connect visual
equal emphasis on conceptual understanding representation to problem solving and algebra
and fluency with skills Emphasis on problem solving considered central to
use of concrete and pictorial representations all mathematics study

multi-step and non-routine problem solving

In Canada, an increased focus on improving fundamental math skills has risen to the forefront of mathematics education.
“Making sure that students have a strong understanding of the fundamentals of math is one of the best ways to prepare
them for success, now and in the future.”
—Ontario Ministry of Education6

Footnotes

1. Stephens, Maria, Katherine Landeros, Robert Perkins, and Judy H. Tang. 4. American Institutes for Research® What the United States Can Learn
Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science from Singapore’s World-Class Mathematics System. U.S. Department of
Achievement of US Students in Grades and 8 and in Advanced Courses Education Policy and Program Studies Services, 2005.
at the End of High School in an International Context. NCES 2017–002. 5. National Research Council. Adding It Up: Helping Children Learn
National Center for Education Statistics, 2016. Mathematics. Washington, DC, National Academy Press, 2001.
2. National Council of Teachers of Mathematics. Curriculum Focal Points for 6. A Parent’s Guide to the Fundamentals of Math, p.1, Ontario Ministry of
Prekindergarten through Grade 8 Mathematics, 2006. Education, 2018.
3. National Mathematics Advisory Panel. Foundations for Success. U.S.
Department of Education, 2008.

4 My Math Path: Program Overview © Nelson

 The My Math Path Story
My Math Path 1–8 is based on the Singapore Math approach, which focuses on mastery of a
limited number of concepts at a time using a purposeful sequence of topics.

Problem Solving
Using the framework developed byand Mastery
the Singapore Learning
Ministry of Education, My Math Path 1–8
places problem solving at the heart of mathematical learning. In addition to focusing on skills,
Myconcepts,
Math Pathand processes, the Framework
helps students build also
solidemphasizes the understanding
conceptual need for students through
to develop
positive attitudes towards math, have the confidence to persevere, and develop the ability to
a focus on problem solving. The strategic, articulated sequence of topics are
monitor their own thinking.
developed in depth to mastery following the Singapore Mathematics Problem
My Math Path 1–8 relies heavily on visualization, model drawing and the concrete-pictorial-
Solving Framework. Students learn the “why” and the “how” through instruction,
abstract approach to solve problems. This balanced math series focuses on math fact fluency
hands-on activities, and problem solving.
or math fundamentals to give students the tools and confidence they need to solve problems.

Singapore‘s Mathematics Framework

Appreciation, Interest,
Confidence, and Perserverance M
et
d es ac
og
u
Monitoring One’s
tit ni
tio
Own Thinking At n

Thinking Skills, Heuristics, Mathematical

and Strategies
Problem es
Skil

cess

Solving
Numerical, Geometrical,
ls

Pro

Algebraic, and Statistical

Estimation and Approximation,

Mental Calculation, Use of Concepts
Mathematical Tools, Algebraic
Manipulation, and Data Analysis

Visuals and Use of Models

My Math Path consistently employs a concrete-pictorial-abstract progression.
Clear and engagingle visuals that present concepts and model solutions allow all
arn Make a pattern.

• Make number
Lesson Objective
Guided Practice

le

students to gain a strong conceptual understanding.

s s o n Lesson Objective
3
6
1, 2, Guided
How many

Joe makes the pattern below using

le
arn Make a pattern.

• Make number patterns.

Solve.

3, 4, 5, 6 Practice

le
1

come next in the pattern.

“Making sure that students have a strong understanding

Abstract of the fundamentals of math is
sson
3
Making number Patterns
1
6
1, 2, 3, 4, 5, 6
How many

Joe makes the pattern below using

Concrete Pictorial
with beads.
Megan makes a pattern

one of the best ways to prepare them for success, now and in the future.”
patterns.

+ 2+ 1 =3
come next in the pattern.

Making number Patterns

2

1
come next in the pattern?

—A Parent’s Guide to the Fundamentals of Math, p.1, Ontario Ministry of Education, 2018

Concrete
2
3

come next in the pattern?

Concepts are first introduced through hands-on experiences with manipulatives,

4

2
3

which allows students to experience and understand the math they are learning.
4
5

Pictorial
.
?5

SC BRO My Math Path 1-8 2019.indd 2 6/4/19 9:36 AM

Students then learn to visualize the concept and represent it pictorially through
. more than
less than

pattern
Vocabulary

models, including number bonds and bar models.

?

less than
more than
pattern
Vocabulary

Abstract
Students only use symbols, such as numbers and equations, when they have
enough context to understand what they mean.

© Nelson My Math Path: Program Overview 5

 My Math Path My Math Path
addresses fewer topics in greater focuses on core math concepts.
depth at each level.
• Content is focused on building foundations
• Knowledge is built carefully and thoroughly with for number, patterns and algebra,
both multi-page lessons and multi-day lessons. measurement, data and probability, and
geometry.
• Time is built into the program to develop
understanding with activities, as well as ample Chapter Wrap Up You have learned ...
ID
scaffolded,
Table ofguided learning with every
Contents Learn IG E Numbers tell how many.

A
B
Book A Counting is used to find out
and compare how many.

and extensive skills practice.

Please visit the Online Teaching Centre for Program Overview, Scope and Sequence, and Planning Chart. Numbers to 10
Chapter

1 Numbers to 10
Chapter Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1A
Count Read and
Write
Show Compare
and Relate
Count On
and Back
Differentiation Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1B
Assessment and Remediation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1C 0 4 stars
Chapter Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1D 0 zero
5, 6, 7, 8, 9
Chapter Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 one
Recall Prior Knowledge and Quick Check Counting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2–3 There are 4, 3, 2, 1, 0
2 2 two more than .
1 Counting to 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 3 three There are
3 fewer than .
Learn Point with Your Finger and Count 4 four
Hands-On Activity Show a Number in a Ten-Frame, and Then Count 4 5 five 8 is greater than 7.
Let’s Explore Show Numbers in Different Ways Using a Ten-Frame
7 is less than 8.
Game Land on 10! 5 6 six
7 seven 1 more than 7 is 8.
6
2 Comparing Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 8 eight
1 less than 8 is 7.
Learn Match and Compare • Count and Compare
7 1 2 3 4 5 6 7 8 9 10
Hands-On Activities Count and Compare Using Cutouts and Ten-Frames
9 nine
• Make Number Trains Using Linking Cubes 10 ten
8 3 more than 5 is 8.
2 less than 10 is 8.
3 Counting On and Back . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 9
Learn Use Number Towers to Count On • Use Linking Cubes to Find 1 More
• Use Linking Cubes to Find 1 Less • Relate Numbers to 5 and 10 10
Hands-On Activities Make Number Towers to Show Counting On
• Make Number Towers to Show Counting Back 30 Chapter 1 Numbers to 10

Grade 1, Chapter 1, Lesson 1 Math Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Put on Your Thinking Cap! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
05(M)MIFG1_NonCC_SE(A)_Ch01_ptg01.indd 30 5/22/19 3:42 PM

Chapter Wrap Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Table of Contents III

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6 My Math Path: Program Overview © Nelson

 Problem Solving and Mastery
Visuals and Use of Models
Learning

Singapore Ministry of Education National Research Council

“Mathematical problem solving is central to “Opportunities should involve connecting
mathematics learning. It involves the acquisition symbolic representations and operations
and application of mathematics concepts with physical or pictorial representations,
and skills in a wide range of situations, as well as translating between various
including non-routine, open-ended, and symbolic representations.”
real-world problems.” —Adding It Up: Helping Children Learn Mathematics, 2001
—Mathematics Syllabus: Primary, 2006

Ontario Ministry of Education My Math Path

“What students learn today will help best uses visual models for presenting
position them to solve everyday problems and concepts, focusing on a meaningful
to increase their employability in tomorrow’s transition to the abstract.
economy.”
—A Parent’s Guide to the Fundamentals of Math, • The use of models, manipulatives, strategic
p.1, Ontario Ministry of Education, 2018
tools, and solving problems that require
perseverance support the development of
conceptual understanding.
• The visual representation of word problems
with bar models and other strategies
supports algebraic reasoning and strategies.
• Consistent use of concrete-pictorial-abstract
pedagogy leads to conceptual understanding.

LEARN Number bonds can help you add.

How many toy buses are there in all?

part 3 whole part 2 whole

5 5
part 2 part 3

3+2=5 2+3=5
There are 5 toy buses in all.
You can add in any order.
3+2=2+3

Guided Learning
Add. Use number bonds to help you.
7 How many paper clips are there in all?

part 4 whole part 3 whole

7 7
part 3 part 4

© Nelson + = My Math+Path:= Program Overview 7

There are paper clips in all.

4+3= +
52 Chapter 3 Addition Facts to 10
Instructional Pathway
Each lesson in the Student Book is introduced with a Learn element. Mathematical concepts are presented
in a straightforward visual format, with specific and structured learning tasks.

Building a Solid Foundation at Each Level

Gr1 TB A_Ch 1.indd 20

le
Within each lesson, from chapter to chapter, and from year to year, instruction follows the

arn Make a pattern.

20

Solve.
Guided Practice
1
Gr1 TB A_Ch 1.indd 20
concrete to pictorial to abstract sequence.

6
1, 2, Guided
How many

Joe makes the pattern below using

Chapter 1 Numbers to 10

How many beads come next in the pattern?

with beads.
Megan makes a pattern
20 Chapter 1 Numbers to 10

Solve.
My Math Path Student Books and Online Workbooks follow an instructional pathway of

3, 4, 5, 6 Practice
1

come next in the pattern.

1
6
1, 2, 3, 4, 5, 6
How many
Concrete

How many beads come next in the pattern?

with beads.
Megan makes a pattern
Grade 1
• learning concepts and
+

come next in the pattern.

2
skills through visual

1
LEARN Number bonds can help you add.
Concrete

come next in the pattern?

How many toy buses are there in all?
lessons and teacher Manipulatives

2
3
instruction are used to

come next in the pattern?

part 3 whole part 2 whole

• consolidating concepts 5 5 explain abstract

Pictorial

3
part 2 part 3
mathematical
and skills through 3+2=5 2+3=5
concepts.
practice, activities, and There are 5 toy buses in all.

4
5
You can add in any order.

.
math journals Abstract 3+2=2+3

?5
• applying concepts and Guided Learning
Pictorial
Add. Use number bonds to help you.
skills with extensive 7 How many paper clips are there in all?

?
problem-solving practice
Pictures, models,
and challenges part 4 whole part 3 whole
and diagrams are
8/19/08 4:29:28 PM

7 7
part 3 part 4
used to present
+ = + =
examples with
8/19/08 4:29:28 PM

There are paper clips in all.

solutions.
4+3= +
52 Chapter 3 Addition Facts to 10

Grade 3 Grade 3
07(M)MIFG1_NonCC_SE(A)_Ch03_ptg01.indd 52 5/22/19 3:45 PM

lesson
Using Part-Part-Whole in
lesson

1 Addition and Subtraction

2 Adding On and Taking Away Sets Abstract
2+ 1 =3
Lesson Objective
• Use bar models to solve addition and subtraction problems.
Concrete Lesson Objective
• Model addition as joining sets.
Vocabulary
join
• Apply the inverse operations of addition and subtraction. • Model subtraction as taking away. set
• Apply the inverse operations of addition and subtraction. take away
Only numerals,
LEARN You can use bar models to help you add.
Mandy makes 10 granola bars.
Pictorial LEARN You can use bar models to show joining sets to add. mathematical
Aida makes 12 granola bars.
How many granola bars do they make in all?
Jenny has 87 marbles.
Her friend gives her 78 more marbles. notation, and
How many marbles does Jenny have now?
symbols are used
Abstract
78

87 A set is a group of objects. once students

10 12
are familiar with
?
?
   87  78 5 165 the abstract
10  12 5 22

They make 22 granola bars in all.

Jenny has 165 marbles now. representation.
Check! Check!
22 2 10 5 12
22 2 12 5 10 165 2 78 5 87
The answer is correct. 165 2 87 5 78
The answer is correct.

100 Chapter 4 Using Bar Models: Addition and Subtraction Lesson 2 Adding On and Taking Away Sets           107

8 My Math Path: Program Overview © Nelson

 Lesson

2
Consolidating Concepts and Skills Goal
Measuring Mass

for Deep Math Understanding • Estimate, measure, and compare masses using
non-standard units.

LEARN You can measure mass with objects.

Extensive Practice
rubber duck
The rubber duck
is as heavy as
8 .
Each Learn portion of the lesson is followed
by opportunities to develop deeper
The mass of the rubber duck is 8 .
understanding through these features:
toy car
• carefully crafted skills practice in the lesson
using Guided Learning and Let’s Practise
• real-world problems
The mass of the toy car is 15 .

• additional practice problems in the Guided Learning allows

The toy car is heavier than the rubber duck.
The rubber duck is lighter than the toy car.
Online Workbook and advanced students to check their
practice in the Enrichment workbook understanding while 64 Chapter 11 Mass

working with some Guided Learning

03(M)MIFG1_NonCC_SE(B)_Ch11_ptg01.indd 64 5/22/19 3:05 PM

guidance. Compare the numbers.

Use place value to help you.
8 Which number is greater?
How much greater?

19 17

Tens Ones Tens Ones

1 9 1 7

is greater than .
Grade 1
is greater than by .

Let’s Practise 9 Which number is less?

How much less?
Look at the picture.
Then fill in the blanks.
Grade 1 Online Workbook 16 12
strawberry mushroom
Name: Date: Tens Ones Tens Ones
1 6
Practice 2 Measuring Mass 1 2
Fill in the blank.
is less than .
Example
is less than by .
paper ball tomato
clothespins

Lesson 3 Comparing Numbers 73

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1 What is the mass of the strawberry?

3
© 2020 Marshall Cavendish Education Pte Ltd

The mass of the paper ball is about clothespins.

2 What is the mass of the mushroom?

3 What is the mass of the tomato? Let’s Practise

1. doll toy bricks
4 Which is the heaviest?
consolidates learning
5 Which is the lightest?
and checks all
6 The is heavier than the .

7 The is lighter than the .

prerequisite skills
needed before
Lesson 2 Measuring Mass 67
students work
The mass of the doll is about toy bricks.
03(M)MIFG1_NonCC_SE(B)_Ch11_ptg01.indd 67 5/22/19 3:05 PM

independently in the
Online Workbook.
Online Workbook 1C Chapter 11 Practice 2 1

03_M_MIFG1_NonCC_WB_C_Ch11_2PP.indd 1 6/3/19 4:35 PM

© Nelson Instructional Pathway 9

Instructional Pathway (continued)
LEARN You can count forward by 10 to 100.

Game
What’s Hidden?
Hands-On Work in Pairs and Small Groups 10, 20, 30, 40, 50, …

Students develop concepts and explore connections as they use manipulatives, Players: 3–4 You need:
60, 70, 80, 90, 100
models, and technology to practise skills and communicate their reasoning
How to play:
processes. STEP STEP
1 Player 1 chooses a number 2 Player 1 hides some
of and shows them of them.
to the other players.

STEP Hands-On Activity

3
The other players must decide together the number
of Player 1 hid.
Hands-On Activity and Game reinforce STEP
1 Make tens with .
There were 8.
End
Now there are 5.

skills, concepts, and problem-solving STEP

2 Show your friend the tens you make.
strategies in small group or partner settings. STEP
3 Have your friend count your tens. 5, 6, 7, 8
STEP You hid 3 !
STEP TEP TEP
4 Check their Sanswer. S
4 Take turns to repeat 2 and 3 .
Grade 1 Take turns being Correct!
Player 1! Lesson 1 Grade
121 1
Counting to 50 and 100

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Let’s Explore provides opportunities for Lesson 1 Ways to Subtract 73

Use these cards.
students to carry out investigative activities 08(M)MIFG1_NonCC_SE(A)_Ch04_ptg01.indd 73 5/16/19 12:00 PM

2 3 6 8 9 10 + – =

Use the cards to make number sentences.

and to discuss alternate solutions to
Use each card once in each number sentence. open-ended questions.
Write all the number sentences you make.

Grade 1 Online Workbook

Put on Your Thinking Cap! Name: Date:

P R OB L E M S O L V I N G

1 Fill in the with these numbers. Math Journal

1 2 3 5 6 8 9 Keep a record of how many books you read this week.
Grade 1 Include the books you read in class and those your teacher or
and mean =.
Use each number once. your family reads to you.
Math Journal Draw to represent 1 book.

Start Number of Books I Read This Week

Tania completes this counting pattern.
Communication and Reflection 32, 33, 34, 35, 36, 37, 38, 39
© 2020 Marshall Cavendish Education Pte Ltd

She explains how she found each number in the pattern.

Students communicate with 10each other, discuss their
thinking, and reflect on the math they are practising. 1 more than 32 is 33. Sunday Monday Tuesday Wednesday Thursday Friday Saturday
92 Chapter 4 Subtraction Facts
Facts to
to 10
10 1 more than 33 is 34.
I count forward by 1 to get the next Each stands for 1 book.
number.
Look at your pictograph.
08(M)MIFG1_NonCC_SE(A)_Ch04_ptg01.indd 92 5/16/19 12:01 PM

Write sentences about the number of books you have read.

You may use the words below.
Math Journal offers 32 + 1 = 33
more than less than most fewest
opportunities for 33 + 1 = 34

students to reflect on
How do you find the missing numbers in this pattern?
mathematical learning.
20, 18, , 14,

Online Workbook 1C Chapter 13 Math Journal

In the pattern, is the next 05_M_MIFG1_NonCC_WB_C_Ch13_2PP.indd 1 6/3/19 11:44 AM

number more or less?

142 Chapter 14 Numbers to 100

10 My Math Path: Program Overview 07(M)MIFG1_NonCC_SE(B)_Ch14_4PP.indd 142 5/15/19 8:23 PM

© Nelson
 Grade 1
Applying Concepts and Skills Lesson

3 Real-World Problems:

Builds Real-World Problem Solvers Goals

Subtraction
• Write subtraction sentences. • Solve real-world word problems.

Frequent Exposure LEARN Read and understand a word problem.

Nora and Keisha have 9 oranges.
Nora has 7 oranges.
My Math Path embeds problem solving How many oranges does Keisha have?
throughout a lesson. 7
9
Learn elements use models to explain ?

computation concepts. Students become 9−7=2

Keisha has 2 oranges.
accustomed to seeing and using visual
models to form mental images of Guided Learning

mathematical ideas. Solve.

1 There are 8 ants.
3 ants are black.
How many ants are red?
3
− = 8
?
ants are red.
84 Chapter 4 Subtraction Facts to 10

08(M)MIFG1_NonCC_SE(A)_Ch04_ptg01.indd 84 5/16/19 12:00 PM

Frequent Practice Grade 1 Online Workbook

Practice pages in the Online

Name: Date:

Workbook include both computation Chapter

and problem-solving sections. 41 Subtraction Facts to 10 Grade 1 Online Workbook

Name: Date:
Practice 1 Ways to Subtract
• Each set of problems encompasses Cross out to subtract. Practice 3 Making Subtraction Stories
previous skills and concepts. Then circle the answer.
Example
Look at the pictures.
Make subtraction stories.
Write subtraction sentences for each story.
• Word problems progress in Example
complexity from one-step to
© 2020 Marshall Cavendish Education Pte Ltd

5–1=? 3 4 5
two-step to multi-step.
1.
There are pumpkins.
© 2020 Marshall Cavendish Education Pte Ltd

Jesse takes pumpkins away.

- =
10 – 1 = ? 9 8 7
pumpkins are left.
2.
1.

8–2=? 2 6 8

Online Workbook 1A Chapter 4 Practice 1 1 There are children.

children wear glasses.
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children do not wear glasses.

Online Workbook 1A Chapter 4 Practice 3 1

04_M_MIFG1_NonCC_WB_A_Ch04_3PP.indd 1 6/6/19 11:24 AM

© Nelson Instructional Pathway 11

Instructional Pathway (continued)
Model-Drawing Strategies
Real-World Problems:
lesson

Using bar models as a problem-solving tool is introduced 4 Two-Step Problems

in Grade 3. Students become familiar with this systematic
way to translate complex word problems into mathematical Lesson Objective
• Use bar models to solve two-step addition and
equations, and avoid the common issue of not knowing subtraction problems.
• Apply the inverse operations of addition and subtraction.

where to start.
lesson
LEARN You can use bar models to solve two-step problems.
3 Comparing Two Sets There are 26 boys and 19 girls in a class.
Model Drawing Later, 7 children leave the class.
How many children are in the class at first?
How many children are in the class now?
• helps children solve simple Lesson Objective
• Model addition and subtraction as comparing sets.
Vocabulary
compare
26 19

and complex word problems • Apply the inverse operations of addition and subtraction. Check!
45 2 19 5 26
? 45 2 26 5 19
LEARN You can use bar models to show comparing sets to add.
• develops algebraic thinking    Keisha has 213 pins in her collection.
26  19 5 45
There are 45 children in the class at first.
The answer is correct.

   Fran has 78 more pins in her collection.

7
   How many pins does Fran have in her collection?
• follows the introduction of 213 78 ?

operational skills Keisha

Fran 45

• helps visualize the part-whole ?

Check!
45 2 7 5 38 38  7 5 45
structure of the problem 213  78 5 291 There are 38 children in the
class now.
The answer is correct.
   Fran has 291 pins in her collection.

• develops operational sense Check! Lesson 4 Real-World Problems: Two-Step Problems 119

291 2 78 5 213

• fosters proportional reasoning

291 2 213 5 78
The answer is correct.
Grade 3

Lesson 3 Comparing Two Sets           113

Grade 3

Challenging Problems Grade 1 Online Workbook

Each My Math Path chapter concludes with Put on

Name: Date:

Your Thinking Cap!, which challenges students to solve

Put on Your Thinking Cap!
non-routine questions.
Problem Solving

These problems ask children to draw on deep prior Grade 1 Write 5 numbers from 1 to 10 on each clown
to complete the number bonds.
knowledge, as well as recently acquired concepts, Put on Your Thinking Cap!
Use each number once for each clown.
Example
combining problem-solving strategies with
P R O B L E M S O L VI N G
mathematical process skills. How many beads are there?
© 2020 Marshall Cavendish Education Pte Ltd

Use number bonds to help you.

8
1 There are 6 beads under the two cups.
Mathematical process skills students develop 3 5

with My Math Path include 6

2 1 4

• problem solving 1. 2.

• reasoning and proving 2 There are 8 beads under the two cups.

10 9
• reflecting 8

• selecting tools and computational strategies

3 There are 10 beads under the three cups.
• connecting Online Workbook 1A Chapter 2 Problem Solving

10
• representing
02_M_MIFG1_NonCC_WB_A_Ch02_2PP.indd 2 5/30/19 6:34 PM

• communicating

40 Chapter 2 Number Bonds

12 My Math Path: Program Overview 06(M)MIFG1_NonCC_SE(A)_Ch02_ptg01.indd 40 5/16/19 11:48 AM

© Nelson
Extensive Teacher Support
Step-by-Step Support
and Embedded Professional Development
My Math Path Teacher’s Resource provides comprehensive lesson plans with pacing suggestions, step-by-step
instructional support, and embedded professional development including math background discussions, and classroom
management tips.

Chapter
Chapter Overview

1 Numbers to 10
Indigenous
Math Background Indigenous Connections
As children begin their formal math education, they use You can introduce Lesson 1 using Indigenous Connections provide
numbers in their cardinal sense to tell how many. In this Connection: Make a Counting Book to count and suggestions for tying
chapter, children will learn how to count, read, and write model numbers to 10.
within 10. Countable items are used to develop the the chapter topics to
association between the physical representation of the Gather children for a shared reading opportunity. Read
number, the number symbol, and the number word. As a counting book written by an Indigenous author, such Indigenous ways of
they learn to say each number name, children must also as Learn to Count with Northwest Coast Native Art,
Math Background learn to account for each item in a collection. Counting Wild Bears of the Native Northwest Coast, or knowing.
Discovering Numbers. Draw children’s attention to the
clearly outlines In learning to represent and use numbers in different visuals. Ask: Why do you think the author used pictures
contexts, children will encounter number relationships. of [animals]? How many [animals] are in this picture?
the mathematical They are shown different representations of sets with Have children count or subitize to answer. Then ask:
significance of key the same number of items while using the word same to What number comes next?
describe the sets. These sets are modified using different
concepts. numbers of items. Children are encouraged to compare Ask if any children can count to 10 in another lan-
and verbally describe the sets using the terms more and guage. Have a few children share with the class. Then
fewer. In preparation for skills needed in computation, model counting in a local Indigenous language. You
children will be taught to recognize relationships might invite an Elder or a Knowledge Keeper to teach
between numbers, such as 1 more or 1 less, without the
concrete representations. Children need to understand
children how to count in an Indigenous language.
Repeat the numbers until children can say them. Then
Skills Trace shows
the sequential order of the counting numbers and their reread the counting book, this time with children saying concepts and skills
relative magnitudes. Hence, they will learn to count on the numbers they learned.
and back by ones from any number within 10, using learned in the previous
Have children create their own counting book using
their understanding that each number in a given
sequence is 1 more or 1 less than the number before. objects they find outdoors in their local environment. level that this chapter
is based on, as well as
Cross-Curricular Connections Skills Trace
Language: Reading Put children in groups of
concepts and skills in the
• Use, read, represent, and compare
two or three, and assign each group a number 1 Grade K
whole numbers to 10. following level that this
through 10. Have groups draw a picture and write a
sentence for their number, for example, The spider has • Count forward to 100 and backward from 20. chapter will lead to.
8 long legs. After each group presents their work to the
Grade 1 • Represent and compare whole numbers to 50.
class, collect the drawings. Put them together to make a
class counting book. • Read and print whole numbers to ten in words.

Science and Technology Tell children that scientists • Count forward to 200 and backward from 50.
have found that many animals can count, including • Represent and compare whole numbers to 100.
mammals, birds, reptiles, fish, and insects. Some species Grade 2
are quite good at counting; for example, cuttlefish can • Read and print whole numbers to twenty in
words.
count to 5, and some frogs can count as high as 10.
Bees can even understand the concept of 0. Have
children discuss how the ability to count might help
animals live and grow.
C HAPTER 1: O VERVIEW 1A

Cross-Curricular Connections
07(M)MIFG1_NonCC_TE(A)_Ch01_ptg01.indd 1 5/25/19 2:55 PM

provide suggestions for tying the

chapter topics to other subjects.

© Nelson Extensive Teacher Support 13

Extensive Teacher Support (continued)
Differentiation Resources

Differentiating Instruction
English-Language Extra Support At Level Extension
Learners Reteach 1A Online Workbook 1A Enrichment 1A
Lesson 1 p. 5 Worksheet 1 Practice 1

Lesson 2 p. 14 Worksheet 2 Practice 2 Chapter 1

Lesson 3 p. 28 Worksheet 3 Practice 3 Differentiated Instruction opportunities

are called out for English language learners
Additional Support and for students who need extra support or
For English-Language Learners For Extra Support
Select activities that reinforce the chapter vocabulary Select activities that go back to the appropriate stage extension.
and the connections among these words, such as of the Concrete–Pictorial–Abstract spectrum, such as
having children having children
• create a Word Wall that includes terms, definitions, • act out number words and comparison terms
and examples • use manipulatives to model counting on and back
• create and practise with flash cards that have number • identify and tell about classroom objects that
words on one side and the number on the other represent and compare numbers
• draw pictures to illustrate number words
• draw and label pictures with terms they represent
• discuss the Chapter Wrap Up, encouraging children to See also page 8–9.
use the chapter vocabulary

Assessment and Remediation

Chapter 1 Assessment
Prior Knowledge
Resource Page Numbers
Quick Check Student Book 1A p. 3

Formative Assessment
Guided Learning Student Book 1A pp. 7–9, 15–16, 17–18, 21–22, 23, 24, 25, 26, 27
Misconceptions Teacher’s Resource 1A pp. 12, 20, 28
1B C HAPTER 1: D IFFERENTIATION R ESOURCES
Math Journal Student Book 1A p. 29
Game Student Book 1A p. 11
Game Enrichment 1A Chapter 1
07(M)MIFG1_NonCC_TE(A)_Ch01_ptg01.indd 2 5/25/19 2:55 PM
Summative Assessment
Chapter Review/Test Online Workbook 1A Chapter 1

Additional Assessment Resources

Assessment Resources are built in to Math Pre-assessments 1 Math Exit Tickets, Grade 1

Number
check students’ prior knowledge, diagnose Counting Counting Rote Counting Backward
How Many? How Many? (Question 1)
specific areas of needs, formally assess Place Value and Showing Numbers Numbers to 10
Representing Number Parts Number Parts (1)
progress, and when necessary, identify Numbers More or Fewer? More or Fewer? (Questions 1 and 2)
Number 5 and Number 10
appropriate remediation.
Problems with ... Can be remediated with ...

Remediation Options Review/Test

Questions Reteach Student Book

Goal
Online Reteach 1A Student
Workbook 1A
Workbook 1A Book 1A
Use chapter vocabulary correctly. 1–9 Worksheet 1 pp. 4, 13, 21
Count from 0 to 10 objects. 5–9 Worksheet 1 Lesson 1
Read and write 0 to 10 in numbers and words. 5–9 Worksheet 1 Lesson 1
Compare the number of objects in
2 sets of objects by using one-to-one 7–9 Worksheet 2 Lesson 2
correspondence.
Identify the set that has more, fewer,
7–9 Worksheet 2 Lesson 2
or the same number of objects.
Identify the number that is greater than or
10–11, 13–14 Worksheet 2 Lesson 2
less than another number.
Count on and count back. 12 Worksheet 3 Lesson 3
Relate numbers to 5 and 10. 13–14 Practice 3 Lesson 3
C HAPTER 1: A SSESSMENT AND R EMEDIATION 1C

14 My Math Path: Program Overview 07(M)MIFG1_NonCC_TE(A)_Ch01_ptg01.indd 3

© Nelson 5/25/19 2:55 PM
 Chapter Planning Guide
Chapter

1 Numbers to 10
Lesson Pacing Goals Vocabulary Resources

Chapter Opener *1 day Student Book 1A, pp. 1–3

pp. 1–3 Big Idea Numbers tell how
Recall Prior Knowledge many. Counting is used to find
Quick Check out and compare how many.

Lesson 1, pp. 4–12 2 days • Count from 0 to 10 objects. • zero • six Student Book 1A, pp. 4–12 Materials
Counting to 10 • Read and write 0 to 10 in • one • seven Online Workbook 1A, Practice 1 Online Teaching Centre
numbers and words. • two • eight Reteach 1A, Worksheet 1
• Selected Student Book pages*
• three • nine
• Teacher’s Resource
• four • ten
• Indigenous Connections
• five
• Blackline Masters
Lesson 2, pp. 13–20 2 days • Compare two sets of • same Student Book 1A, pp. 13–20 • Problem of the Lesson
• 10 linking cubes per child • Online Workbook and Answers
Comparing Numbers objects by using one-to-one • more Online Workbook 1A, Practice 2
• 10 counters per child • Reteach and Answers
correspondence. • fewer Reteach 1A, Worksheet 2
• 1 Ten-Frame per child (TR01) • Enrichment and Answers
• Identify the set that has more, • greater than
fewer, or the same number of • less than • Virtual Manipulatives
objects. • Games
• Identify the number that is *These pages have been identified for projection or
greater than or less than • 15 linking cubes per child
reproduction purposes.
another number. • 10 counters per child
• 2 Horizontal Ten-Frames
Lesson 3, pp. 21–28 1 day • Count on and count back. • more than Student Book 1A, pp. 21–28
per child (TR01)
Counting On and Back • Relate numbers to 5 and 10. • less than Online Workbook 1A, Practice 3
• 1 set of Shoes and Socks
Reteach 1A, Worksheet 3
Cutout per child (TR02)
• scissors
Problem Solving p. 29 1 day Math Processes Student Book 1A, p. 29
• paste, glue sticks, or sticky tack
Put on Your Thinking • Reasoning and Proving Online Workbook 1A, Put on
Cap! • Connecting Your Thinking Cap!
• Problem Solving Enrichment 1A, Chapter 1
• 10 linking cubes per child
Problem-Solving Strategies
• 10 counters per child
• Make a Table
• 1 Ten-Frame per child (TR01)
• Look for Patterns

Chapter Wrap Up 1 day • Reinforce and consolidate Student Book 1A, p. 30

p. 30 chapter skills and concepts. Online Workbook 1A, Chapter
Review/Test

*Assume that 1 day is a 60-minute period.

1D C HAPTER 1: P LANNING G UIDE

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C HAPTER 1: P LANNING G UIDE 1E

Materials
Online Teaching Centre
Additional resources for instructional 07(M)MIFG1_NonCC_TE(A)_Ch01_ptg01.indd 5
• Selected Student Book pages*
5/25/19 2:55 PM

planning and support are listed for • Teacher’s Resource

• Indigenous Connections
easy reference. • Blackline Masters
• Problem of the Lesson
• 10 linking cubes per child • Online Workbook and Answers
• 10 counters per child • Reteach and Answers
• 1 Ten-Frame per child (TR01) • Enrichment and Answers
• Virtual Manipulatives
• Games
*These pages have been identified for projection or
reproduction purposes.
• 15 linking cubes per child
• 10 counters per child
• 2 Horizontal Ten-Frames
per child (TR01)
• 1 set of Shoes and Socks
Cutout per child (TR02)
• scissors
• paste, glue sticks, or sticky tack

• 10 linking cubes per child

© Nelson • 10 counters per child Extensive Teacher Support 15
• 1 Ten-Frame per child (TR01)
Extensive Teacher Support (continued)
Each chapter begins with a day of guiding children
to Recall Prior Knowledge and a Quick
Check to assess children’s readiness to proceed.

Recall Prior Knowledge

Quick Check
Counting Match the to the to show the same number.
The toys are matched to show the same number.

• •
• •

• •
• •

Chapter Introduction Chapter

1 Numbers to 10
• •

Chapter • •

1
One, two, three, four,

Numbers to 10 Hear the mighty ocean roar!

Five, six, seven, eight,
Time to play, so don’t be late!
What’s next? Nine and ten.
2 Chapter 1 Numbers to 10
Let’s start all over again! Chapter 1 Numbers to 10 3
Lesson 1 Counting to 10
Lesson 2 Comparing Numbers Student Book 1A p. 2 Student Book 1A p. 3
Lesson 3 Counting On and Back

Vocabulary • Ask: How many of the children are wearing a jacket? (10)
Count aloud, and encourage children to count along with
Quick Check (page 3)
zero 0 Lesson 1 Use this section as a diagnostic tool to assess children’s level of
you. You may have to help children find the jacket worn by
one 1 Lesson 1 the boy tucked behind his friends. Have children recognize prerequisite knowledge before they progress to this chapter. The
two 2 Lesson 1 that each child is wearing a jacket. exercise on this page assesses counting and matching skills.
Remind children not to write in the Student Book. You may want
three 3 Lesson 1
to have them match by tracing the lines with their fingers or by
four 4 Lesson 1 Recall Prior Knowledge
Lesson 1 Counting to 10
(page 2)
G I DE Numbers tell how drawing lines on a surface where the page is projected.
I
five 5 Lesson 1
A
B

many. Counting is
Counting Lesson 2 Comparing Numbers
jhZYidÄcYdjiVcY
six 6 Lesson Children
1 Lesson 3 Counting On and Back
learned in Kindergarten to count objects in a compare
small how many.
set.
seven ven 7 Lesson 1 1
• Have children count the objects in each set on the left of
eight 8 Lesson 1 the page. Ask: How many objects are in each set? (1 toy
Student Book 1A p. 1
nine 9 Lesson 1 motorcycle, 2 toy buses, 3 rubber ducks)
ten 10 Lesson 1
• Have children find a matching set on the right with the same
same equal to Lesson 2 number of objects.
4 eggs is more than 3
Big Idea
(page 1)
more Lesson 2
• Help children to see that the number is the same in both sets
eggs Counting and comparing numbers to 10 are the main focus of
in a matched pair.
3 eggs is fewer than this chapter.
fewer Lesson 2
4 eggs
• Children use countable objects to develop the association between the
greater
than 4 is greater than 3 Lesson 2 physical representation of the number, the number symbol, and the
number word.
3 is less than 4
less than Lesson 2
Definitions of key chapter
more than 4 is 1 more than 3 Lesson 3 • Besides counting the objects in a set and creating a set with a given

Vocabulary for easy number of objects, children also differentiate between numbers of
objects in sets, a skill that forms the basis for number comparison.
As you go through this chapter with children, C HAPTER 1: I NTRODUCTION 2–3
reference. you may choose to enhance your lesson • They learn to recognize relationships between numbers, such as 1 more
by using the interactive tools in the Online than and 1 less than.
Teaching Centre.
Chapter Opener (page 1)
07(M)MIFG1_NonCC_TE(A)_Ch01_ptg01.indd 7 5/25/19 2:55 PM

This picture shows 10 children. Children learned to count in Kindergarten.

This page provides countable items for children to count. In this chapter,
Big Idea previews what children will count and compare numbers of objects.
• Show children the picture without the poem. Ask: Where is this place?
the chapter will teach and Show the picture with the poem. Read the poem aloud.

how it will be presented. • Reread the poem, asking children to read along with you. Ask: How
many children are in the picture? (10) Count aloud and encourage
children to count along with you.

1 C HAPTER 1: I NTRODUCTION

07(M)MIFG1_NonCC_TE(A)_Ch01_ptg01.indd 6 5/25/19 2:55 PM

16 My Math Path: Program Overview © Nelson

 Problem of the Lesson
Problem of the Lesson
For Deep Understanding
Count the number of stars on the flag. My Math Path is designed for deep understanding
5
ÄkZ
through
• multi-page lessons
6
six
Answer: 6 stars
• multi-day lessons
7
seven Differentiating Instruction
• support for learners
English-Language Learners

Children may have difficulty matching the numerals

• support for teachers
8
eight to the number words. Introduce each number with
a picture. Count as you point to each object in the
picture. Next, write and say the numeral. Finally, write
9
nine
and say the number word. Have children repeat this
procedure with you as you point to the objects in the
picture, then to the numeral, and finally to the number
Differentiated Instruction
10
ten
word. tips for English Language Learners.

Lesson 1 Counting to 10 5

Student Book 1A p. 5
Chapter 1
Lesson

Best Practices Many of the activities in this lesson and

Lesson

1 Counting to 10
1 Counting to 10
Vocabulary
in other lessons in the chapter use counters, such as linking zero one two
Goals
cubes. To minimize preparation time, you may wish to create LESSON OBJECTIVES three four ÄkZ
• Count from 0 to 10 objects. six seven eight
packages of 10 counters before starting the chapter. Use • Count from 0 to 10 objects, with and without
• Read and write 0 to 10 in numbers and words. nine ten
plastic sandwich bags, and keep the packages in a convenient the use of concrete materials.
• Demonstrate an understanding of LEARN Ed^cil^i]ndjgÄc\ZgVcYXdjci#
place. Children can quickly pick up a bag at the beginning of
conservation of number.
the math lesson.
• Read and write 0 to 10 in numbers and 0
words. zero
• Represent whole numbers to 10.
1
Vocabulary one
zero three six nine
one four seven ten
2
two five eight two

DAY Student Book 1A, pp. 4–9 3

1 three

MATERIALS
• 10 linking cubes per child 4
• 10 counters per child four
• 1 Ten-Frame per child (TR01)
4 Chapter 1 Numbers to 10

DAY Student Book 1A, pp. 10–12 Student Book 1A p. 4

2 Online Workbook
C HAPTER 1:1A, Practice
L ESSON 1 51
DIFFERENTIATION RESOURCES
• Reteach 1A, Worksheet 1

Teach
DAY

07(M)MIFG1_NonCC_TE(A)_Ch01_ptg01.indd 9 5/25/19 2:55 PM 1

5 5-minute Warm Up

Have children count their fingers on one hand

LEARN Point with Your Finger and Count
Best Practices provide along with you, from 0 to 5. Begin with a
closed fist, and then the thumb. Repeat with (pages 4 and 5)

tips for teaching the lesson the fingers on the other hand. This activity
prepares them for counting objects.
Explain that the index finger is often used to count objects in a set.
• Have children look at the pictures on the page and count the number
and classroom management. of objects along with you, beginning from 0. Say: 0, zero things; 1,
one bear; 2, two flowers; 3, three apples, ...
• After each count, repeat counting the same number as you place
linking cubes on the Ten-Frame (TR01) one at a time to model the
diagrams on the page. You may also use the virtual ten-frame to
represent numbers up to 10.
• Associate each numeral and number word with the actual number of
cubes and the number of corresponding objects.
• Say a number from 1 to 10. Have children point to the corresponding
number in the Student Book. Ask them to say aloud the number and
the name of the object, for example, six paper clips. Then, count the
Lesson Organizer cubes together on the ten-frame: 1, 2, 3, ..., 6.

with navigation for

two- or three-day lessons. 4 C HAPTER 1: L ESSON 1

07(M)MIFG1_NonCC_TE(A)_Ch01_ptg01.indd 8 5/25/19 2:55 PM

© Nelson Extensive Teacher Support 17

Extensive Teacher Support (continued)

2 L]^X]iVc`]VhbdgZÄh]!6dg74 A

A B

3 L]^X]Wdm]Vh[ZlZgX]^X`h!6dg74 A

Hands-On Activity

This is a number train.

A B Use to make number trains.

Which number is greater? 1 Make a number train with more than 3 .

How many are in your train? $QV
VZHUVYDU\
4 2 or 4 4 5 7 or 3 7
2 Make a number train with fewer than 3 .
Which number is less? How many are in your train? 1 or 2

6 9 or 8 8 7 5 or 6 5

LEARN Use idXdjciVcYXdbeVgZ#

5 5 is greater than 3.
20 Chapter 1 Numbers to 10
3 3 is less than 5.

Student Book 1A p. 20
<j^YZYAZVgc^c\
What are the missing numbers?

Misconceptions Children may confuse the terms greater

4 6
Differentiation Options Depending on children’s success
than and less than. You may wish to provide a mnemonic 8
with the Workbook pages, use these materials as needed.
device, such as the fact that greater has more letters than less. Extra Support: Reteach
8 is 1A, Worksheet
greater than 6 . 2
6 is less than 8 .
Lesson 2 Comparing Numbers 17

Student Book 1A p. 17

Hands-On Activity:
Teach
DAY See the Lesson Organizer

Make Number Trains Using Linking 2 on page 13 for Day 2

resources.
Cubes (page 17)
This activity requires children to make linking cube number
trains with more or fewer cubes than a given number. LEARN Count and Compare (page 17)
Children have learned on page 13 to compare sets using the
• In Exercise 1 , guide children to see that they can make
one-to-one correspondence strategy. In this section, they learn
number trains with different numbers of cubes, as long as
to count the linking cubes before comparing the numbers.
there are more than three.
Introduce children to the terms greater than and less than. Tell
• In Exercise 2 , help children see that they can have one or children that the terms greater than and less than are used to
two cubes in their number train. compare numbers, while the terms more and fewer are used
when talking about sets of objects. You may use the virtual
base 10 blocks to represent and compare numbers up to 10.
• Help children relate the numbers and concrete objects. Say:
Five cubes are more than three cubes, so 5 is greater than 3.
C HAPTER 1: L ESSON 2 20 Three cubes are fewer than five cubes, so 3 is less than 5.

Guided Learning (pages 17 and 18)

These exercises provide children with practice using the terms
07(M)MIFG1_NonCC_TE(A)_Ch01_ptg01.indd 19 5/25/19 2:56 PM
greater than and less than when comparing numbers.
3 Children need to count the cubes in the number trains first.
Misconceptions alerts Then they show their understanding of greater than and less
than by completing the sentences correctly.
help teachers identify and C HAPTER 1: L ESSON 2 17
correct common errors.
07(M)MIFG1_NonCC_TE(A)_Ch01_ptg01.indd 17 5/25/19 2:55 PM

Day Two of Lesson 1

continues to develop the Guided Learning
same topic. provides formative
assessment.

18 My Math Path: Program Overview © Nelson

Program Components
Will also
be
Core Components available
in
Grades 1 and 2 are available in four modules to allow students to French
be successful using smaller, manageable pieces.
Grades 3 to 8 are available in two modules.

The direct correlation of Student Books and Online

Workbooks provides the full program of learning,
consolidating, and practising. Student Books and Online
Workbooks are designed to work together. The Student Books
focus on learning, classroom teaching, and discussion. The
Online Workbook problems are assigned for individual work.

Student Books

Teacher’s Resource

Teacher’s Resource contains complete program

support, including Chapter Overviews with
math background, cross-curricular connections,
Indigenous connections, differentiation resources,
planning guide, assessment and remediation,
point-of-use lesson support, misconceptions alerts,
math discussion suggestions, best practices, checks
for understanding, and more!

© Nelson Program Components 19

Program Components (continued)
Differentiation Resources Name:

Chapter
Date:

1 Numbers to 10
Worksheet 1 Counting to 10

For English Language Learners Count.

Match the
same number.
groups to the groups with the

Name: Date:

The clear drawings and visual aspect of My Math Path means the entire 1. Chapter

5 Shapes and Objects

program is inherently accessible to English Language Learners. Additionally, Worksheet 1 Exploring 2-D Shapes
Match.

the My Math Path Teacher’s Resource provides lesson-specific suggestions for 1.

triangle

facilitating instruction for English Language Learners.

© 2020 Marshall Cavendish Education Pte Ltd

square

circle

© 2020 Marshall Cavendish Education Pte Ltd

Reteach 1A Chapter 1 Worksheet 1 1

rectangle

For Extra Support

01_M_MIFG1_NonCC_RT_A_Ch01_2PP.indd 1 6/7/19 10:30 AM

Name: Date:

Reteach pages, available in the Online Teaching Centre, provide more exposure Chapter

to concepts for those students who need more time to master new skills or 9 Length Reteach 1B Chapter 5 Worksheet 1 1

Worksheet 1 Comparing Two Lengths

01_M_MIFG1_NonCC_RT_B_Ch05_2PP.indd 1 6/7/19 12:12 PM

concepts. Additionally, the My Math Path Teacher’s Resource provides tips for Count.

1.

helping struggling students at point of use. Name: Date:

There are in all.

Ordinal Numbers
Chapter

2. 15 and Position
Worksheet 1 Ordinal Numbers
Look at the picture.
There are in all. Then write the correct name.

© 2020 Marshall Cavendish Education Pte Ltd

Example
Compare these numbers.

For Extension
9 5 18 Paulo Ethan Grace
3. Which is the greatest?

4. Which is the least?

Enrichment exercises of varying complexity provide advanced students

1

opportunities to extend the concepts, skills, and strategies they have learned

© 2020 Marshall Cavendish Education Pte Ltd

Reteach 1C Chapter 9 Worksheet 1

3rd 2nd 1st

01_M_MIFG1_NonCC_RT_C_Ch09_2PP.indd 1 6/7/19 2:44 PM

is first in line.
in the Student Book and Online Workbook. This digital workbook is available 1. is second in line.

in the Online Teaching Centre. 2. is third in line.

Reteach 1D Chapter 15 Worksheet 1 1

01_M_MIFG1_NonCC_RT_D_Ch15_2PP.indd 1 6/7/19 5:04 PM

Name: Date:
Reteach
Name: Date:

Chapter

1 Numbers to 10 Chapter

Solve.
Name: Date:
9 Length
Name: Date:
Show your work.
Chapter Measure each line using paper clips.
1. Amy and Nora count the number of wheels on their toys.
5 Shapes and Objects Then write the length.
Chapter
Ordinal Numbers
15
Who has more wheels on her toys? The length of 1 paper clip is .

Colour. 1 a. and Position

1. Length Solve.
Line
1 = 1 unit
Line A
units
Amy’s toys Nora’s toys
Line B
1. Choose a tree.
units
Cross out (✗) your tree.
Line C Then complete the sentence.
a. I chose the tree from the left.
© 2020 Marshall Cavendish Education Pte Ltd

has more wheels on her toys. units

b. Circle the 5th tree from the right.
© 2020 Marshall Cavendish Education Pte Ltd

Line D
units c. The circled tree is also from the left.

Look at the picture.

Sort by shape.
© 2020 Marshall Cavendish Education Pte Ltd

Colour them.
Use one colour for each shape.
© 2020 Marshall Cavendish Education Pte Ltd

Enrichment 1A Chapter 1 1

Enrichment 1C Chapter 9 1
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01_M_MIFG1_NonCC_EN_C_Ch09_2PP.indd 1 6/11/19 2:18 PM

Enrichment 1B Chapter 5 1

Enrichment 1D Chapter 15 1
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Enrichment 01_M_MIFG1_NonCC_EN_D_Ch15_2PP.indd 1 6/10/19 11:40 AM

20 My Math Path: Program Overview © Nelson

Program Components
Where does the missing blue bar go? Complete the

Assessment Opportunities
number bond.

2
Recall Prior Knowledge
Assessment opportunities in My Math Path offer a 2
7 Counting
complete picture of student progress. The Student Book, the5 There are 5 .

Online Workbook, and the Teacher’s Resource all work in

concert to provide both 3short-term and long-term assessment 1 2 3 4 5

1
options. 5 This is a number train of 4 . Guided Learning
Look at the pictures.
4 Tell an addition story.

Prior Knowledge
1

Make number bonds for these numbers. Quick Check

• Recall Prior Knowledge

4 in the 3Student Book:
5 At the
3
start What is the number?
Count.
big teddy bears

of each chapter, students8review related prior9 knowledge, 1

6
then try Quick Check questions 5to ensure they are ready 2 small teddy bears

for the new chapter.

2

Formative Assessment
7
32 Chapter 2 Number Bonds
5

big teddy bears are on the table.

• Guided Learning in the Student Book: After each Learn

06(M)MIFG1_NonCC_SE(A)_Ch02_ptg01.indd 32 5/16/19 11:48 AM

small teddy bears are on the table.

2+5=7
element, students work out Guided Learning examples with There are teddy bears in all.
37 Lesson 1 Making Number Bonds
either peer or teacher input. Tips in the Teacher’s Resource
help in assessing student understanding. Student Book 1A p. 37 56 Chapter 3 Addition Facts to 10

07(M)MIFG1_NonCC_SE(A)_Ch03_ptg01.indd 56 5/22/19 3:45 PM

• Misconceptions in the Teacher’s Resource: Misconceptions

alerts help teachers recognize and correct potential
Teach
DAY See the Lesson Organizer Misconceptions Children may confuse the parts of the
on page 33 for Day 2
2 students practiseresources .
misconceptions before on their own. number bond and record numbers in the wrong places. Draw
a bond on the board, and explain that the lines join the parts
SummativeLet’s
Assessment
Practise (page 37)
together to form the whole.

Exercise 1 lets children investigate all the possible number

• Chapter Review/Test in the Online Workbook: This can be Differentiation Options Depending on children’s success
bonds that make 6. Exercises 2 and 3 have children connect with the Online Workbook pages, use these materials as
used as either review exercises or
their understanding of formal assessment.
part-whole relationships and equality. needed.
Exercises 4 and 5 have children identify either the parts or the Extra Support: Reteach 1A, Worksheets 1 to 3
• Cumulative, Mid-Year,
whole in and End-of-Year
a number bond. Reviews in the
Online Workbook: These reviews provide opportunities for
Children can practise making number bonds within 10 in
consolidation of Practices
concepts 1 toand
3 of skills
Onlinefrom small
Workbook 1A.chunks of (with the
These pages
chapters. answers) are available online.

Name: Date:

Name: Date:
End-of-Year Review

Cumulative Review Multiple Choice

Name: Date:
for Chapters 1 and 2 Name: Date: Fill in the circle next to the correct answer.
1. What is the time?
Chapter Review/Test Concepts and Skills Mid-Year Review A 1 o’clock B half past 1
Vocabulary Count. C 2 o’clock D half past 12
Match. Write the numbers. Multiple Choice
1. Fill in the circle next to the correct answer. 2. What is the time?
1. four 10
1. How many stars are there?
© 2020 Marshall Cavendish Education Pte Ltd

A 7:00 B 7:30

2. seven 4 C 8:00 D 9:00

There are .
© 2020 Marshall Cavendish Education Pte Ltd

3. What time does Sandy have

3. ten 7
2. her lunch?
A 10 B 8 C 7 D 6
© 2020 Marshall Cavendish Education Pte Ltd

© 2020 Marshall Cavendish Education Pte Ltd

A 2 o’clock B half past 5

4. zero 0 2. Which number is greater than 8? C
HAPTER
C half ESSON
past 12 D 8 o’clock 2: L 1 37
A 8 B 10 C 7 D 0

Concepts and Skills There are . 4. The mass of the stapler

3. Which star makes 10?
is .
Circle the stars to show the number.
Write the number in words. A 1 B 4
3. 6+4 7+2 5+3 0+1 C 5 D 6
5. 5
08(M)MIFG1_NonCC_TE(A)_Ch02_ptg01.indd 41 A B C D 5/25/19 3:07 PM

There are . Online Workbook 1D End-of-Year Review 1

6. 9
01_M_MIFG1_NonCC_WB_B_EOYR_3PP.indd 1 6/6/19 7:11 PM

Online Workbook 1A Cumulative Review for Chapters 1 and 2 1

01_M_MIFG1_NonCC_WB_A_Re01_01-02_2PP.indd 1 5/30/19 5:45 PM

Online Workbook 1A Chapter 1 Review/Test 1 Online Workbook 1B Mid-Year Review 1

01_M_MIFG1_NonCC_WB_A_Ch01_2PP.indd 1 5/31/19 3:17 PM 01_M_MIFG1_NonCC_WB_B_MYR_2PP.indd 1 6/6/19 3:11 PM

© Nelson Program Components 21

Technology Resources
Engaging technology for students and teachers!

Online Teaching Centre provides additional teaching

material to support the detailed lessons found in the
print Teacher’s Resource.

• selected Student Book pages for projection or

reproduction
• Teacher’s Resource
• Indigenous Connections through meaningful and
authentic activities
• Blackline Masters
• Problem of the Lesson provides an additional check
for student understanding
• Online Workbook practice pages and answers to
reinforce lesson concepts and allow independent
practice
• Reteach and Enrichment worksheets and answers to
differentiate instruction
• online games and virtual manipulatives
Premium Online Teaching Centre includes a digital
version of the full Student Book in addition to all the
material listed above.

22 My Math Path: Program Overview © Nelson

Program Author and Canadian
Curriculum Advisor

Dr. Fong Ho Kheong

Dr. Fong Ho Kheong is currently working as Specialist in Math Education in
the Regional Centre for Education in Science and Mathematics (RECSAM) of
the Southeast Asian Ministers of Education Organization. Prior to this, he
acted as the Head of Math and Science Department of Bahrain Teachers
College, Bahrain, and also as Head of Math and Science Department of
Emirates College for Advanced Education, Abu Dhabi. Prior to taking up these
posts, Dr. Fong worked as an Associate Professor at the National Institute of
Education, Nanyang Technological University, Singapore.
Dr. Fong specializes in teaching both high-ability students and students
who have problems in learning mathematics. His research work includes
diagnosing students with mathematical difficulties, teaching thinking to solve
mathematical problems, and applying psychological theories for the teaching
and learning of mathematics. His experience in curriculum development
has led him to innovate the use of the model-drawing approach to tackle
challenging problems. He is the consultant and principal author of Marshall
Cavendish’s successful My Pals Are Here! Maths series, which is currently
being used by the majority of the primary schools in Singapore.

Dr. Douglas Edge

Dr. Douglas Edge began his school teaching career in Montreal, Canada. Later,
after completing a Master of Education degree, he taught in Nigeria. He then
completed a doctorate degree in mathematics education at the University
of Maryland, in the United States, and subsequently returned to Canada as
a mathematics teacher educator to teach at both the University of British
Columbia in Vancouver and later at the University of Western Ontario in
London, where sabbatical opportunities helped provide teaching and research
experiences in England, France, and Malaysia.
Ultimately, he moved to the National Institute of Education in Singapore where
he taught for nine years. There, in addition to teaching pre-service teachers
and graduate students, he served as Chief Editor of The Mathematics
Educator. During that time he also helped prepare mathematics education
teaching modules for both the Emirates College for Advanced Education in
Abu Dhabi and The College of Education at the University of Bahrain.
Recently, Dr. Edge has co-authored a respected textbook series, Maths Works!,
for pupils in Primary 5 and Primary 6 in Singapore as well as a professional
development series, Teaching to Mastery: Mathematics, designed to help
teachers develop a comprehensive understanding of various mathematics
topics they are expected to teach.

© Nelson Program Author and Canadian Curriculum Advisor 23

 ISBN-13: 978-0-17-691957-3
ISBN-10: 0-17-691957-0

9 780176 919573
@NELSONPK20 nelson.com