Primary Mathematics U.S. Edition Teacher’s Guide 1B
$24.50
In stock
Weight  1.0 lbs 

Dimensions  9 × 11.25 × 0.25 in 
Publisher  The Rosenbaum Foundation 
ISBN  9780971491410 
Pagecount  94 
Grade  1 
Teacher’s Guides provide a clear framework for teaching the Primary Math program. Detailed yet flexible, they include important context, lesson plans, and activities that help educators understand and share lesson material effectively. Teacher’s Guides include answers to textbook and workbook problems.
Features & Components:
 Clearly outlined learning objectives for each lesson.
 Background notes on math concepts that place lessons in context of previous and future material.
 Ideas for extending learning, including detailed instructions for games and activities.
Note: Soft cover. Spiral bound. Teacher’s Guides are specific to each Primary Mathematics edition, and are not interchangeable across editions.
Primary Mathematics U.S. Edition Teacher’s Guide 1B
(published by Rosenbaum Foundation)
Teaching Activity sequence:

 Comparing Numbers: 3 Sessions (page 1)Activity 11a: “More than” and “less than”
Activity 11b: “One more than” and “one less than”
Activity 12a: Comparison by subtraction
 Comparing Numbers: 3 Sessions (page 1)Activity 11a: “More than” and “less than”

 Graphs: 2 Sessions (page 7)Activity 21a: Onetoone representation
Activity 21b: Reading and interpreting data
 Graphs: 2 Sessions (page 7)Activity 21a: Onetoone representation

 Numbers to 40: 15 Sessions (page 11)Activity 31a: Counting beyond 20
Activity 31b: Counting beyond 30
Activity 31c: Counting by making tens first
Activity 31d: Counton game
Activity 31e: Compare and order
Activity 32a: Tens and ones
Activity 32b: More than and less than
Activity 33a: Add a 1digit number and a 2digit number
Activity 33b: Subtract a 1digit number from a 2digit number
Activity 33c: Add a ten and subtract a ten
Activity 33d: Counton and Countback
Activity 33e: Maketen strategy
Activity 33f: Subtractfromten strategy
Activity 33g: Subtractfromten strategy
Activity 34a: Add three onedigit numbers
 Numbers to 40: 15 Sessions (page 11)Activity 31a: Counting beyond 20

 Multiplication: 7 Sessions (page 35)Activity 41a: Recognize equal groups
Activity 41b: Mathematical language
Activity 42a: Concept of mutliplication
Activity 42b: Interpretation of multiplication sentences.
Activity 43a: Multiplication facts by repeated addition.
Activity 43b: Rectangular arrays
Activity 43c: Game
 Multiplication: 7 Sessions (page 35)Activity 41a: Recognize equal groups

 Division: 2 sessions (page 46)Activity 51a: Sharing concept of division
Activity 51b: Grouping concept of division
 Division: 2 sessions (page 46)Activity 51a: Sharing concept of division

 Halves and Quarters: 4 sessions (page 49)Activity 61a: Halves
Activity 61b: Quarters
Activity 61c: Recognition of halves and quarters
Activity 61d: Recognition of patterns
 Halves and Quarters: 4 sessions (page 49)Activity 61a: Halves

 Time: 2 sessions (page 53)Activity 71a: On the hour
Activity 71b: Half past the hour
 Time: 2 sessions (page 53)Activity 71a: On the hour
 Numbers to 100: 15 sessions (page 56)Activity 81a: Counting by 10s
Activity 81b: Counting within 100
Activity 81c: Numbersymbols and numberwords
Activity 82a: More than and less than: One and ten
Activity 82b: Comparing two numbers
Activity 82c: Order
Activity 82d: Game – Counton and countback
Activity 83a: Add a 2digit number and a 1digit number
Activity 83b: Maketen strategy
Activity 83c: Add a 2digit number and tens
Activity 83d: Add two 2digit numbers
Activity 84a: Subtract a 1digit number from a 2digit number
Activity 84b: Subtractfromten strategy
Activity 84c: Subtract tens from a 2digit number
Activity 84d: Subtract a 2digit number from a 2digit number  Money: a sessions (page 78)Activity 91a: Recognize coins and count
Activity 91b: Recognize bills [notes] and count
Activity 91c: Comparison
Activity 92a: Read prices and prepare payment
ANSWER SHEETS
Textbook Answer Key: page 84
Workbook Answer Key: page 87
PREFACE: Teacher’s Guide for Primary Mathematics (Singapore)
Why is a private, nongovernmental U.S. organization like the Rosenbaum Foundation creating American Teacher’s Guides for a foreign country’s proprietary mathematics books? Because the Foundation believes that Singapore’s Primary Mathematics books are the best elementary school math books available in English.
Once upon a time, acquisition of the beginning steps in arithmetic was taken for granted. These days, children’s school attendance no longer guarantees children’s learning. U.S. students’ failure to come in Number One In The World In Mathematics (TIMSS, the Third International Study of Science and Mathematics) became a national obsession. School math is now discussed daily in editorials, on radio and television, and even in the halls of Congress.
According to TIMSS, our 4th graders rank only a bit above world average in math. That’s hard on our ambitions for our children. Even harder to take: the U.S. dropping further at 8th grade, from above to below average.^{1} It seems that the longer our children are in school, the lower their math sinks in comparison to world level. Meantime, the coveted Number One position at both 4th and 8th grade is held instead by Singapore.
TIMSS data establishes more than countries’ ranking: it also pinpoints their math learning factors – both in success and in failure: teacher proficiency/lack in mathematics, coupled with quality of the school math curriculum^{2}. Accordingly, national concern brought a flurry of reform efforts: development of and experimentation with new math programs, textbooks and pedagogy. So far however the followup international study, TIMSSR, shows no improvement in U.S. students’ world standing.
Working with the professional mathematics community led the Rosenbaum Foundation to focus, not on reform experimentation, but on identifying those teaching materials and pedagogical practices that already have a solid, proven record of success. The mathematicians determined that the school math of Japan, China, Singapore, Korea, the former Soviet Union and a number of the small East European countries are all excellent. Further, Singapore’s existing English language school math materials were found as good as their students’ first place TIMSS standing would suggest.
The central idea of all of mathematics is to discover how it is that knowing some few things will, via reasoning, permit us to know much else – without having to commit the new information to memory as separate facts. Mathematics is economy of information, not its unnecessary proliferation. Basic mathematics properly presented conveys this lesson. It is the connections, the reasoned, logical connections, that make mathematics manageable. Understanding the structure of mathematics is the key to success. Everyone can be “good at mathematics”, and this series, as has been proved in Singapore, shows how. These Singapore textbooks lead the student from the vocabulary of counting, shape and position, through the famous pitfalls of Word Problems (story problems), to the beginnings of algebra and geometry.
Singapore’s Primary Mathematics books are paperbound, small and light. They are clearly printed, and include enough exercises in the text to supply model explanations of new topics as they come up. Each new topic becomes enriched by new connections with other parts of mathematics and applications of greater difficulty. What is taught in the textbook, and as explained by the teacher or discussed with a class as a whole, is further reinforced with the Singapore workbook’s rich supply of exercises for students to do on their own. These deceptively thin texts were created with an impressive understanding of how children actually learn. For first grade, this involves subtleties like addition being made well understood before the word addition is introduced. Work with number bonds (combinations of numbers that can make up a given number) builds a lifelong familiarity and comfort with arithmetic processes.^{3}
The role of this Teacher’s Guide is to be the helpful interface between curriculum and classroom. How much can best be covered in one day’s math class? What variants work best when introducing a new topic? How to engage students individually and as a group? How to expand and reinforce the lesson, when and how to review? The operative word is “Guide”, since every teacher prepares his/her own daily lessons.
For our American Teachers’ Guide to be effective, it must convey the Singapore excellencies into the American teaching and learning environment. The Foundation was fortunate to engage the participation of Professor W. A. M. Alwis of The National University of Singapore as primary author. Dr. Alwis, partly on his University’s behalf and largely by his own preference, works closely with many of Singapore’s schools, teachers and students. Dr. Alwis has worked equally well with the Foundation’s own Mathematics Advisory Board, which includes members of the National Academy of Sciences as well as recipients of a Presidential Science Medal and a MacArthur “genius” Award.
Madge Goldman, President
Gabriella and Paul Rosenbaum Foundation
1723 South Michigan Avenue
Chicago, Illinois 60616
August 13, 2001
^{1} By 12th grade, U.S. students ranked at the world bottom in math. Singapore students, who came in first at the 4th and 8th grades, did not take part in the 12th grade TIMSS project. Since Singapore elementary school is K6, followed by 4 years of high school, Singapore students are already out of high school when our students still have two more years to go.
^{2}The U.S. curriculum has (unfortunately justly) been described as “a mile wide and an inch deep”.
^{3}Singapore’s kindergarten/preschool books familiarize children with numbers, with some addition, and even beginnings of onetoone correspondence. First grade therefore can begin past that, with counting.