Kungfu math p4 slide5 (multiples)
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This document discusses multiples of whole numbers. It defines a multiple as the result of multiplying a number by an integer. The key points covered are: - Determining if a number is a multiple of a given 1-digit number. - Listing the first 12 multiples of a given 1-digit number, such as the multiples of 4 being 4, 8, 12, 16, etc. - Finding the common multiples of two given 1-digit numbers by listing their individual multiples and identifying the numbers that are common to both lists.
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More from kungfumath
Time
This document discusses telling time and writing time to the hour and half hour. It explains that a clock has two hands, with the long hand telling the minute and being called the minute hand, and the short hand telling the hour and being called the hour hand. It provides examples that when the minute hand is at 12 it is o'clock, and when the minute hand is at 6 it is half past, illustrating this with clocks showing 3 o'clock and half past 8. It notes that for stated times, the hour hand should be drawn between the stated hour and the next hour.
Money
This document discusses teaching children about money denominations, amounts, and word problems involving money. It explains that there are different coin and note values used in Singapore, how amounts are written in cents and dollars, and provides an example word problem where a child starts with 60 cents, buys an eraser leaving them with 20 cents, so the eraser must have been 40 cents. The key topics covered are identifying coin and note values, writing money amounts, and solving basic addition and subtraction word problems involving money.
Mass
This document discusses measuring and comparing mass. It explains how to find mass in non-standard units and compares the mass of a father, child, and baby. Key terms like heavier, heaviest, lighter, and lightest are defined. Examples are given to show how objects with different masses can be measured and compared using units represented by balls, with the book having a mass of 3 units and the cup having 2 units.
Length
This document discusses measuring and comparing lengths and introduces key terms like long, longer, longest, short, shorter, shortest, tall, taller, tallest, high, higher, highest. It provides examples of comparing the heights of trees and kites and asks the reader to compare and order pencils by length. The overall goal is to learn how to measure and compare lengths using comparative terms.
Numbers to 100
Whole Numbers
Numbers to 100
This document introduces numbers to 100, including counting, reading, writing, comparing, ordering, place values, and patterns with numbers. It provides examples of counting items, arranging numbers in ascending and descending order, completing number patterns by adding or subtracting 15 or 20, and encourages trying sample questions to practice these number concepts.
Numbers to 40
The document introduces whole numbers and counting to 40. It will cover reading, writing, comparing, and ordering numbers, as well as place value. Examples are provided to count items in groups of 10 and write the numbers in numeral and word form. The place value chart is introduced. Later examples show arranging numbers in ascending and descending order, and completing number patterns by adding or subtracting 10. Review questions are posed at the end.
Numbers to 20
This document provides an introduction to whole numbers and numbers to 20. It discusses counting, reading, writing, comparing and ordering numbers, as well as number patterns and place values. Key concepts covered include: 1) numbers can be written as numerals or words; 2) 1 and 2 digit numbers; 3) counting items and arranging numbers in order from greatest to smallest; 4) completing number patterns by adding or subtracting the same amount; and 5) understanding place value where a digit's value depends on its place in the number. Examples are provided to illustrate place value in numbers like 8, 7, 10, 13 and their digit values in the tens and ones
Multiplication
Multiplication can be represented as repeated addition. The document provides examples of using multiplication to solve one-step word problems involving finding the total number of objects from a given number of groups containing the same number of objects in each group. Examples show setting up multiplication equations to represent 4 groups of 3 balls, 6 groups of 3, 4 groups of 2, and 2 groups of 5.
Division
Division involves grouping quantities into equal sets. Examples shown include dividing 12 balls equally into boxes, with 3 balls in each box, dividing 18 faces into groups of 3, with 6 groups, and dividing 9 oranges equally into 3 bags, with 3 oranges in each bag. The document introduces division and solving one-step word problems using division to determine how quantities are divided equally among groups.
Addition within 100
This document provides instruction on adding two-digit numbers. It explains the formal algorithm for addition by adding the ones and tens places separately, including renaming when the ones place exceeds 9. An example problem of 31 + 20 is worked out step-by-step. It also gives a two-step word problem about Mrs. Tan and Mrs. Lee baking pies that is solved using addition. The goal is to teach students how to add two-digit numbers and solve word problems involving addition.
Addition within 20
This document provides an introduction to addition within 20. It includes examples of using number bonds to represent addition problems visually, with parts combining to make a whole. The addition symbol and count-on method for solving problems are demonstrated. Word problems involving addition are presented, such as finding how many sweets Jane has after getting more. The goal is for students to build number sense and skills for solving single-step addition word problems within 20.
Ordinal numbers
This document discusses ordinal numbers and their use in indicating the position of objects from left to right. It provides examples of using ordinal numbers to identify the position of fruits ordered from left to right, and the position of cars ordered from right to left. It includes an activity where the reader is asked to cross out the 5th bottle in a row.
Numbers to 20
This document provides an introduction to whole numbers and numbers to 20. It discusses counting, reading, writing, comparing and ordering numbers, as well as number patterns and place values. Key concepts covered include: 1) numbers can be written as numerals or words; 2) 1 and 2 digit numbers; 3) counting items and arranging numbers in order from greatest to smallest; 4) completing number patterns by adding or subtracting the same amount; and 5) understanding place value by recognizing the value of a digit based on its place in a number. Examples are provided to illustrate place value in numbers like 8, 7, 10, 13 and their digit values in the tens
Kungfu math p4 slide25 (tables)pdf
The document discusses analyzing tables to solve problems. It provides examples of calculating the total number of foreign stamps from a table and working through steps to find the number of stamps a person has after giving some away and receiving others. The document demonstrates reading tables, identifying relevant information, and using math operations like addition and division to solve problems based on the data in the tables.
Kungfu math p4 slide20 (lines)pdf
This document defines and provides examples of different types of lines in geometry:
- Perpendicular lines are lines that intersect at 90 degree angles. They can be labeled with a small box in the corner.
- Parallel lines never intersect and are always the same distance apart. They point in the same direction.
- The document provides instructions for using a set square and ruler to draw lines through specific points on a diagram.
Kungfu math p4 slide18 (money)pdf
The document discusses multiplication and division of money in decimal notation. It provides examples of writing dollar amounts in cents and examples of word problems involving calculating totals and change from purchases. One example problem asks what change a customer would receive after buying clothes totaling $61 and paying with $100. Another example asks how much a skirt costs if it is twice the price of a blouse and the total purchase and change amounts are given.
Kungfu math p4 slide23 (symmetry)pdf
The document discusses identifying symmetric figures and lines of symmetry. It explains that a line of symmetry can be found by folding a shape so that the folded edges match perfectly. It provides examples of symmetric shapes and asks students to find lines of symmetry and complete symmetric figures. The goal is for students to practice identifying symmetry in different shapes.
Kungfu math p4 slide17 (time)pdf
The document discusses measurement of time in seconds (s) and the 24-hour clock. It provides examples of adding and subtracting times by following steps of adding or subtracting the hours and minutes separately, and adjusting if the minutes total 60 or more by subtracting 60 from the minutes and adding 1 to the hours. An example word problem is given about a family's travel times to solve for how long they stayed at the zoo, which was 6 hours and 30 minutes.
Kungfu math p4 slide24 (tesellation)pdf
This document discusses the concept of tessellation in geometry. It defines tessellation as shapes that can be stacked or lined up without gaps. The document provides examples of shapes that can and cannot tessellate, and asks readers to identify which shapes tessellate in multiple choice questions. It encourages trying out the questions and directs readers to a website for more practice on this topic.
Kungfu math p4 slide17 (time)pdf
The document discusses measurement of time in seconds (s) and the 24-hour clock. It provides examples of adding and subtracting times by following steps of adding or subtracting the hours and minutes separately, and adjusting if the minutes total 60 or more by subtracting 60 from the minutes and adding 1 to the hours. An example word problem is given about a family's travel times to solve for how long they stayed at the zoo, which was 6 hours and 30 minutes.
More from kungfumath (20)
Kungfu math p4 slide5 (multiples)
- 1. Whole Numbers Multiples What will we learn today? • determining if a number is a multiple of a given 1-digit number, • listing the first 12 multiples of a given 1-digit number, • finding the common multiples of two given 1-digit numbers.
- 2. We have learnt about FACTORS in the last lecture.
- 3. It’s time for us to take it to a new level. Let’s try to learn some new concepts today! Multiples
- 4. What is a multiple? The result of multiplying a number by an integer (not a fraction). In the multiplication table, we can see that 3 6 9 12 15 18 21 24 27 30 Therefore, 12 is a multiple of 3, because 3 × 4 = 12 But 7 is NOT a multiple of 3
- 5. Factors and Multiples • Factors and multiples are associated with multiplication. • Factors are what you can multiply to get a number. • Multiples are what you get after multiplying a number by an integer. factors 3 x 4 = 12 multiple
- 6. List the first 12 multiples of a given 1-digit number For example, “4” The first 12 multiples are 4 8 12 16 20 24 28 32 36 40 44 48
- 7. What is the 8th multiple of the digit ‘4’? The first 12 multiples are 4 8 12 16 20 24 28 32 36 40 44 48
- 8. What is the 8th multiple of the digit ‘4’? The first 12 multiples are 4 8 12 16 20 24 28 32 36 40 44 48 32 is the 8th multiple of the digit ‘4’.
- 9. Find the common multiples of two given 1-digit numbers Find the common multiple of 3 and 8 which is less than 30.
- 10. Find the common multiples of two given 1-digit numbers Find the common multiple of 3 and 8 which is less than 30. 3 6 9 12 15 18 21 24 27 30 Step 1: List down the multiples of 3.
- 11. Find the common multiples of two given 1-digit numbers Find the common multiple of 3 and 8 which is less than 30. 3 6 9 12 15 18 21 24 27 30 8 16 24 32 40 48 56 64 72 80 Step 2: List down the multiples of 8.
- 12. Find the common multiples of two given 1-digit numbers Find the common multiple of 3 and 8 which is less than 30. 3 6 9 12 15 18 21 24 27 30 8 16 24 32 40 48 56 64 72 80 Step 3: Circle the common multiple(s).
- 13. Find the common multiples of two given 1-digit numbers Find the common multiple of 3 and 8 which is less than 30. 3 6 9 12 15 18 21 24 27 30 8 16 24 32 40 48 56 64 72 80 The common multiple is 24.
- 14. Are you ready to try out the questions?