Singapore Math

Common Core Edition Textbook 1A, and Textbook 1B

number concepts to 20

Book 1A:

Unit 1: Numbers 0-10-Counting

Unit 2: Number Bonds-Making Number Stories

ways to make 10

Book 1A:

Unit 4: Subtraction- Making Subtraction Stories/Methods of Subtraction

addition and subtraction to 20 (understanding of operation and process)

Book 1A:

Unit 4: Subtraction- Making Subtraction Stories/Methods of Subtraction

Unit 6: Numbers to 20- Counting and Comparing/Addition and Subtraction

Book 1B:

Unit 3: Numbers to 40 – Counting/Tens and Ones/Addition and Subtraction/Adding Three Numbers

repeating patterns with multiple elements and attributes

Book 1A:

Unit 6: Numbers to 20- Counting and Comparing/Addition and Subtraction

Book 1B:

Unit 5: Division- Sharing and Grouping

change in quantity to 20, concretely and verbally

Book 1A:

Unit 1: Numbers 0-10-Counting

Unit 2: Number Bonds-Making Number Stories

Unit 4: Subtraction- Making Subtraction Stories/Methods of Subtraction

Unit 6: Numbers to 20- Counting and Comparing/Addition and Subtraction

meaning of equality and inequality

Book 1A:

Unit 4: Subtraction- Making Subtraction Stories/Methods of Subtraction

direct measurement with non-standard units (non-uniform and uniform)

Book 1A:

Unit 8: Length- Comparing Length/Measuring Length

Unit 9: Weight – comparing weight/measuring weight

comparison of 2D shapes and 3D objects

Book 1A:

Shapes: Common Shapes

concrete graphs, using one-to-one correspondence

Book 1B:

Unit 2: Graphs-Picture Graphs

likelihood of familiar life events, using comparative language

Not covered in either book 1A or 1B

financial literacy — values of coins, and monetary exchanges

Book 1B:

Unit 9: Money- Bills and Coins (US Currency/Shopping

Curricular Competencies

Reasoning/Analyzing

Use reasoning to explore and make connections

Unit 4: Subtraction- Making Subtraction Stories/Methods of Subtraction

Estimate reasonably

Supplementation Required

Develop mental math strategies and abilities to make sense of quantities

Supplementation Required

Model mathematics in contextualized experiences

Supplementation Required

Understanding/Solving

Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

Unit 4: Subtraction- Making Subtraction Stories/Methods of Subtraction

Visualize to explore mathematical concepts

Unit 4: Subtraction- Making Subtraction Stories/Methods of Subtraction

Develop and use multiple strategies to engage in problem solving

Book 1B:

Unit 6: Halves and Quarters- Making Halves and Quarters

Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures

This competency can be done through Units that can be applied to daily life in the community e.g. counting money, measuring things in the house, measurement in baking/cooking, stories when adding/subtracting

Communicating/Representing

Communicate mathematical thinking in many ways

Most Units will cover this competency as long as the student is expressing math ideas through writing and speaking/discussion

Use mathematical vocabulary and language to contribute to mathematical discussions

Most Units will cover this competency as long as the student is expressing math ideas through writing and speaking/discussion

Explain and justify mathematical ideas and decisions

Supplementation Required

Represent mathematical ideas in concrete, pictorial, and symbolic forms

Any Unit where the student analyses pictorial, symbols, concrete representations while completing math exercise can cover this competency

Connecting/Reflecting

Reflect on mathematical thinking

Supplementation Required

Connect mathematical concepts to each other and to other areas and personal interests

This competency can be done through Units that can be applied to daily life/events e.g. counting money, measuring things in the house, measurement in baking/cooking, stories when adding/subtracting, etc.

Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts

First Peoples perspectives are not covered