Page 7 - NUMINO TG_1A
P. 7
Icons
Instructional Approaches
Use model questions, students’ common errors, instructions on how to use manipulatives, activity
sheets, and stickers (Appendix) to guide students. Reinforce math concepts through real life math
and math stories. Use differentiated learning methods to teach students at different levels.
1. Textbook Instructions 01Unit Magic Spells 01 Magic Spells
This section contains explicit details of how jOb ective Identify multiples. Along the journey, Thomas heard that a witch of the Dark Castle was
activities in each unit can be instructed in the tormenting people with her magic.
classroom. S001005 He snuck into the Dark Castle to confront the witch.
Types of Activities 1. Textbook Instructions “Abracadabra! 3!”
Create a fun and creative classroom environment In this unit, students will learn how to identify 9 25 32 5
by incorporating different types of activities: multiples, common multiples, and the least
Interactive, Individual, Game, and Chat. common multiple. First, have students look at 4 12 27
what numbers the witch calls out and see
Have students interact with each other and which numbers disappear. 22 24 56 25 32 5
learn math concepts through games and fun What is the witch doing to the people? She 4
activities. Use manipulatives, activity sheets, is casting a spell on them.
and stickers in the classroom to provide How many people are there? 22 56
diverse ways of learning math. Ten people.
What numbers are hung on all the people? “Abracadabra! 5!” “Abracadabra! 8!”
Give individual tasks, so students have a chance Numbers 9, 25, 32, 5, 4, 12, 27, 22, 24, and
to solve problems on their own. Intervene only 56. 32 4
when students ask for teacher’s help. When the witch calls out, “Abracadabra! 56 22
3!” which numbers disappear? 9, 12, 27,
Have students discuss with each other to find and 24.
strategies to solve math problems. When the witch calls out, “Abracadabra!
Encourage them to think creatively to solve 5!” which numbers disappear? 25 and 5.
problems. When the witch calls out, “Abracadabra!
8!” which numbers disappear? 32 and 56.
How are the numbers that the witch called
out and the numbers that disappeared
related?
4
22
2
2. Build Understanding
The Relationship Between Fractions and Multiples Example: 11
What students will learn in this unit is closely related to 68
fractions. They will first learn about multiples, common common multiple of 6 and 8
multiples, and the least common multiple. The least
Learning about the least common multiple will be very is 24. 14 1 3
useful in changing unlike fractions into equivalent fractions. 64 8 3
It will also help students to compare, add, and subtract 11 43
unlike fractions. 68 24 24
7
24
004 NUMINO Teacher s Guide
Have students play games to understand math
concepts better. Get them to play games in
groups or pairs.
Instructional Approaches
Use model questions, students’ common errors, instructions on how to use manipulatives, activity
sheets, and stickers (Appendix) to guide students. Reinforce math concepts through real life math
and math stories. Use differentiated learning methods to teach students at different levels.
1. Textbook Instructions 01Unit Magic Spells 01 Magic Spells
This section contains explicit details of how jOb ective Identify multiples. Along the journey, Thomas heard that a witch of the Dark Castle was
activities in each unit can be instructed in the tormenting people with her magic.
classroom. S001005 He snuck into the Dark Castle to confront the witch.
Types of Activities 1. Textbook Instructions “Abracadabra! 3!”
Create a fun and creative classroom environment In this unit, students will learn how to identify 9 25 32 5
by incorporating different types of activities: multiples, common multiples, and the least
Interactive, Individual, Game, and Chat. common multiple. First, have students look at 4 12 27
what numbers the witch calls out and see
Have students interact with each other and which numbers disappear. 22 24 56 25 32 5
learn math concepts through games and fun What is the witch doing to the people? She 4
activities. Use manipulatives, activity sheets, is casting a spell on them.
and stickers in the classroom to provide How many people are there? 22 56
diverse ways of learning math. Ten people.
What numbers are hung on all the people? “Abracadabra! 5!” “Abracadabra! 8!”
Give individual tasks, so students have a chance Numbers 9, 25, 32, 5, 4, 12, 27, 22, 24, and
to solve problems on their own. Intervene only 56. 32 4
when students ask for teacher’s help. When the witch calls out, “Abracadabra! 56 22
3!” which numbers disappear? 9, 12, 27,
Have students discuss with each other to find and 24.
strategies to solve math problems. When the witch calls out, “Abracadabra!
Encourage them to think creatively to solve 5!” which numbers disappear? 25 and 5.
problems. When the witch calls out, “Abracadabra!
8!” which numbers disappear? 32 and 56.
How are the numbers that the witch called
out and the numbers that disappeared
related?
4
22
2
2. Build Understanding
The Relationship Between Fractions and Multiples Example: 11
What students will learn in this unit is closely related to 68
fractions. They will first learn about multiples, common common multiple of 6 and 8
multiples, and the least common multiple. The least
Learning about the least common multiple will be very is 24. 14 1 3
useful in changing unlike fractions into equivalent fractions. 64 8 3
It will also help students to compare, add, and subtract 11 43
unlike fractions. 68 24 24
7
24
004 NUMINO Teacher s Guide
Have students play games to understand math
concepts better. Get them to play games in
groups or pairs.
