Pedagogical guide GR2 10/21/15 3:44 PM Page 1

Collection : PUISSANCE

Mathematics
Pedagogical guide
Authors
First Cycle - Second Year
M. EL ASMAR C. MERHEB
N. BADR A. MOARBES
H. NASSAR G. KARROUM
K. ATTIEH

AL- AHLIA
Editors GR2
Composition and page
arrangement
Graphics Department
AL-AHLIA

Distribution

Zouk Mikaël - Haret El Mir - Lebanon

Tel : 00 961 9 214144 - 45
Cell : 71 315959
Fax : 00 961 9213499 - P.O.Box : 369
Email: [email protected] New Edition
www.ahliame.com
2015
Pedagogical guide GR2 10/21/15 3:44 PM Page 2

Forward

Dear colleague,
This guide is not designed to teach you how to approach and explain mathematics to your
students. Our aim is much broader, because we don't neglect the fact that many of you are
masters in the art of communication with our young hope.
What we hope to do is provide an additional contribution to your job insisting on the
essential pedagogical principles: research, communication and motivation.
First, the student will have to get used to look rather than to receive; and then he will be
trained to communicate with those around him: friends, teacher and other adults; finally he will
be initiated to the concepts by the experiences in order to get a satisfactory result by educating
him with various examples.
In general, after explaining a situation, the child must solve alone the exercises in class.
In fact, the student's creativity in the domain of mathematics doesn't be got until after an
individual work.
For pedagogical reasons, the content in this guide consists of concepts that the child must
gradually learn during the school year.
Each concept is marked by the title and the corresponding pages in the book and it is into
2 parts:
- The first part contains the objectives that the student will attain to be capable to reach
experiences basing on the mentioned concepts in the lesson.
- The second part contains advices and remarks that we thought it is useful to help the
teacher to live each concept and to be able to transmit them to the students in the best possible
conditions.
Dear colleagues, we hope that this guide facilitates your precious work and helps to give
students a best mathematical training.
The authors

Our thanks for the collaboration of

Mrs. Norma Khoury and
Mrs. Domina Azzi
Pedagogical guide GR2 10/21/15 3:44 PM Page 3

1 Numbers less than 9 Pages : 8 → 10

 Objectives : Master the knowledge of numbers from one digit : standard form or word form;
comparison; arrangement.

 Materials : Logical blocks; number cards; sign cards (< ; >); numerical bands.

 Procedure :
1. Ensure first that all the students know how to enumerate a collection. For example :
 How many blocks there are in the bag ?
 Give me four triangles.
 Draw five squares on the board...
2. Then ensure that all the students know to place the symbol card (< or >) between two numbers
cards.
3. Use a numerical band incomplete (from 0 to 9) to put (= place) the missing numbers.
4. Revise the two notions :
 Which number above 5 (or comes just before 5) ?
 Which number follow 5 (or comes just after 5) ?
5. Use a complete numerical band to realize the arrangement of numbers :
 whether by ascending order (from least to greatest);
 whether by decreasing order (from greatest to least).
6. Hang in the class a bulletin board where we show the standard form and its word form for the digits
from 0 to 9.
7. Propose a set of examples that serve to revise the following glossary (prerequisites from grade 1) :
 Who has the more of ... ?
 Who has the less of ... ?
 Which ones are the most ?
 Which ones are the least ?

 Evaluation project
Here are some examples serving to evaluate the achievements.
Example 1
I give all the numbers that I can write in the box 2 < < 6 (or 8 > > 4).
First solution Second solution Third solution
2< <6 2< <6 2< <6
Example 2
I correct the word form of numbers :
4 : fuor ................................. 2 : twow ...............................
7 : sevn ................................ 5 : fiv ....................................
Example 3
I write in digits the number that comes just before :
.......... : 4 .......... : eight .......... : one.
Example 4
I write in words the number that comes just after :
2 : ............... 6 : ............... eight : ...............

Solutions
Activity
1 2 3 4 5

1. 0 , 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9.

3
Pedagogical guide GR2 10/21/15 3:44 PM Page 4

2. 1<4 2>0 4>3 9>5 7>4 5>3

5>4 7>5 8>6 6<9 3>2 7<9

3. 0 1 2 3 5 6 7 8 9

4. 3 , 4 , 5 , 6 , 7 , 8 , 9.

5. 6,7 1,2 0,1 3,4 4,5 7,8 8,9 5,6

6. 0,1 8,9 2,3 5,6 4,5 6,7 7,8 3,4

7. 7<8<9 ; 4<5<6 ; 6<7<8 ; 0<1<2

8. 4 ; 8 ; 9. 1 ; 2 ; 5.

9. 2<3<4 1<2<3 5<6<7

4<5<6 7<8<9 3<4<5

10. 8 ; 7 ; 6 ; 5 ; 4 ; 0.

11. four   8 1   seven

eight   9 7   one
nine   4 2   three
zero   0 3   two

12. two : 2 1 : one 0 : zero five : 5 8 : eight 4 : four

seven : 7 9 : nine 3 : three six : 6 5 : five 2 : two

13. 9 , 8 , 7 , 6 , 5 , 4 , 3 , 2 , 1 , 0.

14. 9. 15. 8.

16. Hadi has more marbles than Sami because 9 > 7.

17. Nada has the smallest score because 5 < 7.

2 Sum of numbers Pages : 11 → 12

 Objectives :  Define and calculate the sum of two numbers.

 Calculate the sum of three numbers.
 Compare two sums.
 Solve a simple addition problem.

 Material : Logical blocks, numerique bands.

 Procedure :
1. Present the sum of two numbers by grouping two disjoint collections.

Also use this mapping to solve simple problems about addition.

4
Pedagogical guide GR2 10/21/15 3:44 PM Page 5

2. Revise the language and the writing of an addition sentence :

1st number 2nd number Sum
3 + 5 = 8
↓ ↓
sign of addition sign of equality
3. Revise with students the technique of adding three numbers. For example to 2 + 3 + 4 :
2+3+4 2+3+4 2+4+3

5+4 2 + 7 6 + 3

9 9 9
4.  Sensitize students to the fact that the order is compatible with the addition :
If a < b , then a + c < b + c.
For example, since 3 < 5, then 3 + 2 < 5 + 2.
 To compare two sums, we can calculate each sum, then compare the results.
For example, to compare (1 + 7) and (3 + 6), we have :
(1 + 7) < (3 + 6), because 8 < 9.
 Evaluation project
Here are some examples used to evaluate the achievements.
Example 1
I complete each equality with the appropriate number :
 ... = 3 + 4 ... = 2 + 5 + 2
 4 + 2 + 3 = 6 + ...
4 + 2 + 3 = 7 + ...
4 + 2 + 3 = 5 + ...
Example 2
I complete by < , > or = :
(2 + 2 + 2) ... (3 + 3) (3 + 4) ... (5 + 4)
(4 + 4) ... (3 + 5) (6 + 3) ... (6 + 2)
Example 3
I join each sum of 3 numbers to its result :
0+1+2 1+2+3 2+3+4

0 1 2 3 4 5 6 7 8 9

Solutions
Activity
There are 2 blue balls. There are 3 red balls. There are at all 5 balls.

1. 4 and 3 : 4 + 3 = 7 4 and 4 : 4 + 4 = 8 5 and 2 : 5 + 2 = 7 6 and 3 : 6 + 3 = 9

2. 2 ; 3 and 4 : 2 + 3 + 4 = 9 5 ; 2 and 2 : 5 + 2 + 2 = 9
1 ; 0 and 7 : 1 + 0 + 7 = 8 3 ; 1 and 5 : 3 + 1 + 5 = 9
3. 0+1+2=3 5+1+3=9 3+2+2=7
4+1+2=7 2+6+1=9 4+3+2=9
4. 2+3<4+2 0+8>2+5 5+1<5+2
4+5>3+4 2+5<2+6 4+2>4+1
5. 0 , 2 , 4 , 6 , 8.
6. 3 + 4 + 1 <3 + 3 + 3 5 + 2 + 1 >4 + 2 + 1
2 + 3 + 4 =2 + 2 + 5 2 + 0 + 3 <4 + 2 + 0

5
Pedagogical guide GR2 10/21/15 3:44 PM Page 6

7. 0 , 3 , 6 , 9. 8. 0 ; 2 ; 4 ; 6 ; 8. 1 ; 3 ; 5 ; 7 ; 9.

9. 3 + 4 = 7. He has now 7 sweets. 10. 3 + 5 = 8. There are 8 flowers in the vase.

11. 4 + 5 = 9. He has at all 9 copybooks. 12. 3 + 4 + 2 = 9. She bought 9 buttons.

3 Subtraction - The difference of numbers Pages : 13 → 15

 Objectives :  Calculate the difference of two numbers.

 Realize a fact family of equivalent writings.
 Compare a sum and a difference or two differences.
 Write an addition table.

 Material : numerical band, number cards, sign cards (+ ; – ; =).

 Procedure :
1. Revise the notion seen in GR1.
For example, we can use a numerical band to cross out :
X X X

9 boxes – 3 crossed boxes = 6 boxes

2. Sensitize the students about calculation of the difference using a subtraction. For example : to
calculate the difference between 9 and 3, we think about the question: 3 + ? = 9; then I write: 9 – 3 = 6.
3. Using the card numbers, guide the students to form a fact family; for example : with the cards
9 ; 6 ; 3 ; + ; – ; = , we have :
6+3=9 ; 9–3=6
3+6=9 ; 9 – 6 = 3.
4. Guide the students to give two subtractions using one addition. For example :
From 6 + 3 = 9 , we can give : 9 – 6 = 3 and 9 – 3 = 6.
5.  In the writing of a fraction, insist to place the greatest number in the first place.
 A particular case : The difference between two equal numbers is equal to 0.
6. To make comparisons correctly, we could compare :
 either by simple observation : (6 + 2) ... (6 – 2) ; (7 – 1) ... (7 – 2) ; (7 – 4) ... (6 – 4).
 or through calculation : (9 – 2) > (4 + 2) because 7 > 6.
7. To complete an addition table, the box of intersection of a line of a number ‘a’ and a column of a
number ‘b’ corresponds to the number a + b.
8. Make remarks, then let the students form the inverse operators. For example :
+3
The reading can be made in both senses :
5 8  eighter from left to right : 5 + 3 = 8.
 or from right to left : 8 – 3 = 5.
–3

 Evaluation project
Here are examples used to evaluate the achievements.
Example 1
I count, 2 by 2, in inverse : 9 ; 7 ; ... ; ... ; ... . or 8 ; 6 ; ... ; ... ; ... .
Example 2
I place the numbers 2 ; 6 ; 8 in their convenient places : 6 + ... = ... ; ... – 2 = ... ; ... – 6 = ...
Example 3
I complete by one of the symbols < , > or = :
(4 + 2) ... (8 – 2) ; (9 – 3) ... (9 – 4) ; (7 – 2) ... (6 – 2) ; (8 – 5) ... (9 – 6).

6
Pedagogical guide GR2 10/21/15 3:44 PM Page 7

Example 4 + 3
I complete the addition table :
2 6
5
Example 5
I form an equivalent fact family with the numbers 4 ; 5 and 9 :
4 + ... = 9 ; 9 – ... = 4 ; 5 + ... = 9 ; 9 – ... = 5.

Solutions
Activity
There are 7 red chips. There are 4 blue chips.
The number of red chips is greater than the number of blue chips.
By how much ? 3 chips.

1. 7 and 8 ; 8 > 7 ; 8 – 7 = 1 3 and 9 ; 9 > 3 ; 9 – 3 = 6 5 and 7 ; 7 > 5 ; 7 – 5 = 2

6 and 4 ; 6 > 4 ; 6 – 4 = 2 9 and 5 ; 9 > 5 ; 9 – 5 = 4 2 and 1 ; 2 > 1 ; 2 – 1 = 1
2. 8 and 5 : 8 – 5 = 3 1 and 5 : 5 – 1 = 4 4 and 8 : 8 – 4 = 4
7 and 9 : 9 – 7 = 2 4 and 3 : 4 – 3 = 1 2 and 6 : 6 – 2 = 4
3. 9 – 7 = 2. Their age difference is 2 years.

4. 5 +2=7 9 –4=5 2 +6=8 6 +0=6

2 +5=7 5 +4=9 8 –2=6 0 +6=6
7 –2=5 9 –5=4 8 –6=2 6 –0=6
7 –5=2 4 +5=9 6 +2=8 6 –6=0

5. 1+2=3 7+2>8 1+4=5 4+2>5 2+3<6

4+3>4 9–3=6 8–4<5 6–1<8

6. 4<3+2 7=6+1 8=4+4 7>2+4 9>6+2 3<3+1

9>4+4 9=6+3 8>5+2 2<5–1 4=6–2 7<9–1

7. 3+2=6–1 9–4<5+3 4+3=9–2 8–2<7+1 7–1=5+1

3+3<9–1 5+1<4+4 4+2>6–2 2+6>8–1
+ 2 3 4 5 8 4 5 3 6
8. –3
1 3 4 5 6 5 1 2 0 3
3 5 6 7 8
4 6 7 8 9 3 2 1 4 5
+4
7 6 5 8 9

1 4 2 3 0 2 4 7 8 7
+5 –2
6 9 7 8 5 0 2 5 6 5

9. The numbers Their sum Their difference

4 and 3 4+3=7 4–3=1
2 and 7 2+7=9 7–2=5
3 and 5 3+5=8 5–3=2
6 and 3 6+3=9 6–3=3
5 and 0 5+0=5 5–0=5

7
Pedagogical guide GR2 10/21/15 3:44 PM Page 8

4 Tens Pages : 16 → 18

 Objectives :  Recognize a ten as a group of ten units.

 Operate with the whole tens (Mental calculation).

 Material : Bars of tens; interlocking cubes; tens cards (of 10 boxes).

 Procedure :
1. Ask each student to give ten random obkects to define the ten as a group of 10 units.
2. Form tens by joining the cubes; then show the students all the complete tens till 90.
3. Draw the attention to :
 sixty → 6 tens
↓
+ 1 tens → seventy (60 + 10).
 eighty → four times two tens
or 20 + 20 + 20 + 20 = 80
 eighty → 8 tens
↓
+ 1 tens → ninety (80 + 10).
4. Ensure that each student is writing the whole tens in numbers and in words in a good writing
(10; 20; ...; 90).

5. Resume the equivalent fact families with whole tens. For example :
2 +5=7 20 + 50 = 70
5 +2=7 50 + 20 = 70
7 –2=5 → 70 – 20 = 50
7 –5=2 70 – 50 = 20

 Evaluation project
Here are some examples used to evaluate the achievements.
Example 1
I correct the word form of the numbers :
20 : twnty ........................................ 80 : eigty ........................................
30 : therty ........................................ 90 : ninty : ........................................
Example 2
I complete by the convenient numbers :
 First model :
20 ⎯ + 50 → ⎯ – 10 → ⎯ + 30 →
 Second model :
40 + 30 = 50 + ... 30 + 50 = 90 – ... 90 – 50 = 80 – ... ... – 30 = 60 – 20
Example 3
I complete each fact family of equivalent writings with the convenient tens :
 20 + 60 = ...  80 + ... = 90
60 + ... = 80 ... + 80 = 90
... – 20 = 60 90 – ... = 80
80 – ... = 20 90 – ... = 10

8
Pedagogical guide GR2 10/21/15 3:44 PM Page 9

Solutions
Activity
The number of units is 10 . The number of units is 10 .
One tens worth 10 units.

1. two tens = 2 t = 20 (twenty) six tens = 6 t = 60 (sixty)

three tens = 3 t = 30 (thirty) seven tens = 7 t = 70 (seventy)
four tens = 4 t = 40 (fourty) eight tens = 8 t = 80 (eighty)
five tens = 5 t = 50 (fifty) nine tens = 9 t = 90 (ninety)

2. 10 + 10 = 20 30 + 10 = 40 50 + 10 = 60 70 + 10 = 80 0 + 10 = 10
20 + 10 = 30 40 + 10 = 50 60 + 10 = 70 80 + 10 = 90

3. 1t+1t=2t 3t+1t=4t 4t+2t=6t 6t+3t=9t 2t+7t=9t

2t+1t=3t 4t+1t=5t 4t+3t=7t 5t+4t=9t

4. 5t–1t=4t 7t–2t=5t 6t–2t=4t 2t–1t=1t 8t–3t=5t

4t–1t=3t 9t–4t=5t 5t–3t=2t 9t–3t=6t

5. 20 – 10 = 10 40 – 20 = 20 60 – 40 = 20 90 – 80 = 10 80 – 30 = 50
30 – 20 = 10 50 – 10 = 40 60 – 20 = 40 70 – 20 = 50

6. 0 ; 10 ; 20 ; 30 ; 40 ; 50 ; 60 ; 70 ; 80 ; 90 .
90 ; 80 ; 70 ; 60 ; 50 ; 40 ; 30 ; 20 ; 10 ; 0 .

7. fifty : 50 80 : eighty 30 : thirty

sixty : 70 60 : sixty 40 : fourty
ten : 10 90 : ninety 20 : twenty
twenty : 20 70 : seventy 50 : fifty

8. 50 = 20 + 30 20 + 40 = 60 80 = 60 + 20 70 + 20 = 90
70 = 40 + 30 30 + 30 = 60 90 = 50 + 40 60 + 20 = 80
60 = 40 + 20 80 + 10 = 90 70 = 20 + 50 40 + 40 = 80

9. 0 ; 20 ; 40 ; 60 ; 80 . 10 ; 30 ; 50 ; 70 ; 90 . 90 ; 70 ; 50 ; 30 ; 10 . 80 ; 60 ; 40 ; 20 ; 0 .

10. 50 + 30 = 80 90 – 20 = 70 70 – 10 = 60 40 + 0 = 40
30 + 50 = 80 90 – 70 = 20 60 + 10 = 70 0 + 40 = 40
80 – 30 = 50 20 + 70 = 90 10 + 60 = 70 40 – 0 = 40
80 – 50 = 30 70 + 20 = 90 70 – 60 = 10 40 – 40 = 0

5 The numbers less than 99 Pages : 19 → 22

 Objectives :  Distinguish the ones digit from the tens digit in the writing of a two digits.
 Master the writing of a two-digit number in standard form and in words form.

 Material :  Number cards for each digit.

 Cards with table of the form t d

 Bars of tens from interlocking cubes.

9
Pedagogical guide GR2 10/21/15 3:44 PM Page 10

 Procedure :
1. Revise rapidly the whole tens.
2. Form a number of two digits from whole tens accompanied by some ones.
For example :

2 tens and 5 units

 Guide the students to arrange this number in a table of the form : t o
2 5
 Make the writing form :
* 2 tens and 5 ones, is 20 + 5
* 20 + 5 is 25
* 25, is 2 tens and 5 ones (20 + 5).
3. twenty and ; thirty ...
 Draw attention to the absence of the word and in : eighty one; ninety one.

4. Finally question about the difference that exists between the two tables : t o and t o .
3 5 5 3
 Evaluation project
Here are some examples used to evaluate the achievements.
Example 1
I count 5 by 5 from 0 till 50 : 0 ; 5 ; ... ; ... ; ... ; ... ; ... ; ... ; ... ; ... ; 50.
Example 2
Write in standard form, then in words form :
* 60 + 12 : ........... ............................................. * 80 + 13 : ........... .............................................
* 60 + 18 : ........... ............................................. * 80 + 17 : ........... .............................................
Example 3
I complete the table according to the model :
36 3 t and 6 o 30 + 6 thirty six
54
7 t and 5 o
80 + 4
ninety four

Solutions
Activity
3 tens. 4 units.
There are 34 units in all.
In the number 34 , there are 3 t and 4 u.

1. The tens digits to be circled are : 4 ; 5 ; 9 ; 4 ; 8.

2. The units digits to be circled are : 9 ; 1 ; 3 ; 8 ; 7 ; 0 ; 9.

3. 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30.
37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50.

10
Pedagogical guide GR2 10/21/15 3:44 PM Page 11

4. 10 + 6 = 16 30 + 7 = 37 90 + 3 = 93 60 + 6 = 66
10 + 4 = 14 30 + 2 = 32 40 + 9 = 49 40 + 7 = 47
10 + 5 = 15 30 + 9 = 39 50 + 5 = 55 80 + 4 = 84
10 + 1 = 11 30 + 3 = 33 70 + 2 = 72 20 + 9 = 29

5. seventeen 17 1t and 7u 10 + 7
twenty 20 2t and 0u 20 + 0
thirty one 31 3t and 1u 30 + 1
forty two 42 4t and 2u 40 + 2
fifty 50 5t and 0u 50 + 0

6.  9.  10.
7. 16.
8. 20 ; 21 ; 22 ; 23 ; 24 ; 25 ; 26 ; 27 ; 28 ; 29.
9. 58 ; 59 ; 60 ; 61 ; 62 ; 63 ; 64 ; 65 ; 66 ; 67 ; 68 ; 69 ; 70 ; 71 ; 72.
10. 0 ; 10 ; 20 ; 30 ; 40 ; 50 ; 60 ; 70 ; 80 ; 90.
11. Sixty four 64 6t and 4u
Seventy four 74 7t and 4u
Eighty one 81 8t and 1u
Ninety-two 92 9t and 2u

12. skip by 2 : 52 ; 54 ; 56 ; 58 ; 60 ; 62 ; 64 ; 66 ; 68 ; 70.

skip by 3 : 63 ; 66 ; 69 ; 72 ; 75 ; 78 ; 81 ; 84 ; 87 ; 90.
13. 95 ninety five 90 + 5
99 ninety nine 90 + 9
91 ninety one 90 + 1
81 eighty one 80 + 1
92 ninety two 90 + 2

14. 30 + 20 + 4 = 54 20 + 40 + 2 = 62 80 + 10 = 90
10 + 30 + 5 = 45 3 + 10 + 20 = 33 60 + 10 = 70
15. 31 : thirty one 81 : eighty one 91 : ninety one 61 : sixty one
21 : twenty one 51 : fifty one 41 : forty one 31 : thirty one
16. 13 + 5 = 18. Jad has 18 marbles.
17. 14 + 3 = 17. Roula has 17 pearls.
18. 7 + 3 =10. In three years, I will be 10 years old.

11
Pedagogical guide GR2 10/21/15 3:44 PM Page 12

6 Comparison of two-digit numbers Pages : 23 → 26

 Objectives :  Compare two numbers of two digits.

 Arrange numbers by increasing or decreasing order.
 Determine the nearest ten of a two-digit number

 Material :  Interlocking cubes; bars of tens.

 Numerical bands for some tens.
For example : 20 25 30

 Procedure :
1. Revise the language (seen in Gr 1) : Numbers more than; numbers less than.
2.  Manipulate with the bars of tens and the cubes the presentation in the book on page 23.
 Require the oral formulation (for all the students) of the comparison techniques of two numbers
of two digits.
3. Work on the numeric band : 20 25 30
 What is the number that is as close (mid way) to 20 as to 30 ? (It is 25).
 Ask a student to locate the box of 23 on the numeric band. Among 20 and 30, which of the tens
is closer to 23 ? (It is 20).
 Ask another student to locate the box of 27 on the numeric band. Among 20 and 30, which of the
tens is closer to 27 ? (It is 30).
 Formulate a conclusion with the students :
* Give the nearest ten for each of the numbers 21; 22; 23; 24. (It is 20).
* Give the nearest ten for each of the numbers 26; 27; 28; 29. (It is 30).
* Language : nearest tens → nearest number ending with 0 .

 Evaluation project
Here are some examples used to evaluate the achievements.
Example 1
In the frame : 48 < < 53, I can place the numbers : ... ; ... ; ... ; ... .
Example 2
I complete the table :
The number that comes just before The number The number that comes just after
49
6 tens
(60 + 19)

Example 3
I complete by one of the symbols < , > or = .
(60 + 18) ... (70 + 8) (80 + 14) ... (90 + 3) (75 – 15) ... (95 – 5) (75 – 10) ... (60 + 5)
Example 4
I give the number ending with 0 nearest to :
58 : .......... (3t and 4u) : .......... 84 : .......... (3t and 8u) : ..........

12
Pedagogical guide GR2 10/21/15 3:44 PM Page 13

Solutions
Activity
3 t and 4 u. 2 t and 5 u.
The number is 34. The number is 25.
I complete with one of the symbols < or > . 3 t > 2 t ; 34 > 25
• •
2 t and 5 u. 2 t and 3 u.
The number is 25. The number is 23.
I complete with one of the symbols < or > . 5 u > 3 u ; 25 > 23
• •
1. 49 < 50 < 51 39 < 40 < 41 56 < 57 < 58 < 59
57 < 58 < 59 27 < 28 < 29 28 < 29 < 30 < 31
2. 9 ; 13 ; 17 ; 28 ; 35 ; 36 ; 42 ; 53 ; 59.
3. 35 = 30 + 5 50 + 5 > 40 + 10 40 + 7 > 10 + 30
49 < 20 + 30 40 + 10 = 30 + 20 50 + 9 = 59
4. Just before The number Just after Just before The number Just after
9 10 11 18 19 20
49 50 51 24 25 26
69 70 71 88 89 90

5. 59 < 60 < 61 88 < 89 < 90 79 < 80 < 81 < 82

70 < 71 < 72 97 < 98 < 99 89 < 90 < 91 < 92
6. 93 ; 84 ; 80 ; 75 ; 71 ; 67 ; 59.
7. 50 + 9 < 61 81 > 70 + 8 80 + 9 > 70 + 9 60 + 8 < 72 89 < 90 + 8
70 + 3 > 60 + 8 70 – 10 < 65 70 = 80 – 10 90 – 20 > 70 – 10
8. 20 + 10 + 40 < 80 40 + 10 + 10 > 50 + 2 30 + 20 + 3 < 20 + 50 60 + 10 + 5 = 40 + 30 + 5
9. 61 ; 71 ; 81 ; 91.
10. This number is 87.
11. The number ending with 0 nearest to 18 is 20.
The number ending with 0 nearest to 33 is 30.
The number ending with 0 nearest to 46 is 50.
12. 
40 44 50 56 60 63 70 78 80 87 90
 44 : 40 ; 87 : 90 ; 56 : 60 ; 63 : 60 ; 78 : 80 .
13. The nearest number ending The nearest number ending
The number The number
with 0 with 0
42 40 72 70
59 60 7 10
86 90 18 20

14. The number ending The The number ending The number ending The The number ending
with 0 just before number with 0 just after with 0 just before number with 0 just after
30 37 40 10 17 20
60 64 70 80 83 90
20 26 30 40 49 50

13
Pedagogical guide GR2 10/21/15 3:44 PM Page 14

7 The composition - Decomposition of numbers Pages : 27 → 29

 Objectives :  Use a partial numeric table to compose or decompose a two-digits number.

 Use the decomposition of a two-digit number to perform calculations rapidly.

 Material : Interlocking cubes. Bars of tens. Numeric bands of the form :

0 1 2 3 4 5 6 7 8 9 10

 Procedure :
Know that this work represents a support of excellence in mental calculation.
1. From a scheme like t u present to students, we could revise :
5 4
 54 is a form of 5 tens and 4 ones.
 54 is 50 + 4.
 50 + 4 is 54.
2. Schematize the composition or decomposition.
For example : t u → 5 tens and 4 ones
5 4 ↓ ↓ ↓
50 + 4
Thus, to compose (50 + 4), the digit 4 replaces the zero in 50.
3. Use two numeric bands of the form :
0 1 2 3 4 5 6 7 8 9 10

30 40
 Ask a student to locate the box of the number 34.
 By observation, draw the decomposition : 34 = 30 + 4.
4. Calculate mentally on a numeric band making the displacements. For example, for 32 + 5 :
30 32 37 40

+5
5. Use the decomposition to make the calculation faster. For example, for 54 + 25 :
I think that 5t and 4u plus 2t and 5u → This is 7t and 9u .

 Evaluation project
Here are some examples used to evaluate the achievements.
Example 1
I complete each equation with the convenient number : 40 + ... = 48 ... + 5 = 25
... + 30 = 36 7 + ... = 87
Example 2
I complete each table by the convenient digits :
54 + 25 36 + 53 24 + 52

t u t u t u

14
Pedagogical guide GR2 10/21/15 3:44 PM Page 15

Solutions
Activity The composed number Contains The decomposed number
34 3 t and 4 u 30 + 4
56 5 t and 6 u 50 + 6
75 7 t and 5 u 70 + 5
89 8 t and 9 u 80 + 9

1. 39 = 30 + 9 47 = 40 + 7 86 = 80 + 6 23 = 20 + 3 58 = 50 + 8 78 = 70 + 8
2. 30 + 8 = 38 50 + 6 = 56 20 + 9 = 29 90 + 2 = 92 80 + 3 = 83
40 + 1 = 41 70 + 5 = 75 60 + 6 = 66 10 + 9 = 19
3. 59 = 50 + 9 28 = 20 + 8 44 = 40 + 4 95 = 90 + 5 98 = 90 + 8
64 = 60 + 4 37 = 30 + 7 78 = 70 + 8 89 = 80 + 9
4. 43 + 6 = 40 + 3 + 6 43 + 5 = 40 + 3 + 5

= 40 + 9 = 40 + 8

= 49 = 48

5.  40 + 16 = 40 + 10 + 6  30 + 18 = 30 + 10 + 8  30 + 29 = 30 + 20 + 9

= 50 + 6 = 40 + 8 = 50 + 9

= 56 = 48 = 59
 20 + 25 = 20 + 20 + 5  10 + 57 = 10 + 50 + 7  70 + 28 = 70 + 20 + 8

= 40 + 5 = 60 + 7 = 90 + 8

= 45 = 67 = 98

6.  47 + 32 = 40 + 7 + 30 + 2  23 + 35 = 20 + 3 + 30 + 5  25 + 63 = 20 + 5 + 60 + 3

= 70 + 9 = 50 + 8 = 80 + 8

= 79 = 58 = 88
 24 + 25 = 20 + 4 + 20 + 5  12 + 57 = 10 + 2 + 50 + 7  82 + 15 = 80 + 2 + 10 + 5

= 40 + 9 = 60 + 9 = 90 + 7

= 49 = 69 = 97
 45 + 42 = 40 + 5 + 40 + 2  61 + 28 = 60 + 1 + 20 + 8  31 + 38 = 30 + 1 + 30 + 8

= 80 + 7 = 80 + 9 = 60 + 9

= 87 = 89 = 69
 65 + 23 = 60 + 5 + 20 + 3  54 + 34 = 50 + 4 + 30 + 4  52 + 37 = 50 + 2 + 30 + 7

= 80 + 8 = 80 + 8 = 80 + 9

= 88 = 88 = 89

15
Pedagogical guide GR2 10/21/15 3:44 PM Page 16

8 Dozens Page : 30

 Objectives :  Recognize the dozen as twelve ones.

 Know that : a dozen, is one ten and two ones.
 Material : Cards with drawings of dozen object on each.
 Procedure :
1. Start by questioning :
Who can name the objects that may be encountred in our daily life in dozens ?
For example, a dozen of eggs; a dozen of roses; a dozen of cakes; ...
2. Differentiate between ten and dozen :
↓ ↓
t u t u
1 0 1 2
 Evaluation project
Here are some examples used to evaluate the achievements.
Example 1
I calculate the difference between a dozen and a ten.
.....................................................................................................................
Example 2
I complete by the convenient number :
From two dozens, I remove two tens.
I still have ... ones.
Example 3
I count, dozen by dozen, from 0 till 96 :
0 ; 12; ... ; ... ; ... ; ... ; ... ; ... ; 96.

Solutions
Activity
Decompose the number 12 : 12 = 10 + 2

1. 33 + 10 = 43. In ten years, his age will be 43 years.

2. 20 + 12 = 32. Nada picked 32 flowers.
3. 20 + 12 = 32. In this class, there are 32 students.
4. 12 + 10 + 5 = 27. There are 27 marbles in all.

9 Addition without carry (operative technique) Pages : 31 ; 32

 Objectives :  Know how to perform an addition on line (without carry).

 Know how to set up and calculate an addition (without carry).
 Material :  Interlocking cubes.
 Bars of tens.
 Procedure :
1. Using the bars of tens and the cubes, join two collections, then find their sum.
For example,

3t and 2u 2t and 5u → In all 5t and 7u .

 Then move to writing on line : 32 + 25 = 57.

16
Pedagogical guide GR2 10/21/15 3:44 PM Page 17

2. To perform an addition in columns, manipulate with the students the presentation in book on
page 31.
3. To set up an addition in columns, make remarks to the students about the particular cases :
32 + 6 or 6 + 32 ; 32 + 20 or 20 + 32.
4. Train the students on the board :
 the passage of addition in columns to writing on the line.
 the passage of writing an addition on a line to writing in columns.

 Evaluation project
Here are some examples used to evaluate the achievements.
Example 1
I set up and I perform the additions : a) 42 + 42 b) 32 + 6 c) 5 + 43

Example 2
I complete each set up addition by the convenient digits :
a) 3 . b) 3 5 c) . .
+ . 2 + . . + 3 4
7 5 9 7 6 8
Example 3
I write all the possible addition of the model 5 .
+3 .
83
First solution Second solution Third solution Fourth solution
5 . 5 . 5 . 5 .
+3 . +3 . +3 . +3 .
83 83 83 83

Solutions
Activity
 13 + 26 = 10 + 3 + 20 + 6 = 30 + 9 = 39  t u
1 3
+ 2 6
3 9

1. t u t u t u t u
1 8 5 2 5 3 7
+ 6 1 + 4 7 + 6 + 7 1
7 9 9 9 5 9 7 8

18 + 61 = 79 52 + 47 = 99 53 + 6 = 59 7 + 71 = 78

2. 28 + 31 = 59 t u 53 + 46 = 99 t u 45 + 43 = 88 t u 36 + 52 = 88 t u
2 8 5 3 4 5 3 6
+ 3 1 + 4 6 + 4 3 + 5 2
5 9 9 9 8 8 8 8

38 + 11 = 49 t u 14 + 45 = 59 t u 57 + 32 = 89 t u 16 + 63 = 79 t u
3 8 1 4 5 7 1 6
+ 1 1 + 4 5 + 3 2 + 6 3
4 9 5 9 8 9 7 9

17
Pedagogical guide GR2 10/21/15 3:44 PM Page 18

10 Subtraction without borrowing (operative technique) Pages : 33; 34

 Objectives :  Know how to subtract on line (without borrowing).

 Know how to set up and perform subtraction (without borrowing).
 Material :  Interlocking cubes..
 Bars of tens.
 Procedure :
1.  Using the bars of tens and the cubes, join two collections and find their sum.
For example,

4t and 3u 3t and 5u → In all 7t and 8u .

 Then move to addition on line : 43 + 35 = 78 and two subtractions on line :

78 – 35 = 43 and 78 – 43 = 35.
2.  To perform a subtraction in columns, manipulate with the students the presentation in book on
the page 33.
 To set up, we start by the greatest number.
 Make remarks to the students to the particular cases : 59 – 3 ; 59 – 9 ; 59 – 30.
3. Train the students on the boards :
 The passage of subtraction in columns to writing on the line.
 The passage of writing a subtraction on a line to writing in columns.

 Evaluation project
Here are some examples used to evaluate the achievements.
Example 1
I set up and perform the subtractions : a) 68 – 34 b) 68 – 3 c) 68 – 8

Example 2
I complete each setup subtraction by the convenient digits :
a) 7 . b) 9 6 c) . .
– . 2 – . . – 4 3
3 7 6 4 4 3
Example 3
I perform the addition, then I complete the two corresponding subtractions :
3 6 5 9 5 9
+ 2 3 – . . – . .
. . 2 3 3 6
Example 4
I write all the possible subtractions of the model 7 .
–4 .
36
First solution Second solution Third solution Fourth solution
7 . 7 . 7 . 7 .
–4 . –4 . –4 . –4 .
36 36 36 36

18
Pedagogical guide GR2 10/21/15 3:44 PM Page 19

Solutions
Activity t u
 * Who has more marbles ? It is Hadi.
3 8
* Count to find how many : 12 marbles.
– 2 6
* To calculate the difference, I make subtraction.
38 – 26 = 12 : this is a subtraction on line. 1 2
*

1. t u t u t u t u t u
4 8 5 6 4 9 7 6 6 2
– 3 2 – 4 2 – 5 – 4 3 – 3 1
1 6 1 4 4 4 3 3 3 1

2. 8 4 7 5 5 8 7 1 1 8
– 1 2 – 3 2 – 4 8 – 2 1 – 1 3
7 2 4 3 1 0 5 0 0 5

3. 8 7 6 8 8 5 9 2 8 4
– 2 5 – 3 2 – 5 3 – 3 1 – 5 2
6 2 3 6 3 2 6 1 3 2

3. 26 – 14 59 – 7 89 – 56 38 – 7
2 6 5 9 8 9 3 8
– 1 4 – 7 – 5 6 – 7
1 2 5 2 3 3 3 1

5. 41 – 10 = 31 41 – 10 = 31 53 – 10 = 43 11 – 10 = 1 66 – 10 = 56
55 – 10 = 45 73 – 10 = 63 24 – 10 = 14 98 – 10 = 88

6. 12 – 2 = 10 76 – 46 = 30 25 – 15 = 10 52 – 32 = 20 16 – 6 = 10
32 – 12 = 20 46 – 26 = 20 78 – 38 = 40 89 – 59 = 30
7. 88 – 73 99 – 9 76 – 43
8 8 9 9 7 6
– 7 3 – 9 – 4 3
1 5 9 0 3 3

11 Subtraction (remains) Pages : 35 ; 36

 Objectives :  Define a remainder in a situation.

 Calculate a remainder in subtraction.

 Material : All materials that could help in defining a remainder.

 Procedure :
1. Place a collection of objects, remove a part of them and define the remainder as the
complementary part (not removed).
For example,

I have 8, I removed 3, the rest is 5.

19
Pedagogical guide GR2 10/21/15 3:44 PM Page 20

2. Then move to the written meaning of a subtraction :

Greater number – smaller number = Remainder
8 – 3 = 5
3. Manipulate with the students the presentation in book on page 35.
4.  End this work by working on a table of the form :
I have ... I remove ... The remainder is ...
a) 10 4 ?
b) ? 7 3
c) 10 ? 2
 Then elaborate the rules on how to :
a) calculate the remainder ?
b) calculate the greater number ?
c) calculate the smaller number ?

 Evaluation project
Here are some examples used to evaluate the achievements.
Example 1
I complete the following table :
Greater number Smaller number Remainder
50 30 ...
70 ... 50
... 60 30

Example 2
In a basket, there are 9 red apples and 6 green apples. Marie took 2 green apples and 4 red apples
from the basket.
a) How many red apples remained in the basket ?
......................................................................................................
b) How many green apples remained in the basket ?
......................................................................................................
c) How many apples remained in the basket ?
......................................................................................................
Example 3
I complete the table :
He has He lost What remains with him
Marwan 30 marbles 10 marbles ... marbles
Chadi ... marbles 8 marbles 12 marbles
Ziad 25 marbles ... marbles 10 marbles

Solutions
Activity
There remains 3 eggs in the fridge.
To calculate what remains , we make a subtraction : 9 – 6 = 3.

1. 9 – 3 = 6. 6 flowers remain in the vase. 3. 8 – 3 = 5. He has 5 remaining sweets.

2. 8 – 2 = 6. 6 pieces remain. 4. 16 – 6 = 10. He has to color 10 remaining boxes.

20
Pedagogical guide GR2 10/21/15 3:44 PM Page 21

5. I had I lost There remains 8. 67 – 45 = 22. Operation

He lost 22 marbles.
15 marbles 5 marbles 10 marbles 6 7
– 4 5
20 marbles 10 marbles 10 marbles
2 2
6. 25 – 13 = 12.
9. 34 – 12 = 22. Operation
Samir took 12 marbles.
He still has 22 plates.
3 4
7. 49 – 26 = 23. – 1 2
23 boys went on a walk. 2 2

12 Subtraction (needed) Pages : 37 → 39

 Objectives :  Define the needed as a complement.

 Calculate the needed through a subtraction.

 Material : Bars of tens; Interlocking cubes; numeric bands.

 Procedure :
1. Present what is needed in a situation like you should complete to whole.
For example:
 I would like to make a necklace of 10 pearls.
1 2 3 4 5 6 7 8 9 10
 I already have 6 pearls.
How many pearls I need to complete the necklace ?
 Expected answer : you need 4 pearls.
How can we find this answer ?
* either by simple counting;
* or by calculation : 10 – 6 = 4.
2. Move to the presentation in the book on page 37.
3.  A florist wants to make a bunch of 20 flowers.
He has 12 flowers.
How many flowers does he still need ?
 Schematizing

 The needed is 8 roses, because 20 – 12 = 8. The number 8 is the complement of 12 to 20.

 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
I use the numeric band to complete each equation :
1 2 3 4 5 6 7 8 9 10
8 + ... = 10 6 + ... = 10 5 + ... = 10 3 + ... = 10
Example 2
I complete each equation by the convenient number :
50 – ... = 20 ... – 40 = 40 75 – ... = 50 ... – 32 = 46
Example 3
Hani has a dozen of marbles.
How many marbles he still needs to have two tens ?

21
Pedagogical guide GR2 10/21/15 3:44 PM Page 22

Solutions
Activity
She needs 2 counters.
To calculate what is needed , we subtract : 8 – 6 = 2.

1. 35 – 24 = 11. There are 11 absent students.

2. 20 – 18 = 2. She needs 2 points to have 20.
3. 14 – 10 = 4. He needs 4 more copybooks.
4. The number of marbles with eahc child The number of marbles he needs in order to have 50 marbles
Nabil 20 50 – 20 = 30
Fadi 40 50 – 40 = 10
Salam 30 50 – 30 = 20
Hani 10 50 – 10 = 40

5. 20 – 15 = 5. He lost 5 marbles. 10. 98 – 16 = 82 Operation

In December, she collected
6. 12 – 2 = 10. Mona is 10 years old. 9 8
82 points.
7. 68 – 36 = 32. Roy has 32 balls. – 1 6
8 2

8. 87 – 43 = 44 Operation 11. 49 – 38 = 11 Operation

Rami shares 44 marbles. He still needs 11 stamps to
8 7 have 49. 4 9
– 4 3 – 3 8
4 4 1 1

9. 36 – 10 = 26 Operation 12. 19 – 8 = 11 Operation

Mom is 26 years old. Mona is 11 years old.
3 6 1 9
– 1 0 – 8
2 6 1 1

13 Addition with carry (operative technique) Pages : 40 → 45

 Objectives :  Define addition with carry.

 Master the operative technique of an addition with carry.

 Material :  Interlocking cubes. 5+5 = 10

 Bars of tens. 6+6 = 12
 A bulletin board that displays figures of some doubles. 7 + 7 = 14
8+8 = 16
 Procedure : 9+9 = 18
1. Using the board of doubles, start by mental calculation to acquire the quickness in certain
calculations. For example :
5+5=? 6+6=? 7+7=? 8+8=? 9+9=?
5+6=? 6+7=? 7+8=? 8+9=? 9+8=?
5+4=? 6+5=? 7+6=? 8+7=? 9+7=?
2. Then review with the students the operative technique of addition without carry.
3. Use the interlocking cubes and the bars of tens to give the meaning of the carry.
 How do we calculate 26 + 47 ?
To make 6 + 7 = 13. What we do ?

22
Pedagogical guide GR2 10/21/15 3:44 PM Page 23

 Then represent the situation with a material :

2t and 6u + 4t and 7u → ?
6u and 7u give 13 units, which is 1t and 3u.
The obtained ten is a carry to be added to the other tens.
4. Then move to work with the students according to the presentation in the book on page 40.
5.  Make a remark for students on the presence or non-presence of a carry. For example :
3 6 3 6
+ 5 3 + 3 5
. . . .
 Guide the students to formulate the question : when is it that there is a carry ?
6. Propose the problems Nos 10; 11; 12; 13, Pages 44 and 45 :
It could be helpful to use a table to facilitate the resolution of such problems.
For example : Number of marbles
Sami has 15 marbles.
Nabil has 5 marbles less than Sami.
 How many marbles does Nabil has ?
Sami
Nabil
+
 How many marbles do they have together ?
Together
 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
a) I set up and calculate the addition : 36 + 36

b) I complete rapidly :
36 + 37 = ... 36 + 35 = ...
36 + 38 = ... 36 + 34 = ...
Example 2
I complete each set up operation by the convenient digits :
45 34 . . 4 .
+ . 5 + . . + 24 + . 6
9 . 62 83 85

Example 3 Number of pearls

Hala makes a necklace of 48 pearls. Hada
Nadine makes a necklace with a dozen of pearls less.
a) I complete the table. Nadine
b) I complete each phrase by the convenient number : Together
* Together, Hala and Nadine have ... pearls.
* Hala has ... pearls more than Nadine.
* They still need ... pearls to have 96 pearls together.

Solutions
Activity
 28 + 35 = 20 + 8 + 30 + 5 = 50 + 13 = 63.
 13 is 1t and 3u.

1. t u t u t u t u t u
1 1 1 1 1
4 7 2 4 2 4 2 7 9
+ 3 8 + 1 9 + 5 6 + 8 + 1 4
8 5 4 3 8 0 3 5 2 3

23
Pedagogical guide GR2 10/21/15 3:44 PM Page 24

2. 1 1 1 1
4 3 3 4 1 9 2 8
+ 4 9 + 2 8 + 2 7 + 4 9
9 2 6 2 4 6 7 7
43 + 49 = 92 34 + 28 = 62 19 + 27 = 46 28 + 49 = 77

1 1 1 1
4 6 8 4 4 8 7 3
+ 9 + 9 + 4 8 + 1 7
5 5 9 3 9 6 9 0
46 + 9 = 55 84 + 9 = 93 48 + 48 = 96 73 + 17 = 90

3. 48 + 16 = 64 1 4. 2 6 3 5 4 4 5 3 6 2
4 8 + 3 4 + 2 6 + 1 7 + 1 8 + 2 9
+ 1 6 6 0 6 1 6 1 7 1 9 1
6 4

5. 36 + 57 59 + 29 73 + 15 48 + 26 63 + 27 36 + 44
3 6 5 9 7 3 4 8 6 3 3 6
+ 5 7 + 2 9 + 1 5 + 2 6 + 2 7 + 4 4
9 3 8 8 8 8 7 4 9 0 8 0

36 + 57 = 93 59 + 29 = 88 73 + 15 = 88 48 + 26 = 74 63 + 27 = 90 36 + 44 = 80

6. 38 + 14 89 + 9 56 + 21 27 + 38
3 8 8 9 5 6 2 7
+ 1 4 + 9 + 2 1 + 3 8
5 2 9 8 7 7 6 5

7. 29 + 12 = 41 Operation 11. 49 + 10 = 59. Dad has 59 years. Operations

Nada has now 2 9  49 + 7 = 56. 4 9
41 candies. + 1 2 Within 7 years, mom gets 56 years + 1 0
4 1 old. 5 9
8. 38 + 49 = 87 Operation  59 + 7 = 66. 4 9
In this farm, there are 87 3 8 Within 7 years, dad gets 66 years + 7
animals. + 4 9 old. 5 6
8 7
12. 27 + 15 = 42 Operations
9. 17 + 26 = 43 Operation Rami has 42 marbles. 2 7 2 7
In this bunch, there are 1 7 27 + 42 = 69 + 1 5 + 4 2
43 flowers. + 2 6 They have together 69 marbles. 4 2 6 9
4 3
10. 39 + 12 = 51 Operations 13. 30 + 12 = 42 Operations
In the second album, 3 9 In the after-noon, he sells 3 0
there are 51 photos. + 1 2 42 newspapers. + 1 2
5 1 4 2
39 + 51 = 90
In the two albums, there 3 9 30 + 42 = 72 3 0
are 90 photos. + 5 1 During the day, he sells + 4 2
9 0 72 newspapers. 7 2

24
Pedagogical guide GR2 10/21/15 3:44 PM Page 25

14 Subtraction with borrowing (operative technique) Pages : 46 → 48

 Objectives :  Define the subtraction with borrowing.

 Master the operational technique of the subtraction with borrowing.

 Material :  Interlocking cubes.

 Bars of tens.

 Procedure :
1. Start with reviewing the subtraction without borrowing, specially the disposition in columns.
2. Propose then to students the situation : How to perform the subtraction 42 – 25 ?
 Represent the proposed situation :

minus

 Make remark that 2o < 5o : the subtraction of ones can’t be made!

 Guide the students to discover how to get more ones in the big number than in the smallest
number : we borrow one ten and make the change : one ten is 10 ones.
 In this way we get : 12 – 5 = 7.
3. Work with students the presentation of the book on page 46.
4. Formulate with the students the operational technique of subtraction with borrowing based on :
«brake a ten and transform it into 10 ones».

 Evaluation project
Here are some examples serving to evaluate the acquirements.
Example 1
I set up and calculate the following subtractions :
a) 85 – 62 b) 85 – 26 c) 85 – 59

Example 2
I complete each operation with the suitable missing digits :
a) 6 4 9 0 9 0 b) 7 5 . 4 . .
+ 2 6 – . . – . . – . . – 3 . – 3 5
. . 6 4 2 6 3 7 5 6 5 7

Example 3
I complete each equation with the suitable numbers :

a) ... – 25 = 25 b) 64 – ... = 30
78 – 39 = ... 64 – ... = 18
92 – ... = 46 64 – ... = 46

25
Pedagogical guide GR2 10/21/15 3:44 PM Page 26

Solutions
Activity
 2o – 8o : I can’t because 2 < 8 .  Calculate : 12 o – 8 o = 4o
and 5 t – 2 t = 3t

1. 8 6 4 0 6 2 6 0 8 2
– 9 – 7 – 1 5 – 8 – 3
7 7 3 3 4 7 5 2 7 9

2. 9 1 8 2 3 5 5 4 6 3
– 1 8 – 3 9 – 2 9 – 1 7 – 4 5
7 3 4 3 0 6 3 7 1 8

3. 63 – 48 75 – 47 84 – 19
6 3 7 5 8 4
– 4 8 – 4 7 – 1 9
1 5 2 8 6 5

4. 92 – 38 = 54 Operation 6. 36 – 17 = 19 Operation
54 notebooks were sold. 9 2 He still have 19 boxes. 3 6
– 3 8 – 1 7
5 4 1 9

5. 56 + 38 = 94 Operations 7. 28 + 20 = 48 Operations
There are 94 animals at all. 5 6 There are 48 foreign stamps. 2 8
+ 3 8 + 2 0
56 – 38 = 18 9 4 91 – 48 = 43 4 8
The difference between these In the album, there are 43
two numbers is 18. 5 6 lebanese stamps. 9 1
– 3 8 – 4 8
1 8 4 3

Revision (1) Pages : 49 → 55

The exercises of this part have as goal :

 Revise the previous acquirements.
 Consolidate the pre-acquired notions.
 Remedy in case of «not-acquiered».
These problems could be given as home work, then correct-it individually if possible in order to identify the
eventual gaps.
Then prepare supplemantary work as a remediation to the identified gaps.

Solutions
1. 0 ; 10 ; 20 ; 30 ; 40 ; 50 ; 60 ; 70 ; 80 ; 90.
2. Just before The number Just after Just before The number Just after
49 50 51 78 79 80
68 69 70 68 69 70
69 70 71 88 89 90
58 59 60 97 98 99

26
Pedagogical guide GR2 10/21/15 3:44 PM Page 27

3.
30 + 2 < 30 + 7 40 + 9 > 40 + 7
50 + 7 > 50 + 1 80 + 9 > 60 + 20
80 + 15 > 90 + 3 60 + 15 = 70 + 5

4. 61 : sixty-one 91 : ninety-one
75 : seventy-five 98 : ninety-eight
81 : eighty-one 79 : seventy-nine

5.
20 + 10 + 4 = 34 30 + 10 + 7 = 47 80 + 10 + 5 = 95
40 + 10 + 1 = 51 50 + 10 + 6 = 66 60 + 10 + 9 = 79
60 + 10 + 3 = 73 70 + 10 + 2 = 82 80 + 10 + 8 = 98

6. 30 + 12 = 42. He sells 42 tulips at all.

7.
8 + 2 + 9 = 19 4 + 6 + 47 = 57 9 + 68 + 1 = 78
7 + 5 + 3 = 15 53 + 5 + 5 = 63 7 + 85 + 3 = 95

8.
52 = 40 + 10 + 2 73 = 60 + 10 + 3 99 = 80 + 10 + 9
29 = 10 + 10 + 9 95 = 80 + 10 + 5 87 = 70 + 10 + 7

9.
48 + 11 = 48 + 10 + 1 = 58 + 1 = 59 83 + 11 = 83 + 10 + 1 = 93 + 1 = 94
66 + 11 = 66 + 10 + 1 = 76 + 1 = 77 79 + 11 = 79 + 10 + 1 = 89 + 1 = 90

10.
10 < 17 < 20 50 < 51 < 60 60 < 65 < 70
20 < 23 < 30 80 < 84 < 90 40 < 48 < 50
20 < 29 < 30 30 < 38 < 40 70 < 71 < 80

11. The other number is 3 because : 5 + 3 = 8.

12.  39 + 10 = 49. Mona has 49 years old.
 39 + 49 = 88. The sum of their ages is 88 years.
 39 + 11 = 50. Within 11 years, Hadi gets 50 years old.
49 + 11 = 60. Within 11 years, Mona gets 60 years old.
13.  The number that comes just after 20 is 21.  The number that comes just after 19 is 20.
14.  The number that comes just before 40 is 39.  The number that comes just before 41 is 40.

15. 42 – 6 = 36. Operation 17. 9 + 12 = 21 Operations

In this class, there are 42 They eat together 21 pieces. 9
36 students. – 6 + 12
36 21
36 – 21 = 15
The remaining is 15 pieces in 36
16. 48 – 35 = 13 Operation
the box. – 21
13 students can still get into 48 15
the bus. – 35
13

27
Pedagogical guide GR2 10/21/15 3:44 PM Page 28

18. 12 + 19 = 31 Operations
He lost 31 marbles altogether. 12 48
+ 19 – 31
48 – 31 = 17
31 17
17 marbles remained.
19. 45 38 12 17 45 38 12 17
+5 –10
50 43 17 22 35 28 2 7
The actual age of Nabil is 45 years old. What will his age be after 5 years ? 50 years old.
The actual age of Mona is 38 years old. What was her age 10 years before ? 28 years old.
The actual age of Fadi is 12 years old. What was his age 10 years before ? 2 years before.
The actual age of Kamal is 50 years old. What was his age 5 years before ? 45 years before.

20. 38 – 10 = 28 Operations 21. 36 – 23 = 13 Operations

Sandra has 28 roses. 38 Jad lost 13 marbles. 36
– 10 – 23
38 + 28 = 66 28 29 + 13 = 42 13
They have both 66 roses After the game, Roni has
altogether. 38 42 marbles. 29
+ 28 + 13
66 42

15 Using of the ruler Pages : 56 ; 57

 Objectives :  Know to join two points.

 Know how to use the ruler to draw a straight line.

 Material :  Pencil.
 Ruler (graduated or not) for each student.

 Procedure :
1.  Start by showing the students straight lines drawing before on a paper.
 Ask the students to show straight lines from the class.
2. Then move to the presentation of the book on page 56.
We could execute the presented approach, step by step, with students on a sheet of paper.
Remark : It is preferable to designate selected points in uppercase letters.
3. At the end : we can do this approach on the board using a wooden ruler and a chalk.
 Ask a student to place two distinct points E and F;
 Ask then to join the points E and F ;
 Then use the wooden ruler to draw a straight line joining E to F.

 Evaluation project
Here are some examples serving to evaluate the acquirements. M N
Example 1
a) Use a ruler and a pencil to join the points M, N, P and Q .

b) Circle the correct answer :

I get : Q
 4 straight lines  5 straight lines  6 straight lines P
Example 2 E F G
Observe the figure :
a) Use the ruler and the pencil to draw a straight line that joins E to G.
b) Does the drawing straight line pass through point F ?
Tick the correct answer :  YES  NO

28
Pedagogical guide GR2 10/21/15 3:44 PM Page 29

Solutions
1. B 2. A B

A 3. A
C D

4. 33 32

30 31

38 34 35

39

37 36

16 Lines Pages : 58 ; 59

 Objectives :  Recognize a straight line, a curve line.

 Know how to draw a straight line.
 Know to designate a straight line.

 Material :  Malleable twine.

 Scissors.
 Pencil, ruler (graduated or not) for each student.

 Procedure :
1.  Show a malleable closed string.
 Cut the string in any place using the scissors.
 Hold the string from both sides, using the fingers and stretch it to have a straight line.
 Then use the vocab : curve line; straight line.
2. Ask each student to draw on a paper a curve line then a straihgt line.
3. We can present this work on the board :
 Place two distinct points A and B. A B
 Draw many lines passing through A and B.
 Make a remark that only one of these lines is straight.

29
Pedagogical guide GR2 10/21/15 3:44 PM Page 30

4. For the designation of a straight line :

 Draw any line on the board; place many points and show that the line is unlimited.
 Name two points on the line, E and F for example.
 We can designate this line by (EF) or by (FE) : this is the line that passes by the two points
E and F.
5. Guide the students to use the correct language. For example :
 The point A is a point of the line (AB);
 The point A belongs to line (AB);
 The line (AB) passes through the point A;
 The line (AB) passes through the two points A and B.

 Evaluation project
Here are some examples serving to evaluate the acquirements.
Example 1 E
 Observe the three points E, F and G.
 Draw :
* the line (EF) using a pencil;
* the line (EG) in red;
* the line (FG) in blue. F G
Example 2
 Observe the following figure.
 Complete with TRUE or FALSE : T
* The point M is a point of line (NP) : ............... R
* The point Q belong to line (RS) : ...............
* The point T is a point of line (TP) : ............... M N P Q
* (MN) and (PQ) designate the same line : ...............
* (PR) and (PQ) designate the same line : ............... S
* The point P is situated on the two lines (NQ) and (RS) : ...............

Solutions
1. straight line curved line
B
curved line straight line D

2.
A 3. C C

4. The line (AC) is limited.

5. Straight line (AB) passes through point A (True) K is a point of straight line (DB) (False)
Point B is a point of (AB) (True) Straight line (BD) passes through point C (False)
Straight line (AB) passes through point C (False) (AB), (KB) and (KA) indicate the same straight line (True)

6.
M
F
N

S
K

30
Pedagogical guide GR2 10/21/15 3:44 PM Page 31

17 Segment of straight lines Pages : 60 → 62

 Objectives :  Define a segment of straight line.

 Know to write the notion of a segment of straight line using its two extremities.

 Material :  Pencil, ruler (graduated or not) for each student.

 Scissors.

 Procedure :
1. On a paper :
 Draw a segment of straight line;
 Indicate A and B two distinct points of this line;
 Cut the paper using the scissors to keep the segment line [AB].
2. Work with the students the presentation of the book on page 60, individually on a paper, or
collectively on the board.
To note, that we should insist on :
 The two points that limit a segment line are the extremities of the segment;
 The well presentation of brackets [ ];
 The designation [AB] or [BA] of the segment having as extremities the points A and B.
3. Differentiate between a straight line and a segment line
↓ ↓
unlimited from limited from two sides
two sides
For example : we can draw a segment line [AB], then we can extend from two sides to obtain the
straight line (AB).

 Evaluation project
Here are some examples serving to evaluate the acquirements.
Example 1 A
By joyning the points A, B, C and D C
two by two draw all the possible
segment lines. B
D
Example 2
Observe the following figure.
 Name all the segment of the straight line of this figure :
................................................................................. E
 Place on the figure :
* Point A on the segment [EG];
* Point B on the segment [MF];
* Point C on the straight line (EF) but not
on the segment [EF]. F M G

Solutions
1. [IJ] , [AB] , [CD] , [EF] , [GH].
 The extremities of the segment [AB] are the points A and B.
 The extremities of the segment [IJ] are the points I and J.
 The extremities of the segment [HG] are the points H and G.
 The extremities of the segment [EF] are the points E and F.
 The extremities of the segment [CD] are the points D and C.

31
Pedagogical guide GR2 10/21/15 3:44 PM Page 32

2. A

D
B
C J
3. [AB] , [AC] , [BC]. B L

A
K

to
4.
elongs [AB] [AC] [AD] [KC] (KC) (BD) (CA)
B
A x x x x x
B x x x x x
C x x x x x x
D x x x
K x x

5.  The longest segment is segment [IJ]; its extremities are the points I and J.
 The shortest segment is segment [CD]; its extremities are the points C and D.
 Segment [GH] is longest than segment [AB].

18 Numbers less than 200 Pages : 63 → 79

 Objectives :  Define the number one hundred.

 Compose the whole numbers from 100 to 200.
 Write the numbers from 100 to 200 in digits and letters.
 Use the numeration table of simple ones.
 Determine the nearest tens from a number between 100 and 200.

 Material :  Interlocking cubes.

 Bars of tens.
 Plate of hundreds.

 Procedure :
For all this chapter, we recommend to cut it out into sequence based on the presented objectives :
Once a notion was introduced, we can go directly to the applications relatives to this notion.
1. Realize with the students a groupement of ten tens and then make the equivalent : a plate of
hundred.
2. When solving the presentation of the book on page 63, we can define the hundred as the number
that comes just after 99; we write then : 99 + 1 = 100.
3. Give an example (or more) on the number 100 using the money. For example : show the students
a billet of 1$ and another of 100$.

32
Pedagogical guide GR2 10/21/15 3:44 PM Page 33

4. Knowing that the students can well read the whole numbers till 99, we can pass to another reading
of numbers from 100 to 200. For example :
1 2 4

one hundred twenty four

Thus, to write theese numbers in letters, we can widely use the previous achievements.
For example :
78 → seventy-eight
178 → one hundrded seventy-eight.

5. For the writing in digits and letters of the whole numbers from 100 to 200,
we can :
 Draw on the board, a numeration table of simple ones :
digit of hundreds digit of tens digit of units

then replace it by : Number h t u

 In order, let each student pass on the board; dictate orally a number
and ask each one to fill in the previous tables, then to write this number in letters.
6. For the decomposition of the numbers from 100 to 200, we can propose for the students the two
models :
 162 = 100 + 60 + 2 (1h, 6t and 2u).
 162 = 100 + 62 (one hunded and 62 units).
The first classic model of decomposition can facilitate the fast calculation of type :
* 162 – 100 = ? (Take off one hundred).
* 162 – 60 = ? (Take off 6 tens).
* 162 – 2 = ? (Take off 2 units).
7. To determinate the number of tens of a number, we can adapt the following approach :
 85 → 8 tens and 5 units;
95 → 9 tens and 5 units;
105 → 10 tens and 5 units;
115 → 11 tens and 5 units; ...
 Then pass to a special decomposition of type :
85 = 80 + 5 ; 95 = 90 + 5
105 = 100 + 5 ; 115 = 110 + 5
 Finally, we could close the schematic :
125 → 12 tens and 5 units.

The number of tens of the number 125 is 12.

8. To determinate the closet number ending with zero to a given number simply we can determinate
the number of tens of this number. For example, for the number 128, we have :
 128 = 120 + 8
128 → 12 tens and 8 units.
 128 is located between 12 tens and 13 tens :
12 tens < 128 < 13 tens.
Thus : 120 < 128 < 130.
At the end, to determinate the closet ten, we can place the number on the number line between the
two closet tens (work already seen).

 Evaluation project
Here are some examples serving to evaluate the acquirements.

33
Pedagogical guide GR2 10/21/15 3:44 PM Page 34

Example 1
I complete the following table :
h t o The number in digits The number in words
1 8 0
1 8 1
1 9 0
1 9 1
Example 2
I complete the following table :
The number that comes just before The number The number that comes just after
100
15 tens
(160 + 19)
Example 3
I complete each sentence with the suitable number :
* From the number 111, I take off one hundred; I get the number ................
* From the number 111, I take off tens; I get the number ................
* From the number 111, I take off unit; I get the number ................
Example 4
For each line, I complete with the closest number that ends with 0 to the given number :
a) .......... < (1h, 4t and 6o) < .......... c) .......... < (160 + 14) < ..........
b) .......... < (16t and 4o) < .......... d) .......... < (180 – 1) < ..........

Solutions
1. 1 h = 10 t ; 1 h = 100 o ; 10 t = 1 h
2. Skip counting by 1 : 90 , 91 , 92 , 93 , 94 , 95 , 96 , 97 , 98 , 99 , 100 .
Skip counting by 10 : 0 , 10 , 20 , 30 , 40 , 50 , 60 , 70 , 80 , 90 , 100.
Skip counting by 5 : 60 , 65 , 70 , 75 , 80 , 85 , 90 , 95 , 100.

3. The number The number in words

h t u
135 One hundred thirty-five
1 3 5

h t u
147 One hundred forty-seven
1 4 7

h t u
153 One hundred fifty-three
1 5 3

h t u
142 One hundred forty-two
1 4 2

h t u
129 One hundred twenty-nine
1 2 9

h t u
140 One hundred forty
1 4 0

34
Pedagogical guide GR2 10/21/15 3:44 PM Page 35

4. One hundred ninety-five One hundred seventy-nine One hundred sixty-eight

h t u h t u h t u
1 9 5 1 7 9 1 6 8
195 179 168
One hundred twenty-four One hundred fifty-nine One hundred thirty-eight
h t u h t u h t u
1 2 4 1 5 9 1 3 8
124 159 138
One hundred seventy-two One hundred fifteen One hundred forty-one
h t u h t u h t u
1 7 2 1 1 5 1 4 1
172 115 141
One hundred eighteen One hundred fifty One hundred eighty-one
h t u h t u h t u
1 1 8 1 5 0 1 8 1
118 150 181
5. 191 151 129
h t u h t u h t u
1 9 1 1 5 1 1 2 9
One hundred ninety-one One hundred fifty-one One hundred twenty-nine
138 164 145
h t u h t u h t u
1 3 8 1 6 4 1 4 5
One hundred thirty-eight One hundred sixty-four One hundred eighty-three
172 111 183
h t u h t u h t u
1 7 2 1 1 1 1 8 3
One hundred seventy-two One hundred eleven One hundred eighty-three
192 175 181
h t u c t u h t u
1 9 2 1 7 5 1 8 1
One hundred ninety-two One hundred seventy-five One hundred eighty-one
6. h t u Word form Reading the number
1 0 0 100 One hundred
1 0 1 101 One hundred one
1 0 2 102 One hundred two
1 0 3 103 One hundred three
1 0 4 104 One hundred four
1 0 5 105 One hundred five
1 0 6 106 One hundred six
1 0 7 107 One hundred seven
1 0 8 108 One hundred eight
1 0 9 109 One hundred nine

35
Pedagogical guide GR2 10/21/15 3:44 PM Page 36

7. 97 , 98 , 99 , 100 , 101 , 102 , 103 , 104 , 105 , 106 , 107 , 108 , 109.
8. The number that comes just before 100 is : 99.
9. Just before The number Just after Just before The number Just after
99 100 101 98 99 100
100 101 102 103 104 105
103 104 105 107 108 109

10. The number that comes just after 99 is : 100.

11. h t u h t u h t u
106 1 0 6 108 1 0 8 104 1 0 4
100 1 0 0 102 1 0 2 105 1 0 5
101 1 0 1 103 1 0 3 109 1 0 9

12. h t u
108 1 0 8 its ones digit is : 8
103 1 0 3 its tens digit is : 0
105 1 0 5 its hundreds digit is : 1

13. 109.
14. 94 , 96 , 98 , 100 , 102 , 104 , 106 , 108 , 110.

15. 109 , 108 , 107 , 106 , 105 , 104 , 103 , 102 , 101 , 100.

16. h t u h t u h t u h t u
1 0 0 1 0 0 1 0 0 1 0 0
+ 3 + 5 + 6 + 1
1 0 3 1 0 5 1 0 6 1 0 1

h t u h t u h t u h t u
1 0 0 1 0 0 1 0 0 1 0 0
+ 4 + 2 + 9 + 7
1 0 4 1 0 2 1 0 9 1 0 7

100 + 5 = 105 100 + 8 = 108 100 + 7 = 107

100 + 1 = 101 100 + 4 = 104 100 + 9 = 109
100 + 3 = 103 100 + 2 = 102 100 + 6 = 106

17. 1 h = 10 t
105 contains 1 h and 5 u; that is to say 10 t and 5 u.
109 contains 1 h and 9 u; that is to say 10 t and 9 u.
104 contains 1 h and 4 u; that is to say 10 t and 4 u.
101 contains 1 h and 1 u; that is to say 10 t and 1 u.
103 contains 1 h and 3 u; that is to say 10 t and 3 u.
108 contains 1 h and 8 u; that is to say 10 t and 8 u.

36
Pedagogical guide GR2 10/21/15 3:44 PM Page 37

18. h t u The number The number in words

1 1 0 110 One hundred ten
1 1 1 111 One hundred eleven
1 1 2 112 One hundred twelve
1 1 3 113 One hundred thirteen
1 1 4 114 One hundred fourteen
1 1 5 115 One hundred fifteen
1 1 6 116 One hundred sixteen
1 1 7 117 One hundred seventeen
1 1 8 118 One hundred eighteen
1 1 9 119 One hundred nineteen

19. 110 , 111 , 112 , 113 , 114 , 115 , 116 , 117 , 118 , 119.
20. Just before The number Just after Just before The number Just after
110 111 112 111 112 113
117 118 119 116 117 118
113 114 115 114 115 116

21. h t u h t u h t u
110 1 1 0 118 1 1 8 114 1 1 4
115 1 1 5 112 1 1 2 116 1 1 6
111 1 1 1 113 1 1 3 119 1 1 9

22. h t u
118 1 1 8 its units digit is : 8
113 1 1 3 its tens digit is : 1
115 1 1 5 its hundreds digit is : 1

23. h t u h t u h t u h t u
1 1 0 1 1 0 1 1 0 1 1 0
+ 5 + 9 + 1 + 7
1 1 5 1 1 9 1 1 1 1 1 7
110 + 4 = 114 110 + 2 = 112 110 + 7 = 117 110 + 6 = 116 110 + 5 = 115 110 + 3 = 113

24. h t u h t u h t u h t u
1 0 9 1 0 8 1 0 7 1 0 5
+ 1 + 2 + 3 + 5
1 1 0 1 1 0 1 1 0 1 1 0
109 + 1 = 110 108 + 2 = 110 107 + 3 = 110 105 + 5 = 110
25. 104 , 105 , 106 , 107 , 108 , 109 , 110 , 111 , 112 , 113 , 114 , 115.
26. The number that comes just before 110 is : 109.
27. 100 , 102 , 104 , 106 , 108 , 110 , 112 , 114 , 116 , 118.
28. 89 , 92 , 95 , 98 , 101 , 104 , 107 , 110 , 113 , 116 , 119.

37
Pedagogical guide GR2 10/21/15 3:44 PM Page 38

29. The number that comes just after 109 is : 110.

30. 119 , 118 , 117 , 116 , 115 , 114 , 113 , 112 , 111 , 110 , 109 , 108.
31. 117.
32. h t u h t u h t u h t u
1 0 6 1 0 7 1 0 3 1 0 9
+ 6 + 5 + 8 + 9
1 1 2 1 1 2 1 1 1 1 1 8
106 + 6 = 112 107 + 5 = 112 103 + 8 = 111 109 + 9 = 118

33. h t u h t u h t u h t u
1 0 0 1 0 0 1 0 0 1 0 0
+ 1 5 + 1 9 + 1 2 + 1 7
1 1 5 1 1 9 1 1 2 1 1 7

34. 100 + 3 = 103 100 + 8 = 108 100 + 7 = 107 100 + 9 = 109

100 + 13 = 113 100 + 18 = 118 100 + 17 = 117 100 + 19 = 119
100 + 1 = 101 100 + 4 = 104 100 + 6 = 106 100 + 5 = 105
100 + 11 = 111 100 + 14 = 114 100 + 16 = 116 100 + 15 = 115
35. 100 + 10 + 3 = 113 100 + 10 + 1 = 111 100 + 10 + 4 = 114
100 + 10 + 9 = 119 100 + 10 + 7 = 117 100 + 10 + 8 = 118
100 + 10 + 5 = 115 100 + 10 + 2 = 112 100 + 10 + 6 = 116
36. h t u h t u h t u h t u
1 1 6 1 1 9 1 1 3 1 1 4
– 1 6 – 1 9 – 1 3 – 1 4
1 0 0 1 0 0 1 0 0 1 0 0
110 – 10 = 100 113 – 3 = 110 117 – 7 = 110
115 – 15 = 100 113 – 13 = 100 117 – 17 = 100
109 – 9 = 100 108 – 8 = 100 107 – 7 = 100
37. h t u h t u h t u h t u
1 0 0 1 0 0 1 0 0 1 0 0
+ 2 0 + 3 0 + 4 0 + 5 0
1 2 0 1 3 0 1 4 0 1 5 0
100 + 20 = 120 100 + 30 = 130 100 + 40 = 140 100 + 50 = 150
100 + 60 = 160 100 + 70 = 170 100 + 80 = 180 100 + 90 = 190
38. h t u
124 1 2 4 its tens digit is : 2
163 1 6 3 its tens digit is : 6
192 1 9 2 its units digit is : 2
187 1 8 7 its hundreds digit is : 1

39.  126 = 100 + 20 + 6  In the number 159 :

=1h+2t+6u What is the units digit ? 9
= 10 t + 2 t + 6 u What is the number of units ? 159
= 12 t + 6 u What is the tens digit ? 5
The number of tens in 126 is 12 . What is the number of tens ? 15

38
Pedagogical guide GR2 10/21/15 3:44 PM Page 39

40. 100 – 10 = 90 100 – 50 = 50 100 – 70 = 30 100 – 60 = 40

100 – 30 = 70 100 – 80 = 20 100 – 40 = 60 100 – 90 = 10
41. h t u h t u h t u h t u h t u
1 1 9 1 1 8 1 1 7 1 1 6 1 1 5
+ 1 + 2 + 3 + 4 + 5
1 2 0 1 2 0 1 2 0 1 2 0 1 2 0
119 + 1 = 120 118 + 2 = 120 117 + 3 = 120 116 + 4 = 120 115 + 5 = 120
42. 117 , 118 , 119 , 120 , 121 , 122 , 123 , 124 , 125 , 126 , 127 , 128 , 129.
43. 119.
44. 80 , 85 , 90 , 95 , 100 , 105 , 110 , 115.
45. 110 – 10 = 100 150 – 10 = 140 180 – 10 = 170
120 – 10 = 110 170 – 10 = 160 140 – 10 = 130
120 – 20 = 100 130 – 30 = 100 140 – 40 = 100
46. 110 + 20 + 3 = 133 100 + 60 + 2 = 162 100 + 10 + 7 = 117
100 + 50 + 9 = 159 100 + 30 + 5 = 135 100 + 70 + 7 = 177
100 + 40 + 1 = 141 100 + 80 + 8 = 188 100 + 90 + 4 = 194
47.
140 – 40 = 100 175 – 15 = 160 100 + 80 + 12 = 192
140 – 100 = 40 175 – 160 = 15 100 + 60 + 18 = 178

48. h t u h t u h t u h t u
1 2 9 1 3 9 1 4 9 1 5 9
+ 1 + 1 + 1 + 1
1 3 0 1 4 0 1 5 0 1 6 0
129 + 1 = 130 139 + 1 = 140 149 + 1 = 150 159 + 1 = 160
129 + 10 = 139 139 + 10 = 149 149 + 10 = 159 159 + 10 = 169

49. 127 , 128 , 129 , 130 , 131 , 132 , 133 , 134 , 135 , 136 , 137 , 138 , 139.
137 , 138 , 139 , 140 , 141 , 142 , 143 , 144 , 145 , 146 , 147 , 148 , 149.
155 , 156 , 157 , 158 , 159 , 160 , 161 , 162 , 163 , 164 , 165 , 166 , 167.
50. Just before The number Just after Just before The number Just after
129 130 131 149 150 151
139 140 141 158 159 160
158 159 160 99 100 101

51. 125 : one hundred twenty five 121 : one hundred twenty one
131 : one hundred thirty one 147 : one hundred forty seven
159 : one hundred fifty nine 151 : one hundred fifty one

52. h t u h t u h t u h t u
1 6 9 1 7 9 1 8 9 1 8 5
+ 1 + 1 + 1 + 5
1 7 0 1 8 0 1 9 0 1 9 0
169 + 1 = 170 179 + 1 = 180 189 + 1 = 190 185 + 5 = 190
169 + 10 = 179 179 + 10 = 189 189 + 10 = 199 185 + 10 = 195

39
Pedagogical guide GR2 10/21/15 3:44 PM Page 40

53. 174 , 175 , 176 , 177 , 178 , 179 , 180 , 181 , 182 , 183 , 184.
185 , 186 , 187 , 188 , 189 , 190 , 191 , 192 , 193 , 194 , 195.
166 , 167 , 168 , 169 , 170 , 171 , 172 , 173 , 174 , 175 , 176.
54. Just before The number Just after Just before The number Just after
159 160 161 179 180 181
169 170 171 189 190 191
168 169 170 197 198 199

55. 135 – 35 = 100 172 – 72 = 100 196 – 96 = 100

135 – 5 = 130 172 – 2 = 170 196 – 6 = 190
135 – 30 = 105 172 – 70 = 102 196 – 90 = 106
56. 120 ; 130 ; 140 , 150 , 160 , 170 , 180 , 190.
57. 144 137 156 178 158

130 140 150 160 170 180

144 : 140 ; 137 : 140 ; 156 : 160 ; 178 : 180 ; 158 : 160.

58. The number ended The The number ended The number ended The The number ended
by 0 just before number by 0 just after by 0 just before number by 0 just after
130 134 140 160 164 170
170 171 180 150 152 160
180 188 190 140 143 150

59. 140 < 148 < 150 120 < 128 < 130
180 < 183 < 190 150 < 156 < 160
130 < 134 < 140 170 < 177 < 180
60. 154.

19 Numbers less than 600 Pages : 80 → 87

 Objectives :  Compose and decompose the whole numbers till 600.

 Write in words and letters the whole numbers till 600.
 Know how to use the numeration table of the simple ones.
 Frame a number of 3 digits by the nearest hundreds.
 Material :  Interlocking cubes.  Bars of tens.  Plate of hundreds.
 Procedure :
1. Use the plates of hundreds to define the whole hundreds till 600.
Make the corresponding remark for students :
One plate → one hundred : 100 (hundred)
Two plates → two hundreds : 200 (two hundreds)
Three plates → three hundreds : 300 (three hundreds)
Four plates → four hundreds : 400 (four hundreds)
Five plates → five hundreds : 500 (five hundreds)
2. Work with students the presentation of the book on page 80, then explore the activity.
For example :  199 + 1 = 200 ; 299 + 1 = 300 ; ...
 100, it’s 10 tens ; 200, it’s 20 tens ; 300, it’s 30 tens ; ...

40
Pedagogical guide GR2 10/21/15 3:44 PM Page 41

3. Use the writing in words of numbers less than 99 to write in words the numbers till 600.
For example :
92 → ninety two
392 → three hundred ninety two
4. Use a numeration table of simple units (work individually on a copybook or collective work on
board). For that, we can orally dictate a number (for example 475), ask to place it in a table of the
form Number h t u , then ask to write it in words.

5. To decomposite a number less than 600, we can propose to students the models :
 435 = 400 + 30 + 5
This decomposition can facilitate the rapid calculation of form :
435 – 400 = ? (Remove 4 hundreds)
435 – 30 = ? (Remove 3 tens)
435 – 5 = ? (Remove 5 units).
 435 = 430 + 5

43 tens and 5 units

This decomposition permits to frame the number of tens in a three-digits number :
435, there are 43 tens and 5 units.
 435 = 400 + 35

4 hundreds and 35 units.

This decomposition permits to frame the number 435 by two consecutive whole hundreds :
400 < 435 < 500
To determine the nearest number ending by 00 (two zeros) , we can use a numeric band of the
form : 400 450 500
For example :
* The nearest number ending by 00 to 435 is 400 (because 35 < 50).
* The nearest number ending by 00 to 485 is 500 (because 85 > 50).

 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
In the frames, place the words two; five; fifty in all possible ways, then write in digits the obtained
numbers (observe the example) :
a) two hundreds five → 205
b) hundreds → .....
c) hundreds → .....
d) hundreds → .....
Example 2
Complete each equation by the convenient number :
385 – ... = 380 385 – ... = 305 385 – ... = 300 385 – ... = 85
Example 3
Complete the table : Just before The number Just after
3h
(3h and 9u)
(3h and 9d)
Example 4
Complete by the nearest numbers ending with 00 for each number :
a) ..... < (3h and 65u) < ..... b) ..... < (43t and 8u) < .....

41
Pedagogical guide GR2 10/21/15 3:44 PM Page 42

Solutions
Activity
1 hundred and 1 hundred 100 u 99 u 1u
1442443 In all : 100 + 99 + 1
2 hundreds
2h
199 + 1

1. 195 , 196 , 197 , 198 , 199 , 200 , 201 , 202 , 203 , 204 , 205 , 206.
2. 199.
3.  160 , 170 , 180 , 190 , 200 , 210 , 220 , 230 , 240 , 250.
 200 , 210 , 220 , 230 , 240 , 250 , 260 , 270 , 280 , 290.
4. h t u h t u
345 3 4 5 504 5 0 4
209 2 0 9 121 1 2 1
560 5 6 0 333 3 3 3
431 4 3 1 289 2 8 9

5. 139 ; 543 ; 407 ; 39 ; 240 ; 50 .

6. 1 5 2 ; 5 4 3 ; 4 0 7 ; 5 5 5 ; 5 ; 5 0 0 .
7. two hundreds 2 hundreds 200 four hundreds 4 hundreds 400
three hundreds 3 hundreds 300 five hundreds 5 hundreds 500

8.  128 contains 1h, 2t and 8u  155 contains 1h, 5t and 5 u

128 = 100 + 20 + 8 155 = 100 + 50 + 5
 385 contains 3h, 8t and 5u  241 contains 2h, 4t and 1u
385 = 300 + 80 + 5 241 = 200 + 40 + 1
 508 contains 5h and 8u  477 contains 4h, 7t and 7u
508 = 500 + 8 477 = 400 + 70 + 7

9. h t u h t u h t u h t u
1 0 0 5 0 0 4 0 0 3 0 0
+ 4 0 + 5 0 + 2 0 + 9 0
1 4 0 5 5 0 4 2 0 3 9 0
100 + 40 = 140 500 + 50 = 550 400 + 20 = 420 300 + 90 = 390
10. one hundred ninety 190 1h, 9t and 0u 100 + 90 + 0
one hundred seventy 170 1h, 7t and 0u 100 + 70 + 0
one hundred fify 150 1h, 5t and 0u 100 + 50 + 0
one hundred eighty 180 1h, 8t and 0u 100 + 80 + 0

11. two hundred twenty four 2h, 2t and 4u 200 + 20 + 4 224

two hundred fifty eight 2h, 5t and 8u 200 + 50 + 8 258
three hundred fifty nine 3h, 5t and 9u 300 + 50 + 9 359
three hundred twenty one 3h, 2d and 1u 300 + 20 + 1 321

42
Pedagogical guide GR2 10/21/15 3:44 PM Page 43

12.
100 + 200 = 300 400 – 300 = 100 200 – 100 = 100
400 – 200 = 200 200 + 200 = 400 300 + 200 = 500
300 – 100 = 200 300 + 100 = 400 500 – 300 = 200
400 + 100 = 500 500 – 200 = 300 100 + 100 = 200

13. Just before The number Just after Just before The number Just after
199 200 201 459 460 461
350 351 352 299 300 301
288 289 290 488 489 490
99 100 101 559 560 561

14. 193 > 139 128 < 132 490 > 489
200 > 199 304 < 403 169 < 171
203 < 230 201 > 185 356 > 354
109 < 110 193 < 211 500 > 499

15. 109 < 121 < 204 < 252 < 371 < 380 < 403.
16. 215 : two hundred fifteen 345 : three hundred forty five
501 : five hundred one 380 : three hundred eighty
413 : four hundred thirteen 431 : four hundred thrity one
17. 180 ; 190 ; 200 ; 210 ; 220 ; 230 ; 240 ; 250 ; 260 ; 270.
305 ; 315 ; 325 ; 335 ; 345 ; 355 ; 365 ; 375 ; 385 ; 395.
189 ; 199 ; 209 ; 219 ; 229 ; 239 ; 249 ; 259 ; 269 ; 279.

18. Just before The number Just after Just before The number Just after
98 99 100 399 400 401
180 181 182 499 500 501
488 489 490 548 549 550
198 199 200 469 470 471

19. 0 ; 50 ; 100 ; 150 ; 200 ; 250 ; 300 ; 350 ; 400 ; 450.

20. 100 + 50 + 9 < 160 400 + 80 + 5 = 400 + 85

200 + 10 + 4 > 100 + 100 200 + 40 + 9 < 300
300 + 5 > 200 + 90 + 5 500 + 5 > 400 + 50 + 5

21. 186 ; 196 ; 206 ; 216 ; 226 ; 236 ; 246 ; 256.

22. 280 ; 281 ; 282 ; 283 ; 284 ; 285 ; 286 ; 287 ; 288 ; 289.
23. 240 ; 241 ; 242 ; 243 ; 244 ; 245 ; 246 ; 247 ; 248 ; 249.
24.  314 ; 341 ; 134 ; 143 ; 431 ; 413.  134 < 143 < 314 < 341 < 413 < 431.
25.  205 ; 250 ; 502 ; 520.  520 > 502 > 250 > 205.
26. 400 ; 401 ; 402 ; 403 ; 404 ; 405 ; 406 ; 407 ; 408 ; 409.
27. 449 , 459 , 469 , 479 , 489 , 499 , 509 , 519.
28. 222 ; two hundred twenty two.
333 ; three hundred thirty three.
444 ; four hundred forty four.
29. 496 ; 497 ; 498 ; 499 ; 500 ; 501 ; 502.

43
Pedagogical guide GR2 10/21/15 3:44 PM Page 44

30. 
358 222 563 490 429

200 300 400 500 600

 358 : 400 ; 222 : 200 ; 563 : 600 ; 490 : 500 ; 429 : 400 .
31. 400 < 485 < 500 100 < 123 < 200
300 < 361 < 400 400 < 458 < 500
200 < 223 < 300 300 < 307 < 400

20 Introduction to graphing Pages : 88 → 90

 Objectives :  Know how to reproduce a figure.

 Know the position of an object mathematically relative to a plane.
 Know the displacement in a plane according to a directive given.

 Material :  Two identical drawings realized on a transparent paper.

 A square of side 5cm decomposed into 25 identical boxes.
 Four small cardboards with the following drawings respectively :
2→ , 2← , 2↑ , 2↓ .

 Procedure :
1. Show the students two identical drawings : one is a reproduction of the other on true scale.
Decompose the two identical drawings realized on a transparent paper, then superpose one on
the other.

2. Then move to page 88 in the book : the reproduced figure must be on true scale; in addition, with
the same colors for exercise number 3.
5
3.  Show the students the square of side 5 cm decomposed
into 25 identical boxes.
 Number the columns by 1; 2; 3; 4; 5 in red, and the rows 4
by 1; 2; 3; 4; 5 in blue.
 Any box will be coded by using a couple representing 3
the intersection of a column and a row (or a row and a
column).
 Then move to a table representation, in drawing a square 2
of 25 boxes, with a 50 cm side.
 Work the exercises on page 89 of the book. 1

4.  Show the prepared cardboards and precise the codes of 1 2 3 4 5

displacement : * 2 → : 2 units to the right.
* 2 ← : 2 units to the left.
* 2 ↑ : 2 units to the top.
* 2 ↓ : 2 units to the bottom.
 Then work on exercise no 6 on page 90 of the book.

 Evaluation project
To evaluate the acquired, propose exercises for the students similar to what they have worked in the
book.

44
Pedagogical guide GR2 10/21/15 3:44 PM Page 45

Solutions

1. 3.
red

green

green

red

2. 4.
(1 , 2) 1 2 3 4

(2 , 1) 1 pink

(3 , 3) 2 yellow

(4 , 2) 3 blue violet

(3 , 4) 4 green

5.
(1,2) 4

(3,2) 3
green

(2,1) 2
yellow pink

(4,3) 1
blue

1 2 3 4

45
Pedagogical guide GR2 10/21/15 3:44 PM Page 46

6. 1 2 1 1 2 3 2

2 2 1 1 4 1 1
1 2 3 1 2 2 5

1 1 2 2 3 3 7 3 3 2 2 1 1

21 Operative technique of addition of three-digit numbers Pages : 91 ; 92

 Objectives :  Know the addition of two numbers of three-digits on a line.

 Know to set up and perform an addition of two three-digit numbers (with or without
carry).

 Material :  Interlocking cubes.

 Bars of tens.
 Plates of hundreds.

 Procedure :
1. Start by revising the addition of two numbers in two-digit numbers, with or without a carry.
2. With the material, propose the sum 254 + 335. 2 5 4 + 3 3 5
We find 5 plates of hundreds, 8 bars of tens and 9 cubes of units.
The situation could also be schematized by :
3. The same way, using the material, move to the presentation in the book h t u
on page 91, to calculate 348 + 195. Let the students pay attention to the 5 8 9
language used :
 8u + 5u = 13u → 1t and 3u ; then : I write 3 and hold a ten.
 1t + 4t + 9t = 14t → 1h and 4t ; then : I write 4 and hold a hundred.
 1h + 3h + 1h = 5h ; then I write 5.

46
Pedagogical guide GR2 10/21/15 3:44 PM Page 47

 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
I set up and perform the additions :
287 + 287 48 + 289 368 + 68

Example 2
I replace each point by the convenient digit :
a) 3 . 5 b) 2 7 4 c) . . .
+ . 6 . + . . . + 1 6 6
5 6 0 4 5 9 5 4 0

Example 3
a) I set up and perform the addition : 365 + 365

b) Without performing, I find rapidly :

365 + 366 = ... 367 + 365 = ... 366 + 366 = ... 375 + 375 = ...

Solutions
Activity
 I decompose and calculate.  h t u h t u h t u
348 + 195 = 300 + 40 + 8 + 100 + 90 + 5 1 1 1 1 1
= 300 + 100 + 40 + 90 + 8 + 5 3 4 8 3 4 8 3 4 8
= 400 + 130 + 13
+ 1 9 5 + 1 9 5 + 1 9 5
= 543
... 413 51 4 3 5 4 3
1. 2 3 5 1 1 9 3 9 8
+ 1 4 7 + 4 3 + 1 4 7
3 8 2 1 6 2 5 4 5
235 + 147 = 382 119 + 43 = 162 398 + 147 = 545
2. 295 + 168 145 + 432 364 + 186 267 + 256
295 145 364 267
+ 168 + 432 + 186 + 256
463 577 550 523

3.  138 + 14 = 152 Operations

The second box contains 152 erasers. 138 138
 138 + 152 = 290 + 14 + 152
Both boxes contain altogether 290 erasers. 152 290
4. 195 + 38 = 233 Operation
In the theater, there are 233 seats.
195
+ 38
233

47
Pedagogical guide GR2 10/21/15 3:44 PM Page 48

22 Operative technique of subtraction of two three-digit numbers Pages : 93 → 96

 Objectives :  Know the subtraction of two three-digit numbers (without borrowing).

 Know how to set up and perform a subtraction of two three-digit numbers (with or
without borrowing).

 Material :  Interlocking cubes.  Bars of tens.  Plates of hundreds.

 Procedure :
1. Start by revising the subtraction two numbers of two digits each, with or without borrowing.
2. Using the material, propose the difference 548 – 224. 5 4 8 – 2 2 4
3 plates of hundreds, 2 bars of tens and 4 cubes of units.
The situation could also be schematized by :
3. Using the material, move to the presentation in the book on page 93. h t u
It is important to point to the following :
3 2 4
 When the unit’s digit of the big number is less than that of the small
number, borrow a ten, break it into 10 units.
 When the tens digit of the big number is less than that of the small number, borrow a hundred,
break it into 10 tens.

 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
I set up and perform the subtractions :
567 – 39 567 – 89 567 – 249 567 – 279

Example 2
I replace each point by the convenient digit :
a) 5 . 3 b) 5 6 4 c) . . .
– . 6 . – . . . – 2 7 5
2 9 0 2 0 8 2 7 5
Example 3
I complete each equation by the convenient number :
........ – 106 = 106 254 – ....... = 55 367 – ........ = 168 367 + ........ = 535

Solutions

Activity
➀ h t u ➁ h t u ➂ h t u
5 7 13 3 15 8 4 11 13
– 2 4 9 – 2 9 6 – 2 4 7
3 3 4 1 6 2 2 7 6

48
Pedagogical guide GR2 10/21/15 3:44 PM Page 49

1. 4 5 2 5 6 1 4 6 7 3 7 2 4 2 1 5 1 3
– 1 4 7 – 4 5 8 – 9 – 1 5 4 – 1 3 9 – 4 5
3 0 5 1 0 3 4 5 8 2 1 8 2 8 2 4 6 8
4 4 4 5 0 2 5 0 6 3 2 5 5 8 4 4 6 3
– 2 9 9 – 1 2 5 – 7 2 – 1 4 8 – 9 6 – 3 7 6
1 4 5 3 7 7 4 3 4 1 7 7 4 8 8 8 7

2. 534 – 247 452 – 174 437 – 248 404 – 215 541 – 27 532 – 25
534 452 437 404 541 532
– 247 – 174 – 248 – 215 – 27 – 25
287 278 189 189 514 507

3. 7 0 8 7 2 6 1 8 5 5 0 7
– 2 8 – 3 5 – 7 7 – 7 – 2 3 8
4 2 5 2 1 8 4 7 8 2 6 9

4. 35 – 9 79 – 8 263 – 89 391 – 183

35 79 263 391
– 9 – 8 – 89 – 183
26 71 174 208

5.  225 – 30 = 195. For the second story, they used 195 bags. Operations
 225 + 195 = 420. In total, they used 420 bags. 225 225 515
 515 – 420 = 95. The remaining bags of cement are 95. – 30 + 195 – 420
195 420 95

6. 4 3 2 4 4 9 5 6 3 5 0 9
– 1 5 6 – 3 6 2 – 2 5 4 – 4 3 5
2 7 6 8 7 3 0 9 7 4

7. 513 – 467 456 – 289 503 – 258

513 456 503
– 467 – 289 – 258
46 167 245

8.  a) 138 + 285 = 423. In the bag of Fouad, There are 423 marbles. Operations
b) 308 + 89 = 397. In the bag of Rami, There are 397 marbles. 138 308 423
 Fouad has more marbles, because 423 > 397. + 285 + 89 – 397
423 – 397 = 26. Fouad has 26 marbles more than Rami. 423 397 26

49
Pedagogical guide GR2 10/21/15 3:44 PM Page 50

23 Symmetry Pages : 97 → 99

 Objectives :  Define and recognize an axis of symmetry.

 Draw an axis of symmetry.
 Place the symmeytric of a point with respect to a given line.

 Material :  Drawing cards (transparent paper), having or not having an axis of symmetry.
 Two rectangles and four squares drawn on a transparent paper.

 Procedure :
1. Take a card, fold it along a line :
 If the two parts of the figure are superposing, then this line is the axis of symmetry of the figure;
 If not, then this line is not the axis of symmetry.

2. Take each rectangle; by folding, find its two axis of symmetry : the common perpendicular
bisector of the lengths and the common perpendicular bisector of the widths.

3. Redo the same work with the four squares to find that a square have four axis of symmetry : the
two perpendicular bisectors of opposite sides, and the supports of its two diagonals.

4. Draw on board a figure admitting an axis of symmetry (for example, an isosceles trapezoid), then
move the ruler in all the directions to find an axis of symmetry.
For example :

5. To achieve the reproduction by axial symmetry, we can start by placing the symmetry of a point
representing a node, or located in a box :

Make a remark that two symmetric points with respect to a line are at equal distance from the axis
of symmetry.

 Evaluation project
To evaluate the acquired, we can propose exercises of the same form for the students as they have
worked in their books.

50
Pedagogical guide GR2 10/21/15 3:44 PM Page 51

Solutions

1.

2. 3. NO YES
YES NO
YES YES

4.

51
Pedagogical guide GR2 10/21/15 3:44 PM Page 52

5.

24 Addition of three numbers Pages : 100 → 104

 Objectives :  Know to calculate an addition of three numbers.

 Know to set up and perform an addition of three two-digit or three-digit numbers.

 Material :  Interlocking cubes.

 Bars of tens.
 Plates of hundreds.

 Procedure :
1. Start by recalling the technique of addition of three numbers.
For example, in 10 + 20 + 30, we have :
10 + 20 + 30 10 + 20 + 30 10 + 30 + 20

... + 30 10 + ... ... + 20

... ... ...

2. Using the plates of hundreds, ask the students to find the sum 100 + 200 + 300.
Using the material, move to additions of the form :
 110 + 120 + 130 (without carry).
 120 + 140 + 160 (with carry).
3. Using the material, move to additions of three numbers, without carry, then with carry.
For example :

52
Pedagogical guide GR2 10/21/15 3:44 PM Page 53

 325 + 142 + 131 (without carry).


5u + 2u + 1u = 8u h t u
2t + 4t + 3t = 9t → 5 9 8
3h + 1h + 1h = 5h
 237 + 14 + 135 (carry out a ten).
 237 + 74 + 135 (carry out a ten, then a hundred).
 237 + 19 + 135 (carry out two tens).

 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
I set up and perform the following additions :
154 + 134 + 214 157 + 188 + 159 5 + 85 + 245

Example 2
I complete each equation by the convenient number :
a) 135 + 135 + ... = 405 b) 58 + ... + 247 = 390
c) ... + 188 + 189 = 564 d) 125 + ... + 175 = 450
Example 3
Among the four numbers 125; 150; 175 and 250, there are three numbers that sum up to 550.
Which are these three numbers ? .......................................................................................................

Solutions
1. h t u h t u h t u
1 1
1 5 6 2 4 7 1 8 7
+ 8 4 + 1 5 8 + 1 9 5
+ 5 7 + 6 4 + 1 6 4
2 9 7 4 6 9 5 4 6

156 + 84 + 57 = 297 247 + 158 + 64 = 469 187 + 195 + 164 = 546

2. 1 4 3 2 7 6 1 5 8
+ 2 7 8 + 1 6 9 + 4 9
+ 1 0 3 + 1 3 4 + 3
5 2 4 5 7 9 2 1 0

143 + 278 + 103 = 524 276 + 169 + 134 = 579 158 + 49 + 3 = 210

3. 1 6 4 2 2 9 2 3 8 3 4 5 2 7 4
+ 8 2 + 1 8 4 + 1 7 5 + 1 6 4 + 1 4 6
+ 4 7 + 5 9 + 9 + 8 2 + 1 5 9
2 9 3 4 7 2 4 2 2 5 9 1 5 7 9

4. 38 + 69 + 43 63 + 285 + 42 396 + 9 + 78 186 + 145 + 177

38 63 396 186
+69 + 285 + 9 + 145
+43 + 42 + 78 + 177
150 390 483 508

53
Pedagogical guide GR2 10/21/15 3:44 PM Page 54

5. 19 + 19 + 12 = 50 Operation
He uses 50 eggs. 19
+19
+12
50
6. 10 + 5 + 10 = 25 220 + 10 + 20 = 250 200 + 300 + 10 = 510
20 + 30 + 5 = 55 460 + 20 + 20 = 500 20 + 30 + 40 = 90
200 + 300 + 50 = 550 190 + 10 + 10 = 210 100 + 90 + 9 = 199
7.  58 + 12 = 70 Operations
Nabil get 70 marbles. 58 58
 58 + 58 + 70 = 186 +12 +70
Ziad distributes 186 marbles. 70 +58
186
8.  Rami Nada Operations
Friday 16 19  55 + 52 = 107 55 250
They all ate 107 biscuits. +52 – 107
Saturday 18 15
 250 – 107 = 143 107 143
Sunday 21 18 There are 143 remaining biscuits.
Total 55 52
9. 159 + 148 + 224 205 + 190 + 148 284 + 78 + 167 220 + 198 + 157
159 205 284 220
+ 148 + 190 + 78 + 198
+ 224 + 148 + 167 + 157
531 543 529 575

10.  120 + 12 = 132 Operations

The second box contains 132 lollipops. 120 120
 120 – 12 = 108 + 12 – 12
The third box contains 108 lollipops. 132 108
 120 + 132 + 108 = 360 ou 120 + 120 + 120 = 360
120 120
He buys 360 lollipops.
+ 132 + 120
+ 108 + 120
360 360

25 Numbers less than 999 Pages : 104 → 112

 Objectives :  Recognize the numbers less than 999.

 Write these numbers in digits and in letters.
 Know how to compose and decompose these numbers.
 Compare and arrange these numbers.
 Know how to add and subtract these numbers.

 Material :  Interlocking cubes.

 Bars of tens.
 Plates of hundreds.

 Procedure :
1. With the plates of hundreds, make the whole hundreds less than 900.
2. To write the three-digit numbers :
 use a numeric table of simple units to write in digits : h t u

54
Pedagogical guide GR2 10/21/15 3:44 PM Page 55

 link the word form writing of two-digit numbers with three-digit numbers.
For example, for 745 : 7 45

seven hundred → forty five

3. Use the materials for composition and decomposition of three-digits numbers.
For example, for 745 :
 h t u
→ 745 = 700 + 40 + 5.
7 4 5
↓ ↓ ↓
700 40 5

 7h, 4t and 5u → we think as 700 + 40 + 5.

 Then move to the decomposition of form :
* 745 = 700 + 45 (7h and 45u).
* 745 = 740 + 5 (74t and 5u).
4. Elaborate the rules for comparison of two three-digits numbers :
 start by comparing the hundreds :
645 < 721 because 6 < 7

 If the hundreds digits are the same, compare the tens :

645 > 621 because 4 > 2 (or because 64 > 62).

 If the number of tens is the same, compare the units digits :

645 < 648 because 5 < 8.

5. Revise the language used for arrangements :

 in increasing order : from least to greatest.
 in decreasing order : from greatest to least.
6. In addition and subtraction of these numbers (with or without carry and borrwing), recall the rules
and techniques already acquired.

 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
I count, 50 by 50, from 725 to 975 :
725 ; ........ ; ........ ; ........ ; ........ ; 975.
Example 2
 I observe the writing 645 < 72.
 I complete : in the frame, I can place the digits :
Example 3
With the three digits 9; 0; 7 used without repetition :
 I write the greatest possible three-digits numbers : .......... .
 I write the least possible three-digits numbers : .......... .
 I write the numbers less than 800 : .......... and .......... .
 I write the numbers having 90 as the number of tens : .......... .
Example 4
 I set up and perform the addition : 289 + 289 + 289
 Without performing, I rapidly
complete :
* 290 + 290 + 290 = ......
* 288 + 288 + 288 = ......
* 288 + 289 + 290 = ......

55
Pedagogical guide GR2 10/21/15 3:44 PM Page 56

Solutions
1. 6 hundreds 6 h 600 six hundreds 400 + 200 = 600
7 hundreds 7 h 700 seven hundreds 300 + 400 = 700
8 hundreds 8 h 800 eight hundreds 500 + 300 = 800
9 hundreds 9 h 900 nine hundreds 500 + 400 = 900

2. 500 + 50 = 550 700 + 20 = 720 600 + 50 = 650

800 + 30 = 830 900 + 60 = 960 600 + 90 = 690
700 + 70 = 770 800 + 80 = 880 900 + 90 = 990
3. 657 ; 849 ; 704 ; 9 5 ; 910.
4. 999 ; 958 ; 791 ; 829 ; 9 ; 900.
5. h t u h t u
915 9 1 5 640 6 4 0
830 8 3 0 901 9 0 1
736 7 3 6 785 7 8 5

6. 697 ; 698 ; 699 ; 700 ; 701 ; 702 ; 703 ; 704 ; 705.

7. The composed number The decomposed number
Six hundred eighty nine 689 600 + 80 + 9 6h, 8t and 9u
Seven hundred thirty five 735 700 + 30 + 5 7h, 3t and 5u
Eight hundred forty seven 847 800 + 40 + 7 8h, 4t and 7u
Nine hundred twenty one 921 900 + 20 + 1 9h, 2t and 1u
8. 595 , 605 , 615 , 625 , 635 , 645 , 655 , 665.

9. 700 – 500 = 200 900 – 200 = 700 800 – 300 = 500

600 – 100 = 500 700 – 200 = 500 900 – 400 = 500

10. 0 ; 100 ; 200 ; 300 ; 400 ; 500 ; 600 ; 700 ; 800.

11. 795 ; 796 ; 797 ; 798 ; 799 ; 800 ; 801 ; 802 ; 803 ; 804.

12. 701 : seven hundred one 414 : four hundred forteen

606 : six hundred six 573 : five hundred seventy three
810 : eight hundred ten 999 : nine hundred ninety nine
13. The composed number The decomposed number
Six hundred niety eight 698 600 + 90 + 8 6h, 9t and 8u
Seven hundred twenty one 721 700 + 20 + 1 7h, 2t and 1u
Six hundred sixty five 665 600 + 60 + 5 6h, 6t and 5u
Eight hundred seventy one 871 800 + 70 + 1 8h, 7t and 1u
14. 550 < 620 780 < 870 903 > 890
658 > 654 717 < 727 948 > 939
874 < 875 967 > 966 643 > 640
15. 640 , 641 , 642 , 643 , 644 , 645 , 646 , 647 , 648 , 649.
16. 3 8 5 < 4 9 5 < 5 6 4 < 6 8 1 < 7 0 9 < 8 2 1 < 9 1 3.

17. 830 ; 831 ; 832 ; 833 ; 834 ; 835 ; 836 ; 837 ; 838 ; 839.

56
Pedagogical guide GR2 10/21/15 3:44 PM Page 57

18. The composed number The decomposed number

Seven hundred seventy one 771 700 + 70 + 1 7h, 7t and 1u
Six hundred eighty one 681 600 + 80 + 1 6h, 8t and 1u
Nine hundred fifty one 951 900 + 50 + 1 9h, 5t and 1u
Eight hundred forty one 841 800 + 40 + 1 8h, 4t and 1u
Seven hundred sixty one 761 700 + 60 + 1 7h, 6t and 1u
19. 600 + 50 + 4 < 660 900 + 30 + 5 = 935
700 + 10 + 9 > 300 + 400 800 + 5 > 500 + 250
900 + 80 = 980 700 + 35 < 935

20. 986 ; 987 ; 988 ; 989 ; 990 ; 991 ; 992 ; 993.

21. Just before The number Just after Just before The number Just after
899 900 901 699 700 701
599 600 601 499 500 501
799 800 801 778 779 780

22. 678 , 687 , 768 , 786 , 867 , 876.

23. 142 + 329 + 514 243 + 207 + 394 192 + 542 + 237 703 – 368
142 243 192 703
+ 329 + 207 + 542 – 368
+ 514 + 394 + 237 335
985 844 971

24. 958 – 360 784 – 567 809 – 345 608 – 437

958 784 809 608
– 360 – 567 – 345 – 437
598 217 464 171

25. 199 , 299 , 399 , 499 , 599 , 699 , 799 , 899.

200 , 300 , 400 , 500 , 600 , 700 , 800 , 900.

26. 352 – 179 = 173 Operation 27. 950 – 83 = 867 Operation

There are 173 remaining 352 867 tickets were sold. 950
pages to be read. – 179 – 83
173 867

28. 700 ; 720 ; 740 ; 760 ; 780 ; 800 ; 820 ; 840 ; 29. 840 – 753 = 87 Operation
860 ; 880. There are 87 empty seats. 840
– 753
87

30.  183 + 181 = 364 Operations

On Sunday, he sold 364 chicken. 183
 183 + 181 + 364 = 728 or 364 + 364 = 728 + 181
He sold 728 chicken in all. 364
 825 – 728 = 97 183 364 825
There are 97 remaining chicken.
+ 181 + 364 – 728
+ 364 728 97
728

57
Pedagogical guide GR2 10/21/15 3:44 PM Page 58

31. 504 – 139 923 – 458 537 – 84

504 923 537
– 139 – 458 – 84
365 465 453

32.  415 – 375 = 40 Operations

The pack contained 40 books. 415 175
 175 + 12 = 187 – 375 + 12
The second school bought 187 books. 40 187
 175 + 187 = 362
They sold 362 books altogether. 175 415
 415 – 362 = 53 + 187 – 362
There are 53 remaining books. 362 53

33. 803 – 799 512 – 219 783 + 98

803 512 783
– 799 – 219 – 98
004 293 881

34.  70 + 12 = 82. The second bouquet contained 82 flowers. Operations

 70 + 82 = 152. In the two bouquets, there are 152 flowers. 70 70 600
 600 – 152 = 448. There are 448 remaining flowers. +12 +82 – 152
82 152 448

35.  4 bouquets of 100 flowers can be made. Operations

 500 – 448 = 52 500
52 flowers are needed. – 448
52

Revision (2) Pages : 113 → 116

The exercises in this part have a purpose of :

 Revise what is previously acquired.
 Consolidate the notions already acquired.
 Remedy in case of «not acquired».
These problems can be given as personal home work, then individual correction if possible in order to
identify the virtual gaps.
Then prepare supplementary work as remediation for these gaps.

Solutions
1. 1h = 10 t
126 contains : 1 h, 2 t and 6 u, that is to say 12 t and 6 u.
129 contains : 1 h, 2 t and 9 u, that is to say 12 t and 9 u.
157 contains : 1 h, 5 t and 7 u, that is to say 15 t and 7 u.
193 contains : 1 h, 9 t and 3 u, that is to say 19 t and 3 u.
2. 302 ; 301 ; 300 ; 299 ; 298 ; 297 ; 296 ; 295 ; 294 ; 293.
3. 1 5 3 2 3 4 4 3 2
+ 2 2 6 + 1 5 2 + 1 6 4
3 7 9 3 8 6 5 9 6
153 + 226 = 379 234 + 152 = 386 432 + 164 = 596

58
Pedagogical guide GR2 10/21/15 3:44 PM Page 59

4. 452 + 112 134 + 334 404 + 32

452 134 404
+ 112 + 334 + 32
564 468 436

5. 4 5 9 3 7 5 4 3 8
– 3 5 – 3 5 2 – 3 0 5
4 2 4 0 2 3 1 3 3
459 – 35 = 424 375 – 352 = 23 438 – 305 = 133

6. 495 – 65 628 – 238 547 – 132 384 – 271

495 628 547 384
– 65 – 238 – 132 – 271
430 390 415 113

7. 236 – 215 = 21 Operation 8. 560 – 430 = 130 Operation

21 seats are still empty. 236 130 books are not borrowed. 560
– 215 – 430
21 130

9. 908 – 439 = 469 Operation 10.  247 + 268 = 515 Operations

The other factory manufactured 908 515 rolls are sold 247 758
469 televisions. – 439 altogether. + 268 – 515
469  758 – 515 = 243 515 243
There are 243
remaining rolls.
11.  290 + 210 = 500 Operations
In these two days, 500 copybooks were sold. 290 700
 700 – 500 = 200 + 210 – 500
There are 200 remaining copybooks. 500 200

12.  152 + 84 = 236. He collected 236 eggs. Operations

 236 – 15 = 221. He could sell 221 eggs. 152 236 221
 221 – 200 = 21. There are 21 eggs remaining. + 84 – 15 – 200
236 221 021

26 Multiplication → 119
Pages : 117→

 Objectives :  Define the multiplication as the sum of equal numbers.

 Move from additive writing to one multiplicative writing and vice versa.

 Material :  Interlocking cubes.

 Bars of tens.

 Procedure :
1.  Form with the students bars of 6 cubes each :
in one bar, there are 6 cubes
in two bars, there are 12 cubes
in three bars, there are 18 cubes...
 Then move to the bars of tens :
in one bar of tens, there are 10 cubes
in two bars of tens, there are 20 cubes...

59
Pedagogical guide GR2 10/21/15 3:44 PM Page 60

2.  Then move to counting from addition :

(6 cubes) + (6 cubes) + (6 cubes) = 18 cubes
14243
3 times
The 6 cubes repeated 3 times → 6 × 3 = 18.
 Then work with students on the presentation in the book on page 117.
3.  Propose a table of different additive writing such as 6 + 6 + 6, and ask the students to replace it
with the multiplicative writings.
For example : 6 + 6 + 6 = 6 × 3 ; 10 + 10 + 10 + 10 = 10 × 4.
 Then propose the inverse way.
For example : 6 × 3 = 6 + 6 + 6 ; 10 × 4 = 10 + 10 + 10 + 10.
4. Present the rule : a × 1 = a.
The following ways could be presented :
6 × 3 = 6 + 6 + 6 (The 6 is repeated 3 times)
6×2=6+6 (The 6 is repeated 2 times)
6×1=6 (The 6 exists only one time).

 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
I write the number of cubes in the form of :

 one sum : .................................................

 one product : ............................................

Example 2
I write each sum as the form of a product :
8 + 8 + 8 = .......... 12 + 12 = ..........
1 + 1 + 1 + 1 + 1 + 1 = .......... 10 + 10 + 10 + 10 + 10 = ..........
Example 3
I complete each equation by the convenient number :
15 + 15 = 15 × ..... 16 × 2 = 16 + .....
15 + 15 + 15 = 15 × ..... 16 × 3 = 16 + 16 + .....
Example 4
I calculate 24 × 2 through an addition.
24 × 2 = ..............

Solutions
Activity
Consider 3 bouquets, each containing 5 flowers.
The total number of flowers is : 5 + 5 + 5 = 15 flowers.
The result is obtained by the addition of number 5 3 times.
Quantity 5 is added 3 times.
I write : 5 × 3 = 15 flowers.
I read : 5 multiplied by 3 (3 times 5).
The result is obtained by the multiplication 5 × 3.

1.  of addition : 6 + 6 + 6
 of multiplication : 6 × 3. There are 18 counters in all.
2.  of sum (addition) : 6 + 6 + 6 + 6
 of product (multiplication) : 6 × 4. There are 24 bottles in all.

60
Pedagogical guide GR2 10/21/15 3:44 PM Page 61

3.  In the form of addition, there are : 5 + 5 + 5 + 5 = 20. There are 20 copybooks.

 In the form of multiplication, there are : 5 × 4 = 20. There are 20 copybooks.

4.  In the form of addition, there are : 7 + 7 + 7 = 21. There are 21 books.

 In the form of multiplication, there are : 7 × 3 = 21. There are 21 books.

5.  In the form of addition, there are : 5 + 5 + 5 + 5 + 5 + 5 = 30. There are 30 pencils.

 In the form of multiplication, there are : 6 × 5 = 30. There are 30 pencils.

6. 5 × 2 = 5 + 5 = 10 1 × 2 = 1 + 1 = 2
7 × 2 = 7 + 7 = 14 4 × 3 = 4 + 4 + 4 = 12
3 × 3 = 3 + 3 + 3=9 2 × 4 = 2 + 2 + 2+2=8
1 × 4 = 1 + 1 + 1+1=4 3 × 2 = 3 + 3 = 6

7.
3 + 3 + 3 + 3 = 3 × 4 = 12 1 + 1 + 1 = 1 ×3=3
1+1+1+1=1×4=4 2 + 2 + 2 + 2 + 2 = 2 × 5 = 10
2+2+2=2×3=6 3 + 3 + 3 + 3 + 3 = 3 × 5 = 15
3+3=3×2=6 6 + 6 + 6 + 6 + 6 = 6 × 5 = 30

8. a box of 5 balls 5 × 1 = 5

9. 3×1=3 4×1=4 6×1=6 7×1=7

8×1=8 9×1=9 2×1=2 5×1=5

10. × 1 2 3 4 5 6 7 8 9
1 1 2 3 4 5 6 7 8 9

27 Multiplying by 2 Pages : 120 ; 121

 Objectives :  Define and calculate the double of a number.

 Write the multiplication table by 2.

 Material :  Interlocking cubes.

 An incomplete table of doubles (complete it with students in class).
 Any other material presenting a double.

 Procedure :
1. Using the interlocking cubes, review the doubles.


3+3
For example → : is the double of 3.

2. Present to the students several drawings on doubles, then ask about the total number of objects
(mentally or by counting).
3. Construct a complete table of doubles and hang it in the classroom. 1+1=1×2=2
2+2=2×2=4
3+3=3×2=6

4. Write with the students the multiplication table by 2. 10 + 10 = 10 × 2 = 20
We could present the table in the following manner :
× 1 2 3 4 ...
2 2 4 6 8 ...

+2 +2 +2

61
Pedagogical guide GR2 10/21/15 3:44 PM Page 62

5.  Try to memorize with the students the multiplication table by 2.

Mental questions : 2 × 6 = ? 2×3=? 2 × 8 = ? ...
 Exploit the multiplication table by 2 as an approach for the exact division by 2.
For example : 2 × ? = 12 (It is 12 ÷ 2 = 6).

 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
I write each double in the form of a multiplication :
6 + 6 = 6 × ..... 12 + 12 = ...... × 2
a dozen = ...... × 2 20 + ...... = 20 × ......
Example 2
I complete each equation by the convenient number :
...... × 2 = 14 ..... × 2 = 16
9 × ...... = 18 (5 + ......) × 2 = 12
Example 3
Match each two writing of the same number :
(8 + 8)   12
(6 × 2)   (8 × 1)
(4 × 2)   16
(7 + 3)   (5 × 2)

Example 4
I write the following numbers in increasing order :
4×2 8×2 3×2 6×2
.............. < .............. < .............. < ..............

Solutions
Activity
3 + 3 = 3 × 2 = 6 8 + 8 = 8 × 2 = 16
4 + 4 = 4 × 2 = 8 1+1=1×2=2
5 + 5 = 5 × 2 = 10 2+2=2×2=4
6 + 6 = 6 × 2 = 12 9 + 9 = 9 × 2 = 18
7 + 7 = 7 × 2 = 14 10 + 10 = 10 × 2 = 20
1. 5×1 6×2 7×2 9×1 4×1 5×2 4×2

12 5 9 14 8 10 4

2. 7 × 2 = 14 3 × 2 = 6 8 × 2 = 16
5 × 2 = 10 9 × 2 = 18 10 × 2 = 20
2 × 2 = 4 4 × 2 = 8 8 × 2 = 16
1 × 2 = 2 6 × 2 = 12 9 × 2 = 18

3. 1×2 < 3×1 6×1 > 4×1 4×4 > 5×2

8×1 > 7×1 3×2 < 4×2 5+5 < 6×2

4. 7×2 < 8×2 < 9×2 5×2 < 6×2 < 7×2
3×2 < 4×2 < 5×2 4×1 < 5×1 < 6×1
7×1 < 8×1 < 9×1 2×1 < 3×1 < 3×2

62
Pedagogical guide GR2 10/21/15 3:44 PM Page 63

5. × 1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
6. 4 × 2 = 8. In this building, there are 8 apartments.
7. 2 × 3 = 6. She distributed 6 candies.
8. 8 × 2 = 16. We can count 16 feet.

28 Multiplying by 3 Pages : 122 → 124

 Objectives :  Define and calculate the triple of a number.

 Write the Multiplication table by 3.
 Material :  Interlocking cubes.
 An incomplete table of triples (complete it with students in class).
 Any other material presenting a triple.
 Procedure :
1. With the interlocking cubes, make the triple of a number.


4 + 4 + 4
For example → : this is the triple of 4.

Then move to the writing : 4 + 4 + 4 = 4 × 3 (The number 4 repeated 3 times).

2. With the cubes, we could move to the presentation in book
1+1+1=1×3=3
page 122.
2+2+2=2×3=6
Use the results to write with the student the complete table of triples 
and hang it in the classroom. 10 + 10 + 10 = 10 × 3 = 30
3. Write with the students the multiplication table by 3.
We could present the table in the following way :
× 1 2 3 4 ...
3 3 6 9 12 ...

+3 +3 +3
4.  Try to memorize with the students the multiplication table by 3.
Mental questions : 3 × 6 = ? 3×3=? 3 × 8 = ? ...
 Exploit the multiplication table by 3 as an approach for the exact division by 3.
For example : 3 × ? = 18 (It is 18 ÷ 3 = 6).
 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
I write each sum in the form of a multiplication :
6 + 6 + 6 = 6 × ..... 12 + 12 + 12 = 12 × ......
8 + 8 + 8 = ...... × 3 40 + 40 + 40 = ...... × 3
Example 2
I complete each equation by the convenient number :
...... × 3 = 24 9 + 9 + ...... = 9 × 3
(3 + ......) × 3 = 18 10 + 10 + 10 = ...... × 3
Example 3
Match each two writings of the same number :
4×3   9×2
6×3   6×2
8×3   (15 + 15)
10 × 3   (20 + 4)

63
Pedagogical guide GR2 10/21/15 3:44 PM Page 64

Solutions
Activity
2 + 2 + 2 = 2 × 3 = 6 1+1+1=1×3=3
4 + 4 + 4 = 4 × 3 = 12 3+3+3=3×3=9
5 + 5 + 5 = 5 × 3 = 15 7 + 7 + 7 = 7 × 3 = 21
6 + 6 + 6 = 6 × 3 = 18 8 + 8 + 8 = 8 × 3 = 24
9 + 9 + 9 = 9 × 3 = 27 10 + 10 + 10 = 10 × 3 = 30

1. 5×3 9×3 6×3 2×3 7×3 8×3 4×3

18 6 15 27 24 21 12

2. 2×3=6 1×3=3 5 × 3 = 15
4 × 3 = 12 3×3=9 7 × 3 = 21
8 × 3 = 24 9 × 3 = 27 6 × 3 = 18

3. 5×3< 6 × 3 < 7×3 3×1 < 3 × 2 < 3×3

2×3< 3 × 3 < 4×3 4×3 < 5 × 3 < 6×3
7×3< 8 × 3 < 9×3 6×3 < 7 × 3 < 8×3

4. 2 × 3 < 5 × 3 < 6 × 3 < 7 × 3 < 8 × 3 < 9 × 3.

5. × 1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30

6. 3 × 5 = 15. She needs 15 eggs.

7. 4 × 3 = 12. She bought 12 candies.
8. 7 × 3 = 21. To knit 3 sweaters, 21 balls of wool are needed.
9. 6 × 3 = 18. The father distributed 18 pencils.
10. 4 × 3 = 12. He has to pay 12 dollars.

11. 3×3=9 3 × 5 = 15
3 × 4 = 12 10 × 3 = 30

29 Measurement of lengths → 128

Pages : 125→

 Objectives :  Know how to measure the length of a straight line segment.

 Know how to draw a segment of given length.

 Material :  Graduated ruler (the same of that with students).

 Bars of tens.

 Procedure :
1. Review the usage of a non-graduated ruler (joining two points) : individual work or collective work
on board.

64
Pedagogical guide GR2 10/21/15 3:44 PM Page 65

2. Measure the length of an object by means of a unit selected in advance. For example :
 →
unit 8 units
 →
unit 4 units
3.  Present a collective explanation of page 125.
Ask each student to complete the last part.
 Draw the students attention to the graduation on the graduated ruler :
* big dash → cm
* small dash → mm
* medium dash → 5 mm
 Also draw the attention to the notation of the length :
* The segment [AB] is written with brackets.
* The length AB is written without brackets.
4. Ensure that all students know how to measure the length of a segment drawn in all the directions
(horizontal, vertical, oblique).

 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
From a point C, I draw four segments [CA], [CE], [CM], [CT] of C
x
same length 3 cm.
Example 2 A B C D
I observe the figure :
4 cm 2 cm 5 cm
a) I complete by < or > :
AB ... BC BC ... CD
AB ... CD (AB + BC) ... (BC + CD)
b) I complete by the convenient number :
AC = ... cm BD = ... cm AD = ... cm
Example 3
A 4 cm B
I observe the figure, then I name :
a) two segments of same length :
...... and ...... .
b) the largest drawn segment : 3 cm
........ .
c) a segment of same length as the segment [AC] :
........ . D C

Solutions
Activity
EF = 2 cm 9 mm. GH = 8 mm.

1. CD = 3cm 5mm ; EF = 7mm ; GH = 6cm 5mm ; IJ = 5cm.

2. AB = 6cm 5mm ; CD = 4cm 6mm ; EF = 2cm 8mm ; GH = 4cm 1mm ; IJ = 4cm 9mm ;
KL = 3cm 4mm ; MN = 5cm 1mm ; OP = 4cm 2mm ; QR = 4cm 1mm.
3. Segment [AB] [CB] [EF] [GH] [IJ]
Length 2cm 4mm 8cm 1mm 3cm 2mm 7cm 5mm 1cm 7mm
A 8 cm B
4.

C 4 cm 4 mm D

65
Pedagogical guide GR2 10/21/15 3:44 PM Page 66

5. B
C
2 cm A
3 cm

m 5c
4c m
D
E

6. AB = 3cm 1mm ; BC = 3cm 1mm ; CD = 7cm 1mm.

AB + BC = (3cm 1mm) + (3cm 1mm) = 6cm 2mm.
AB + BC + CD = (3cm 1mm) + (3cm 1mm) + (7cm 1mm) = 13cm 3mm.

7. Segment Length 8. A C
[AC] 6cm 3mm
[DB] 7cm 7mm B D
[AB] 3cm 5mm
[AD] 5cm 4mm E F
[CD] 7cm 8mm

30 Measurement of lengths Pages : 129 → 131

 Objectives :  Recognize that the meter is equivalent to 100 cm.

 Perform the conversions.

 Material :  Bars of tens.

 Wooden ruler of length 100 cm.
 Small bands made in advance of length 10 cm each.

 Procedure :
1. Revise on board the following language :
* one bar of tens → this is 10 units (1t = 10u)
* one centimeter → this is 10 millimeters (1 cm = 10 mm).
2.  Join 10 bars of tens, end on end, to form a hundred :
1t 1t 1t 1t 1t 1t 1t 1t 1t 1t
10 tens, are 100 units (one hundred of units).
 Join, end on end, 10 bands of length 10 cm each : we obtain a band of length 100 cm. (100 cm,
is a hundred of cm) → this is a meter.
3. Show the meter through a wooden ruler; also show the complete tens of cm using the same ruler :
10 cm ; 20 cm ; 30 cm ; ...
4.  To compare two lengths, advise the students to express them in the same unit.
 To convert, use the equivalence : 1 m = 100 cm.
5. Mental work could be used to fix the idea of the meter being equivalent to 100 cm.
For example
* How length does it take for 80 cm to become one meter ? We think as : 80 + ? = 100.
* Decompose one meter in two lengths : 1 m → it is 75 cm and ? cm ; 1 m → 50 cm and ? cm.

 Evaluation project
Here are some examples serving to evaluate the acquired.

66
Pedagogical guide GR2 10/21/15 3:44 PM Page 67

Example 1
I compare using the signs < or > :
(1 m 25 cm) ... (1m 40 cm) (1 m 5 cm) ... 15 cm (40 cm + 80 cm) ... 1 m
(2 m 20 cm) ... (3 m 10 cm) (1 m 5 cm) ... 150 cm (1 m 5 cm) ... (5 m 1 cm)
Example 2
I complete each equation by the convenient number :
75 cm + ...... cm = 1 m 1 m – ...... cm = 60 cm
75 cm + ...... cm = 2 m 2 m – ...... cm = 60 cm
Example 3
I complete the equalities : 1 m 2 cm = ........ cm 305 cm → ...... m ...... cm
1 m 20 cm = ........ cm 350 cm → ...... m ...... cm
1 m 200 cm = ........ m (350 cm + 350 cm) → ...... m

Solutions
1. 2 m = 200 cm 7 m = 700 cm 400 cm = 4 m
3 m = 300 cm 9 m = 900 cm 300 cm = 3 m
5 m = 500 cm 8 m = 800 cm 900 cm = 9 m

2. 1 m 13 cm = 113 cm 4 m 5 cm = 405 cm 3 m 35 cm = 335 cm 6 m 28 cm = 628 cm

2 m 24 cm = 224 cm 5 m 42 cm = 542 cm 7 m 9 cm = 709 cm 9 m 30 cm = 930 cm

3. 115 cm = 1 m 15 cm 416 cm = 4 m 16 cm 503 cm = 5 m 3 cm 646 cm = 6 m 46 cm

228 cm = 2 m 28 cm 908 cm = 9 m 8 cm 633 cm = 6 m 33 cm 800 cm = 8 m 0 cm

4.

m cm

5. 800 cm > 700 cm > 2 m > 150 cm > 140 cm > 64 cm.

6. 1 m + 100 cm = 200 cm 1 m + 37 cm = 137 cm 1 m + 50 cm = 150 cm

1 m + 89 cm = 189 cm 1 m + 300 cm = 4 m 1 m + 500 cm = 6 m

7. 1 m – 90 cm = 10 cm 74 cm + 26 cm = 1 m 32 cm + 49 cm + 19 cm = 1 m
1 m – 89 cm = 11 cm 82 cm + 18 cm = 1 m 38 cm + 49 cm + 13 cm = 1 m
1 m – 50 cm = 50 cm 31 cm + 69 cm = 1 m
1 m – 37 cm = 63 cm 49 cm + 51 cm = 1 m

8. 47 + 74 = 121 Operation 9.  200 + 350 = 550 Operations

The length of the segment 47 we cut 550 cm. 200 875
obtained is 121 cm. + 74  875 – 550 = 325 + 350 – 550
121 The remaining is 550 325
325 cm.

67
Pedagogical guide GR2 10/21/15 3:44 PM Page 68

31 Multiplying by 4 Pages : 132 → 134

 Objectives :  Define and calculate the quadruple of a number.

 Write the multiplication table by 4.
 Material :  Interlocking cubes.
 Any other material presenting a quadruple.
 An incomplete table of quadruples (complete it with the students in class).
 Procedure :
1. Interlock the cubes to obtain four identical bars.
Then find, for example, the total number of cubes used to make the four bars of five cubes each.
Then move to writing : 5 + 5 + 5 + 5 = 5 × 4 = 20.
2.  Then move to the presentation in the book on page 132.
We could use the cubes to help.
 Write with the students the complete table of quadruples, 1+1+1+1=1×4=4
then hang it in the classroom. 2+2+2+2=2×4=8
3. Write with the students the multiplication table of 4. 
10 + 10 + 10 + 10 = 10 × 4 = 40
We could present the table in the following way :

× 1 2 3 4 ...
4 4 8 12 16 ...

+4 +4 +4
4.  Try to memorize with the students the multiplication table by 4.
Mental question : 4 × 6 = ? 4×3=? 4 × 8 = ? ...
 Exploit the multiplication table by 4 as an approach to exact division by 4.
For example : 4 × ? = 24 (This is 24 ÷ 4 = 6).
 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
I write in the form of a multiplication :
7 + 7 = 7 × ..... 10 + 10 = ..... × 2
7 + 7 + 7 = 7 × ..... 10 + 10 + 10 = ...... × 3
7 + 7 + 7 + 7 = 7 × ..... 10 + 10 + 10 + 10 = ...... × 4
Example 2
I complete each equation by the convenient number :
...... × 4 = 28 (10 – ......) × 4 = 16
9 × ...... = 36 (5 + ......) × 4 = 32
Example 3
I complete each bubble to get 24 : ... × 4 12 × ...
24
... × 3 4 + ...

Solutions
Activity 1+1+1+1 = 1×4 = 4 6+6+6+6 = 6 × 4 = 24
2+2+2+2 = 2×4=8 7+7+7+7 = 7 × 4 = 28
3+3+3+3 = 3 × 4 = 12 8+8+8+8 = 8 × 4 = 32
4+4+4+4 = 4 × 4 = 16 9+9+9+9 = 9 × 4 = 36
5+5+5+5 = 5 × 4 = 20 10+10+10+10 = 10 × 4 = 40

68
Pedagogical guide GR2 10/21/15 3:44 PM Page 69

1. 5×4 2×4 8×4 3×4 9×4 6×4 7×4

8 32 20 36 24 12 28
2. 6 × 4 = 24 8 × 4 = 32 9 × 4 = 36
2×4=8 3 × 4 = 12 5 × 4 = 20
10 × 4 = 40 7 × 4 = 28 4 × 4 = 16

3. 4×3 > 3×3 2×3 = 3×2 6×2 < 6×3

4×2 = 2×4 7×4 > 7×3 4×1 = 2×2
5×4 > 5×3 5×2 < 3×4 3×3 < 4×3

4. 7 × 2 < 8 × 2 < 7 × 3 < 8 × 3 < 7 × 4 < 8 × 4.

5. × 1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40
6. Number of chairs Number of feet
4 16
6 24
5 20
8 32
7. 3 × 4 = 12. 3 rabbits have 12 legs.
8. 8 × 4 = 32. The total number of seats is 32.
32 – 28 = 4. 4 seats remain empty.

32 Polygons Pages : 135 ; 136

 Objectives :  Define a polygon by simple observation.

 Define vertices and sides of a polygon.
 Material :  Sticks box.
 Different polygons (3 ; 4 ; 5 ; 6 sides) cut by colored cartoons.
 Procedure :
1. Place side by side the sticks by a way to make a closed line; we obtain then polygons with 3 sides,
4 sides, ...
2.  Show the polygons cut before : introduce the two words : vertices and sides of a polygon.
 Show the vertices and sides of a polygon.
3. Draw on the board many polygons; design their vertices by capital letters then name their sides.
4.  Let the students represent polygons by different sides.
For example, a triangle with vertices A, E, M can be designated by : AEM; AME; EAM; EMA;
MAE; MEA.
 Draw the students attention to write the vertices of polygon (4 sides or more) in order, starting by
the consecutive sides.
 Evaluation project
Propose similar exercises to this chapter.

69
Pedagogical guide GR2 10/21/15 3:44 PM Page 70

Solutions
1. Polygons ABCD GEF HIJKL MNQP
Vertices A, B , C , D G,E,F H,I,J,K,L M,N,P,Q
Sides [AB], [BC], [CD], [DA] [GE], [EF], [FG] [HI], [IJ], [JK], [KL], [LH] [MN], [NQ], [PQ], [PM]

2. A F
D N

C L

M
B K
E
Q

3.  This figure is a polygon. This polygon has 6 vertices and 6 sides.

 AB = 4 cm ; DC = 4 cm ; AF = 1 cm ; ED = 3 cm ; 3 cm < EF < 4 cm ; 4 cm < BC < 5 cm

33 Triangle - Quadrilateral Pages : 137

 Objectives :  Define a triangle.

 Define a quadrilateral.

 Material :  Box containing logic blocks.

 Triangles and quadrilaterals cut from cartoon.

 Procedure :
1. Define a triangle as a polygon of 3 sides.
For this, ask students to choose from the box of logic blocks, some triangles, and show them to the
others. Then, ask about the number of vertices and sides of a triangle.
2. Define a quadrilateral as a polygon of 4 sides.
For this, ask students to take from the box some quadrilaterals and show them to the others. Then
ask about number of vertices and sides of a quadrilateral.
3. Give triangles and quadrilaterals cut from cartoon and select then separate into two categories :
triangles and quadrilaterals.

 Evaluation project
To develope the sense of observation, we can propose some drawings presented on the board then
ask how many triangles you find in each drawing:

70
Pedagogical guide GR2 10/21/15 3:44 PM Page 71

Solutions
1.  The sides of polygon ABC : [AB] , [BC] , [AC]. The polygon ABC has 3 sides; It is a triangle .
 The sides of polygon DEFG : [DE] , [EF] , [FG] , [GD]. The polygon DEFG has 4 sides; It is a
quadrilateral .
I
2. A
D
E J
M N
green
H
L
red green
G
C B F K P Q

R S L
X

green W
red A
U T O V
Y

34 Rectangles - Squares Pages : 138 ; 139

 Objectives :  Recognize a rectangle and a square by simple observation.

 Recognize that the opposite sides of a rectangle have the same length.
 Recognize that the four sides of a square have the same length.

 Material : Box containing logics blocks

 Procedure :
1. Using a box containing logics blocks, ask students to select squares and rectangles, then put them
into two classes : the first for rectangles and the second for squares.
2.  Revise the language (vocabulary words) : vertices and sides of rectangle or square.
 Introduce the vocabulary : opposite sides of a rectangle.
3. Work on page 138 of the book as an activity.
4. To check that all students can make the difference between a rectangle and a square, ask each
student to draw first a rectangle on his copybook and then color it with red, after draw a square and
color it with blue.

 Evaluation project
Propose similar exercises for this chapter.

Solutions
1.  The sides of the rectangle ABCD : [AB] , [BC] , [CD] , [DA].
 [AB] and [DC] are two opposite sides of rectangle ABCD. AB = 6 cm ; DC = 6 cm.
The two other sides that are opposite in the rectangle ABCD: [BC] and [AD]. AD =4cm ; BC=4cm.
 The sides of square EFGH : [EF] , [FG] , [GH] , [HE].
 EF = 5 cm ; FG = 5 cm.; GH = 5 cm ; EH = 5 cm.

71
Pedagogical guide GR2 10/21/15 3:44 PM Page 72

2.  The rectangles : ABCD ; MNOP.

 The squares : HIJK ; QRST.
 The two opposite sides of a rectangle MNOP : First solution : [MN] and [OP].
Second solution : [MP] and [NO].

3.

35 Multiplying by 5 Pages : 140 → 142

 Objectives :  Define and calculate the quintiple of a number.

 Perform the multiplication table of 5.
 Material :  Interlocking cubes.
 Identical drawings (5 drawings), having the same number of objects.
 Procedure :
1. Use cubes to make 5 identical bars.
Find then, for example, the total number of cubes used for doing 5 bars of 6 cubes each.
Then move to the form : 6 + 6 + 6 + 6 + 6 = 6 × 5 = 30.
2.  Using the cubes, move with the students to the presentation in the book on page 140.
Using the same way, we can make with students the
1+1+1+1+1=1×5=5
complete table of quintiples, then hang it in the
2 + 2 + 2 + 2 + 2 = 2 × 5 = 10
classroom.

3. Perform with students the multiplication table of 5. 10 + 10 + 10 + 10 + 10 = 10 × 5 = 50
We can present the table by the following method :

× 1 2 3 4 ...
5 5 10 15 20 ...

+5 +5 +5
Remark that in a multiplication by 5, each result ends by 0 or by 5 (the digit of ones of the obtained
product is 0 or 5).
4.  Try to memorize with students the table of multiplication by 5.
Mental question : 5 × 6 = ? 5×3=? 5 × 8 = ? ...
 Explore the table of multiplication by 5 as an approach of the exact division by 5.
For example : 5 × ? = 30 (It is the same as 30 ÷ 5 = 6).
 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1 4 × ... ... × 2
I complete the bubbles to obtaine 20 :
20
5 × ... 20 × ...
Example 2
I complete each equation by the missing number :
7 × ...... = 35 ...... × 5 = 45
(10 – ......) × 5 = 30 (3 + ......) × 5 = 40

72
Pedagogical guide GR2 10/21/15 3:44 PM Page 73

Example 3
Place in each case the product :
First solution : 6×5 < ..... × .... < 9×5
Second solution : 6×5 < ..... × .... < 9×5
Third solution : 6×5 < ..... × .... < 9×5

Solutions
Activity 1 + 1 + 1 + 1 + 1 = 1 ×5=5 6 + 6 + 6 + 6 + 6 = 6 × 5 = 30
2 + 2 + 2 + 2 + 2 = 2 × 5 = 10 7 + 7 + 7 + 7 + 7 = 7 × 5 = 35
3 + 3 + 3 + 3 + 3 = 3 × 5 = 15 8 + 8 + 8 + 8 + 8 = 8 × 5 = 40
4 + 4 + 4 + 4 + 4 = 4 × 5 = 20 9 + 9 + 9 + 9 + 9 = 9 × 5 = 45
5 + 5 + 5 + 5 + 5 = 5 × 5 = 25 10 + 10 + 10 + 10 + 10 = 10 × 5 = 50
1. 7×5 4×5 9×5 8×5 6×5 3×5 5×5

20 45 35 30 40 25 15
2. 7 × 5 = 35 10 × 5 = 50 8 × 5 = 40
5 × 5 = 25 3 × 5 = 15 6 × 5 = 30
2 × 5 = 10 4 × 5 = 20 9 × 5 = 45

3. 5×4 = 4×5 5×9 > 5×7 5×5 > 5+5

3×5 = 5×3 5×2 < 5×5 5×1 < 5+1
4×3 < 5×3 6×5 < 7×5 5×2 > 5+2

4. 5×2<5×3<5×4 7×5<8×5<9×5 5×4<5×5<6×5

5×5<6×5<7×5 5×1<5×2<5×3 5×3<5×4<5×5

5. × 1 2 3 4 5 6 7 8 9 10
3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40
5 5 10 15 20 25 30 35 40 45 50
6. 5 × 3 = 15. In 3 hands, we have 15 fingers. 8. 9 × 5 = 45. He needs 45 packs.
7. 8 × 5 = 40. The 5 ribbons are 40 cm as total 9. 3 × 5 = 15. She used 15 eggs.
length. 22 – 15 = 7. She has 7 eggs remaining.

36 Multiplying by 0 Pages : 143 ; 144

 Objectives :  Discover the commutativity of the multiplication.

 Discover and apply : a × 0 = 0 × a = 0.

 Material : Interlocking cubes.

 Procedure :
1. Place cubes to obtain : 3 bars of 4 cubes each, and 4 bars of 3 cubes each.
Put them beside each other to verify that 3 × 4 = 4 × 3.

73
Pedagogical guide GR2 10/21/15 3:44 PM Page 74

2. Move to the presentation in the book, page 143.

It is another possible presentation for the multiplication by 0 :
3 × 4 = 12
–3
3×3=9
–3
3×2=6
–3
3×1=3
–3
3×0=0
3. Explore the multiplication by 0 on the board.
For example, complete by the missing number : (10 – ...) × 7 = 0 8 × 0 = 5 × ...

Solutions
Activity
 The number of flowers with Hadi : 3 × 5 = 15. The number of flowers with Diana : 5 × 3 = 15.
Yes, Hadi and Diana have same number of flowers.
 3×5=5×3
 0+0+0=0×3=3×0=0

1. 0×3=0 4×0=0 0×7=0

0×5=0 0×1=0 7×0=0
6×0=0 8×0=0 0×0=0

2. 4×0=0 5×1=5 3 × 10 = 30 3×0=0

4×1=4 0×5=0 0 × 10 = 0 0×5=0

3. 0×3 = 0×5 4×0 < 2×1 1×0 = 0×1

2×3 = 3×2 1×2 < 1+2 5 × 0 < 5+0
4×3 > 0×3 3×5 > 3×2 1×2 = 2×1

4. 0 × 4 , 1 × 1 , 2 × 2 , 2 × 3 , 4 + 3 , 5 × 3.

5. × 1 2 3 4 5 6 7 8 9 10
0 0 0 0 0 0 0 0 0 0 0

37 Perimeter Pages : 145 → 147

 Objectives :  Define the perimeter of a polygon.

 Calculate the perimeter of a polygon.

 Material :  Different polygons presented by carton.

 Many strings with different lengths.

 Procedure :
1. Take the objects in the class (table, bag, ...) and make a complete turn on its boundary using a
string.
Prove then that the length of the boundaries is the perimeter of the object in question.
2. Repeat the same work with different polygons cut from cartoon.
3. Then move to the presentation on page 145 from the book.
Insist as conclusion to respect the two proposed steps.

74
Pedagogical guide GR2 10/21/15 3:44 PM Page 75

4. Prepare as possible as you can the rules of calculating the perimeter of a rectangle and a square.
Especially: write the perimeter of a square as the form of sum, then as form of product (intelligent
exploration of the multiplication).

 Evaluation project
Propose similar exercises for this chapter.

Solutions
1. AB = 4 cm ; AC = 3 cm ; BC = 5 cm. EH = 3 cm ; HG = 8 cm ; GF = 5 cm ; FE = 4 cm.
The perimeter of the triangle ABC The perimeter of the quadrilateral EFGH
is : 4 + 3 + 5 = 12 cm. is : 3 + 8 + 5 + 4 = 20 cm.

2. AB = 3 cm. BC = 3 cm. EH = 2 cm. HG = 4 cm. IK = 3 cm. KJ = 3 cm.

CD = 3 cm. DA = 3 cm. GF = 2 cm. FE = 4 cm. JI = 3 cm.
The perimeter is : The perimeter is : The perimeter is :
3 + 3 + 3 + 3 = 12 cm. 2 + 4 + 2 + 4 = 12 cm. 3 + 3 + 3 = 9 cm.

3. AB = 3 cm. BC = 5 cm. CD = 5 cm. DE = 3 cm. EF = 5 cm. FA = 5 cm.

The perimeter is : 3 + 5 + 5 + 3 + 5 + 5 = 26 cm.

4.  It is a rectangle.
 AB = 4 cm ; BC = 2 cm ; CD = 4 cm ; DA = 2 cm.
 Its perimeter is : 4 + 4 + 2 + 2 = 12 cm.
E H
5. 

 EF = 3 cm ; FG = 3 cm ; GH = 3 cm ; HE = 3 cm.
 The quadrilateral EFGH is a square.
 Its perimeter is : 3 + 3 + 3 + 3 = 12 cm.
.
6. Polygon Perimeter in cm
ABCD 10 cm
F G
IJK 12 cm
EFGH 12 cm

38 Multiplying by 6 Pages : 148 → 150

 Objectives :  Discover the commutativity of multiplication.

 Perform the multiplication table of 6.
 Material :  Interlocking cubes.
 Identical drawings (6 drawings), having the same number of objects.
 Procedure :
1. Arrange cubes to have six identical bars.
Find then, for example, the total number of cubes used to make
6 bars of 5 cubes each.
Then move to writing : 5 + 5 + 5 + 5 + 5 + 5 = 5 × 6 = 30.
2.  Draw a rectangle on the board like the given one, then ask
students to give the total number of cubes of this rectangle and
write the number as the form of multiplication.
First forme : 6 + 6 + 6 + 6 + 6 = 6 × 5 = 30.
Second forme : 5 + 5 + 5 + 5 + 5 + 5 = 5 × 6 = 30.
As a conclusion : 6 × 5 = 5 × 6.

75
Pedagogical guide GR2 10/21/15 3:44 PM Page 76

 Reproduce the same work with other rectangles for arriving to the achievement of the following
property : The multiplication is an operation that is commutative : a × b = b × a.
 Then, pass to the presentation in the book on page 148.
3. Perform with students the multiplication table of 6.
We can help by identical drawings, or by manipulating with the cubes.
4.  Try to memorize with students the table of multiplication by 6.
Mental question : 6 × 7 = ? 6×3=? 6 × 9 = ? ...
 Explore the multiplication table of 6 as an approach of the exact division by 6.
For example : 6 × ? = 48 (It is the same as 48 ÷ 6 = 8).
 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
I complete each equation by the convenient number :
6 × 4 = 4 × ..... 2 × 6 = ...... × 2
7 × ...... = 6 × 7 ...... × 8 = 8 × 6
Example 2
I write each sum as the form of multiplication :
6 + 6 = 6 × ...... 12 + 6 = 6 × ......
18 + 6 = 6 × ...... 24 + 6 = 6 × ......
Example 3
I calculate each product, then I arrange these numbers by decreasing order :
6×4 ; 9×3 ; 4×5 ; 5×5 ; 7×4
................................................................................................
.......... > .......... > .......... > .......... > .......... .
Example 4
I complete each equation by the missing number :
6 × ...... = 42 ...... × 6 = 36
(6 + ......) × 6 = 54 (10 – ......) × 6 = 24

Solutions
Activity  6×1=1×6 ; 6×2=2×6 ;  6 × 5 = 6 + 6 + 6 + 6 + 6 = 30
6×3=3×6 ; 6×4=4×6 ; 6 × 6 = 6 + 6 + 6 + 6 + 6 + 6 = 36
6 × 5 = 5 × 6. 7 × 6 = 6 + 6 + 6 + 6 + 6 + 6 + 6 = 42
8 × 6 = 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 = 48
9 × 6 = 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 = 54

1. 6×6 9×6 5×6 7×6 8×6 4×6

30 42 36 54 24 48

2. 2 × 6 = 12 7 × 6 = 42 8 × 6 = 48 0×6=0
5 × 6 = 30 9 × 6 = 54 10 × 6 = 60 6 × 6 = 36
4 × 6 = 24 1×6=6 3 × 6 = 18 4 × 6 = 24

3. 6×4 > 6×3 6×2 < 6×6 7×6 < 8×6 6×0 < 6+0
6×5 = 5×6 9×6 > 9×5 6×4 < 7×6 6×1 < 6+1
6×2 < 6×4 6×4 = 4×6 6×3 = 3×6 6×6 > 6+6

4. 6 × 2 < 6 × 4 < 6 × 5 < 6 × 6 < 7 × 6 < 8 × 6 < 9 × 6.

76
Pedagogical guide GR2 10/21/15 3:44 PM Page 77

5. × 0 1 2 3 4 5 6 7 8 9 10
4 0 4 8 12 16 20 24 28 32 36 40
5 0 5 10 15 20 25 30 35 40 45 50
6 0 6 12 18 24 30 36 42 48 54 60

6. 6 × 3 = 18. He buys 18 pencils. 8.  6 × 9 = 54. She has 54 copybooks.

 60 – 54 = 6. She still need 6 copybooks.
7. 6 × 9 = 54. In 6 packs, there are 54 stamps.

39 Multiplying by 7 Pages : 151 → 153

 Objectives :  Revise the commutativity of multiplication.

 Perform the table of multiplication by 7.
 Material :  Interlocking cubes.
 rectangular plane of (7 × 10) cubes.
 Procedure :
1.  Use the cubes to have 7 identical bars.
Go, for example, to the form : 7 + 7 + 7 + 7 = 7 × 4 = 28.
 The same, with the cubes, take the 28 cubes and make 4 identical bars of 7 cubes each.
We obtain then : 7 × 4 = 4 × 7.
2. Then move to the presentation from the book on page 151.
3. Using the rectangular plane of (7 × 10) cubes, perform the multiplication table of 7.

7×1=7
+7
7 × 2 = 14
+7
7 × 3 = 21


7× 4 = 28 

7× 5 = 35 

7× 6 = 42 

7× 7 = 49 


7× 8 = 56 

7× 9 = 63 

7× 10 = 70 

4.  Try to memorize with students the multiplication table of 7.

Mental question : 7 × 6 = ? 7×4=? 7 × 7 = ? ...
 Explore the table of multiplication by 7 as an approach of the exact division by 7.
For example : 7 × ? = 42 (It is 42 ÷ 7 = 6).
 Evaluation project
Here are some examples serving to evaluate the acquired.
Example 1
I write each sum as the form of multiplication :
7 + 7 = 7 × ...... 14 + 7 = 7 × ...... 21 + 7 = 7 × ...... 28 + 7 = 7 × ......

77
Pedagogical guide GR2 10/21/15 3:45 PM Page 78

Example 2
I complete by the Missing numbers :
35 +7 +7 +7

7 × ...... 7 × ...... 7 × ...... 7 × ......

Example 3
I complete each equation by the missing number :
7 × ...... = 56 5 × ...... = 35 7 × (10 – ......) = 56 5 × (4 + ......) = 35

Solutions
Activity  7 × 1 = 1 × 7 ; 7 × 2 = 2 × 7 ;  7 × 6 = 7 + 7 + 7 + 7 + 7 + 7 = 42
7×3=3×7 ; 7×4=4×7 ; 7 × 7 = 7 + 7 + 7 + 7 + 7 + 7 + 7 = 49
7×5=5×7 ; 7×6=6×7 8 × 7 = 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 = 56
9 × 7 = 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 = 63
10 × 7 = 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 = 70

1. 5×7 9×7 2×7 7×7 8×7 6×7

14 35 49 63 42 56

2. 2 × 7 = 14 3 × 7 = 21 4 × 7 = 28 10 × 7 = 70
5 × 7 = 35 7 × 7 = 49 8 × 7 = 56 6 × 7 = 42
9 × 7 = 63 0×7=0 1×7=7 9 × 7 = 63

3. 7×6<7×7<8×7 7×5<7×6<7×7 7×1<7×2<7×3

7×2<7×3<7×4 7×7<7×8<9×7 7×0<7×1<7×2

4. 7 × 0 < 7 × 2 < 7 × 4 < 7 × 5 < 7 × 6 < 8 × 7 < 9 × 7.

5. 7×1 < 7+1 7×3 < 7×4 8×7 < 9×7

7×0 < 7+0 7×6 > 7×5 7×7 > 7+7
7×2 = 2×7 7×4 = 4×7 7×6 = 6×7

6. × 1 2 3 4 5 6 7 8 9 10
4 4 8 12 16 20 24 28 32 36 40
5 5 10 15 20 25 30 35 40 45 50
6 6 12 18 24 30 36 42 48 54 60
7 7 14 21 28 35 42 49 56 63 70

7.  7 × 4 = 28. In 4 weeks; there are 28 days. 8. 8 × 7 = 56. There are 56 biscuits.

 5 × 7 = 35. In 7 weeks; there are 35 days of
9. 7 × 6 = 42. It makes 42 tables.
class.

78
Pedagogical guide GR2 10/21/15 3:45 PM Page 79

40 Multiplying by 8, by 9 Pages : 154 → 157

 Objectives :  Perform the multiplication table of 8.

 Perform the multiplication table of 9.
 Material : Interlocking cubes.
 Procedure :
1.  With the cubes, make 8 bars of 5 cubes each, then 5 bars of 8 cubes each (with the same cubes).
Thus, we find that : 8 × 5 = 5 × 8.
 Repeat the same work to find that : 9 × 6 = 6 × 9.
2. Using the cubes, do with the students the presentation in the book on page 154.
3.  Perform with students the multiplication table by 8.
 Try to memorize with students the table.
Mental question : 8 × 5 = ? ; 8×3=? ; 8×8=? ...
 Discover that the multiplication table by 8 as an approach of the exact division by 8.
For example : 8 × ? = 48 (It is the same as 48 ÷ 8 = 6).
4. Perform with students the multiplication table of 9.
 Try to memorize, then discover this table.
 Remark that the sum of digits to the obtained product in the multiplication table of 9 is always
equal to 9 : 18 → 1 + 8 = 9 ; 27 → 2 + 7 = 9 ; 36 → 3 + 6 = 9 ; ...

 Evaluation project
These are some examples helping to evaluate the acquired.
Example 1
I write each sum as the form of multiplication :
(8 × 3) + 8 = 8 × ...... (8 × 6) + 8 = 8 × ...... (9 × 4) + 9 = 9 × ...... (9 × 7) + 9 = 9 × ......
Example 2
I complete each equation by the missing number :
8 × ......= 48 9 × ......= 63 8 × (10 – ......) = 48 9 × (10 – ......) = 63
Example 3
I write each difference as the form of multiplication :
20 – 2 = 9 × ...... 30 – 3 = 9 × ...... 60 – 6 = 9 × ...... 70 – 7 = 9 × ......
40 – 4 = 9 × ...... 50 – 5 = 9 × ...... 80 – 8 = 9 × ...... 90 – 9 = 9 × ......
Example 4
I compare using the signs < or > :
4 × 4 ... 3 × 5 7 × 7 ... 6 × 8 5 × 7 ... 6 × 6 7 × 9 ... 8 × 8

Solutions
Activity  8×5=5×8 ; 8×4=4×8 ;  8× 7 = 8 + 8 + 8 + 8 + 8 + 8 + 8 = 56
8×6=6×8 ; 9×3=3×9 ; 8× 8 = 8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 = 64
9×6=6×9 ; 9×7=7×9 9× 8 = 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 = 72
9× 9 = 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 = 81

1. 4 × 8 = 32 0×8=0 10 × 8 = 80 2 × 8 = 16
6 × 8 = 48 9 × 8 = 72 7 × 8 = 56 1×8=8

2. 0×9=0 1×9=9 4 × 9 = 36 5 × 9 = 45
2 × 9 = 18 3 × 9 = 27 9 × 9 = 81 8 × 9 = 72

79
Pedagogical guide GR2 10/21/15 3:45 PM Page 80

3. × 0 1 2 3 4 5 6 7 8 9 10
5 0 5 10 15 20 25 30 35 40 45 50
6 0 6 12 18 24 30 36 42 48 54 60
7 0 7 14 21 28 35 42 49 56 63 70
8 0 8 16 24 32 40 48 56 64 72 80
9 0 9 18 27 36 45 54 63 72 81 90
10 0 10 20 30 40 50 60 70 80 90

4. 9 × 8 = 72. In 8 packs, there are 72 copybooks. 8. 10 × 8 = 80. In 8 packs, we can arrange 80

boxes of biscuits.
5. 10 × 9 = 90. He needs 90 flowers.
9. 9 × 8 = 72. She travels 72 cm.
6. 8 × 6 = 48. He works 48 hours in a week.
10.  10 × 9 = 90. This theatre contains 90 seats.
 10 × 7 = 70. 70 tickets have been sold.
7.  9 × 3 = 27. In the fridge, there are 27 eggs.  90 – 70 = 20. 20 seats are still empty.
 8 × 2 = 16. She uses 16 eggs.
 27 – 16 = 11. In the fridge, she has 11
remaining eggs.
 11 – 8 = 3. She can prepare one more egg.
She still has 3 eggs.

41 Thousands Pages : 158 ; 159

 Objectives :  Know the number thousand.

 Compose and decompose 1,000.

 Material :  Boxes of cubes.

 Bars of tens.
 Packages of hundreds.
 A cube of thousands (representing 1,000 units).

 Procedure :
1. Start first by the presentation from the book on page 158.
With the packages of hundreds, make successively : 700 (7 hundreds), 800 (8 hundreds), 900
(9 hundreds), then 10 hundreds (1,000 units).
2.  Let the students now decompose mentaly the number 1,000 .
For example : 700 + 300 = ? ; 4h + 6h = ? ; ...
 Then let the students now decompose mentaly the number 1,000.
For example : 3h + ? = 1,000 ; 400 + ? = 1,000 ...
3. Remark that one bill of 1,000 LL can be decomposed in 2 pieces of 500 LL, in 4 pieces of 250 LL.
4. Make 1,000 from (9 hundreds and ... units).
For example : 1,000 = 900 + ? ; 1,000 = 950 + ? ; 1,000 = 975 + ? ; 1,000 = 925 + ? ...

 Evaluation project
These are some examples helping to evaluate the acquired.
Example 1
I complete each bubble to have 1,000 :

999 + ... 950 + ...

1,000
900 + ... 500 + ...

80
Pedagogical guide GR2 10/21/15 3:45 PM Page 81

Example 2
I complete each equation by the missing number :
700 + .......... = 1,000 850 + .......... = 1,000
1,000 – 700 = .......... 1,000 – .......... = 850
1,000 – .......... = 700 1,000 – 850 = ..........

Example 3
I count 25 by 25, from 850 till the number 1,000 :
850 ; .......... ; .......... ; .......... ; .......... ; .......... ; 1,000

Solutions
1. 1 th = 1,000 u 1 th = 10 h 1 th = 100 t
2. 999 + 1 = 1,000
3. 992 ; 993 ; 994 ; 995 ; 996 ; 997 ; 998 ; 999 ; 1,000.
4. 9 9 0 9 9 5 9 5 0 9 0 0
+ 1 0 + 5 + 5 0 + 1 0 0
1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0
990 + 10 = 1,000 995 + 5 = 1,000 950 + 50 = 1,000 900 + 100 = 1,000

5. 900 ; 910 ; 920 ; 930 ; 940 ; 950 ; 960 ; 970 ; 980 ; 990 ; 1,000.
6. 955 ; 960 ; 965 ; 970 ; 975 ; 980 ; 985 ; 990 ; 995 ; 1,000.
7. 550 ; 600 ; 650 ; 700 ; 750 ; 800 ; 850 ; 900 ; 950 ; 1,000.
8. 0 ; 100 ; 200 ; 300 ; 400 ; 500 ; 600 ; 700 ; 800 ; 900 ; 1,000.

42 43 Heavier than - Lighter than Pages : 160 ; 161

 Objectives :  Compare the masses of two objects.

 Using correctly : «... heavier than ...» ; «... lighter than ...».

 Material : Scale balance.

 Procedure :
1. Show the scale balance : plates; hands of comparison.
2.  Compare the mass of two different objects presented in the classroom.
We can use the vocabulary : increasing, decreasing plates.
 For the plate which decrease, the object placed down is the heavy one.
For the plate which increase, the object placed up is the light one.
3. Remark that when the balance is in equivalent statement, this means that the two objects have the
same mass.

 Evaluation project
Propose similar exercises for this chapter.

81
Pedagogical guide GR2 10/21/15 3:45 PM Page 82

Solutions
Page 160

X
Page 161

X X

X X

X X

X X

82
Pedagogical guide GR2 10/21/15 3:45 PM Page 83

44 Measurement of mass Pages : 162 → 165

 Objectives :  Know the gram and the kilogram as units of measuring the mass.
 Compare the masses of two objects refering to their masses.

 Material :  Scale balance.

 Box containing mentioned masses.
 Some objects as 1 kg of mass.

 Procedure :
1. Show the students the objects of 1 kg.
What you can buy with a mass of 1 kg ?
* apples ? yes. * pens ? no. ...
2. Show students different samples from a box of mentioned masses.
Introduce the gram as a unit of measure of masses :
What you can buy with grams ?
* cheese ? yes. * coffee ? yes. ...
3. Take different objects from the class and compare their masses to 1 kg using the balance with two
hands.
4. Collective work page 162.

 Evaluation project
Propose similar exercises same the chapter.

Solutions
5. Rana weighs 35 kg. Sami is heavier than Rana.
Sami weighs 52 kg. Rana is lighter than Sami.

6. 50 kg 350 kg
X 8 kg 75 g
10 g X 52 kg

7.

g kg

8. 925 + 75 = 1 000. Operation 10.  65 + 85 + 55 = 205. Operations

The mass of a full bottle is 925 Yes, because 205 < 225. 65 65
1,000 g. + 75  65 + 85 + 90 = 240. + 85 + 85
1000 No, because 240 > 225. + 5 5 + 90
205 240
9. 60 – 49 = 11. Operation
The small brother weighs 11. 75 + 265 + 385 = 725. Operation
60
11 kg. The mass carried by the truck 75
– 49
is 725 kg. + 265
11
+ 385
725

83
Pedagogical guide GR2 10/21/15 3:45 PM Page 84

12. Roy Samer Fadi Total

Monday 68 kg 67 kg 50 kg 185 kg
Tuesday 43 kg 39 kg 79 kg 161 kg
Wednesday 45 kg 54 kg 35 kg 134 kg
Total 156 kg 160 kg 164 kg 480 kg
1) Roy collected 156 kg; Samer 160 kg; Fadi 164 kg.
2) They collected on : Monday 185 kg; Tuesday 161 kg; Wednesday 134 kg.
3) Together in 3 days : 156 + 160 + 164 or 185 + 161 + 134 = 480 kg.

45 Multiplying a two digit number by a one digit number Pages : 166; 167

 Objectives : Know how to calculate the product of a number of two digits by a number of one digit :
* without set up
* set up the operation.

 Material :  Interlocking cubes.

 Bars of tens.
 Hundreds package.

 Procedure :
1. Starting by finding the double, the triple of 12 for example.
* 12 + 12 = 24 or 12 × 2 = 24.
* 12 + 12 + 12 = 36 or 12 × 3 = 36.
2. Using materials, then give a presentation of the technique.
Example, for 12 × 2.
 12, it’s 10 + 2
 12 × 2, it’s (10 × 2) + (2 × 2) :

3. We can also suggest presentations using tables.

Example :
 For 12 × 3  For 12 × 4
× 10 2 12 × 10 2 12
× 3 × 4
3 30 6 36 4 40 8 48
4. Work then with students on the given technique proposed on the page 166.
We can start by the following way :
 36 × 2 = ? or (3t and 6u) × 2 = ?
 6 × 2 = 12

12
30 × 2 = 60 + 6 0
72

 Evaluation project
These are examples helping to evaluate the acquired information.
Example 1
I complete the table as the model :

3 dozens 12 × 3 36
5 dozens
12 × 7
12 × 8

84
Pedagogical guide GR2 10/21/15 3:45 PM Page 85

Example 2
I replace each point by the missing digit : 36 36 36
× . × . × .
.80 .08 .88
Example 3
I complete the table like the example :
given numbers their sum their difference their product
12 and 4 12 + 4 = 16 12 – 4 = 8 12 × 4 = 48
34 and 8
54 and 9
75 and 7

Solutions
1. 28 × 3 23 × 4 48 × 2 19 × 5
28 23 48 19
× 3 × 4 × 2 × 5
84 92 96 95

2. 71 × 2 82 × 9 57 × 8 85 × 7
71 82 57 85
× 2 × 9 × 8 × 7
142 738 456 595

3. 18 × 6 = 108 Operation 5. 18 × 8 = 144 Operation

These six cases of apples 18 He has sold 144 tulips. 18
weighs 108 kg. × 6 × 8
108 144

4. 12 × 9 = 108 Operation 6.  24 × 7 = 168. The length of the Operations

There are 108 pencils. 12 cut part is 168 cm. 24 225
× 9  225 – 168 = 57. The length of × 7 – 1 6 8
108 the remaining part is 57 cm. 168 57

46 Multiplying a three digit-number by a one digit-number Pages : 168; 169

 Objectives : Know how to calculate the product of a number of three digits by a number of one digit :
* without setting up the operation * setting up the operation.
 Material :  Interlocking cubes.
 Bars of tens.
 Packages of hundreds.
 Procedure : 1c 3d 2u
1.  Form using the material the number 132 : it is a hundred, 3 tens and
2 ones.
Repeat then this number two other times. The total number of ones is
then : 132 + 132 + 132 = 396.
 Disposition to apply, to calculate 132 × 3 without setting up the
operation :
( 100 + 30 + 2 ) × 3
×3 ↓
×3 ↓
×3 ↓
300 + 90 + 6 = 396.

85
Pedagogical guide GR2 10/21/15 3:45 PM Page 86

2. Move then to the presentation in the book on page 168.

We can start by the following method :
3 × 5 = 15 → 15
3 × 40 = 120 → + 120
3 × 200 = 600 → + 600
735

 Evaluation project
These are some examples helping to evaluate the acquired.
Example 1
I calculate mentally, without setting up operation :
102 × 4 = .......... 120 × 4 = ..........
102 × 5 = .......... 120 × 5 = ..........
102 × 6 = .......... 120 × 6 = ..........

Example 2
I replace each point by the missing number (digit) : 134 134 134
× . × . × .
Example 3
.68 .70 .38
I complete the table leading by model :
given number the double the triple the quadruple
108 216 324 432
205
175
245

Solutions

1. 125 × 3 387 × 2 206 × 4 198 × 5

125 387 206 198
× 3 × 2 × 4 × 5
375 774 824 990

2. 135 × 6 120 × 7 287 × 3 100 × 9

135 120 287 100
× 6 × 7 × 3 × 9
810 840 861 900

3. 150 × 6 = 900. Operation 5. 280 × 3 = 840. Operation

These bottles of water has 150 He should pay 840 LL. 280
price of 900 LL. × 6 × 3
900 840

4. 175 × 4 = 700. Operation 6.  69 × 2 = 138. Per hour, she Operations

She uses 700 cm. 175 produces 138 kg of bread. 69 138
× 4  138 × 6 = 828. In 6 hours, she × 2 × 6
700 produces 828 kg of bread. 138 828

86
Pedagogical guide GR2 10/21/15 3:45 PM Page 87

Revision (3) Pages : 170 → 172

The exercises of this part have as objectives :

 Revise the previous acquired information.
 Use the previous requists.
 Remedial in case of «not acquired».
These problems can be given as homework at home then the checking will be individual if it’s possible to
fix the misunderstanding.
We can then prepare a supplemantary sheet as remedial concerning the mistackes maked by students.

Solutions

1. 47 × 8 90 × 9 67 × 6 75 × 7
47 90 67 75
× 8 × 9 × 6 × 7
376 810 402 525

2.  26 × 7 = 182. This Operations 3.  18 × 8 = 144. The train can Operations

stadium can receive 182 26 182 transport 144 passangers. 18 12
persons. × 7 – 135  12 × 8 = 96. In this train, there × 8 × 8
 182 – 135 = 47. We can 182 47 are 96 passangers. 144 96
still sell 47.  144 – 96 = 48. We still have 144
48 empty seats.
– 196
48

4. 203 × 4 134 × 5 105 × 7 290 × 3

203 134 105 290
× 4 × 5 × 7 × 3
812 670 735 870

5.  68 × 6 = 408. Operations
The 6 boxes of cherries weigh 408 kg. 68 34 408
 34 × 8 = 272. × 6 × 8 + 272
The 34 boxes of peaches weigh 272 kg. 408 272 680
 408 + 272 = 680.
The total load of the truck is 680 kg.

6. Article Quantity Unit price L.L. Total Operations

pencil 2 125 250 125 150 55
copybook 3 150 450 × 2 × 3 × 4
250 450 220
eraser 4 55 220
general total 920 L.L.

87
Pedagogical guide GR2 10/21/15 3:45 PM Page 88

47 Reading the time Pages : 173 → 176

 Objectives :  Know the hands of clock and their function.

 Know how to read time.
 Use the equality : 1h = 60 min.

 Material :  Digital clocks and analogue clocks.

 Two carton disc cut and divided into 12 equal arcs (with their marked centers).
 Pins, small red arrow and blue big arrow.

 Procedure :
1.  Prove for the students that a disc is divided into 12 equal arcs.
 With students, graduate the disc from 1 to 12 like the clock.
 With pins, fix the small hand.
 Turn the small hand : then we read the exact time and natural numbers : It is 3 oclock; it is
5 oclock; ...
 From midnight till noon, the reading is direct.
From noon till midnight, it is better to make discussion of the notation with students. Example :
It is 4h afternoon or it is 16 hours.
2.  Revise mentaly the multiples of 5 till 60.
 Take the other disc and graduate 5 by 5 from 5 till 60.
 With pins, fix the big hand.
 Turning the big hand, we can read : 5 min; 10 min; 15 min; ...
3. Draw on the board oclock with hands, and using figures where the big and small hands are colored,
we will ask the students to read time, or to draw the hands to indicate the given time.
4. Show the students one digital clock at least. Explain the correspondance between the two way to
read time : on an analogue clock or on a digital one.

 Evaluation project
These are samples helping to evaluate the requistes.
Example 1
I add 5 minutes to each of the following duration :
40 min → .......... min ; 45 min → .......... min ; 50 min → .......... min ; 55 min → .......... h
Example 2
I complete the table as the model :
It is ... after ... It becomes ...
7 h 10 min 20min 7 h 30 min
8 h 15min 30min
9 h 5 min 45min
10 h 30 min 30min
Example 3
Make a similar choice of the exercises of the chapter.

88
Pedagogical guide GR2 10/21/15 3:45 PM Page 89

Solutions

2. It is 5 o’clock It is 6 o’clock It is 10 o’clock

It is 4 o’clock It is 5 o’clock It is 12 o’clock

3. It is 4 hours 15 minutes. It is 8 hours 30 minutes. It is 9 hours 45 minutes.

It is 2 hours 30 minutes. It is 6 hours 45 minutes. It is 10 hours 15 minutes.

4. 55
00
05 55
00
05 55
00
05
11 12 1 11 12 1 11 12 1
50 10 50 10 50 10
10 2 10 2 10 2
45 9 3 15 45 9 3 15 45 9 3 15
8 4 8 4 8 4
40 7 6 5 20 40 7 6 5 20 40 7 6 5 20
35 30 25 35 30 25 35 30 25

5. 55
00
05 55
00
05
11 12 1 11 12 1
50 10 50 10
10 2 10 2
45 9 3 15 8 : 00 45 9 3 15
8 4 8 4
40 7 6 5 20 40 7 6 5 20
35 30 25 35 30 25

I wake up in the morning The bell rings, at 8 o’clock. The break is at 10 h 15 min.
it is 6 hours 30 minutes.
00 00 00
11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
45 9 3 15 45 9 3 15 45 9 3 15
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
30 30 30

The sport’s hour starts at I leave school at 2 h 30 min. I arrive home at 3 h in the
11 o’clock. afternoon.

89
Pedagogical guide GR2 10/21/15 3:45 PM Page 90

6.

7:15 9: 25 12 : 50

60 60 60
12 12 12
11 1 11 1 11 1
10 2 10 2 10 2

45 9 3 15 45 9 3 15 45 9 3 15
8 4 8 4 8 4
7 5 7 5 7 5
6 6 6
30 30 30

7. 12 12
11 1 11 1
10 2 10 2

9 3 9 : 30 8 : 00 9 3
8 4 8 4
7 5 7 5
6 6

12 12
11 1 11 1
10 2 10 2

9 3 10 : 00 7 : 15 9 3
8 4 8 4
7 5 7 5
6 6

12 12
11 1 11 1
10 2 10 2

9 3 10 : 10 5 : 30 9 3
8 4 8 4
7 5 7 5
6 6

90
Pedagogical guide GR2 10/21/15 3:45 PM Page 91

48 Grouping Pages : 177

 Objective : Make same groups (preparing to division).

 Material : Box of logic blocks.

 Procedure :
1. With students, take for example all the triangles from the box, then put them into boxes as their
color. then, we obtain, for example, 4 identical groups .
2. For the drawings made on the board of the class, ask each student to pass and to group with
respect to a mentioned situation.
3. Move to the presentation in the book on page 177.

 Evaluation project
These are examples helping to evaluate the acquired.
With the 24 throwings of a game, we can
form :
a) 6 groups of ........ throwings each.
b) ........ groups of 6 throwings each.
c) 2 groups of ........ throwings each.
d) 3 groups of ........ throwings each.

Solutions
1.

7 groups are formed. 3 groups are formed.

2.

Farid made 3 boxes. Ziad used 4 bars.

91
Pedagogical guide GR2 10/21/15 3:45 PM Page 92

49 Division Pages : 178 → 180

 Objective : Realise an equal distribute by iterative subtraction.

 Material : Four vases and twenty flowers.

 Procedure :
1. Work with students, using materials, the activity on page 178.
2. Repeat the same work with different materials. Example, with cards.
3. Introduction of vocabulary : distribute equally.
For this, we can use, for example, a box containing 10 pencils.
Giving 2 pencils to a first student, the rest is 8 pencils in the box.
Giving 2 pencils to a second student, the rest is 6 pencils in the box, and continuousily.
* How many students have you serve ? 5 students
* Giving 2 pencils for each of these 5 students, we distribute equally the 10 pencils of the box.

 Evaluation project
Propose exercises similar of the presented in the chapter.
These are some samples helping to evaluate the acquired information.
Example 1
I complete by the missing numbers :
– 25 – 25 – 25 – 25
100

In 100, there are ........ times the number 25.

Example 2
I complete by the missing numbers :
r4 r4 r4
a) 12 0

In 12, we have ........ times 4.

r3 r3 r3 r3
b) 12 0

In 12, we have ........ times 3.

Example 3
A Miss (lady) distribute equally, 2 twelves of cookies between its four children.
a) How many cookies did she distribute ?
...........................................................................................
...........................................................................................
b) How many cookies each child has ?
...........................................................................................
...........................................................................................

Solutions
1.  18 – 6 = 12. The remaining is 12 candles.
 12 – 6 = 6. The remaining is 6 candles.
 6 – 6 = 0. No remaining candles.
 With the 18 candles, Farid fills 3 boxes.

92
Pedagogical guide GR2 10/21/15 3:45 PM Page 93

2.
r2 r2 r2 r2 r2
10 8 6 4 2 0

I subtract 5 times the number 2.

3.
r3 r3 r3 r3
12 9 6 3 0

I subtract 4 times the number 3.

4.  32 – 8 = 24. He still have 24 eggs.

 24 – 8 = 16. He still have 16 eggs.
 16 – 8 = 8. He still have 8 eggs.
 Yes. With the 32 eggs we fill 4 boxes.

5.
r10 r10 r10 r10 r10 r10 r10

70 60 50 40 30 20 10 0

With the 70 bottles, the mercant filled 7 boxes.

50 Solids Pages : 181 → 183

 Objectives :  Know by observation some solids.

 Identify : vertices, sides, faces of some solids.

 Material : Objects designate solids of different models.

 Procedure :
1.  Start by describing a cube presented by an object.
We can here talk about vertices, faces, sides.
Also, can you slide it ? rotate it ?
 Can we make a cube with cartoon using pattern cut from cartoon.
 While we are referring to the cube, make the students pay attention to the inapparant faces.
2.  Then move to the description of cylinder.
Here, can you talk about vertices ? faces ?
Can you slide it ? rotate it ?
 Introduce the bases of cylinder, where you can place without moving these bases as the form of
disc.

 Evaluation project
Propose similar exercises to these presented in the chapter.

93
Pedagogical guide GR2 10/21/15 3:45 PM Page 94

Solutions

1.  A ; C ; D.  B ; E ; F ; G ; H.

2. Sticks box, cheese box.

3. yes.

4.  The number of sides that are invisible : 3.

 The number of vertices : 8.
 edges : 12; faces : 6.
 The faces of a prism are squares or rectangles. True.

5. dice.  No.  Yes.

6.  The cube has 8 vertices.

 The cube has 6 faces.
 Each face of a cube has the form of a square.

7.  A can box.
No.
 Cylinder has 2 bases that are in the form of a disc.

8.  Box of juice.
 In a pyramid colored with green, we have :
4 vertices, 6 edges and 4 faces.
Each face of the pyramid has the form of a triangle.

9.

a cube a cylinder a prism a pyramid

94
Pedagogical guide GR2 10/21/15 3:45 PM Page 95
Pedagogical guide GR2 10/21/15 4:14 PM Page 96

This guide
was printed by the
Al-Ahlia press
in October 2015

All rights reserved

Zouk Mikaël - Haret El Mir - Lebanon

Tel. 00 961 9 214144 - 5 - Cell : 00 961 71 315959
Fax : 00 961 9 213499 - P.O.Box : 369 Zouk Mikaël
www.ahliame.com
Email : [email protected]