Primary 1 Mathematics

Tuition Teaching Pack -- 1A and 1B

Chapters 1-15 | Concepts | Examples | Practice

For use by tutor and student

Ch Topic Book Sessions

1 Numbers to 10 1A 1-2

2 Addition 1A 2

3 Subtraction 1A 2

4 Shapes 1A 2

5 Ordinal Numbers 1A 1

6 Numbers to 20 1A 2

7 Addition and Subtraction (to 20) 1A 2

8 Picture Graphs 1A 1

9 Numbers to 100 1A 2

10 Addition and Subtraction Within 100 1B 3-4

11 Length 1B 2

12 Multiplication 1B 2

P1 Mathematics Tuition Pack Page 1

 13 Division 1B 2

14 Time 1B 2

15 Money 1B 2

P1 Mathematics Tuition Pack Page 2

 Chapter 1 1-2 sessions

Numbers to 10
Counting | Comparing numbers

1.1 Counting to 10
[Concept] Key Concept

Count objects one by one. The last number you say is the total.

Numbers in order: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

We can count using our fingers, tally marks, or drawings.

Zero (0) means none.

[Example] Worked Example

Count the apples: O O O O O O O

1, 2, 3, 4, 5, 6, 7

Answer: There are 7 apples.

1.2 Comparing Numbers

[Concept] Key Concept

More than: 7 is more than 4 (7 > 4)

Less than: 3 is less than 6 (3 < 6)

Use a number line: numbers to the right are greater.

0 -- 1 -- 2 -- 3 -- 4 -- 5 -- 6 -- 7 -- 8 -- 9 -- 10

[Example] Worked Example

Which is greater: 5 or 8?

On the number line, 8 is to the right of 5.

P1 Mathematics Tuition Pack Page 3

 Answer: 8 is greater than 5. (8 > 5)

[ Tip ] Teacher note

Use physical objects (blocks, buttons) to build each number. Line them up and compare
visually -- 'which row has more?'

Practice Questions -- Chapter 1

1. Count and write the number: * * * * * ______

2. Write the missing numbers: 1, 2, ___, 4, ___, 6, ___, 8, 9, ___

3. Circle the greater number: 4 OR 7

4. Circle the smaller number: 9 OR 3

5. Fill in > or <: 6 ___ 2

6. Fill in > or <: 1 ___ 8

7. Write the number that is 1 more than 6. ______

8. Write the number that is 1 less than 5. ______

9. Arrange from smallest to greatest: 7, 2, 9, 4 ______, ______, ______, ______

10. How many fingers do you have on one hand? ______

P1 Mathematics Tuition Pack Page 4

 Chapter 2 2 sessions

Addition
Number bonds | Addition stories | Adding within 10

2.1 Number Bonds

[Concept] Key Concept

A number bond shows how a number is made from two smaller numbers.

Example: 7 = 3 + 4 or 7 = 5 + 2 or 7 = 6 + 1

Every number has many number bonds.

Number bonds help us add quickly.

Number Some number bonds

3 1+2, 2+1, 0+3

4 1+3, 2+2, 0+4

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

6 1+5, 2+4, 3+3

7 1+6, 2+5, 3+4

8 1+7, 2+6, 3+5, 4+4

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

10 1+9, 2+8, 3+7, 4+6, 5+5

2.2 Addition Stories

[Concept] Key Concept

Addition means putting groups together to find the total.

Use the + sign and = sign.

Example: 3 + 4 = 7 (read: three plus four equals seven)

We can also count on: start from the bigger number and count up.

P1 Mathematics Tuition Pack Page 5

 5 + 3: start at 5, count on 3 more: 6, 7, 8. Answer: 8

[Example] Worked Example

There are 4 red balls and 3 blue balls. How many balls altogether?

4+3=7

Answer: There are 7 balls altogether.

[ Tip ] Teacher note

Teach 'start big, count on small' -- always start from the larger number and count up. This is
faster than starting from 1.

Practice Questions -- Chapter 2

1. 3 + 5 = ______

2. 6 + 2 = ______

3. 4 + 4 = ______

4. 1 + 9 = ______

5. 7 + 3 = ______

6. Fill in the missing number: 5 + ___ = 9

7. Fill in the missing number: ___ + 4 = 7

8. There are 2 cats and 5 dogs. How many animals altogether? ______

9. Sam has 3 stickers. He gets 6 more. How many stickers now? ______

10. Write two number bonds for 8: ___ + ___ = 8 and ___ + ___ = 8

P1 Mathematics Tuition Pack Page 6

 Chapter 3 2 sessions

Subtraction
Number bonds | Subtraction stories | Family of facts

3.1 Subtraction Using Number Bonds

[Concept] Key Concept

Subtraction means taking away from a group to find what is left.

Use the - sign and = sign.

Example: 9 - 4 = 5 (read: nine minus four equals five)

Number bonds help: if 3 + 4 = 7, then 7 - 3 = 4 and 7 - 4 = 3.

Count back: 9 - 3: start at 9, count back 3: 8, 7, 6. Answer: 6

[Example] Worked Example

There were 8 biscuits. Ali ate 3. How many are left?

8-3=5

Answer: 5 biscuits are left.

3.2 Family of Facts

[Concept] Key Concept

A family of facts uses the same 3 numbers in 4 different ways.

Using 3, 5, 8:

3+5=85+3=88-3=58-5=3

Knowing one fact helps you find the other three!

[Example] Worked Example

Write the family of facts for 4, 6 and 10.

P1 Mathematics Tuition Pack Page 7

 4 + 6 = 10 | 6 + 4 = 10 | 10 - 4 = 6 | 10 - 6 = 4

[ Tip ] Teacher note

Use counters -- put 8 out, remove 3, count what is left. Physical action makes subtraction
concrete before moving to written sums.

Practice Questions -- Chapter 3

1. 8 - 3 = ______

2. 10 - 4 = ______

3. 7 - 5 = ______

4. 9 - 9 = ______

5. 6 - 0 = ______

6. Fill in: 10 - ___ = 3

7. Fill in: ___ - 4 = 5

8. There are 9 birds on a tree. 4 fly away. How many are left? ______

9. Mum bakes 10 cookies. The family eats 6. How many are left? ______

Write the family of facts for 2, 7 and 9: ___ + ___ = ___ ___ + ___ = ___ ___ -
10. ___ = ___ ___ - ___ = ___

P1 Mathematics Tuition Pack Page 8

 Chapter 4 2 sessions

Shapes
Common shapes | Properties | Half and quarter circle

4.1 Common Shapes

Shape Sides Corners Properties

Circle 0 (curved) 0 Perfectly round

Triangle 3 3 3 straight sides

Opposite sides equal; 4

Rectangle 4 4 right-angle corners

All 4 sides equal; 4 right-angle

Square 4 4 corners

1 straight + 1
Half circle curved 2 Half of a circle

2 straight + 1
Quarter circle curved 2 Quarter of a circle

4.2 Grouping and Forming Shapes

[Concept] Key Concept

Shapes can be grouped by: number of sides, number of corners, size.

We can form bigger shapes by combining smaller ones.

2 triangles can form a rectangle.

2 squares can form a rectangle.

[Example] Worked Example

How many sides does a triangle have? Answer: 3 sides.

What shape has 4 equal sides? Answer: Square.

P1 Mathematics Tuition Pack Page 9

 What is half of a circle called? Answer: A half circle (semicircle).

[ Tip ] Teacher note

Use physical shape cut-outs. Let students sort them by the number of sides. Then challenge
them to combine 2 shapes to make a new shape.

Practice Questions -- Chapter 4

1. Name a shape with 3 sides. ______

2. Name a shape with 0 corners. ______

3. How many corners does a square have? ______

4. How many sides does a rectangle have? ______

5. True or False: A square is a special rectangle. ______

6. What is the difference between a square and a rectangle? ______

7. I am round with no sides. What shape am I? ______

8. Name two shapes that have 4 corners. ______

P1 Mathematics Tuition Pack Page 10

 Chapter 5 1 session

Ordinal Numbers
Naming positions | 1st to 10th

5.1 Ordinal Numbers

Number Ordinal Short form

1 First 1st

2 Second 2nd

3 Third 3rd

4 Fourth 4th

5 Fifth 5th

6 Sixth 6th

7 Seventh 7th

8 Eighth 8th

9 Ninth 9th

10 Tenth 10th

[Concept] Key Concept

Ordinal numbers tell us the POSITION of something in a line or order.

Always count from the correct end: 'from the left' or 'from the right'.

Example: In a race, 1st = winner, 2nd = runner-up, 3rd = third place.

[Example] Worked Example

There are 5 children in a row: Ali, Bala, Chloe, Dani, Eve.

Who is 3rd? Answer: Chloe.

P1 Mathematics Tuition Pack Page 11

 What position is Dani? Answer: 4th (fourth).

[ Tip ] Teacher note

Line up 5-10 objects (pencils, blocks) and practise asking: 'Which is 3rd from the left?' then
'Which is 3rd from the right?' -- the answers are different!

Practice Questions -- Chapter 5

1. Write in words: 5th = ______

2. Write as ordinal number: seventh = ______

3. In a race, Tom finishes after 3 others. What position is Tom? ______

Books on a shelf: Red, Blue, Green, Yellow, Purple (left to right). (a) What colour
4. is the 3rd book? ______ (b) What position is the Yellow book? ______

5. Write the ordinal for the number that comes after 6th. ______

P1 Mathematics Tuition Pack Page 12

 Chapter 6 2 sessions

Numbers to 20
Counting to 20 | Comparing and ordering

6.1 Counting to 20
[Concept] Key Concept

Numbers 11-20 are: eleven, twelve, thirteen, fourteen, fifteen,

sixteen, seventeen, eighteen, nineteen, twenty.

Teens = ten and some ones. 14 = 10 + 4

Use a ten-frame: fill all 10 squares, then count the extras.

10 +4 = 14

[Example] Worked Example

Write thirteen in figures. Answer: 13

What is 10 + 7? Answer: 17 (seventeen)

Which is greater: 16 or 12? 16 > 12 (16 is greater)

6.2 Comparing and Ordering Numbers to 20

[Concept] Key Concept

Use the number line 0-20. Numbers to the right are greater.

Compare the tens digit first. If both are the same, compare the ones.

11-19 all have 1 ten. Compare their ones digits.

[ Tip ] Teacher note

Build each teen number with a full ten-frame plus loose counters. 'Can you fill the ten-frame?'
helps students see tens and ones concretely.

P1 Mathematics Tuition Pack Page 13

 Practice Questions -- Chapter 6

1. Write in figures: fifteen = ______

2. Write in words: 19 = ______

3. Fill in: 10 + 8 = ______

4. Circle the greatest: 11 15 18 13

Arrange from greatest to smallest: 14, 20, 11, 17 ______, ______, ______,
5. ______

6. What number is 1 more than 17? ______

7. What number is 1 less than 20? ______

8. Fill in the blanks: 14, 15, 16, ______, ______, ______

P1 Mathematics Tuition Pack Page 14

 Chapter 7 2 sessions

Addition and Subtraction to 20

Methods of addition and subtraction

7.1 Methods of Addition

[Concept] Key Concept

Method 1 -- Count on: start from the bigger number, count up.

8 + 5: start at 8, count on 5 --> 9, 10, 11, 12, 13. Answer: 13

Method 2 -- Make 10 first (bridging through 10):

8 + 5: 8 + 2 = 10, then 10 + 3 = 13. (split 5 into 2 + 3)

Method 3 -- Use known facts: if 8 + 5 = 13, then 5 + 8 = 13.

[Example] Worked Example -- Make 10

Calculate 7 + 6.

Step 1: How much does 7 need to make 10? 7 + 3 = 10

Step 2: Split 6 into 3 + 3.

Step 3: 7 + 3 = 10, then 10 + 3 = 13.

Answer: 7 + 6 = 13

7.2 Methods of Subtraction

[Concept] Key Concept

Method 1 -- Count back: start from the bigger number, count down.

15 - 4: start at 15, count back 4 --> 14, 13, 12, 11. Answer: 11

Method 2 -- Subtract through 10:

13 - 5: 13 - 3 = 10, then 10 - 2 = 8. (split 5 into 3 + 2)

P1 Mathematics Tuition Pack Page 15

 [Example] Worked Example -- Subtract through 10

Calculate 14 - 7.

Step 1: 14 - 4 = 10 (take away 4 to reach 10)

Step 2: 7 = 4 + 3. Still need to take away 3 more.

Step 3: 10 - 3 = 7.

Answer: 14 - 7 = 7

[ Tip ] Teacher note

The 'Make 10' method is the most important mental strategy in P1. Practise it daily with
different pairs. Students who master it find P2 addition much easier.

Practice Questions -- Chapter 7

1. 9 + 4 = ______

2. 7 + 8 = ______

3. 6 + 7 = ______

4. 13 - 5 = ______

5. 16 - 8 = ______

6. 20 - 7 = ______

7. Use Make 10: 8 + 7 = 8 + ___ + ___ = 10 + ___ = ______

8. Fill in: 15 - ___ = 9

9. Ali has 9 marbles. He gets 6 more. How many now? ______

10. There are 17 pupils. 8 go home. How many are left? ______

P1 Mathematics Tuition Pack Page 16

 Chapter 8 1 session

Picture Graphs
Making and reading picture graphs

8.1 Making and Reading Picture Graphs

[Concept] Key Concept

A picture graph uses pictures or symbols to show data.

Each picture represents ONE item (or a set number of items).

Read the title first, then the labels, then count the pictures.

To compare: count each row/column and compare the numbers.

Sample picture graph (each O = 1 child):

Fruit Number of children who like it

Apple O O O O O (5)

Banana O O O (3)

Orange O O O O (4)

Mango O O (2)

[Example] Questions on the graph

Which fruit is most popular? Answer: Apple (5 children).

How many more children like Apple than Mango? 5 - 2 = 3 more.

How many children were surveyed in total? 5 + 3 + 4 + 2 = 14.

[ Tip ] Teacher note

Have students draw their own picture graphs using stickers or stamps for the symbols -- this is
more engaging and builds understanding of data representation.

Practice Questions -- Chapter 8

P1 Mathematics Tuition Pack Page 17

 1. Using the graph above: Which fruit is least popular? ______

2. How many children prefer Orange? ______

3. How many fewer children prefer Banana than Apple? ______

4. Do more children prefer Apple or Orange + Mango combined? ______

5. Draw a picture graph for: Cats: 4, Dogs: 6, Fish: 2 [Space for drawing]

P1 Mathematics Tuition Pack Page 18

 Chapter 9 2 sessions

Numbers to 100
Counting to 100 | Number patterns | Comparing

9.1 Counting to 100

[Concept] Key Concept

Numbers from 20 to 100 are made of Tens and Ones.

35 = 3 tens and 5 ones (30 + 5)

Count in tens: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.

100 = ten tens = one hundred.

Tens Ones Number Words

3 5 35 thirty-five

4 2 42 forty-two

6 0 60 sixty

7 8 78 seventy-eight

9 9 99 ninety-nine

10 0 100 one hundred

9.2 Number Patterns and Comparing

[Concept] Key Concept

Count forward by 1s, 2s, 5s or 10s.

Count backward by 1s or 10s.

To compare: look at Tens first. More tens = greater number.

If Tens are equal, look at Ones.

P1 Mathematics Tuition Pack Page 19

 [Example] Worked Examples

Fill in: 45, 50, 55, ___, ___ Rule: +5 Answer: 60, 65

Fill in: 83, 82, 81, ___, ___ Rule: -1 Answer: 80, 79

Compare 63 and 67: same tens (6), compare ones: 3 < 7, so 63 < 67.

[ Tip ] Teacher note

Use a 100-square grid. Students can see patterns clearly -- counting by 2s/5s/10s all make
visual patterns on the grid.

Practice Questions -- Chapter 9

1. Write in figures: forty-seven = ______

2. Write in words: 83 = ______

3. Fill in: 30 = ___ tens ___ ones

4. Fill in: 56 = ___ tens ___ ones

5. Fill in (count by 10s): 20, 30, 40, ______, ______, ______

6. Fill in (count by 5s): 25, 30, 35, ______, ______, ______

7. Fill in (count back by 2s): 20, 18, 16, ______, ______

8. Circle the greatest: 54 45 59 49

9. Arrange smallest to greatest: 72, 27, 52 ______, ______, ______

10. What is 10 more than 65? ______

P1 Mathematics Tuition Pack Page 20

 1B -- Chapters 10 to 15

P1 Mathematics Tuition Pack Page 21

 Chapter 10 3-4 sessions

Addition and Subtraction Within 100

Column method | Renaming | Word problems

10.1 Addition Without Renaming

[Concept] Key Concept

Line up Tens (T) and Ones (O) in columns.

Add Ones first, then Tens.

No renaming needed when the Ones column totals 9 or less.

[Example] Worked Example

Calculate 34 + 25.

TO

34

+25

-------

59

Answer: 59

10.2 Addition With Renaming (Carrying)

[Example] Worked Example

Calculate 47 + 36.

TO

47

+36

P1 Mathematics Tuition Pack Page 22

 -------

83

Ones: 7+6=13 -- write 3, carry 1 to Tens.

Tens: 4+3+1=8

Answer: 83

10.3 Addition of Three Numbers

[Example] Worked Example

Calculate 24 + 31 + 15.

Add first two: 24 + 31 = 55

Add third: 55 + 15 = 70

Answer: 70

10.4 Subtraction Without and With Renaming

[Example] Worked Example -- Without renaming

Calculate 68 - 24.

TO

68

-24

-------

44

Answer: 44

[Example] Worked Example -- With renaming (borrowing)

Calculate 53 - 27.

P1 Mathematics Tuition Pack Page 23

 TO

[4] [13] (borrow 1 ten)

53

-27

-------

26

Ones: 3-7 impossible -- borrow 1 ten: 13-7=6

Tens: (5-1)-2=2

Answer: 26

[ Tip ] Teacher note

For renaming (borrowing), say: 'I cannot take 7 from 3. I will borrow 1 ten from the Tens
column.' This verbal script helps students remember the steps.

Practice Questions -- Chapter 10

1. 43 + 35 = ______

2. 61 + 28 = ______

3. 27 + 46 = ______

4. 58 + 37 = ______

5. 15 + 23 + 31 = ______

6. 76 - 42 = ______

7. 85 - 37 = ______

8. 70 - 48 = ______

P1 Mathematics Tuition Pack Page 24

 There are 45 red beads and 38 blue beads. How many beads altogether?
9. ______

10. A box had 62 eggs. 29 were sold. How many eggs are left? ______

Sam has 35 stamps. Ali has 18 more stamps than Sam. How many stamps does
11. Ali have? Answer: ______

P1 Mathematics Tuition Pack Page 25

 Chapter 11 2 sessions

Length
Measuring in cm | Comparing | Curves and straight lines

11.1 Measuring Length in Centimetres

[Concept] Key Concept

We measure length using the centimetre (cm).

Place the ruler so the 0 mark aligns with one end of the object.

Read the number at the other end -- that is the length.

Always write the unit: '8 cm' not just '8'.

[Example] Worked Example

A pencil measures from 0 cm to 12 cm on the ruler.

Length of pencil = 12 cm.

11.2 Comparing and Ordering Lengths

[Concept] Key Concept

Longer = greater length. Shorter = smaller length.

To find how much longer: subtract the shorter from the longer.

To order from shortest to longest: arrange from least cm to most cm.

[Example] Worked Example

Ribbon A = 15 cm. Ribbon B = 9 cm.

Which is longer? A (15 > 9)

How much longer? 15 - 9 = 6 cm longer.

11.3 Curves and Straight Lines

P1 Mathematics Tuition Pack Page 26

 [Concept] Key Concept

A straight line goes in one direction with no bends.

A curve bends or changes direction.

We measure straight lines with a ruler.

A curved line is longer than a straight line between the same two points.

[ Tip ] Teacher note

Bring a ruler and a piece of string to class. Use the string to measure curved lines by laying it
along the curve, then straightening it against the ruler.

Practice Questions -- Chapter 11

1. A book is 22 cm long. A pencil is 14 cm long. Which is longer? ______

2. How much longer is the book than the pencil? ______

3. Arrange from shortest to longest: 18 cm, 5 cm, 12 cm ______, ______, ______

A worm is 8 cm long. A caterpillar is 5 cm long. How long are they altogether?

4. ______

5. A rope is 30 cm long. 12 cm is cut off. How long is the remaining rope? ______

6. Is the edge of a ruler a straight line or a curve? ______

P1 Mathematics Tuition Pack Page 27

 Chapter 12 2 sessions

Multiplication
Equal groups | Multiplication stories | Word problems

12.1 Getting Ready to Multiply -- Equal Groups

[Concept] Key Concept

Multiplication means adding equal groups.

3 groups of 4 = 4 + 4 + 4 = 12

We write this as: 3 x 4 = 12

Read: 'three groups of four equals twelve'

Only use multiplication when all groups have the SAME number.

[Example] Worked Example

There are 4 plates. Each plate has 3 cakes. How many cakes altogether?

4 groups of 3 = 4 x 3 = 12

Answer: 12 cakes.

12.2 Multiplication Stories

[Example] Worked Example

Write a multiplication story for 2 x 5 = 10.

Story: There are 2 bags. Each bag has 5 apples.

How many apples are there altogether? 2 x 5 = 10 apples.

[ Tip ] Teacher note

Use arrays of dots or objects arranged in rows and columns. 3 rows of 4 = 3 x 4 = 12. Turning
the array sideways shows 4 x 3 = 12 (same answer -- commutative property).

P1 Mathematics Tuition Pack Page 28

 Practice Questions -- Chapter 12

1. Write as multiplication: 5 + 5 + 5 = ______ x ______ = ______

2. Write as multiplication: 2 + 2 + 2 + 2 = ______ x ______ = ______

3. 3 x 4 = ______

4. 5 x 2 = ______

5. 2 x 6 = ______

There are 3 vases. Each vase has 5 flowers. How many flowers altogether?
6. ______

Write a multiplication story for 4 x 3:

7. ______________________________________________________

Draw 2 groups of 4 dots, then write the multiplication sentence: Multiplication

8. sentence: ______ x ______ = ______

P1 Mathematics Tuition Pack Page 29

 Chapter 13 2 sessions

Division
Equal sharing | Equal grouping | Division stories

13.1 Equal Sharing

[Concept] Key Concept

Equal sharing means dividing a total into equal groups.

12 sweets shared equally among 4 children = 3 each.

We write this as: 12 / 4 = 3

Read: 'twelve divided by four equals three'

Check: 4 x 3 = 12 ✓

[Example] Worked Example -- Equal Sharing

Share 15 marbles equally among 3 friends. How many each?

15 / 3 = 5

Answer: 5 marbles each.

Check: 3 x 5 = 15 ✓

13.2 Equal Grouping

[Concept] Key Concept

Equal grouping means finding how many groups of the same size can be made.

12 apples put into groups of 4 = 3 groups.

12 / 4 = 3 (same number sentence, different meaning)

[Example] Worked Example -- Equal Grouping

20 pupils put into groups of 5. How many groups?

P1 Mathematics Tuition Pack Page 30

 20 / 5 = 4

Answer: 4 groups.

Check: 4 x 5 = 20 ✓

[ Tip ] Teacher note

Use physical objects: give the student 12 counters and ask them to share equally into 3
groups. Count each group. Then try grouping: 'put them into groups of 4 -- how many groups?'

Practice Questions -- Chapter 13

1. 18 / 3 = ______

2. 20 / 4 = ______

3. 16 / 2 = ______

4. 15 / 5 = ______

5. 10 / 10 = ______

6. Share 12 biscuits equally among 6 children. How many each? ______

7. 24 chairs arranged in groups of 4. How many groups? ______

8. Write the division sentence: 3 groups of 5 = 15 --> ______ / ______ = ______

9. Write the multiplication check for Q8. ______ x ______ = ______

10. 8 flowers put into bunches of 2. How many bunches? ______

P1 Mathematics Tuition Pack Page 31

 Chapter 14 2 sessions

Time
Telling time to 5 minutes | a.m. and p.m. | Duration

14.1 Telling Time to 5 Minutes

[Concept] Key Concept

The short hand shows the HOUR.

The long hand shows the MINUTES.

When the long hand points to 12: o'clock (e.g. 3 o'clock = 3:00).

When the long hand points to 6: half past (e.g. half past 3 = 3:30).

Each number on the clock = 5 minutes.

Long hand at 1 = 5 min, at 2 = 10 min, at 3 = 15 min, at 6 = 30 min.

Long hand points

to Minutes Example time

12 0 minutes 3:00 (3 o'clock)

1 5 minutes 3:05

2 10 minutes 3:10

3 15 minutes 3:15 (quarter past 3)

6 30 minutes 3:30 (half past 3)

9 45 minutes 3:45 (quarter to 4)

11 55 minutes 3:55

14.2 a.m. and p.m.

[Concept] Key Concept

P1 Mathematics Tuition Pack Page 32

 a.m. = times from midnight (12:00 a.m.) to just before noon (11:59 a.m.)

p.m. = times from noon (12:00 p.m.) to just before midnight (11:59 p.m.)

Morning activities = a.m. Afternoon/evening activities = p.m.

Example: School starts at 7:30 a.m. Dinner at 7:00 p.m.

14.3 Duration of One Hour and Half an Hour

[Concept] Key Concept

1 hour = 60 minutes. The hour hand moves from one number to the next.

Half an hour = 30 minutes. The hour hand moves halfway between two numbers.

End time = Start time + Duration

Example: Start 2:00, duration 1 hour --> End time: 3:00

Example: Start 4:30, duration 30 min --> End time: 5:00

[ Tip ] Teacher note

Use a demonstration clock (or draw one). Move the hands and ask 'What time is it now?'
Practise o'clock and half-past times first before moving to 5-minute intervals.

Practice Questions -- Chapter 14

1. Long hand at 12, short hand at 7. Time: ______

2. Long hand at 6, short hand between 9 and 10. Time: ______

3. Long hand at 3, short hand between 11 and 12. Time: ______

4. Write a.m. or p.m.: Eating breakfast at 7:00 ______

5. Write a.m. or p.m.: Going to bed at 9:30 ______

6. Class starts at 8:00 a.m. and lasts 1 hour. When does it end? ______

P1 Mathematics Tuition Pack Page 33

 Swim practice starts at 3:30 p.m. and lasts half an hour. When does it end?
7. ______

A movie starts at 5:00 p.m. and ends at 6:30 p.m. How long is the movie?
8. ______

P1 Mathematics Tuition Pack Page 34

 Chapter 15 2 sessions

Money
Counting coins and notes | Exchanging | Comparing | Adding and subtracting

15.1 Counting Coins and Notes

Coin / Note Value Colour/Description

5-cent coin 5 cents Small

10-cent coin 10 cents Small

20-cent coin 20 cents Medium

50-cent coin 50 cents Large

$1 coin 100 cents = $1 Silver, round

$2 note $2 = 200 cents Brown

$5 note $5 = 500 cents Green

$10 note $10 = 1000 cents Red

[Concept] Key Concept

Count coins by starting with the highest value first.

50 cents + 20 cents + 10 cents = 80 cents.

$1 = 100 cents. Write amounts as: 75 cents or $0.75.

Always write the $ sign before dollar amounts.

15.2 Exchanging, Comparing and Operations

[Concept] Key Concept

Exchange: swap coins of equal total value. 1 x 50c = 5 x 10c.

Compare: convert to the same unit (all cents) then compare.

P1 Mathematics Tuition Pack Page 35

 Adding money: add cents to cents and dollars to dollars.

Subtracting money: change = Amount paid - Cost.

Example: Item costs 65 cents. Pay with $1. Change = $1.00 - $0.65 = $0.35.

[Example] Worked Example

Ali has 1 x 50c, 2 x 20c, 1 x 5c. How much does he have?

50 + 20 + 20 + 5 = 95 cents

He buys a pencil for 60 cents. How much change?

95 - 60 = 35 cents change.

[ Tip ] Teacher note

Use real or play coins. Practise counting a small pile of mixed coins by sorting from highest to
lowest value first, then counting on.

Practice Questions -- Chapter 15

1. Count: 50c + 20c + 10c + 5c = ______ cents

2. Count: $1 + 50c + 20c = $______

3. Which is more: 3 x 20c or 1 x 50c + 1 x 10c? ______

4. 35 cents + 40 cents = ______ cents

5. $1.00 - 45 cents = ______ cents

A rubber costs 30 cents. A pencil costs 45 cents. How much do they cost
6. together? ______

Bala has 80 cents. He buys a sticker for 55 cents. How much change does he
7. get? ______

8. Write 2 ways to make 50 cents using coins: Way 1: ______ Way 2: ______

P1 Mathematics Tuition Pack Page 36

P1 Mathematics Tuition Pack Page 37
 Answer Key

Answer Key
For tutor reference only

Chapter 1
1. 5 2. 3,5,7,10 3. 7 4. 3

5. > 6. < 7. 7 8. 4

9. 2,4,7,9 10. 5

Chapter 2
1. 8 2. 8 3. 8 4. 10

5. 10 6. 4 7. 3 8. 7

10. any valid pairs

9. 9 summing to 8

Chapter 3
1. 5 2. 6 3. 2 4. 0

5. 6 6. 7 7. 9 8. 5

10. 2+7=9, 7+2=9,

9. 4 9-2=7, 9-7=2

Chapter 4
1. triangle 2. circle 3. 4 4. 4

6. square has all 8. square and

5. True equal sides 7. circle rectangle

Chapter 5
1. fifth 2. 7th 3. 4th 4a. green

4b. 4th 5. 7th

Chapter 6
1. 15 2. nineteen 3. 18 4. 20

P1 Mathematics Tuition Pack Page 38

 5. 20,17,14,11 6. 18 7. 19 8. 17,18,19

Chapter 7
1. 13 2. 15 3. 13 4. 8

5. 8 6. 13 7. 8+2+5=10+5=15 8. 6

9. 15 10. 9

Chapter 8
4. Apple(5) vs
Orange+Mango(6) --
1. mango 2. 4 3. 2 fewer no

5. drawing

Chapter 9
1. 47 2. eighty-three 3. 3 tens 0 ones 4. 5 tens 6 ones

5. 50,60,70 6. 40,45,50 7. 14,12 8. 59

9. 27,52,72 10. 75

Chapter 10
1. 78 2. 89 3. 73 4. 95

5. 69 6. 34 7. 48 8. 22

9. 83 beads 10. 33 eggs 11. 53

Chapter 11
1. book (22cm) 2. 8cm 3. 5cm,12cm,18cm 4. 13cm

5. 18cm 6. straight line

Chapter 12
1. 3x5=15 2. 4x2=8 3. 12 4. 10

5. 12 6. 15 7. any valid story 8. drawing; 2x4=8

Chapter 13

P1 Mathematics Tuition Pack Page 39

 1. 6 2. 5 3. 8 4. 3

5. 1 6. 2 7. 6 groups 8. 15/5=3

9. 3x5=15 10. 4

Chapter 14
1. 7:00 2. 9:30 3. 11:15 4. a.m.

8. 1.5 hours
5. p.m. 6. 9:00 a.m. 7. 4:00 p.m. (1h30min)

Chapter 15
1. 85 cents 2. $1.70 3. same (60c each) 4. 75 cents

8. any 2 valid
5. 55 cents 6. 75 cents 7. 25 cents combinations

P1 Mathematics Tuition Pack Page 40