NURSERY 1 (born in 2016)

Teaching children to count takes more than just learning and verbalizing the numbers 1 through 10 in sequence.

At the beginning stages, children might count to three while moving four objects, or continue counting without stopping at the last object.

Therefore, even if a child knows the numbers in sequence, he/she may not yet fully understand the relationship between numbers and quantities.

Using rational counting (1 – 5) and one-to-one correspondence (by touching each object once when counting), your child learns how to assign one number to one object and match the appropriate numbers to quantities.

Your child will also be tasked to follow simple 2-3 step instructions, to solve simple math problems. Through such practices, he/she will be exposed to the fundamentals of arithmetical addition.

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NURSERY 2 (born in 2015)

While most preschoolers can recite numbers 1 through 10 in sequence, the connection between numbers and quantities may not yet be fully established.

Repeated experiences build an understanding of and fluency with numbers, allowing the application of these concepts to real world scenarios.

In this lesson, we will reinforce the concept of one-to-one correspondence, to listen and count the appropriate quantities of objects. Moreover, using relatable scenarios, your child will be challenged to carry out arithmetical addition (within 5) questions.This also sets the foundation for mental calculation.

Here, your child will also be exposed to the idea of equations / equal numbers, as they learn to combine different number of objects to match with the corresponding numbers.

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KINDERGARTEN 1 (born in 2014)

Sorting is an inherent skill that children pick up naturally.
By sorting objects, children learn to compare and categorize objects based on their functions, characteristics and attributes. Since there are multiple possibilities in which a single set of objects can be sorted, children will need the ability to switch flexibly between viewpoints.

We believe that this ability can be developed through practical experience. Therefore, this lesson focuses on sorting through sensorial work, based on tactile sense (touch), stereognostic sense and visual sense.
Through the engagement of your child’s senses, children first learn how to identify and articulate the functions, characteristics and attributes of individual objects; before recognising and understanding the relationships between objects (similarities and difference) to make comparisons.

Here, your child will be engaged in collaborative work, to describe attributes of unknown objects for teammates to correctly identify. Your child will also learn about one-to-one correspondence, to group sets of abstract and concrete objects according to numerical quantity.

​Lastly, your child will learn how to identify the rules that govern each set of objects for them to be categorised in a particular manner. 

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KINDERGARTEN 2 (born in 2013)

In Singapore, children are first introduced to multiplication/division in Primary 1 and 2, where they are taught to recite the multiplication table for efficient computation.

However, true math fluency involves a conceptual understanding of multiplication/division. Through the process of grouping objects using meaningful, real-life examples, children learn about one-to-many correspondence, where sets of objects (quantity per unit) can be represented by a single number (units).

In this lesson, your child is tasked to distribute objects evenly to a group of people. Here, he/she will discover that even distributed is only achievable for specific quantities of objects. Your child is tasked to figure out which quantities work; or the additional amount (if any) required to make it work.

Using familiar objects such as bicycles, tricycles and cars, your child will learn to calculate the total number of tyres required for a set number of vehicles. For instance, three bicycles require a total of 6 tyres, expressed in the form 2 + 2 + 2 = 6, or 3 groups of 2 = 3 x 2 = 6.
Additionally, the questions are also asked in reverse, to calculate the number of bicycles given 6 tyres, as a precursor to division.

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Next LESSON'S focus:
THINKING WITH WORDS