2nd Edition

Ammiel Wan
The focus of the series Visible Thinking in Mathematics is consistent
with the 'Thinking Schools, Learning Nation' philosophy adopted by the
Ministry of Education, Singapore. The role of mathematics in developing and
improving the child's ability to think cannot be over-emphasised. I am glad
parents and teachers have a valuable resource to complement programmes in
schools to help the child consolidate his learning.

Mathematics is an excellent platform for the child to think; and also to }hink
about his thinking . One of the ways to acquire these competencies is to model
the process and, subsequently, to coach the child to engage in the process.
Providing such an environment is critical in the development of good thinking
in the child.

At Marshall Cavendish Institute, we focus on teacher professional develop'fent,

and Visible Thinking in Mathematics provides teachers with good starting
points to provide learning experiences that put thinking at the forefront. We
believe that constant engagement with learning materials with cutting-edge
pedagogies contributes to one's professional learning.

Yeap Ban Har, Ph.D.

Principal
Marshall Cavendish Institute
---- Preface
The Visible Thinking in Mathematics series promotes critical and
creative thinking in mathematics. It is designed to help make thinking
visible by providing the child with opportunities to think, explore
and reflect.

While practice leads to better performance, practice without contextual and

conceptual understanding prevents the child from thinking critically and
creatively. In this series, instead of learning procedures and formulas by rote,
the child masters concepts through:
Thinking routines: functional questions to direct the child's thinking on key
concepts and cultivate the child's thinking skills.
Parallel questions: consecutive mathematical problems with the same
context but different key words to highlight differences between problems;
ensuring that the child understands and retains concepts and skills better.

This approach not only instills in the child mathematical skills but also
inspires discipline in thinking and greater motivation for learning.

Additional support is provided to the child through Notes. Notes present

opportunities for parents and teachers to clarify misconceptions, simplify
difficult concepts and address areas of difficulty for the child.

At the end of each chapter, there is a summary review for the child to recap
and practise what he has learnt throughout the chapter. The 'Think Out Of The
Box!' section, following the summary review, includes questions that stretch the
child's thinking beyond the routine.
.____~C
. ontents
Thinking Attaining
Platform Mastery
Chapter 1
Numbers To 1000
Counting In Tens And Hundreds 1 2
Writing Numbers In Words 3 4
Place Value 7 8
Comparing And Ordering 18 21
Odd And Even Numbers 23 24
Directional Patterns 26 27

Chapter 2
Addition And Subtraction Within 1000
Addition And Subtraction Without Regrouping 33 34
Addition And Subtraction With Regrouping 37 38
Addition and Subtraction of 3-Digit Numbers
And Ones 43 46
Addition and Subtraction of 3-Digit Numbers
And Tens 47 50
Addition and Subtraction of 3-Digit Numbers
And Hundreds 51 53

Chapter 3
Using Models:
Addition And Subtraction
I

Introduction To Model Drawing 57 61

More Model Drawing 65 67
Comparing Three Values 72 74
 Thinking Attaining
Platform Mastery
Chapter 4
Multiplication
Multiplying By 2 83 85
Multiplying By 3 88 92
Multiplying By 4 95 96
More Multiplication 99 100
Multiplying By 5 103 104
Multiplying By 10 106 107

Chapter 5
Division
Dividing By 2, 3, 4, 5 And 10 112 113

Chapter 6
Using Models: Four Operations
Model Drawing Involving Four Operations 128 129

Chapter 7
Fractions
Fractions As Part Of A Whole 137 141
Comparing And Ordering Fractions 144 147
Addition And Subtraction Of Like Fractions 152 153

Answers 161
 Numbers To 1000

Counting In Tens And Hundreds Thinkin Platform

Anna wants to buy some bells for a class project.

A small box contains 10 bells.

A medium box contains 100 bells.
A large box contains 1000 bells.

Think/ How many small boxes does she need to buy to have the
----·- same number of bells as a medium box?
How many medium boxes does she need to b y to have the
J
same number of bells as a large box?

Count and write the number patterns to find the answers.

~~~ I
10, 20, 30, . . . 0
0
[
~~~
100, 200, 300, .. . 00
What numbers o
come next? 0

Teaching Tips
From the number patterns, the child can have a better understanding of the magnitude of numbers in hundreds
up to 1000. Using these number patterns, lead the child to see how many tens there are in a hundred, and how
many hundreds there are in a thousand . As an extra challenge, you may also ask the child how many tens there
are in a thousand.

© 2014 Marsha ll cavend ish Internationa l (S ingapore) Private Limited Visible Thinking in Mathematics 2A 12nd Edition) 1
 Attainin Master

1. Count in tens and complete the patterns.

(a) 2581 12781 12981

(b) 1021 11321 1162

(c) 14301 14501 1480

(d) 15131 15431

2. Count in hundreds and complete the patterns.

(a) 2581 14581 16581

(b) 1021 14021 1702

(c) 14301 16301 1930

(d) 15131 18131

3. Count in tens or hundreds and complete the patterns.

(a) 931 11231

(b) 1751 13751 15751

(c) 12201 15201

(d) 18321 18521

2 Visible Thinking in Mathematics 2A I2nd Edition) © 20 14 Ma rshall Cavend ish Internati ona l (Singapore) Private Limited
Writing Numbers In Words __----L._
I T_h_in_._~_in___
g_P_Ia_tf_or_m----l
I

Look at the digit 4 in the numbers below.

64 is written in words as sixty-four.

204 is written in words as two hundred and four.

-
Think! Is 14 written as ten-four?
How do you write 14 in words?

Now, look at these number words.

Karthika writes 642 as six hundred and fourty-two.

Joel writes 358 as three hundred and fivety-eight.

Think!
.___.-
Can you spot the mistakes?

Here are how some pupils write 543 in words.

Mischa writes 543 as five hundred fourty-three.

Brendon writes 543 as five hundred and fourty-three.
Stefani writes 543 as five hundred and forty-three.

Think! Which is the correct answer?

---- Is there only one way of writing 543 in words?
Where should the word and be placed?

Teaching Tips
In this section, the child will see how numbers are written in words. Using examples where the same digit in the
same place value appears in different numbers, show how these numbers are read and written differently.
As the child learns to count to 1000, remind him to use the word and to join the hundreds value to the tens
and ones.

© 20 14 Marsha ll Cavendish International (Singapore) Private Limited Visible Thinking in Mathematics 2A !2nd Edition) 3
 Attaining Mastery

l. Match.

(a) 305 ) • three hundred and fifty

335 ) • • three hundred and fifteen

350 ) • • three hundred and thirty-five

315 ) • three hundred and five

(b)
I 714 ) • • seven hundred and four

I 740 ) • • seven hundred and fourteen

I 704 ) • • seven hundred and forty

I
744 ) • • seven hundred and forty-four

(c)
I
969 ) • • nine hundred and nine

I
919 ) • • nine hundred and ninety-nine

I 999 ) • • nine hundred and nineteen

I
909 ) • • nine hundred and sixty-nine

4 Visible Thinking in Mathematics 2A (2nd Edition) © 2014 Marshall Cavendish Internationa l (Si ngapore) Private Limited
 I
(d) I 423 ) • • three hundred and twenty-four
I

I 342 ) • • two hundred an~ forty-three

I 243 ) • • four hundred an1d twenty-three

I 324 ) • • three hundred and forty-two

I

I
(e) 674 ) • • seven hundred mnd
I
forty-six

764 ) • • six hundred and)forty-seven

647 ) • • six hundred and seventy-four

746 ) • • seven hundred mnd sixty-four

I

(f) 506 ) • • six hundred and fifty

605 ) • • five hundred and sixty

650 ) • • six hundred and five

560 ) • • five hundred andI six

I

© 2014 Marshall cavend ish International (Singapore) Pri vate Limited Visible Thinking in Mathematics 2A {2nd Edition} 5
4. Zack had 9 plates. Ismail had twice as many plates as Zack.
How many plates did Ismail have?

5. Farmer Joe has 10 chickens in his farm. How many chicken legs are
there altogether?

6. Eric and his classmates are standing in pairs for frel packets of
milk. There are 14 packets to be given out. If Eric belongs to the
8th pair, will he receive a free packet of milk?

© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Math matics 2A )2nd Edition) 87
Multiplying By 3 ------------"--~Th_in_k~in____P_Ia_tf_or_m--'1
What is a quick way to count the number of soldiers in a large group?
We can use the multiplication table of 3 to find the number of soldiers
by getting them to stand in rows of 3.

How many soldiers are there in Group A?

Group A

Row

Number of soldiers =7 rows of 3 soldiers

=7 groups of 3
=7x3
= 21 soldiers

Teaching Tips
Get the child to suggest other scenarios where a large number of objects can be counted quickly by arranging in
rows or groups of 3.

88 Visible Thinking in Mathematics 2A (2nd Edition) © 2014 Marshall Cavendish International (Singapore) Private limited
How many soldiers will there be in Group A after 2 soldiers leave?

Row

Methodl
Number of soldiers
=6 rows of 3 soldiers, plus 1
=6x3+1
= 18 + 1
=19 soldiers

Method 2
Number of soldiers
= 7 rows of 3 soldiers, minus 2
=7x3-2
=21-2
=19 soldiers

© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mat ematics 2A )2nd Edition) 89
Using the multiplication table of 3, find the number of soldiers in
Groups B, C, D and E.

Group B

Row

Groupe

Row 1 3

90 Visible Thinking in Mathematics 2A !2nd Edition} © 2014 Marshall Cavendish International (Singapore) Private Limited
Solve these problems.

Example---------------;---------...
Raj has 6 boxes. Each box contains 3 marbles. How many marbles
does Raj have altogether?

6 X 3:18
Rqj has 18 marbles altogether.

2. Celine has 4 baskets. She places 3 eggs in each bas ,et. How many
eggs are there altogether?

© 2014 Marsha ll Cavendish International (Singapore) Private Limited Visible Thinking in Mathematics 2A (2nd Edition! 93
 Attainin Master

1. Fill in the blanks below.

1 group of 4 eggs = 1 x 4 =___

2 groups of 4 eggs = 2 x 4 =___

3 groups of 4 eggs = 3 x 4 =___

4 groups of 4 eggs = 4 x 4 =___

5 groups of 4 eggs = 5 x 4 =___

6 groups of 4 eggs = 6 x 4 =___

7 groups of 4 eggs =7 x 4 =___

8 groups of 4 eggs = 8 x 4 =___

96 Visible Thinking in Mathematics 2A l2nd Edition) © 20 14 Marshall Cavend ish Intern ati onal (S ingapore) Private Limited
 Multiplying By 5 _ _ _ _ _ _____J__
Th_in___,
l<,__in.:!E.--PI_at_fo_rm
___,

Look at the multiplication table of 5 below.

IIIII 1x5=5
'

1 grouR of 5 sticks
t
1111111111 2 'x5=10
2 groups of 5 sticks

3 X 5 = 15
3 groups of 5 sticks '

IIIII IIIII IIIII IIIII

4 groups of 5 sticks

5 X 5 = 25
5 groups of 5 sticks j:c::o:~~~~:~-===·::
I

61x 5 = 30
6 groups of 5 sticks
~~~~==~~~ I
7 X 5 =35
7 grougs of 5 sticks

8 ' X 5 =40
8 groups of 5 sticks f .c.::-c.c::::-.::-.::=c-c:::-..:.:.=;:::==-=: ==-c=

'
9 X 5 =45
9 grouRS of 5 sticks '

10 groups of 5 sticks

!!!,.ink! What do you notice when an even number is multiplied by 5?

What do you notice when an odd number is mul iplied by 5?

..to
tit Teaching nps '
Point out to the child that when an even number is multiplied by 5, the ones digit in the product is 0.
When an odd number is multiplied by 5, the ones digit in the product is 5.

© 20 14 Marshall Cavend ish Intern ational (Singapore) Private Li mited Visible Thinking in Mathe . atics 2A !2nd Edition) 103