TG Maths P1 PDF

Preface
The learning of Mathematics imparts many skills that contribute to the

development of the human mind. It trains the learner to think methodically and
rationally, analyse various types of situations, anticipate and plan, make
decisions and solve problems. Mathematics also serves as a tool that facilitates
the gaining of knowledge related to science and technology. Mathematical
skills and knowledge are indeed essential to enhance our standard and quality
of living in the modern area.
The Basic Education Core Curriculum aims to inculcate the following

five key competencies among students:
1. Communication Skill
2. Thinking Skill
3. Problem – Solving Skill
4. Applying Life Skill
5. Technological Application Skill
The learning areas in the study of mathematics are designed to enable

students to acquire mathematical skills and knowledge according to their
utmost potential. The learning areas are as follows:
• Numbers and Operations: numerical concepts and sense of

perception; real number system; properties of real numbers; operation of
numbers; ratio; percentage; problem-solving involving numbers; and
application of numbers in real life.
Mathematics Pratomsuksa 1 – Lesson Plan 1

• Measurement: length; distance; weight; area; volume and capacity;
money and time; measuring units; estimation for measurement; trigonometric
ratio; problem-solving regarding measurement; and application of
measurement in various situations
• Geometry: geometric figures and properties of one-dimensional

geometric figures; visualization of geometric models; geometric theories; and
geometric transformation through translation, reflection and rotation
• Algebra: pattern; relationship; function; sets and their operations;

reasoning; expression; equation; equation system; inequality; graph; arithmetic
order; geometric order; arithmetic series; and geometric series
• Data Analysis and Probability: determining an issue; writing

questions; determining methods of study; study; data collection,
systematization and presentation; central tendency and data distribution; data
analysis and interpretation; opinion polling; probability; application of
statistical knowledge and probability; application of probability in explaining
various situations as well as for facilitating decision-making in real life
• Mathematical Skills and Processes: problem-solving through

diverse methods; reasoning; communication; communication and presentation
of mathematical concepts; linking mathematics with other disciplines; and
attaining ability for creative thinking

Strands and Learning Standards
Strand 1: Numbers and Operations

Standard M1.1: Understanding diverse methods of presenting numbers and
their application in real life
Standard M1.2: Understanding results of operations of numbers,
relationships of operations, and application of operations
for problem-solving
Standard M1.3: Use of estimation in calculation and problem-solving
Standard M1.4: Understanding of numerical system and application of
numerical properties
Strand 2: Measurement
Standard M2.1: Understanding of the basics of measurement; ability to
measure and estimate the size of objects to be measured
Standard M2.2: Solving measurement problems
Strand 3: Geometry
Standard M3.1: Ability to explain and analyse two-dimensional and three-
dimensional geometric figures
Standard M3.2: Ability for visualisation, spatial reasoning and application
of geometric models for problem-solving
Strand 4: Algebra
Standard M4.1: Understanding and ability to analyse pattern, relation and
function
Standard M4.2: Ability to apply algebraic expressions, equations,
inequalities, graphs and other mathematical models to

represent various situations as well as interpretation and
application for problem-solving
Strand 5: Data Analysis and Probability

Standard M5.1: Understanding and ability to apply statistical methodology
for data analysis
Standard M5.2: Application of statistical methodology and knowledge of
probability for valid estimation
Standard M5.3: Application of knowledge of statistics and probability for
decision-making and problem-solving
Strand 6: Mathematical Skills and Processes

Standard M6.1: Capacity for problem-solving, reasoning; communication
and presentation of mathematical concept; linking various
bodies of mathematical knowledge and linking
mathematics with other disciplines; and attaining ability for
creative thinking
For common understanding and correct interpretation, the curriculum

prescribes various codes for learning standards and indicators. One example is
shown below:
M 1.1 Gr 1/2
M Subject area of Mathematics
1.1 First subject area, Standard 1
Gr1/2 Indicator 2 for Grade (Pratomsuksa) 1

Learners’ Quality
• Have numerical knowledge, understanding and sense of cardinal
numbers not more than 100,000, and zero as well as operation of numbers; can
solve problems involving addition, subtraction, multiplication and division;
and are aware of validity of the answers reached.
• Have knowledge and understanding of length, distance, weight,

volume, capacity, time and money; can measure correctly and appropriately;
and can apply knowledge of measurement for solving problems faced in
various situations.
• Have knowledge and understanding of triangle, quadrilateral, circle,

ellipse, cuboid, sphere and cylinder as well as point, line segment and angle.
• Have knowledge and understanding of pattern and can explain

relationship.
• Can collect and analyse relevant data and information about

themselves and their surroundings in their daily lives; can avail of pictograms
and bar charts for discussing various issues
• Can apply diverse methods for problem-solving; can avail of
mathematical knowledge, skills and processes appropriately for solving
problems faced in various situations; can suitably present reasoning for
decision-making and appropriately present the conclusion reached; can use
mathematical language and symbols for communication, as well as accurate
and appropriate communication and presentation of mathematical concepts;
can link various bodies of mathematical knowledge; can link mathematics with
other disciplines; and have attained ability for creative thinking.

YYeeaarrllyy TTeeaacchhiinngg P
Pllaann
Mathematics Grade 1 (Pratomsuksa 1)
13 chapters 200 hours
Learning area Duration

(hours)
1. Numbers from 1 to 10 18
• Numbers from 1 to 9
• The number 0
• Counting up to 10
• Counting forward and backward between 1 and 10
• Ordering the numbers from 0 to 10
• Comparing numbers between 1 and 10
2. Addition within 9 19
• Meaning of addition
• Adding numbers
• Adding 0
• More about addition
3. Subtraction within 9 22
• Meaning of subtraction
• Subtraction of numbers
• Counting and subtraction
• Subtraction with 0
• Subtraction and addition
4. Numbers up to 20 18
• Tens and ones
• Using the signs, = and ≠
• Using the signs, > and <
5. Addition and Subtraction within 20 17

• Adding numbers
• Adding up three 1-digit numbers
• Subtracting numbers

6. Length 10
• Words related to length
• Comparing and measuring lengths
7. Mass 10
• Words related to volume
• Comparing and measuring volumes
8. Volume 10
9. Numbers up to 100 25
• Digits
• Place values
• Comparing numbers
• Using the signs, ≠, =, < and >
• Ordering numbers
• Counting forward and backward
• Counting by twos
• Counting by fives
• Counting by tens
• Naming positions
10. Adding and Subtraction within 100 22

• Adding up to two numbers without regrouping
• Using addition to solve problems
• Subtracting without regrouping
• Subtracting three 1-digit numbers
• Using subtraction to solve problems
11. Combined operations 8

• Doing combined operations
12. Time 9
• Times of the day
• Days of the week

13. Two-Dimensional (2-D) Shapes 12
• Names of 2-D shapes
• Describing 2-D shapes
• Patterns
Note: The hours needed for each subtopic can be changed when necessary.
The above allocated hours are just a suggestion. Total hours for this subject is
as prescribed in the basic learning time structure, while the learners must attain
the standard as prescribed in the learning standards and indicators.

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Chhaapptteerr 11 N
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m 00 ttoo 1100
Indicator Learning Area
M1.1 Gr1/1 Write and read Hindu-Arabic • Numbers from 1 to 9
and Thai numerals showing quantity of • The number 0
objects or cardinal numbers not exceeding • Counting up to 10
100, and 0.
M1.1 Gr1/2 Compare and arrange sequence • Ordering the numbers

of cardinal numbers not exceeding 100, and 0. from 1 to 10
between 1 and 10
M4.1 Gr1/1 Tell the numbers and relations • Counting forward and
in patterns of numbers that increases by 1s backward between 0
and 2s, and decreases by 1s. and 10
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
Students will be taught to:
1. Say and use the numbers from 0 to 10.
2. Read and write numbers from 10 to 10.
3. Say and use the numbers in orders.
4. Understand and use the vocabulary of comparing and arranging
numbers.

L
Leeaarrnniinngg O
Ouuttccoom
meess
Students will be able to:
1. Say the numbers from 1 to 10.
2. Recognise numerals 1 to 10.
3. Count a group of objects 1 to 10.
4. Write numerals 1 to 10.
5. Read number words one to ten.
6. Write number words one to ten.
7. Arrange numbers 1 to 10.
8. Count on and count back in ones.
9. Compare two numbers and say which is more or less.
10.Identify one more or one less.
L
Leeaarrnniinngg A
Arreeaass
• The number 0
• Counting up to 10
• Counting forward and backward between 0 and 10
• Comparing numbers between 1 and 10
T
Teeaacchhiinngg aanndd L
Leeaarrnniinngg A
Accttiivviittiieess
1st – 4th hours (Numbers from 1 to 9)
1. Write numbers 1 to 9 on the board. Guide them how to read them.
2. Ask students to read the numbers out aloud.
3. Using the numbers on pages 4 and 5, ask students to trace the numbers
with their fingers while reading them out aloud.
4. Ask students to spell out the numbers too.

5. They should able to recall the numbers rapidly.
6. Have students work on Exercise A on page 2 of the workbook as their
homework.
5th hour (The number zero)

1. Introduce the number 0.
2. Explain what zero means.
6th – 7th hours (Counting up to 10)

1. Guide students to count 1 to 10.
2. Show students a few groups of objects (which are not more than 10) and
ask them to count out aloud. Then, ask then to spell the numbers.
3. Ask students to work on Exercises B to D on pages 2 and 3 of the
workbook as their homework.
8th – 10th hours (Counting forward and backward between 0 and 10)
1. Explain to students what counting forward and backward are.
2. Use the example on page 8 for further explanation.
3. Have students try Practice on page 8 and discuss the answers with them.
4. Ask students to work on Exercises E and F on page 4 of the workbook
as their homework.
11th – 12th hours (Ordering the numbers from 0 to 10)

1. Ask students the numbers that come after certain numbers.
2. Get the students to read the chant on page 9. Keep changing the
numbers accordingly.
3. Ask students to work on Exercise G on page 5 of the workbook as their
homework.

13th – 15th hours (Comparing numbers between 1 and 10)
1. Explain to students the terms related to comparison such as equal, not
equal, more than, greater than and less than.
2. Introduce the word equal. Guide them on how to compare the quantities
of two groups using the examples on page 10.
3. Use the examples on pages 11 and 12 to introduce more and less.
4. Place two groups of objects of different quantities. Ask students to
compare. Which group has more? Which group has less? What is the
difference between both groups? Repeat a few times with different
amounts of objects.
5. Ask students to try Practice on page 14. Discuss the answers with them.
6. Ask students to work on Exercises H to L on pages 5 to 8 of the
16th – 18th hours (Conclusion)

1. Reinforce students’ vocabularies used in this chapter by referring to Key
Words on page 14.
2. Have students work on Test Yourself on pages 15 to 18 as their
homework.
E
Emmpphhaassiizzeedd C
Chhaarraacctteerriissttiiccss::
1. Thinking skill
2. Problem-solving skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::
• Primary Education Smart Textbook Mathematics P1
• Primary Education Smart Workbook Mathematics P1
• Objects for counting such as books, cubes, pencils and erasers.

Learning Outcome Form
Name-Surname: ................................................ No. ..................................

Pratomsuksa: ..................................................... Date: ................................
Chapter 1 Numbers from 0 to 10
Explanation: Summary of learning outcomes
Feeling after learning this

chapter:
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Contents that you need for
teacher to explain further:
................................... Knowledge gained from this
..................................... ................................... chapter:
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Chapter 1
Numbers from 0 Contents that you like the
most in this chapter (give your
Application of knowledge from to 10
reason):
this chapter on your daily life:
...................................
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...................................... Exercises that you like and want
to be selected as the .................................
..................................... outstanding work:
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C
Chhaapptteerr 22 A
Addddiittiioonn w
wiitthhiinn 99
M1.2 Gr1/1 Add, subtract and mix addition • Meaning of addition
and subtraction of cardinal numbers not • Adding numbers
exceeding 100, and 0, as well as be aware of • Adding 0
validity of the answers.
M1.2 Gr1/2 Analyse and find answers to • More about addition

problems and mix-problems of cardinal
numbers not exceeding 100, and 0, as well as
aware of validity of the answers.
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Use the vocabularies involved in addition with the highest total of 10.
2. Understand addition as combining two groups of objects.
3. Solve simple word problems.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Find one more than a number from 1 to 9.
2. Find the total of two numbers.
3. Write number sentences for addition.

L
Leeaarrnniinngg A
Arreeaass
• Adding numbers
• Adding 0
• More about addition
T
Leeaarrnniinngg A
Accttiivviittiieess
1st – 2nd hours (Meaning of addition)
1. Explain to students that addition is combining two groups to make a
total.
2. Have students read the sentences on page 20.
3. Get two groups of objects. Write a numbers sentence of addition for
these two groups of objects. Ask students for the total amount of objects
in the two groups of objects. Ask them to count. Repeat this using other
objects of different quantities. Guide students to read the number
sentences.
3rd - 7th hours (Adding numbers)

1. Introduce the symbols of addition ‘+’ and equal ‘=’. Relate ‘+’ to add;
plus; and.
2. Write a number sentence of addition. Guide them to use their fingers to
add. Guide students to read the number sentence. Repeat with a few
more. You may use the examples on page 21.
3. Draw two groups of objects. Ask them to count. Ask students to write
the number sentence and read it out. Repeat with other addition.
4. Ask students to try Practice on page 22. Discuss with them.
homework.

6. Ask students talk about hopscotch game. They need to jump according
to the numbers.
7. Relate that to a number line.
8. Guide students how to use a number line for addition. Use the examples
on page 23.
9. Have students work on Exercise D on page 12 of the workbook as their
homework.
8th – 11th hours (Adding 0)

1. Explain to them the meaning of 0.
2. Write a few number sentences involving addition of 0. Ask them to
count using their fingers.
3. Emphasize that when 0 is added to a number, the number remains.
4. Use the examples on page 24.
5. Have students try Practice on page 24.
6. Use the example on page 25 and ask students to count and read the
number sentences.
7. Ask students to work on Exercise C on page 11 of the workbook as their
homework.
12th – 16th hours (More addition)

1. Use the examples on page 26. Explain to students that there are more
than one addition that gives the same answer.
2. Ask them to try Practice on page 27 and discuss the answers with them.
3. Guide them through the examples on page 27 and 28 in order to get the
same answer.
4. Ask them to try Practice on page 28 and discuss the answers with them.
5. Ask them to try Practice on page 30 too.

6. Have them work on Exercises B and E on pages 11 and 12 of the

1. To test students’ understanding of this chapter, have them try Practice
on page 30. Discuss the answers with them.
Words on page 30.
homework.
E
1. Thinking skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::
• Objects for counting such as pencils, erasers, rulers, marbles and books.

Name-Surname: ................................................ No. ..................................

Chapter 2 Addition within 9

chapter:
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Chapter 2
Addition within Contents that you like the
9 most in this chapter (give your
Application of knowledge from
reason):
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C
Chhaapptteerr 33 S
Suubbttrraaccttiioonn w
wiitthhiinn 99
M1.2 Gr1/1 Add, subtract and mix addition • Meaning of subtraction
and subtraction of cardinal numbers not • Subtraction of numbers
exceeding 100, and 0, as well as be aware of • Subtraction and addition
validity of the answers. • Counting and
M1.2 Gr1/2 Analyse and find answers to subtracting
problems and mix-problems of cardinal • Subtraction with 0
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Use the vocabularies involved in subtraction of numbers 0 to 10.
2. Understand subtraction as take away.
4. Understand the relationship between addition and subtraction.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Find one less than a number from 1 to 9.
2. Find the differences between two numbers.
3. Write number sentences for subtraction.
5. Know that subtraction is the opposite of addition.

L
Leeaarrnniinngg A
Arreeaass
• Subtraction of numbers
• Counting and subtracting
• Subtraction with 0
• Subtraction and addition
T
Leeaarrnniinngg A
Accttiivviittiieess
1st – 2nd hours (Meaning of subtraction)
1. Explain what subtraction means – having things taken away.
2. Refer to page 36 as examples.
3. Make students read the sentences on page 36.
4. Get a group of objects less than 9. Ask them to count. Then take away a
few objects from the group. Ask them to count the remaining objects.
Write the number sentence of subtraction and ask them read it out.
Repeat this using other objects of different quantities.
3rd – 7th hours (Subtraction of numbers)

1. Introduce the symbols of subtraction ‘-’ and equal ‘=’. Relate ‘-’ to
minus; take away; what is left.
2. Write a number sentence of subtraction. Guide them to use their fingers
to subtract. Guide students to read it. Repeat with a few more. You may
use the examples on page 37.
3. Draw a group of objects. Ask them to count. Then cancel some objects
and ask them to count the remaining. Ask students to write the number
sentence and read it out. Repeat with other subtractions.
4. Ask students to refer to the example on page 38. Refer to page 39 to
guide students to subtract using fingers, using cancellation method and
using marbles method.

5. Have students work on Exercises A, B and E on pages 14, 15 and 17 of
the workbook as their homework.
8th – 11th hours (Counting and Subtracting)

1. Explain subtraction using number lines. Use the examples on page 40.
2. Have students work on Exercise F on page 17 of the workbook as their
homework.
3. Explain to students that subtraction also means the difference in number
between two groups of things. How many more or less?
4. Look at examples on pages 41 and 42.
5. Also look at example on page 43. Have students work on Exercise B on
page 15 of the workbook as their homework.
12th – 16th (Subtraction with 0)

1. Explain the meaning of 0.
2. Get a group of objects. Ask students to count them. Then tell them to
subtract that amount with 0. What will they get?
3. Emphasize that subtracting a number with 0 will produce the same
number as the answer.
4. Use the example on page 44.
5. What happens when we subtract a number with the same number? Give
5 pencils to a student. Ask him to count. Then take all the 5 pencils
away. Ask him how many pencils he has left with.
6. Emphasize that when we subtract a number with the same number, the
answer is always 0.
7. Refer to the example on page 44.

9. Give a student 7 erasers. Ask him how many you should take away in
order for him to have only 2 erasers left. Try a few times with other
amount of objects. Guide them to use fingers to count too.
10.Use examples on pages 45 and 46 for further explanation.
11.Ask students to try Practice on page 46 and discuss the answers with
them.
12.Have students work on Exercise D on page 16 of the workbook as their
homework.
13.Tell students that some subtractions will give the same answer. Guide
them through the example on page 47.
14.Ask students to try Practice on page 47. Discuss the answers with them.
15.Have students work on Exercise C on page 16 of the workbook as their
homework.
17th – 19th hours (Subtraction and addition)

1. Let students understand that subtraction is the opposite of addition.
3. Try the exercise on page 48.
4. Have students try Practice on page 49 and discuss the answers with
them.
5. Have students work on Exercise G on page 18 of the workbook as their
homework.
20th – 22nd hours (Conclusion)

1. To test students’ understanding of this chapter, have them try Practice
on page 50. Discuss the answers with them.
Words on page 50.

homework.
E
1. Thinking skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::
• Objects for counting such as marbles, pencils, erasers, paper clips and
books.

Name-Surname: ................................................ No. ..................................

Chapter 3 Subtraction within 9

chapter:
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Chapter 3
Contents that you like the
Subtraction
Application of knowledge from within 9
reason):
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C
Chhaapptteerr 44 N
Nuum
mbbeerrss uupp ttoo 2200
M1.1 Gr1/1 1. Write and read Hindu-Arabic • Numbers from 11 to
and Thai numerals showing quantity of 20
objects or cardinal numbers not exceeding • Tens and ones
100, and 0.
M1.1 Gr1/2 Compare and arrange sequence • Using the signs, = and
of cardinal numbers not exceeding 100, and 0. ≠
• Using the signs, > and
<
M4.1 Gr1/1 Tell the numbers and relations • Ordering the numbers
in patterns of numbers that increases by 1s from 11 to 20
and 2s, and decreases by 1s.
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
3. Know what each digit in a number represent.
4. Say and use the numbers in orders.
numbers.

L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Say, read and write the numbers from 11 to 20.
2. Recognise the place values of numbers.
3. Write number words one to ten.
4. Compare two numbers and say if they are equal or not.
5. Compare two numbers and say which had more or less.
6. Count forward and backward in ones.
L
Leeaarrnniinngg A
Arreeaass
• Tens and ones
• Using the signs, = and ≠
• Using the signs, > and <
T
Leeaarrnniinngg A
Accttiivviittiieess
1st – 3rd hours (Numbers from 11 to 20)
1. Write numbers 11 to 20 on the board. Guide them how to read them.
2. Ask students to read the numbers out aloud.
3. Ask students to spell out the numbers too.
4. They should able to recall the numbers rapidly.
5. Have the students work on Exercises A and B on pages 20 and 21 of the
4th – 6th hours (Tens and ones)

1. Explain the place values of numbers less than 21. Explain the values of
the first digit and the second digit of those numbers.

2. Use the examples on pages 57 and 58 for explanation.
3. Write a number less than 21 on the board and have a student read out the
ones and tens. Try a few numbers with them.
them.
5. Ask students to work on Exercises C and D on pages 21 and 22 of the
7th – 9th hours (Using the signs, = and ≠)

1. Explain the signs = and ≠ (equals and does not equal). Use the examples
on 59 to explain.
2. Get two groups of objects. Have two students count them. Do both
groups have equal objects? Or not equal? Repeat with different amount
of objects and students.
3. Have them try Practice on page 59 and discuss the answers with them.
4. Ask students to work on Exercise E on page 22 of the workbook as their
homework.
10th – 12th hours (Using the signs, > and <)

1. Explain the signs > and < (more or greater than and less than). Use the
examples on page 60 to explain.
2. Get two groups of objects. Have two students count them. Which group
has more objects? Which group has fewer objects? Are they equal or
does not? Repeat with different amount of objects and students.
3. Have them try Practice on page 60 and discuss the answers with them.
4. Ask students to work on Exercise G on page 23 of the workbook as their
homework.

13th – 15th hours (Ordering the numbers from 11 to 20)
1. Guide students on how to order numbers from 11 to 20.
2. Explain on the count forward and count backward.
3. Call out a number and have a student count forward and count
backward. Repeat with a few numbers.
4. Have students try Practice on page 6s and discuss the answers with
them.
5. Ask students to work on Exercises F to I on pages 26 and 27 as their
homework.

Words on page 62.
homework.
E
1. Thinking skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::
• Objects for counting such as straws, marbles, pencils and erasers.

Name-Surname: ................................................ No. ..................................

Chapter 4 Numbers up to 20

chapter:
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Chapter 4
Numbers up to Contents that you like the
Application of knowledge from 20
reason):
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C
Chhaapptteerr 55 A
Addddiittiioonn aanndd S
wiitthhiinn 2200
M1.2 Gr1/1 Add, subtract and mix addition • Adding numbers
and subtraction of cardinal numbers not • Adding up to three
exceeding 100, and 0, as well as be aware of numbers
validity of the answers. • Subtracting numbers
M1.2 Gr1/2 Analyse and find answers to
problems and mix-problems of cardinal
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand addition as combination of two groups of things.
2. Understand subtractions as take away.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Find total of two numbers.
2. Read and write number sentences.
3. Find total of three 1-digit numbers.
4. Find the differences between two numbers.

L
Leeaarrnniinngg A
Arreeaass
• Adding numbers
• Adding up to three numbers
• Subtracting numbers
T
Leeaarrnniinngg A
Accttiivviittiieess
1st – 5th hours (Adding numbers)
1. Remind students on how to add using line numbers. Use the example on
page 70 for explanation.
2. Ask students to try Practice on page 70. Discuss with students.
3. Have students work on Exercise E on page 28 as their homework.
4. Look at the examples on pages 71 to 73. Guide them on how to solve
simple word problems, write and read number sentences.
5. Have students work on Exercises A and B on pages 26 and 27 of the
6. Use the Practice on page 72 to remind students on how to find the
numbers to subtract.
7. Have students work on Exercise C on page 27 of the workbook as their
homework.
8. Ask students to try Practice on page 73.
9. Guide students to go through the examples on page 74 and ask them to
try Practice on page 75. Discuss the answers with them.
6th – 9th hours (Adding up three 1-digit numbers)

1. Refer to the example on pages 76 and 77. Guide students to add up to
three numbers.
2. Explain that we can either add the first two numbers first or add the last
two numbers first before adding the remaining number.

3. Write a few addition involving three 1-digit numbers on the board. Ask
a few students to solve them.
10th – 14th hours (Subtracting numbers)

1. Remind students of the meaning of subtraction.
2. Use the examples on pages 78 to 80 for explanation.
3. Write a subtraction question on the board. Guide them to use fingers to
subtract. Then use objects to simulate the subtraction for students to
understand easily. Repeat with other subtraction questions.
5. Have students work on Exercises F to J on pages 29 to 31 of the
6. Guide students to try Practices on pages 82 to 84. Explain how to solve
simple word problems.
7. Have students work on Exercise K on page 32 of the workbook as their
homework.

homework.
E
1. Thinking skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::

Name-Surname: ................................................ No. ..................................

Chapter 5 Addition and Subtraction within 20

chapter:
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Chapter 5
Addition and Contents that you like the
Subtraction within 20
reason):
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C
Chhaapptteerr 66 LLeennggtthh
M2.1 Gr1/1 Tell length, weight, volume, • Words related to length
and capacity by using non-standard units of • Comparing and measuring
measure. lengths
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand and use the vocabularies related to length.
2. Measure and compare lengths by comparing directly and using uniform
non-standard units.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Use the vocabularies related to length.
2. Compare the lengths of two objects by comparing directly.
3. Measure lengths of objects using uniform non-standard units.
L
Leeaarrnniinngg A
Arreeaass
• Words related to length
• Comparing and measuring lengths
T
Leeaarrnniinngg A
Accttiivviittiieess
1st – 3rd hours (Words related to length)
1. Ask two students of different heights to stand in front of class. Ask
students to observe their heights. Who is tall? Who is short?

2. Show students a short pencil and a long ruler. Ask them to observe these
two objects. Which is long? Which is short?
3. Use the examples on pages 90 and 91 for further explanation on the
words related to height.
4. Ask students to try Practice 92 and discuss the answers with them.
homework.
4th – 7th hours (Comparing and measuring lengths)

1. Ask two students of different heights to stand in front of the class. Guide
them to compare this height. For example:
Ake is tall.
Sak is short.
Ake is taller than Sak.
Sak is shorter than Ake.
Repeat this activity using various objects.
2. Carry out Activity Corner on page 94.
3. Ask students to work on Exercise B on page 34 of the workbook as their
homework.
4. Guide students to use non-standard measuring tools such as paper clip,
erasers, straws, chalks and spoons to measure the lengths or heights of
objects. Guide them to say, ‘This pencil is as long as 10 paper clips.’
Refer to page 95.
7. Ask students to work on Exercises C and D on pages 35 and 36 of the

Words on page 96.
2. Have students work on Test Yourself on pages 97 and 98 as their
homework.
E
1. Thinking skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::
• Non-standard measuring tools for length such as drinking straws,
erasers, paper clips and chalks.

Name-Surname: ................................................ No. ..................................

Chapter 6 Length

chapter:
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Chapter 6 Contents that you like the
Application of knowledge from Length most in this chapter (give your

reason):
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C
Chhaapptteerr 77 M
Maassss
M2.1 Gr1/1 Tell length, weight, volume, and • Words related to mass
capacity by using non-standard units of • Comparing and
measure measuring masses
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand and use the vocabularies related to mass.
2. Measure and compare masses by comparing directly and using uniform
non-standard units.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Use the vocabularies related to mass.
2. Compare the masses of two objects by comparing directly.
3. Measure masses of objects using uniform non-standard units.
L
Leeaarrnniinngg A
Arreeaass
• Words related to mass
• Comparing and measuring masses

T
Leeaarrnniinngg A
Accttiivviittiieess
1st – 3rd hours (Words related to mass)
1. Ask two students to lift a dictionary. What do they feel? Ask them to
push and pull their chairs? What do they feel? Tell them all this is due to
that things have masses.
3. Ask them to identify the things in the classroom that are heavy and light.
homework.
4th – 7th hours (Comparing and measuring masses)

1. Ask students to lift a thin book and a dictionary. Which is heavy? Which
is light? Guide them to compare the masses. For example:
The dictionary is heavy.
The book is light.
The dictionary is heavier than the book.
The dictionary has more mass than the book.
The book is lighter than the dictionary.
The book has less mass than the dictionary.
They may repeat this activity with pulling and pushing objects to
compare their masses.
3. Using an equal arm balance and non-standard tools such as marbles and
cubes, measure the masses of objects found in the classroom. Help
students to balance the equal arm balance. Guide them to say, ‘The book
is as heavy as 10 cubes.’ Repeat the activity with other objects.
4. Ask students to try Practice on page 104. Discuss the answers with
them.

5. Have students work on Exercises B and C on pages 42 and 43 of the

Words on page 104.
homework.
E
1. Thinking skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::
• Uniform non-standard units for mass such as marbles and cubes
• An equal arm balance

Name-Surname: ................................................ No. ..................................

Chapter 7 Mass

chapter:
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Application of knowledge from Mass most in this chapter (give your

reason):
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C
Chhaapptteerr 88 V
Voolluum
mee
M2.1 Gr1/1 Tell length, weight, volume, and • Words related to
capacity by using non-standard units of volume
measure. • Comparing and
measuring volumes
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand and use the vocabularies related to volume.
2. Measure and compare volumes by comparing directly and using uniform
non-standard units.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Use the vocabularies related to volume.
2. Compare the volumes of two objects by comparing directly.
3. Measure volumes of water using uniform non-standard units.
L
Leeaarrnniinngg A
Arreeaass

T
Leeaarrnniinngg A
Accttiivviittiieess
1st – 3rd hours (Words related to volume)
1. Let students fill and empty some containers with liquid. Describe them
as empty, full, half full or as having more or less liquid. Explain what
volumes means.
2. Use the examples on pages 108 and 109 for explanation.
3. Have students work on Exercise A on page 44 as their homework.
4th – 7th hours (Comparing and measuring volumes)
1. Get a few containers such as cups, jugs, milk carton and drinking
bottles. Ask them to predict which container can hold more liquid.
Explain to them the word capacity. Ask them to think of a way to
compare them. Refer to pages 110 and 111. Guide them to say, ‘A milk
carton can hold more water than a cup.’
2. Ask them to work on Exercises B to D on page 45 as their homework.
Words on page 112.
homework.
E
1. Thinking skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::
• Uniform non-standard units for volumes such as milk cartons, drinking
bottles, cups, glasses and jugs

Name-Surname: ................................................ No. ..................................

Chapter 8 Volume

chapter:
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Application of knowledge from Volume most in this chapter (give your

reason):
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C
Chhaapptteerr 99 N
Nuum
mbbeerrss uupp ttoo 110000
M1.1 Gr1/1 Write and read Hindu-Arabic • Numbers from 21 to
and Thai numerals showing quantity of 100
objects or cardinal numbers not exceeding • Digits
100, and 0. • Place values
M1.1 Gr1/2 Compare and arrange sequence • Comparing numbers

of cardinal numbers not exceeding 100, and 0. • Using the signs, =, ≠, >
and <
M4.1 Gr1/1 Tell the numbers and relations in • Ordering numbers

patterns of numbers that increases by 1s and • Counting forward and
2s, and decreases by 1s. backward
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
3. Understand digits and place values.
4. Understand and use the numbers in orders.

numbers.
6. Understand and use the ordinal numbers.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Say, read and write the numbers from 21 to 100.
2. Know what digit is.
3. Recognise the place values of numbers.
4. Compare two numbers and say if they are equal or not.
5. Compare two numbers and say which is more or less.
6. Count forward and backward in twos, fives and tens.
7. Say and use ordinal numbers from first to tenth.
L
Leeaarrnniinngg A
Arreeaass
• Digits
• Place values
• Using the signs, =, ≠, > and <
• Ordering numbers
• Counting forward and backward

T
Leeaarrnniinngg A
Accttiivviittiieess
1st – 3rd hours (Numbers from 21 to 100)
1. Show numbers cards with numbers 21 to 100. Guide them to read out
the numbers. Repeat many times with other numbers.
2. Group students into 5. Give each group some objects to count.
3. Have students work on Exercises A and B on pages 48 and 49 of the
4. Guide them to spell numbers 21 to 100. Test their spelling randomly.
5. Show number word cards. Ask them to read out.
6. Call out a number and have students write the number word.
4th hour (Digits)

1. Explain what a digit is.
2. Use the examples shown in page 117 for explanation.
5th – 7th hours (Place values)

1. Explain place value of each digit in a number. Explain the tens and ones.
3. Go through the examples on page 119.
4. Have students work on Exercises C and D on pages 49 and 50 of the
8th – 9th hours (Comparing numbers)

1. When comparing two 2-digit numbers, always ask students to look at
the tens. The number with greater value of tens is the greater number.
2. Write two numbers with the same digit for ones on the board. Ask them
to compare. Repeat a few more numbers.

3. Remind them when the numbers have the same value of tens, compare
the ones. The number with the greater value of ones is the greater
number.
4. Write two numbers with the same digit for tens on the board. Ask them
to compare. Repeat a few more numbers.
10th – 12th hours (Using the signs, =, ≠, > and <)

1. Remind students of the signs of comparisons.
2. Using the examples on page 121, guide students to compare.
4. Have students work on Exercises E and F on page 50 of the workbook
as their homework.
13th – 14th hours (Ordering numbers)

1. Explain what ordering number is.
2. Guide students on ordering using the examples on page 123.
3. Write a few numbers on the board. Ask students to order the numbers
from the greatest to the smallest or vice versa.
4. Have students try Practice on page 123. Discuss the answers with them.
5. Ask students to work on Exercises G to J on pages 51 and 52 of the
15th – 16th hours (Counting forward and backward)

1. Explain to students what counting forward and counting backward are.
2. Use the examples on page 124 for explanation.
3. Get a group of five students. Call out a number and ask the students to
count forward or backward. Repeat a few times with different numbers
for different group of students.
4. Ask them to try Practice on page 124.

17th hour (Counting by twos)
1. Use the example on page 125 to explain counting by two.
2. Call out a number and ask students to count forward by two or count
backward by two. Repeat with other numbers.
4. Ask students to work on Exercises K and L on pages 52 and 53 of the
18th hour (Counting by fives)

1. Use the example on page 126 to explain counting by fives.
2. Call out a number and ask students to count forward by fives or count
backward by fives. Repeat with other numbers.
3. Ask students to work on Exercises M and N on page 53 of the workbook
as their homework.
19th hour (Counting by tens)

1. Use the example on page 127 to explain counting by tens.
2. Call out a number and ask students to count forward by tens or count
backward by tens. Repeat with other numbers.
3. Have students try Practice on page 128 and discuss with them.
4. Ask students to work on Exercises O and P on page 53 of the workbook
as their homework.
20th – 22nd hours (Naming positions)

1. Introduce the first ten ordinal numbers to students. Explain how we use
them by giving examples such as:
I am sitting in the first row in the class.
You are the fifth student from the door.

2. Show an ordinal word card and have students read them out. Repeat
with other cards.
3. Have a row of 10 students. Call out the name of one of the students and
have other students name the position of that particular student. For
example:
San is the first student from the left.
Yan is the third student from the right.
4. Guide them to spell the ordinal words.
5. Ask them to try Practice on page 130. Discuss the answers with them.
6. Have students work on Exercises Q and R on pages 54 and 55 of the
23rd – 24th hours (Conclusion)

Words on page 130.
homework.
E
1. Thinking skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::
• Objects for counting such as cubes, marbles, straws, pencils and erasers.

Name-Surname: ................................................ No. ..................................

Chapter 9 Numbers up to 100

chapter:
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Chapter 9
Numbers up to Contents that you like the
reason):
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C
Chhaapptteerr 1100 A
Addddiittiioonn aanndd S
wiitthhiinn 110000
M1.2 Gr1/1 Add, subtract and mix addition • Meaning of addition
and subtraction of cardinal numbers not • Adding up two numbers
exceeding 100, and 0, as well as be aware of without regrouping
validity of the answers. • Meaning of subtraction
• Subtraction without
regrouping
• Subtracting three 1-digit
numbers
M1.2 Gr1/2 Analyse and find answers to • Using addition to solve

problems and mix-problems of cardinal problems
numbers not exceeding 100, and 0, as well • Using subtraction to solve
as aware of validity of the answers. problems
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand addition as combining two groups of things.
2. Apply the knowledge of addition in real life.
3. Understand subtraction as ‘take away’.
4. Apply the knowledge of subtraction in real life.

L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Know the meaning of addition.
2. Add up two numbers without regrouping.
3. Solve simple word problems using addition.
4. Know the meaning of subtraction.
5. Subtract two numbers without regrouping.
6. Subtract three 1-digit numbers.
7. Solve simple word problems using subtraction.
L
Leeaarrnniinngg A
Arreeaass
• Adding up two numbers without regrouping
• Using addition to solve problems
• Subtraction without regrouping
• Subtracting three 1-digit numbers
• Using subtraction to solve problems
T
Leeaarrnniinngg A
Accttiivviittiieess
1st – 2nd hours (Meaning of addition)
1. Remind students of the meaning addition.
2. Use the example on page 136 to explain.
3. Ask them to work on Exercise A on page 57 of the workbook as their
homework.

3rd – 5th hours (Adding up two numbers without regrouping)
1. Guide students to write addition using the standard written method.
Arrange the numbers vertically with the ones and tens aligned
accordingly.
2. Guide them to add the ones first then follow by the tens.
3. Use the example on page 137 for explanation.
4. Remind students that when a number is added to zero, the number
remains as the answer.
5. Write a few addition questions on the board using the standard written
method. Ask a few students to solve them.
6. Have students try Practice on page 138. Discuss the answers with them.
7. Ask students to work on Exercise B on page 58 of the workbook as their
homework.
6th – 8th hours (Using addition to solve problem)

1. Use the word problem on page 139 to guide students to solve word
problems.
2. Guide students to understand the steps used to solve a word problem.
3. Ask them to try Practice on page 140 and discuss the answers with
them.
4. Ask them to work on Exercise C on page 59 of the workbook as their
homework.
9th – 10th hours (Meaning of subtraction)

1. Remind students of the meaning subtraction.
2. Use the example on page 141 to explain.
3. Have them try Practice on page 141.
4. Ask them to work on Exercise D on page 59 of the workbook as their
homework.

11th – 13th hours (Subtracting without regrouping)
1. Using the examples on page 142, guide students to subtract using
standard written method. Write the numbers vertically with the ones and
tens aligned accordingly. Subtract the ones first then follow by the tens.
2. Write a few subtraction questions on the board using the standard
written method. Ask a few students to solve them.
3. Remind students that when we subtract 0 from a number, the number
remains as the answer.
4. Have students work on Exercises F and G on pages 60 and 61 of the
14th – 16th hours (Subtracting three 1-digit numbers)

1. Using the example on page 143, guide students to subtract three 1-digit
numbers. Emphasize that we must subtract the second number from the
first number, then only subtract the third number. It is different from
adding three 1-digit numbers.
2. Write a few subtraction questions involving three 1-digit numbers on the
board. Have a few students answer them.
them.
17th – 19th hours (Using subtraction to solve problems)

1. Use the word problem on page 144 to guide students to solve word
problems.
2. Guide students to understand the steps used to solve a word problem.
3. Ask them to try Practice on pages 145 to 146 and discuss the answers
with them.
4. Ask them to work on Exercise H on page 62 of the workbook as their
homework.

20th – 22nd hours (Conclusion)
homework.
E
1. Thinking skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::

Name-Surname: ................................................ No. ..................................

Chapter 10 Addition and Subtraction within 100

chapter:
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Chapter 10
Addition and Contents that you like the
Subtraction within most in this chapter (give your
reason):
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C
Chhaapptteerr 1111 C
Coom
mbbiinneedd O
Oppeerraattiioonnss
M2.1 Gr1/2 Analyse and find answers to • Doing combined
problems and mix-problems of cardinal operations
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand combined operation.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Perform combined operations
L
Leeaarrnniinngg A
Arreeaass
• Doing combined operations
T
Leeaarrnniinngg A
Accttiivviittiieess
1st – 5th hours (Doing combined operations)
1. Describe to students what combined operations are.
2. Using the examples on page 150, guide students to solve word problems
involving combined operations.
3. Remember that we must do the operations in brackets first.
4. Ask students to try Practices on pages 151 to 153 and discuss the
answers with them.
5. Have them work on Exercises A to C on page 63 and 64 of the

homework.
E
1. Thinking skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::

Name-Surname: ................................................ No. ..................................

Chapter 11 Combined Operations

chapter:
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Chapter 11
Combined Contents that you like the
Application of knowledge from Operations
reason):
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C
Chhaapptteerr 1122 TTiim
mee
M2.1 Gr1/2 Tell period of time, number and • Times of the day
names of days of the week. • Days of the week
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand and use the vocabularies related to time.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Say times of the day correctly.
2. Know the numbers of days in a week.
3. Name the days of a week.
L
Leeaarrnniinngg A
Arreeaass
• Times of the day
• Days of the week
T
Leeaarrnniinngg A
Accttiivviittiieess
1st – 3rd hours (Times of the day)
1. Discuss the times of the day – dawn, morning, noon, afternoon, evening,
night and midnight. Ask them to describe their activities of each time of
a day.
2. Ask students to try Practice on page 159. Discuss the answers with
them.

homework.
4th – 6th hours (Days of the week)

1. Explain what yesterday, today and tomorrow mean.
2. List all the days of the week on the board. Guide them to read and spell
the days in sequence.
3. Use the examples on page 159.
4. Have students try Practice on pages 160 and 161. Discuss the answers
with them.
5. Ask students to work on Exercises B to E on pages 66 to 69 of the

Words on page 161.
homework.
E
1. Thinking skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::

Name-Surname: ................................................ No. ..................................

Chapter 12 Time

chapter:
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Application of knowledge from Time most in this chapter (give your

reason):
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C
Chhaapptteerr 1133 TTw
woo--D
Diim
meennssiioonnaall S
Shhaappeess ((22--D
DSShhaappeess))
M3.1 Gr1/1 Distinguish triangles, • Names of 2-D shapes
quadrilaterals, circles and ellipses. • Describing 2-D shapes
M4.1 Gr1/2 Identify the forms and relations • Patterns

in patterns in which forms are related in one
of the following respects: shape, size or
colour.
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand and use the vocabularies related to 2-D shapes.
2. Know the features of 2-D shapes.
3. Identify patterns.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Name 2-D shapes.
2. Describe the features of 2-D shapes.
3. Recognise the next shape in a shape pattern.
L
Leeaarrnniinngg A
Arreeaass
• Names of 2-D shapes
• Describing 2-D shapes
• Patterns

T
Leeaarrnniinngg A
Accttiivviittiieess
1st – 3rd hours (2-D geometric shapes)
1. Explain what 2-D geometric shapes are. Use squares and rectangles to
explain. Ask them to draw the shapes on paper, cut them out and
decorate them.
2. Ask students to identify the things in the school that have these shapes.
3. Introduce triangles, circles and ovals. Ask them to draw the shapes on
paper, cut them out and decorate them. Ask them to identify the things
in the school that have these shapes.
4. Use the examples on pages 165 and 166.
5. Ask them to try Practices on pages 165 and 166.
6. Have them work on Exercises A and B on page 71 of the workbook as
their homework.
4th – 6th hours (Describing 2-D shapes)

1. Describe triangles, squares, rectangles and circles. Talk about their
sides. Which have curved side? Which have 4 sides? Which have three
sides?
2. Ask them to try Practice on page 168 and discuss the answer.
3. Have them work on Exercise C on page 72 of the workbook as their
homework.
7th – 9th hours (Patterns)

1. Explain what pattern is.
2. Draw a pattern of a sequence of alternate triangles and squares. Ask
students to predict the next shape. Guide them to understand the pattern.
3. Use the examples on page 169 for explanation.
4. Carry put Activity Corner on page 170.

6. Have students work on Exercise D on page 72 of the workbook as their
homework.

Words on page 170.
homework.
E
1. Thinking skill
3. Analysing skill
L
Leeaarrnniinngg M
Maatteerriiaallss::
• 2-D shapes such as circles, rectangles, squares, ovals and triangles

Name-Surname: ................................................ No. ..................................

Chapter 13 Two-Dimensional (2-D) Shapes

chapter:
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Chapter 13
Two-Dimensional Contents that you like the
(2-D) Shapes most in this chapter (give your
reason):
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You may use Term Test 1 on pages 37 to 40 of the workbook to test students’
understanding after learning the first 6 chapters and also Term Test 2 on pages
72 to 76 for all the chapters learnt.
Notes: Strand 6: Mathematical Skills and Processes is inculcated in all the

chapters appearing in the textbook and workbooks of Primary Education Plus
Series. Through them, students will learn to:
Apply diverse methods for problem-solving.
Appropriately apply mathematical knowledge, skills and processes
for problem-solving in various situations
Suitably provide reasoning for decision-making and appropriately
present the conclusions reached.
Accurately use mathematical language and symbols for
communication of concepts and presentation.
Link various bodies of mathematical knowledge, and link
mathematics with other disciplines.
Attain ability for creative thinking.

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Preface

The learning of Mathematics imparts many skills that contribute to the

The Basic Education Core Curriculum aims to inculcate the following

The learning areas in the study of mathematics are designed to enable

• Numbers and Operations: numerical concepts and sense of

Mathematics Pratomsuksa 1 – Lesson Plan 1

• Geometry: geometric figures and properties of one-dimensional

• Algebra: pattern; relationship; function; sets and their operations;

• Data Analysis and Probability: determining an issue; writing

• Mathematical Skills and Processes: problem-solving through

Mathematics Pratomsuksa 1 – Lesson Plan 2

Strand 1: Numbers and Operations

Mathematics Pratomsuksa 1 – Lesson Plan 3

Strand 5: Data Analysis and Probability

Strand 6: Mathematical Skills and Processes

For common understanding and correct interpretation, the curriculum

Mathematics Pratomsuksa 1 – Lesson Plan 4

• Have knowledge and understanding of length, distance, weight,

• Have knowledge and understanding of triangle, quadrilateral, circle,

• Have knowledge and understanding of pattern and can explain

• Can collect and analyse relevant data and information about

Mathematics Pratomsuksa 1 – Lesson Plan 5

Learning area Duration

5. Addition and Subtraction within 20 17

Mathematics Pratomsuksa 1 – Lesson Plan 6

10. Adding and Subtraction within 100 22

11. Combined operations 8

Mathematics Pratomsuksa 1 – Lesson Plan 7

Mathematics Pratomsuksa 1 – Lesson Plan 8

M1.1 Gr1/2 Compare and arrange sequence • Ordering the numbers

Mathematics Pratomsuksa 1 – Lesson Plan 9

Mathematics Pratomsuksa 1 – Lesson Plan 10

5th hour (The number zero)

6th – 7th hours (Counting up to 10)

11th – 12th hours (Ordering the numbers from 0 to 10)

Mathematics Pratomsuksa 1 – Lesson Plan 11

16th – 18th hours (Conclusion)

Mathematics Pratomsuksa 1 – Lesson Plan 12

Name-Surname: ................................................ No. ..................................

Feeling after learning this

Mathematics Pratomsuksa 1 – Lesson Plan 13

M1.2 Gr1/2 Analyse and find answers to • More about addition

Mathematics Pratomsuksa 1 – Lesson Plan 14

3rd - 7th hours (Adding numbers)

Mathematics Pratomsuksa 1 – Lesson Plan 15

8th – 11th hours (Adding 0)

12th – 16th hours (More addition)

Mathematics Pratomsuksa 1 – Lesson Plan 16

17th – 19th hours (Conclusion)

Mathematics Pratomsuksa 1 – Lesson Plan 17

Name-Surname: ................................................ No. ..................................

Feeling after learning this

Mathematics Pratomsuksa 1 – Lesson Plan 18

Mathematics Pratomsuksa 1 – Lesson Plan 19

3rd – 7th hours (Subtraction of numbers)

Mathematics Pratomsuksa 1 – Lesson Plan 20

8th – 11th hours (Counting and Subtracting)

12th – 16th (Subtraction with 0)

Mathematics Pratomsuksa 1 – Lesson Plan 21

17th – 19th hours (Subtraction and addition)

20th – 22nd hours (Conclusion)

Mathematics Pratomsuksa 1 – Lesson Plan 22

Mathematics Pratomsuksa 1 – Lesson Plan 23