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Briefing for Parents Mathematics

Mathematics - Ministry of Educationkhengcheng.moe.edu.sg/qql/slot/u572/Connect with Us... · 2017-01-04 · Mathematics Framework Workbook Factual Fluency Booklets Speed Practices

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Text of Mathematics - Ministry of Educationkhengcheng.moe.edu.sg/qql/slot/u572/Connect with Us... ·...

  • Briefing for Parents

    Mathematics

  • Aims of Primary Mathematics

    The Primary Mathematics Syllabus aims to enable all

    pupils to:

    Acquire mathematical concepts and skills for everyday

    use and for continuous learning in mathematics.

    Develop thinking, reasoning, communication,

    application and metacognitive skills through

    mathematical approach to problem-solving.

    Build confidence and foster interest in mathematics.

  • Teaching & Learning Resources

    Topical Worksheets

    Factual Fluency Booklets

    Problem Sums

    Speed Practices

    Learning Sheets

    Targeting Maths Workbook

    Targeting Maths Textbook

  • Mathematics Framework

    Workbook

    Factual Fluency

    Booklets

    Speed Practices

    Topical Worksheets

    Learning Sheets

    Problem Sums

    Package

    Engaging Lessons

    Mathemagic

    Small Successes

    Homework

    Concept-based Curriculum

    C-P-A Approach

    Visible Thinking Routines

    Differentiated Instructions

    SPARE Problem Solving

  • P1 Mathematics Assessment

    Focuses on the development of the whole child

    Holistic assessment

    Guides teachers in the design and delivery of

    their practices

    Uses appropriate methods and modes of

    assessment

  • P1 Mathematics Assessment

    Term 1 (0%) Term 2 (20%) Term 3 (30%) Term 4 (50%)

    Topical Reviews Non-

    weighted

    20% 30% 50%

    Learning Sheets Non-

    weighted

    Non-

    weighted

    Non-

    weighted

    Non-

    weighted

    Problem Solving

    Checklists

    Non-

    weighted

    Non-

    weighted

    Non-

    weighted

    Non-

    weighted

  • Topical Review

    30 minutes

    Section A

    Open-ended10 Qns 10 m

    Section B

    Word Problems5 Qns 10 m

    Total 15 Qns 20 m

  • Types of Marks

    Mark Types How They are Given

    Method Mark

    (M Mark)

    Awarded for correct method

    Not lost for numerical errors, algebraic

    slips or errors in units

    Not given for an incorrect method even

    if it arrives at a correct answer

    Awarded for comparable steps in

    alternative solutions

    Awarded for follow through

    computational errors in previous steps

    when necessary

    Accuracy or

    Answer Mark

    (A Mark)

    Awarded for a numerically correct

    answer

    Not given for correct answers

    obtained from incorrect method

  • Learning Sheets

    To gather students responses to a specific

    question, statement or a set of instructions with

    a short write-up to assess their understanding of

    the concepts.

  • Example of Learning Sheets

  • Problem Sums Checklists

    Checklist for students to reflect on their use of SPARE Problem Solving Process

    Study the problem

    Plan

    Act

    Reasonableness

    Explain

  • Spiral Approach to Model Drawing

    Term Problem Type

    Term 1 Picture Problems

    Term 2 Draw Diagrams

    Term 3 Introduction to Bar Models

    Term 4 Mastery of Bar Models

    Numbers are kept within 20 in alignment to

    syllabus

  • Presentation of work

    Bruce had 20 balloon. He gave away some balloons

    and had 16 balloons left. How many balloons did he

    give away?

    Gave = 20 16

    = 4

    Ans: 4

    20

    16 ?

    Label

    Model

    Number

    equation

    Final

    answer

    Use =

    sign

  • Presentation of Work

    Siti had $10. She bought a mango and had $8 left.

    How much did the mango cost?

    Mango = 10 8

    = 2

    Ans: $2

    10

    8 ?

    Write label

    to help

    organise

    train of

    thoughts

    Model

    No need to write

    units in number

    equation e.g.

    $10 $8 = $2

    Final

    answer

    with units

    Write units only when it is

    standard units e.g. cm, $. NO

    need to write for non-standard

    units e.g. boys, apples

  • How to Help Your Child

    Focus on the concepts and help your child make

    sense of them

    Make Math meaningful

  • Conceptual Knowledge (Example)

    Key

    Understanding

    Key Concepts

    & Ideas

    Good to Know Facts

    (Procedural

    Knowledge)

    6 2 = 12 5 4 = 207 2 = 14 3 3 = 9

    Multiplication is used to find

    the total number of items in

    a number of equal groups

    There are many strategies

    for multiplication

    Equal groups Repeated addition

  • How to Help Your Child Get your child to show you the whole process of solving

    the problem, not just the solutions, e.g. explain the steps

    and sequence

    Get your child to understand the problem initially and how

    to make sense of the problem

    Guide your child to look at alternative methods and then

    choose the most appropriate method

    Allow your child to reason his / her thinking

    Show all workings clearly and label the number equations

    Teach your child how to check his / her answers

  • Frequently Asked Question

    How is the topical review tested? Similar to the

    workbook type of questions?

    Refer to slides on P1 Assessment. Mathematical

    concepts can be tested in different ways.

    Questions in the topical review may not be

    necessary similar to those in the workbook. The

    important thing is for students to have strong

    understanding of the concepts.