Primary 5 Mathematics Curriculum Briefing for Partners/Parents...Primary 5 Mathematics Curriculum Briefing

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  • ,

    Primary 5 Mathematics Curriculum Briefing

    for Parents 22 January 2014

  • Vision

    A community of confident and motivated pupils who are both effective problem solvers and team players.

  • Mission

    To equip pupils with the necessary mathematical knowledge and skills for everyday life and for continuous learning in mathematics and related disciplines.

  • M a t h e m a t i c a l

    P r o b l e m

    S o l v i n g

    C o n c e p t s

    M a t h e m a t i c a l

    P r o b l e m

    S o l v i n g

    C o n c e p t s

    R e a s o n i n g ,

    c o m m u n i c a t i o n &

    c o n n e c t i o n s

    T h i n k i n g s k i l l s &

    h e u r i s t i c s

    A p p l i c a t i o n & m o d e l l i n g

    i o n

    C o n f i d e n c e

    P e r s e v e r a n c e

    B e l i e f s

    I n t e r e s t

    A p p r e c i a t i o n

    C o n f i d e n c e

    P e r s e v e r a n c e

    Monitoring of ones own thinking Self-regulation of learning

    Numerical calculation Algebraic manipulation Spatial visualization Data analysis Measurement Use of mathematical tools Estimation

    Numerical Algebraic Geometrical Statistical Probabilistic Analytical

  • Change in Emphasis in the Maths Curriculum

    Older Curriculum :

    Focused on computations and routine

    procedures

    Revised Curriculum :

    Focuses on Problem - Solving.

    Pupils are not expected to do tedious

    calculations

  • What is Problem - Solving?

    Problem - Solving is the ability to handle unusual situations where routine procedures are not available.

  • (1) Routine questions :

    Assess pupils knowledge,

    basic computation skills and

    familiar word problems

  • The figure below shows a rectangle. What is its perimeter ?

    Example

    7 cm

    10 cm

    Perimeter (10 + 7) cm x 2

    = 34 cm

  • Assess pupils Thinking Skills and

    require pupils to show competencies

    that are beyond computational

    proficiency

    (2) Non- Routine questions :

  • Example

    The figure below is made up of 3 squares of different sizes. Line AB is a straight line, measuring 10 cm. Find the perimeter of the figure.

    A B

    = 10 cm

    Perimeter of the figure 10 cm x 4

    = 40 cm

  • PSLE Format Paper 1 does not allow the use of a

    calculator.

    This is to ensure that important computational skills will continue to be emphasized and be assessed.

  • PSLE Format

    Paper 2 allows pupils the use of calculators to solve problems.

    Only calculators that are approved by SEAB will be allowed for use in the examinations.

    ( Casio fx - 95SG PLUS)

    The list of approved calculators is available on the

    SEAB website - http://www.seab.gov.sg

  • Paper Item Type Number

    of

    Qns

    Marks

    per

    question

    Weighting Duration

    1

    Booklet A

    MCQ

    10

    5

    1m

    2m

    10%

    10%

    50 mins

    No

    calculators Booklet B

    Short

    Answer Qns

    10

    5

    1m

    2m

    10%

    10%

    1 hour Break

    2

    Short

    Answer Qns

    5 2m 10% 1h 40mins

    The use of

    calculators is

    allowed. Structured /

    Long

    Answer Qns

    13 3m,4m,5m 50%

    Total 48 - 100% 2h 30 mins

  • Paper 1 ( 50 min)

    30 Questions Average Time spent for each Question

    Time left for checking answers

    1 min 20 min

    2 min No time to finish and check!

    Paper 2 (100 min)

    18 Questions Average Time spent for each Question

    Time left for checking answers

    5 min ( 5 x 18 = 90 )

    10 min

    6 min ( 6 x 18 = 108 )

    No time to finish and check!

  • 4 STEPS FOR PROBLEM-SOLVING: POLYAS MODEL Step1: Understanding the Problem. What are the key words? What are the conditions to be met? How would you describe the problem in your own words?

    Step 2: Devising a Plan Select the strategy to solve the problem. More than one strategy may be adopted. Try common heuristics (Model drawing, make a list, make a table, draw a diagram, find a pattern, guess and check, work

    backwards, logical thinking)

    Step 3: Carrying out the Plan. Use computational skills add, subtract, multiply, divide Use mathematical tools ruler, compass, protractor Apply formula eg. Distance = Speed x Time Use thinking skills

    Step 4: Reflecting Read your question again to make sure you have answered the question. Check the working step by step. Start with your answer and work backwards and check if the results satisfy the given

    conditions.

  • Problem Solving Heuristics are general methods or strategies of achieving a solution to a given problem.

  • Whole School Heuristics Approach

    No. Heuristics P1 P2 P3 P4 P5 P6

    1 Model Drawing: Part and Whole

    2 Model Drawing: Comparison

    3 Model Drawing: Multiplication and Division

    4 Model Drawing: Before and After

    5 Systematic Listing

    6 Find a Pattern

    7 Draw a Diagram

    8 Restate The Problem

    9 Guess and Check

    10 Working Backwards

    11 Make an Assumption

  • Pupils are expected to 1. set own goals know what they want to achieve 2. complete and hand in work on time 3. present solutions in an organised way, showing important steps and units 4. take note of their mistakes in their work and do corrections 5. go through their answers and check them carefully 6. seek help from teacher to clarify any doubts

  • Support from Parents 1. To ensure your child attend school regularly and punctually 2. School work is to be done first. 3. Guide and not tell them how to do the work 4. Time management help to administer each revision Paper 1 and Paper 2 5. To ensure no calculators is used in daily work unless calculator logo is indicated 6. Talk about Maths as used in day-to-day situation 7. Should you have any concerns, do make an appointment to see your childs teacher to discuss

  • Examples of Word Problems Involving the use of Heuristics

  • Sam paid $1170 for a dining table, a bookshelf and a set of sofa. The dining table cost $120 more than the sofa. The sofa cost 3 times as much as the bookshelf. How much did the dining table cost?

    Dining Table

    $120 Sofa

    Bookshelf

    $1170

    7 units $1170 - $120 = $1050 1 unit $1050 7 = $150 Dining Table $(3 x 150) + $120 = $570

    Check!!! Dining table $570 Sofa $570 - $120 = $450 Bookshelf $450 3 = $150 Total $570 + $450 + $150 = $1170

  • Sarah has some 50 and $1 coins that add up to $28.50. She has 3 more $1 coins than 50 cent coins. How many 50 coins does Sarah have? Value of the excess $1 coins 3 $1 = $3 Value of equal number of coins $28.50 - $3 = $25.50 1 set one 50 coin and one $1 coin Value of 1 set $0.50 + $1 = $1.50 Number of sets $25.50 $1.50 = 17 Sarah has 17 50 coins.

    Check!!! Value of 50 coins 17 x 50 = $8.50 Value of $1 coins $17 + $3 = $20 Total $20 + $8.50 = $28.50

  • A mango costs $0.90 and a pear costs $0.70. Maggie bought a total of 14 mangoes and pears and paid $11.60. How many mangoes did she buy?

    Assume all 14 fruits bought were pears.

    Cost of 14 pears 14 x $0.70 = $9.80

    Excess money $11.60 - $9.80 = $1.80

    Difference in cost of each fruit $0.90 - $0.70 = $0.20

    Number of mangoes $1.80 $0.20 = 9 Maggie bought 9 mangoes.

    Check!!! Cost of 9 mangoes 9 x $0.90 = $8.10 Cost of 5 pear 5 x $0.70 = $3.50 Total $8.10 + $3.50 = $11.60

  • Programmes and Activities Maths @ Recess Games

    Maths Quiz

    Maths Infused Learning Journey

    Drama in Maths

    Learning Support for Maths (LSM) P1 to P4

  • Math Games Every Monday, during recesses

  • Mathematics Educational Websites Topic Website

    Whole Numbers

    http://nlvm.usu.edu/ http://www.crickweb.co.uk/ http://www.numbernut.com/ http://www.learningplanet.com/ http://resources.woodlands-junior.kent.sch.uk/maths/mathionaire/index.htm

    Number

    Bonds

    http://www.amblesideprimary.com/ambleweb/mentalmaths/numberb

    ond.html

    Addition &

    Subtraction

    http://www.bbc.co.uk/skillswise/

    http://www.kidsnumbers.com/

    http://www.aaamath.com/

    Multiplication

    Tables

    http://fun4thebrain.com/

    http://www.ictgames.com/

    http://www.apples4theteacher.com/

    http://www.multiplication.com/games

    http://www.teacherled.com/resources/vennmultiples/vennmultipleload.ht

    ml

    Model Drawing http://www.thesingaporemaths.com/index.html

    http://www.mathplayground.com/thinkingblocks.html

    Shapes and

    Patterns

    http://nlvm.usu.edu/ (click Tangram Challenge)

    http://www.primarygames.com

    http://nlvm.usu.e