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 = 20

7 × 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.