math workshop for parents - rivervalepri.moe.edu.sg...math workshop for parents author: nashita...
TRANSCRIPT
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Welcome
Primary 1 MathParents’ WorkshopPresenters:Mdm NashitaMdm AsyiqinMs Sally Tan
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Assessments
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Aim of Primary School Mathematics
Laying A Strong Foundation acquire mathematical concepts and skills for
everyday use and for continuous learning in mathematics;
develop thinking, reasoning, communication, application and metacognitive skills through a mathematical approach to problem solving; and
build confidence and foster interest in mathematics.
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Problem Solving
Concepts, Skills, Processes,
Metacognition, Attitudes
Monitoring of one’s own thinking Self-regulation of learning
Reasoning, communication and connections Applications and modelling Thinking skills and heuristics
Numerical Algebraic Geometric Statistical Probabilistic Analytical
Algebraic manipulation Spatial visualisation Data analysis Measurement Use of mathematical tools Estimation
Beliefs Interest Appreciation Confidence Perseverance
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P1Assessments
Term Assessment Schedule
Term 1 Term 2 Term 3 Term 4
P1 Formative
Assessment
only
Formative &
Summative
Assessment
Formative &
Summative
Assessment
Formative &
Summative
AssessmentAssessment
Weightings 0 20% 30% 50%
Student Handbook pg 10
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Formative Assessments
Help students to achieve the
learning goals
Teachers will adjust the
teaching and learning activities
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Summative AssessmentsTo determine whether the students
understand the Mathematical concepts and are able to perform the Mathematical skills taught
End of the term assessments such as Continual Assessments or Semestral Assessments
Inform of summative assessments dates via Rivervale Connect
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Rivervale Connect Information
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Performance Task
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Performance Task
Teachers are given standardized instructions to read to the students during a performance task
assessment.
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General Format of Mathematics
Assessments Paper
Section A
Multiple Choice Questions
Section B
Open-Ended Questions
Section C
Problem Sum Questions
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For Term 2
P1 Summative Assessment Paper
Short-Answer Questions (8 x 2 marks each)
Read the questions carefully and write your answers
in the blanks provided.
10. Write the following numeral in words.
95: _____________________________________
11. 30 less than 78 is _________.
Usually an ample
space is given in
between the
questions to allow
students to do the
working.
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In Term 3, we introduce MCQ
Section A - MCQ
1. __________ + 22 = 78
(1) 50 (2) 52
(3) 54 (4) 56
( )
2. __________ is 8 more than 66.
(1) 74 (2) 76
(3) 78 (4) 80 ( )
Multiple-Choice Questions (9 x 1 mark each)
Choose the correct answer and write its number (1, 2, 3 or 4) in
the brackets provided.
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Section B Short Answer Questions
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In Term 3, we introduce story
sum questions in the
assessments.
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Sample
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A sample question in P1 Summative
Assessments1. Mdm Lim baked 7 trays of cookies.
Each tray held 2 cookies.
How many cookies did she bake altogether?
_________________________
Mdm Lim baked _______________ cookies altogether.
For some questions, pictures are given to help students Line is drawn for them to
help them to write the equation as a form of showing working.
Answer must be written in the final statement.
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Number Bonds
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The importance of Number Bonds
Show all possible combination sets of
two numbers that make a given number
students are able to recall number bonds and relate them to situations
Helps in model drawing in Primary 2 for Part Whole model.
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Concrete Representation
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Pictorial Representation
Whole Part
Part
9
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Abstract Representation
Whole Part
Part
94
5
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60
6
Number Bonds of 6
61
56
3
3
66
06
5
16
4
2
62
4
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Questions related to Number Bonds
10?
6
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Questions related to Number Bonds
104
6
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How Number Bonds are related to addition and subtraction
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Questions related to Number Bonds
Look at the numbers given below.
Which of these three numbers
can form a number bond?
173 920
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Answer
2017
3
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Questions related to Number Bonds
Look at the picture below.Complete the number bond.
9
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Answer
93
6
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Other ways of representing Number Bonds
65 35
35
50
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65 35
35
50
15100
Answer
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Example of higher order question related to Number Bonds
?
70 80
? 32 15 65
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Answer
150
70 80
38 32 15 65
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Questions related to Number Bonds
The questions may be asked in the form of a number sentence.
Example:
3 and 7 make _________.
6 + _______ = 10
2 + 8 = ________
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Common Mistakes
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Common Mistakes
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Whole
Numbers
Comparison
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Comparing Numbers
use the terms 'more than' and 'fewer than' when comparing two sets of objects.
compare two numbers using the terms ‘greater than’ or ‘smaller than‘.
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Which is more?
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Which is more?
2 more
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Things that you can use to teach comparing of numbers.
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Common ‘more than’ questions
_________ is 2 more than 10.
8 is _________ more than 6.
9 is 1 more than _________.
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Common ‘less than’ questions
_________ is 2 less than 10.
8 is _________ less than 10.
9 is 1 less than _________.
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Whole
Number
sAddition &
Subtraction
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Regrouping Regrouping is the process used in addition and
subtraction that most of us remember being known as "carry over” and “borrowing”.
In addition, for example, a problem such as 19 + 3 would require us to "carry" 1 from the ones place (because 9 +3 =12) to the tens place. Since this numeral really represents the number 10, it's more appropriate to say we‘re regrouping it by putting those ten ones into one ten.
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Example
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Common Mistakes
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Common Mistakes
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Online Resource for Base-Ten Set
http://nlvm.usu.edu/en/nav/frames_asid_1
54_g_2_t_1.html?from=category_g_2_t_
1.html
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Whole
Numbers
Multiplication
&
Division
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Multiplication
use concrete representations to show the concept of multiplication as repeated addition
conceptualise multiplication as groups of items
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4 + 4 + 43 groups of 4
3 fours3 x 4
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4 + 4 + 43 groups of 4
3 fours3 x 4
Answer
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2
8 2 16x
16
G E T
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Which is the correct answer?
A)2 groups of 6
B) 6 groups of 2
Questions related to Multiplication
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Commutative LawThe “Commutative Laws” state that we can swap numbers over and still get the same answer.
…when we add:
…or when we multiply:
http://www.mathsisfun.com/
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Division
use concrete representations to show the concept of division as sharing equally
use concrete representations to show the concept of division as finding number of groups
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SharingSamy shares 6 cookies equally with Tom and John.How many cookies does each boy get?
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Sharing
There are 12 cookies.Sarah puts all the cookies equally into 4 packets. How many cookies are there in each packet?
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GroupingSam has 6 cookies.He wants to pack 2 cookies in each box.How many boxes does he need?
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Grouping
There are 12 cookies.Sarah puts 3 cookies in each packet. How many packets does she need?
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Common Mistake
2
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How To Teach Problem Sums To Your ChildSkill 1: Vocabulary
A child might face difficulty because he or she cannot understand the context of a word in problem sum questions.
E.g. “Mr Lim bought some books for his students. A total of 100 books were bought for boys. Girls have 20 more books than boys. What are the total books that Mr Lim bought?”
A child with a weak vocabulary may not understand the context of how the word is used. If your child suffers from this problem, you will first need to broaden their vocabulary and improve their comprehension before going into the actual problem sums.
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How To Teach Problem Sums To Your Child
Skill 2: Comparative adjectives
Problem sums use many comparative adjectives that describe mathematical relationships. When a child doesn’t understand these comparative adjectives, he or she will use the wrong formula in their problem solving.
E.g.
“more than”“less than”“equals to”“has fewer than”“has more than”
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How To Teach Problem Sums To Your ChildSkill 3: Understand numerical process
A third underlying skill to solving problem sums is to know which numbers to use first and what calculations to apply to them (add, subtract, multiply or divide). The best way to develop such logical thinking in numerical processes is to use the Singapore math model method.
This method uses visual representation to replace abstract numbers and variables. By using models, children can easily see which numbers should be used and how they should be used.
http://www.koobits.com/
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Thank You