MATHEMATICS

Meet-The-ParentsSubject Briefing

- Mr Vincent Koh (HOD Math)

7 February 2020 (Friday)

Exam Format:

PRIMARY 4 MATH FORMAT

Section Item Type No of marks Duration

A Multiple Choice Questions 36

1 h 45 minB Short Answer Questions 36

C Short Answer QuestionsWord Problems

28

Total 100 1 h 45 min

Exam Format (Standard Math):

PRIMARY 5 STANDARD MATH FORMAT (WEF 2017)

Paper Booklet Item Type No of marks Duration

1(No calculator)

A Multiple Choice Questions

20 1 h

B Short Answer Questions

25

2(Calculator is allowed)

Short Answer Questions

10 1h 30 min

Word Problems 45

Total 100 2 h 30 min

Exam Format (Foundation Math):

PSLE EXAM FORMAT – FOUNDATION MATH (WEF 2018)

Paper Booklet Item Type No of marks Duration

1(No calculator)

A Multiple Choice Questions

30 1 h

B Short Answer Questions

20

2(Calculator is allowed)

Short Answer Questions

20 1h

Word Problems 20

Total 90 2 h

P4 Math

Section A: 18 Multiple Choice Questions (36 marks)

Section B: 18 Short Answer Questions (36 marks)

Section C: 8 Word Problems (28 marks)

SEMESTRAL ASSESSMENT FORMAT

P5 Math

Paper 1 MCQ: 15 Questions (20 marks)

Paper 1 SAQ: 15 Questions (25 marks)

Paper 2: 17 Word Problems (55 marks)

P5 Foundation Math

Paper 1 MCQ: 20 Questions (30 marks)

Paper 1 SAQ: 10 Questions (20 marks)

Paper 2: 16 Word Problems (40 marks)

SEMESTRAL ASSESSMENT FORMAT

7

ASSESSMENT OBJECTIVESDescription of K, C, A (according to cognitive demand)

Knowledge: - Recall specific mathematics facts, concepts, rules and formula - Perform straightforward computations and algebraic procedures

Comprehension: - Interpret information- Apply mathematical concepts and skills

Application/ Analysis: - Reason mathematically, analyse information and make inferences- Select appropriate strategies to solve the word problem

AREAS OF CONCERN/ TARGETED AREAS

8

Word Problems especially those involving Whole Numbers and Fractions (Ratio/Percentages/Decimals)

1. Geometry - Drawing (& Measuring of an angle)

2. Fraction- Fraction of a Set

3. Estimation- (%, Fraction etc.)

4. Rate- Finding cost in steps of a given unit (e.g. mass, volume etc.)

1. GEOMETRY (DRAWING & MEASURING ANGLES)

•Students were generally able to find angles from a simple figure given.

•They were not very familiar if the question requires them to measure or draw an angle.

1. GEOMETRY (DRAWING & MEASURING ANGLES)

P4 SA2 Paper

• The students were not very familiar with this question as it requires them to measure or draw an angle with the values given.

• They did not know to use the inner scale or the outer scale in the protractor as the starting point.

1. GEOMETRY (DRAWING & MEASURING ANGLES)

P4 SA2 Paper

• Ask students how 60˚ would look like (acute, obtuse?)

• Use Line AB as a referenceto find point C.

• Align the protractor well so that the angle is accurate

1. GEOMETRY (DRAWING & MEASURING ANGLES)

P4 SA2 Paper

• Ask students how 60˚ would look like (acute, obtuse?)

• Use Line AB as a reference to find point C.

• Align the protractor well so that the angle is accurate

1. GEOMETRY (DRAWING & MEASURING ANGLES)

P4 SA2 Paper

• Ask students how 60˚ would look like (acute, obtuse?)

• Use Line AB as a reference to find point C.

• Align the protractor well so that the angle is accurate

• Draw the line and label C and angle CAB

C

1. GEOMETRY (DRAWING & MEASURING ANGLES)

P4 SA2 Paper

• Ask students how 60˚ would look like (acute, obtuse?)

• Use Line AB as a reference to find point C.

• Align the protractor well so that the angle is accurate

• Draw the line and label C and angle CAB

C

APPROACH IN SOLVING WORD PROBLEMS

Park View Primary School teaches the students

to use the STAR Approach when solving

mathematics word problems. They are:

Study the Problem

Think of a Plan

Apply the Strategy

Review your Answer

APPROACH IN SOLVING WORD PROBLEMSStudy the problem• Read the question

• Understand what the question wants

• Underline/Highlight the key information

Think of a plan• Think of strategies you can use

to tackle this problem e.g. Draw a model, Look for patterns, Make a list etc.

• Decide on the strategy to use

Apply the Strategy• Apply the strategy you have decided

on to solve the question

• If the strategy doesn’t work, what is your next step?

• Carry out the plan and be resilient

Review your answer • Look at your answer

• Look back at your steps

• Check for NTUC

2. FRACTION OF A SET

•Students were not able to see clearly the relationship between the quantities.

•They were not able to deduce the difference in the given quantity in terms of the units (fraction).

2. FRACTION OF A SET

of the students in North View Primary School are boys.

There are 495 more boys than girls.

How many students are there in the school?

* Difficulty in seeing the relationship between

these 2 quantities

2. FRACTION OF A SET

of the students in North View Primary School are boys.

There are 495 more boys than girls.

How many students are there in the school?

Study the Problem- Read the question

- Understand what it wants

- Underline key information

Think of a plan- Think of strategies you can use to tackle

this problem

Draw a model

2. FRACTION OF A SET

B

G

of the students in North View Primary School are boys.

There are 495 more boys than girls.

What is the total number of students in the school?

Apply the Strategy

Using Model Drawing to illustrate:

495

• Read the question carefully

• Find the units for the number of girls

• Use model drawing (pictorial) to relate the 2 quantities

?

2. FRACTION OF A SET

of the students in North View Primary School are boys.

There are 495 more boys than girls.

How many students are there in the school?

Solution:5u = 495

1u = 495 ÷ 5 = 99

11u = 99 x 11 = 1089No. of units for girls = 11 – 8 = 3

Draw the model for boys (8u)

and girls (3u) in terms of the

units given (Boys) and found

(Girls)

Review your answer- Does my answer (Number) make

sense?

- Have I Transferred all steps

accurately?

- Any Unit needed?

- Is my Calculation correct?

3. Estimation

3. Estimation

• Students find the question unfamiliar.

• They can’t seem to find a working to deduce the answer

• Some could deduce it to (1) or (2) and just chose either

3. Estimation

• How do we make sense of the question?

3. EstimationHow do we make sense of the question?

• Less than ¾ (75%) of the figure is shaded

• Options (3) & (4) are out

• Since it is only slightly less than 75%

• Answer should be option (2) 70%

3. Estimation

Other Estimation Questions (PSLE 2015)

• Which of the following is likely to be the mass of 8 one-dollar coins?

(1) 6 g

(2) 60 g

(3) 600 g

(4) 6000 g

3. Estimation

Other Estimation Questions (PSLE 2016)

• Which one of the following is the most likely length of a bed for an adult?

(1) 2 m

(2) 2 cm

(3) 20 m

(4) 20 cm

3. Estimation

• A question like this tests a students’ ability to estimate masses and lengths of common objects, in these two case, masses of $1 coins and length of an adult bed.

• Also another skill a student must have here is to eliminate the wrong options to get the correct answer. So estimation and elimination skills are required for such questions are tested.

4. Rate

4. Rate

• A question like this tests a students’ ability to read the table and understand what is required to work out the answer.

• Students can be exposed to step rate in their life e.g. visit to Post Office, Bank, Utility Bills etc.

4. RateChina:

34 g = First 20 g + 10 g + 4 g (part thereof)

First 20 g $0.70

10 g $0.25

4 g $0.25

Cost $1.20

New Zealand:

10 g $1.20

$1.20 + $1.20 = $2.40

MODEL DRAWING

Though not all problem-solving require model-drawing however, with a good understanding of model drawing,

- it will be able to help students think logically using visuals to determine their computations

- it empowers students to think systematically and master more challenging word problems and

- it makes multi-step and multi-concept problems easy to work (e.g. twice as many, more/less than etc.)

• http://www.youtube.com/watch?v=zdbKPnxR8C0

PARENTAL SUPPORT AT HOME

Tips to help your child in learning mathematics -

1. Write numbers clearly (e.g. 0 and 6), (1 & 7) & (3, 5 & 9) etc.

2. Firm foundation in number bonds

3. Commit multiplication to memory (P2 onwards)

4. Able to use model or heuristic to solve math word problems

5. Reinforce class teaching and NOT pre-teach

6. Show them you are interested in their learning of mathematics

PARENTAL SUPPORT AT HOME

Steps in drawing the Model (STAR)

1. Draw the Model

- Read the word problem carefully

- Look for information given and highlight the key words and the numerical values

- Draw the respective part for each piece of relevant information

- Think aloud as part is being drawn and indicate the known and unknown

- Indicate the unit of measure if needed

PARENTAL SUPPORT AT HOMESteps in drawing the Model2. From the model, see the relationship in quantities in order

to determine the correct operation

3. Write down the mathematical statements

4. Work out the answer

5. Include unit if applicable

6. Check if answer make sense (NTUC)

- Does my Numbers make sense?

- Did I Transfer my steps correctly?

- Have I included the necessary Units?

- Are all the steps in my Calculations correct?