mathematics primary 2 / 3 / 4 21 february 2019 · ican strategies improving confidence and...

Mathematics

Primary 2 / 3 / 4

21 February 2019

• Multiple Choice Questions (MCQ)

• Short Answer Questions (SAQ)

• Long Answer Questions (LAQ)

ASSESSMENT FORMAT

• Concrete – use of manipulativesE.g. counters, base-ten blocks

• Pictorial – relating hands-on experiences to pictorial representation

• Abstract – using mathematical notation to represent problems

KEY APPROACH (C-P-A)

CHALLENGING TOPICS

PRIMARY 2

CHALLENGING TOPICS

Numbers to 1000

• Spelling number words

(Common Errors like fourty, ninty and twenty-three)

• Identifying patterns in a number sequence

CHALLENGING TOPICS

Addition and

Subtraction

Within 1000

• Addition with regrouping

CHALLENGING TOPICS

Addition and

Subtraction Within

1000

• Subtraction with regrouping

CHALLENGING TOPICS

Length and Mass

• Estimating and using appropriate units

CHALLENGING TOPICS

Time

• Using “a.m.” and “p.m.” correctly

NOON

CHALLENGING TOPICS

PRIMARY 3

CHALLENGING TOPICS

Numbers to 10 000

• Spelling number words

(Common Errors like fourty, ninty and twenty –three,

thousend, thosand))

• Identifying if a number pattern is ascending or

descending

6625 , 6725, 6825, 6925, ________

8856, 7856, 6856, 5856, ________

• Forming greatest/smallest (odd and even) numbers given 4 digits

9 2 3 7

Greatest number - 9732

Smallest odd number - 2379

Greatest odd number - 9723

Smallest even number - 3792

• Conversion of measurement

Convert length in metres and centimetres to

centimetres

Convert length in centimetres to metres and

centimetres

1 m = 100 cm

8 m 3cm = 8003cm (X)

Convert length in kilometres and metres to metres

Convert length in metres to kilometres and metres

1 km = 1000 m

4 km 9 m = 409 m (X)

CHALLENGING TOPICS

Addition and Subtraction Within 10000

• Adding 4 digit numbers to 3 digit numbers

• Subtracting with regrouping

CHALLENGING TOPICS

Multiplication Tables of 6, 7, 8 and 9

• Division with regrouping

CHALLENGING TOPICS

Time

• Drawing a time line to find start time, end time and

duration

• Using “past” and “to” and “a.m.” and “p.m.” correctly as mentioned earlier in P2

Units must be shown clearly

CHALLENGING TOPICS

Fractions

• Understanding whole, part, numerator and

denominator to order, compare, add and subtract equivalent and unlike fractions

CHALLENGING TOPICS

Area and Perimeter

• Area being the space in the figure and perimeter the distance around the figure

CHALLENGING TOPICS

PRIMARY 4

CHALLENGING TOPICS

• Four Operations– Multiplication algorithm

– Division algorithm

– Up to 3-step word problems

• Fractions– Mixed numbers, improper fractions and their

relationships

– Addition and subtraction

– Word problems• Highlight important key words or numbers

CHALLENGING TOPICS

Common errors:

Changing mixed numbers to improper fractions

• Decimals (up to 3 decimal places)– Place values

• Tenths, Hundredths, Thousandths

CHALLENGING TOPICS

Example:

Arrange the following from the smallest to the greatest.

0.52, 0.073, 1

Common error:

1, 0.52, 0.073

– Comparing and ordering• The number with the most digits is not

necessarily the greatest

• Decimals (up to 3 decimal places)– Conversion of decimals to fractions and

vice versa

CHALLENGING TOPICS

Common error:

Forgetting to reduce the fraction to

its simplest form.

Common error:

Dividing the

denominator by the

numerator instead.

• Decimals (up to 3 decimal places)– Four operations

• Always align the decimal points

• If one number has more decimal places than the other, use ‘0’s to give them the same number of decimal places

CHALLENGING TOPICS

• Area and Perimeter– Composite figures

• Time– Duration of time interval

CHALLENGING TOPICS

Ans : 11.10 a.m.

Common mistake:

12.25 p.m. – 1 h 15 min = 11.10 a.m.

CHALLENGING TOPIC – WORD PROBLEM

PRIMARY 2 / 3 / 4

• See the problem– Understanding the problem– Identifying key information (highlight)

• Plan a solution– Choosing the most appropriate strategy

• Act on the problem– Doing the necessary computations

• Reflect on the solution– Checking back to see if answer is

reasonable

CHALLENGING TOPICS –

WORD PROBLEM (SPAR)

CHALLENGING TOPICS –

WORD PROBLEM

CHALLENGING TOPICS –

WORD PROBLEM

(b) Ans : 548

(a) Ans : 271

CHALLENGING TOPICS –

WORD PROBLEM

Ans : $882

• Approaches or techniques used to solve non-routine word problems

– Act it out

HEURISTICS

– Make a systematic list

– Use a diagram/draw models

• Approaches or techniques used to solve non-routine word problems

– Look for patterns/use a pattern

HEURISTICS

5 12

10

Find the values of X and Y.

1st set : 3 x 2 = 6

6 + 2 = 8

2nd set : 4 x 2 = 8

8 + 2 = 10

3rd set : 5 x 2 = 10

10 + 2 = 12 (checked and confirmed)

So, Y = 14 - 2

Y = 12

X = 12 ÷2

= 6

– Guess and check• Checking column is required

– Work backwards

ICAN strategies

Improving Confidence and Achievement in Numeracy

Some strategies for explicit teaching of language in Mathematics

• Vocabulary → Visual drill, one-minute dash

• Spelling → LSCWC (look-say-cover-write-check)

• Comprehension → Chunking, retelling

Vocabulary(Example of visual drill)

Cylinder Cube Sphere

Cuboid Cone

Spelling - LSCWC

Thousand

Thousand

Thousand

Look

Say

Cover

Write

Check

Using chunking and retelling strategy

Mrs Sanjay gave 36 stickers to her pupils.

She had 48 stickers left.

How many stickers did Mrs Sanjay have at first?

Strategies to build Factual Fluency

• Constant time delay

• Prompt fading procedure

• 1 minute timings

• Instructional games

• Computer-based instruction

Constant time delay

• Parent: (Holds up a card 6 x 4)

• Child: 6x4 =… ( parent waits 4 seconds for child to answer but child is unable to respond)

• Parent: 6 x 4 = 24.

• Child: 6 x 4 =24

• Parent: (Holds up another card 5 x 4)

• Child: 5 x 4 = 20

• Parent: That’s correct! Well done! (Holds up another card 7 x 4)

• Child: 7 x 4 = … (parent waits for 4 seconds for child to answer but child is unable to respond)

• Parent: 7 x 4 = 28

• Child: 7 x 4 = 28

Recommendation

✓3 sets of 5 facts✓Daily teaching (max of 5

minutes)✓For 10 to 15 days

consecutively

Using 4 seconds constant time delay

Recommendation

✓3 sets of 5 facts

✓ 10 to 20 questions

✓Daily teaching (max of 5 minutes)

✓For 10 to 15 days consecutively

Prompt fading procedure

• First practice involves 1st set of cards with the

facts and answers written boldly on the flash cards (100% intensity).

• Child reads the fact and the answer. Parent

to correct child is inaccurate answer is given.

• Second practice involves identical practice

procedures using a 2nd set of cards except

that the answers to the cards are lighter (50% intensity).

Recommendation

✓10 facts on 1 card/ 5 facts on 2 cards/2 facts on 5 cards✓Daily teaching (max of 5 minutes)

✓For 10 days consecutively

Recommendation

✓10 facts on 1 card/

5 facts on 2 cards/2 facts on 5 cards✓Daily teaching

(max of 5 minutes)

✓For 10 days consecutively

1 minute timings

• Independent practice to provide proficiency and efficiency.

• Child given 1 minute to complete as many math problems as possible.

• Can be conducted as written or oral exercise.

• Direct instruction sequence used to teach child how to perform tasks.

• Set a goal to motivate child to hit a target (Achieve full marks by end of the week).

Instructional games

• Provide opportunities to practice at recall.

• Motivate and increase child’s level of interest in the subject.

Board Games (Whole Numbers and Decimals)

Concept on Money

Computer-based instruction

• Suitable for independent practice to improve proficiency and efficiency.

• Highly motivating

Advantages of Learning Math Through Games

★ Supports learning in a fun manner.★ Can be used as a diagnostic tool to address

learning issues.★ Improves confidence of the child.★ Safe environment to learn through play.★ Child can take ownership of his/her learning.

• Reinforce the habit of checking– Correct computation– Correct use of units– Correct use of formula– All parts of the questions are answered– Extract the correct values from questions

• Reinforce the need to show all workings in a solution– Draw models when necessary

• Drill and practice– Number bonds up to 20 by P2 and multiplication tables by

P3– Allow for more practice to increase speed and accuracy– Provide positive reinforcement to encourage your child

PARENT’S GUIDING TIPS

TIPS & TECHNIQUES - MCQs

• Read the questions & answer options carefully

• Highlight the keywords in the question

• Do not just shade the OAS when the first option seems correct. Read every option before you pick the best answer.

• Do your calculation and working neatly and legibly in the spaces provided. This ensures easy checking after you have finished the paper.

• If you decide to skip the question and come back to it later, circle the question number or put a question mark next to it. Move on to the next question. Remember to erase the circle or the question mark after you have answered the question.

TIPS & TECHNIQUES – Open-ended Questions

• Read the questions carefully

• Highlight the keywords or key phrases

• Draw inferences or information from these keywords or key phrases

• Recall all concepts learnt and apply them carefully

• Always plan and organize your solutions

• Make sure all your working is clearly, neatly and systematically presented

• Circle or mark the question you are unable to answer and move on to work on the rest of the paper. Return to the question again.

• Remember to write the correct answer in the answer space provided

• Answers given in fractions must be in their simplest form (lowest term).

• Check that all your answers are given in the units required