mathematics workshop - moe programme/depart… · workshop for parents 20 january 2017. 2.20 pm...
TRANSCRIPT
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Primary 3, 4
Mathematics
Workshop
for Parents
20 January 2017
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2.20 pm – 2.30 pm Registration
2.30 pm – 3.00 pm Hands-on-session 1
3.00 pm – 3.30 pm Hands-on-session 2
3.30 pm – 3.50 pm Hands-on-session 2
3.50 pm – 4.00 pm Question & Answer SessionFeedback
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Content
Organised by:
Mathematics Department
Presenters:
Mr Goh Shu Rong
Mrs Prema Suresh
Mrs Lam-Lim S.H.
1) Hands on session 1
4 simple steps for problem solving
Part/Whole Models
2) Hands on session 2
Comparison Models
3) Hands on session 3
Stack-up Models
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Objectives of the Workshop
To increase collaboration between the
school and parents in enabling students to
excel in Mathematics.
To give parents an overview of the
thinking skills, heuristics and
Mathematical concepts that students
from P2 to P3 are required to apply in
problem solving.
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Steps for Problem Solving
1. Understanding the Problem
Look for information
Visualise the information
Organise the information
Connect the information
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Steps for Problem Solving2. Devising a Plan (Choosing a Heuristic)
Act it out Use a diagram/model Make a systematic list Look for pattern(s) Work backwards Guess and check Use before-after concept Restate the problem in another way Simplify the problem Solve part of the problem
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Steps for Problem Solving3. Carry out the Plan
• Use computational skills• Use geometrical skills• Use logical reasoning
4. Reflecting
• Checking solution• Improving on the method used• Seeking alternative solutions• Extending the method to other
problems
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Model DrawingWhy?
To help the students put the given data into a more visual representation.
To help the students gain a better insight into mathematical concepts such as fractions, ratio (P5) and percentage (P5).
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Model Drawing
Comparisonmodel
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Example 1
8 + = 25
This problem can be represented using the following model:
8
?
25
25 – 8 = 17
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Example 2
24 more than 39 is
2439
?
39 + 24 = 63
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Example 3
is 13 less than 59.
13?
59
59 – 13 = 46
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Example 4There were 9876 people in the zoo last Sunday.3450 were men, 3390 were women and the rest were children.How many children were at the zoo last Sunday?
3450
?
9876
3450 + 3390 = 6840
children 3390
9876 – 6840 = 3036
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Try it out:Ahmad had 6743 marbles. He gave 205 marbles to John and 1273 marbles to Meiling.How many marbles did he have in the end?
1273
?
6743
205 + 1273 = 1478
Please refer to Worksheet A – Qn 1
left 205
6743 – 1478 = 5265
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Try it out:
A train left Orchard Station with 919 passengers.
At the next station, 468 passengers got off the train
and another 789 passengers got on the train.
How many passengers were on the train then?
Please refer to Worksheet A – Qn 2
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Try it out:A train left Orchard Station with 919 passengers.At the next station, 468 passengers got off the train and another 789 passengers got on the train. How many passengers were on the train then?
?
919
919 – 468 = 451
Please refer to Worksheet A – Qn 2
789 468
451 + 789 = 1240
got off
got on
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Model Drawing
Comparisonmodel
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Example 1 (NPS P3 SA2 Math Paper, 2016)Calvin has 235 stickers. David has 128 less stickers than Calvin.
(a) How many stickers does David have? (b) How many stickers must Calvin give to David so
that they have the same number of stickers?
(a) ?
David
Calvin
128
235
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No. of stickers that David has = 235 - 128
= 107
(a) ?
David
Calvin
128
235
No. of stickers that Calvin has to give = 128 ÷ 2
= 64
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Example 2
Sally has $250 less than Ruby.
Ruby has $125 more than Peter.
If Peter has $549,
(a)How much does Ruby have?
(b)How much does Sally have?
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Sally
Ruby
$250
(a) ?
Sally has $250 less than Ruby.
Peter$125
Ruby has $125 more than Peter.
If Peter has $549,
(a) How much does Ruby have?
(b) How much does Sally have?
$549
(b) ?
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Ruby (a) ?
Peter$125
$549
(a) Ruby $549 + $125
= $674
Ruby has $674.
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Sally
Ruby
$250
(b) ?
$674
(b) Sally $674 - $250
= $424
Sally has $424.
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Try it out:
Tom, John and Gary shared the cost of a dinner.
Tom paid thrice as much as John.
John paid twice as much as Gary.
If they paid a total of $108, How much did Tom pay?
Please refer to Worksheet B – Qn 1
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Tom
John
?
Tom, John and Gary shared the cost of a dinner.
Gary
$108
Tom paid thrice as much as John.
John paid twice as much as Gary.
If they paid a total of $108, how much did Tom pay?
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Tom
John
?
Peter
$108
9 units = $108
1 unit = $108 ÷ 9
= $12
6 units = $12 x 6
= $72
Tom paid $72.
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Try it out:
Fuhua has $30 more than Liming.
If Fuhua spends $42 and Liming spends $10,
(a) Who will have more money left?
(b) How much more?
Please refer to Worksheet B – Qn 2
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Fuhua
Liming
$42
Fuhua has $30 more than Liming.
If Fuhua spends $42 and Liming spends $10,
(a)Who will have more money left?
(b)How much more?
$10
$30
?
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Fuhua
Liming
$42
$10
$30
?
$42 - $30 = $12
$12 - $10 = $2
(a) Liming will have more money left.
$12
(b) $2 more.
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Have a break
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Model Drawing
Stack-Upmodel
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Example 1 (NPS P4 SA1 Math Paper, 2016)
A blouse and 3 identical T-shirts cost $64. If the blouse costs $20 more than a T-shirt, find the cost of 1 blouse.
?
T-shirt
$64
$20
T-shirt
T-shirt
Blouse
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4 units = $64 - $20
= $44
1 unit = $44 ÷ 4
= $11
Cost of a blouse = $11 + $20
= $31
?
T-shirt
$64
$20
T-shirt
T-shirt
Blouse
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Try it out: (NPS P4 SA2 Math Paper, 2015)
Jesslyn has 4 ribbons and 2 strings with a total length of 18m. Each string is 1.5 m longer than a ribbon. What is the length of each string?
Please refer to Worksheet C – Qn 1
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Jesslyn has 4 ribbons and 2 strings with a total length of 18m. Each string is 1.5 m longer than a ribbon. What is the length of each string?
?
Ribbon
18 m1.5m
String
Ribbon
Ribbon
Ribbon
String
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6 units = 18 – (1.5 x 2)
= 15 m
1 unit = 15 ÷ 6
= 2.5 m
2.5 + 1.5 = 4m
?
Ribbon
18 m1.5m
String
Ribbon
Ribbon
Ribbon
String
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The Must’ve Approach Verbalise solutions
Get your child to tell you how he or she
solves a problem. Get your child to tell
you the steps and method.
Teach the skill on checking of answers
Get into the habit of asking if an
answer makes sense.
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Highlight alternative solutions
Encourage your child to use more than
one way to solve a problem.
Create clone questions
Get your child to create another
question that can be solved using the
same steps or method.
The Must’ve Approach
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Give encouragement
Praise your child for his/her effort.
Provide guidance, not the solutions
Ask questions to lead your child
towards solving the problem.
The Must’ve Approach
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WHAT YOU CAN DO TO HELP YOUR CHILD
Check that your child’s work is done, at least every weekend.
Talk to your child about his or her mathematics lessons and work.
Supervise your child’s math homework.
Ask your child to teach you what he or she has learnt in school.
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Take note of any communication that the teacher has sent home for your attention.
Act promptly if you feel your child does not understand any topic. Discuss the problem with your child’s teacher.
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Mathematics Dept
Parents, we appreciate you taking time to attend this Mathematics
workshop. Please fill in a feedback form for our improvement.