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Our Mission
• To develop numeracy, reasoning, thinking skills and problem solving skills through the learning and application of mathematics
MOE Mathematics Framework(sets the direction for the teaching, learning and
assessment of mathematics)
Mathematical
Problem
Solving
Concepts
Mathematical problem solving is the central to mathematics learning. It involves the acquisition and application of mathematical concepts and skills in wide range of situations, including non-routine, open-
ended and real world problems
Concepts
• Numerical
• Algebraic
• Geometrical
• Statistical
• Probabilistic
• Analytical
Mathematical
Problem
Solving
Concepts
Use of manipulatives, hands-on activities and technological aids will be part of the learning
experiences of the pupils
Skills• Numerical calculation
• Algebraic manipulation
• Spatial visualisation
• Data analysis
• Measurement
• Use of mathematical
tools
• Estimation
Mathematical
Problem
Solving
Concepts
The development of skills proficiencies in the pupils is essential in the learning and application of mathematics
Processes
• Reasoning, communication and connections
• Thinking skills and heuristics
• Application and modelling
Mathematical
Problem
Solving
Concepts
To develop a habit of mind through applications of mathematics in
different contexts
Attitudes
• Beliefs
• Interest
• Appreciation
• Confidence
• Perseverance Mathematical
Problem
Solving
Concepts
Making learning of mathematics fun, meaningful and relevant goes a long way to inculcating positive attitudes
towards the subject
Metacognition
• Monitoring of one’s own thinking
• Self-regulation of learning
Mathematical
Problem
Solving
Concepts
To help pupils develop their problem solving abilities by encouraging them to seek alternative ways of solving the same problem, allow
them to discuss and explain how to solve a particular problem etc
P1 Mathematics Syllabus
• Whole numbers (Count, Place
values, Add, Subtract,
Multiply and Divide)
• Shapes and Patterns
• Length
• Picture Graphs
• Time & Money
Assessment
• No semestral exam
• Bite size assessment – RA (Review assessment)
• Performance Task – hands on task for more authentic experience, eg: physically using the paper clips to measure length instead of counting it on paper
P1 Holistic Assessment
Term/
Type of Assessment
RA Weightage (Frequency)
Performance Tasks
Weightage (Frequency)
Total Weightage
1
2 ���� 20% ���� 10% 30%
3 ���� 20% ���� 10% 30%
4 ���� 30% ���� 10% 40%
Total 70% 30% 100%
Formal Assessment
Sample of Performance Task
Use the paper clips to measure the following items.
Strip A is about ____________ paper clips long.
Strip B is about ____________ paper clips long.
Strip C is about ____________ paper clips long.
Length
P1 Holistic AssessmentInformal Assessment
Term/
Type of Assessment
RA Performance Tasks
Topical Worksheets
Workbook practices
1 ���� ���� ���� ����
2 ���� ���� ����
3 ���� ���� ����
4 ���� ���� ����
P1 Holistic AssessmentProgress Card
Last but not least
• The math curriculum takes on a spiral approach. Some of the concepts taught are built on concepts taught in other years
How you can help your child
• Do go through the work we have done in class with your child.
• Make the learning of mathematics fun by encouraging them to relate their addition and subtraction skills to their daily life experience.
• Encourage them to check their work for accuracy.
• Ensure that they do their homework.
• Encourage them to approach their math teachers if they encounter difficulty in understanding.
• Ensure that they have shown you their work and file it properly to facilitate revision.
Thank you
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