MATHEMATICS WORKSHOP FOR PARENTS PRIMARY 3 & 4 …...• Self motivation ... Rounding numbers Numbersup to 100 000 Order of operations Numbers up P5 to 10 million FMA Use of brackets

“Every Seng Kang Primary student an Inventive Thinker, a Confident Leader and a Gracious Citizen”

MATHEMATICS WORKSHOP FOR PARENTS PRIMARY 3 & 425 January 2019

“Every Seng Kang Primary student an Inventive Thinker, a Confident Leader and a Gracious Citizen”

• Singapore Primary Mathematics curriculum• Assessment objectives of Mathematics

examination and the structure of the paper• Learning Mathematics

-Concrete-Pictorial-Abstract

-Model Drawing

• Home Support • Useful Websites• Sample questions

OVERVIEW OF WORKSHOP:

“Every Seng Kang Primary student an Inventive Thinker, a Confident Leader and a Gracious Citizen”“Every Seng Kang Primary student an Inventive Thinker, a Confident Leader and a Gracious Citizen”

Singapore Mathematics Framework

`

• Learning Experience• Self motivation

• Thinking about one’s own thinking• Selecting right problem solving strategies

• Make connections • Apply right skills and

strategies • Work with ambiguity• Synthesise and make

decision

• Specific skills for Math • Learning and applying

it to calculate• Using ICT


Singapore Mathematics Framework

• Spiral progression in building up content across the levels.

• Builds a strong foundation to acquire mathematical concepts and skills. (Skills & Concepts)

• Develops thinking, reasoning, communication, application and metacognitive skills. (Processes & Metacognition)

• Builds confidence and develops interest in Mathematics. (Attitude)

P2

P3

Place value

(tens, ones)

Counting in

tens/hundreds

Numbersup to 100

P1

Comparison

& ordering

Ordinal

numbersCounting in

a set

Numbers

up to 1000

Place value

(hundreds, tens, ones)Comparison

& ordering

Odd & even

numbers

Numbers up

to 10 000

Counting in

hundreds/thousands

Place value

(thousands, hundreds, tens,

ones)

Comparing &

ordering

P4

Place value

(ten thousands, thousands,

hundreds, tens, ones)

Comparing &

ordering

Rounding

numbers

Numbers up

to 100 000

Order of

operationsNumbers up P5

to 10 million FMAUse of

brackets

Comparing &

ordering (up to

100 000)

Rounding

numbers

Primary 1

Whole Numbers

Measurement

Geometry

Data Analysis

Primary 2/3

Whole Numbers

Fractions

Measurement

Geometry

Data Analysis

Primary 4

Whole Numbers

Fractions

Decimals

Measurement

Geometry

Data Analysis

Primary 5

Whole Numbers

Fractions

Decimals

Percentage

Ratio

Measurement

Geometry

Data Analysis

Primary 6

Whole Numbers

Fractions

Decimals

Percentage

Ratio

Speed

Measurement

Geometry

Data Analysis 6


Phases of Learning Things to consider• Prior knowledge• Motivating contexts• Conducive learning environment

Teaching strategies• Activity-based lessons• Teacher’s inquiry

Consolidation and extension • Motivated practice• Reflective review• Extended learning

Learning Mathematics

Problem Solving (The Polya’s Approach)


Concrete-Pictorial-Abstract



Assessment Objectives of Mathematics (AO1/AO2/AO3)


Assessment Objectives (AOs)



MCQ or Short Answer Questions

Examples1. Find the product of 7 and 12. (AO1)



MCQ or Short Answer Questions

Example1. Use the digits 3, 0, 4 and 1 to form the smallest 4-digit odd number.(AO2)



Short Answer Questions or Long Answer QuestionsExample

• Natalie is given the following list of numbers: (A03)

She subtracts the sum of all the odd numbers from the sum of all the even numbers. What is Natalie’s answer?

136 371 220 459


Format of Examination Paper

If you want to help your children love math, remember to :

Make it RELEVANT : Children need to understand why math is important. How is it going to help them? When will they use it in real life?

Make it HANDS-ON : Most children don’t respond well to pencil and paper activities. Use concrete materials to make learning more authentic

Make it FUN: Keep the tone light so they don’t feel like you are giving them extra school lesson

Some useful tips on how to relate Mathematics in our everyday life

• use a calendar to teach these concepts (whole numbers)

=> more than/ less than

=> count in 2s, 3s etc

pick out all numbers that have the digit ‘7’ in them

• See vehicles while travelling (approximation)

Direct children’s attention to the license plate number

Read out the number and tell place value

Rounding off to the nearest thousands, hundreds, tens

Some useful tips on how to relate Mathematics in our daily life

• While travelling, (time)

=> Duration it takes to reach a particular destination

• While shopping, (money)

Opportunity to ask pupils to estimate the amount of change they will get after purchasing items

eg, 3 apples cost $2, how about 9 apples?

supermarket coupons

Why use manipulatives?

• To explore and construct knowledge

• To help children make sense of the abstract => build up their learning gradually with understanding

Steps to Problem Solving

Read with understanding

Annotate important keywords only

Model drawing or diagrams

Number sentences

Answer with units

1) Draw Model

2) Label the model with arrows and numbers

3) Working column at the right hand side

4) Number statements

5) Answer Statements

Working on Right-

hand Column only

Number

Statements

Answer Statement

Model

30?

45

Word Problem Rigour

1) Draw Model

2) Label the model with arrows and numbers

3) Working column on the right hand side

4) Number statements

5) Answer Statements

Working

Number

Statements

Answer Statement

Model

30

15

?

X

Y

Word Problem Rigour

24

Primary 3Comparison Model

There were 560 children in the park.There were 80 fewer boys than girls.How many boys were there in the park?

G

B 80

560

560 − 80 = 4802u 4801u 480 ÷ 2 = 240

There are 240 girls.

Working

25

Primary 4Comparison Model

John, Carol and Betty collected a total of 710 stamps. John collected 167 stamps.Carol collected 155 more stamps than John.How many stamps did Betty collect?

167

155

710

?

John

Carol

Betty

167 + 155 = 322167 + 322 = 489 710 – 489 = 221

Betty collected 221 stamps.

Working

26

June collected thrice as many stamps as Pauline. If Pauline collected 7 stamps, how many stamps did June collect?

?

7

June

Pauline

1u----> 73u -----> 7 x 3 = 21

June collected 21 stamps.

Primary 3Repeated Identity

Working

27

Alice had some money. Bob had 3 times as muchmoney as Alice. Cathy had twice as much money as Bob. Cathy had $72. How much money had they in all?

$72

?

C

B

A

6 u ------> 72 1 u -------> 72 ÷ 6

= 1210 u……> 10 x 12

= 120 They had $120 in all

Primary 4Repeated Identity

Working


Fixed Mindset Growth Mindset

Intelligence is static Intelligence can be developed

Leads a desire to look smart and therefore a tendency to

Leads to a desire to learn and therefore a tendency to

• Avoid challenges • Embrace challenges

• Give up easily due to obstacles • Persist despite obstacles

• See effort as fruitless • See effort as path to mastery

• Be threatened by others success • Be inspired by others success

As a result, they may plateau early and achieve less than their full potential

As a result, they reach higher level of achievement

Growth Mindset


Importance of Home Support• Ask questions – do not give solutions/answers

X “This is wrong. The right answer should be …”

√ “What makes you say that”

√ “Can you show me how you worked out your sum”

√ “What is the next step. Why did you do this? How did you use these numbers?”

• Good questions drive learning – there is no prescribed list or set guidelines- it comes from students contributions/responses.


How should students revise for Math?

Step 1: Start revising using your Math

•

textbook.

Step 2: Do the for that topic in your textbook.

Guided Practices

Step 3: Look for the mistakes made in your worksheets or daily assignments

Step 4: Cover the corrections and re-do these questions

Step 5: Get someone at home to check your answers with the correct solution

Step 6: Re-do the questions if your answer is incorrect and learn from your mistakes


Useful WebsitesTopic Websites

Whole

Numbers

http://nlvm.usu.edu/ http://www.crickweb.co.uk/

http://www.numbernut.com/ http://www.learningplanet.com/

Number Bonds http://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.html

Addition &

Subtractionhttp://www.kidsnumbers.com/ http://www.aaamath.com/

Multiplication

Tables

http://fun4thebrain.com/ http://www.ictgames.com/

http://www.apples4theteacher.com/

Fractions

http://nlvm.usu.edu/ (select Number & Operations – Fractions – Naming & Visualising)

http://www.visualfractions.com/ (click Identify Fractions with Circles)

http://www.ixl.com

http://nlvm.usu.edu/

http://www.crickweb.co.uk/

http://www.numbernut.com/

http://www.learningplanet.com/

http://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.html

http://www.kidsnumbers.com/

http://www.aaamath.com/

http://fun4thebrain.com/

http://www.ictgames.com/

http://www.apples4theteacher.com/


http://www.visualfractions.com/

http://www.ixl.com/


Topic Websites

Time

http://www.softschools.com (go to Telling Time – What Time is it?)

http://www.teachingtime.co.uk

Graphshttps://sg.ixl.com/math/primary-5/create-line-graphs

Pie Charts https://sg.ixl.com/math/primary-6/pie-charts-with-fractions

Angles in

triangles &

quadrilater

als

https://sg.ixl.com/math/primary-6/find-missing-angles-in-triangles-and-

quadrilaterals

Shapes and

Patterns

http://nlvm.usu.edu/ (click Tangram Challenge)

http://www.primarygames.com

Model

Drawinghttp :// www.mathplayground.com/thinkingblocks.html

MOE Math

Syllabushttp://www.moe.gov.sg/education/syllabuses/sciences/

http://www.softschools.com/

http://www.teachingtime.co.uk/

https://sg.ixl.com/math/primary-5/create-line-graphs


http://www.primarygames.com/

http://www.mathplayground.com/thinkingblocks.html

http://www.moe.gov.sg/education/syllabuses/sciences/


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Documents

MATHEMATICS WORKSHOP FOR PARENTS PRIMARY 3 & 4 …...• Self motivation ... Rounding numbers Numbersup to 100 000 Order of operations Numbers up P5 to 10 million FMA Use of brackets