,

Primary 5 Mathematics Curriculum Briefing

for Parents 22 January 2014

Vision

A community of confident and motivated pupils who are both effective problem solvers and team players.

Mission

To equip pupils with the necessary mathematical knowledge and skills for everyday life and for continuous learning in mathematics and related disciplines.

M a t h e m a t i c a l

P r o b l e m

S o l v i n g

C o n c e p t s

M a t h e m a t i c a l

P r o b l e m

S o l v i n g

C o n c e p t s

R e a s o n i n g ,

c o m m u n i c a t i o n &

c o n n e c t i o n s

T h i n k i n g s k i l l s &

h e u r i s t i c s

A p p l i c a t i o n & m o d e l l i n g

i o n

C o n f i d e n c e

P e r s e v e r a n c e

B e l i e f s

I n t e r e s t

A p p r e c i a t i o n

C o n f i d e n c e

P e r s e v e r a n c e

Monitoring of one’s own thinking Self-regulation of learning

Numerical calculation Algebraic manipulation Spatial visualization Data analysis Measurement Use of mathematical tools Estimation

Numerical Algebraic Geometrical Statistical Probabilistic Analytical

Change in Emphasis in the Maths Curriculum

Older Curriculum :

Focused on computations and routine

procedures

Revised Curriculum :

Focuses on Problem - Solving.

Pupils are not expected to do tedious

calculations

What is Problem - Solving?

Problem - Solving is the ability to handle unusual situations where routine procedures are not available.

(1) Routine questions :

Assess pupils’ knowledge,

basic computation skills and

familiar word problems

The figure below shows a rectangle. What is its perimeter ?

Example

7 cm

10 cm

Perimeter (10 + 7) cm x 2

= 34 cm

Assess pupils’ Thinking Skills and

require pupils to show competencies

that are beyond computational

proficiency

(2) Non- Routine questions :

Example

The figure below is made up of 3 squares of different sizes. Line AB is a straight line, measuring 10 cm. Find the perimeter of the figure.

A B

= 10 cm

Perimeter of the figure 10 cm x 4

= 40 cm

PSLE Format Paper 1 does not allow the use of a

calculator.

This is to ensure that important computational skills will continue to be emphasized and be assessed.

PSLE Format

Paper 2 allows pupils the use of calculators to solve problems.

Only calculators that are approved by SEAB will be allowed for use in the examinations.

( Casio fx - 95SG PLUS)

The list of approved calculators is available on the

SEAB website - http://www.seab.gov.sg

Paper Item Type Number

of

Qns

Marks

per

question

Weighting Duration

1

Booklet A

MCQ

10

5

1m

2m

10%

10%

50 mins

No

calculators Booklet B

Short

Answer Qns

10

5

1m

2m

10%

10%

1 hour Break

2

Short

Answer Qns

5 2m 10% 1h 40mins

The use of

calculators is

allowed. Structured /

Long

Answer Qns

13 3m,4m,5m 50%

Total 48 - 100% 2h 30 mins

Paper 1 ( 50 min)

30 Questions Average Time spent for each Question

Time left for checking answers

1 min 20 min

2 min No time to finish and check!

Paper 2 (100 min)

18 Questions Average Time spent for each Question

Time left for checking answers

5 min ( 5 x 18 = 90 )

10 min

6 min ( 6 x 18 = 108 )

No time to finish and check!

4 STEPS FOR PROBLEM-SOLVING: POLYA’S MODEL Step1: Understanding the Problem. What are the key words? What are the conditions to be met? How would you describe the problem in your own words?

Step 2: Devising a Plan Select the strategy to solve the problem. More than one strategy may be adopted. Try common heuristics (Model drawing, make a list, make a table, draw a diagram, find a pattern, guess and check, work

backwards, logical thinking)

Step 3: Carrying out the Plan. Use computational skills – add, subtract, multiply, divide Use mathematical tools – ruler, compass, protractor Apply formula eg. Distance = Speed x Time Use thinking skills

Step 4: Reflecting Read your question again to make sure you have answered the question. Check the working step by step. Start with your answer and work backwards and check if the results satisfy the given

conditions.

Problem Solving Heuristics are general methods or strategies of achieving a solution to a given problem.

Whole School Heuristics Approach

No. Heuristics P1 P2 P3 P4 P5 P6

1 Model Drawing: Part and Whole √ √

2 Model Drawing: Comparison √ √ √

3 Model Drawing: Multiplication and Division √ √

4 Model Drawing: Before and After √ √ √

5 Systematic Listing √ √ √

6 Find a Pattern √ √ √ √ √ √

7 Draw a Diagram √ √ √

8 Restate The Problem √ √

9 Guess and Check √ √ √ √

10 Working Backwards √ √ √ √

11 Make an Assumption √ √ √

Pupils are expected to 1. set own goals – know what they want to achieve 2. complete and hand in work on time 3. present solutions in an organised way, showing important steps and units 4. take note of their mistakes in their work and do corrections 5. go through their answers and check them carefully 6. seek help from teacher to clarify any doubts

Support from Parents 1. To ensure your child attend school regularly and punctually 2. School work is to be done first. 3. Guide and not tell them how to do the work 4. Time management – help to administer each revision Paper 1 and Paper 2 5. To ensure no calculators is used in daily work unless calculator logo is indicated 6. Talk about Maths as used in day-to-day situation 7. Should you have any concerns, do make an appointment to see your child’s teacher to discuss

Examples of Word Problems Involving the use of Heuristics

Sam paid $1170 for a dining table, a bookshelf and a set of sofa. The dining table cost $120 more than the sofa. The sofa cost 3 times as much as the bookshelf. How much did the dining table cost?

Dining Table

$120 Sofa

Bookshelf

$1170

7 units $1170 - $120 = $1050 1 unit $1050 ÷ 7 = $150 Dining Table $(3 x 150) + $120 = $570

Check!!! Dining table $570 Sofa $570 - $120 = $450 Bookshelf $450 ÷ 3 = $150 Total $570 + $450 + $150 = $1170

Sarah has some 50¢ and $1 coins that add up to $28.50. She has 3 more $1 coins than 50¢ cent coins. How many 50¢ coins does Sarah have? Value of the excess $1 coins 3 × $1 = $3 Value of equal number of coins $28.50 - $3 = $25.50 1 set one 50¢ coin and one $1 coin Value of 1 set $0.50 + $1 = $1.50 Number of sets $25.50 ÷ $1.50 = 17 Sarah has 17 50¢ coins.

Check!!! Value of 50¢ coins 17 x 50¢ = $8.50 Value of $1 coins $17 + $3 = $20 Total $20 + $8.50 = $28.50

A mango costs $0.90 and a pear costs $0.70. Maggie bought a total of 14 mangoes and pears and paid $11.60. How many mangoes did she buy?

Assume all 14 fruits bought were pears.

Cost of 14 pears 14 x $0.70 = $9.80

Excess money $11.60 - $9.80 = $1.80

Difference in cost of each fruit $0.90 - $0.70 = $0.20

Number of mangoes $1.80 ÷ $0.20 = 9 Maggie bought 9 mangoes.

Check!!! Cost of 9 mangoes 9 x $0.90 = $8.10 Cost of 5 pear 5 x $0.70 = $3.50 Total $8.10 + $3.50 = $11.60

Programmes and Activities • Maths @ Recess Games

• Maths Quiz

• Maths Infused Learning Journey

• Drama in Maths

• Learning Support for Maths (LSM) – P1 to P4

Math Games Every Monday, during recesses

Mathematics Educational Websites Topic Website

Whole Numbers

http://nlvm.usu.edu/ http://www.crickweb.co.uk/ http://www.numbernut.com/ http://www.learningplanet.com/ http://resources.woodlands-junior.kent.sch.uk/maths/mathionaire/index.htm

Number

Bonds

http://www.amblesideprimary.com/ambleweb/mentalmaths/numberb

ond.html

Addition &

Subtraction

http://www.bbc.co.uk/skillswise/

http://www.kidsnumbers.com/

http://www.aaamath.com/

Multiplication

Tables

http://fun4thebrain.com/

http://www.ictgames.com/

http://www.apples4theteacher.com/

http://www.multiplication.com/games

http://www.teacherled.com/resources/vennmultiples/vennmultipleload.ht

ml

Model Drawing http://www.thesingaporemaths.com/index.html

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

Shapes and

Patterns

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

http://www.primarygames.com

+Venture in Maths Magazine