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P1 & 2 Seminar
2013
Primary
Maths
Syllabus
28 Jan, 10 Feb, 6 & 25 Mar 2015
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2013 PRIMARY
MATHS
CURRICULUM
Implementation
Communication
Support
2
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What has been done so far?
Implementation:
Communication:
Support: Aligned TLG to new syllabus
3
Year‐by‐year
2013 2014 2015 2016 2017 2018P1 P2 P3 P4 P5 P6 (PSLE)
Year Briefing sessions
2012 > 20 briefing sessions for teachers/Maths KPs on
the overview of the syllabus and P1 syllabus
2013 Briefing on
P2
syllabus
(Maths KPs
)
2014 Briefing on P3 syllabus (Maths KPs )
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To access 2013 Syllabus and TLG on OPAL: Pr Maths Resources Syllabus / TLG
TLG
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To access briefing slides on 2013 syllabus on OPAL:
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Pr Maths Sharing Materials Meetings and Training Materials for Pr Schools
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Pr Maths Sharing Materials Meetings
and Training
Materials
for
Pr
Schools
6
P1 syllabus
briefing
P2 syllabus
briefing
P3 syllabus
briefing
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THE MATHEMATICS FRAMEWORK
AND PRIMARY
MATHS
AIMS
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Mathematics Framework
Numerical calculation
Algebraic manipulation
Spatial visualisation
Data analysis
Measurement
Use of mathematical
tools
Estimation
Numerical
Algebraic
Geometric
Statistical
Probabilistic
Analytical
Reasoning, communication
and connections
Applications and modelling
Thinking skills and heuristics
Monitoring of one’s own thinking
Self ‐regulation
of
learning
Beliefs
Interest
Appreciation
Confidence
Perseverance
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Primary Mathematics
Aims
The Primary Mathematics Syllabus aims to
enable all
students
to:
Acquire mathematical concepts and skills for
everyday use
and
for
continuous
learning
in
mathematics.
Develop thinking, reasoning, communication,
application and meta
‐cognitive
skills
through
a mathematical approach to problem‐solving.
Build confidence and foster interest in
mathematics9
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Syllabus Organisation
The syllabus is organised along 3 content strands
with a listing
of
mathematical
processes
that
cut across the 3 strands.
3 Content Strands + 1 Process Strand
Number and
Algebra
Measurement
and Geometry
Statistics
Mathematical Processes
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1111
Emphasising
Mathematical
Processes
3 clusters of processes
– Reasoning, communication and
connections
– Applications
– Thinking skills and Heuristics
Singapore Mathematics
Framework
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Mathematical Processes
(Primary Maths Teaching and Learning Syllabus, Pg. 54)
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Mathematical Processes
(MP1)
Reasoning, communication and
connections
•Use appropriate notations, symbols and conventions to present and communicate
mathematical ideas
•Reason inductively and deductively
•Make connections‐ within mathematics
‐ between mathematics and everyday life
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Examples of Reasoning, Communication and Connections in the Textbooks
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Shaping Maths, 2B, Pg. 84Targeting Mathematics, 1A, Pg. 67
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An Example of Reasoning, Communication and
Connections in
the
TLG
(P1
Addition
within
10)
15
Maths
language is
bold & in
italic
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16
Maths
language is
bold & in
italic
An Example of Reasoning, Communication and
Connections in
the
TLG
(P2
Multiplication)
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Mathematical Processes
(MP2
&
3)
Applications
Apply mathematics concepts and skills to
solve problems in a variety of everyday
contexts
Thinking Skills and Heuristics
Use of thinking skills and heuristics to solve
problems
Use of a problem‐solving model e.g. Polya’s
model18
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When do we start teaching
Heuristics?
19
P2
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When do we introduce part‐whole
model method?
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P2
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What does
it
mean
to
teachers?
Get students
to
verbalise
their
thinking
e.g.
discuss, describe, explain, share, give
examples
Get students
to
use
the
correct
maths
language to describe maths ideas
Help students make connections and make
sense of
their
learning
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EASING THE TRANSITION FROM PRE‐SCHOOL TO P1
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Entry Point
of
Syllabus
The current
P1
syllabus
does
not
assume
any
formal learning of mathematics prior to P1.
The entry point is kept the same for the
2013 syllabus.
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What does
it
mean
to
teachers?
Teachers should check for sound
understanding
of
mathematical
concepts in
order to address misconceptions and uncover
surface understanding.
Teachers
should
design
their
lessons
from
where the child is.
P1 students come with different levels of
knowledge and
skills,
therefore
differentiated
teaching becomes important.
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Assessment (formative and summative) ought to
be developmentally appropriate, assess for the
learning outcomes specified in the syllabus
documents. Above
‐level
testing
is
discouraged.
What does it mean to teachers?
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•According to PERI’s recommendation,
Semestral Assessment only
starts
from
end
of P2. Use ‘bite‐sized’ forms of assessment
to help students build confidence and desire
to learn.
Provide
students
with
richer
and
more holistic feedback to enable meaningful
learning.
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Article from Straits Time
(dated 9 Feb
2012)
– P2
Maths
Questions
Question1: Mrs
Tan
had
30
chickens
and
ducks. She put the chickens in six baskets and
the ducks in four baskets. The number of
chickens in
each
basket
was
equal
to
the
number of ducks in each of the four baskets.
How many chickens and how many ducks did
Mrs
Tan
have?
26
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STOMP (dated 24 Oct 2014) : Can you solve this maths question? You might be surprised
to know
who
it
is
meant
for.
Question:
Heather has a collection of seashells that are fewer than 18.
She decides to put them in boxes.
When she puts 4 seashells in each box, she has 3 seashells left.
When she puts 5 seashells in each box, she has none left.
How many
seashells
does
she
have?
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Parent’s comment: When my daughter, who is in primary 2,
showed me her maths assessment papers for her year end
exam, I was
surprised
to
find
out
that
she
had
to
complete
9
pages of questions in an hour and a half. On top of that, I saw
two questions that stumped me. It took me a while to solve
the
questions….
My
daughter
was
quite
dejected
when
she
had
difficulty solving these questions.
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CONTENT CHANGES
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Content for
Primary
1 &
2
Minimal content changes, mainly movements and
replacements
‐ ‘Measurement and comparison of the masses of two or
more objects
in
non
‐standard
units’
is
removed from
P1.
‐ 3D shapes is moved to P2.
Data Representation
and
Interpretation
P2: ‘solving 1‐step problems using data from picture
graphs.’
Restricting
all
problems
to
1
step
only.
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Content Changes
Geometry
Refinement of Geometry topics at various levels to
strengthen spatial visualisation.
P1: making/completing patterns with 2D shapes
according to one or two of the following attributes: size,
shape, colour, orientation’. Orientation is an additional
attribute.
P2: ‘Identifying,
naming,
describing
and
classifying
3D
shapes: cube, cuboid, cone, cylinder, sphere’. Sphere is
an additional 3D shape.
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LEARNING EXPERIENCES
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Learning Experiences
(LE)
Learning Experiences for the Primary Mathematics
syllabus
provide
opportunities
for
students
to: – enhance conceptual understanding through use of
the Concrete‐Pictorial‐Abstract approach and various mathematical tools including ICT tools;
– apply concepts
and
skills
learnt
in
real
‐world
context;
– communicate their reasoning and connections through various mathematical tasks and activities;
– build confidence and
foster interest in
mathematics.
32
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Learning Experiences
(LE)
What? LE statements describe what students
should
do as
part
of
their
learning.Why? Influence the ways teachers teach and
students learn so that the curriculum
objectives can
be
achieved.
Where? Included in textbooks, workbooks, TLG
to guide the teaching and learning of the
topics.How? Students carry out the LE as part of their
learning.
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Learning Experiences in the Primary Maths Teaching
and Learning
Syllabus
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TLG
LE in the
Syllabus
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GUIDANCE FOR P1‐4 CURRICULUM
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Guidance for
P1
‐4 Curriculum
This section
provides
teachers
with
guidance
on how to support students who learn at a
slower pace by identifying areas in the P1‐
4 Curriculum
where
the
depth
of
the
content can be adjusted and the level of
mastery moderated.
37
G id f P1 4 C i l
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Guidance for P1‐4 Curriculum (Primary Maths Teaching and Learning Syllabus,
Pg.
100)
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Guidance for P1‐4 Curriculum (Primary Maths Teaching and Learning Syllabus, Pg. 101)
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Guidance for P1‐4 Curriculum –
Summary for
P1
In summary, for Primary 1:
‐ ‘Whole numbers’ divided into numbers up to
20, 40 and 100; Similarly, comparing, ordering, pattern sequence, addition and subtraction,
money should have an intermediate stage on
numbers up
to
40;
‐ solving 1‐step word problems involving
addition and subtraction within 20 with
pictures‐ lower demand in mental calculation
40
G id f P1 4 C i l
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Guidance for P1‐4 Curriculum –
Summary for
P2
In summary, students to achieve mastery
in Comparing, ordering, pattern sequence,
within 100;
solving 2‐part word problems (1 step for
each part) involving addition and
subtraction mental calculation (lower demand)
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Teachers
have
to
pay
special
attention
in
planning the learning across the levels. Close
communication between teachers across
levels
is
very
important
to
ensure
there
is
no
learning gap in the student’s learning process.
TOS should reflect the differentiation: vary
the
difficulty
level
and
the
demand
of
knowledge in the indicated content.
What does
it
mean
to
teachers?
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Summary
Keep
language
simple
and
appropriate. Build students’ confidence in Maths.
Students should enjoy learning Maths.
Early Success
Strong Basics
Steady Progress
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