,
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