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Curriculum BriefingP5 Foundation Mathematics

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.

Mathematic al

P roblem

S olving

Concepts

Mathematic al

P roblem

S olving

Concepts

R easoning,

communication &

connections

Thinking skills &

heuristic s

Applic ation & modelling

ion

C onfidence

Pers everance

B eliefs

Interest

Appreciation

C onfidence

Pers everance

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

Numerical calculation Algebraic manipulationSpatial visualizationData analysis MeasurementUse of mathematical tools Estimation

Numerical AlgebraicGeometricalStatistical Probabilistic Analytical

MATHEMATICS CURRICULUM FRAMEWORK

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

When are pupils assessed? Non-weighted Assessments Weighted Assessments

Term 1 to Term 4 • Hands-on activities• Maths Practices

eg. workbook exercises, class worksheetsheuristics worksheets

• Mental Sums• Mock Tests• Questioning and Feedbacks

• Mid Year Exam (SA1)• Year End Exam (SA2)

* Dates and details will be provided

Types of Assessments

Exam Format Duration Item Type Total

Marks

Paper 1

Calculator is

not allowed.

Booklet A 1h MCQ 10 x 1m

10 x 2m

30 m

Booklet B Short-

answer

10 x 2m 20 m

Paper 2

Calculator is allowed.

1h Short-

answer

10 x 2m 20 m

Long-

answer

3m,4m

6 questions

20 m

Total 46

questions

90 m

Note: Both papers will be scheduled on the same day with a break between the 2 papers.

Good Time Management is ImportantPaper 1

( 60 min)30 Questions Average Time spent

for each QuestionTime left for checking

answers

1 min( 1 x 30 = 30 )

30 min

2 min( 2 x 30 = 60 )

No time to check!

Paper 2(60 min)

16 Questions Average Time spent for each Question

Time left for checking answers

3 min( 3 x 16 = 48 )

12 min

4 min( 4 x 16 = 64 )

No time to finish and check!

Ratio

Whole Numbers

Measurement

Geometry

DataAnalysis

Whole Numbers

Measurement

Geometry

DataAnalysis

Fractions

Whole Numbers

Measurement

Geometry

DataAnalysis

Decimals

Whole Numbers

Measurement

Geometry

Data Analysis

Whole Numbers

Measurement

Geometry

DataAnalysis

Percentage

Speed

Fractions Fractions Fractions

DecimalsDecimals

Percentage

RatioRatio

Primary 1 Primary 2 & 3 Primary 4 Primary 5 Primary 6

Spiral Approach Math Curriculum

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

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: Checking• 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 Heuristicsare 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 √ √ √ √

3Model 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 √ √ √

Presentation of Answers

Alicia bought 8 plates and 5 cups. Each cup

cost $2.50 and each plate cost $4.90 more

than a cup. How much did she pay altogether?

(To use → instead of ‘=‘ to show a relationship )

5 cups $2.50 x 5

= $12.50

1 plate $4.90 + $2.50

= $7.40

8 plates $7.40 x 8

= $ 59.20

Total $59.20 + $12.50

= $71.70

Ans: $71.70

(To insist on writing caption or sentence tag)

In a donation drive, 40 volunteers helped to distribute some

Goodie bags. Each man distributed 4 bags while each woman distributed 3 bags. The men distributed 34 more bags than the women. How many men were there? (Use Guess & Check)

No. of

men

No. of bags

dist. by men

No. of

women

No. of bags

dist. by women

Difference Check if the

difference is 34

40 40 x 4 = 160 0 0 160– 0 =

160

X

39 39 x 4 = 156 1 1 x 3 =3 156 – 3 =

153

X

22 22 x 4= 88 18 18 x 3 = 54 88 – 54 = 34

Decrease

By 7

Difference 160 – 34 = 126Groups of 7 126 ÷ 7 = 18Number of women 18Number of men 40 – 18 =22

Ans : 22 men

• Headings, Working and Condition for Checking must be shown clearly.

• Include answer statement.

Angles in Geometric Figures

C

In the figure below, ABCD is a square, AED is an equilateral triangle

and BFD is a straight line. Find AFB.

E60O

F

B

D

A

DAE = 60o ( )

ADF = 45o

AFD = 180o – (60o + 45o ) = 75o

AFB = 180o –75o = 105o

To state reasons

wherever possible

60°

45°

?

Draw a Timeline

A movie started at 11.45 a.m. The movie was 2 hours and 25

minutes long. What time did the movie end?

11.45 a.m. 12.45 p.m. 1.45 p.m.

1h 1 h 15 min

2p.m.

10 min

2.10p.m.

The movie ends at 2.10 p.m. Ans: 2.10 p.m.

11.45 + 2h 25 mins 2.10p.m.

Pupils are expected to1. 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 or workings and standard units (km, l)

4. take note of their mistakes in their work and docorrections

5. go through their answers and check them carefully

6. seek help from teacher to clarify any doubts

Codes Representations

WM Wrong method to arrive at the same answer

CC Careless calculation (method is correct)

TE Transfer Error (within solution)

MR Misread (From question to solution)

MC Missing sentence tags/captions

Common codes used during marking of Maths questions/word problems

Support from Parents

1. To ensure your child attend school regularly and punctually

2. School work is to be done first3. Guide and not tell them how to do the work4. Time management – help to administer each revision

Paper 1 and Paper 25. To ensure no calculators is used in daily work unless

calculator logo is indicated6. Talk about Maths as used in day-to-day situation7. Should you have any concerns, do make an

appointment to see your child’s teacher to discuss8. If your child/ward has difficulty with her homework, do

not give her the answers but guide her with questions and indicate on the homework ‘assisted’ or ‘guided’.

Programmes and Activities• Maths @ Recess Games

• Maths Quiz

• HGS e-Learning portal: MC Online:

http://www.mconline.sg

Primary 6 Mathematics Quiz

Look at the Algebra Magic Square below. The sum along

each row, column and diagonal equals to the same magic

sum. Some of the expressions have fallen off the square.

Fill in the blanks to make the square magic again!

2

x + 2

2 x + 2

3

Maths GamesEvery Monday during recesses

+Venture in Maths Magazine