MATHEMATICS

Meet-The-ParentsSubject Briefing

- Mr Vincent Koh (HOD Math)

31 January 2020 (Friday)

Exam Format (Standard Math):

PSLE EXAM FORMAT – STANDARD MATH (WEF 2018)

Paper Booklet Item Type No of marks Duration

1 (No calculator)

A Multiple Choice Questions

20 1 h

B Short Answer Questions 25

2 (Calculator is allowed)

Short Answer Questions 10 1h 30 min

Word Problems 45

Total 100 2 h 30 min

Exam Format (Foundation Math):

PSLE EXAM FORMAT – FOUNDATION MATH (WEF 2018)

Paper Booklet Item Type No of marks Duration

1(No calculator)

A Multiple Choice Questions

30 1 h

B Short Answer Questions 20

2(Calculator is allowed)

Short Answer Questions 20 1h

Word Problems 20

Total 90 2 h

4

ASSESSMENT OBJECTIVES

Description of K, C, A (according to cognitive demand)

Knowledge: - Recall specific mathematics facts, concepts, rules and formula - Perform straightforward computations and algebraic procedures

Comprehension: - Interpret information- Apply mathematical concepts and skills

Application/ Analysis: - Reason mathematically, analyse information and make inferences- Select appropriate strategies to solve the word problem

AREAS OF CONCERN/ TARGETED AREAS

5

Word Problems especially those involving Fractions

and Ratio or Percentages/Decimals

1. Fraction/Ratio (Equal Parts)

2. Visualisation Skill

3. Estimation

1. FRACTIONS/ RATIO (EQUAL PARTS)

1. Students were not able to see clearly the relationship between the quantities.

2. The 2 fractions in relation to each other were derived based on a wrong concept (working) resulting in a wrong answer (reversed order).

1. FRACTIONS/ RATIO (EQUAL PARTS)

Student’s solution Correct solution

* Difficulty in seeing the relationship between these 2 quantities

1. FRACTIONS/ RATIO (EQUAL PARTS) – SOLUTION

Using Model to illustrate Correct solution

• Read the question carefully

• Use model drawing (pictorial) to relate the 2 quantities

A

P

Parts that are equal

Parts that are equal

2. VISUALISATION SKILL

1. Students worked out the solution based on their own understanding.

2. They were not able to visualize the information given and simplify them accurately to work out the solution.

2. VISUALISATION SKILL (PSLE 2019 Q16)

The figure is formed by 5 identical semicircles.

(a) What is the diameter of each semi-circle?

(a) Use the calculator value of π to find the perimeter of the figure.

Round your answer to 2 decimal places.

cmcm

cm cm

cm

2. VISUALISATION SKILL (PSLE 2019 Q16)

How am I going to make sense of this question?

cmcm

cm cm

cm

2. VISUALISATION SKILL (PSLE 2019 Q16)

Looking at one part of the figure, we know we can find part of the

diameter shown as 22 cm. (They have to be equal)

22 cm

22 cm

Going back to the original given figure, we have…

2. VISUALISATION SKILL (PSLE 2019 Q16)

The figure is formed by 5 identical semicircles.

cmcmcm

Arranging the circles back and make sense of the measurements,

the 22 cm is made up of 10 cm and 12 cm respectively.

cm

2. VISUALISATION SKILL

cm cmcmcm

cm cm cm

Rearranging, from the centre semicircle at the top, we can deduce that the diameter is

10 cm + 10 cm + 16 cm = 36 cm

This is the part most students encounter challenges.

When they are able to find the diameter, they will be able find the perimeter using the

formula.

3. Estimation

3. Estimation

• Students find the question unfamiliar.

• They can’t seem to find a working to deduce the answer

• Some could deduce it to (1) or (2) and just chose either

3. Estimation

• How do we make sense of the question?

3. EstimationHow do we make sense of the question?

• Less than ¾ (75%) of the figure is shaded

• Options (3) & (4) are out

• Since it is only slightly less than 75%

• Answer should be option (2) 70%

MODEL DRAWING

Though not all problem-solving require model-drawing however, with a good understanding of model drawing,

- it will be able to help students think logically using visuals to determine their computations

- it empowers students to think systematically and master more challenging word problems and

- it makes multi-step and multi-concept problems easy to work (e.g. twice as many, more/less than etc.)

• http://www.youtube.com/watch?v=zdbKPnxR8C0

PARENTAL SUPPORT AT HOME

Tips to help your child in learning mathematics -

1. Write numbers clearly (e.g. 0 and 6), (1 & 7) & (3, 5 & 9) etc.

2. Firm foundation in number bonds

3. Commit multiplication to memory (P2 onwards)

4. Able to use model or heuristic to solve math word problems

5. Reinforce class teaching and NOT pre-teach

6. Show them you are interested in their learning of mathematics

PARENTAL SUPPORT AT HOME

Steps in drawing the Model (STAR)

1. Draw the Model

- Read the word problem carefully

- Look for information given and highlight the key words and the numerical values

- Draw the respective part for each piece of relevant information

- Think aloud as part is being drawn and indicate the known and unknown

- Indicate the unit of measure if needed

PARENTAL SUPPORT AT HOME

Steps in drawing the Model2. From the model, see the relationship in quantities in order

to determine the correct operation

3. Write down the mathematical statements

4. Work out the answer

5. Include unit if applicable

6. Check if answer make sense (NTUC)

- Does my Numbers make sense?

- Did I Transfer my steps correctly?

- Have I included the necessary Units?

- Are all the steps in my Calculations correct?