P1&2 Seminar Part 1 Overview

8/19/2019 P1&2 Seminar Part 1 Overview

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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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4

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:

5

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

8


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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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12


(Primary Maths Teaching and Learning Syllabus, Pg. 54)


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13


(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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18


(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?

20

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?

25

•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?

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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.

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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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P1&2 Seminar Part 1 Overview

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