Pr Maths HOD Meeting_23Apr14_Syllabus

8/19/2019 Pr Maths HOD Meeting_23Apr14_Syllabus

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2013 PRIMARY MATHS CURRICULUM

(PRIMARY

3)

Implementation Communication Support

1

2014 Primary Maths HOD

Seminar (23 April 2014)


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Summary

Implementation: Year by year implementation

plan with

P1

in

2013,

P2

in

2014,

P3

in

2015

Communication: Conducted about 20 Briefing

sessions for

Maths

KPs,

P1

&

P2

teachers

in

2012; Briefing on P2 syllabus during 2013 HOD

meeting

Support: Aligned TLG to new syllabus

2


3/25

Maths

Language

Emphasise the Maths meaning of words

e.g. sum,

difference,

product,

quotient,

remainder, 3 times as much as, acute angle,

obtuse

angle,

perpendicular

line,

parallel

line,

scale

(graph)e.g.

AVOID:

divisor,

dividend,

3

times

more

than

Use Maths

language

correctly

to

communicate

Maths ideas

3


4/25

4

Query Remarks

A: "John shared equally with his friend"

All

teachers

agreed

that

the

calculations

have

to

include

John.

John should be

included

in

the

calculation

B: "John shared AMONG his friends".

Some teachers explained that calculation

should include only his friends. But other

teachers

explained

that

he

should

include

John

into

the

calculation

This will depend on

the context

of

the

questions.


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Maths Language Use

simple

sentences

appropriate

to

the

level;

unambiguous language

e.g.

sum

of

the

value

of

digit

3

in

3290

and

32

e.g.

John

shared

equally

with

his

friends

e.g.

John

shared

equally

among

his

friends

suggestion:• 12 sweets were shared among John and his two

friends.

• John

and

his

two

friends

shared

12

sweets

equally

among

themselves.

___________is used in the textbooks instead of

‘number sentence’

or

‘mathematical

statements’.5

‘equation’

Ambiguous

Statements


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6

Query Remarks

Question:

'There

are

3

bottles.

Each bottle contains 2 litres. How much

water are there altogether?“

Some teachers

explained

that

the

working for this should be 3x2 (has to

write 3(first) x 2(second)). But some

teachers said that it doesn't matter if

the student writes 3x2 or 2x3.

Both expressions

are acceptable.

3 x 2

2 x 3


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Equal

‘=‘ Provide opportunities for students to see the

commutative property

E.g. 3 + 7 = 7 + 3

3 x 6 = 6 x 3

Use of ‘units’

E.g. 5 units = 12 x 5 (Do not use )

7


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Query

4 cm + 10 cm + 4 cm + 10 cm = 28 cm

4 + 10 + 4 + 10 = 28

The

perimeter

of

the

figure

is

28cm

Perimeter of the figure = 4 + 10 + 4 + 10 = 28 cm

8

The above presentation of solutions are acceptable.


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Articulate thinking and understanding

Explain maths ideas

Engage in activities that encourage reasoning,

communication and connection.

Reflected

in

the

revised

IG

for

P1

and

P2:

9

Reasoning,

Communication

and

Connection


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Example for Fraction

‘ What happens when the numerator increases?’

‘What happens when the denominator increases?’

‘What happens

when

both

numerator

and

denominator increase proportionately?’

10

Reasoning,

Communication

and

Connection


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Learning Experiences (LE)

The learning outcomes are accompanied

by

suggested

learning

experiences

These learning experiences are reflected

in the

textbooks

11


12/25

Addition

and

Subtraction

12

Numbers to

100

Money

Addition and

Subtraction

up to100;

Algorithm

Primary 1

Numbers to

1000

Addition and

Subtraction

up to 1000;

Algorithm

Money

Primary 2

Numbers to

10 000

Addition and

Subtraction

up to 10 000;

Algorithm

Money

Primary 3

The sub-topic ‘addition and subtraction’ is coveredfrom P1 to P3. It is, therefore, important for students

to master addition and subtraction skills by P3.


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Mental Calculation

13

(P3 content) mental

calculation involvingmultiplication and division

within the multiplication

tables of 7, 8 and 9

Help students to achieve fluency in mental calculation by P3.


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Number

Patterns

___________ pattern

Focus on number ____________

Keep to ________ patterns

_____ ‘cycles’

14

Well-defined

sequence

simple

3

+2 +2 +2

2 4 6 8


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15

Examples Within syllabus

/ x

Level

4, 5, 6, 7 , __ , 9 P1 onwards

7, 9,

14,

16,

21,

__ X

(less

than

3

‘cycles’)

_____, 410, 400, 390, 380 P2 onwards

804, 704,

604,

504,

404,

___,

204

P2 onwards


16/25

Number Patterns

16

P1 Numbers to 10 1 more/lessNumbers to 20 & 40 1,2 more/less

Numbers to 100 1,2, 10 more/less

P2 Numbers to 1000 1,2,3,4,5, 10, 100 more/less

Up to 2 variations

P3

Numbers

to

10000 Arithmetic

patterns(e.g. common difference or

up to 2 variations :

addition & subtraction with

1,2,3,4,5, tens, hundreds

and thousands)

Multiplication tables

(P3)


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Comparison

Use simple sentences appropriate to the level

e.g.

P1

&

P2

:

___is

1

more

than

5

(

or

1

more

than

5

is

__)

P3: 6

is

1

more

than

__

6

is

___more

than

5

Use appropriate numbers (same criteria as

number patterns for addition and subtraction)

e.g.

342

is

____

more

than

327

17

(for such case, use

algorithm instead)


18/25

Number

Line

P1 & P2 : number sequence

Introduce number line at P3 to represent

whole numbers and fractions

18

Shaping Maths,2A, p.11 (2013)


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Questions

with

Missing

Numbers

Missing number

could

be

represented

by

a box ( ) or symbol ( e.g. )

19

Shaping Maths, 1A, p. 37 Targeting Mathematics, 2A, p. 101


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Challenging

Items (Classroom discussion only; Not for summative assessment)

20

My Pals, 2A, p. 41


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Use

of

Concrete

Materials

concrete objects ‐> base‐ten sets ‐> number discs

Multiple representation

E.g. concrete items, play money, place‐value

cards, number discs, pictures / drawing, abstract

symbol)21


22/25

Scaffolding of Word Problems

22

1-step

word problems

with model drawing

(+/-)

2-part

word problems

(+/-)

2-step

word problems (+/-)

Picture

problems

1-step

word problem with

pictorial illustrations

Primary 1 Primary 2 Primary 3

1-stepword problems

(new content e.g.

‘sum’ , ‘difference’)

2-part

word problems

2-step

word problems

(+, -, x, ÷)

1-step

word problems

(+/- within 20;

x within 40, with

pictorial rep;

÷ within 20)

1-step

word problems

(x/÷ within P2multiplication tables)


23/25

Area

and

Perimeter

All dimensions must be given to find area and

perimeter. Show rectangles and squares of different

orientations

23

‘Perpendicular and Parallel Lines’ is covered

entirely in P3 instead of P3 & P4.

Perpendicular and Parallel Lines


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Finding

out

more

through...

School Visits

FGDs with HODs and teachers

Assessment Tasks

24


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Coordinated Last Mathematics Topics to be

taught

at

Primary

6

An email sent on 8 Nov 2013 to SLs/HODs/LHs to

inform of the common last topics to be put into the P6Scheme of Work.

P6

SMA

Topics P6

FMA

Topics

Speed Geometry

Volume Pie Charts

Pie Charts Volume

(Last

topic)

Solid Figures and

Nets (Last topic)

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