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SCIENCE MATHEMATICS ENGLISH PRIMARY 4 SA2 REVISION GUIDE
SCIENCEMATHEMATICSENGLISH
PRIMARY 4 SA2 REVISION GUIDE
English
P4 REVISION GUIDE
COMMON PITFALLS AND HOW TO AVOID THEM
Composition Writing Comprehension Open-ended
Cloze Passages
TLL TOP TIPS
Common Pitfall The Learning Lab’s Top Tips
No clear link to the theme or picture(s) in the question
• Plan your story to ensure that the chosen picture(s) play(s) a central role in your story.
• Reinforce the theme at the end of your story through a
The plot is not logical • Plan your plot on a story curve and constantly think about whether it would occur in real life.
• Try your best to include at least two to three literary techniques in your story. A good place to put literary techniques is in the climax.
EXAMPLE OF AN ILLOGICAL PLOT ELEMENT
Common Error: After an incident, the protagonist describes an event that he / she is not present at (e.g. another character calling the paramedics or a parent.)
Top Tip – You should put yourself in the shoes of the protagonist and imagine what would most likely happen if you were in the same situation. You would only be able to describe events or feelings that you have experienced directly.
Common Pitfall The Learning Lab’s Top Tips
Incomplete answer • Always check the mark allocation before attempting your answers. You should have two points for a two-mark question.
• Ensure that the points in your answer fully satisfy the question requirements.
Failure to understand the passage • Use headers and annotations to break down a long
• Identify characters and sequence of events.
Failure to answer the questions directly • Always mark out the keywords in the question to ensure that you address the question directly.
• Do not lift entire chunks from the passage as they may cause you to include unnecessary information.
EXAMPLE OF NOT ANSWERING THE QUESTION DIRECTLY
even though he should pick out the main points that address the question.
Top Tips – Always check that you have answered the question directly. Some direct questions still require you to paraphrase slightly in order to fully address the question, such as dialogue text in the passage. You should also ensure that you do not include irrelevant pieces of information in your answer.
COMPOSITION WRITING — COMMON PITFALLS AND HOW TO AVOID THEM
English
COMPREHENSION OPEN-ENDED — COMMON PITFALLS AND HOW TO AVOID THEM
CLOZE PASSAGES — COMMON PITFALLS AND HOW TO AVOID THEM
Common Pitfall The Learning Lab’s Top Tips
Lack of understanding of the passage • Use headers and annotations to break down
Inadequate vocabulary • Build up your vocabulary by revising your English Journal and reading widely.
• phrases and idiomatic expressions.
Inaccuracy of answers • the answer.
• Write a few answers down and pick the one
EXAMPLE OF AN INACCURATE ANSWER
the helping words to see if any alternative answer is more appropriate.
Top Tip – Always go through the list of helping words carefully. Be sure to read the sentence one more
English
GENERAL EXAM TIPS
1. Eliminate any options that are unlikely to be correct while attempting multiple-choice questions.2. 3.
change your answers if needed.
FOR COMPOSITION WRITING
1. Plan your story before you start writing.2. 3. Check that you have tied up all loose ends and there are no logic gaps.4. Check for grammar, spelling and punctuation errors.5. Remember to apply literary techniques appropriately.
FOR COMPREHENSION OPEN-ENDED
1. Always read the questions before looking at the passage.2. Mark out keywords and tenses in the questions.3. Read your answers to check that you have answered all parts of the question.
FOR CLOZE PASSAGES
1. Read the passage once before attempting the questions.2. Apply the ripple effect when looking for clues and highlight the clues.3.
For each section of your English paper, remember these top TLL tips!
English
MathematicsCOMMON PITFALLS AND
HOW TO AVOID THEM
Booklet A – Multiple-choice Questions Booklet B – Short-answer Questions
Booklet B – Word Problems
TLL TOP TIPS
P4 REVISION GUIDE
Mathematics
BOOKLET A — MULTIPLE-CHOICE QUESTIONSCOMMON PITFALLS AND HOW TO AVOID THEM
Common Pitfall The Learning Lab’s Top Tips
MISREADING THE QUESTION
Students might have missed out key number(s) or term(s).
• Read the question twice.
• Highlight / underline / circle the key number(s) or term(s) in the question.
• Annotate on the questions by writing down important steps.
INCORRECT APPROACH:
Ansel drank l of apple juice.
Nicole drank l more apple juice than Ansel.
How much apple juice did Ansel and Nicole drink
1) l 2) l
3) l 4) l
CORRECT APPROACH:
Ansel drank l of apple juice.
Nicole drank l more apple juice than Ansel.
How much apple juice did Ansel and Nicole drink
1) l 2) l
3) l 4) l
14
14
310
310
2140
2140
1720
1720
45
45
1120
1120
Total amount drank = +
=
Amount Nicole drank = +
= +
=
Total amount drank = +
= +
=
=
14
14
14
1120
1120
520
620
11201120162045
520
310
310
Step 2: Find out the total amount Ansel and Nicole drank.
Step 3:
answer in its simplest form.
Mathematics
BOOKLET B — SHORT-ANSWER QUESTIONSCOMMON PITFALLS AND HOW TO AVOID THEM
Common Pitfall The Learning Lab’s Top Tips
CONCEPTUAL ERROR
Students might have misunderstood the underlying concepts or have used incorrect logic.
• Revise the formulae or key concepts of each topic before examinations
• Annotate the formulae or key concepts at the side of the question before solving.
INCORRECT APPROACH:
A, B and C are three cities on a map.
ABC is 135°.
1) North-east 2) North-west
3) South-east 4) South-west
CORRECT APPROACH:
A, B and C are three cities on a map.
ABC is 135°.
1) North-east 2) North-west
3) South-east 4) South-west
Step 1:Find out the north direction.
Step 2: Mark the north direction on the base point, City B. Base point refers to the location after the word ‘from’.
Step 3:Read the direction of City C from the compass marked on City B.
A AN N
N
N
B B
C C
Mathematics
BOOKLET B — SHORT-ANSWER QUESTIONSCOMMON PITFALLS AND HOW TO AVOID THEM
Common Pitfall The Learning Lab’s Top Tips
TRANSFER ERROR
Students might have incorrectly transferred the number(s) or information from one step to another or written the number(s) in a wrong sequence.
• Check and ensure accurate transfer of number(s) before solving the next step.
• Adopt a checking system by working backwards
UNIT ERROR
Students might have forgotten to write the units in
their workings.
• Write units consistently in every number statement.
• solving the question.
• to ensure units are included where necessary.
INCORRECT APPROACH:
containers.
CORRECT APPROACH:
containers.
15.86 – 3.12 = 12.7412.74 ÷ 4 = 3.185
Ans: 3.185 kg
Flour in 4 containers = 15.68 kg – 3.12 kg = 12.56 kg
Flour in 1 container = 12.56 kg ÷ 4 = 3.14 kg
3.14 kg = 3 140 g
Ans: 3 140 g
Check:Flour in 1 container = 3 140 gFlour in 4 containers = 3 140 g x 4 = 12 560 g
= 15 680 g = 15.68 kg
Good habit 4:Conduct answer
check by working backwards from
Good habit 3:Label each step of the solution with a simple word statement.
Transfer error
Unit error
Good habit 1:Highlight and annotate key information in the
question.
Good habit 2:
are presented in the same units and write the units in each step of the workings.
÷
–
Common Pitfall The Learning Lab’s Top Tips
CALCULATION ERROR
Students might have incorrectly added, subtracted, multiplied or divided in the process.
• Adopt a checking system by working backwards
PRESENTATION ERROR
Students might have incorrectly labelled a model, used an inappropriate diagram, or included number statements which are mathematically incorrect.
• Label and check the diagram or model before solving the question.
• Label each step of the solution with a simple word statement.
• each topic.
INCORRECT APPROACH:
Hannah was watching TV shows.
Each show last 46 minutes.
She watched 3 shows continuously and the last show ended at 11.15 p.m.
Express your answer in the 24-hour clock.
CORRECT APPROACH:
Hannah was watching TV shows.
Each show last 46 minutes.
She watched 3 shows continuously and the last show ended at 11.15 p.m.
Express your answer in the 24-hour clock.
BOOKLET B — WORD PROBLEMSCOMMON PITFALLS AND HOW TO AVOID THEM
Mathematics
20 57
20 57
3 min
46 min
15 min
46 min
2 h
46 min
21 00
21 43
21 15
22 29
23 15
23 15
23 15
46 x 3 = 138138 ÷ 60 = 2 R. 18138 min = 2 h 18 min
46 x 3 = 128128 ÷ 60 = 2 R. 8128 min = 2 h 8 min11.15 p.m. – 2 h 8 min = 9.03 p.m.
Ans: 21 03
Ans: 20 57
Check:
Good habit 2:When the question includes ending or starting time and
duration, present the solution using a timeline.
Good habit 3:Break down durations into hours
and minutes (if necessary) and calculate duration in segments (to the nearest hour if possible).
Good habit 4:Conduct answer
check by working backwards from the
Good habit 1: Highlight and annotate key information in the question.
Presentation error
Calculation error
Mathematics
1. Plan your time wisely – follow the general rule of 1 mark = 1 min i.e. not spending more than 1 min for each mark allocated.
2. Skip to the next question before revisiting the unsolved questions later.
3. Read through the entire question before solving.
4. Identify the answer and question’s requirement.
5. Apply the work backwards method to check for errors and correct them.
BOOKLET A – MULTIPLE-CHOICE QUESTIONS
1. Eliminate options that are obviously incorrect.
2. Tally the answer on your question paper with the optical answer sheet (OAS) to ensure zero transfer error during shading.
BOOKLET B – SHORT-ANSWER QUESTIONS
1. Show your workings for 2-mark questions as method marks are awarded.
Ensure that the final answers are expressed in the form required.For instance, whether the answers need to be expressed as a fraction or decimal.
2.
3.
– e.g. money $/¢, mass kg/g, length km/m/cm, volume l/ml, time a.m./p.m.
BOOKLET B – WORD PROBLEMS
1. Show all your workings as method marks are awarded.
2. Label intermediate steps with short statements to help with the checking process.
3. – e.g. money $/¢, mass kg/g, length km/m/cm, volume l/ml, time a.m./p.m.
GENERAL EXAM TIPS
P4 REVISION GUIDE
ScienceCOMMON PITFALLS AND
HOW TO AVOID THEM
Section A – Multiple-Choice Questions Section B – Free Response Questions
TLL TOP TIPS
Science
Common Pitfall The Learning Lab’s Top Tips
Carelessness • Read question thoroughly and highlight key information.
Not reading the full question • Read and analyse all the options carefully before picking the right answer.
Misconception • Revise past work to familiarise yourself with frequently appearing ‘trick’ questions.
Poor time management • Spend no more than 2 min per question. Should you feel stuck at any question, circle the question, make the best guess and come back to it after you have completed the paper.
SECTION A – MULTIPLE-CHOICE QUESTIONS
SUBJECT-SPECIFIC KEY EXAM MANAGEMENT TECHNIQUES
Identify the topic and concept tested. Study diagrams and data carefully and jot down quick notes that aid in your analysis.
Analyse all options before picking the right answer.
1
3
2
EXAMPLE
The diagram below shows four cylinders made of the same size but different materials.
Based on the information above, which of the following statements is
1. The cylinders will sink in water.
2. The cylinders occupy the same amount of space.
3. Cylinder Z had the greatest volume and Cylinder X had the lowest volume.
4. The greater the size of the cylinder, the greater its mass.
ANSWER 1: NOT READING THE FULL QUESTION
ANSWER 3: CARELESSNESS The diagrams indicate the mass (g) of the cylinders, not the volume.
ANSWER 4: MISCONCEPTION The size of an object does not determine its mass.
Correct answer: 2
Science
Cylinder W Cylinder X Cylinder Y Cylinder Z
100 g 50 g 500 g 1 000 g
Science
SECTION B – FREE RESPONSE QUESTIONS
SUBJECT-SPECIFIC KEY EXAM MANAGEMENT TECHNIQUES
IDENTIFY THE TOPIC AND CONCEPT TESTED
jot down relevant keywords to guide you in phrasing a complete answer
STUDY DIAGRAMS AND DATA CAREFULLY AND JOT DOWN QUICK NOTES THAT AID IN YOUR ANALYSIS
For experiment-based questions, identify the changed and measured variables and
make appropriate inferences. Based on the inferences made, identify the aim and
conclusion of the experiment.
BE CLEAR AND CONCISE
• The terms used in questions indicate how they should be answered and give clues as to how long or how detailed the answer should be.
• Other clues on how long the answer should be include the mark allocation and number of lines provided for answering.
• Terms that require a short and direct answer:
• Terms that require a detailed answer that includes keywords:
– State...
– Explain...
– Identify...
– Why... – Describe...
– List...
1
3
2
Common Pitfall The Learning Lab’s Top Tips
Missing key points • Revise past work to familiarise yourself with the phrasing or points needed for a complete answer.
Not answered in context of question • Check your answer to ensure references have been made to the items stated in the question.
No comparison shown • Check your answer to ensure comparative or superlative terms have been used.
Inaccurate phrasing • Jot down relevant keywords based on the concept tested in the question and check that your answer demonstrates an accurate cause-and-effect relationship.
Explanation does not support answer • Phrase your answer to support your choice or the observation stated in the question.
EXAMPLE
Two similar green plants, P and Q, were placed in beakers containing 500 ml of water each and left in a garden for three days. The volume of water left in each beaker at the end of each day was measured and recorded in the table below.
Explain your answer.
1. Result X. Plants absorb water through their roots.
2. Result X. Plant Q has roots and would absorb water. Hence, Result X represents Plant Q.
3. Result X. Plant Q absorbs less water and has less roots. Hence, more water is left in the beaker each day.
inaccurately)
4. Result X. Plant P has more roots and would absorb more water. Hence, less water is left in the beaker each day.
Plant Q)
Suggested answer:
Result X. Plant Q has less roots and would absorb less water. Hence, more water is left in the beaker each day.
Plant P Plant Q
oil
water
Result
Volume of water left in the beaker (ml)
Day 1 Day 2 Day 3
X 490 450 420
Y 460 400 300
Science
Put in your best effort and remember to check your work. Practise good time management and
remember to get a good night’s rest before your paper!
C O N T A C T U S
At The Learning Lab, we practise an active learning approach, where students are encouraged to engage with the text or topic being taught, think critically, and participate in class through guided
discussions and other activities. While we believe that building a solid foundation for exam excellence is important, we also believe
in nurturing a lifelong love for learning in our students.
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