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MATHEMATICS CURRICULUM Content Strands – Spiral Curriculum
Numbers and Algebra
Whole Numbers
Fractions
Money
Measurement and
Geometry
Measurement
Area and Volume
Geometry
Statistics
Data Representation
and Interpretation
Numbers and Algebra
Whole Numbers (S,F)
Fractions (S,F)
Decimals (S,F)
Percentage (S)
Ratio (S)
Rate (S,F)
Measurement and
Geometry
Time (F)
Area and Volume (S,F)
Geometry (S,F)
Statistics
Data Representation
and Interpretation (F)
Data Analysis (S)
Primary 3
Primary 5
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Mathematical Processes
Reasoning, Communication
and Connections
Thinking Skills and Heuristics
Applications
MATHEMATICS CURRICULUM
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TEACHING AND LEARNING
Focus
Build and strengthen content knowledge and understanding
Develop mathematical
skills
Increase motivation &
interest in subject
Teaching Approaches
Concrete-Pictorial-Abstract (CPA)
Gradual Release Responsibility (GRR)
Problem Solving
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TEACHING APPROACHES
Types of
RepresentationCharacteristics
Concrete Use of manipulatives, measuring tools or
objects
Pictorial Use of drawings, diagrams, charts or
graphs
Abstract Use of abstract representations such as
numbers and letters
2 + 3 = 5 Abstract
Write the number statement Pictorial
Count based on diagrams
Concrete
Count using objects
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TEACHING APPROACHES
I Do
We Do
You Do
Gradual Release Responsibility (GRR)
Teacher Demonstrates
Teacher/Students Do Together
Students Try on Their Own
A key approach adopted in
2016
Useful for procedural fluency
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MATHEMATICS PROGRAMME
Heuristics Booklet
Practice Papers
Textbook and Workbook
Practice On My Own
(Self-Practice
Exercises)
Mastery
Revision ,
Revision
MATHEMATICS MATERIALS
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Mastery Revision and
Revision used as
formative assessment
Learning Objectives in
each Mastery Revision
MATHEMATICS MATERIALS
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MATHEMATICS PROGRAMMES
Structured Remediation
Programme (P3/5)
Provision of support in the consolidation and
reinforcement of learning. It aims to address
misconceptions and strengthen understanding,
and in turn help build confidence in the learning
of mathematics.
Parallel/Co-Teach Classes Provide additional T&L support
E2K Mathematics Enrichment
Programme (P5)
An inquiry based programme which aims to
develop mathematical thinking and mathematical
communication
Mathematics Olympiad (P5) The training workshop aims to develop skills and
techniques to solve non-routine challenging
problems
Project Work (Code for Fun) (P3) –
in collaboration with Science Dept
Develop 21CC such as Communication,
Collaboration and Information Skills as well as
facilitate the exposure to coding and
computational thinking
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INTEGRATED LEARNING JOURNEYS
Organised by different departments for different
levels.
Example: P3 – Gardens By The Bay
(organised by the Science Department)
– The mathematics component for the learning
journey is on Money.
– Authentic Learning using the admission fees
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ASSESSMENT
Primary 3 Assessment Structure
TERM 1 TERM 2 TERM 3 TERM 4
Term 1 Review SA 1 (30%) Term 3 Review SA 2 (70%)
SA Format
• Total Marks 80
• 1 Paper (1 hour 30 minutes)
– Section A (MCQ – Multiple-Choice Questions)
– Section B (SAQ - Short Answer Questions)
– Section C (LAQ - Long Answer Questions)
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ASSESSMENT
Comparison of SA Format (P2 & P3)
Primary 2 Primary 3
• Total Marks 30
• 1 Paper (45 minutes)
o Section A (MCQ)
o Section B (SAQ)
o Section C (LAQ)
• Total Marks 80
• 1 Paper (1 hour 30 minutes)
o Section A (MCQ)
o Section B (SAQ)
o Section C (LAQ)
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ASSESSMENTPrimary 5 Assessment Structure
TERM 1 TERM 2 TERM 3 TERM 4
Term 1 Review SA 1 (30%) Term 3 Review SA 2 (70%)
SA FormatStandard Mathematics Foundation Mathematics
• Total Marks 100
• 2 Papers
– Paper 1 (1 hour)
• Booklet A (MCQ)
• Booklet B (SAQ)
– Paper 2 (1 hour 30 minutes)
• SAQ
• LAQ
• Total Marks 90
• 2 Papers
– Paper 1 (1 hour)
• Booklet A (MCQ)
• Booklet B (SAQ)
– Paper 2 (1 hour)
• SAQ
• LAQ
MCQ – Multiple-Choice Questions
SAQ – Short Answer Questions
LAQ – Long Answer Questions
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ASSESSMENTComparison of SA Format (P4 & P5)
Primary 4 Primary 5
Total Marks 100
1 Paper
• Paper (1 hour 45 minutes)
o Section A (MCQ)
o Section B (SAQ)
o Section C (LAQ)
Standard Mathematics
Total Marks 100
2 Papers
• Paper 1 (1 hour)
o Booklet A (MCQ)
o Booklet B (SAQ)
• Paper 2 (1 hour 30 minutes)
o SAQ
o LAQ
Foundation Mathematics
• Total Marks 90
• 2 Papers
– Paper 1 (1 hour)
o Booklet A (MCQ)
o Booklet B (SAQ)
– Paper 2 (1 hr)
o SAQ
o LAQ
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Working column – Rough work
Written Communication of Mathematical
Concepts/Thinking
– Clear Working
• Intermediate Steps
• Number Equations
– Statements
– Units (when necessary)
THINGS TO TAKE NOTE
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There are 40 pupils in a class.
There are 14 more boys than girls in the class.
Find the number of girls in the class.
Girls
Boys
40
?
40 – 14 = 26
2 units = 26
1 unit = 26 ÷ 2
= 13
There are 13 girls.
14
M1
M1
A1
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Note• Mathematically incorrect workings/statements
Some examples
o Use of wrong units or wrong use of equal
signs
20 - 5 = 15 + 3 = 18 x 2 = 36
1.5 = 90
3 apples = $1.50
o Missing units
5000 = 5 km
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THINGS TO TAKE NOTE
“Do not write in this
space” column
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THINGS TO TAKE NOTE
Shading of OAS
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CALCULATORS
Some Approved Calculators
• Casio
• Sharp
FX 82MS FX 85MS FX 95MS
FX 95 SG Plus FX 96 SG Plus FX 350MS
http://www.seab.gov.sg/content/calculator/GuidelinesCalculators.pdf
EL 509WM EL 509WS EL W509X
EL W531S EL W531XM EL W533X
Things to take note (Primary 5/6)
• Use of Calculators (For Paper 2 only)
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CALCULATOR MODEL
FX 96 SG Plus
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So how can I help my child?
My Involvement … MEP Approach
Monitor
PartnerEncourage
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My Involvement …
Monitor
• Be aware of progress (and challenges)
• Ensure homework is completed
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My Involvement …
Encourage
• Help child to
– cultivate a positive learning attitude
– develop a passion in the subject
• Show application and draw links of Mathematics in daily
real-life situations
– E.g. GST, average, estimation, percentage
– E.g. measurement, volume, shapes
– E.g. conversion of currencies, weights
– E.g. football with angles
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My Involvement …
Partner
• Use correct mathematical language
Example:
• Use correct presentation
Example:
3 pens = $1.50 × Cost of 3 pens = $1.50
“Borrow”, “Carry” × Regroup
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My Involvement …
Partner
• Help child to develop Factual Fluency of mathematical
facts
• Use of UMNWA/HMNWA Approach for word problems
U, H
M
N
W
A
• Underline, Highlight
• Model
• Number Equation
• Working
• Answer Statement