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9 April 2016
Mdm Nurmala & Mdm Suma
~ Singapore Mathematics Framework
~ Lower Primary Mathematics Curriculum
~ Mathematics Focus in Lower Primary
~ Our Teaching Approach & Focus
~ Heuristic Skills
~ Model Drawing
~ Inculcating Positive Attitude Towards Math
~ PERI Recommendations
~ Alternative Assessments
~ Learning Support for Mathematics (LSM)
Overview
Beliefs
Interest
Confidence
Perseverance
Monitoring of one’s own thinking
Selection & use of
problem solving
strategies
Knowledge skills
Reasoning,
communication,
making connections
Thinking skills and
heuristics
Numerical
calculation
Manipulation of
Mathematical tools
Data collection &
analysis Measurement Basic Numeracy,
Measurement &
Data Analysis
Primary 1 Primary 2
Numbers up to 100 Numbers up to 1000
Addition & Subtraction Addition & Subtraction
Multiplication & Division Multiplication & Division
Money Fractions
Length Money
Time Length, Mass and Volume
2D Shapes Time
Picture Graphs 2D & 3D Shapes
Picture Graphs
What is Teaching and Learning?
Teacher explains
Pupils practice
Feedback
Mathematics Focus
Teaching Consideration & Approach
Concrete-Pictorial-Abstract (CPA)
Approach
PETALS: Pedagogy, Experience of
Learning, Tone of Environment,
Assessment, Learning Content & Student-
Centredness
Mathematics Focus
1. Concrete
Manipulation of materials is crucial.
Important Theories of Learning
visualize objects that have been
handled and that are easily
imagined without any real effort.
2. Pictorial
Important Theories of Learning
Concrete (C)
Transform the pictorial to symbols
Pictorial (P)
3. Abstract
4 Abstract (A)
Important Theories of Learning
Problem Solving Skills for
Lower Primary
• I do!
Teacher explains concept and
shows an example of how the
concept it applied in a question.
• We do!
Teacher and students solve another
example together.
• You do!
Students try to solve the questions
by themselves.
Act It Out
Look For Patterns
Guess & Check
Draw A Picture
Make A List
Work Backwards
Assess students’ knowledge, basic
computation skills
and problem solving
in familiar contexts
What is Heuristic Skills?
Routine
Questions Non-Routine
Questions
Assess students’ thinking
skills and require them to
apply Mathematical
concepts in a complex situation
Look at the number pattern below.
What is the missing number?
Routine Questions
9 3, ,11 7, 5,
• Recognise the sequence – odd numbers.
• Difference between each number is
constant
Routine Questions
9, 3, 11 7, 5,
+2 +2 +2 +2
Observe the following patterns carefully. Draw the shapes that come next.
_____
Routine Questions
The shapes below form a patter.
Draw the missing shape.
Non -Routine Questions
?
• The shaded squares are placed in a
constant pattern.
• The shaded squares move 1 step to
the right each time.
Non -Routine Questions
Henry has a total of 6 parrots and dogs.
There are 20 legs altogether. How many
dogs does Henry have?
Solution:
Draw 6 circles for 6 animals.
Draw 2 lines under each circle to represent
a parrot.
20 - 12 = 8 (legs)
The extra 8 legs should come from the
dogs. Now, add in 2 more legs to four
circles. Those with 4 legs are the dogs.
4 dogs 2 parrots
Henry has 4 dogs.
When I subtract two numbers from each
other, I get 2.
When I add up the two numbers, I get 6.
What are the two numbers?
A + B = 6
0 + 6 = 6
1 + 5 = 6
2 + 4 = 6
3 + 3 = 6
6 - 0 = 6
5 - 1 = 4
4 - 2 = 2
3 - 3 = 0
The two numbers are 2 & 4.
I am a 2-digit number.
I am more than 24 but less than 31.
I can be found in both the
multiplication tables of 2 and 3.
What number am I?
Multiplication of 2 is 26, 28, 30
Multiplication of 3 is 27, 30
I am number 30.
Peter ate 3 sweets.
He gave the rest of the sweets equally to
8 friends.
Each friend received 4 sweets.
How many sweets did Peter have at first?
8 x 4 = 32
Peter has 35 sweets at first.
32 + 3 = 35
Look at the pattern below.
Follow the pattern to find the number
of sticks needed for the 5th & 7th
shape.
Number of
square 1st 2nd 3rd 5th 7th
Number of
sticks
4 8 12 20 28
• A new skill taught in Lower
Primary (P2)
• One of the strategies used in
solving word problem
• Progression from pictorial
concept to abstract concept
1.Underline important key words
2.Draw the correct model
3.Show the number statement
4.Show the working
5.Complete the word statement
Question:
I have 8 green apples and 7 red apples. How many apples do I have altogether?
Part-Whole Concept
Let’s Try!
Sam has 9 tarts.
His mother gave him 4 tarts.
How many tarts does Larry
have altogether?
Question:
I have 15 apples. 8 of them are green
apples.
The rest are red apples.
How many red apples do I have?
Part-Whole Concept
Let’s Try! Mary bought 20 eggs.
She broke 7 of them.
How many eggs does she have left?
Question
Mindy has 4 stickers. Joyce has 7
more stickers than Mindy.
How many stickers does Joyce have?
Comparison Model
Let’s Try!
Larry has 10 blue cars. He has
6 more red cars.
How many red cars does Larry have?
Question Sandra has 7 stickers. Rani has 4 stickers.
How many fewer stickers does Rani have
than Sandra ?
Comparison Model
Let’s Try! Ken has 12 sweets. He has 5 more
sweets than Cindy. How many
sweets does Cindy have?
Board games – monopoly,
checkers, sudoku
Card games – UNO, number
cards
Online games
Make Learning Math Fun – Learn Through Games
Washing dishes at home
Schedules of TV
programmes – telling time, duration
Baking – looking at
measurements of
ingredients
Make Learning Math Fun – Learn Through Activities
Grocery shopping
Playground
Make Learning Math Fun – Learn Through Activities
http://primary.asknlearn.com
www.primarygames.com
www.multiplication.com/flashgames/
http://www.metacafe.com/watch/89171
5/math_trick_for_your_fingers_easy_multiplication/
http://www.superkids.com/aweb/tools/m
ath/index.shtml
http://sg.ixl.com/math/primary-1
http://www.coolmath.com/
http://www.jigsawdoku.com/
Make Learning Math Fun - Learn Through Online Games
Make time for learning to
happen
Make sure that your child
enjoys the learning
experience
Make Learning Math Fun – Learn Through Activities
• Primary Education Review &
Implementation Committee set up to
raise quality of primary education
• Encourage schools to move away from
an overly strong emphasis on
examinations in P1 & P2, and to explore
the use of bite-sized forms of
assessment to help build pupils’ confidence and the desire to learn.
Alternative Assessments
~ Performance-Based Task
(Similar in nature to practical task)
6 April 2014
Mdm Fauziah