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BUKIT PANJANG PRIMARY SCHOOLPRIMARY 1 CURRICULUM SHARING13 JANUARY 2017
RESPECT
RESPONSIBILTY
RESILIENCE
INTEGRITY
COMPASSION
GRATITUDE
FUTURE LEADERS CONCERNED CITIZENSDeveloping our students holistically in a vibrant and caring environment.
RESPECT
RESPONSIBILTY
RESILIENCE
INTEGRITY
COMPASSION
GRATITUDE
MATHEMATICS
Curriculum (Mathematics) Sharing with P1 ParentsS/N Topic
1. Aims & Overview of Primary 1 Mathematics
2. P1 Mathematics Content
3. Developing Conceptual Understanding using manipulatives
4. Reasoning and Communication in Mathematics
5. Problem solving using SUPER approach
6. P1 Mathematics Assessment Plan
7. Some tips to support your child’s learning of Mathematics
8. Online Resources for Parents
Aims of Mathematics Syllabus
Laying a Strong Foundation The Primary Mathematics Syllabus aims to enable all students to:
• Acquire mathematical concepts and skills for everyday use and
continuous learning in Mathematics
• Develop thinking, reasoning, communication, application and
metacognitive skills through a Mathematics approach to problem-solving
• Build confidence and foster interest in Mathematics
OverviewPrimary Mathematics Teaching and Learning Syllabus
Overview
Source: 2013 Primary Mathematics
Teaching and Learning Syllabus
Concepts and Skills• Learning experiences to develop
deep understanding of
mathematical concepts, and
opportunities to use and practise
skills acquired
• E.g. Topical Revisions
Primary Mathematics Teaching and Learning Syllabus
Math Activities
OverviewPrimary Mathematics Teaching and Learning Syllabus
Attitudes• Learning attitudes (interest,
confidence and perseverance)
towards the learning of mathematics
• E.g. Math Activity Corner, Fun with
Math
Source: 2013 Primary Mathematics Teaching and Learning Syllabus
Math Activity Week
Math Activity Week
OverviewPrimary Mathematics Teaching and Learning Syllabus
Processes and Metacognition• Learning opportunities to acquire
and apply mathematical
knowledge
• E.g. Reasoning and
Communication package, Whiz In
Math packageSource: 2013 Primary Mathematics
Teaching and Learning Syllabus
P1 Mathematics Content
1. Numbers up to 100
1.1 counting to tell the number of objections in a given set
1.2 number notation, representation and place values (tens, ones)
1.3 reading and writing numbers in numerals and in words
1.4 comparing the number of objects in two or more sets
1.5 comparing and ordering numbers
1.6 patterns in number sequences
1.7 ordinal numbers (first, second, up to tenth) and symbols (1st, 2nd, 3rd, etc.)
1.8 number bonds for numbers up to 10
P1 Mathematics Content2. Addition and Subtraction
2.1 concepts of addition and subtraction
2.2 use of +, - and =
2.3 relationship between addition and subtraction
2.4 adding more than two 1-digit numbers
2.5 adding and subtracting within 100
2.6 adding and subtraction using algorithms
2.7 solving 1-step word problems involving addition and subtraction within 20
2.8 mental calculation involving addition and subtraction (a) within 20, (b) of a 2-digit
number and ones without renaming, (c) of a 2-digit number and tens
P1 Mathematics Content
3. Multiplication and Division
3.1 concepts of multiplication and division
3.2 use of x
3.3 multiplying within 40
3.4 dividing within 20
3.5 solving 1-step word problems involving multiplication and division with pictorial representations
P1 Mathematics Content
4. Money
4.1 counting amount of money
• in cents up to $1
• in dollars up to $100
4.2 solving 1-step word problems involving addition and subtraction of money in dollars only (or in cents only)
P1 Mathematics Content
5. Length
5.1 measuring and comparing the length of objects in non-standard units
P1 Mathematics Content
6. Time
6.1 telling time to the hour/half hour
P1 Mathematics Content
7. 2D Shapes
7.1 identifying, naming, describing and classifying 2D shapes • rectangle• square• circle• triangle
7.2 making/completing patterns with 2D shapes according to one or two of the following attributes
• size• shape• colour • orientation
P1 Mathematics Content
8. Picture Graphs
8.1 reading and interpreting data from picture graphs
Concrete- Pictorial – Abstract (CPA)
▪ This activity-based approach is about learning by doing.
▪ Students engage in activities to explore and learn mathematical concepts and skills.
▪Leong, Ho and Cheng(2015)
Concrete- Pictorial – Abstract (CPA)
▪ From concrete manipulatives and experiences, students are guided to uncover abstract mathematical concepts or results.
▪ During the activity, students communicate and share their understanding using concrete and pictorial representations.
Activity-Based LearningActivity-based learning and Performance Tasks encourage active participation by students in the learning process. It involves learning by doing, individually or in a group.
Activity-Based LearningLearning about numbers to 10
Activity-Based LearningComparing numbers using colour counters
Activity-Based LearningMeasuring and comparing the length of objects.
Activity-Based LearningTelling time from a clock face
Activity-Based Learning
Learning through songs and raps
Reasoning and Communication in Mathematics
R&CWhat is reasoning?
Reasoning is the ability to think, understand,
and form opinions or judgments that are
based on facts.
Reasoning and Communication in Mathematics
R&CWhat is communication?The imparting or exchanging of
information by speaking, writing,
or using some other medium.
(Source: Oxford Dictionary)
Reasoning and Communication in Mathematics
R&C What number makes sense?
Read the problem. Look at the numbers in the box.
Put the numbers in the blanks where you think they fit best.
Read the problem again. Do the numbers make sense?
Hui Lin has __________ books in her bag.
Her bag is heavy, so she leaves __________ books at home.
Her bag is still heavy because she still has __________ books in her bag.
2 7 9
Reasoning and Communication in Mathematics
R&C What number makes sense?
Hui Lin has __________ books in her bag.
Her bag is heavy, so she leaves __________ books at home.
Her bag is still heavy because she still has __________ books in her bag.
9
7
2
Does this answer make sense? Why or why not?
Whiz In Math (WIM)• Problem Solving Process
• Problem Solving Approach
• Assessing Problem Solving
Problem Solving Process: SUPER
• What is the problem asking
you to do?
• What are we trying to find
out?
• Can we restate the
problem in our own
words?
• What do we know?
• What do we need to do to solve the
problem?
• Do we need more information?
• Is there a hidden question?
• What strategies are useful?
• Carry out the plan.
• Apply mathematical skills,
concepts and strategies.
• Compare with the original
question.
• Does it make sense?
• Should we revise our plan to
meet all the conditions?
Teacher Guided Example Sally bought 10 apples.
She also bought 8 pears.
How many fruits did she buy?
Study and Understand the problem How many apples did Sally buy? How many pears did Sally buy? What does “fruits” mean? What are you supposed to find?
Read the problem carefully. Retell the problem. Underline or highlight the key
words. Circle the numbers. Draw a diagram of the problem.
Teacher Guided Example Sally bought 10 apples.
She also bought 8 pears.
How many fruits did she buy?
Plan the solution
Strategy to use: Draw a model Let’s find the total number of
fruits Sally bought.
Think of a method to solve the problem.
Teacher Guided Example Sally bought 10 apples. She also bought 8 pears. How many fruits did she buy?
Execute the plan
Number of fruits bought
10 + 8 = 18
Sally bought 18 fruits.
P1 Mathematics Assessment Plan
TERM 1 TERM 2 TERM 3 TERM 40% 20% 30% 50%
Non-weighted Topical Review 1 15 marks
Topical Review 2 25 marks
Non-weighted Topical Revision 3 25 marks
WeightedMathematics Review 125 marks (15%)
Performance Task 110 marks (5%)
Non-weighted Whiz In Math (WIM)
Revision 15 questions based on strategies
covered in WIM 1 to 3
Rubrics
WeightedMathematics Review 240 marks (25%)
Performance Task 210 marks (5%)
Weighted Mathematics Review 340 marks (30%)
Mathematics Review 425 marks (20%)
Some tips to support your child’s learning of Mathematics
▪ Create a homework routine
▪ Focus on effort, not mistakes
▪ Play Mathematics Games
▪ Read Storybooks Relating to Mathematics with Your Child
▪ Relate Maths to Everyday Life Situation
▪ Talk to the teacher if your child needs more help with the homework.
Online Resources for Parents
Your child’s BC
Your child’s BC
Online Resources for Parents
Online Resources for Parentshttp://www.mathplayground.com/grade_1_games.html
Online Resources for Parentshttp://www.softschools.com/grades/1st_grade/math/
Online Resources for Parentshttp://www.math-play.com/1st-grade-math-games.html
