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Curriculum BriefingP5 Foundation Mathematics
Vision
A community of confident and motivated pupils who are both effective problem solvers and
team players.
Mission
To equip pupils with the necessary mathematical knowledge and skills for everyday life and for continuous learning in mathematics
and related disciplines.
Mathematic al
P roblem
S olving
Concepts
Mathematic al
P roblem
S olving
Concepts
R easoning,
communication &
connections
Thinking skills &
heuristic s
Applic ation & modelling
ion
C onfidence
Pers everance
B eliefs
Interest
Appreciation
C onfidence
Pers everance
Monitoring of one’s own thinking Self-regulation of learning
Numerical calculation Algebraic manipulationSpatial visualizationData analysis MeasurementUse of mathematical tools Estimation
Numerical AlgebraicGeometricalStatistical Probabilistic Analytical
MATHEMATICS CURRICULUM FRAMEWORK
PSLE Format
• Paper 2 allows pupils the use of calculators to solve problems.
• Only calculators that are approved by SEAB will be allowed for use in the examinations.
( Casio fx - 95SG PLUS)
• The list of approved calculators is available on the
SEAB website - http://www.seab.gov.sg
When are pupils assessed? Non-weighted Assessments Weighted Assessments
Term 1 to Term 4 • Hands-on activities• Maths Practices
eg. workbook exercises, class worksheetsheuristics worksheets
• Mental Sums• Mock Tests• Questioning and Feedbacks
• Mid Year Exam (SA1)• Year End Exam (SA2)
* Dates and details will be provided
Types of Assessments
Exam Format Duration Item Type Total
Marks
Paper 1
Calculator is
not allowed.
Booklet A 1h MCQ 10 x 1m
10 x 2m
30 m
Booklet B Short-
answer
10 x 2m 20 m
Paper 2
Calculator is allowed.
1h Short-
answer
10 x 2m 20 m
Long-
answer
3m,4m
6 questions
20 m
Total 46
questions
90 m
Note: Both papers will be scheduled on the same day with a break between the 2 papers.
Good Time Management is ImportantPaper 1
( 60 min)30 Questions Average Time spent
for each QuestionTime left for checking
answers
1 min( 1 x 30 = 30 )
30 min
2 min( 2 x 30 = 60 )
No time to check!
Paper 2(60 min)
16 Questions Average Time spent for each Question
Time left for checking answers
3 min( 3 x 16 = 48 )
12 min
4 min( 4 x 16 = 64 )
No time to finish and check!
Ratio
Whole Numbers
Measurement
Geometry
DataAnalysis
Whole Numbers
Measurement
Geometry
DataAnalysis
Fractions
Whole Numbers
Measurement
Geometry
DataAnalysis
Decimals
Whole Numbers
Measurement
Geometry
Data Analysis
Whole Numbers
Measurement
Geometry
DataAnalysis
Percentage
Speed
Fractions Fractions Fractions
DecimalsDecimals
Percentage
RatioRatio
Primary 1 Primary 2 & 3 Primary 4 Primary 5 Primary 6
Spiral Approach Math Curriculum
What is Problem - Solving?
Problem - Solving is the ability to handle unusual situations where routine procedures are not available.
(1) Routine questions :
Assess pupils’ knowledge,
basic computation skills and
familiar word problems
The figure below shows a rectangle. What is its perimeter ?
Example
7 cm
10 cm
Perimeter (10 + 7) cm x 2
= 34 cm
Assess pupils’ Thinking Skills and
require pupils to show competencies
that are beyond computational
proficiency
(2) Non- Routine questions:
Example
The figure below is made up of 3 squares of different sizes. Line AB is a straight line, measuring 10 cm. Find the perimeter of the figure.
A B
= 10 cm
Perimeter of the figure 10 cm x 4
= 40 cm
4 STEPS FOR PROBLEM-SOLVING: POLYA’S MODEL
Step1: Understanding the Problem.• What are the key words?• What are the conditions to be met?• How would you describe the problem in your own words?
Step 2: Devising a Plan• Select the strategy to solve the problem. More than one strategy may be adopted.• Try common heuristics
(Model drawing, make a list, make a table, draw a diagram, find a pattern, guess and check, work backwards, logical thinking)
Step 3: Carrying out the Plan.• Use computational skills – add, subtract, multiply, divide• Use mathematical tools – ruler, compass, protractor• Apply formula eg. Distance = Speed x Time• Use thinking skills
Step 4: Checking• Read your question again to make sure you have answered the question.• Check the working step by step.• Start with your answer and work backwards and check if the results satisfy the given
conditions.
Problem Solving Heuristicsare general methods or strategies of achieving a solution to a given
problem.
Whole School Heuristics Approach
No. Heuristics P1 P2 P3 P4 P5 P6
1 Model Drawing: Part and Whole √ √ √ √
2 Model Drawing: Comparison √ √ √ √
3Model Drawing: Multiplication and Division √ √
4 Model Drawing: Before and After √ √ √ √
5 Systematic Listing √ √ √ √ √ √
6 Find a Pattern √ √ √ √ √ √
7 Draw a Diagram √ √
8 Restate The Problem √
9 Guess and Check √ √ √ √
10 Working Backwards √ √ √
11 Make an Assumption √ √ √
Presentation of Answers
Alicia bought 8 plates and 5 cups. Each cup
cost $2.50 and each plate cost $4.90 more
than a cup. How much did she pay altogether?
(To use → instead of ‘=‘ to show a relationship )
5 cups $2.50 x 5
= $12.50
1 plate $4.90 + $2.50
= $7.40
8 plates $7.40 x 8
= $ 59.20
Total $59.20 + $12.50
= $71.70
Ans: $71.70
(To insist on writing caption or sentence tag)
In a donation drive, 40 volunteers helped to distribute some
Goodie bags. Each man distributed 4 bags while each woman distributed 3 bags. The men distributed 34 more bags than the women. How many men were there? (Use Guess & Check)
No. of
men
No. of bags
dist. by men
No. of
women
No. of bags
dist. by women
Difference Check if the
difference is 34
40 40 x 4 = 160 0 0 160– 0 =
160
X
39 39 x 4 = 156 1 1 x 3 =3 156 – 3 =
153
X
22 22 x 4= 88 18 18 x 3 = 54 88 – 54 = 34
Decrease
By 7
Difference 160 – 34 = 126Groups of 7 126 ÷ 7 = 18Number of women 18Number of men 40 – 18 =22
Ans : 22 men
• Headings, Working and Condition for Checking must be shown clearly.
• Include answer statement.
Angles in Geometric Figures
C
In the figure below, ABCD is a square, AED is an equilateral triangle
and BFD is a straight line. Find AFB.
E60O
F
B
D
A
DAE = 60o ( )
ADF = 45o
AFD = 180o – (60o + 45o ) = 75o
AFB = 180o –75o = 105o
To state reasons
wherever possible
60°
45°
?
Draw a Timeline
A movie started at 11.45 a.m. The movie was 2 hours and 25
minutes long. What time did the movie end?
11.45 a.m. 12.45 p.m. 1.45 p.m.
1h 1 h 15 min
2p.m.
10 min
2.10p.m.
The movie ends at 2.10 p.m. Ans: 2.10 p.m.
11.45 + 2h 25 mins 2.10p.m.
Pupils are expected to1. set own goals – know what they want to achieve
2. complete and hand in work on time
3. present solutions in an organised way, showing important steps or workings and standard units (km, l)
4. take note of their mistakes in their work and docorrections
5. go through their answers and check them carefully
6. seek help from teacher to clarify any doubts
Codes Representations
WM Wrong method to arrive at the same answer
CC Careless calculation (method is correct)
TE Transfer Error (within solution)
MR Misread (From question to solution)
MC Missing sentence tags/captions
Common codes used during marking of Maths questions/word problems
Support from Parents
1. To ensure your child attend school regularly and punctually
2. School work is to be done first3. Guide and not tell them how to do the work4. Time management – help to administer each revision
Paper 1 and Paper 25. To ensure no calculators is used in daily work unless
calculator logo is indicated6. Talk about Maths as used in day-to-day situation7. Should you have any concerns, do make an
appointment to see your child’s teacher to discuss8. If your child/ward has difficulty with her homework, do
not give her the answers but guide her with questions and indicate on the homework ‘assisted’ or ‘guided’.
Programmes and Activities• Maths @ Recess Games
• Maths Quiz
• HGS e-Learning portal: MC Online:
http://www.mconline.sg
Primary 6 Mathematics Quiz
Look at the Algebra Magic Square below. The sum along
each row, column and diagonal equals to the same magic
sum. Some of the expressions have fallen off the square.
Fill in the blanks to make the square magic again!
2
x + 2
2 x + 2
3
Maths GamesEvery Monday during recesses
+Venture in Maths Magazine