BUKIT PANJANG PRIMARY SCHOOLPRIMARY 1 CURRICULUM SHARING13 JANUARY 2017

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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

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INTEGRITY

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