Our Mission

• To develop numeracy, reasoning, thinking skills and problem solving skills through the learning and application of mathematics

MOE Mathematics Framework(sets the direction for the teaching, learning and

assessment of mathematics)

Mathematical

Problem

Solving

Concepts

Mathematical problem solving is the central to mathematics learning. It involves the acquisition and application of mathematical concepts and skills in wide range of situations, including non-routine, open-

ended and real world problems

Concepts

• Numerical

• Algebraic

• Geometrical

• Statistical

• Probabilistic

• Analytical

Mathematical

Problem

Solving

Concepts

Use of manipulatives, hands-on activities and technological aids will be part of the learning

experiences of the pupils

Skills• Numerical calculation

• Algebraic manipulation

• Spatial visualisation

• Data analysis

• Measurement

• Use of mathematical

tools

• Estimation

Mathematical

Problem

Solving

Concepts

The development of skills proficiencies in the pupils is essential in the learning and application of mathematics

Processes

• Reasoning, communication and connections

• Thinking skills and heuristics

• Application and modelling

Mathematical

Problem

Solving

Concepts

To develop a habit of mind through applications of mathematics in

different contexts

Attitudes

• Beliefs

• Interest

• Appreciation

• Confidence

• Perseverance Mathematical

Problem

Solving

Concepts

Making learning of mathematics fun, meaningful and relevant goes a long way to inculcating positive attitudes

towards the subject

Metacognition

• Monitoring of one’s own thinking

• Self-regulation of learning

Mathematical

Problem

Solving

Concepts

To help pupils develop their problem solving abilities by encouraging them to seek alternative ways of solving the same problem, allow

them to discuss and explain how to solve a particular problem etc

P1 Mathematics Syllabus

• Whole numbers (Count, Place

values, Add, Subtract,

Multiply and Divide)

• Shapes and Patterns

• Length

• Picture Graphs

• Time & Money

Assessment

• No semestral exam

• Bite size assessment – RA (Review assessment)

• Performance Task – hands on task for more authentic experience, eg: physically using the paper clips to measure length instead of counting it on paper

P1 Holistic Assessment

Term/

Type of Assessment

RA Weightage (Frequency)

Performance Tasks

Weightage (Frequency)

Total Weightage

1

2 ���� 20% ���� 10% 30%

3 ���� 20% ���� 10% 30%

4 ���� 30% ���� 10% 40%

Total 70% 30% 100%

Formal Assessment

Sample of Performance Task

Use the paper clips to measure the following items.

Strip A is about ____________ paper clips long.

Strip B is about ____________ paper clips long.

Strip C is about ____________ paper clips long.

Length

P1 Holistic AssessmentInformal Assessment

Term/

Type of Assessment

RA Performance Tasks

Topical Worksheets

Workbook practices

1 ���� ���� ���� ����

2 ���� ���� ����

3 ���� ���� ����

4 ���� ���� ����

P1 Holistic AssessmentProgress Card

Last but not least

• The math curriculum takes on a spiral approach. Some of the concepts taught are built on concepts taught in other years

How you can help your child

• Do go through the work we have done in class with your child.

• Make the learning of mathematics fun by encouraging them to relate their addition and subtraction skills to their daily life experience.

• Encourage them to check their work for accuracy.

• Ensure that they do their homework.

• Encourage them to approach their math teachers if they encounter difficulty in understanding.

• Ensure that they have shown you their work and file it properly to facilitate revision.

Thank you