Primary 3, 4

Mathematics

Workshop

for Parents

20 January 2017

2.20 pm – 2.30 pm Registration

2.30 pm – 3.00 pm Hands-on-session 1

3.00 pm – 3.30 pm Hands-on-session 2

3.30 pm – 3.50 pm Hands-on-session 2

3.50 pm – 4.00 pm Question & Answer SessionFeedback

Content

Organised by:

Mathematics Department

Presenters:

Mr Goh Shu Rong

Mrs Prema Suresh

Mrs Lam-Lim S.H.

1) Hands on session 1

4 simple steps for problem solving

Part/Whole Models

2) Hands on session 2

Comparison Models

3) Hands on session 3

Stack-up Models

Objectives of the Workshop

To increase collaboration between the

school and parents in enabling students to

excel in Mathematics.

To give parents an overview of the

thinking skills, heuristics and

Mathematical concepts that students

from P2 to P3 are required to apply in

problem solving.

Steps for Problem Solving

1. Understanding the Problem

Look for information

Visualise the information

Organise the information

Connect the information

Steps for Problem Solving2. Devising a Plan (Choosing a Heuristic)

Act it out Use a diagram/model Make a systematic list Look for pattern(s) Work backwards Guess and check Use before-after concept Restate the problem in another way Simplify the problem Solve part of the problem

Steps for Problem Solving3. Carry out the Plan

• Use computational skills• Use geometrical skills• Use logical reasoning

4. Reflecting

• Checking solution• Improving on the method used• Seeking alternative solutions• Extending the method to other

problems

Model DrawingWhy?

To help the students put the given data into a more visual representation.

To help the students gain a better insight into mathematical concepts such as fractions, ratio (P5) and percentage (P5).

Model Drawing

Comparisonmodel

Example 1

8 + = 25

This problem can be represented using the following model:

8

?

25

25 – 8 = 17

Example 2

24 more than 39 is

2439

?

39 + 24 = 63

Example 3

is 13 less than 59.

13?

59

59 – 13 = 46

Example 4There were 9876 people in the zoo last Sunday.3450 were men, 3390 were women and the rest were children.How many children were at the zoo last Sunday?

3450

?

9876

3450 + 3390 = 6840

children 3390

9876 – 6840 = 3036

Try it out:Ahmad had 6743 marbles. He gave 205 marbles to John and 1273 marbles to Meiling.How many marbles did he have in the end?

1273

?

6743

205 + 1273 = 1478

Please refer to Worksheet A – Qn 1

left 205

6743 – 1478 = 5265

Try it out:

A train left Orchard Station with 919 passengers.

At the next station, 468 passengers got off the train

and another 789 passengers got on the train.

How many passengers were on the train then?

Please refer to Worksheet A – Qn 2

Try it out:A train left Orchard Station with 919 passengers.At the next station, 468 passengers got off the train and another 789 passengers got on the train. How many passengers were on the train then?

?

919

919 – 468 = 451

Please refer to Worksheet A – Qn 2

789 468

451 + 789 = 1240

got off

got on

Model Drawing

Comparisonmodel

Example 1 (NPS P3 SA2 Math Paper, 2016)Calvin has 235 stickers. David has 128 less stickers than Calvin.

(a) How many stickers does David have? (b) How many stickers must Calvin give to David so

that they have the same number of stickers?

(a) ?

David

Calvin

128

235

No. of stickers that David has = 235 - 128

= 107

(a) ?

David

Calvin

128

235

No. of stickers that Calvin has to give = 128 ÷ 2

= 64

Example 2

Sally has $250 less than Ruby.

Ruby has $125 more than Peter.

If Peter has $549,

(a)How much does Ruby have?

(b)How much does Sally have?

Sally

Ruby

$250

(a) ?

Sally has $250 less than Ruby.

Peter$125

Ruby has $125 more than Peter.

If Peter has $549,

(a) How much does Ruby have?

(b) How much does Sally have?

$549

(b) ?

Ruby (a) ?

Peter$125

$549

(a) Ruby $549 + $125

= $674

Ruby has $674.

Sally

Ruby

$250

(b) ?

$674

(b) Sally $674 - $250

= $424

Sally has $424.

Try it out:

Tom, John and Gary shared the cost of a dinner.

Tom paid thrice as much as John.

John paid twice as much as Gary.

If they paid a total of $108, How much did Tom pay?

Please refer to Worksheet B – Qn 1

Tom

John

?

Tom, John and Gary shared the cost of a dinner.

Gary

$108

Tom paid thrice as much as John.

John paid twice as much as Gary.

If they paid a total of $108, how much did Tom pay?

Tom

John

?

Peter

$108

9 units = $108

1 unit = $108 ÷ 9

= $12

6 units = $12 x 6

= $72

Tom paid $72.

Try it out:

Fuhua has $30 more than Liming.

If Fuhua spends $42 and Liming spends $10,

(a) Who will have more money left?

(b) How much more?

Please refer to Worksheet B – Qn 2

Fuhua

Liming

$42

Fuhua has $30 more than Liming.

If Fuhua spends $42 and Liming spends $10,

(a)Who will have more money left?

(b)How much more?

$10

$30

?

Fuhua

Liming

$42

$10

$30

?

$42 - $30 = $12

$12 - $10 = $2

(a) Liming will have more money left.

$12

(b) $2 more.

Have a break

Model Drawing

Stack-Upmodel

Example 1 (NPS P4 SA1 Math Paper, 2016)

A blouse and 3 identical T-shirts cost $64. If the blouse costs $20 more than a T-shirt, find the cost of 1 blouse.

?

T-shirt

$64

$20

T-shirt

T-shirt

Blouse

4 units = $64 - $20

= $44

1 unit = $44 ÷ 4

= $11

Cost of a blouse = $11 + $20

= $31

?

T-shirt

$64

$20

T-shirt

T-shirt

Blouse

Try it out: (NPS P4 SA2 Math Paper, 2015)

Jesslyn has 4 ribbons and 2 strings with a total length of 18m. Each string is 1.5 m longer than a ribbon. What is the length of each string?

Please refer to Worksheet C – Qn 1

Jesslyn has 4 ribbons and 2 strings with a total length of 18m. Each string is 1.5 m longer than a ribbon. What is the length of each string?

?

Ribbon

18 m1.5m

String

Ribbon

Ribbon

Ribbon

String

6 units = 18 – (1.5 x 2)

= 15 m

1 unit = 15 ÷ 6

= 2.5 m

2.5 + 1.5 = 4m

?

Ribbon

18 m1.5m

String

Ribbon

Ribbon

Ribbon

String

The Must’ve Approach Verbalise solutions

Get your child to tell you how he or she

solves a problem. Get your child to tell

you the steps and method.

Teach the skill on checking of answers

Get into the habit of asking if an

answer makes sense.

Highlight alternative solutions

Encourage your child to use more than

one way to solve a problem.

Create clone questions

Get your child to create another

question that can be solved using the

same steps or method.

The Must’ve Approach

Give encouragement

Praise your child for his/her effort.

Provide guidance, not the solutions

Ask questions to lead your child

towards solving the problem.

The Must’ve Approach

WHAT YOU CAN DO TO HELP YOUR CHILD

Check that your child’s work is done, at least every weekend.

Talk to your child about his or her mathematics lessons and work.

Supervise your child’s math homework.

Ask your child to teach you what he or she has learnt in school.

Take note of any communication that the teacher has sent home for your attention.

Act promptly if you feel your child does not understand any topic. Discuss the problem with your child’s teacher.

Mathematics Dept

Parents, we appreciate you taking time to attend this Mathematics

workshop. Please fill in a feedback form for our improvement.