# WELCOME - PowerPoint PPT Presentation

1 / 25

WELCOME Presentation slides can be downloaded from: http://www.rivervalleypri.moe.edu.sg MATHEMATICS Continual 2 & Semestral Assessments 1 & 2 Duration : 1 hour 45 minutes Number of questions : - 45 questions FORMAT OF SA 1 Section A : Mental Sums ----- 10%

## Related searches for WELCOME

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

### Download Presentation

WELCOME

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

#### Presentation Transcript

WELCOME

Presentation slides can be downloaded from: http://www.rivervalleypri.moe.edu.sg

MATHEMATICS

Continual 2 & Semestral Assessments 1 & 2

• Duration :

• 1 hour 45 minutes

• Number of questions :

• - 45 questions

FORMAT OF SA 1

Section A : Mental Sums ----- 10%

Section B : MCQ ----- 30%

Section C : SAQ ----- 40%

Section D : LAQ ----- 20%

FORMAT OF CA 2 & SA 2

Section A : MCQ ----- 40%

Section B : SAQ ----- 40%

Section C : LAQ ----- 20%

NO MENTAL SUMS FOR CA 2 & SA 2

• Analysis of CA 1 – Areas of concern :

• (1) Whole Numbers – Comparison concept

• more than / less than.

• extra part – model not drawn so as to deduct the extra part

• Twice as much

• model not drawn to show the difference in units

• Equal units after giving away some items

• how much more at first. Give away half of your “more than” or understand that total remains the same.

• Analysis of CA 1 – Areas of concern :

• (1) Whole Numbers – Factors and Multiples

• common multiples for 2 numbers

• (1) Whole Numbers – Notation & 4 Operations

• value of digit in whole numbers

• Subtraction of the whole numbers involving renaming – zero

• Analysis of CA 1 – Areas of concern :

• (1) Whole Numbers – Give away Factors and Multiples

• common multiples for 2 numbers

• (1) Whole Numbers – Notation & 4 Operations

• value of digit in whole numbers

• Subtraction of the whole numbers involving renaming – zero

• Analysis of CA 1 – Areas of concern :

• (1) Long Answer Questions -

• did not read question carefully as each question involves more than 2 steps

• Model not drawn to show how much more for a few items, given the difference for one item.

• Analysis of CA 1 – Areas of concern :

• (1) Long Answer Questions -

• comparison model for 3 items

• Giving away concept and making sense of the difference in units, given equal amount at first.

1u 2u

23

1u

127

Areas of concern :

(2) Factors and multiples – listing

Salim has some stamps to share among his friends. If he gives each friend 6 stamps, he will have 5 stamps left. If he gives each friend 8 stamps, he will be short of 7 stamps. How many stamps does Salim have ?

6 , 12 , 18 , 24 , 30 , 36 , 40

11 , 17 , 23 , 29 , 35 , 41 , 45

8 , 16 , 24 , 32 , 40 , 48 , 54

1 , 9 , 17 , 25 , 33 , 41

Areas of concern :

• 3) Fractions

• Addition of mixed numbers with unlike denominators

• Given a fraction of a number, how to find the whole

• Application of concept of fractional parts

• Comparing unlike fractions

• Fraction sums, easily solved with models

• eg . 2 boys ate ¾ of a cake. If Boy A ate ½ of it, what fraction of the cake

• did Boy A eat ?

### Skills – re-state the problem / sets / simultaneous equation

Mrs Olivia paid \$183 for 3 blouses and 2 skirts.

Mrs Lim paid \$174 for 4 blouses and 1 skirt.

How much did 1 blouse cost ?

b b b + s s = 183

b b b b + s = 174

b b b b b b b b + s s = 174 x 2 = 348

b b b b b = 348 – 183 = 165

b = 33

### Skills – model drawing

1) James sold 1240 cans of soft drinks on Saturday.

He sold 4 times as many cans on Saturday as on Sunday.

How many bottles were sold on both days ?

2) Johan had 3 times as much money as Peter at first.

After he spent \$20 and Peter received \$10 from his mother,

both boys had the same amount of money.

How much did Peter have at first ?

### Skills – model drawing

• Raju had 5 times as much money as Ali at first. When Raju gave Ali \$96, Raju ended up with the same amount of money as Ali. How much money did Raju have at first? R

A

96

Peter paid a total of \$286 for 4 pairs of shorts and 5 hats.

Each hat cost \$23 more than a pair of shorts.

How much did 1 hat cost?

286 – 23 – 23 – 23 – 23 – 23 = 171

9 u = 171

1 u = 19

• Analysis of CA 1 – Area of strength :

• Place value of numbers

• Order of numbers

• Common factors

• Reading table

• Writing in words and figures

• Division without zero place holder

• Follow up :

• Structured remedial classes with emphasis on the areas of concern

• Extra practise papers for revision

• Worksheets to help pupils practice model drawing and listing

• Diagnostic tests for core topics

• More consolidation of concepts and skills in teaching.

• Strengthening on the teaching and learning of problem solving

What parents can do :

• Ensure children do work given by teachers.

• Help children to master the tables.

• Ensure children make use of all heuristics taught by teachers.

• Motivate and encourage your children.

• Encourage children to share and reflect on what they have been taught in school for that day.

## USE OF CALCULATORS IN PRIMARY SCHOOLS

### RATIONALE

Use of Calculators in Primary Mathematics

• Widen the range of teaching and learning approaches.

• Achieve a better balance between the emphasis on computational skills and problem solving skills.

• Help pupils, particularly those with difficulty learning Mathematics, develop greater confidence in doing Mathematics.

### 2007 SYLLABUS

Use of Calculators in Primary Mathematics

• The 4 operations will continue to be emphasized at all levels. This will ensure that pupils develop basic numeric

skills and acquire a strong foundation in arithmetic.

• Estimation and mental calculation skills will continue to be part of the syllabus, as these skills are required to check the reasonableness of answers obtained from calculators.

### IMPLEMENTATION IN RVPS

Use of Calculators in Primary Mathematics

• School will order calculators either after SA 2 or in 2011 so that all pupils will use the same model.

• Pupils will be taught the use of calculators.

• For 2010, the school is using Casio FX 95 SG plus

### CHANGES IN P5 FORMAT

Use of Calculators in Primary Mathematics

Paper 1 – Non-calculator component to ensure that

important computational skills continue to receive

emphasis (40% - 50 min paper)

Paper 2 – allows the use of calculators (60% - 1h 40 min paper)

Both papers will be taken on the same day with an administrative break between the paper.

### ENRICHMENT PROGRAMME

• Math Olympiad next term

• P4 Learning Journey integrating Maths and Science

• Maths Day