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# WELCOME - PowerPoint PPT Presentation

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%

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## WELCOME

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WELCOME

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 ?

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
• Writing in words and figures
• Division without zero place holder

• 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