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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

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



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Continual 2 & Semestral Assessments 1 & 2

  • Duration :

  • 1 hour 45 minutes

  • Number of questions :

  • - 45 questions


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FORMAT OF SA 1

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

Section B : MCQ ----- 30%

Section C : SAQ ----- 40%

Section D : LAQ ----- 20%


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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


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  • 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.


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  • (1) Whole Numbers – Notation & 4 Operations

  • value of digit in whole numbers

  • Subtraction of the whole numbers involving renaming – zero


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  • (1) Whole Numbers – Notation & 4 Operations

  • value of digit in whole numbers

  • Subtraction of the whole numbers involving renaming – zero


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  • 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.


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1u 2u

23

1u

127


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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


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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 ?


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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


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Skills – model drawing equation

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 ?


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Skills – model drawing equation

  • 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


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  • Follow up : equation

  • 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


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What parents can do : equation

  • 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.



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RATIONALE equation

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.


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2007 SYLLABUS equation

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.


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IMPLEMENTATION IN RVPS equation

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


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CHANGES IN P5 FORMAT equation

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.


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ENRICHMENT PROGRAMME equation

  • Math Olympiad next term

  • P4 Learning Journey integrating Maths and Science

  • Maths Day


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