Nan Chiau Primary School · Nan Chiau Primary School. ... •collecting and using of evidence;...

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Science Workshop for ParentsPrimary 3 & 4 (Lower Block)

Nan Chiau Primary School

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ts Objectives of Science Workshop

• Understand how your child learn Science in school

• Science curriculum and syllabus

• Equip you with some skills and techniques to coach your child in the learning of Science

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ts Overview of Workshop1. MOE Science curriculum framework

2. Scientific Inquiry and 5E Model

3. MOE Science Primary Syllabus

4. Topics covered in lower block

5. Examination format and Time management

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ts Overview of Workshop6. Techniques in answering MCQ

7. Techniques in answering open-ended questions

8. Techniques in checking the paper

9. Common misconceptions

10. Support from parents

11. Q and A

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ts 1. Science Curriculum FrameworkMOE Science curriculum nurtures students to

• be curious in exploring their natural and physical world around them with joy.

• develop deep understanding of Science concepts, principles and theories

• Acquire process skills and methodologies to solve problems.

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ts 2. Scientific Inquiry• Scientific inquiry is

defined as the activities and processes which scientists and students engage in to study the natural and physical world around us.

• Learning science as inquiry goes beyond merely presenting facts.

BSCS 5E Instructional

ModelInquiry-based Instructional Strategy

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ts 2. Scientific Inquiry• Students must be

actively engaged in

• collecting and using of evidence;

• formulating and communicating explanations with scientific concepts to new situations.

BSCS 5E Instructional

ModelInquiry-based Instructional Strategy

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2. Nan Chiau Science DepartmentInquiry-based Seamless Learning• Based on the inquiry-based approach

• Uses the Science syllabus 5E Instructional Model

• Re-designed the curriculum to bridge the gap between theory and practice with the affordances of technology

• Enables students to foster self-directed learning, and develop deep learning

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Process Skills• Observing

• Comparing

• Classifying

• Using apparatus and equipment

• Communicating

• Inferring

• Predicting

• Analysing

• Generating possibilities

• Evaluating

• Formulating hypothesis

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Topics Covered (Primary 3)Term Theme Topic

1

Diversity

Classification: Living & Non-living things(D1)Animals (D3)

Plants (D2)Fungi and bacteria (D4)Exploring Materials (D5) 2

3 SystemsYour Amazing Body as a System (S1) Plants and their parts (S2)

4 Cycles

Life cycles of some animals (C1) Life cycle of plants (C2)Revision of P3 topics

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ts Examination Format (Primary 3)

**Each open-ended question carries 2, 3 or 4 marks.

Level Item typeNumber of questions

Number of marks per question

Duration

SA1 Multiple-choiceOpen-ended

156 - 7

3020

1h


2410 -11

4832

1h 30min

50

80

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Topics Covered (Primary 4)

Term Theme Topic

1 CyclesMatter (C3)

2 InteractionsMagnets and their Characteristics (I1)Making Magnets (I2)

3 EnergyHeat and Temperature (E2)Effects of Heat (E3)

4 EnergyLight and Shadow (E1)Revision of P3 and P4 topics

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ts Examination Format

**Each open-ended question carries 2, 3, 4 or 5 marks.

Level Item typeNumber of questions

Number of marks per question

Duration


2410-11

4832

1h 30min

SA2 Multiple-choiceOpen-ended**

2812-13

5644

1h 45min

80

100

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Examination Format(P3 SA1)

• Time Duration (1 hr)

• Booklet A (15 MCQ) – 20 to 25 minutes

• Booklet B (6 - 7 OE) - 30 – 35 mins

• About 5 to 10 minutes of checking time

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Examination Format(P4 SA1 and P3 SA2)

• Time Duration (1 hr 30 min)

• Booklet A (24 MCQ) – 30 to 35 min

• Booklet B (10 -11 OE) - 45 to 50 min


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Examination Format(P4 SA2)

• Time Duration (1 hr 45 min)

• Booklet A (28 MCQ) – 40 to 45 min

• Booklet B (12 – 13 OE) - 50 min – 1 h


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ts 6. Techniques in MCQ

• Get your child to identify the contextual clues by circling, underlining or highlighting them.

• The purpose of underlining/highlighting parts of a text is to make the information stand out.

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ts 6. Techniques in MCQRemind your child to • Link the question to the

topic that was taught- What topic is the question from?

• Recall the concepts taught.- What concepts have I

learnt?• Ask your child whether

they understand what the question is asking.- What does the question want from me?

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ts 6. Techniques in MCQ

•Method of elimination•Instead of finding the correct response, it will be easier to eliminate the incorrect distractors to avoid confusion.

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Which of the following are true for all mammals?

A: They have hair.

B: They live on land only.

C: They give birth to their young alive.

D: They feed their young with the mother’s milk.

(1) A and C only

(2) A and D only

(3) B and C only

(4) B and D only

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Which of the following are true for all mammals?

A: They have hair.

B: They live on land only.

C: They give birth to their young alive only.

D: They feed their young with the mother’s milk.

(1) A and C only

(2) A and D only

(3) B and C only

(4) B and D only

Topic P3 Classification of animals

Recall

concepts

Characteristics of mammals

- Have hair

- Give birth to young alive

- Lay eggs

- Feed young with milk

- Live on land and in water

Aim of

Question

True statements for All

mammals

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tsThe diagram below shows the human digestive system.

No digestion takes place in ________.

(1) A and B only

(2) B and D only

(3) C and E only

(4) A, C and E only

C

B

A

E D

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tsThe diagram below shows the human digestive system.

No digestion takes place in ________.

(1) A and B only

(2) B and D only

(3) C and E only

(4) A, C and E only

C

B

A

E D

Topic P3 Digestive System

Recall

concepts

Digestion starts at the

mouth and ends at the small

intestine.

Aim of

Question

Parts that have no digestion

taking place

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7. Answering Science

Open-ended Questions

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7. General Examination Techniques

Do not leave any question unattempted.

Avoid spending too much time on any particular

question.

Advise your child to move on if they find any

question too challenging for him/her.

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Using

TRACCERto answer Science

Open-endedQuestions

7. Techniques in Open-ended

T R A C C E RTopic Recall Aim Compare Claim Evidence Reason

What topicis the

question from?

What conceptshave I learnt?

What does the question want from

me?

Is there a need to makecomparison?

If yes, should I use

comparativeor

superlativeterms?

What is the choice made

to the question?

What can I observe /

gather from the question to support the claim?

Whichconcept(s) help(s) to explain the evidence to support the

claim?

Copyright © 2017 Nan Chiau Primary School

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Examples of Open-ended questions

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TRACCER Framework

Topic P4 Matter and P3 Materials

Recall concepts • Solids and liquids occupy space.• Waterproof objects cannot absorb

water.

Aim of Question

Which beaker has the waterproof ball?

Compare Compare the water level among the 4 beakers, Q, R, S and T (Superlative terms)

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[C] Beaker T.[C] Beaker T.

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TRACCER Framework

Topic P4 Matter and P3 Materials

Recall concepts • Solids and liquids occupy space.• Waterproof objects cannot absorb

water.

Aim of Question

Which beaker has the ball that is made of a material most suited to make towel?

Compare Compare the water level among the 4beakers, Q, R, S and T (Superlative terms)

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TRACCER Framework

Claim Beaker Q.

Evidence Water level at the end of the experiment is the lowest.

Reason • The ball in Beaker Q absorbed the most amount of water.

• The most absorbent material is needed to be used to make a towel so that we can dry our body the fastest.

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[C] Beaker Q. [E] Its water level at the end of the experiment is the lowest, showing that it absorbed the most amount of water. [R] Towel is the most absorbent material allowing us to dry our body the fastest.

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AnotherOpen-ended question

Topic

Recall concepts

Aim of Question

Compare

Claim

Evidence

Reason

Topic Heat

Recall concepts Good conductors of heat conduct heat away from a

heat source faster.

Aim of Question Which liquid, A or B, is a better conductor of heat?

Explain.

Compare Compare temperature of water in both beakers, A

and B. (Comparative terms)

Claim Liquid A

Evidence Temperature of Liquid A is higher at the end of the

experiment.

Reason Liquid A could conduct heat away from the stove

faster.

Which liquid, A or B, is the better conductor of heat? Explain your answer.

[C] Liquid A. [E] The temperature of Liquid A is higher at the end of the experiment.[R] Liquid A could conduct heat away from the stove faster.

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TRACCER is…Topic

Recall relevant concepts

Aim

Claim (the choice made)

Compare (using either comparative or superlative terms)

Evidence (the data / clues in the question)

Reason (the Science concepts that connects the evidence to support your claim)

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Techniques in Checking Open-ended Questions

READ the written answer again and check whether you have all the points required.

Check if you have answered SPECIFICALLY to what the question is asking. Do not use general statements.

Check if you have USE scientific terms in your Reason

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Common Misconceptions

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Science MisconceptionsA plant needs sunlight, air and water to survive.

A plant needs food, air and water to survive. It needs sunlight to make food.

Fungi are plants.

Both fungi and non-flowering plants reproduce by spores. However, fungi are not plants.

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A chicken has 3 LIFE CYCLES.

A chicken has 3 stages of growth in its life cycle.

A frog has 5 stages of growth in its life cycle.

A frog has 3 stages of growth in its life cycle.

Science Misconceptions

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The number of stages of growth in the life cycle determines the life span of the animal. For instance, a 4-stage life cycle butterfly has a longer life span than a 3-stage life cycle chicken.

The number of stages of growth in the life cycle DOES NOT determine the life span of the animal. The life cycle simply tells us the specific stage of growth of a particular living thing.


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The mass of the object depends on its size.

Mass of object depends on the amount of

substance in the object. For instance, a piece

of A4 size paper is much bigger than a

marble. That does not mean that the paper

has more mass than the marble.


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When more air is pumped into a container, the

volume of air remains constant. Thus, mass of

air in the container is constant too.

When more air is pumped into a container, the

volume of air remains constant as air can be

compressed. Since there is presence of more

air in the container, the total mass of air would

increase.


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When an object expands, the mass increases

too.

When an object expands, the volume

increases but the mass remains the same.

The magnetic object attracts the magnet.

A magnet attracts the magnetic object.


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Amount of heat and temperature is the same.

Heat and temperature are 2 different concepts.

50 ml of water at 100oC has MORE HEAT than

20 ml of water at 100oC.

The ice cubes in a glass melted because they

have lost its coldness.

The ice cubes in a glass melted because they

have gained heat from the glass as well as the

surrounding.


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When I touch a door knob, my hand feels cold

as coldness is transferred to my hands.

When I touch a door knob, my hand feels cold

as heat from my hand is transferred to the

door knob.


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ts 9. Support at Home• Provide a conducive environment for your child

to do work.

• KEEP all P3, P4 resources for revision.

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ts 9. Support at Home• MAKE Science relevant in your daily lives

through observations around him/her and make links to Science .

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ts 9. Support at Home• VISIT the Science centre, nature reserves etc…

• WATCH educational programmes on television

e.g. Animal Planet, Magic School Bus etc…

• READ non-fiction books & publications e.g, Singapore Scientists, National Geographic Kids etc…

Primary 3 & 4 Mathematics

Workshop for Parents24 March 2017

IntroductionLevel Heads

Mrs Wong Puay Leng

[email protected]

Mdm Lin Xiuyue

[email protected]

P3/P4 Mathematics Workshop for Parents

Outline

1. Mathematics Framework and Syllabus

2. Polya’s 4-steps to Problem Solving

3. Problem-solving Heuristics

4. Identify your child’s area of concern

5. Supporting your child in the learning of

Mathematics

Mathematics Framework

Monitoring of one’s own thinking

Self-regulation of learning

Reasoning, communication

and connections

Applications and modelling

Thinking skills and heuristics

Numerical

Algebraic

Geometric

Statistical

Probabilistic

Analytical

Numerical calculation

Algebraic manipulation

Spatial visualisation

Data analysis

Measurement

Use of mathematical tools

Estimation

Beliefs

Interest

Appreciation

Confidence

Perseverance


Development of

Comprehensive

Lesson

packages

real-life experiences

to explore

possibilities and

make connections

Use of affordances of

ICT to learn

anywhere anytime

Student-centric activities

to discover, reason &

communicateCustomised videos with

authentic situations to

stimulate thinking

Develops self-directed

learning and collaborative

learning through inquiry-

based approach

New pedagogical

strategies with

integration of 5E

Instructional Model &

Concrete-Pictorial-

Abstract approaches

RC² (Reasoning, Communication, Collaboration)

Area_and_Perimeter.mp4

Area_and_Perimeter.mp4


School Math Assessments

• Term 1 (Revision Paper)

• Term 2 (SA1)

• Term 3 (Revision Paper)

• Term 4 (SA2)

Weighting details (Pri 3 – Mathematics)

Percentage for End-Of-Year Overall Assessment

Term Formative Assessment Weighting Final

1 - - Semester 1

40%2

(SA1)

Main Paper = 80 marks 40%

3 - - Semester 2

60%

4

(SA2)


Overall 100%

P3 Mathematics Examination Format

Section Item Type Number of

questions

Number of

marks per

question

Number of

marks

Total

number of

marks

Duration

A Multiple-

choice6 1 6 30 1 h 45 min

12 2 24

B Short-

answer15 2 30 30

C Structured/

Long-

answer

4 3 12 20

2 4 8

39 - 80

Term Formative Assessment Weighting Final

1 - - Semester 1

40%2

(SA1)


3 - - Semester 2

60%

4

(SA2)


Overall 100%

Percentage for End-Of-Year Overall Assessment

Weighting details (Pri 4 – Mathematics)

P4 Mathematics Examination Format

Section Item Type Number of

questions

Number of

marks per

question

Number of

marks

Total

number of

marks

Duration

A Multiple-

choice14 2 28 28 1 h 45 min

B Short-

answer21 2 42 42

C Structured

/ Long-

answer

2 3 6 30

6 4 24

43 - 100

P3/P4 Mathematics Workshop for ParentsTopics P3 sub-topics P4 sub-topics

WHOLE

NUMBERS

- Numbers up to 10 000

- Addition and subtraction

- Multiplication and

division

- Mental calculation

- Numbers up to 100 000

- Multiplication and division

- Four operations

- Factors and multiples

FRACTIONS - Equivalent fractions


- Mixed numbers and

improper fractions


- Fraction of a set of objects

DECIMALS - Decimals up to 3 decimal

places


- Multiplication and division


Topics P3 sub-topics P4 sub-topics

MEASUREMENT - Length, mass and

volume

- Time

- Money

- Area and perimeter

- Time

- Money

- Area and perimeter

GEOMETRY - Perpendicular and

parallel lines

- Angles

- Perpendicular and parallel

lines

- Angles

- Rectangle and square

- Symmetry

DATA ANALYSIS - Bar graphs - Tables

- Line graphs

Outline

1. Mathematics Framework





Mathematics


Polya’s 4-steps to Problem Solving

1. Read & Understand the Problem

2. Devise a Plan

3. Carry out the Plan

4. Reflect on your answer


Outline

1. Mathematics Framework





Mathematics


Thinking Skills & Heuristics

• To give a representation

e.g. draw a diagram, make a systematic list, use

equations

• To make a calculated guess

e.g. guess and check, look for patterns, make

suppositions

• To go through the process

e.g. act it out, work backwards, before & after

• To change the problem

e.g. restate the problem, simplify the problem,

solve part of the problem


Problem Solving

Heuristics

Model Drawing

There were 250 apples.

The number of oranges was 36 more than the

number of apples.

How many oranges were there?

Example 1a Understand * Devise a plan * Carry out * Reflect

Apples

250

Oranges

?

36250 + 36 = 286

Answer: 286 oranges

There were 286 oranges.


The number of oranges was 36 more than the

number of apples.

How many fruits were there?

Example 1b Understand * Devise a plan * Carry out * Reflect

Apples

250

Oranges

?

36250 + 36 = 286 (oranges)

Answer: 536 fruits

?250 + 286 = 536 (A + Or)

There were 536 fruits.


There were 4 times as many pears as apples.

The number of oranges was 36 less than the number

of pears. How many fruits were there altogether?

Example 1c Understand * Devise a plan * Carry out * Reflect

250

A

P

Or

?

36

1 unit = 250 (Apples)

4 units = 250 x 4

= 1000 (Pears)

1000 – 36 = 964 (Oranges)

250 + 1000 + 964

= 2214

Answer: 2214 fruits



There were 4 times as many pears as apples.

The number of oranges was 36 less than the number

of pears. How many fruits were there altogether?


250

A

P

Or

?

36

1 unit = 250

9 units = 250 x 9

= 2250

2250 – 36 = 2214

Answer: 2214 fruits


Method 2

36

Mrs Tan paid $32 for a cup and a bowl.

Each bowl cost 3 times as much as each cup.

How much did she pay for each cup?


Answer: $8

1 cup

1 bowl$32

4 units = 32

1 unit = 32 4 = 8

?

Each cup cost $8.

Mrs Tan paid $32 for a cup and a bowl.


How much did she pay for each bowl?


Answer: $24

1 cup

1 bowl$32

4 units = 32

1 unit = 32 4 = 8

?Each bowl cost $24.

3 units = 8 x 3 = 24

Mrs Tan paid $72 for 3 cups and 2 bowls.


How much did she pay for each bowl?


Answer: $24

9 units = 72

1 unit = 72 9 = 8

Each bowl cost $24.

3 units = 8 x 3 = 24

OR

8 + 8 + 8 = 24

1 cup

1 bowl

1 bowl

1 cup

1 cup

$72

May had 80 mangoes. She sold 𝟏

𝟒of them.

(a) How many mangoes did she sell?

(b) How many mangoes were not sold?


Answer: a) 20

b) 60

a) She sold 20 mangoes.

80

sold ?

4 units = 80

1 unit = 80 4

= 20

3 units = 20 x 3

= 60

OR 20 + 20 + 20 = 60

OR 80 – 20 = 60

?

b) 60 mangoes were not sold.

A company has 350 workers. 𝟐

𝟓of the workers are male.

How many female workers are there?


Answer: 210 female

There are 210 female workers.

350

male female

?

5 units = 350

1 unit = 350 5

= 70

2 units = 70 x 2 = 140 (Male)

350 – 140 = 210

OR 3 units = 70 x 3

= 210

𝟐

𝟗of Anne’s balloons are yellow and the rest are

pink. She has 147 pink balloons, how many balloons

does she have altogether?


Answer: 189 balloons

She has 189 balloons.

147

7 units = 147

1 unit = 147 7 = 21

9 units = 21 x 9 = 189

?

A telephone and a radio cost $210.

The telephone cost 𝟑

𝟒as much as the radio.

How much does the radio cost?

Example 4 Understand * Devise a plan * Carry out * Reflect

Answer: $120

The radio cost $120.

T

R$210

?

7 units = 210

1 unit = 210 7

= 30

4 units = 30 x 4

= 120

Repeated Identity Concept

Repeated Identity Concept

Repeated Identity

• Same quantity is repeated;

the amount of the same

quantity will be the same

Clara, Kenneth and Rauf had a total of 104 stamps.

Clara had 8 more stamps than Kenneth and

Rauf had 40 more stamps than Clara.

How many stamps did Rauf have?


Clara

Kenneth

8

Rauf 8 40

104

Make the units equal

40 + 8 + 8 =56

104 – 56 = 48

3 units = 48

1 unit = 48 ÷ 3 = 16

16 + 8 + 40 = 64

Rauf had 64 stamps.

Clara, Kenneth and Rauf had a total of 104 stamps.

Clara had twice as many stamps as Kenneth and

Rauf had 24 more stamps than Clara.

How many stamps did Rauf have?


Clara

Kenneth

Rauf 24

104

Make the units equal

104 – 24 = 80

5 units = 80

1 unit = 80 ÷ 5 = 16

2 units = 16 x 2 = 32

32 + 24 = 56

Rauf had 56 stamps.

Answer: 56

At a funfair, there were thrice as many adults as children

and four times as many boys as girls.

There were 88 more adults than boys,

how many people were at the funfair?


Adults

Children

boys girls

(Adults) 15 units

(Boys) 4 units

(Girls) 1 unit

15 units – 4 units = 11 units

11 units = 88

1 unit = 88 ÷ 11 = 8

15units + 4units + 1unit = 20units

20 units = 20 x 8 = 160

There were 160 people.Answer: 160

Alice and Bernice saved $75 altogether.

Alice and Carol saved $145 altogether.

Carol saved thrice as much as Bernard.

How much did Alice save?


A + B

A + C

1u

1u 1u 1u

$75

$145

?

145 – 75 = 70

2 units = 70

1 unit = 70 ÷ 2 = 35

75 – 35 = 40

Alice saved $40.

Answer: $40

Equal Concept

‘equal’ can be from the beginning

or at the end

Equal Concept

There were an equal number of sweets in Bag A and Bag B.

After 8 sweets were taken out from Bag A and put into Bag B,

there were 36 sweets in Bag B in the end. How many sweets

were there in each bag at first?


Answer: 28 stamps

A

B

36

8

88

?

8

36 – 8 = 28

There were 28 sweets in

each bag at first.

There were an equal number of sweets in Bag A and Bag B.

After 8 sweets were taken out from Bag A and put into Bag B,

there were 36 sweets in Bag B in the end.

(a) How many more sweets were there in Bag B than Bag A in

the end?

(b) How many sweets were there in Bag A in the end?


Answer: a) 16 sweets

b) 20 sweets

A

B

36

8

88

?

8 + 8 = 16

a) There were 16 more sweets

in Bag B than Bag A in the end.

36 – 16 = 20

b) There were 20 sweets in Bag

A in the end.

?

Jack and Vin had the same amount of money at first.

After Jack spent $48 and Vin received $12,

Vin had 4 times as much money as Jack in the end.

How much money did each of them have at first?


Answer: $68

Jack

Vin

4 units

48

1248

1 unit 4 units – 1 unit = 3 units

48 + 12 = 60

3 units = 60

1 unit = 60 ÷ 3 = 20

20 + 48 = 68

OR

4 units = 20 x 4 = 80

80 – 12 = 68

Each of them had $68 at first.

1 unit

1 unit

3 units

May had 5 times as many stickers as Jane.

After May gave away 88 stickers and

Jane lost 8 stickers, they had the same number of stickers left.

How many stickers did each of them have in the end?


Answer: 12

May

Jane

88 – 8 = 80

4 units = 80

1 unit = 80 ÷ 4 = 20

20 – 8 = 12

Each of them had 12 stickers

in the end.

8

88 gave away

8 1u 1u 1u 1u

Before & After

Identify the changes when 1

quantity remains the same.

Solve word problems involving

one unchanged quantity concept.

Before & After:

One Unchanged Quantity Concept

Jane had 12 more pies than Clara at first.

After Jane had eaten 4 pies,

she had twice as many pies as Clara in the end.

How many pies did Clara have?

Example 12

Jane

Clara

1 unit = 12 – 4 = 8

Clara had 8 pies.

1 unit

1 unit

12

Understand * Devise a plan * Carry out * Reflect

\ 4

1 unit

Answer: 8 pies

8

Andy had twice as many stamps as Ben at first.

After Ben had used 15 stamps,

Andy had 4 times as many stamps as Ben.

How many stamps did Andy have?


Answer: 60 stamps

Andy

Ben

2 big units = 4 small units

(Ben) 1 big unit = 2 small units

2 small units – 15 = 1 small unit

1 small unit = 15

4 small units = 15 x 4 = 60 OR 15 + 15 + 15 + 15 = 60

Andy had 60 stamps at first.

Andy had 2 big units at first

Andy had 4 small units in the end

1 unit

Change End

A: no change 4 units

B – 15 1 unit

What remains the SAME?

Andy remains the same

1 quantity remains the SAME

1 unit 1 unit 1 unit 1 unit

15

Andy had twice as many stamps as Ben at first.

After Ben had used 15 stamps,

Andy had 4 times as many stamps as Ben.

How many stamps did Andy have?


Answer: 60 stamps

Andy

Ben

1 small unit = 15

4 small units = 15 x 4 = 60 OR 15 + 15 + 15 + 15 = 60

Andy had 60 stamps at first.

1 unit

1 unit 1 unit 1 unit 1 unit

15

Students’

Solution

Sally had thrice as many sweets as May.

After May gave away 12 sweets to her brother,

Sally had 7 times as many sweets as May in the end.

How many sweets did Sally have?


Answer: 63 sweets

Sally

May

1 unit

12

12 12 12

1 unit 1 unit 1 unit

7 units

1u 1u 1u

Sally end 1u 1u 1u 1u 1u 1u 1u

1u 1u 1u 12 12 12

7 units – 3 units = 4 units

12 + 12 + 12 = 36

4 units = 36

1 unit = 36 ÷ 4 = 9

7 units = 7 x 9 = 63

Sally had 63 sweets.Regrouping

Sally at first

Guess & Check

Guess & Check

• Organise information using a

Table

• Heading for each column

• Logical Guess

• Check


There was a total of 10 cows and chickens in a

farm. The farmer counted a total of 32 legs. How

many cows and how many chickens were there?


Answer: 6 cows and 4

chickens

No. of

cows

Cows’ legs No. of

chickens

Chickens’

legs

Total no. of legs Check

5 55 x 4 = 20 5 x 2 = 10 20 + 10 = 30

6

X

4 6 x 4 = 24 4 x 2 = 8 24 + 8 = 32






chickens

No. of

cows

Cows’ legs No. of

chickens

Chickens’

legs

Total no. of legs Check

10 010 x 4 = 40 0 x 2 = 0 40 + 0 = 40

9

X

X1 9 x 4 = 36 1 x 2 = 2 36 + 2 = 38

6 4 6 x 4 = 24 4 x 2 = 8 24 + 8 = 32

Reduced

by 2

By supposition/ assumption method,

If all are cows,

10 x 4 = 40

4 – 2 = 2

40 – 32 = 8

8 ÷ 2 = 4 (cows chickens)

10 – 4 = 6 (cows)






chickens

By supposition/

assumption method,

If all are cows,

10 x 4 = 40

4 – 2 = 2

40 – 32 = 8

8 ÷ 2 = 4 (cows chickens)

10 – 4 = 6 (cows)

By supposition/ assumption

method,

If all are chickens,

10 x 2 = 20

4 – 2 = 2

32 – 20 = 12

12 ÷ 2 = 6 (chickens cows)

10 – 4 = 6 (chickens)

Lily packed some cupcakes for her friends.

If she gave each of them 4 cupcakes, she would have 2 cupcakes left.

If she gave each of them 6 cupcakes, she would need 2 more

cupcakes. How many cupcakes did Lily have?


Answer: 10 cupcakes

No. of

friends

Each 4 cupcakes with 2 left Each 6 cupcakes and

need 2 more

Check

11 x 4 = 4

4 + 2 = 6

1 x 6 = 6

6 – 2 = 4

2

X

2 x 4 = 8

8 + 2 = 102 x 6 = 12

12 – 2 = 10

Lily packed some cupcakes for her friends.

If she gave each of them 4 cupcakes, she would have 2 cupcakes left.

If she gave each of them 6 cupcakes, she would need 2 more

cupcakes. How many cupcakes did Lily have?


Answer: 10 cupcakes

Multiples of 4

2

4

X

By listing,

1

8

+ 2 (left) 4 + 2 = 6 8 + 2 = 10

Multiples of 6

– 2 (Need)

6 12

6 – 2 = 4 12 – 2 = 10

Number of friends

Same Total

cupcakes

Outline






Mathematics


Possible areas of concern

1. Factual Fluency

• Not counting with fingers

2. P3 to P4 Concepts

• Whole Numbers

• Mensuration (Length, Mass, Volume, Area and

Perimeter)

• Geometry (Angles, parallel & perpendicular lines)

3. Good habits

• Reading and understanding of questions

• Model drawing habit

• Checking their work


Outline






Mathematics


Encourage critical thinking

Questioning techniques

• Let’s read again. What does this mean?

• What method can you use? Draw model?

• Can you solve part of it?

Which part can you solve first?

• Is your answer reasonable?

How do you know your answer is correct?


Importance of You (Parents)


You are IMPORTANT!

Role of Supportive Parent

• Create a home environment that

encourages learning

• Set expectations (but not unrealistic) with

your child on his/her achievement and

future aspiration

• Be involved in your child's education in

school and in the community


Praise & Mindsets

(Carol Dweck)

“praise wisely, not praising intelligence or

talent. That has failed. Don't do that

anymore.”

“praising the process that kids engage

in: their effort, their strategies, their focus,

their perseverance, their improvement.

This process praise creates kids who are

hardy and resilient.”


Confidence & Motivation

• Confidence is a self-belief in being able

to learn and make progress, and

motivation is an internal state that

arouses, directs and maintains behaviour.

• Confidence and motivation is a strong

impetus for learning. They influence

attitude towards Mathematics,

perceptions of its values and the

willingness to put in effort and employ

strategies to learn it well.


Effort-Based Ability Theory

Underlying principles

1) If I do, I understand.

2) After understanding, there should be practice.

3) Success breeds success.

Confidence

Ability

Effective Effort

Hard work

Strategies

Achievement


Thank you

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