Pr Maths HOD Meeting_23Apr14_Syllabus
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2013 PRIMARY MATHS CURRICULUM
(PRIMARY
3)
Implementation Communication Support
1
2014 Primary Maths HOD
Seminar (23 April 2014)
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Summary
Implementation: Year by year implementation
plan with
P1
in
2013,
P2
in
2014,
P3
in
2015
Communication: Conducted about 20 Briefing
sessions for
Maths
KPs,
P1
&
P2
teachers
in
2012; Briefing on P2 syllabus during 2013 HOD
meeting
Support: Aligned TLG to new syllabus
2
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Maths
Language
Emphasise the Maths meaning of words
e.g. sum,
difference,
product,
quotient,
remainder, 3 times as much as, acute angle,
obtuse
angle,
perpendicular
line,
parallel
line,
scale
(graph)e.g.
AVOID:
divisor,
dividend,
3
times
more
than
Use Maths
language
correctly
to
communicate
Maths ideas
3
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4
Query Remarks
A: "John shared equally with his friend"
All
teachers
agreed
that
the
calculations
have
to
include
John.
John should be
included
in
the
calculation
B: "John shared AMONG his friends".
Some teachers explained that calculation
should include only his friends. But other
teachers
explained
that
he
should
include
John
into
the
calculation
This will depend on
the context
of
the
questions.
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Maths Language Use
simple
sentences
appropriate
to
the
level;
unambiguous language
e.g.
sum
of
the
value
of
digit
3
in
3290
and
32
e.g.
John
shared
equally
with
his
friends
e.g.
John
shared
equally
among
his
friends
suggestion:• 12 sweets were shared among John and his two
friends.
• John
and
his
two
friends
shared
12
sweets
equally
among
themselves.
___________is used in the textbooks instead of
‘number sentence’
or
‘mathematical
statements’.5
‘equation’
Ambiguous
Statements
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6
Query Remarks
Question:
'There
are
3
bottles.
Each bottle contains 2 litres. How much
water are there altogether?“
Some teachers
explained
that
the
working for this should be 3x2 (has to
write 3(first) x 2(second)). But some
teachers said that it doesn't matter if
the student writes 3x2 or 2x3.
Both expressions
are acceptable.
3 x 2
2 x 3
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Equal
‘=‘ Provide opportunities for students to see the
commutative property
E.g. 3 + 7 = 7 + 3
3 x 6 = 6 x 3
Use of ‘units’
E.g. 5 units = 12 x 5 (Do not use )
7
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Query
4 cm + 10 cm + 4 cm + 10 cm = 28 cm
4 + 10 + 4 + 10 = 28
The
perimeter
of
the
figure
is
28cm
Perimeter of the figure = 4 + 10 + 4 + 10 = 28 cm
8
The above presentation of solutions are acceptable.
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Articulate thinking and understanding
Explain maths ideas
Engage in activities that encourage reasoning,
communication and connection.
Reflected
in
the
revised
IG
for
P1
and
P2:
9
Reasoning,
Communication
and
Connection
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Example for Fraction
‘ What happens when the numerator increases?’
‘What happens when the denominator increases?’
‘What happens
when
both
numerator
and
denominator increase proportionately?’
10
Reasoning,
Communication
and
Connection
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Learning Experiences (LE)
The learning outcomes are accompanied
by
suggested
learning
experiences
These learning experiences are reflected
in the
textbooks
11
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Addition
and
Subtraction
12
Numbers to
100
Money
Addition and
Subtraction
up to100;
Algorithm
Primary 1
Numbers to
1000
Addition and
Subtraction
up to 1000;
Algorithm
Money
Primary 2
Numbers to
10 000
Addition and
Subtraction
up to 10 000;
Algorithm
Money
Primary 3
The sub-topic ‘addition and subtraction’ is coveredfrom P1 to P3. It is, therefore, important for students
to master addition and subtraction skills by P3.
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Mental Calculation
13
(P3 content) mental
calculation involvingmultiplication and division
within the multiplication
tables of 7, 8 and 9
Help students to achieve fluency in mental calculation by P3.
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Number
Patterns
___________ pattern
Focus on number ____________
Keep to ________ patterns
_____ ‘cycles’
14
Well-defined
sequence
simple
3
+2 +2 +2
2 4 6 8
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15
Examples Within syllabus
/ x
Level
4, 5, 6, 7 , __ , 9 P1 onwards
7, 9,
14,
16,
21,
__ X
(less
than
3
‘cycles’)
_____, 410, 400, 390, 380 P2 onwards
804, 704,
604,
504,
404,
___,
204
P2 onwards
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Number Patterns
16
P1 Numbers to 10 1 more/lessNumbers to 20 & 40 1,2 more/less
Numbers to 100 1,2, 10 more/less
P2 Numbers to 1000 1,2,3,4,5, 10, 100 more/less
Up to 2 variations
P3
Numbers
to
10000 Arithmetic
patterns(e.g. common difference or
up to 2 variations :
addition & subtraction with
1,2,3,4,5, tens, hundreds
and thousands)
Multiplication tables
(P3)
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Comparison
Use simple sentences appropriate to the level
e.g.
P1
&
P2
:
___is
1
more
than
5
(
or
1
more
than
5
is
__)
P3: 6
is
1
more
than
__
6
is
___more
than
5
Use appropriate numbers (same criteria as
number patterns for addition and subtraction)
e.g.
342
is
____
more
than
327
17
(for such case, use
algorithm instead)
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Number
Line
P1 & P2 : number sequence
Introduce number line at P3 to represent
whole numbers and fractions
18
Shaping Maths,2A, p.11 (2013)
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Questions
with
Missing
Numbers
Missing number
could
be
represented
by
a box ( ) or symbol ( e.g. )
19
Shaping Maths, 1A, p. 37 Targeting Mathematics, 2A, p. 101
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Challenging
Items (Classroom discussion only; Not for summative assessment)
20
My Pals, 2A, p. 41
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Use
of
Concrete
Materials
concrete objects ‐> base‐ten sets ‐> number discs
Multiple representation
E.g. concrete items, play money, place‐value
cards, number discs, pictures / drawing, abstract
symbol)21
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Scaffolding of Word Problems
22
1-step
word problems
with model drawing
(+/-)
2-part
word problems
(+/-)
2-step
word problems (+/-)
Picture
problems
1-step
word problem with
pictorial illustrations
Primary 1 Primary 2 Primary 3
1-stepword problems
(new content e.g.
‘sum’ , ‘difference’)
2-part
word problems
2-step
word problems
(+, -, x, ÷)
1-step
word problems
(+/- within 20;
x within 40, with
pictorial rep;
÷ within 20)
1-step
word problems
(x/÷ within P2multiplication tables)
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Area
and
Perimeter
All dimensions must be given to find area and
perimeter. Show rectangles and squares of different
orientations
23
‘Perpendicular and Parallel Lines’ is covered
entirely in P3 instead of P3 & P4.
Perpendicular and Parallel Lines
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Finding
out
more
through...
School Visits
FGDs with HODs and teachers
Assessment Tasks
24
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Coordinated Last Mathematics Topics to be
taught
at
Primary
6
An email sent on 8 Nov 2013 to SLs/HODs/LHs to
inform of the common last topics to be put into the P6Scheme of Work.
P6
SMA
Topics P6
FMA
Topics
Speed Geometry
Volume Pie Charts
Pie Charts Volume
(Last
topic)
Solid Figures and
Nets (Last topic)