PRIMAR Y 3 SA2 REVISI ON GUIDE - The Learning Lab

SCIENCEMATHEMATICSENGLISH

PRIMARY 3 SA2 REVISION GUIDE

English

P3 REVISION GUIDE

COMMON PITFALLS AND HOW TO AVOID THEM

Composition Writing Comprehension Open-ended

Cloze Passages

TLL TOP TIPS

Common Pitfall The Learning Lab’s Top Tips

No clear link to the theme or picture(s) in the question

• Plan your story to ensure that the details given in the pictures are highlighted throughout the story.

The resolution is not satisfactory or it is illogical

• Imagine the problem in realistic terms and think about how the problem can be solved.

• Ensure that loose ends are tied up.

• Try your best to include at least two to three literary techniques in your story.

EXAMPLE OF APPLYING A LITERARY TECHNIQUE CORRECTLY

Top Tip – For description of feelings, you should try to incorporate the show-not-tell literary technique. Describe the character’s facial expressions or physical reactions, rather than simply stating how he / she feels.


Incomplete answer • Always check the mark allocation before attempting your answers. You should have two distinct points for a two-mark question.

Failure to understand the passage • Use headers and annotations to break down a long

• Identify characters and sequence of events.

Failure to answer the questions directly • Edit the sentence structure as necessary in order to address the question.

• Do not include unnecessary information or lift entire chunks of information from the passage without discerning if the infomation is relevant.

EXAMPLE OF NOT ANSWERING THE QUESTION DIRECTLY

Top Tips – Always check that you have answered the question directly. Some direct questions still require you to paraphrase slightly in order to fully address the question, such as changing the pronouns or dialogue text in the passage. You should also ensure that you do not include irrelevant pieces of information in your answer.

COMPOSITION WRITING — COMMON PITFALLS AND HOW TO AVOID THEM

English

COMPREHENSION OPEN-ENDED — COMMON PITFALLS AND HOW TO AVOID THEM

CLOZE PASSAGES — COMMON PITFALLS AND HOW TO AVOID THEM


Lack of understanding of the passage • Read the passage in its entirety to understand what it is about before attempting the blanks.

Inadequate vocabulary • Build up your vocabulary by revising your English Journal and reading widely.

• phrases and idiomatic expressions.

Inaccuracy of answers •

• Read the helping words carefully and pick the

EXAMPLE OF AN INACCURATE ANSWER

without considering other possibilities.

Top Tip – Always read the sentence carefully before writing the answer down. Be sure to read the

English

GENERAL EXAM TIPS

1. Eliminate any options that are unlikely to be correct while attempting multiple-choice questions.2. 3.

change your answers if needed.

FOR COMPOSITION WRITING

1. Plan the resolution / conclusion of your story before you start writing.2. Check that your story matches the details given in the picture(s).3. Check that you have tied up all loose ends and there are no logic gaps.4. Check for grammar, spelling and punctuation errors.

FOR COMPREHENSION OPEN-ENDED

1. Always read the questions before looking at the passage.2. Mark out keywords and tenses in the questions.3. Read your answers to check that you have answered all parts of the question.

FOR CLOZE PASSAGES

1. Read the passage once before attempting the questions.2. Apply the ripple effect when looking for clues and highlight the clues.3. 4. Check that you have not used the same helping word twice.

FOR EACH SECTION OF YOUR ENGLISH PAPER, REMEMBER THESE TOP TLL TIPS!

English

MathematicsCOMMON PITFALLS AND

HOW TO AVOID THEM

Section A – Multiple-choice Questions Section B – Short-answer Questions

Section C – Word Problems

TLL TOP TIPS

P3 REVISION GUIDE

Mathematics

SECTION A — MULTIPLE-CHOICE QUESTIONSCOMMON PITFALLS AND HOW TO AVOID THEM


MISREADING THE QUESTION

Students might have missed out key number(s) or term(s).

• Read the question twice.

• Highlight / underline / circle the key number(s) or term(s) in the question.

• Annotate on the question by writing down important steps.

INCORRECT APPROACH:

scale below.

What is the mass of 2 identical packets

1) 2 kg 80 g 2) 2 kg 800 g

3) 5 kg 160 g 4) 5 kg 600 g

CORRECT APPROACH:

scale below.

What is the mass of 2 identical packets

1) 2 kg 80 g 2) 2 kg 800 g

3) 5 kg 160 g 4) 5 kg 600 g

Step 1:1 kg = 1 000 gStep 2:

2 kg 800 g = 2 800 g

Step 3:2 x 2 800 g = 5 600 g

Mathematics

SECTION A — MULTIPLE-CHOICE QUESTIONSCOMMON PITFALLS AND HOW TO AVOID THEM


CONCEPTUAL ERROR

Students might have misunderstood the underlying concepts or have used incorrect logic.

• Revise the formulae or key concepts of each topic before examinations.

• Annotate the formulae or key concepts at the side of the question before solving.

INCORRECT APPROACH:

The time shown on the clock below is _______________.

1) 20 minutes to 4 2) 20 minutes to 5


CORRECT APPROACH:

The time shown on the clock below is _______________.



Step 1:1 h = 60 min

Step 2:min hand past 30 min, use ‘to’60 min – 40 min = 20 min

Step 3:hour hand already past 4 and is going to 5

Mathematics

SECTION B — SHORT-ANSWER QUESTIONSCOMMON PITFALLS AND HOW TO AVOID THEM


TRANSFER ERROR

Students might have incorrectly transferred the number(s) or information from one step to another or written the number(s) in a wrong sequence.

• Check and ensure accurate transfer of number(s) before solving the next step.

• Adopt a checking system by working backwards

UNIT ERROR

Students might have forgotten to write the units in

their workings.

• Write units consistently in every number statement.

• solving the question.

• to ensure units are included where necessary.

INCORRECT APPROACH:

Route A is 2 km 500 m long.

Route B is 1 km 446 m longer than Route A.

(Express your answer in km and m.)

CORRECT APPROACH:

Route A is 2 km 500 m long.

Route B is 1 km 446 m longer than Route A.

(Express your answer in km and m.)

Route A = 2 km 500 m = 2 500 m

Route B = 2 500 m + 1 km 446 m = 2 500 m + 1 446 m = 3 946 m

Ans: 3 km 946 m

Check:Route A = 2 500 mRoute B = 3 946 m3 946 m – 2 500 m = 1 446 m = 1 km 446 m

2 500 + 1 464 = 3 964

Ans: 3 964 m

Good habit 1: Highlight and annotate key information in the question.

Good habit 3: Conduct answer check by working backwards from the final answer.

Good habit 2:Convert the figures to the

same units first before solving the question and

write the units in each step of the workings.

Transfer error

Unit error

+


CALCULATION ERROR

Students might have incorrectly added, subtracted, multiplied or divided in the process.

• Adopt a checking system by working backwards

PRESENTATION ERROR

Students might have incorrectly labelled a model, used an inappropriate diagram, or included number statements which are mathematically incorrect.

• Label and check the diagram or model before solving the question.

• Label each step of the solution with a simple word statement.

• each topic.

INCORRECT APPROACH:

Leon and Denise had an equal number of stamps.

After Leon received twice the number of stamps he

had 180 more stamps than Denise.

CORRECT APPROACH:

Leon and Denise had an equal number of stamps.

After Leon received twice the number of stamps he

had 180 more stamps than Denise.

SECTION C — WORD PROBLEMSCOMMON PITFALLS AND HOW TO AVOID THEM

Mathematics

Leon

Denise

Leon

Denise

1u

1u1u

1u

54

54

54

54

1u

1u

1u

=

+2u

–54

180

180

2 units + 54 = 1802 units = 180 – 54 = 1261 unit = 126 ÷ 2 = 6363 – 54 = 9Ans: 9 stampsCheck:Number of stamps Denise had in the end = 9

= 63Number of stamps Leon had in the end = 9 + 180 = 189

= 63Denise and Leon had an equal number of 63

180 – 54 = 126126 ÷ 2 = 6161 – 54 = 7Ans: 7 stamps

Good habit 1: Highlight and annotate key information in the

question.

Good habit 2:Label and check the model before solving

the question.

Good habit 3:Label each step of the solution with

a simple word statement.

Good habit 4:Conduct answer

check by working backwards from the

Presentation error

Calculation error

Mathematics

1. Plan your time wisely – follow the general rule of 1 mark = 1 min i.e. not spending more than 1 min for each mark allocated.

2. Skip to the next question before revisiting the unsolved questions later.

3. Read through the entire question before solving.

4. Identify the answer and question’s requirement.

5. Apply the work backwards method to check for errors and correct them.

SECTION A – MULTIPLE-CHOICE QUESTIONS

1. Eliminate options that are obviously incorrect.

2. Tally the answer on your question paper with the optical answer sheet (OAS) to ensure zero transfer error during shading.

SECTION B – SHORT-ANSWER QUESTIONS

1. Show your workings for 2-mark questions as method marks are awarded.

2.

3. – e.g. money $/¢, mass kg/g, length km/m/cm, volume l/ml, time a.m./p.m.

SECTION C – WORD PROBLEMS

1. Show all your workings as method marks are awarded.

Label intermediate steps with short statements to help with the checking process.2.

3. – e.g. money $/¢, mass kg/g, length km/m/cm, volume l/ml, time a.m./p.m.

GENERAL EXAM TIPS

P3 REVISION GUIDE

ScienceCOMMON PITFALLS AND

HOW TO AVOID THEM

Section A – Multiple-Choice Questions Section B – Free Response Questions

TLL TOP TIPS

Science


Carelessness • Read question thoroughly and highlight key information.

Not reading the full question • Read and analyse all the options carefully before picking the right answer.

Misconception • Revise past work to familiarise yourself with frequently appearing ‘trick’ questions.

Poor time management • Spend no more than 2 min per question. Should you feel stuck at any question, circle the question, make the best guess and come back to it after you have completed the paper.

SECTION A – MULTIPLE-CHOICE QUESTIONS

SUBJECT-SPECIFIC KEY EXAM MANAGEMENT TECHNIQUES

Identify the topic and concept tested. Study diagrams and data carefully and jot down quick notes that aid in your analysis.

Analyse all options before picking the right answer.

1

3

2

EXAMPLE

The diagram below shows four cylinders made of the same size but different materials.

Based on the information above, which of the following statements is

1. The cylinders will sink in water.

2. The cylinders occupy the same amount of space.

3. Cylinder Z had the greatest volume and Cylinder X had the lowest volume.

4. The greater the size of the cylinder, the greater its mass.

ANSWER 1: NOT READING THE FULL QUESTION

ANSWER 3: CARELESSNESS The diagrams indicate the mass (g) of the cylinders, not the volume.

ANSWER 4: MISCONCEPTION The size of an object does not determine its mass.

Correct answer: 2

Science

100 g 50 g 500 g 1 000 g

Cylinder W Cylinder X Cylinder Y Cylinder Z

Science

SECTION B – FREE RESPONSE QUESTIONS

SUBJECT-SPECIFIC KEY EXAM MANAGEMENT TECHNIQUES

IDENTIFY THE TOPIC AND CONCEPT TESTED

jot down relevant keywords to guide you in phrasing a complete answer

STUDY DIAGRAMS AND DATA CAREFULLY AND JOT DOWN QUICK NOTES THAT AID IN YOUR ANALYSIS

For experiment-based questions, identify the changed and measured variables and

make appropriate inferences. Based on the inferences made, identify the aim and

conclusion of the experiment.

BE CLEAR AND CONCISE

• The terms used in questions indicate how they should be answered and give clues as to how long or how detailed the answer should be.

• Other clues on how long the answer should be include the mark allocation and number of lines provided for answering.

• Terms that require a short and direct answer:

• Terms that require a detailed answer that includes keywords:

– State...

– Explain...

– Identify...

– Why... – Describe...

– List...

1

3

2


Missing key points • Revise past work to familiarise yourself with the phrasing or points needed for a complete answer.

Not answered in context of question • Check your answer to ensure references have been made to the items stated in the question.

No comparison shown • Check your answer to ensure comparative or superlative terms have been used.

Inaccurate phrasing • Jot down relevant keywords based on the concept tested in the question and check that your answer demonstrates an accurate cause-and-effect relationship.

Explanation does not support answer • Phrase your answer to support your choice or the observation stated in the question.

EXAMPLE

Two similar green plants, P and Q, were placed in beakers containing 500 ml of water each and left in a garden for three days. The volume of water left in each beaker at the end of each day was measured and recorded in the table below.

Explain your answer.

1. Result X. Plants absorb water through their roots.

2. Result X. Plant Q has roots and would absorb water. Hence, Result X represents Plant Q.

3. Result X. Plant Q absorbs less water and has less roots. Hence, more water is left in the beaker each day.

inaccurately)

4. Result X. Plant P has more roots and would absorb more water. Hence, less water is left in the beaker each day.

Plant Q)

Suggested answer:

Result X. Plant Q has less roots and would absorb less water. Hence, more water is left in the beaker each day.

Plant P Plant Q

oil

water

Result

Volume of water left in the beaker (ml)

Day 1 Day 2 Day 3

X 490 450 420

Y 460 400 300

Science

Put in your best effort and remember to check your work. Practise good time management and

remember to get a good night’s rest before your paper!

C O N T A C T U S

At The Learning Lab, we practise an active learning approach, where students are encouraged to engage with the text or topic being taught, think critically, and participate in class through guided

discussions and other activities. While we believe that building a solid foundation for exam excellence is important, we also believe

in nurturing a lifelong love for learning in our students.

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https://www.thelearninglab.com.sg/contact-us/

PRIMAR Y 3 SA2 REVISI ON GUIDE - The Learning Lab

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