P3 Mathematics
Content • Joy of Learning • Topical Coverage • P3 Level Focuses • P3 Key Strategies • Assessment Format • Home Support
Joy of Learning • In our lessons, we design learning experiences to develop students’ appreciation for Mathematics. • We make the learning of Mathematics fun by engaging our students through a variety of activities like activity-based learning, Activity-Based Learning ICT-infused lessons, group discussions and games, etc. • We also make the learning of Mathematics meaningful and relevant to students by ICT-Infused making connections to real-world context. Lessons Mastery through Games
Topic Coverage • A spiral approach is adopted in the building up of content across the levels. • P3 concepts and skills are built upon the P1 to P2 content. Unit 3B Topics Unit 3A Topics Whole Numbers Time 7 • Numbers up to 10 000 1 • Using timeline to solve problems • Place value concept Fractions Addition and Subtraction Within 10 000 • Comparing, adding and subtracting 8 2 • Addition and subtraction algorithms fractions 3 Multiplication Tables of 6, 7, 8 and 9 9 Angles Multiplication and Division 4 • Multiplication and division algorithms 10 Perpendicular and Parallel Lines Money • Adding and subtracting money in decimal 5 11 Perimeter and Area notation 6 Length, Mass and Volume Bar Graphs 12
P3 Level Focuses • The level focus is identified based on the 5 components of the Mathematics Framework.
P3 Level Focuses • Develop a good understanding of fraction concepts Concepts • Develop a good foundation of geometrical concepts • Develop a good foundation of concepts of area and perimeter (NEW) • Acquire factual and procedural fluency for multiplication and Skills division (IMPORTANT) • Acquire procedural fluency for addition and subtraction of fractions
Importance of Factual Fluency Factual Fluency Examples P1 Mental calculation involving addition and subtraction • 9 + 7 = 16 ; 14 – 6 = 8 within 20 • 24 + 5 = 29 ; 37 – 6 = 31 of a 2-digit number and ones without renaming • 35 + 20 = 55 ; 74 – 40 = 34 of a 2-digit number and tens Mental calculation involving addition 250 + 300 = 550 ; P2 460 – 40 = 420 and subtraction of a 3-digit number and ones/tens/hundreds Mental calculation involving 4 x 7 = 28 ; 36 ÷ 4 = 9 multiplication and division within the multiplication tables of 2, 3, 4, 5 and 10 Extend to multiplication and division of 6 x 8 = 48 ; 56 ÷ 7 = 8 P3 6, 7, 8 and 9
P3 Level Focuses • Processes Apply mathematical reasoning and communication • Acquire the proficiency in using model method for problem solving (IMPORTANT) • Attitudes Develop the confidence in solving 2-step problems
P3 Level Focuses Develop from ‘Aware’ learners to ‘Strategic’ learners Metacognition • ‘Aware’ learners know about some of the kinds of thinking that they do – generating ideas, finding evidence, etc. – but thinking is not necessarily deliberate or planned. • ‘Strategic’ learners organise their thinking by using problem solving, grouping and classifying, evidence seeking, decision making, etc. They know and apply the strategies that help them learn.
P3 Key Strategies 2 Plan 1 Understand Choose a strategy • Model drawing (Key approach) • Other heuristics (Progressive learning across the levels) Polya’s 4 Steps Problem 3 Do 4 Check Is my Solution Reasonable? • • Solving M odel Can I Solve it Another Way? • • E quation M E W A • W orking • A nswer
Example – Understand and Plan A sum of $360 was shared between 2 girls. Ellie received 3 times as much money as Lisa. How much more money did Ellie receive than Lisa? Step 1: Read once to roughly understand what the problem is about. It is about sharing some money among 2 girls and a comparison is made. We need to find out how much more money Ellie received than Lisa. Step 2: Use the 3I Strategy Use of model method to show that Ellie received ‘3 times’ as much money as Lisa so we need to draw 1 unit for Lisa and 3 units for Ellie. $360 refers to the total of 4 units . Need to find the value that 1 unit represents before we can find the difference of 2 units.
Example – Do A sum of $360 was shared between 2 girls. Ellie received 3 times as much money as Lisa. How much more money did Ellie receive than Lisa? W M W orkings M odel or other representations ? L 9 0 $360 4 3 6 0 E - 3 6 0 0 E E quations 4 units = 360 9 0 1 unit = 360 ÷ 4 x 2 A = 90 A nswer 1 8 0 2 units = 90 x 2 Ans: $180 = 180
Example – Check A sum of $360 was shared between 2 girls. Ellie received 3 times as much money as Lisa. How much more money did Ellie receive than Lisa? alculations are accurate and ? L reasonable 9 0 $360 4 3 6 0 E - 3 6 umbers from the 0 0 nits are correctly problem are used 4 units = 360 included in the 9 0 correctly 1 unit = 360 ÷ 4 final answer x 2 = 90 space 1 8 0 ransfer of answer 2 units = 90 x 2 Ans: $180 correctly to the = 180 final answer space
P3 Assessment Format • The table below shows the Exam Format for P3 CAs and SA.
P3 Assessment Format • The table below shows the Exam Format for P3 CAs and SA.
Home Support • Math is all around us. Find opportunities to connect the math content to real-world context e.g. telling time, buying and selling, spending and saving, bar graphs in newspaper, measurement of length, mass and volume, etc. • Help your child to achieve mastery and fluency in multiplication and division facts • Practise model drawing to solve word problems • Allow your child to spend 10 to 20 minutes daily to access the KooBits e-learning platform as a form of motivation and self- directed practice
Thanks! Happy 2020
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