P3 Mathematics Content Joy of Learning Topical Coverage P3 Level - - PowerPoint PPT Presentation

P3 Mathematics

• Joy of Learning
• Topical Coverage
• P3 Level Focuses
• P3 Key Strategies
• Assessment Format
• Home Support

Content

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

• f activities like activity-based learning,

ICT-infused lessons, group discussions and games, etc.

• We also make the learning of Mathematics

meaningful and relevant to students by making connections to real-world context.

Activity-Based Learning Mastery through Games ICT-Infused Lessons

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 3A Topics 1 Whole Numbers

• Numbers up to 10 000
• Place value concept

2 Addition and Subtraction Within 10 000

• Addition and subtraction algorithms

3 Multiplication Tables of 6, 7, 8 and 9 4 Multiplication and Division

• Multiplication and division algorithms

5 Money

• Adding and subtracting money in decimal

notation 6 Length, Mass and Volume Unit 3B Topics

7

Time

• Using timeline to solve problems

8

Fractions

• Comparing, adding and subtracting

fractions

9

Angles

10

Perpendicular and Parallel Lines

11

Perimeter and Area

12

Bar Graphs

P3 Level Focuses

• The level focus is identified based on the 5 components of the

Mathematics Framework.

P3 Level Focuses

Concepts

• Develop a good understanding of fraction concepts
• Develop a good foundation of geometrical concepts
• Develop a good foundation of concepts of area and perimeter

(NEW) Skills

• Acquire factual and procedural fluency for multiplication and

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

• within 20

9 + 7 = 16 ; 14 – 6 = 8

• f a 2-digit number and ones

without renaming 24 + 5 = 29 ; 37 – 6 = 31

• f a 2-digit number and tens

35 + 20 = 55 ; 74 – 40 = 34

P2

Mental calculation involving addition and subtraction of a 3-digit number and

• nes/tens/hundreds

250 + 300 = 550 ; 460 – 40 = 420 Mental calculation involving multiplication and division within the multiplication tables of 2, 3, 4, 5 and 10 4 x 7 = 28 ; 36 ÷ 4 = 9

P3

Extend to multiplication and division of 6, 7, 8 and 9 6 x 8 = 48 ; 56 ÷ 7 = 8

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

Metacognition Develop from ‘Aware’ learners to ‘Strategic’ learners

• ‘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

Polya’s 4 Steps Problem Solving

Choose a strategy

• Model drawing (Key approach)
• Other heuristics (Progressive

learning across the levels)

3 Do 4 Check 1 Understand 2 Plan

• Is my Solution Reasonable?
• Can I Solve it Another Way?
• Model
• Equation
• Working
• Answer

M E W A

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?

Example – Understand and Plan

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

Model or other representations M Equations E Workings W 1 unit = 360 ÷ 4 = 90 9 0 4 3 6 0

• 3 6

0 0 Answer A Ans: $180 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? ?

E L $360

2 units = 90 x 2 4 units = 360 = 180 9 0 x 2 1 8 0

Example – Check

1 unit = 360 ÷ 4 = 90 9 0 4 3 6 0

• 3 6

0 0 Ans: $180 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? ?

E L $360

2 units = 90 x 2 4 units = 360 = 180 9 0 x 2 1 8 0 umbers from the problem are used correctly ransfer of answer correctly to the final answer space nits are correctly included in the final answer space alculations are accurate and reasonable

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