Pa re nts Se mina r Ma the ma tic s Prima ry 1 a nd 2 - - PDF document

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Pa re nts’ Se mina r Ma the ma tic s Prima ry 1 a nd 2

Concrete-Pictorial-Application (CPA) Approach in M aths (Everyday M aths)

19 Ja n 2018

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Obje c tive s At the e nd o f this se ssio n, pa re nts will b e a b le to :

• unde rsta nd the c o nc e pts o f

me a sure me nt, g e o me try a nd sta tistic s in prima ry 1 a nd 2

• le a rn stra te g ie s pe rta ining to the

le a rning o f the c o nc e pts

• suppo rt the ir c hild in the ma ste ry o f the

c o nc e pts

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Outline

• Why? (Intro duc tio n to sylla b us)
• Wha t? (E

xpla na tio n o f le a rning

• b je c tive s/ e xpe rie nc e s)
• Ho w? (Ha nds-o n)
• Ho w? (Ho me suppo rt fo r yo ur c hild)

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Cur r ic ulum F r a me wor k

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Approach of Learning

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Appr

• ac h o f L

e ar ning Conc r e te (E nac tive ) Stage

Stude nt is intro duc e d to a n ide a o r skill b y a c ting it o ut with re a l o b je c ts.

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Appr

• ac h o f L

e ar ning Pic tor ial (Ic onic ) Stage

Stude nt ha s suffic ie ntly unde rsto o d the ha nds-o n e xpe rie nc e s a nd c a n no w re la te the m to re pre se nta tio n, suc h a s a dia g ra m o r pic ture .

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Appr

• ac h o f L

e ar ning Abstr ac t (Symbolic ) Stage

T he stude nt is c a pa b le o f re pre se nting pro b le ms b y using ma the ma tic a l no ta tio n.

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Ma the ma tic s Sylla bus

Pr imar y 1 and 2 Pr imar y 3 and 4 Pr imar y 5 and 6

• Who le Numb e r
• Mo ne y,

Me a sure s & Me a sura tio n

• F

ra c tio ns

• Who le Numb e r
• Mo ne y,

Me a sure s & Me a sura tio n

• F

ra c tio ns

• De c ima ls
• Who le Numb e r
• Mo ne y,

Me a sure s & Me a sura tio n

• F

ra c tio ns

• De c ima ls
• Ra tio &

Pro po rtio n

• Pe rc e nta g e

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Ma the ma tic s Sylla bus

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Me asur e me nt & Ge o me tr y

Me asur e me nt Ge ome tr y

• invo lve s finding le ngth,

mass, ar e a, volume , time e tc . with units (e .g . c m,

km, kg , minute s) to ma ke se nse o f the q ua ntitie s.

• is the study o f points,

line s, angle s, figur e s and the ir pr

• pe r

tie s and r e lationships. It de ve lo ps

spa tia l visua lisa tio n a nd re a so ning skills tha t a re c ritic a l in so lving g e o me try pro b le ms in the re a l wo rld

• de a l with shape s and figur

e s that se r ve as mode ls of r e al obje c ts.

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Me asur e me nt

• At the prima ry le ve l, stude nts le a rn a b o ut

the me aning of le ngth, mass, ar

e a, volume , time e tc .

• T

he y de ve lo p a se nse of how long, how

he avy, how lar ge e tc . thro ug h ha nds-o n

a c tivitie s invo lving e stima ting , me a suring a nd c o mpa ring using a ppro pria te units

• f me a sure me nt.

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Me asur e me nt

• T

he y sho uld b e a b le to e stimate le ng th (inc luding pe rime te r), a re a , vo lume e tc . in simple situa tio ns b a se d o n

• b se rva tio n, a nd solve pr
• ble ms

invo lving the se q ua ntitie s.

• L

e a rning e xpe rie nc e s fo r me a sure me nt sho uld he lp stude nts de ve lop skills of

me asur ing and make se nse of the size of a me asur ing unit, and se e its r e le vanc e in e ve r yday situations.

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Pr imar y 1 Pr imar y 2 L e ng th

• me asur

ing and c ompar ing the

le ng ths o f o b je c ts in non-

standar d units L e ng th, mass and volume

• me asur

ing

• le ng th in me tr

e s/ c e ntime tr e s

• ma ss in kilog r

ams/ g r ams

• vo lume o f liq uid in litr

e s

• me asur

ing and dr awing a line

se g me nt to the ne ar

e st c m

• using appr
• pr

iate units of me asur e me nt a nd the ir

a b b re via tio ns c m, m, g , kg, 

• c ompar

ing and or de r ing le ng ths,

ma sse s, vo lume s

• solving wor

d pr

• ble ms invo lving

le ng th/ ma ss/ vo lume

Me asur e me nt

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L e ar ning E xpe r ie nc e s Pr imar y 1 Pr imar y 2 L e ng th

(a )using a var

ie ty of non- standar d units suc h a s

b o d y p a rts, p a p e r c lip s a nd c o mmo n o b je c ts in the ir e nviro nme nt a nd e xplain

the ir c hoic e s of units and how the me asur e me nt is done .

(b ) e stimate the le ng th o f a n

• b je c t b e fo re me a suring it

a nd use the wor

d ‘about’ to

d e sc rib e the me a sure me nt.

L e ng th, mass and volume

(a ) re c o g nise tha t the te rm ‘ we ig ht’ is c o mmo nly use d to me an mass in

e ve r yday situations.

(b ) c ompar

e masse s o f o b je c ts using balanc e sc ale s.

(c ) use e ve ryd a y e xa mp le s to

de ve lop a se nse of

• how long 1 m/ 1 c m is,
• how he avy 1 kg / 1 g is,
• how muc h 1 litr

e of liquid is,

(d ) use the ir a rm sp a n to sho w 1 m a nd e stima te le ng th in me tre s. (e ) wo rk in g ro up s to me asur

e the le ng th of c ur ve s using a str ing.

Me asur e me nt

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L e ar ning E xpe r ie nc e s Pr imar y 1 Pr imar y 2 L e ng th

(a )using a var

ie ty of non- standar d units suc h a s

b o d y p a rts, p a p e r c lip s a nd c o mmo n o b je c ts in the ir e nviro nme nt a nd e xplain

the ir c hoic e s of units and how the me asur e me nt is done .

(b ) e stimate the le ng th o f a n

• b je c t be for

e me asur ing it

a nd use the wor

d ‘about’ to

d e sc rib e the me a sure me nt.

L e ng th, mass and volume

(f) wo rk in g ro up s to me asur

e

le ng th/ ma ss/ vo lume o f liq uid using

appr

• pr

iate units a nd e xplain the ir c hoic e s of units and how the me asur e me nt is done ,

(g ) e stimate le ng th/ ma ss/ vo lume

be for e me asur ing it a nd use the wor d ‘about’ (e .g . a b o ut 20 c m) to

d e sc rib e the e stima tio n a nd me a sure me nt.

Me asur e me nt

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• Re la ting me a sure me nt to e ve ryda y life
• E

stima tio n o f le ng th, d ista nc e (b y p a c ing )

• E

stima tio n o f a re a s, e .g . furnishing , flo o r p la ns

• E

stima tio n o f vo lume s, e .g . re c ip e s, g ro c e ry sho p p ing

• Co nve rsio n o f units

M easurement

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Me asur e me nt

Sa mp le o f le ng th a c tivity fo r Prima ry 2.

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30/ 01/ 2018 12 Springdale Prim ary School Pr imar y 1 Pr imar y 2 T ime

• te lling time to the

hour / half hour T ime

• te lling time to 5 minute s
• use o f ‘a.m.’ and ‘p.m.’
• use o f a b b re via tio ns h and

min

• dr

awing hands o n the c lo c k

fa c e to sho w time

• dur

ation of one hour / half hour

Me asur e me nt

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L e ar ning E xpe r ie nc e s Pr imar y 1 Pr imar y 2 T ime

(a ) te ll time fro m a c lo c k fa c e a nd r

e late time to the e ve nts of a day using

‘ o ’ c lo c k’ a nd ‘ ha lf p a st’ . (b ) se que nc e e ve nts a c c o rd ing to time a nd e xplain the

appr

• pr

iate ne ss of e ve nts

a t d iffe re nt time s o f the d a y, e .g . lunc h a t 3 o ’ c lo c k in the a fte rno o n.

T ime

(a ) use a g e ar

e d c loc k to te ll time to

5 minute s a nd re la te it to the e ve nts o f a d a y. (b ) c ount aloud in ste ps of 5 while the minute ha nd o f a g e a re d c lo c k mo ve s fro m o ne numb e r to the ne xt a nd ma ke c o nne c tio ns to the multip lic a tio n ta b le o f 5. (c ) show time using a g e ar

e d c loc k

fo r o the rs to re a d the time .

Me asur e me nt

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L e ar ning E xpe r ie nc e s Pr imar y 1 Pr imar y 2 T ime

(a ) te ll time fro m a c lo c k fa c e a nd r

e late time to the e ve nts of a day using

‘ o ’ c lo c k’ a nd ‘ ha lf p a st’ . (b ) se que nc e e ve nts a c c o rd ing to time a nd e xplain the

appr

• pr

iate ne ss of e ve nts

a t d iffe re nt time s o f the d a y, e .g . lunc h a t 3 o ’ c lo c k in the a fte rno o n.

T ime

(d ) te ll time a nd r

e late wo rd s suc h a s

‘ mor

ning ’, ‘afte r noon’, ‘nig ht’ to a.m. and p.m., a nd g ive

e xa mp le s suc h a s “I wa tc he d a mo vie with my fa the r a t 7.30 p .m.” (e ) use e ve r

yday e xample s suc h a s

T V p ro g ra mme a nd b us sc he d ule s to te ll and wr

ite time and to ide ntify e ve nts that last about 1 hour / half hour, e .g . the

Ma the ma tic s le sso n la ste d ha lf a n ho ur.

Me asur e me nt

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T ime

• Allo w c hildre n to ma ke c o nne c tio n o f

time a nd dura tio n with the ir e xpe rie nc e .

• Use o f a na lo g c lo c k/ wa tc h
• T

e ll time to the ho ur a nd re la te time to the e ve nts o f a da y.

• Study te le visio n pro g ra mme she e t
• Ke e p a n e ve nt jo urna l

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Ge o me tr y

• Stude nts le a rn 2- dime nsional and 3-

dime nsional ge ome tric shape s and figure s, de sc ribing the ir ge ome tric prope rtie s and re lationships, and ide ntifying, naming and c lassifying the m.

• T

he y sho uld ha ve opportunitie s to disc ove r

prope rtie s thro ug h a n intuitive and

e xpe rime ntal a ppro a c h. T his a ppro a c h is b a se d o n Van Hie le ’s T

he ory o f g e o me try

le a rning whic h a dvo c a te s tha t b e g inning le a rne rs sho uld ma ke use o f c onc re te mode ls

and manipulative s to e xplo re g e o me tric

sha pe s a nd pro pe rtie s thro ug h ha nds-o n a c tivitie s.

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Pr imar y 1 Pr imar y 2 2D Shape s

• ide ntifying , naming , de sc r

ibing and c lassifying 2D sha p e s

• re c ta ng le , sq ua re , c irc le ,

tria ng le

• making / c omple ting patte r

ns

with 2D sha p e s ac c or

ding to one

• r

two o f the fo llo wing a ttrib ute s

 size  sha p e  c o lo ur  o rie nta tio n

2D Shape s

• ide ntifying , naming and

de sc r ibing 2D sha p e s

• se mic irc le , q ua rte r c irc le
• ide ntifying the b a sic shape s that

make up a g ive n fig ur e

• for

ming diffe r e nt 2D fig ur e s with

• re c ta ng le , sq ua re , tria ng le ,

se mic irc le , q ua rte r c irc le

• c opying fig ure s on dot g r

id or squar e g r id

Ge o me tr y

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Pr imar y 1 Pr imar y 2 2D Shape s

• ide ntifying , naming , de sc r

ibing and c lassifying 2D sha p e s

• re c ta ng le , sq ua re , c irc le ,

tria ng le

• making / c omple ting patte r

ns

with 2D sha p e s ac c or

ding to one

• r

two o f the fo llo wing a ttrib ute s

 size  sha p e  c o lo ur  o rie nta tio n

3D Shape s

• ide ntifying , naming , de sc r

ibing and c lassifying 3D sha p e s

• Cub e , c ub o id , c o ne ,

c ylind e r, sp he re

Ge o me tr y

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L e ar ning E xpe r ie nc e s Pr imar y 1 Pr imar y 2 2D Shape s

(a )r

e c og nise , name and de sc r ibe the 4 basic 2D shape s (re c ta ng le , sq ua re ,

c irc le a nd tria ng le ) fro m re a l

• b je c ts a nd p ic ture s

(d ra wing s a nd p ho to g ra phs). (b )tr

ac e the outline o f 2D

sha p e s fro m 3D o b je c ts. (c )ide ntify and de sc r

ibe 2D

sha p e s in d iffe re nt size s a nd

• rie nta tio ns.

(d )for

m a 2D shape fr

• m c ut- out

pie c e s o f the sha p e .

(e )g ue ss a 2D shape fro m a d e sc rip tio n o f the sha p e .

2D Shape s

(a )r

e late se mic ir c le and quar te r c ir c le to c ir c le .

(b )g ue ss 2D shape s fro m g ive n d e sc rip tio ns o f the sha p e s. (c )r

e c og nise and de sc r ibe the diffe r e nc e s/ similar itie s b e twe e n

two 2D sha p e s a c c o rd ing to a ttrib ute s suc h a s stra ig ht line s, c urve s, size s a nd c o lo urs. (d )wo rk in g ro up s to c r

e ate c omposite fig ur e s (e .g . p ic ture o f

a b o a t) using 2D sha p e s o r a p p le ts, a nd g e t othe r

g r

• ups to

ide ntify the basic shape s tha t

ma ke up the c o mp o site fig ure s.

Ge o me tr y

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L e ar ning E xpe r ie nc e s Pr imar y 1 Pr imar y 2 2D Shape s

(f)r

e c og nise and de sc r ibe the diffe r e nc e s/ similar itie s

b e twe e n two 2D sha p e s a c c o rd ing to a ttrib ute s (sid e s, c o rne rs, size s, c o lo urs). (g )wo rk in g ro up s to sor

t 2D shape s in diffe r e nt ways and e xplain ho w the sha p e s a re

so rte d . (h)use 2D shape s or

apple ts to c r e ate patte r ns a c c o rd ing to

• ne o r two a ttrib ute s (size ,

sha p e , c o lo ur a nd

• rie nta tio n) and de sc r

ibe the

p a tte rns.

2D Shape s

(e )make / c omple te patte r

ns with 2D shape s a c c o rd ing to o ne o r two

a ttrib ute s (size , c o lo ur, sha p e a nd

• rie nta tio n) and e xplain the

p a tte rns.

Ge o me tr y

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L e ar ning E xpe r ie nc e s Pr imar y 1 Pr imar y 2 3D Shape s

(a )r

e c og nise , name and de sc r ibe

3D sha p e s fo und in the ir e nviro nme nt. (b )ma ke a g ue ss o f the 3D shape s in

a bag by touc h and fe e l only.

(c )r

e c og nise and de sc r ibe the diffe r e nc e s/ similar itie s b e twe e n

two 3D sha p e s a c c o rd ing to a ttrib ute s (fa c e s, e d g e s, c o rne rs, size s, c o lo urs, ro lling ). (d )wo rk in g ro up s to sor

t 3D shape s in diffe r e nt ways and e xplain

ho w the sha p e s a re so rte d .

Ge o me tr y

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L e ar ning E xpe r ie nc e s Pr imar y 1 Pr imar y 2 3D Shape s

(e )wo rk in g ro up s to c r

e ate diffe r e nt 3D fig ur e s using 3D sha p e s o r

a p p le ts. (f)make / c omple te patte r

ns with 3D

sha p e s (e xc e p t sp he re ) a c c o rd ing to o ne o r two a ttrib ute s (size , sha p e , c o lo ur a nd

• rie nta tio n) and e xplain the

p a tte rns. (g )wo rk in g ro up s to c r

e ate a patte r n and invite othe r g r

• ups to

g ue ss the missing sha p e (s) and e xplain the p a tte rn.

Ge o me tr y

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E xample s o f 3D o bje c ts

Cube Cylinde r Cone

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E xample s o f 3D o bje c ts

pr ism Cuboid Springdale Prim ary School

Patte r ns

Stud e nts c a n ma ke / c o mp le te p a tte rns with 2D sha p e s a c c o rd ing to o ne o r two o f the fo llo wing a ttrib ute s

• size
• sha p e
• c o lo ur
• o rie nta tio n

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M aking Patterns

Colour Shapes

E a c h pa tte rn ha s to sho w a t le a st 3 c yc le s o f the b a sic c o re . c o re

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Size Orientation Size

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Ge o me tr y

• De ve lo p mo re a wa re ne ss a nd

b e c o me mo re o b se rva nt o f ho w thing s a re like

– sp a c e a nd sp a tia l re la tio nship s

• L

e a rning thro ug h T a ng ra ms

– L

e ve l o ne (using o utline s)

– L

e ve l two (fo rm the sha p e s g ive n)

– L

e ve l thre e (c re a te yo ur o wn fig ure s)

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M easurement and Geometry

• Learning through Tangrams

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Geometry

• F
• rm fig ure s with 2D o r 3D sha pe s

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Ge o me tr y

• F
• rm yo ur o wn 3D sha pe s

– Ge t to kno w the sha p e s tha t ma ke up the

fa c e s

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• Statistic s pro vide s the me thods a nd tools

to summa r ise , r e pr e se nt, a na lyse a nd inte r pr e t da ta so tha t use ful info rma tio n

c a n b e de rive d fo r ma king de c isio n, unde rsta nding a situa tio n, e tc .

• I

t is a pra c tic al a spe c t o f ma the ma tic s tha t is re le va nt to e ve ryda y life a nd situa tio ns.

• A g o o d unde rsta nding o f sta tistic s

e nha nc e s a pe r son’s unde r standing of the wor ld of infor ma tion a r

• und the m.

Statistic s

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Statistic s

At the prima ry le ve l, stude nts le a rn to

• re pre se nt da ta using pic ture g ra phs, b a r

g ra phs, line g ra phs a nd pie c ha rts;

• inte rpre t the se re pre se nta tio ns,
• ta b ula te a nd a na lyse da ta , a nd
• c a lc ula te the a ve ra g e o f a se t o f da ta .

T he y a pply the se kno wle dg e a nd skills in the c o nte xt o f wo rd pro b le ms whe re the y a re re q uire d to c o nstruc t, re a d a nd inte rpre t the va rio us re pre se nta tio ns.

Springdale Prim ary School Pr imar y 1 Pr imar y 2 Pic tur e gr aphs

• r

e ading and inte r pr e ting data fro m pic ture g ra phs Pic tur e gr aphs with sc ale s

• r

e ading and inte r pr e ting data fro m pic ture g ra phs with sc ale s

• solving 1- ste p pr
• ble ms

using da ta fro m pic ture g ra phs

Statistic s

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L e ar ning E xpe r ie nc e s Pr imar y 1 Pr imar y 2 Pic tur e g r aphs

(a )wo rk in g ro up s to c olle c t

data fro m the c la ss to a nswe r

q ue stio ns suc h a s “Wha t kind

• f fruits d o we like ? ” a nd use

the data to make a pic tur e g r aph fo r d isp la y. Pic tur e g r aphs with sc ale s

(a )wo rk in g ro up s to wr

ite a que stion and answe r it b y c o lle c ting d a ta

fro m mo re tha n o ne c la ss, o r use d a ta fro m the inte rne t to ma ke a p ic ture g ra p h a nd e xplain why a

sc ale is use d inste a d o f o ne -to -

• ne re p re se nta tio n.

Statistic s

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L e ar ning E xpe r ie nc e s Pr imar y 1 Pr imar y 2 Pic tur e g r aphs

(b )disc uss and de sc r

ibe the data pr e se nte d in a p ic ture

g ra p h using la ng ua g e suc h a s ‘most’, ‘le ast’, ‘g r

e ate st’, ‘smalle st’, ‘as muc h as’ and ‘as many as’ .

(c )r

e pr e se nt pic tur e g r aphs in

b o th ve r

tic al and hor izontal

fo rms, a nd make a stor

y using infor mation fro m a

g ra p h.

Pic tur e g r aphs with sc ale s

(b )r

e pr e se nt and inte r pr e t pic tur e g r aphs in b o th ve r tic al and hor izontal for ms, a nd make a stor y using infor mation fro m a

g ra p h. (c )disc uss r

e al- wor ld e xample s of data p re se nte d in p ic ture g ra p hs

fo und in ne wsp a p e rs a nd ma g a zine s.

Statistic s

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P1 & P2 Sample Work

P1 Sa mple Wo rk P2 Sa mple Wo rk

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Statistics

• Pro vide o ppo rtunitie s fo r stude nts to

c re a te the ir o wn pic ture g ra phs. T his will pre pa re the m fo r the skills the y ne e d in la te r ye a rs fo r da ta a na lysis a nd sta tistic s.

– Wha t is yo ur fa vo urite fo o d – Wha t do yo u do during the we e ke nd

• Pro vide o ppo rtunitie s to ma ke se nse o f

e a c h pic ture g ra ph/ inte rpre t the da ta

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Sample Gr aph te mplate

Red Blue Green Yellow

Each cube stands for 2 people.

E xte nsio n o f Pic ture Gra phs 1) Use the pic ture g ra ph dra wn to c ha ng e the le g e nd to e a c h c ub e sta nds fo r 2 pe o ple . 2) Dra w the g ra ph a g a in. la b e l le g e nd Our F a vo urite Co lo urs.

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T he Way F

• r

war d Re sour c e s

• Sto rie s re la te d to Ma the ma tic a l

c o nc e pts

• Re a d up a rtic le s fro m Sc ho o lb a g .sg
• Ma king ma the ma tic s fun
• Ma the ma tic s o nline re so urc e s fo r

pa re nts

• Ma the ma tic s Sylla b us

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• Be po sitive , ta lk a b o ut the wa ys yo u use

ma the ma tic s e ve ry da y.

• L

e t yo ur c hild kno w tha t yo u think ma the ma tic s is impo rta nt.

• Po int o ut the wa ys in whic h diffe re nt

fa mily me mb e rs use ma the ma tic s in the ir jo b s a nd a t ho me .

• L

e t yo ur c hild kno w tha t e ve ryo ne c a n le a rn ma the ma tic s.

Ways I Can He lp my Child

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• Pra ise yo ur c hild whe n he / she ma ke s a n

e ffo rt a nd unde rsta nds so me thing fo r the first time ,

• Sha re in the e xc ite me nt whe n yo u a nd

yo ur c hild so lve a pro b le m to g e the r.

• E

nc o ura g e yo ur c hild to b e pe rsiste nt whe n a pro b le m se e ms diffic ult.

Ways I Can He lp my Child

Springdale Prim ary School

Ma ths Communic ation

• Whe n yo u a nd yo ur c hild a re trying to so lve a

p ro b le m, ha ve yo ur c hild sha re his o r he r thinking a lo ud a nd ta lk a b o ut the stra te g ie s tha t he o r she use d to re a c h a so lutio n.

• I

f so me o f yo ur c hild ’ s id e a s a re p uzzling , a sk yo ur c hild to e xp la in furthe r. As c hild re n ta lk a b o ut the ir id e a s a nd ho w the y re a c h so lutio ns, the y a re le a rning to re a so n ma the ma tic a lly.

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Ma ths Communic ation

• Sug g e st tha t yo ur c hild a c t o ut a p ro b le m o r

d ra w a d ia g ra m to so lve it. Ha ve yo ur c hild sho w ho w he o r she re a c he d a c o nc lusio n b y d ra wing p ic ture s a nd mo ving o b je c ts a s we ll a s b y using wo rd s.

• T

re a t e rro rs a nd misc o nc e p tio ns a s

• p p o rtunitie s to d e ve lo p re a so ning skills a nd

ne w id e a s.

Springdale Prim ary School

Ma ths Communic ation

• I

d e ntify whic h p a rt o f yo ur c hild ’ s re a so ning is c o nvinc ing a nd whic h p a rt is le ss c o nvinc ing .

• F
• r e xa mp le ,“Ilike the wa y yo u o rg a nize d the

info rma tio n. Ca n we lo o k a t the c ha rt a g a in to se e if the numb e rs a re a c c ura te ? ”

• Pro mp t yo ur c hild to think o f a no the r wa y to

so lve the p ro b le m.

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E ve r yday Maths

• I

nc lude yo ur c hild in e ve ryda y a c tivitie s tha t invo lve ma the matic s – ma king purc ha se s, me a suring ing re die nts, c o unting

• ut pla te s a nd ute nsils fo r dinne r,

me a suring a nd c a lc ulating the a re a o f a ro o m.

• Pla y g a me s a nd do puzzle s with yo ur c hild

tha t invo lve ma the matic s. Suc h a c tivitie s ma y fo c us o n dire c tio n o r time , lo g ic , re a so ning , so rting , c la ssifying , a nd/ o r e stima ting .

Springdale Prim ary School

E ve r yday Maths

• Wo rk with yo ur c hild to so lve

ma the matic s pro b le ms suc h a s the o ne s in this g uide . Pro b le m so lving he lps yo ur c hild de ve lo p ma the matic a l thinking a nd re a so ning .

• I

n a dditio n to ma the ma tic s to o ls, suc h a s a rule r a nd a c a lc ulato r, use ho use ho ld

• b je c ts, suc h a s to o thpic ks, a me a suring

c up, a nd c o nta ine rs o f va rio us sha pe s a nd size s, whe n do ing ma the matic s with yo ur c hild.

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Q & A

Springdale Prim ary School

T HANK YOU