Woodlands odlands Ri Ring g Prima imary y School hool Primary 6 - - PowerPoint PPT Presentation

Woodlands

• dlands Ri

Ring g Prima imary y School hool

Primary 6 Parents’ Briefing Mathematics Department 23.1.2015

• Acquire mathematical concepts and skills
• Develop process skills
• Develop the abilities to reason logically and

communicate mathematically

• Develop positive attitudes towards

mathematics

Aims of Mathematics Education

Mathematics Curriculum Framework

Examination Format – Standard Mathematics

Paper & Duration Booklet Item Type

• No. of

questions

• No. of marks

per question Weighting 1 (50 min) A Multiple- choice 10 1 10% 5 2 10% B Short- answer 10 1 10% 5 2 10% 2 (1 h 40 min) Short- answer 5 2 10% Structured / Long- answer 13 3, 4, 5 50% 2 h 30 min Total 48

• 100%

Examination Format – Foundation Mathematics

Paper & Duration Booklet Item Type

• No. of

questions

• No. of marks

per question Weighting 1 (1 h) A Multiple- choice 10 1 10% 10 2 20% B Short- answer 10 2 20% 2 (1 h 15 min) Short- answer 10 2 20% Structured 8 3, 4, 5 30% 2 h 15 min Total 48

• 100%

PSLE

• Both papers will be scheduled on the same day

with a break between the two papers.

• The use of calculators is not allowed in Paper 1.
• The use of calculators is allowed in Paper 2.

PSLE Maths

PSLE Mathematics Format

Concrete Pictorial Abstract

• C-P-A: school-wide approach
• Sustained Support in Mathematics

(Ministry of Education)

How Mathematics is Taught

Problem Solving STEPS

• Study and Understanding the

Problem

• Thinking and Devising a Plan
• Execute the Plan
• Prove or checking

• A table can seat 4 pupils. How many such

square tables, arranged to form a long table joined together, are needed to seat 20 pupils? Examples of Heuristic & Thinking Skills

Heuristics: Act it Out, Draw A Diagram, Make A Systematic List, Look for Pattern / Logical Reasoning Thinking Skill: Identifying Pattern & Relationships

X X X X X X X X X X X X X X X X X X X X

Draw A Diagram / Act It Out Make A Systematic List

Table 1 2 3 4 5 6 7 8 9

• No. of

Pupils 3 2 2 2 2 2 2 2 3

Logical Reasoning

Both ends of the long table should have 3 pupils each: 2 square tables can seat 6 pupils Remaining 20 – 6 = 14 pupils will be seated with only 2 pupils at each square table: 14 ÷ 2 = 7 Thus, another 7 tables required. In all, 9 tables are needed to seat 20 pupils

Look for A Pattern

1 table -------- 4 pupils 2 tables ------- 6 pupils = (2 x 2) + 2 3 tables ------- (3 x 2) + 2 = 8 pupils 4 tables ------- (4 x 2) + 2 = 10 pupils 5 tables ------- (5 x 2) + 2 = 12 pupils 6 tables ------- (6 x 2) + 2 = 14 pupils 7 tables ------- (7 x 2) + 2 = 16 pupils 8 tables ------- (8 x 2) + 2 = 18 pupils 9 tables ------- (9 x 2) + 2 = 20 pupils

STructured Aided Revision Papers STAR Papers

• Only given at certain periods of the year eg

super long weekends, PSLE Marking period, term holidays etc.

• Revision papers are chunked, either as a set or

a sheet.

• Max of 30 minutes per chunk.
• Structured implementation format.

STAR Papers

• STructured Aided Revision (STAR) Papers

STAR Papers

• STructured Aided Revision (STAR) Papers

STAR Papers

• STructured Aided Revision (STAR) Papers

STAR Papers

• Students

– Receive chunked revision papers/sheets at least 2 days before going away from school. – Do 1 chunked paper/sheet each day, following the duration given (25 minutes). – Write down the start and end time

• n the cover page.

– Submit paper to parents for marking. – Do corrections. – Resubmit corrections for marking. – Ensure that parents sign on the cover page.

• Parents

– Ensure that your child does the work within the stipulated duration and corrections. – Mark your child’s work and corrections. – Sign on the cover page after marking corrections.

• Teachers

– Check students’ work for completion of work, corrections, parent’s signature and indication of start and end time. – Provide guidance and support to students if they do not understand the provided solutions.

STAR Papers –

Implementation format

• Compass
• Protractor
• Calculator – Only approved model

recommended by MOE

Skill – Handling Mathematical Tool

List of Approved Calculators

SHARP

• EL 509VM (valid till 2015)
• EL 509 W (valid till 2015)
• EL 509WM (valid till 2018)
• EL 509WS (valid till 2018)
• EL 509X (valid till 2019)
• EL 546VA (valid till 2015)
• EL W531S (valid till 2019)
• EL W531M (valid till 2016)
• EL W531XM (valid till 2018)
• EL 533X (valid till 2017)

CASIO

• FX 82AU (valid till 2015)
• FX 82MS (valid till 2018)
• FX 85MS (valid till 2018)
• FX 95MS (valid till 2018)
• FX 350MS (valid till 2018)
• FX 820MS (valid till 2015)
• FX 992S (valid till 2015)
• FX 95 SG Plus (valid till 2018)
• FX 96 SG Plus (valid till 2017)

List of Approved Calculators

HEWLETT PACKARD

• HP 10S (valid till 2018)
• HP 10S+ (valid till 2018)
• HP 8S (valid till 2015)
• HP 9S (valid till 2015)

HUBBLE COMPUTING

• SC 10B (valid till 2015)

REDSPOT COMPUTING

• SC 10B (valid till 2015)
• SC 10C (valid till 2015)

AURORA

• SC 550 (valid till 2015)
• TEXAS INSTRUMENT
• TI 30XIIS (valid till 2018)
• TI 30XIIB (valid till 2015)
• TI 34II (valid till 2015)

FIAMO

• SC 6 (valid till 2015)
• SC 20 (valid till 2015)

CANON

• F-715S (valid till 2015)

HOSEKI

• H-1030 (valid till 2015)
• H-1031 (valid till 2015)

Mrs Low has 800 ml of milk. She used 50% of the milk to bake a cake and 25% of the remainder to make ice-cream. How many millilitres of milk had she left? Remainder  800 ÷ 2 = 400 Left  75% × 400 = 300 Ans: 300 ml

Communication Skill

Writing labels for the number statements helps pupils to organise their thought process

Communication Skill

Communication Skill

• Get your child to show you the whole process, not just

the answer e.g. explain the steps and sequence

• Get your child to understand the problem initially and

how to make sense of the problem

• Get your child to think how to select a method
• Show all workings clearly and label the number

statements

• Teach your child how to check his / her answers

How can you help?

• Persevere in solving the questions. Encourage your

child.

• Try all questions, esp. MCQ and Short-structured

questions.

• Seek alternative ways to solve a “difficult” task.
• Break up the task into smaller “digestible” bits.
• Set your child a time limit when doing practice papers
• e.g. 1 h 40 min for Paper 2

How can you help?

• Review what they have learnt in class – spending at

least 15 – 30 minutes every day to revise their daily work or concepts

• If your child has made a mistake in a specific question,

allow him / her to redo it without referring to the answer provided by the teacher

• Calculator is merely a tool. Most ‘calculator’ questions

do not require the use of calculator. Questions would be based on concepts

How can you help?

• Children with a positive attitude towards

the learning of mathematics are those who enjoy doing mathematics

• Children who are confident of their

mathematics knowledge are more likely to persevere when they encounter

• bstacles during the problem-solving

process

Stay Positive

Woodlands

• dlands Ri

Ring g Prima imary y School hool

Prim rimar ary y 6 P 6 Par arents nts’ Br Brie iefing ing 23 23 Ja Janu nuar ary y 20 2015 15 Eng nglish lish De Depa partm tment ent

EL As L Asse sessm ssment ent Str Structure cture

Pap Paper / / Compo ponent Content nt Marks Weighting

Paper 1 / Writing ing (1h 10 min) Situational Writing Continuous Writing 15 40

27.5%

Paper 2 / Langua uage ge Use and Compr prehe ehension nsion (1h 50 min) Booklet A Booklet B 28 67

47.5%

EL As L Asse sessm ssment ent Str Structure cture

Pap Paper / / Com

• mpo

pone nent nt Content nt Marks Weighting

Paper 3 / Listenin ning Compr prehe ehension nsion (approx. 35 min) Various text types 20

10%

Paper 4 / Ora ral (approx. 10 min in total inc. 5 min prep. time) Reading aloud Stimulus-based Conversation 10 20

15% Tot

• tal

al 200 00 100%

Com

• mmon
• n Are

reas as of

• f Str

Strength ngths

1. Situational Writing (15 marks) Marked for:

• Task Fulfilment (6 marks)
• Language and organisation (9 marks)

For Tas ask k Fulf ulfilment ilment, response should show a good awareness of purpose, audience and context and the provision of key information.

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Sit ituational tional Wri riti ting ng

• Plan for about 5 min
• Writing time about 10 - 12 min
• Check – approx. 3 to 5 min
• Must aim to score FU

FULL MARK RKS (6 marks) for task fulfilment by fulfilling all the points and understanding the audience, purpose and context.

• Responses must be based on the graphical clues

provided

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Sit ituational tional Wri riti ting ng

Task Fulfilment

• Analyse the purpose for writing, the target

audience and determine the format to use.

• Identify the key information required

• Purpose: An invite to a

play

• Audience: Cousin, Jim
• Context: Informal tone

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Sit ituational tional Wri riti ting ng

Be very clear who the audience is. Use the correct name and the right register. E.g. Write a letter to Tom . . . E.g. Write an email to Mr Ang . . . E.g. Write a reply to the organiser . . .

How are you? (Inappropriate when writing a formal letter/email)

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Sit ituational tional Wri riti ting ng

Signing off Informal, friendly letters/email do not require the writer to sign off with his surname.

E.g.

Yours sincerely, Kai Ning

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Sit ituational tional Wri riti ting ng

Language and organisation

• Use Simple Straightforward Language

E.g. 1 The competition is held on ________ (day) at _______ (place). It will take place from _______ to _______ (time).

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Sit ituational tional Wri riti ting ng

• Use Simple Straightforward Language

E.g. 2 The exhibition will be held from ______ to ______ (date) between _______ and _______ (time). It is held at _______ (place).

Months have to be spelt out in full in formal writing Learn how to spell the months e.g. February

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Sit ituational tional Wri riti ting ng

• Situational writing has to be st

studied. died.

• Revise

vise all the situational writings done – in EL Writing File.

Com

• mmon
• n Are

reas as of

• f Str

Strength ngths

2. Continuous Writing (40 marks) Composition based on a theme given with three pictures Marked for:

• content (20 marks)
• language and organisation (20 marks)

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Contin ntinuous uous Wri riting ting

• Analyse the theme in the composition

question

• Plan the story for about 10 min – Sequenc

equence your ideas

• Writing time about 35 min
• Check – approx. 5 min
• Minimum length – not
• t le

less ss than an 1 ½ pages long (leave a line)

Com

• mmon
• n Are

reas as of

• f Str

Strength ngths

3. Oral Communication (30 marks)

• Reading Aloud (10 marks)
• Stimulus-based Conversation (20 marks)

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Or Oral l Assessm essment ent

Reading

• read a passage with good pronunciation and

clear articulation of the words

• use appropriate rhythm and stress to achieve

a well-paced, fluent reading of a passage

• read with appropriate variation of pitch and

tone in order to convey the information, ideas and feelings in a passage

Stimulus-based Conversation

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Or Oral l Assessm essment ent

Stimulus-based Conversation

• Three main prompts related to the given stimulus

a) a) Look at the picture. Would you be interested to buy this jigsaw puzzle from Puzzle Mania? Tell me why / why not. b) b) Do you enjoy solving any kinds of puzzles? Tell me about it. c) c) Sometimes, we encounter problems that are difficult to

• solve. What do you usually do when you have difficulty in

solving a problem?

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Or Oral l Assessm essment ent

Stimulus-based Conversation

• give personal responses to the given topic
• express oneself clearly in a conversation,

using appropriate vocabulary and accurate grammatical structures

• use a range of appropriate vocabulary and

structures

Com

• mmon
• n Are

reas as of

• f Weak

aknesses nesses

1. Comprehension Cloze (15 marks)

• 15 blanks in a passage, 1 mark each
• No helping words given

2. Comprehension Open-ended (20 marks)

• Up to 10 items (1 to 4m each)
• A variety of items e.g. sequencing,

graphic organizer, open-ended

• Both Comprehension Cloze and

Comprehension Open-ended sections require: Good reading comprehension skills Strong vocabulary

• Pupils need to:

 Read carefully  Be alert to the clues in the passage and/or questions

Mosquitoes are probably the most hated animals in the world. Their itchy, irritating (1)___________ and nearly constant presence can ruin a perfectly peaceful dinner. Only female mosquitoes have the mouth parts necessary for (2)___________ blood. When biting their victims, they stab (3)___________ tubes into the skin. One tube injects an enzyme to prevent blood from clotting while the other sucks the victims’ (4)___________ into the mosquitoes’ bodies.

Ho How w th the Com

• mpre

prehe hension nsion Clo loze ze Proc

• cedur

edure e is is Us Used ed in Cla in Class ss

The teacher asks pupils to:

• 1. skim through the text and identify the

text-type (narrative, informative, etc.)

• 2. identify main language features of text-

type (timeless present tense for information reports)

Com

• mpre

prehe hension nsion Clo loze ze Proc

• ced

edure ure Us Used d in Cl in Class ass

1. . Predict edict 2. . Ju Just stify ify 3. . Com

• mpar

pare 4. . Dis iscuss cuss

Clu lues es Tha hat t Sh Show Lik w Liken eness ess

Pupils may need to look for the missing word itself or a form of the missing word in a nearby sentence.

Example Only female mosquitoes have the mouth parts necessary for (2)___________ blood. When biting their victims, they stab (3)___________ tubes into the skin. One tube injects an enzyme to prevent blood from clotting while the other sucks the victims’ (4)___________ into the mosquitoes’ bodies.

Clu lues es Tha hat t Sho how Parts ts and nd Who hole les

Pupils may need to count the parts of a

• whole. They will need to look for clue

words that help them to count.

Example When biting their victims, they stab (3)___________ tubes into the skin. One tube injects an enzyme to prevent blood from clotting while the other sucks the victims’ (4)___________ into the mosquitoes’ bodies.

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Compr preh ehens ension ion Clo loze

• Do not fill in the blanks immediately
• Read the whole text once to understand the

gist of text

• Look out for clues in the text (e.g. backward

and forward referencing – there is information for the answer in the whole text.)

• If they are stuck on a particular question, they

should skip it and continue reading

Com

• mpre

prehe hensi nsion

• n Op

Open-ende ended

It is challenging because it involves:

• Literal comprehension

(questions related to who, what, where, when)

• Inferential comprehension

(questions related to why, what if, how)

• Evaluative comprehension

(pupils’ opinions)

Landing a movie part in Hollywood is a big dream for many. It is an exciting event involving chauffeured cars and teams of hair, makeup and wardrobe professionals fussing and fixing. The lights go on, camera starts rolling and all the action is focussed on you. Movie-star treatment spoils some people but it can also be the most uplifting and rewarding experience of a lifetime.

• Q. List two ‘movie-star treatment’ (line 6) that can

happen when you play in a Hollywood movie part? [2m] (Literal Q.)

Sequencing Item _________ Krystal rehearsed her scene a few times the night before. _________ Krystal confidently read her lines during the audition. _________ Krystal’s family helped her to memorise her lines.

Q. . What was Krystal’s ‘limitation’ (line 8)? [2m] (Inferential Q.)

Learning all her lines was a great challenge for Krystal, so her family pitched in to help. Her father coached her for the scenes, amusing her with his silly imitations of the other characters. He also tried to calm her down and gave her encouragement whenever she felt stressed. Krystal was determined to overcome her limitation and portray her roles well.

Krystal’s parents recounted that when Krystal was born, doctors said she might not learn to walk, let alone get out of diapers or feed herself. However, through this experience, they realised that doctors do not always know best. People with Down’s syndrome are able to do more than anyone imagined, and that dreams are worth dreaming after all.

• Q. Do you think it was challenging for Krystal’s parents

to take care of her when she was young? Support your answer with information from the passage.

(Evaluative Q.)

Tip ips for r Pupi pils ls Whe hen n Tacklin ling g Compr preh ehens ension ion Op Open-ende nded

• Skim through the questions before reading the

passage to get an idea of what to look out for

• Highlight the question word (e.g. why, what,

etc.) in each question

• Pay attention to the tense of the main verb in

the question

• Remember that the questions follow the

chronological order of the passage

Su Supp ppor

• rting

ting You

• ur

r Chil hild d at at Ho Home: : Mak ake e Eng nglish lish a L a Liv iving ing La Lang nguage age

Encourage your child to:  LISTEN to it!  READ it!  SPEAK it!  WRITE in it! Inp nput Ou Output put

Enc ncou

• uraging

raging You

• ur

r Chil hild d to R

• Read

ad

Reading: (Input)

• Is essential for academic success in any

subject area

• Helps your child to build his/her

vocabulary

• Develops awareness of sentence

structures

• Develops ideas for good writing