2013PRIMARYMATHS

CURRICULUM
(PRIMARY3)

ImplementationCommunicationSupport

2014 Primary Maths HOD

Seminar (23 April 2014)

Summary

Implementation:Yearbyyearimplementation
planwithP1in2013,P2in2014,P3in2015

Communication: Conductedabout20Briefing
sessionsforMathsKPs,P1&P2teachersin
2012;BriefingonP2syllabusduring2013HOD
meeting

Support: AlignedTLGtonewsyllabus

MathsLanguage

EmphasisetheMathsmeaningofwords
e.g.sum,difference,product,quotient,
remainder,3timesasmuchas,acuteangle,
obtuseangle,perpendicularline,parallelline,
scale(graph)
e.g.AVOID:divisor,dividend,3timesmorethan

UseMathslanguagecorrectlytocommunicate
Mathsideas

Query
A:"Johnsharedequallywithhisfriend"
Allteachersagreedthatthecalculationshave
toincludeJohn.
B:"JohnsharedAMONGhisfriends".
Someteachersexplainedthatcalculation
shouldincludeonlyhisfriends.Butother
teachersexplainedthatheshouldincludeJohn
intothecalculation

Remarks
Johnshouldbe
includedinthe
calculation

Thiswilldependon
thecontextofthe
questions.

MathsLanguage
Usesimplesentencesappropriatetothelevel;
unambiguouslanguage
e.g.sumofthevalueofdigit3in3290and32
Ambiguous
e.g.Johnsharedequallywithhisfriends
Statements
e.g.Johnsharedequallyamonghisfriends
suggestion:
12sweetsweresharedamongJohnandhistwo
friends.
Johnandhistwofriendsshared12sweets
equallyamongthemselves.
equation
___________isusedinthetextbooksinsteadof
numbersentenceormathematicalstatements.
5

Query
Question:'Thereare3bottles.Each
bottlecontains2litres.Howmuch
wateraretherealtogether?
Someteachersexplainedthatthe
workingforthisshouldbe3x2(hasto
write3(first)x2(second)).Butsome
teacherssaidthatitdoesn'tmatterif
thestudentwrites3x2or2x3.

Remarks
Bothexpressions
areacceptable.
3x2
2x3

Equal=

Provideopportunitiesforstudentstoseethe
commutativeproperty
E.g.3+7=7+3
3x6=6x3

Useofunits
E.g.5units=12x5(Donotuse)

Query

4cm+10cm+4cm+10cm=28cm

4+10+4+10=28
Theperimeterofthefigureis28cm

Perimeterofthefigure=4+10+4+10=28cm

The above presentation of solutions are acceptable.

Reasoning,Communicationand
Connection

Articulatethinkingandunderstanding
Explainmathsideas
Engageinactivitiesthatencouragereasoning,
communicationandconnection.
ReflectedintherevisedIGforP1andP2:

Reasoning,Communicationand
Connection

ExampleforFraction

Whathappenswhenthenumeratorincreases?
Whathappenswhenthedenominatorincreases?
Whathappenswhenbothnumeratorand
denominatorincreaseproportionately?
10

LearningExperiences(LE)

11

Thelearningoutcomesareaccompanied
bysuggestedlearningexperiences

Theselearningexperiencesarereflected
inthetextbooks

AdditionandSubtraction
Primary 1

Primary 2

Primary 3

The sub-topic addition and subtraction is covered

from P1 to P3. It is, therefore, important for students
to master addition and subtraction skills by P3.
Money

Money

Addition and
Subtraction
up to100;
Algorithm

Addition and
Subtraction
up to 1000;
Algorithm

Addition and
Subtraction
up to 10 000;
Algorithm

Numbers to
100

Numbers to
1000

Numbers to
10 000

Money

12

MentalCalculation

(P3 content) mental

calculation involving
multiplication and division
within the multiplication
tables of 7, 8 and 9

13

Help students to achieve fluency in mental calculation by P3.

NumberPatterns

Well-defined

___________pattern
sequence

Focusonnumber____________
simple

Keepto________patterns

3
_____cycles

2
+2

14

4
+2

6
+2

Within
syllabus

Level

4,5,6,7,__,9

P1
onwards

7,9,14,16,21,__

X(lessthan3cycles)

_____,410,400,390,380

Examples

/x

804,704,604,504,404,___,204

15

P2
onwards
P2
onwards

NumberPatterns
P1 Numbers to 10

1 more/less

Numbers to 20 & 40 1,2 more/less

Numbers to 100
P2 Numbersto1000

1,2, 10 more/less

1,2,3,4,5,10,100more/less
Upto2variations

P3 Numbersto10000 Arithmeticpatterns

(e.g.commondifferenceor
upto2variations:
addition&subtractionwith
1,2,3,4,5,tens,hundreds
andthousands)
16

Multiplicationtables(P3)

Comparison
Usesimplesentencesappropriatetothelevel
e.g.P1&P2: ___is1morethan5
(or1morethan5is__)
P3:
6is1morethan__
6is___morethan5

Useappropriatenumbers(samecriteriaas
numberpatternsforadditionandsubtraction)
e.g.342is____morethan327 (for such case, use

algorithm instead)

17

NumberLine

P1&P2:numbersequence

Shaping Maths,2A, p.11 (2013)

18

IntroducenumberlineatP3torepresent
wholenumbersandfractions

QuestionswithMissingNumbers

Missingnumbercouldberepresentedbya
box()orsymbol(e.g.)

Shaping Maths, 1A, p. 37

19

Targeting Mathematics, 2A, p. 101

ChallengingItems
(Classroomdiscussiononly;Notforsummativeassessment)

My Pals, 2A, p. 41

20

UseofConcreteMaterials
concreteobjects>basetensets>numberdiscs

21

Multiplerepresentation
E.g.concreteitems,playmoney,placevalue
cards,numberdiscs,pictures/drawing,abstract
symbol)

ScaffoldingofWordProblems

22

Primary 1

Primary 2

1-step
word problems
(+/- within 20;
x within 40, with
pictorial rep;
within 20)

1-step
word problems
(x/ within P2
2-step
word problems (+/-)

1-step
word problem with
pictorial illustrations

2-part
word problems
(+/-)

Picture
problems

1-step
word problems
with model drawing
(+/-)

multiplication tables)

Primary 3

2-step
word problems
(+, -, x, )

2-part
word problems
1-step
word problems
(new content e.g.
sum , difference)

AreaandPerimeter

Alldimensionsmustbegiventofindareaand
perimeter.
Showrectanglesandsquaresofdifferent
orientations

PerpendicularandParallelLines
Perpendicular and Parallel Lines is covered
entirely in P3 instead of P3 & P4.

23

Findingoutmorethrough...

24

SchoolVisits
FGDswithHODsandteachers
AssessmentTasks

CoordinatedLastMathematicsTopicstobe
taughtatPrimary6
An email sent on 8 Nov 2013 to SLs/HODs/LHs to
inform of the common last topics to be put into the P6
Scheme of Work.

P6SMATopics
Speed
Volume
PieCharts
SolidFiguresand
Nets(Lasttopic)

P6FMATopics
Geometry
PieCharts
Volume(Lasttopic)