P1&2Seminar

2013PrimaryMathsSyllabus
28Jan,10Feb,6&25Mar2015

2013PRIMARYMATHS
CURRICULUM
ImplementationCommunicationSupport

Whathasbeendonesofar?

Implementation:
Yearbyyear

2013

2014

2015

2016

2017

2018

P1

P2

P3

P4

P5

P6(PSLE)

Communication:
Year

Briefingsessions

2012

>20briefingsessionsforteachers/Maths KPson
theoverviewofthesyllabusandP1syllabus

2013

BriefingonP2syllabus(Maths KPs)

2014

BriefingonP3syllabus(Maths KPs)

Support: AlignedTLGtonewsyllabus

Toaccess2013SyllabusandTLGonOPAL:
PrMaths Resources Syllabus/TLG

TLG

Toaccessbriefingslideson2013syllabusonOPAL:
PrMaths SharingMaterialsMeetingsand
TrainingMaterialsforPrSchools

PrMaths SharingMaterialsMeetings
andTrainingMaterialsforPrSchools
P3syllabus
briefing

P2syllabus
briefing
P1syllabus
briefing

THEMATHEMATICSFRAMEWORK
ANDPRIMARYMATHSAIMS
7

MathematicsFramework
Beliefs
Interest
Appreciation

Monitoringofonesownthinking
Selfregulationoflearning

Confidence
Perseverance

Numericalcalculation
Algebraicmanipulation

Reasoning,communication
andconnections

Spatialvisualisation

Applicationsandmodelling
Thinkingskillsandheuristics

Dataanalysis
Measurement
Useofmathematical
tools
Estimation

Numerical
Algebraic
Geometric
Statistical

Probabilistic
Analytical

PrimaryMathematicsAims
ThePrimaryMathematicsSyllabusaimsto
enableallstudentsto:

Acquiremathematicalconceptsandskillsfor
everydayuseandforcontinuouslearningin
mathematics.
Developthinking,reasoning,communication,
application andmetacognitiveskillsthrough
amathematicalapproachtoproblemsolving.
Buildconfidence andfosterinterestin
mathematics

SyllabusOrganisation
Thesyllabusisorganisedalong3contentstrands
withalistingofmathematicalprocessesthat
cutacrossthe3strands.

3 Content Strands + 1 Process Strand

Number and
Algebra

Measurement
and Geometry

Mathematical Processes

10

Statistics

EmphasisingMathematical
Processes
3clustersofprocesses

Reasoning,communicationand
connections
Applications
ThinkingskillsandHeuristics
Singapore Mathematics
Framework

11

11

MathematicalProcesses
(PrimaryMathsTeachingandLearningSyllabus,Pg.54)

12

MathematicalProcesses(MP1)
Reasoning, communication and
connections

Useappropriatenotations,symbolsand
conventionstopresentandcommunicate
mathematicalideas
Reason inductivelyanddeductively
Make connections
withinmathematics
betweenmathematicsandeverydaylife
13

ExamplesofReasoning,Communicationand
ConnectionsintheTextbooks

Shaping Maths, 2B, Pg. 84

Targeting Mathematics, 1A, Pg. 67

14

AnExampleofReasoning,Communicationand
ConnectionsintheTLG(P1Additionwithin10)

Maths
languageis
bold&in
italic

15

AnExampleofReasoning,Communicationand
ConnectionsintheTLG(P2Multiplication)

Maths
languageis
bold&in
italic

16

MathematicalProcesses

17

MathematicalProcesses(MP2&3)
Applications

Applymathematicsconceptsandskillsto
solveproblemsinavarietyofeveryday
contexts

ThinkingSkillsandHeuristics
Useofthinkingskillsandheuristicstosolve
problems
Useofaproblemsolvingmodele.g.Polyas
model

18

18

Whendowestartteaching
Heuristics?

19

P2

Whendoweintroducepartwhole
modelmethod?

20

P2

Whatdoesitmeantoteachers?

21

Getstudentstoverbalisetheirthinkinge.g.
discuss,describe,explain,share,give
examples
Getstudentstousethecorrectmaths
language todescribemathsideas
Helpstudentsmakeconnectionsandmake
senseoftheirlearning

EASINGTHETRANSITIONFROM
PRESCHOOLTOP1

22

EntryPointofSyllabus

23

ThecurrentP1syllabusdoesnotassumeany
formallearningofmathematicspriortoP1.
Theentrypointiskeptthesameforthe
2013syllabus.

Whatdoesitmeantoteachers?

24

Teachersshouldcheckforsound
understandingofmathematicalconcepts in
ordertoaddressmisconceptionsanduncover
surfaceunderstanding.
Teachersshoulddesigntheirlessonsfrom
wherethechildis.
P1studentscomewithdifferentlevelsof
knowledgeandskills,thereforedifferentiated
teaching becomesimportant.

Whatdoesitmeantoteachers?

Assessment(formativeandsummative)oughtto
bedevelopmentallyappropriate,assessforthe
learningoutcomesspecifiedinthesyllabus
documents.Aboveleveltestingisdiscouraged.

AccordingtoPERIsrecommendation,
Semestral Assessmentonlystartsfromend
ofP2.Usebitesizedformsofassessment
tohelpstudentsbuildconfidenceanddesire
tolearn.Providestudentswithricherand
moreholisticfeedback toenablemeaningful
learning.
25

ArticlefromStraitsTime
(dated9Feb2012) P2MathsQuestions

26

Question1:MrsTanhad30chickensand
ducks.Sheputthechickensinsixbasketsand
theducksinfourbaskets.Thenumberof
chickensineachbasketwasequaltothe
numberofducksineachofthefourbaskets.
Howmanychickensandhowmanyducksdid
MrsTanhave?

STOMP(dated24Oct2014):Canyousolve
thismathsquestion?Youmightbesurprised
toknowwhoitismeantfor.
Question:
Heatherhasacollectionofseashellsthatarefewerthan18.
Shedecidestoputtheminboxes.
Whensheputs4seashellsineachbox,shehas3seashellsleft.
Whensheputs5seashellsineachbox,shehasnoneleft.
Howmanyseashellsdoesshehave?

27

Parentscomment:Whenmydaughter,whoisinprimary2,
showedmehermathsassessmentpapersforheryearend
exam,Iwassurprisedtofindoutthatshehadtocomplete9
pagesofquestionsinanhourandahalf.Ontopofthat,Isaw
twoquestionsthatstumpedme.Ittookmeawhiletosolve
thequestions.Mydaughterwasquitedejectedwhenshehad
difficultysolvingthesequestions.

CONTENTCHANGES

28

ContentforPrimary1&2
Minimalcontentchanges,mainlymovementsand
replacements

Measurementandcomparisonofthemassesoftwoor
moreobjectsinnonstandardunitsisremoved fromP1.

3Dshapesismoved toP2.

DataRepresentationandInterpretation
P2:solving1step problemsusingdatafrompicture
graphs.
Restrictingallproblemsto1steponly.

ContentChanges
Geometry
RefinementofGeometrytopicsatvariouslevelsto
strengthenspatialvisualisation.
P1:making/completingpatternswith2Dshapes
accordingtooneortwoofthefollowingattributes:size,
shape,colour,orientation.Orientation isanadditional
attribute.

30

P2:Identifying,naming,describingandclassifying3D
shapes:cube,cuboid,cone,cylinder,sphere.Sphere is
anadditional3Dshape.

LEARNINGEXPERIENCES

31

LearningExperiences(LE)
LearningExperiencesforthePrimaryMathematics
syllabusprovideopportunitiesforstudentsto:
enhanceconceptualunderstandingthroughuseof
theConcretePictorialAbstract approach and
variousmathematicaltoolsincludingICTtools;
applyconceptsandskillslearntinrealworld
context;
communicate theirreasoningandconnections
throughvariousmathematicaltasksandactivities;
buildconfidence andfosterinterestin
mathematics.

32

LearningExperiences(LE)
What?LEstatementsdescribewhatstudents
shoulddo aspartoftheirlearning.
Why?Influencethewaysteachersteachand
studentslearn sothatthecurriculum
objectivescanbeachieved.
Where?Includedintextbooks,workbooks,TLG
toguidetheteachingandlearning ofthe
topics.
How?StudentscarryouttheLEaspartoftheir
learning.
33

LearningExperiencesinthePrimaryMathsTeaching
andLearningSyllabus

LE in the
Syllabus

TLG

GUIDANCEFORP14CURRICULUM

36

GuidanceforP14Curriculum
Thissectionprovidesteacherswithguidance
onhowtosupportstudentswholearnata
slowerpacebyidentifyingareasintheP1
4Curriculumwherethedepthofthe
contentcanbeadjusted andthelevelof
masterymoderated.

37

GuidanceforP14Curriculum
(PrimaryMathsTeachingandLearning
Syllabus,Pg.100)

38

GuidanceforP14Curriculum
(PrimaryMathsTeachingandLearningSyllabus,Pg.101)

39

GuidanceforP14Curriculum
SummaryforP1
Insummary,forPrimary1:
Wholenumbersdividedintonumbersupto
20, 40 and100;Similarly,comparing,ordering,
patternsequence,additionandsubtraction,
moneyshouldhaveanintermediatestageon
numbersupto40;
solving1stepwordproblemsinvolving
additionandsubtractionwithin20with
pictures
lowerdemandinmentalcalculation
40

GuidanceforP14Curriculum
SummaryforP2
Insummary,studentstoachievemastery
in
Comparing,ordering,patternsequence,
within100;
solving2partwordproblems(1stepfor
eachpart)involvingadditionand
subtraction
mentalcalculation(lowerdemand)
41

Whatdoesitmeantoteachers?

42

Teachershavetopayspecialattentionin
planningthelearningacrossthelevels.Close
communicationbetweenteachersacross
levelsisveryimportanttoensurethereisno
learninggapinthestudentslearningprocess.
TOSshouldreflectthedifferentiation:vary
thedifficultylevelandthedemandof
knowledgeintheindicatedcontent.

Summary

Keeplanguagesimpleandappropriate.
Buildstudentsconfidence inMaths.
Studentsshouldenjoy learningMaths.

EarlySuccess
StrongBasics
SteadyProgress
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