p3 math parents workshop
TRANSCRIPT
![Page 1: P3 Math Parents Workshop](https://reader034.vdocuments.site/reader034/viewer/2022051922/6285569bdd46cc7f20011286/html5/thumbnails/1.jpg)
P3 Math Parents Workshop
Friday, 26 March 20212pm - 3.30pm We will begin at 2pm.
There will be a Q&A session at the end. Do hold your questions till then.
Thank you for your understanding.
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Presenters:Mrs SureshMrs Jennifer LamMrs Ellis Chua
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Ground rules:
- Please mute your mic so that everyone can hear the presenters.
- Please switch on your camera if possible.
- Please participate in the questions posed.
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What are some concerns you have for your child with
regards to Math?
https://tinyurl.com/mathparentws2021
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You made so many careless
mistakes.
How I can help my child?
Nowadays, Maths is so DIFFICULT!!
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Objectives:
⮚ To provide an overview of the Mathematical concepts that your child is required to apply in Primary 3
⮚ To be aware of common misconceptions to avoid when guiding your child at home
⮚ To use the BEST problem-solving approach for word problems
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Outline of Workshop :
⮚ An overview of P3 topics + misconceptions⮚ BEST Approach ⮚ Tips for Parents ⮚ FAQ⮚Q & A
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An Overview of P3 topics
Term 2
Chapter 4: Multiplication and Division
Chapter 5: Money
Chapter 6: Length, Mass and Volume
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An Overview of P3 topics
Term 3
Chapter 7: Time
Chapter 12: Bar Graphs
Chapter 8: Fractions
Chapter 9: Angles
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An Overview of P3 topics
Term 4
Chapter 10: Perpendicular and Parallel Lines
Chapter 11: Area and Perimeter
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Common Challenges faced by students
MULTIPLICATION & DIVISION
• Lack factual fluency of multiplication tables of 2 to 10
• Unable to perform division algorithms with or without
remainder
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Suggestions for Students
• Practise multiplication tables with your child as and when you can. It can be through the use of whiteboards or songs that your child likes.
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Suggestions for Students
• Be familiar with multiplication tables of 2 to 10.
– Try out Daily 10: https://www.topmarks.co.uk/maths-
games/daily10
• Recognise family facts of multiplication & division
eg: 5 × 6 = 30 30 ÷ 5 = 6
6 × 5 = 30 30 ÷ 6 = 5
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MONEY
• Missing decimal notations (decimal point)
- e.g. $12.50 is written as $1250
• Alignment of the decimal point during addition and
subtraction algorithm
Common Challenges faced by students
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MONEY
• Understand the concept of “more money needed”
- eg: How much more money does Jane need to buy
the two items?
- The amount calculated is insufficient and more
money is needed to top up what Jane originally has.
Common Challenges faced by students
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Suggestions for Students
• Have your child purchase items on their own. Get them
to calculate the “change”. Remind your child not to
miss out the decimal point when calculating.
• Use a ruler to check the alignment of the digits when
adding or subtracting.
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LENGTH, MASS & VOLUME
• Make reasonable estimations on length, mass and volume.
- Eg: What will be the length of a student desk?
• Unable to read the scales and intervals.
Common Challenges faced by students
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LENGTH, MASS & VOLUME
• Mistakes in concept facts and conversion of units
- 100 cm = 1m
- 1000 m = 1km
- 1000 g = 1 kg
- 1000 mℓ = 1ℓ
Common Challenges faced by students
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Suggestions for Students
• Have conversations with your child on :
- how heavy things are e.g. packet of rice, salt,
sugar
- length of the items e.g. door, window,
cupboard
- capacity of bottles or containers
e.g. milk, fruit juice
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Suggestions for Students
• Reading of the scales and intervals.
- mass : https://youtu.be/gmM-0R4CCuE
- volume : https://youtu.be/R4LgXPnkBlc
A more detailed one :
https://www.youtube.com/watch?v=6JyDRJBJQgU
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TIME
• Present mathematical statements incorrectly.
Qn : Add 1 h 10 min to 2.00pm.
1.10min + 2.00pm = 3.10pm
1h 10min + 2.00pm = 3.10pm
1h 10min + 2h = 3.10pm
Common Challenges faced by students
🗶
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Accurate Presentation of Answers
Qn : Add 1 h 10 min to 2.00pm.
2pm 2.30pm 3pm 3.10pm 3.30pm
2pm 3pm
3pm 3.10pm
+ 1h
+ 10min
Method 1
Method 2
30 min 30 min 10 min
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Hands on
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*Annotating starting time, finishing time and duration
Duration
Starting time
Find finishing time!
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• Adding Starting/Finishing Time and duration
TIMECommon Misconceptions and Errors
*Drawing the timeline
8.35 a.m. + 3 h 20 min = 11.55 a.m. Incorrect mathematical statement
11.55 a.m.
11.35 a.m. 11.55 a.m.
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• Lack Conceptual Understanding of fractions
FRACTIONSCommon Misconceptions and Errors
Conceptual error Conceptual error
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• Show multiplication/ division working clearly.
• Know multiplication tables
Suggestions for Students
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• Adding or subtracting denominators when finding equivalent fractions or simplifying fractions
FRACTIONSCommon Misconceptions and Errors
Calculation errors
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•Know how to compare and order unlike fractions
with denominators of given fractions not more than 12
Suggestions for Students
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• Showing incomplete working when simplifying fractions
FRACTIONSCommon Misconceptions and Errors
Incorrect mathematical statement
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• Not converting to the simplest form
FRACTIONSCommon Misconceptions and Errors
Check
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• Converting only the numerator or denominator
FRACTIONSCommon Misconceptions and Errors
Calculation error
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• Adding denominators when adding fractions
FRACTIONSCommon Misconceptions and Errors
Conceptual error
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• Changing the order when subtracting fractions
FRACTIONSCommon Misconceptions and Errors
Incorrect mathematical statement
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• Greater lengths of the arms means a greater angle.
ANGLESCommon Misconceptions and Errors
misconception
∠b is greater.
Both ∠ a and ∠b are equal.
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● Not using the correct tools.
● Drawing without ruler.
● Not making use of the lines on the square grid.
PERPENDICULAR AND PARALLEL LINESCommon Misconceptions and Errors
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● Lines not passing through the given point.
PERPENDICULAR AND PARALLEL LINESCommon Misconceptions and Errors
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• Reading of cm2 and m2
“Centimetre square” “square centimetres”
“Metre square” “square metres”
PERIMETER & AREACommon Misconceptions and Errors
•Wrong or no units written for perimeter (cm/m) and
area (cm2 or m2)
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•Have difficulty applying concept of perimeter and area
PERIMETER & AREACommon Misconceptions and Errors
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BAR GRAPHSCommon Misconceptions and Errors
Not understanding
the question:
Is the question asking
for a category or a
value?
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The
Approach
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How do we apply the BEST Approach?
Ameli has 365 stamps. She has 120 more stamps than Janel.
Renee has 4 times as many stamps as Janel. How many
more stamps does Renee have than Ameli?
Sample question from P4
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Ameli has 365 stamps. She has 120 more stamps than Janel.
Renee has 4 times as many stamps as Janel. How many
more stamps does Renee have than Ameli?
Be focused
less
4u 1u
comparison (-)
Analyse the question
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Model & strategy
Explore & Plan
A
1uJ
R
120 ?
365
1u 1u 1u 1u
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Equations & Workings
Solve
A
1uJ
R
120 ?
365
1u 1u 1u 1u
365 - 120 = 245 (J)1u = 2454u = 245 x 4
= 980 (R)980 - 365 = 615
Ans: 615
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Checking for NTUC
Think about the answer
365 - 120 = 245 (J)1u = 2454u = 245 x 4
= 980 (R)980 - 365 = 615
Ans: 615
Number Transfer
Units
Calculations
- From question to model- From model to equations- From equations to working- From working to equations- From equations to answer blank
- Standard units must be written (E.g. $, cm, kg)
- Redo working to confirm
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Using the BEST Approach
Find out the difficulties your child is facing:
• Is it reading?
• Is it comprehension?
• Is it selecting a suitable strategy?
• Is it translating the problem into a mathematical form?
• Is it the calculation?
• Is it the reasonableness of the answer?
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Tips for Parents:
Ensure that your child :
⮚ Has a firm foundation in factual fluency
⮚ Knows the multiplication tables very well
⮚ Uses ‘model’ and heuristics to solve problems
As a parent, do reinforce class teaching and not pre-teach
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HELP US !
You can assist the teachers by doing the following:
❑ Check that your child’s work is done, often, at least every weekend.
❑ Talk to your child about his or her mathematics lessons and work.
❑ Supervise your child’s mathematical homework.
❑ Ask your child to teach you what he or she has learnt at school.
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You can assist the teachers by doing the following:
❑ Take note of any communication that the teacher has sent home
for your attention.
❑ Act promptly if you feel your child does not understand any topics.
Discuss the problem with your child’s teacher.
HELP US !
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Message from Math Teachers to ParentsImportant points to note
Multiplication and Division Facts
Checking of work
Use of NTUC-NT – number transferU – unitsC- Calculation
Real-life examples of
Math
Self-directed learners
Spiral Curriculum of
Math
Parental Support
Reasoning and Communication
Growth Mindset
Big Ideas and Connections
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Interactive Clock Fraction Wall
Photomath (App)
ICT Tools @ HomeVirtual manipulatives and Parental Support
Koobits Math Playground
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