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Math Day 2017

For the second year running, Math Day provides an interactive opportunity for the pupils to appreciate how mathematics is applied in real life. Primary 3 pupils had an enriching experience with hands-on activities at the four learning stations. Primary 4 pupils embarked on a learning trail at different locations around the school. Both P3 and P4 levels also had the chance of using iPads to allow them to experience the use of ICT as part of their learning experience.

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Use of Heuristics

One of the department’s focus is to equip our pupils with the skill of  using heuristics as one of the ways to solve problems. The objective is to enable pupils  to have a repertoire of skills where they can draw from when required to solve non- routine questions.

At every level, pupils are assigned heuristics skills to learn and master. Customized  worksheets have been created to assist pupils in doing this.

P1: Looking For Patterns
P2: Systematic Listing & Looking For Patterns
P3: Guess and Check & Systematic Listing
P4: Make A Table, Guess and Check & Logical Reasoning
P5: Logical Reasoning, Working Backwards & Looking For Patterns
P6: Revision of all Heuristics

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**Model-drawing is taught across all levels

Use of Manipulatives

In addition to helping students build deeper mathematics understanding and gain the benefits of healthy attitudes towards the subject, manipulatives and models are valuable resource tools for engaging students in the language and communication of mathematical ideas and concepts.

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Mini-whiteboards with place value charts as an effective tool for teaching Numbers

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Fraction discs enable pupils to conceptualize the part-whole model. 

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Using chocolates to collect authentic data makes "Tables and Graphs" more meaningful.  

Students using the Nets Set to learn about Nets

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Students using Fraction Discs to learn about Fractions

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POLYA As A Problem-Solving Tool

What is POLYA?

It is a 4-step process that provides a structure (systematic steps to take) for solving word problems.

Step 1: Understanding the problem
Step 2: Devising a plan
Step 3: Carrying out the plan
Step 4: Looking back

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  • Acquire cognitive and metacognitive skills
  • Get feedback on thinking process
  • Provide a structure (systematic steps to take) for solving word problems
  • Scaffolding – By breaking down information to make word problems less intimidating
  • Build pupils’ confidence in solving word problems