welcome to punggol cove primary school primary 2 ... · numeracy concepts problem solving -...

Welcome to Punggol Cove Primary School

Primary 2Curriculum Briefing

&Mathematics Workshop

PUNGGOL COVE PRIMARY SCHOOL

Welcome By Principal

Mr. Dennis Yap

Outline of Programme1. Welcome by Principal, Mr Yap2. Curriculum in Primary 2

Aim of Primary Education Broad-Based, Holistic Education Where is my child in his/her development? Curriculum Brief for Primary 2

Subjects PIES

3. Expectations of Students at the end of Primary 24. Checking for Students’ Learning

Whole range of platforms to check students’ learning5. Tips and Guidelines to Support Our Students’ Learning at Home6. Updates on School Arrival and Dismissal7. Maths Workshop for Parents


Aim of Primary Education• To lay a strong foundation

• To nurture the whole child holistically

• To develop a child who is confident, self-directed,

active contributor and a concerned citizen


Focus of Broad-Based, Holistic Education

• Growth in both academic and non-academic areas

• Provides students with a broad range of experiences

• Provide them with the full opportunity to develop social and

emotional skills and values


Where is my child in his/her development?


• Formative Years

Continuation and progression of learning Expanding their abilities and talents

Curriculum in Primary 2


Total Curriculum for Well-Rounded Learning in PCPS


Subject-Based Learning Character- Based Learning

English Character and Citizenship

Mathematics Social Studies

Mother Tongue Programme for Active Learning

Physical Education Form Teacher Guidance Programme (FTGP)

Art and Craft

Music

English Language


• Build the love for the language through various English programmes Drama Lessons English Fiesta ALP Programme

• The English Curriculum adopts STELLAR: Strategies for English Language Learning and Reading

English Language


LISTENING READING SPEAKING WRITING GRAMMAR VOCABULARY

- Listening Comprehension

- Big Books- Library Sessions- Reading Aloud- Reading

Comprehension

- Story Retelling

- Creative Writing - Stellar-basedGrammar components

- Stellar-based Vocabulary

- Spelling- Vocabulary

Activities

Mother Tongue


• Key Programmes:

Mother Tongue Fortnight Mother Tongue Cultural Camp (During Curriculum) Festive Celebrations

Mother Tongue


LISTENING READING SPEAKING WRITING

- Listening Comprehension - Reading Aloud- Reading Comprehension

- Story Retelling - Creative Writing

Mathematics


• Progression of Learning in:

Mathematical skills Mathematical concepts Processes in solving Mathematical sums

• Key Programmes:

P2 Math Trail Learning Support in Maths (LSM) Small Group Teaching

Mathematics


Numeracy Concepts Problem Solving

- Counting

Learning Resource:- Maths Workbook- Maths Practice Book- Topic Reviews

- Deepening of Concepts- Addition and Subtraction - Multiplication and Division

Learning Resource:- Maths Workbook- Maths Practice Book- Topic Reviews

- Using heuristics to solve problem sums

Learning Resource:- Heuristics Lesson Package

Programme for Active Learning (PAL)


The Programme for Active Learning (PAL) gives our students the opportunities to:- discover new interests- learn new skills - build their character- develop their confidence - forge new friendships along the way



Domains covered over the course of 2 years:

PRIMARY 1 PRIMARY 2

MusicDanceSports and Games

Visual ArtsOutdoor EducationDrama

PAM Lessons


Physical Education (PE) fundamental movement creativity in movement develop broad-based physical competencies

Art and Craft See, express and appreciate art

Music Listen and create music

New Media and ICT (New MICT)


• Consumer and Creator Basic computing skills Microsoft Office Interactive computer programmes Cyber Wellness

Social Studies


Helps students to:• understand

Singapore and the world they live in

• appreciate the human experience

• explore the happening around the world and in Singapore

Character and Citizenship EducationThrough various school programmes and daily class lessons, students are taught to:• make responsible

choices• take care of

themselves and others

• exhibit good values

In summary at PCPS, we take care of the students’ PIES.

PHYSICAL Well-Being

INTELLECTUAL Well-Being

EMOTIONALWell-Being

SOCIAL Well-Being

Physical Education


English

Mathematics

Mother Tongue

Art and Craft

Music

New Mict


Character and Citizenship Education

Form Teacher Guidance Programme (FTGP)



By the end of Primary 2, students would have:

a strong foundation in all the subjects confidence to take care of themselves and take on new

challenges a continuous desire to learn a steady progress in learning

Checking For Our Students’ Learning


• No more weighted assessment from 2019• No more end-of-year assessments from 2019• Enhance the joy of learning• Build intrinsic motivation in our students’ learning• Focus on holistic development of the students• Use of qualitative descriptors to report students’ learning progress checklist rubrics topic reviews progress reports by subjects characteristics of the students

How will parents receive the reports?


1) Subject Files and Daily Work

• Files will contain students’ work and tasks for the different subjects - rubrics- teacher’s qualitative comments

• Files will be returned to students at least once per term

2) Report Books

• Overall qualitative comments on your child’s learning

Supporting Our Students’ Learning at Home


• Encourage them to read widely• Encourage them to reflect on their progress and challenges in

school• Allow children to share their learning experiences• Guide and monitor their daily assignments (homework)• Give encouragement and help in areas for improvement• Praise the student for any progress they made

Updates 2019


• All P2 to P4 students will assemble in the Hall while the P1 students will assemble in the Canteen for assembly every morning.

• For parents driving to school please drive safely and adhere to the speed limit of 10km/h. Refrain from getting out of your cars to ensure that the waiting time for drop off is short. Ensure that their child/ward alight from the left passenger door at all times.

• For parents driving to pick your child up after dismissal, you are advised to park at the nearby HDB carpark or drive through only after dismissal at 1.45 pm. The designated drop off/ pick up point is the foyer (outside General Office).

School Safety -Arrival and Dismissal Arrangement


• For parents sending and picking up your child via the school gates, please be informed that the gates will only be opened during the stipulated hours below.



MAIN GATE A

(School Vehicular Traffic Gate)6.30 a.m. – 7.00 p.m.

GATE B

(Side Gate beside Main Gate A)

6.50 a.m.

1.15 p.m.

3.45 p.m.

–

–

–

8.15 a.m.

2.00 p.m.

6.00 p.m.

GATE E

(Side gate towards LRT Station)

6.50 a.m.

1.15 p.m.

3.45 p.m.

6.00 p.m.

–

–

–

–

8.15 a.m.

2.00 p.m.

6.00 p.m.

7.00 p.m. (Student Care dismissal)

• Parents will not be allowed to enter the school premises (e.g. Canteen)when dropping off or picking up their child from the school every morningand during dismissal. Parents will also not be able to pass through TheCove and Canteen to get to the LRT Station and vice versa.

• If you require to pick your child from the student care, please inform theForm Teacher and Student Care Centre. Please pick student up from theStudent Care at about 1.45pm.

• Early pick up from school, please proceed to General Office to signstudent out.

• Parents and guardians to remind your child/ward on the importance ofroad safety. For example: Make use of the traffic light when crossing theroad; look out for heavy vehicles before they cross the road.


• Parents’ Waiting Area at Gate B – Walkway along Gate B leading to the zebra crossing.

School Safety -Parents’ Waiting Area for Arrival and Dismissal


• Parents’ Waiting Area at Gate E (LRT) – Walkway along Gate E leading to the gate of The Cove.

School Safety -Parents’ Waiting Area for Arrival and Dismissal



In Front of General Office for Car Pick-Up


Buses – Parade Square

Absence from School Medical Certificate or a letter from parent/guardian is

needed to explain child’s absence. Call the General Office and leave a message for your

child/ward Form Teacher. Remind your child/ward to pass the MC or letter to

their Form Teacher when he/she is back in school


Parents Gateway


Mobile app specially designed for parents by MOE and GovTech Allows parents to engage closely with schools, receive

information and perform a range of administrative functions including giving consent for school trips.

Download the free Parents Gateway mobile app on your mobile phone (available on iOS and Android platforms only) and perform a simple one-time onboarding process.

Primary 2

Parents’ Workshop 2019Connecting Your Child to

Real World Mathematics

Objectives of this workshop:

• To share ways on how parents can connect their

children to real world Mathematics

• To share the application of some heuristic strategies in

problem solving

Part 1Mathematics in the Real World

Block number 646

What is 6 × 4?Ans: 24

What is 24 + 6?Ans: 30

What is 6 + 4 + 6?

Out and about…

Out and about…

Addition of car plate digits!

Multiplication for two-digit numbers!

Out and about…

Recite the Multiplication

Table of 5!

When packing snacks for an outing…

4 children are going for a picnic.

How many strawberries would I need to pack if I want to pack 2 strawberries for each child?

Topic: Multiplication

Getting ready for a gathering…

There are 10 cups in each stack.

How many cups are there altogether?

Topic: Multiplication

Getting ready for a gathering…

Topic: Division

There are 20 cookies for 5 guests.

Each guest eats an equal number of cookies.

How many cookies does each guest eat?

Getting ready for a party…

Topic: Fractions

=4 42 2

44+

In the kitchen…

Weigh and measure

ingredients for baking

and cooking!

Topic: Mass and Volume

Recognise shapes all around us!

Topic: 2-Dimensional Figures

Telling time!

Use the minute hand to show and tell time for every 10 minutes after the hour.

Topic: Time

Learn to count money!

Converting cents to dollars and vice versa.

Topic: Money

Parents’ Support

• Create opportunities to talk about Mathematics

• Encourage him/her to process (organise) information and draw

models (when needed)

• Ensure adequate and productive practice

• Be selective – choose practices according to your child’s ability

• Ground the basics first – then move on to challenging sums

Part 2Heuristics

Heuristics introduced in P1 & P2 in PCPS

Strategies P1 P2

Draw a Diagram

Make a Systematic List

Look for a Pattern

Draw A Model

Guess & Check

Working Backwards

Primary 2 Heuristics in PCPS

Term 1 Term 2 Term 3 Term 4

Introduction to Model Drawing1) Part-Whole

Model2)Comparison

Model

1) Draw a diagram2)Guess & Check

1) Model Drawing: Comparison Model

2)Working Backwards

1) Make a systematic list

2)Look for a pattern

Part 2AHeuristicsWorking Backwards

Working Backwards

• Final answer is given

• Unknown number is at the beginning

• Work backwards to find the unknown

Question 1

What is the missing number?

?+ 3

4- 2

Starts with an unknown number.

Unknown number + 3 = ?

Think :

I cannot solve this part first because I have 2 unknown numbers.

Subtracted 2 to get 4.

Think :

– 2 = 4

Question 1


?+ 3

4- 2

- 3 + 2

Bearing in mind:In the question… When working backwards…Add (+) Take away (-)Subtract (-) Add (+)

Question 1


?+ 3

4- 2

- 3 + 2

4 + 2 = 6

6 – 3 = 3

The missing number is 3.

6

Let’s try!

Question 2


?- 1

9+ 5

Starts with an unknown number.

Unknown number - 1 = ?

Think :

I cannot solve this part first because I have 2 unknown numbers.

Add 5 to get 9.

Think :

+ 5 = 9

Question 2


?- 1

9+ 5

+ 1 - 5

Bearing in mind:In the question… When working backwards…Add (+) Take away (-)Subtract (-) Add (+)

Question 2


?- 1

9+ 5

+ 1 - 5

9 – 5 = 4

4 + 1 = 5

The missing number is 5.

4

Part 2BHeuristicsModel Drawing

• helps students visualise the situation in a problem, especially word problems

• creates concrete pictures from abstract situations

• caters to those students who learn through seeing and doing (ie. visual & tactile learners)

• transforms words into easy to understand pictures

Model-Drawing Strategy

Concrete

Part-Whole Model

?

2 5Pictorial

?

200 500Abstract

Model-Drawing Strategy

Students are to use a ruler to draw the models.

Tool to use in Model Drawing

AdditionAdding Sets of Objects

Part 1 + Part 2 = Whole

2 + 5 = 7

?

Part 1 Part 2

SubtractionFinding One Set of

Objects from a Group

Whole ─ Part 1 = Part 2

7 ─ 2 = 5

Whole

Part 1 ?

Types of Part-Whole Model

642

215427

?

A seamstress sewed 427 uniform last month.

She sewed 215 uniform this month.

How many uniform did she sew altogether ?

4 2 7

+ 2 1 5

1

She sewed 642 uniform altogether.

26 4

427 + 215 =

Question 3 Addition (Adding Sets of objects)

Taken from MPAH 2A WB Ch 4 Pr 1 Qn 3:

348

?277

625

A toy factory made 625 teddy bears in two days.

277 teddy bears were made on the first day.

How many teddy bears did the toy factory make on the second day?

6 2 5

- 2 7 7

15

The toy factory made 348 teddy bears on the second day.

83 4

625 - 277 =

115 1

Question 4 Subtraction (Finding One Set of objects from a Group)


Let’s try!

84

1965

?

Rani collected 65 seashells last year.

She collected 19 seashells this year.

How many seashells did she collect altogether?

6 5

+ 1 9

1

She collected 84 seashells altogether.

8 4

65 + 19 =

Question 5 Addition (Adding Sets of objects)


Taken from MPAH 2A WB Ch 4 Pr 2:

Adding On Sets Taking Away Sets

No need to draw the add-on or take-away parts

Please note

Part 1 + Part 2 = Whole

4 + 6 = 10

AdditionComparing Sets to Add

? (Whole)

Part 1

Part 2

A

B

Subtraction

Comparing Sets to

Subtract

Whole ─ Part 1 = Part 2

10 ─ 4 = 6

(Whole)

Part 1

? Part 2

A

B

Types of Comparison Model

210

Paul made 123 masks.

Paul made 87 fewer masks than Joshua.

How many masks did Joshua make?

1 2 3

+ 8 7

1

Joshua made 210 masks.

02 1

123 + 87 =

?

123

87Paul

Joshua

1

Question 6 Comparing Two Sets (Addition)


486

Faridah made 943 curry puffs.

She made 457 more curry puffs than Hannah.

How many curry puffs did Hannah make?

Hannah made 486 curry puffs.

943 – 457 =

?

943

457

Faridah

Hannah

9 4 3

- 4 5 7

13

64 8

138 3

Question 7 Comparing Two Sets (Subtraction)


Let’s try!

89

Aunt Alice fried 166 fish balls for a party.

She fried 77 more fish balls than prawn balls for the party.

How many prawn balls did Aunt Alice fry?

Aunt Alice fried 89 prawn balls.

166 – 77 =

?

166

77

Fish balls

Prawn balls

1 6 6

- 7 7

16

98

150 5

Question 8 Comparing Two Sets (Subtraction)


Q & A

Session

https://tinyurl.com/y2edb59b

Feedback Form

Thank

you

welcome to punggol cove primary school primary 2 ... · numeracy concepts problem solving -...

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