P2 Math - General Discussion

[clarabella]

kiasiparent:

clarabella:

AB + B = BA

A=?
B=?

89 + 9 = 98

Absolutely!
A = 8 and B = 9

Most kids I tried this on used guess-and-check. Only one child analyzed it in terms of place value and renaming.

[Jennifer]

buds:

usaik:

Hi,

Anyone here know whether is working required or expected for Maths problem sums these days? Can just give answer without doing working? If answer correct but no working, will it still be a full score for the answer?

In addition, I need help on the WORKING for the following problem. Really hope someone here could help.

A shop sold oranges and apples packed as follow.
bag of 10 oranges. (A diagram is printed showing a bag with 10 oranges)
bag of 5 apples. (A diagram is printed showing a bag with 5 apples)
For every 10 oranges Madam Esah bought, she also bought 5 apples. She bought 20 oranges. How many bags of fruids did she buy altogether?
(Hint : Draw a diagram to help you solve)

Anyone know what is the kind of diagram expected for P2 Maths working for this kind of sum? My son can get the correct answer but just couldn't draw the digram. And I also can't help him either. Anyone here can help?

Heyya usaik,

I usually just ask my kiddies to do all workings.
So in case the answer is written wrongly or carelessly
written wrongly, the diagrams, drawings or picture workings
will still carry marks for the questions. So rather than an ultimate
zero, there'll be some \"save\" marks for them. If the instructions
clearly states, please indicate working..... then definitely must include
lah but compulsory or not - that i'm not sure... Mebbe it varies between
schools? I find that a complete working also helps to show that the answer
was derived from her own train of thought and not glimpsed and copied
from next-seated-neighbour...

If this question requires a diagram, (and a school question) - the textbook
would have shown the children (and parents) how the workings have been
introduced to the children to do in class. Mebbe you can ask him if the
teacher has done so and also flip his Maths Textbook..

As for the workings and diagrams, it could be ...


http://www.postimage.org/


There can be other versions too.
If other parents can share, i'd love it too! :please:
Hope to learn from one another here, to help our kids better.
Thanks in advance and much appreciated.

My P2 boy tried this qn today. He drew a 2 rows by 2 columns table to indicate 1 bag of orange + 1 bag of apple, followed by 2nd bag of orange + 2nd bag of apples. He then answered she bou 4 bags of fruits.

[Jennifer]

chanpy:

Hi


Does anyone have difficulty in explaining before and after to a P1 kid?

According to my dd, the teacher says before = in front and afer = behind.

The problem will arise in the following example -

15 is comes before ____.

Her answer is 14 as 14 is in front of 15. We asked her to list the nos before and after 15 and position herself from thereon but the offchance she gets it correct is from quessing. .

Is this type of questions common? My concern is that she would have problems with the positioning questions

Appreciate any suggestions. TIA

When my boy was in P1 last year, he also had some issues with such qns. This year, he finally understood.

[Jennifer]

I noticed my P2 boy does not do mental long subtraction by the right to left method. He uses the left to right method. Should I be concerned? No one in our family taught him the left to right method leh. Addition wise is right to left. Why subtraction left to right? I dared not ask him for fear I confuse him. Should I just left him as it is since at the moment, it seems to work well for him?

[jedamum]

Jennifer:

When my boy was in P1 last year, he also had some issues with such qns. This year, he finally understood.

So the key is to start a year early?
My boy has some issues with such qns when I introduce it to him in K2. Now at P1, he finally understood.

[Jennifer]

jedamum:

Jennifer:

When my boy was in P1 last year, he also had some issues with such qns. This year, he finally understood.

So the key is to start a year early?
My boy has some issues with such qns when I introduce it to him in K2. Now at P1, he finally understood.

[kiasumama]

Hi all

Im new here and sharing my 2cents worth

It is really very efficient to start young and if you can start at Nursery or Kindergardens and you’ll realise your child will be very good in numbers concept.

BTT he/she reaches P1, the child will not have problems in major questions.

[mowmow]

kiasumama:

Hi all

Im new here and sharing my 2cents worth

It is really very efficient to start young and if you can start at Nursery or Kindergardens and you'll realise your child will be very good in numbers concept.

BTT he/she reaches P1, the child will not have problems in major questions.

I agree with you. My sons have no problems with the Maths concepts, but I am wondering how do we tackle the problem of \"carelessness\"?

[kiasumama]

Hahahhaa...i guess many parents like you, like me share the same problem. I would like to think carelessness is a young's priviledge... i encounter them in all my 3 kids.


I guess they'll grow out of it as they realise the importance of quality checking not just surface checking.

What i did was i always remind him of what his common mistakes n carelessness are, effective or not its child to child, very subjective.

[mowmow]

What i did was i always remind him of what his common mistakes n carelessness are, effective or not its child to child, very subjective.[/quote]


I tried to do that with my sons as well, but effectiveness differs from time to time. It works now but may not work later. It is most frustrating when they come home with a almost perfect-score test/exam paper, with a minor careless mistake, while all the challenging sums are being answered perfectly!