P2 Math - General Discussion

[janet88]

This Maths assessment book is on promotion with Grammar and Vocab.

P1-P6.
http://postimage.org/image/27ivfu70k/

Hope I didn't upload wrong pic but I remember it's problem sums by Yee Foo Shiong

[plum-cake]

optimistforum:

I have not got the book to hand, but it is the examples in Chapter 2, Examples 1 or 2.


It is the new edition of the book, I bought it a few months ago.

PS, what do you think of the book. I think it is great.

okay, mine printed in 2006. I couldn't find the same q. yes, not bad. the book formatted in different way. there are sub topics like terms to note, examples, take note then the questions. And the Qs are arranged sec A type Qs and sec B type Qs. last one is creative thinking. but I have no time to do that. already planned, and sticking to my timetable.....

[greenbean2011]

any idea when is the next parents workshop to be conducted on Bar Modelling by Dr. Yeap Ban Har ? any parent attended his workshop before ? can provide feedback ? TIA

[optimistforum]

Hello


My DS1 (8 in July) is struggling with the following question from EPH Challenging Maths P2.

DS1 will start the final term of his UK Year 3, in May . NB UK Year 3 is the same as Singaporean P2.

I am concerned that he is not able to master a question as follows. I want to ask fellow parents of P2 Children whether this is a normal P2 problem-solving question? In short should I be worried that DS1 cannot attempt it, even when I explained it to him.

The question is linked below. Please excuse the poor scanning, showing a grey shadow to the right-hand-side. Also, ignore the workings out, as I forgot to rub them out.

DS1 struggled on Part (a) for which the answer is 52 (28 + 24 seats).

Can anyone respond on 10 April, please, as we jet off for a holiday to Mexico on 11 April - for two weeks. Althhough, I most probably will log on when I get there.

http://postimage.org/image/23vca5d2c/

[Idono]

I’m dying from frustration tryin to teach modelling for the last 3 mths!

Really no parents here to share their methods?

tonight, after running 5qns of the same modelling - same qn coz just change numbers and objects etc…

it just gets worst and worst!

help…

[teh_oh]

Idono:

I'm dying from frustration tryin to teach modelling for the last 3 mths!

Really no parents here to share their methods?

tonight, after running 5qns of the same modelling - same qn coz just change numbers and objects etc....

it just gets worst and worst!

help.....

Hi Idono,
Have the school started teaching modelling?
I had trouble making my child understand models when I tried to teach him in P1. But it took only a few lessons from his Math teacher and now he is better at modelling than I am :oops: .
To start, P1/2 modelling is essentially 2 typees; Part-Whole model and Comparison model (I think there will be 'multiplication modelling and division modelling at a later stage although I am not well-versed in it). The child must first know how to differentiate when to use which. I did not know that when I was frantically trying to teach my child how to draw models based on the problem sum. It was my child who first introduced these 2 'new terms' to me. :oops:

[corneyAmber]

optimistforum:

Hello


My DS1 (8 in July) is struggling with the following question from EPH Challenging Maths P2.

DS1 will start the final term of his UK Year 3, in May . NB UK Year 3 is the same as Singaporean P2.

I am concerned that he is not able to master a question as follows. I want to ask fellow parents of P2 Children whether this is a normal P2 problem-solving question? In short should I be worried that DS1 cannot attempt it, even when I explained it to him.

The question is linked below. Please excuse the poor scanning, showing a grey shadow to the right-hand-side. Also, ignore the workings out, as I forgot to rub them out.

DS1 struggled on Part (a) for which the answer is 52 (28 + 24 seats).

Can anyone respond on 10 April, please, as we jet off for a holiday to Mexico on 11 April - for two weeks. Althhough, I most probably will log on when I get there.

http://postimage.org/image/23vca5d2c/

This is part of the P1/P2 syllabus in understanding ORDINAL NUMBERS. In most questions, they would ask the children to identify which position is the person in from the left or from the right. In this question, it takes one more step in using the understanding of ordinal numbers to find the total in the row. This is also quite a standard question especially in queue situations, they like to know total number of people in the queue.

To me, this is practical math, when you are holidaying in Mexico if you are taking him to any children's playland where queueing in a must, try to play a practical game with him to ask him if he is standing in position X and you in position Y, how many people are in the queue if he does not need to count one by one....perhaps he would see the connection and be able to understand this better. Good luck

[Callie Tan]

ksi:

This is part of the P1/P2 syllabus in understanding ORDINAL NUMBERS. In most questions, they would ask the children to identify which position is the person in from the left or from the right. In this question, it takes one more step in using the understanding of ordinal numbers to find the total in the row. This is also quite a standard question especially in queue situations, they like to know total number of people in the queue.


To me, this is practical math, when you are holidaying in Mexico if you are taking him to any children's playland where queueing in a must, try to play a practical game with him to ask him if he is standing in position X and you in position Y, how many people are in the queue if he does not need to count one by one....perhaps he would see the connection and be able to understand this better. Good luck

Agreed with ksi that you can probably explain the concept when you are out with your children, they might understand better.

My girl who is in P1 is already attempting such questions and I also see several similar questions in her assessments...Hence, it is essential for kids at P1 to start grasping such concepts..

[Idono]

Yes, school started. I can understand Part-whole model and comparison models.... he do not quite get it for some reason.... I ran out of ideas on how to explain all these.....

teh_oh:

Hi Idono,
Have the school started teaching modelling?
I had trouble making my child understand models when I tried to teach him in P1. But it took only a few lessons from his Math teacher and now he is better at modelling than I am :oops: .
To start, P1/2 modelling is essentially 2 typees; Part-Whole model and Comparison model (I think there will be 'multiplication modelling and division modelling at a later stage although I am not well-versed in it). The child must first know how to differentiate when to use which. I did not know that when I was frantically trying to teach my child how to draw models based on the problem sum. It was my child who first introduced these 2 'new terms' to me. :oops:

[Anna Ng]

my friend asked me this P2 Math question, can somebody help? the answer is 73, but how to get 73?

http://postimage.org/image/2qhptxcec/