is it possible to teach p4 math ourselves?

[jedamum]

Champion:

david59:

Like I share with Jedamum, Andrew Er's \"Mathematics Companion\" is easier than \"Mathematics New Syllabus\". You may want to start on the former first to gauge her level of capability. Place more emphasis on problem sums as I think your kid seems to be quite ok with basis concepts. Because from Primary 5 onwards, problem sums constitute 60 out of 100 marks and there are 18 qns compare to 4 in the lower primary.

God bless you and your child.

http://i47.tinypic.com/121zv9w.jpg\">

:thankyou: champ!

[jedamum]

24hr-mum:

for my child the main problem is carelessness:

eg she wrote 1533+234 as the number sentence but when she did the static addition working, she wrote 1533-234.

or her working's answer is 80004 but in the final answer blank she wrote 8004

24hr-mum,
my boy has this problem too. and handwriting too (read his own handwriting, zero and nine or six wrongly :stupid: ).
there is barely time to check so he could not pick up such mistakes :slapshead:
but thankfully for now, his foundation (ie he knows how to do problem sums that are taught in class or at home) is still ok as he can manages band1 with these mistakes (but never full score despite easy paper! :rant: ).
he can even get graphs reading questions wrongly!!

[david59]

jedamum:

david59:

Like I share with Jedamum, Andrew Er's \"Mathematics Companion\" is easier than \"Mathematics New Syllabus\". You may want to start on the former first to gauge her level of capability. Place more emphasis on problem sums as I think your kid seems to be quite ok with basis concepts. Because from Primary 5 onwards, problem sums constitute 60 out of 100 marks and there are 18 qns compare to 4 in the lower primary.

dear david59,
how will you rank onsponge with andrew er's math companian and new syllabus.
i have that at home already, and we are doing it after the boy cleared intensive math level 3.

Onsponge is good for those who aim for 85 to A star marks. That means the kid must be already very good with problem sums. Becos Onsponge problem sum and are really very tough qns. Thus not suitable for those who are not in the top calibre.
For your dd, if she can manage Intensive Maths level 3 very well, she can try the easier qns in Onsponge to start with. I would say that New Syllabus Maths is equally as tough as Onsponge. The only weakness in all assessment books is that each qn comes with one model solution in their answer sheets. In reality there are usually a few methods to approach a qn. So, it is always good to learn a few methods. You may notice that Andrew Er n Onsponge use different methods to solve similar qns sometimes.

[phtthp]

any primary school in SG using UTM (Unit Transfer Method) to teach (P4 to P6) kids, or all schools use only Model method to teach kids?


http://www.mathsheuristics.com/P4_book_preview/index.html#/10/

[Nebbermind]

phtthp:

any primary school in SG using UTM (Unit Transfer Method) to teach (P4 to P6) kids, or all schools use only Model method to teach kids?


http://www.mathsheuristics.com/P4_book_preview/index.html#/10/

But the difficulty level of p4 math may not require this method.

[david59]

Nebbermind:

phtthp:

any primary school in SG using UTM (Unit Transfer Method) to teach (P4 to P6) kids, or all schools use only Model method to teach kids?


http://www.mathsheuristics.com/P4_book_preview/index.html#/10/

But the difficulty level of p4 math may not require this method.

This method is a very good method for those who are good in visualizing the changing from one set of units to another set of units after certain transaction has taken place. But most students do not have this capability. For most, using models help them to see the qn in pictorial form.
I help the latter group by explaining the units in model form which they find easier to understand.

[Nebbermind]

david59:

This method is a very good method for those who are good in visualizing the changing from one set of units to another set of units after certain transaction has taken place. But most students do not have this capability. For most, using models help them to see the qn in pictorial form.

I help the latter group by explaining the units in model form which they find easier to understand.

Actually for those who are quite good in math, they use all sorts of method without even knowing what they are called...or even without being taught!!

I relooked at my boy's P4 worksheets...they are all in a mess....no proper models drawn...just lines...a 'slash' here and there...and the answe pops out!!
I still remember when I tried revising PSLE with him last time...asked him to draw proper models so I can understand his answers...I gave up...no point forcing him to change his techniques!

[JasmineTan]

I think P4 Maths is still quite manageable.

However, things can get a bit crazy in P5.
Sort of like triple jump.
The questions get so much harder.
The marks of children dipped drastically in P5.
Kind of discouraging!

[corneyAmber]

Nebbermind:

Actually for those who are quite good in math, they use all sorts of method without even knowing what they are called...or even without being taught!!

I relooked at my boy's P4 worksheets...they are all in a mess....no proper models drawn...just lines...a 'slash' here and there...and the answe pops out!!
I still remember when I tried revising PSLE with him last time...asked him to draw proper models so I can understand his answers...I gave up...no point forcing him to change his techniques!

Bingo and :hi5: to that!

[cimman]

well, yes and no. Some kids have the aptitude to figure things out for themselves. Some don't. Not everyone is born with an analytical mind.

You'll find that some kids are highly motivated, they push themselves to be at the top of the class, the parents just sit back and relax. Some kids, the parents have to push and push and push, and still the progress is slow.
As parents, you would have a clear idea on the abilities that your child possesses.

For those children who does not have an aptitude for logical thinking, it would be best to train them in this area. It can be trained.

I have developed a set of processes that looks at complex problem sums from a mathematical viewpoint, as a set of mathematical relationships.
The current modelling methods represents problem sums as a set of spatial relationships. In the lower to mid primary levels, this is a good introduction to abstract problem sums. However, when it comes to upper primary, I find that it is more efficient to go to abstract methods to deal with the more complex abstract problems, once the young mind has a good grasp of abstract relationships, ie. algebra. P4 is a good time to teach your child algebra.

The misconception is that algebra can be taught in 2 months. Having done that and it failed, the conclusion is that the child cannot grasp algebra and so modelling comes in. The topic on fractions is taught in P3, P4, P5 and P6. 4 years to learn fractions. Yet, P6 students are expected to learn algebra in 2 months in P6, where stress levels are very high. It is no wonder students are weak in algebra. Algebra is part of the PSLE syllabus in P6.

For those parents who are willing to teach their children algebra from P4 level onwards, their rewards will be great. It is a valuable tool in the child's maths toolbox and it will solve quite a few guess and check problems, which is a very inefficient way of solving problems. The other long term advantage is that once the child is strong in algebra, secondary school maths will be easier. It is a skill that the child can use and transition to secondary school maths easily. Modelling is not allowed in secondary school.

I conduct free maths workshop to teach parents how to easily formulate the necessary equations for Transfer Type problem sums. This is a type that is commonly seen here in the forums. Parents who are willing to teach simultaneous equations to their children are welcome to this workshop. Please register your interest in this thread: http://www.kiasuparents.com/kiasu/forum/viewtopic.php?f=43&t=32278&start=100
I will conduct a class in the June/July time frame once there is sufficient interest. After attending the class, you'll find that not only can you solve P4 problems, you can solve P6 problems as well. The method is scalable to higher complexities. Actually, the complexity is not in the maths, it is in the problem comprehension. Don't worry, I'll help you to get around that as well.

when I have the time, I'll post an example of the 2 different ways of solving a pair simultaneous equations, one with modelling (spatial relationships) and the other algebra (abstract mathematical relationship). Both will give you the same answers. But I personally prefer algebra because I really hate drawing all those little boxes. :stupid: