Q&A - P1 Math

[Adam Ma]

How to teach a child to find the answer of ? - 2 = 6? The school teacher asked us to use number bond but my son seems can’t get it and is there other way to do?

[kola]

Hi mrswongtuition,


Thank you so much for the suggestion and great examples

[Michaelia0816]

Adam Ma:

How to teach a child to find the answer of ? - 2 = 6? The school teacher asked us to use number bond but my son seems can't get it and is there other way to do?

Hi! Some of us use counting method, 1,2,3,4,5,6,7,8 so answer 8 like that. Or using something like drawing like below
I--I--I--I--I--I--I--I
. .
1. 2. 3. 4. 5. 6 7. 8
The . Means +1

[Michaelia0816]

You’ re welcome Kola.

[Adam Ma]

Hi,Michaelia0816, thanks for your reply and yes it’s easier for the child to understand indeed but is it ok to not to use number bond?


Will the future exercise base on this and the child is not laying strong foundation?

[Michaelia0816]

It actually depend how your child know the method more at, try teaching both of them, make up a question and test your child, see if your child would much prefer at. Soon after, the children would be learning multipucation, at that time, your child may mastered the number bond!

[Pangyx]

Hi Kiasu parents, I would like to share some of the teaching methods and ideologies I have for the above mentioned subject. My purpose is not to invade the private space of discussion among parents, but to share my experience when handling primary school kids and their subject Math and highlight some of the observations to parents which might aid your child. I read threads from concern parents with a wide spread of issues regarding education, I have a lot of views on the topic education in Singapore but I am not going to talk about it yet. For now, I would like to start this thread on understanding their subject particularly on Primary 1 & 2 Math, and how you can help them better.



Before you want to help your child, you must know what you are in for. Without proper understanding of the subject, you will be aimless and clueless. You are going to spend a lot of money on unnecessary tutoring and books and putting tons of pressure on your child which might not even produce the result that you had wished for. I would like to emphasize that I am NOT asking you to study their subject but to understand their math structure so as to provide the correct, effective and efficient solution to their problem.


First of all, I would like to highlight that as long as your child is born with no special mental disability. Everyone of them begin at the same starting point and is capable of performing well in this subject or even in life. For primary school Math, I classify it into three levels. They are : The calculation, The problem solving and Critical thinking. The moment your child has his/her primary 1 math textbook in her bag, he/she is going to experience his/her first level of Math.


So ,what is first level of Math ? Primary 1 and 2 students belong to this group. Let`s begin with Primary 1. In first level of Math (Primary 1), a lot of focus is on calculation, adding and subtracting. Although a few topics cover shapes and grouping numbers.
The key focus is..

1. Addition and subtraction
2. Number bonds
3. \"More than\" & \"Less than\"

If your child fall into this category, he/she MUST be adding and subtracting numbers at his/her fingertips! In addition, Times Tables should be introduced to your child towards the end of year. Times Tables aiside, I am going to give examples for two most common problem in Primary 1 Math and solution for it.


Common problem : Primary 1 students are slow at subtraction but have no problem with addition. For example, 12-9 = ? Most of them will use 12, slowly subtract and count down 9. Which gives you 3. Some of them will “miscount 9”, they subtract 8 instead which what parents see as careless.

Solution : We know that addition and subtraction are all linked. Instead of asking them to count faster or get frustrated with them for not knowing such easy Math. Teach them the addition and subtraction relationship : Instead of counting down. U count up. For the same example 12-9. This is how I will go in detail on solving this simple question, I will tell them on this very simple, 100% and fast method.




1.\tIt is 12-9. Instead of subtracting, u can add as well.
2.\tCount up from 9.
3.\tClose your hand. When you say out 9..you hand remain close.
4.\tOpen 1 finger when u say the next number (which is 10),
5.\tRepeat step 4. Until you had reach the number 12.
6.\tHe/she will have 3 fingers up. That’s the answer.

Common problem : Number Bonds. It appears that some of them can do “certain” number bonds. Sometimes they get it right, sometimes they get it wrong. When the bonds structure got bigger, they are confused. The truth is that they do not understand the structure of number bonds and they just guessed with their gut.


Solution : I have it illustrated for better understanding.
Part 1. http://img815.imageshack.us/img815/9882/bonds.png
Part 2. http://img37.imageshack.us/img37/9862/bonds2.png


The last one examples I going illustrate the most confusing concept that many Primary 1 struggled with. It is the “More than” & “Less than” number sentences. We all know that in some cases “More than” does not always mean add while “Less than” does not always mean subtract. Have u experienced incidents where they get confused and you stand there knowing how to do and yet not how to explain to their understanding ? Here is a extremely easy trick that I had came out with and I am going to share and guarantee your child will master this is less than 5mins.


The Rule of “More than” & “Less than”
1.\tMore means +
2.\tLess means –
3.\tIs means =
4.\tThan means nothing


Using the above Rule. The arrangement of the question does not matter! Write the symbols on top of the question and solve ALL such problems. Go ahead and try it! Not convinced ? Here are some examples…


A.\t 3 more than 4 is ?
3 + 4 = ?

B.\t____ is 3 more than 8.
____ = 3 + 8


C.\t____ more than 4 = 9
____ + 4 = 9

D.\t5 more than ____ is 6
5 + ____ = 6


E.\t8 less than ____ = 2
8 - ____ = 2

F.\t____ is 4 less than 10
____ = 4 - 10


Very simple Isn`t it ?

Moving on the Primary 2 Maths. By this stage, Not only your child must be well verse in addition and subtraction, multiplication and division must be mastered. Sad to say, there is no short cut or special techniques for Times Tables. It is through sheer memorizing. But not to worry, for children at this age, their mind are programmed to absorb information far better and faster compared to an adult. Ideally, he/she must know Times Tables up to 10 before the start of Primary 3. I want to stress on the importance of Times Tables later at the bottom of the thread and the reason why it is so important. Anyway, The key focus for Primary 2 Math is


1.\tTimes Tables. (Knowing at your finger tips too!)
2.\tSimple division
3.\tSimple problem sums are being introduced
4.\tDrawing model to problem sums.


I would like to put your attention to problem sums and model drawings. A lot of parents had show vast concern for these 2 aspects. However, before even attempting to solve the 5 marks problem sums. Your child must first be very fast at addition, subtraction and multiplication at this stage! To achieve this, it is through practice. One of the mistakes parents make is getting thick Casco assessment books or challenging math problems for your child thinking that these tough question will help their child in getting A. This is Wrong! Practice progressively from school textbook to gain confidence before moving to assessment books then to school exam papers. Math is about confidence building, do not attempt to build Rome in one day.


Common problem : Student are intimidated by problem sums. Some might even leave it blank. This is because they see huge marks allocation, long question, big space allocated for them to write. They expect something demanding from them.


Solution : In a typical Math paper, it has section A, B and C. Section A consist of MCQ, section B consist of short answer questions while section C is dedicated for problem sums. If you observed close enough, you will realised that some of the problem sums are no different from those question at section B. The level of difficulty is almost the same. The only difference is the questions are lengthen to “FIT” into problem sum criteria. The only difference is some question require one more step to solve that’s all! Educate and reassure your child on this and give them the confidence in solving problem sums. Again, begin with simple problem sums from textbook as they have pretty good examples before moving to assessments books and exam papers.

Common problem : A lot of student do not read the question and are impatient in solving them. This is the recipe for disaster in problem sums. They tend to scan for key words and numbers from the question and then using the key words, to determine he/she should add or subtract. To illustrate further, Here is an example.

Ali has 5 applies. Candy has 3 more apples than him. How many apples do both have altogether ?
*Most of the students will get 8 which is the correct answer. Among those who get correct, there are many of them who had not understand the question and look for key words to determine if they should add or not. In this case, the key word for them is MORE. This is because he is taught that MORE is PLUS.

Ali has 5 apples. Candy has 8 apples. How many more apples does Candy have than Ali ?
*For this question, those students which I just mentioned who look for key words will get the answer “13”. Why ? This is because the word “MORE” is present.


Solution : I will explain to them the difference in the 2 question presented. However, when I experience students who are stubborn in nature or pretend to understand what I say and still prefer to look for key words. I have no choice but to tell them this “ More does not always mean plus, When you see these 3 words (How many more), you minus. Period.
Again, I try not to use this method as I do not believe in memorising key words for Math. Math questions need to be understood and there is no one size fit all solution for the huge variety of questions in Math.

Summary
-Rule of \"More than\" & \"Less than\"
-Start from school textbook before proceeding further
-Times Tables must be memorize
-The close relationship between addition and subtraction
-Number bonds techniques
-Problem sum tricks


TIME TABLES

As mentioned early, Ideally, Times Tables up to 10 should be drilled and memorized during the holidays before the start of Primary 2. Why ? Kaisu ? Actually No. This is because in school when teachers begin the topic on Times Tables, they go straight into questions and expect you to magically memorize the Times Tables as they speak. Memorizing all the Times Tables by Primary 2 is not an act of Kiasuism but be ready to solve questions instantly and not waste time memorizing during curriculum.


Every 2-3weeks, the schools will progress on Time Tables. During these 2-3weeks, if your child spend his time memorizing, he/she will lose out on the questions practiced. Not only he/she spend time flipping and recalling the numbers, before he/she can master the particular Time Tables. The school had already proceed on the next Times Table. It is a vicious cycle. Besides, during the 2-3weeks, Math is not the only subject isn’t it ?

[Suz855]

Error under 'rule of more than, less than' e.g E n F . Thus it isn't so simple after all,

[Pangyx]

Suz855:

Error under 'rule of more than, less than' e.g E n F . Thus it isn't so simple after all,

I don`t think it is an error Suz855. Let me review E n F.

E.\t8 less than ____ = 2
8 - ____ = 2
*** The answer is 6. 8 - 6 =2

F.\t____ is 4 less than 10
____ = 4 - 10
*** The answer is 6. Its read as 10 - 4. My apologies that i did not state that.

[Sun_2010]

Pangyx:

Suz855:

Error under 'rule of more than, less than' e.g E n F . Thus it isn't so simple after all,

I don`t think it is an error Suz855. Let me review E n F.

E.\t8 less than ____ = 2
8 - ____ = 2
*** The answer is 6. 8 - 6 =2

F.\t____ is 4 less than 10
____ = 4 - 10
*** The answer is 6. Its read as 10 - 4. My apologies that i did not state that.

Not to nitpick but the right answer is
E.\t8 less than 10 = 2