1. Briefing on PERI HA for MathematicsBy
Mr. Freddie Tan Soh Meng
Level Head, Mathematics Department
Good Morning parents, I am Freddie Tan and am in-charge of the mathematics department of Palm View. Let me bring you through the mathematics curriculum and programmes for your child in Palm View.

2. Monitoring of one’s own thinking Self-regulation of learning
Beliefs
Interests
Appreciation
Confidence
Perseverance
Monitoring of one’s own thinking
Self-regulation of learning
Numerical calculation
Algebraic manipulation
Spatial visualisation
Data analysis
Measurement
Use of mathematical tools
Estimation
Reasoning, communication and connections
Applications and modelling
Thinking skills and heuristics
The mathematics framework has been a feature of our mathematics curriculum since 1990 and is still very relevant to date. The central focus of the framework is mathematical problem solving, that is, using mathematics to solve problems. This framework hence sets the direction for and provides guidance in the teaching, learning and assessment of mathematics in Palm View as well. Please allow me to give you some insights of the framework and how they are linked to the programme later.
Numerical, Algebraic, Geometric, Statistical, Probabilistic, Analytical

3. Mathematical Concepts for P1
Term 1:
Whole Numbers within 10, Addition & Subtraction within 10
Term 2:
Shapes (2D), Whole Numbers within 20, Addition and Subtraction within 20, Length
Term 3:
Whole Numbers within 40, Addition and Subtraction within 40, Picture Graphs, Multiplication within 40, Division within 20
Term 4:
Time, Whole Numbers within 100, Addition and Subtraction within 100, Money
The aim of today’s briefing is to provide you with a better understanding of the P1 curriculum and help you better support your child in their learning. Hence I believe this slide would give you a good idea of what concepts are taught throughout the year.
In Term 1, your child should have already learn to count, read and write numbers to 10 and is able to compare, add and subtract numbers within 10.
In Term 2, he or she will be learning about Shapes and Length, on top of widening their learning for more numbers to 20. In this term, children would learn the concept of regrouping while they add and subtract numbers more than 10.
In Term 3, your child would encounter how to group things and present data in graphical form as their learning of numbers widens to 40. In this term, they will also start to learn about multiplication and division.
In the final term for the year, time and money, the two important things of life, would be introduced to the pupils as they widen their learning of numbers to 100.
As you can see, there is a spiral approach to the teaching and learning of the concepts where certain important concepts are revisited and reinforced through the year while other concepts are introduced. In order to remain congruent to the approach that ministry has planned, the following programmes are designed to equip your child with the necessary skills, concepts, attitudes, processes and metacognition.

4. Mathematics Programme Activity-based learning
(Using Manipulative and real-life scenarios)
Heuristics
Mental Sums
Math Journals
E-Learning
Outdoor Experiential Learning
Math Carnival
In order to help your child acquire the concepts and skills in problem solving, activity-based learning is introduced as a useful and targeted approach. In Palm View, we make use of manipulative widely for hands-on activity to help pupils master these concepts. Through authentic experiences and integration of other disciplines, we relate pupils’ daily experience to these concepts to deepen their learning.
Heuristics refers to the experienced-based techniques for problem-solving, learning and discovery. For P1, the various heuristics that would be covered through their learning are: Looking for patterns, guess and check, listing, acting out, drawing picture, working backwards. These heuristics are weaved into the curriculum when pupils use the learning resources provided by the publisher.
Speed and accuracy are critical skills needed in mathematics problem solving. In order to improve our pupils’ thinking and processing skills for speed and accuracy, weekly mental sums is introduced to pupils from this term. Scaffolding approach would allow pupils to progress from solving problem visually to a higher order problem solving via listening.
Pupils also write math journal as part of their reflection of learning mathematics to inculcate the importance of self-monitoring and regulation of learning. Through this, pupils can also stretch their writing skills and articulate their thinking processes to help teachers give more accurate feedback and provide timely interventions.
As technology advances, the use of IT is inevitable in creating interesting learning opportunities for pupils. Other than usual frontal teaching where teachers make use of powerpoint presentations, youtube etc to teach math concepts, we are also exploring other E-platforms for pupils to do learning at home via the Internet. Such E-learnings are particularly useful for your child to learn continuously and provide opportunities for you to monitor the learning of your child at home.
Outdoor Experiential Learning allow the child to understand that the world outside the classroom provides an equally enriching learning platform and environment. Many locations within the school such as the school canteen, parade squares, bookshop etc are venue where interesting learning can take place for mathematics. Experiential Learning which takes place both in and outside school would also permit your child to learn mathematics in a different way.
Last but not least, we have a Math Carnival which consolidates their learning and allow them to apply Mathematical concept learnt.
With all these different programmes taking place to provide a holistic approach towards mathematics education, we have to always check the progress of our pupils’ learning to ensure we do not veer off course. As such, a holistic approach towards assessment is equally crucial in ensuring our pupils’ holistic learning.

5. Weighting for Summative Assessments
Modes of Assessments
Term 1
Term 2
Term 3
Term 4 0%
20%
40%
Performance Tasks (using manipulative) and Mini Written Tests

6. Topics for Assessment and Weighting
S/ No.
Mode of Assessment
Topics
Weighting
Term 2 1.
Performance Task
Shapes & Patterns
10% 2.
Mini Test
Topics till Addition & Subtraction within 20
Term 3 3.
Length 4.
Topics till Multiplication and Division within 10
30%
Term 4 5.
Picture Graph 6.
Topics till Addition & Subtraction within 100
Under the recommendation of the Primary Education Review and Implementation (PERI) committee, the Holistic Assessment was conceived and introduced to schools in phases since As a new school, Palm View assessment is also aligned to the PERI HA guidelines. As such, pupils in P1 would only have bite-sized assessments. As mentioned earlier by my colleagues, formative assessments such as performance task and mini tests will be used to assess your child’s learning this year. As you can see in this table, the various weightage of the assessments and the topics to be tested are already planned ahead to ensure a good spread of modes to assess the learning of your child accurately. A letter to indicate all these would be circulated to you later in the term for your reference.

7. Daily Work Workbook Mental Sums Topical Review Review Exercises
Other than engineering effective tasks and tests to assess the learning pace of pupils, daily work such as workbook activities, mental sums, topical reviews and review exercises help to consolidate pupils’ learning.
Workbook activities are given out to pupils to reinforce their learning and demonstrate their understanding.
To improve speed and accuracy in math problem solving, mental sums is conducted weekly to help pupils develop their cognitive and meta-cognitive skills. In Palm View, our mental sums will progress from visual to audial sums where children develop different cognitive skills in translating information to apply their learning.
In order to review the learning of pupils, topical reviews are conducted after every topic to help teachers identify pupils’ needs and concerns, should there be any, in grasping the concept.
Before the written mini test every term, there will also be a review exercise to consolidate the learning and help pupils integrate the different topics learnt. This exercise will also allow teachers to work on the weak areas of pupils to reinforce learning.

8. How Parents Can Help Emphasise Importance of Learning
Relate to Real Life examples
Reinforce speed and accuracy
Encourage exploration of different solutions
Remind importance of self-discipline
Now that you have obtained the information on how teaching, learning and assessment takes place for mathematics in Palm View, I am sure you are keen to find out how you can help as a parent at home.
It is important first to recognise every child has his own strength and every child is unique in their learning. As such, do encourage them to try their best and give recognition to them when they do something right and good at home.
As parents and caregiver, you share the same real life experience with your child which you can tap on to relate mathematics to this daily live you share. If your child is able to see the importance of mathematics in their daily life and how it affects them, they would appreciate the need to learn mathematics well.
As a parent and role model, your words and actions are excellent motivators to your child. Do take part in your child’s learning to show them the importance of learning and challenge your child to explore different solutions.
You should also constantly remind your child the importance of speed and accuracy in mathematics when going through their work with them. This will in turn help instil self-discipline in your child as they progress.
I hope all I have shared this morning has provided you a better insight of Math education in Palm View. If you have any further queries, please feel free to me. Thank you and have a nice day ahead.