Morning with Teachers (Primary 5) - alexandrapri.moe.edu.sg · 小六离校考试...
Transcript of Morning with Teachers (Primary 5) - alexandrapri.moe.edu.sg · 小六离校考试...
Morning with Teachers
(Primary 5)
12 January, 2019
Chinese Language
(Primary)
小学华文课程
Primary 5 (NEW) Syllabus 欢乐伙伴(五年级)
欢乐伙伴的编写理念
q关注学习对象
q关注学习内容
q关注学习过程
q重视资源开发
q重视生活运用
课程一览表:内容丰富、选材多元 范 个人 家庭 学校 社区 国家 世界
畴
主 亲情与成长 分享与互助 人与 时间与 历史与
题 自然 生命 传说 五
身体 懂事的你 分享是快
一千桶 和时 很久很 上
会说 到户外去 乐的 水 间赛 久以前
话 跑
课
我闯祸了 我的东西 (高华) 找到了 题
五 成长的烦恼 一场风 语言的力 新加 想当一
汉字王
下 波 量(高华) 坡我 棵树 国
为你
老师谢 骄傲 世界那
谢您 么大
课时与课数
课程 每周 课数
课时
《小学华文》 《欢乐伙伴》
华文 9 节 18 课 15 课
(五上 10 课,五下 8 课) (五上 8 课,五下 7 课)
高级 11 节 20 课 17 课 华文 (五上 11 课,五下 9 课) (五上 9 课,五下 8 课)
基础 5 节 14 13 课 华文 (五上 8 课,五下 6 课) (五上 7 课,五下 6 课)
• 每课安排约两周的教学时间
基华 华文 高华
第 1 课 第 1 课 第 1 课
第 2 课 第 2 课 第 2 课
第 3 课 第 3 课 第 3 课
第 4 课 第 4 课 第 4 课
第 5 课
第 5 课 第 5 课 第 6 课
第 6 课 第 6 课 第 7 课
第 7 课 第 7 课 第 8 课
第 8 课 第 9 课
课次安排
新教材(2019)和旧教材(2018)的不同
课程架构 Curriculum Structure
CL Curriculum Modular Approach单元模式Greater customisation and flexibility 照顾学生能力差异
CL Curriculum Modular Approach单元模式Greater customisation and flexibility 照顾学生能力差异
CL Curriculum Modular Approach单元模式Greater customisation and flexibility 照顾学生能力差异
Ability Banding 按能力分班模式
华文班 课室 课程非核心单元课程
的授课时间科任老师
5CL1 5 HARMONY 核心/校本
上完核心课程之后进行
胡老师
Mr Fo Kok Hong
5CL2 5 EMPATHY 核心/深广李老师
Miss Lee Suk Fun
5CL3 5 RESILIENCE 核心/校本姜老师
Mdm Jiang Shu
5CL4 5 OPTIMISM 核心/深广孙老师
Mdm Sun Ling
5CL5 5 INTEGRITY 核心/校本邱老师
Mrs Tiffany Ang
5HCL6 5 CREATIVITY高级华文
核心/深广
陈老师
Mr Tan Hui Juai Geoffrey
5FCL7 文化室 基础华文陈老师
Mrs Ng-Tan Jun Hui
试卷 考查项目 分数
一 写作 40分
二 语文理解与运用 90分
三口试 50分
听力测验 20分
总分 200分
小六离校考试华文考试(新)格式
PSLE EXAMINATION FORMAT (NEW)
FOR CHINESE LANGUAGE
•命题作文(例:我做了一件好事)提供提示
•看图作文 5幅图 + 1幅空白图
提供8个助词
(字数不少于100字)
两题中选一题
试卷一 PAPER 1
命题作文
试卷一 PAPER 1
看图作文
试卷一 PAPER 1
试卷一 PAPER 1
五年级上半年的写作训练方向:
-着重在命题作文的指导(审题)和看图作文的指导(写作技巧)
五年级的年中考试:
-看图作文
试卷一 PAPER 1
五年级下半年的写作训练方向:
-着重在命题作文的指导(写作技巧)和看图作文的指导(写作技巧)
五年级的年终考试:
-看图作文、命题作文(二选一)
项目 题数与分数(一)语文应用 15 题 30 分
(二)短文填空 5 题 10 分
(三)阅读理解一 5 题 10 分
试卷二:第一部分(选择式)PAPER 2: BOOKLET A (MCQ)
• 汉语拼音(2题)
• 辨字(2题)
• 选词填空(2题)
• 选择词义(2题)
• 连词(2题)
• 完成句子(2题)
• 句子选择(3题)
语文应用 LANGUAGE USAGE
出题范围:-课本 / 活动本
题型参考:-语文练习
项目 题数与分数(一)完成对话 4 题 8 分
(二)阅读理解二
(2个篇章,包括书面互动)
11 题 32分
试卷二:第二部分(开放式)PAPER 2: BOOKLET B (OPEN ENDED)
1)你是谁?2)今天的天气真好3)我……我没有说谎!4)……5)……6)……7)……8)……
灰狼看到妈妈出门去了,于是跑到小兔的家门外。
灰狼:小兔乖乖,快来开门。
小兔:Q1
灰狼:我是你的好朋友,小狗啊!
小兔:Q2
灰狼:……
从选项中找答案
完成对话 COMPLETE THE
DIALOGUE
利用上下文推断答案
宝丽的爸爸看了名片,原来眼前正是著名的钢琴家丁豪。他目瞪口呆地看着老人,一时说不出话来。
Q36. 文中形容“吃惊又发呆”的词语是:[ ]
阅读理解二:新题型(找词语)READING COMPREHENSION 2: NEW FORMAT
备注:从短文中找出与题干相关的关键词语/短句
阅读理解二:题型类别READING COMPREHENSION 2:
DIFFERENT QUESTION TYPES
常见题型:• 丁豪老师来敲门时,宝丽和爸爸有
什么不同的反应?(须分别列出宝丽和爸爸的反应)
• 丁豪老师来宝丽家的目的是什么?宝丽的爸爸为什么会显得不耐烦?(独立的两个小题)
阅读理解二:题型类别READING COMPREHENSION 2:
DIFFERENT QUESTION TYPES
常见题型:• 丁豪老师认为宝丽在音乐方面会有
什么成就?他为什么会这么认为?(有关联的两个小题 - 第二个小题的论点须支持第一小题的立场)
阅读理解二:题型类别READING COMPREHENSION 2:
DIFFERENT QUESTION TYPES
常见题型:• 你认为宝丽有什么值得你学习的地
方?(从篇章多处截取特定信息 - 试通过宝丽的言谈举止找出她值得大家学习的优点)
项目 分数
口试 朗读篇章 20分
会话 30分
听力 听力理解(10题) 20分
试卷三:口试PAPER 3: ORAL
试卷三:口试PAPER 3: ORAL
试卷三:口试PAPER 3: ORAL
事项需知:- 5分钟预备,需在电脑屏幕上默读朗读篇章和观看录像
- 录像长达一分钟,录像开头或结尾会出现旁白(录像主题)
- 主考官会根据录像短片和考生进行
交流
试卷三:口试PAPER 3: ORAL提示:
1. 谈谈你在录像中看到的一件好事。(复述内容)
2. 除了录像中所看到的,谈谈一件别人曾经为你做过的好事。(结合亲身经验,作出个人的回应)
3. 你认为学校是否应该举办“好人好事周”?为什么?(提出个人看法/建议)
试卷三:口试PAPER 3: ORAL
试卷三:听力PAPER 3: LISTENING COMPREHENSION
事项需知:• 7个听力理解篇章,10道问题• 格式和四年级的听力测试相似
小贴士:• 认真听(留意关键信息),
谨慎作答(利用删除发),仔细再听(确认答案)
Higher Chinese
Language
(Primary)
小学高级华文课程
注意事项
• 高级华文课程与普通华文课程属于两个不同的课程,不同的科目。
• 修读高级华文的学生会使用《高级华文》课本,不用额外购买《华文》课本 - 《华文》课本里的词语都会出现在《高级华文》课本里。
• 修读高级华文的学生需要参加华文考试与高级华文考试,两份试卷在组成部分与分
数比例上均不同。
试卷 考查项目 分数
一 写作 40分
二 语文理解与运用 60分
总分 100分
小六离校考试高级华文考试(新)格式
PSLE EXAMINATION FORMAT (NEW) FOR
HIGHER CHINESE LANGUAGE
•命题作文(情境写作)提供题目和情境
须按照题目要求和所提供的情境,写一篇
记叙文。
•完成文章须按照开头中的情节,写一篇记叙文
两题中选一题
试卷一 PAPER 1
(字数不少于200字)
试卷一 PAPER 1
五年级上半年的写作训练方向:
-只着重在命题作文的指导
五年级的年中考试:
-命题作文
试卷一 PAPER 1
五年级下半年的写作训练方向:
-着重在命题作文的指导和完成文章的指导
五年级的年终考试:
-命题作文、完成文章(二选一)
项目 题数与分数(一)综合填空 5 题 10 分
(二)字词改正 5 题 10 分
(三)阅读理解一 6 题 16 分
(四)阅读理解二 7 题 24 分
试卷二 PAPER 2
然而,很多人却趁机Q8(复)较低的价钱来买
下物品。结果,义卖会不但不能获得成功,还失去了
做慈善的Q9意识。
字词改正:新题型CLOZE PASSAGE: NEW FORMAT
形似字、音近字、同音字“付”钱的“付”
错误词语的其中一字保留做慈善 有“意义”
“找词语”题型:
对于这一次的拍片能不能成功,导演当时也没有太大的把握。
Q17 他有信心战胜敌军。 [ ]
阅读理解一:新题型READING COMPREHENSION 1: NEW FORMAT
“能不能成功”显示导演没有“信心”
表格题型 – 答题技巧:
1. 找出问题的关键词 / 对象
2. 将问题带回文段中再次阅读,试从文段中找出重要信息
阅读理解一:新题型READING COMPREHENSION 1: NEW FORMAT
阅读理解一:新题型READING COMPREHENSION 1: NEW FORMAT
拍电影之前 拍电影之后
Q13 英国导演
Q14 参与演出的居民
比较“前”与“后”
对象
“设题”题型:选一个最适合作为短文的题目,
并从短文中找出支持答案的理由
阅读理解一:新题型READING COMPREHENSION 1: NEW FORMAT
(1) 拍戏的苦与乐
(2) 导演的大胆尝试
阅读理解一:新题型READING COMPREHENSION 1: NEW FORMAT
设题题型 – 答题技巧:
1. 找出两个题目的关键词
2. 细读全文,找出全文大意 / 段落要点
3. 比较两个题目的关键词和全文大意/段落要点
4. 试从文中找出支持选择的原因 / 例子
“词语解释”题型:解释词语在文中的意思
Q17 明华感到喜出望外(第四段)
令明华喜出望外的是,那可是一只羽毛长得极漂亮的小鸟。“妈妈,妈妈!”他一边跑一边喊,“你看,我捉到了一只很漂亮的小鸟。”
阅读理解二:新题型READING COMPREHENSION 2: NEW FORMAT
带出开心的心情
带出意外的感觉
“词语解释”题型:解释词语在文中的意思
Q17 明华感到喜出望外(第四段)
喜出望外指的是:明华看到捉小鸟的网意外地捉到了一只羽毛长得极漂亮的小鸟时,感到特别开心。
阅读理解二:新题型READING COMPREHENSION 2: NEW FORMAT
“段落大意”题型:
Q21 请用不超过15个字,写出短文中第三段的段落
大意。
第二天,明华把网安放在菜园里,在地上放了一些饭粒,就躲在附近等着鸟儿飞来。机智的小鸟看见附近有人,就离得远远的。到了中午,明华把网留在那儿,回家吃午餐去了。傍晚时分,当明华再回到菜园时,发现网中竟然有一只小鸟。
阅读理解二:新题型READING COMPREHENSION 2: NEW FORMAT
“段落大意”题型 – 答题技巧:
1. 利用“谁 / 什么事 / 结果如何”把初步的段落大意串起来
2. 试图把多余的字词删减
阅读理解二:新题型READING COMPREHENSION 2: NEW FORMAT
谁 什么事 结果如何
明华 在菜园里设网捉小鸟 网中竟然有一只小鸟
明华把捉鸟的网放在菜园里,竟然捉到一只小鸟。(20)
明华把网放在菜园里,竟然捉到小鸟。(15)
LEARNING
RESOURCES
辅助资源
阅读刊物 《大拇指》
雅生悦报(阅读计划)
秀才不出门,能知天下事
阅读刊物 《大拇指》
大拇指 - 适合小三到小六阅读的
小学生刊物• 双周报,每两周出版• 海内外新闻、故事、复习试卷、学生投稿(作文、报道和绘画)、成语游戏、连环图
• 电子版 - 新闻、故事网上听
订阅详情请参照稍后发出的家长信
教育部规定作文考试词典/电子词典列表
教育部规定作文考试词典/电子词典列表
教育部规定作文考试词典/电子词典列表
• 目前,学校允许五年级学生在年中、年终的试卷一(写作测试)中使用词典/电子词典查字。
家长的辅助多读
• 报章/杂志/故事书
多听、多看
• 新闻广播/益智节目
多观察
• 从生活中学习
PARENT SUPPORT
English Language
64
Primary English Language Syllabus
Syllabus Aims
65
Listen, read
and view
critically and
with accuracy,
understanding
and
appreciation of
a wide range of
literary and
informational/
functional texts
from print and
non-print
sources.
Speak, write
and represent in
internationally
acceptable
English
(Standard
English) that is
grammatical,
fluent, mutually
intelligible and
appropriate for
different
purposes,
audiences,
contexts and
cultures.
viewing
RECEPTIVE
representing
PRODUCTIVE
Knowledge about Language:
Grammar and Vocabulary
Text Types
66
Text Types Examples
Poetry rhymes, cinquains, haiku
Personal recounts diary entries, biographies
Narratives fables, historical fiction, pourquoi tales
Procedures recipes, directions, instruction manuals
Information reports project reports, fact sheets
Factual recounts eye-witness accounts, news bulletins
Explanations how something works
Expositions reviews, arguments
The ALPS EL Curriculum
67
Teaching and Learning Strategies
• Explicit teaching of skills
• Students apply the skills
• Students make informed and deliberate
decision of word choice/answers and not
just “it sounds right”
• Students show their thinking on paper
(metacognition – “thinking about their
thinking”, “knowing about knowing”)
68
Application Opportunities
Knowledge about
Language: Grammar
and Vocabulary
• MCQs
• Cloze passages
• Editing for
Spelling and
Grammar
• Synthesis and
Transformation
69
Receptive Skills:
Reading, Listening and
Viewing
• Listening for
details and
understanding
• Viewing and
understanding
images in Visual
Text
Comprehension
and Situational
Writing
• Comprehension
Productive Skills:
Speaking and
Writing
• Reading aloud
Read
expressively
• Stimulus-based
Conversation
Express
opinions
• Writing
Convey
ideas clearly
Growing from P4 to P5
Paper Component P3/P4 P5/P6
1 Writing Continuous
Writing
20 Situational Writing 15
Continuous
Writing
40
2 Language Use
and
Comprehension
50 marks 95 marks
3 Listening
Comprehension
20 marks 20 marks
4 Oral
Communication
Reading Aloud 6 Reading Aloud 10
Stimulus-Based
Conversation
10 Stimulus-Based
Conversation
20
Total 100 marks 200 marks
70
Assessment Format
71
Paper Component Marks Weighting Duration
1 Situational Writing
Continuous Writing
55 27.5% 1h 10 min
2 Language Use and
Comprehension
95 47.5% 1h 50 min
3 Listening
Comprehension
20 10% 35 min
4 Oral Communication 30 15% 5 min prep
≈ 5 min
actual
Situational Writing
• Formal and Informal
Writing
• Task Fulfilment
• Language and
Organisation
72
Continuous Writing
Write a composition of at least 150 words about 1) teamwork.
Your composition should be 2) based on one or
more of these pictures.
Consider the following points when you plan your
composition:
• How did the team members work together?
• What did the team members hope to achieve?
73
AO3 generate and select relevant ideas, organise and
express them in a coherent and cohesive manner
AO4 use correct grammar, spelling and punctuation
AO5 use a variety of vocabulary appropriately, with clarity
and precision
Continuous Writing
74
Do:
Show Not Tell
Analyse the stories
that they have read
Plot it against the
Story Mountain
Pick up descriptive
phrases from
books
Don’t:Use superfluous
language
Language Use and Comprehension
75
• Apply Skills Taught
• Show Your Thinking
Oral: Stimulus-based Conversation
76
S ~ state your answer E ~ explain your choice and give some examples to support what you have said [5Ws 1H]
P ~ personalise (share your own experiences or stories)
Common Experiences
Oral Communication
• Have extended conversations with your
child tapping on:
- their experiences (in school, on weekends)
- interesting news
- ask for their opinions
- express your opinions
77
Thank you!
Science
Scope of Presentation
• Primary Aim of Science Programme
• Qualities of an Inquirer
• The ALPS Science Programme
• How will your child be taught
• Topics
• Assessment Plan
• Helping your Child
80
81© CPDD, MOE
• Nurture students as scientific inquirers
• Build strong foundation in science
Primary Aim of the Science Programme
Qualities of an Inquirer
• Able to nurture curiosity and develop skills for inquiry
and research
• Know how to learn independently and with others
• Learn with enthusiasm and sustain the love of
learning through life
Mission of the ALPS Science Programme
• Teaching and Learning to incorporate
Scientific Inquiry, Knowledge and
Reasoning
• To foster collaborative teamwork in the
learning of Science
• Nurturing the ALPS pupil to be a global
citizen who is knowledgeable and inspired
to take responsibility for the environment.
Empowered
3e
ApproachEnabled
Engage
• Stimulating activities
and experiences
• Use senses to learn
and explore
• Demonstrates values
and attitudes Learn & Explore
• Use senses
• Use knowledge
• Use prior
experience
• Environment advocacy
and stewardship
• Differentiated Instruction
How will your child be taught…
How your child will be taught….
Experiments
Approach
Teacher teaches science
concepts
Students carried out
experiments
Discussion on findings
from experiments
Linking findings to concepts and vice
versa
Development
of Process
Skills
Learn & Explore
• Use senses
• Use knowledge
• Use prior experience
How your child will be taught….
Class Experiments
Group Discussion
How your child will be taught….
Building models to explain
science concepts
Model of the Human
Digestive System
Model of a Cell
Learning Journeys
• Primary 3 – Animals (Science Centre)
• Primary 4 – Wetlands Biodiversity
(Sungei Buloh Wetlands)(P4 Camp)
• Primary 5 – Seed dispersal (Science Centre)
• Primary 6 – Aquatic animals (Science Centre)
Design Thinking -Building of
Models e.g. Sailboat
Read@
Science
2019
Learning Centres
Experiential learning
Learning Environment as the Third
Teacher
Environment Education
Science
Journal
Formative Assessment
– Science Investigation in
Action
Learning Journeys
Unlock blocks to learning and be happy at school
Topics in Primary 3 Science
Diversity Cycles
Living and Non-Living Things
Diversity of Plants
Diversity of Animals
Diversity of Bacteria and Fungi
Diversity of Materials
Life Cycles of some Animals
Life Cycles of Plants
Matter
Topics in Primary 4 Science
System Interactions
Chapter 1 – Human Digestive
System
Chapter 2 – Plants and their Parts
Chapter 1 – Magnets and their
Characteristics
Chapter 2 – Making Magnets
Energy
Chapter 1 – Light and Shadows
Chapter 2 – Heat and Temperature
Topics in Primary 5 Science
Cycles Systems
Chapter 1 – Reproduction in Plants
Chapter 2 – Reproduction in
Humans
Chapter 3 – Water and Changes of
State
Chapter 4 – The Water Cycle
Chapter 1 – The Plant Transport
System
Chapter 2 – Air and the Respiratory
System
Chapter 3 – The Circulatory System
Chapter 4 – The Unit of Life
Chapter 5 – Electrical System
Chapter 6 – Using Electricity
Topics in Primary 5 Science
Energy
Chapter 1 – Energy in Food
Chapter 2 – Forms and Uses of Energy
Chapter 3 – Sources of Energy
Term 1 Term 2
Topical Reviews (Non-weighted)
(To check for understanding and
application of concepts)
SA1 (40%)(100 marks)
Topical Reviews
Science Investigation in Action (SIA)*(Process Skills Assessment)(Non-weighted)
Term 3 Term 4
Topical Reviews
(Non-weighted)
(To check for understanding and
application of concepts)
SA2 (60%)(100 marks)
Topical Reviews
Science Investigation in Action (SIA)*(Process Skills Assessment)(Non-weighted)
Primary 5 Science Assessment Plan
* Bite-sized
Format of P5 Standard Science Paper
Booklet Item Type Number of
Questions
Marks per
question
Marks
AMultiple-Choice
(4 Options)28 2 56
B Open-Ended 12-13 2 – 5 44
Duration : 1 hour 45 minutes
Format of P5 Foundation Science Paper
Booklet Item Type Number of
Questions
Marks per
question
Marks
AMultiple-Choice
(4 Options)18 2 36
B
Structured
‘Fill in the blanks’,
‘Matching’ etc
6 - 7 2 – 3 14
Open-Ended 5 - 6 2 – 4 20
Duration : 1 h 15 min
Total : 70 marks
How to help your child to do well in Science?
• Use Mindmaps or Concept Maps to link up the facts learned
• Keep notes
• Be serious about science experiments
• Carry out assigned tasks
• Ask questions to clarify doubts
• Do Corrections
• Revise Corrections, Topical Reviews & SAs
• Understand how process skills are assessed in the question, especially in new situations
• Follow lessons
• Acquire knowledge
• Revise
• Clarify MisconceptionsContent
Knowledge
Answering Techniques
Mapping Knowledge
Process Skills
ENCOURAGE YOUR CHILD TO…..
Applying Concepts in a New Situation
What’s the purpose for ‘pulling’ the tea? Explain
Science Concepts
HEAT LOSS
INCREASED SURFACE
AREA
Applying Concepts in a New Situation
Topic : Matter and Electricity
Concepts : Properties of Matter – Ability to Float
Electrical System – A closed circuit
rainwater enters
water level rises
Wooden block
rises as it can float
on water
Metal sheet comes into
touch the contact points
Circuit is closed and
electricity flows through
The water pump works to
pump water out.
Science Teachers’ Briefing
Misconceptions
Process Skills
Understanding Science Questions
How to help your child to learn Science
• Opportunities to explore Science in daily life
- See Science everywhere
• Assist in the consolidation of Science knowledge
- Do Science Together
- Family discussion on science-related topics
- Obtain Science resources
• Know the Science curriculum and what your child is
learning
Thank you!
Mathematics
105
• https://www.moe.gov.sg/docs/
default-
source/document/education/sy
llabuses/sciences/files/mathe
matics_syllabus_primary_1_to
_6.pdf
Primary Mathematics Syllabus
Syllabus – Primary 5
• Whole Numbers
– Up to 10 million
– Order of operations
• Fractions
– Add, subtract, multiply fractions
• Volume
– Cubes, cuboids
106
Syllabus – Primary 5
• Area and Perimeter
– Triangles
• Geometry
– Find unknown angles
– Construct triangle, parallelogram, trapezium,
rhombus
107
Syllabus – Primary 5
• Percentage
• Ratio
• Rate
• Average
108
109
Use of Calculator
- give more focus to processes such as problem-solving
skills
- achieve a better balance between the emphasis on
computational skills and problem-solving skills
- include investigations and problems in authentic situations
-
- help students develop greater confidence in doing
mathematics
110
Activity:
Use your calculator to find the sum of the digits in the value
of the following:
(a) 9 x 8
(b) 99 x 88
(c) 999 x 888
(d) 9999 x 8888
There is a pattern in the sum of the digits. What is it?
Examples of mathematical activities using calculator
Mathematics
Assessment Format
Standard Mathematics:
Paper 1 1 hour
Paper 2 1 hour 30 minutes
DURATION OF PAPER
EXAMINATION FORMAT
PAPER BOOKLETITEM
TYPE
NO. OF
QNS
MARKS
PER QNWEIGHTING
1
A MCQ10
5
1
220%
B SAQ5
10
1
225%
** No use of Calculator
PAPERITEM
TYPE
NO. OF
QNS
MARKS
PER QNWEIGHTING
2
SAQ 5 2 10%
Structured/ LAQ
12 3, 4, 5 45%
EXAMINATION FORMAT
** Calculator is allowed.
TABLE OF SPECIFICATIONS
CONTENT
1 Whole Numbers; Fractions: Decimals
2 Ratio; Percentage
3 Rate
4 Measurement
5 Geometry
6 Statistics
• AO 1
Pupils should be able to recall mathematical facts, concepts, rules and formulae, and perform straightforward computations.
• AO 2
Pupils should be able to interpret information; understand and apply mathematical concepts and skills in a variety of contexts.
• AO 3
Pupils are required to reason mathematically, analyseinformation and make inferences; select appropriate strategies to solve problems.
ASSESSMENT OBJECTIVES
ASSESSMENT OBJECTIVE 1
Which of the following numbers is the greatest?
(1) 0.6
(2) 0.64
(3) 0.608
(4) 0.631
Find the value of 69 x 7 .
ASSESSMENT OBJECTIVE 1
Sandy made 295 cakes. She packed all the cakes
into boxes of 9 with some left over. How many cakes
were left over?
ASSESSMENT OBJECTIVE 2
Terence had $95 in his wallet. He spent some of it
on a toy car and gave the rest of his money equally
to three friends. Each of his friends received $27.
How much was the toy car?
ASSESSMENT OBJECTIVE 3
The figure is made up of 2 identical rectangles and a
square. The total area of the 2 rectangles is 80 cm2. What
is the area of the square?
8 cm
Thank you
for spending the morning with us!