Things to take note
1) Whole numbers
- learn your multiplication tables as pupils are still multiplying numbers wrongly.
- Remember how to multiply a number with a 2-digit number. Many pupils omit the second level of numbers (the digit in the tens place or forget to place a '0' in the ones places for the second level)
- Be careful of the term "best estimate". It usually means most accurate estimate which is when the number is rounded off to the estimate of the smallest "value", which is the nearest tens followed by the nearest hundreds. This is true for most instances but to check especially in MCQ questions, pupils are advised to work out all the options to confirm their answers.
- For questions asking pupils what is the value of 3 ten hundreds, 2 tens and 1 ones. Pupils have been advised to write out the numbers on top of the words ans add them up.
- Pupils have been reminded what quotient, reminders and product are.
- Digits and numbers are different and pupils must read the question carefully.
- For questions asking for the biggest possible number when rounded off to the nearest tens or hundreds, pupils have been reminded what the pattern is. They must be careful and note the number is rounded off to the nearest ×××.
- Pupils must read the questions carefully as some omit the second step of the question. For example, find the product and round off. They may forget the rounding off part as seen in their practice papers.
- Word problems involving "twice, thrice or xxx more than or less than"- I have asked pupils to draw models based on them so that they can see the comparison and use the appropriate methods to solve them.
- learn your multiplication tables as pupils are still multiplying numbers wrongly.
- Remember how to multiply a number with a 2-digit number. Many pupils omit the second level of numbers (the digit in the tens place or forget to place a '0' in the ones places for the second level)
- Be careful of the term "best estimate". It usually means most accurate estimate which is when the number is rounded off to the estimate of the smallest "value", which is the nearest tens followed by the nearest hundreds. This is true for most instances but to check especially in MCQ questions, pupils are advised to work out all the options to confirm their answers.
- For questions asking pupils what is the value of 3 ten hundreds, 2 tens and 1 ones. Pupils have been advised to write out the numbers on top of the words ans add them up.
- Pupils have been reminded what quotient, reminders and product are.
- Digits and numbers are different and pupils must read the question carefully.
- For questions asking for the biggest possible number when rounded off to the nearest tens or hundreds, pupils have been reminded what the pattern is. They must be careful and note the number is rounded off to the nearest ×××.
- Pupils must read the questions carefully as some omit the second step of the question. For example, find the product and round off. They may forget the rounding off part as seen in their practice papers.
- Word problems involving "twice, thrice or xxx more than or less than"- I have asked pupils to draw models based on them so that they can see the comparison and use the appropriate methods to solve them.
2) Tables and line graphs
- Please note what "draw tallies" mean
- For line graphs, pupils must look at the y-axis and x-axis carefully and interpret what the values are about, especially when questions involve descriptions water/ electricity left or used.
-Pupils have been reminded to write values on the graph as they read them.
- Please note what "draw tallies" mean
- For line graphs, pupils must look at the y-axis and x-axis carefully and interpret what the values are about, especially when questions involve descriptions water/ electricity left or used.
-Pupils have been reminded to write values on the graph as they read them.
3) Fractions
- Pupils have been reminded to leave their answer in simplest form unless stated otherwise
- For word problems, they have to distinguish if the problem is simply a question on measurement or a fraction of set. For fraction of set questions they have been asked to draw models. This wil help them especially of the questions involve "remaining parts".
- For additition and subtraction, pupils just add or subtact the numerators when the denominators are the same.
-For questions like 1/2 of 4, they must remember to place "X" in place of "of".
- for questions that ask, for eg, how many fifths in a fraction, do remember to check that the denominator tallies to the question. In this case, the denominator must be 5. Change it into an improper fraction and the numerator is the answer.
4) Angles
-Pupils must be careful when drawing angles. Look for words like "draw above" or "draw below" the lines.
- they must remember that there are 2 ways to name angles.
- they must know when to use outer and inner scales of the protractor. When they draw the angles, they must check if the angles drawn is correct as they know what obtuse and acute angles are.
- For 8 point compass, they must always check what the person is facing abd going to.
- Pupils must be familiar with the phrasing ( L is ______ of A.) They nust know A is the original point and find out where L is with reference to A.)
5) Perpendicular and Parallel Lines
-Pupils must not rush when drawing the lines. They must place the set-square carefully on the given line before using the second sets quare as support. Many times, they use 2 at the same time and they rush to draw the line.
- Remember to label the lines when necessary.
-Remember to draw right angle for perpendicular lines and arrows for parallel lines.
- Be careful of the term " pass through point x". The drawn line must pass through the point.
6) Squares and rectangles
- When finding out the lengths of given shapes, remember to either name the lengths (recommended) or not at all. To name the lengths which your equation is finding out, refer to the diagrams.
- Be careful of the terms "number of parallel lines" and "number of pairs of parallel lines". They are different.
7) Heuristic questions
Refer to those learnt in Fan-math like model drawing, supposition, drawing a diagram, restating in another way and more.
For the drawing a diagram question (for example, the lamp-post question, usually the question requires pupils to look at the gaps between the objects.)
Lastly for all Section B and C Questions, please show all relevant equations and workings.
