The document provides examples and explanations of mathematics problems and concepts to support students in learning mathematics. It includes word problems involving addition, subtraction, division, percentages, averages, ratios, and geometry. Worked examples are shown step-by-step to demonstrate problem solving processes. The purpose is to help students understand and apply mathematical concepts.
Here are some tips for PSLE Mathematics:
- Read the question carefully and think about what it is asking before starting any working. Underline or highlight key details.
- Draw diagrams or make lists when working through multi-step problems to organize your thinking.
- Estimate answers before calculating to check if your working makes sense.
- Check your work by estimating or doing the question in a different way.
- Practice mental math skills like times tables for faster computation in Paper 1.
- Review concepts you find tricky until you understand them fully. Ask teachers for help if needed.
- Stay calm and read questions thoroughly during the exam. Don't rush. You can do well with practice and preparation
The document provides information about a book titled "Primary 5 Mathematics Ace The Exams with My 24/7 Personal Tutor" which contains 10 examination papers modeled after top Singapore school exams to help students prepare. It also includes a CD with detailed explanations by tutors of all questions. The book and online resources are aimed at helping students understand concepts and identify common misconceptions.
This document provides a summary of a presentation on surviving math given by Dr. Yeap Ban Har from the Marshall Cavendish Institute in Singapore. The presentation included slides available on Facebook and discussed shifts in math test questions over time towards requiring more conceptual understanding. It also showed sample math problems and performance data from Primary 4 students in Singapore on TIMSS tests. The document lists the speaker, location, contact information and source of additional slides.
1. This document is a 40 question mathematics exam for 5th grade students in Sekolah Kebangsaan Sebobok, Bau.
2. The exam provides instructions for students, informing them to answer all questions by blackening the correct answer on the answer sheet.
3. It consists of questions involving operations with whole numbers, decimals, fractions and word problems.
This document provides answer keys for 12 lessons that are part of a mathematics curriculum for 3rd grade students. The lessons cover place value and problem solving using units of measure. Each answer key provides the correct answers for problems, exercises and homework in the corresponding lesson. The lessons involve skills like telling time to the nearest 5 minutes, measuring and comparing weights and volumes, adding and subtracting time intervals, and rounding measurements.
This document provides an answer key for a 3rd grade mathematics curriculum on fractions as numbers on the number line. It includes answers for problem sets, exit tickets, sprints, and homework from 7 lessons. The lessons cover identifying fractions on number lines and fraction strips, comparing fractions, and representing fractions in different ways including with drawings.
This document provides answer keys for lessons in a mathematics curriculum on multiplication and area for third grade students. It includes answers and explanations for problem sets, exit tickets, and homework assignments related to identifying the area of rectangles, using arrays and multiplication to calculate area, and solving word problems involving area. The lessons focus on developing an understanding of the relationship between multiplication and the calculation of area.
This document contains a mathematics final test for Grade 6 students at Mutiara Bangsa 2 Elementary School for the first semester of the 2011/2012 academic year. The test has three sections: Section A with 25 multiple choice questions worth 1 point each, Section B with short answer questions, and Section C with word problems to solve. The test covers topics like arithmetic, algebra, geometry, statistics and covers concepts like greatest common divisor, least common multiple, volumes, areas and more. It runs for 120 minutes and students are to show their working for credit.
Here are some tips for PSLE Mathematics:
- Read the question carefully and think about what it is asking before starting any working. Underline or highlight key details.
- Draw diagrams or make lists when working through multi-step problems to organize your thinking.
- Estimate answers before calculating to check if your working makes sense.
- Check your work by estimating or doing the question in a different way.
- Practice mental math skills like times tables for faster computation in Paper 1.
- Review concepts you find tricky until you understand them fully. Ask teachers for help if needed.
- Stay calm and read questions thoroughly during the exam. Don't rush. You can do well with practice and preparation
The document provides information about a book titled "Primary 5 Mathematics Ace The Exams with My 24/7 Personal Tutor" which contains 10 examination papers modeled after top Singapore school exams to help students prepare. It also includes a CD with detailed explanations by tutors of all questions. The book and online resources are aimed at helping students understand concepts and identify common misconceptions.
This document provides a summary of a presentation on surviving math given by Dr. Yeap Ban Har from the Marshall Cavendish Institute in Singapore. The presentation included slides available on Facebook and discussed shifts in math test questions over time towards requiring more conceptual understanding. It also showed sample math problems and performance data from Primary 4 students in Singapore on TIMSS tests. The document lists the speaker, location, contact information and source of additional slides.
1. This document is a 40 question mathematics exam for 5th grade students in Sekolah Kebangsaan Sebobok, Bau.
2. The exam provides instructions for students, informing them to answer all questions by blackening the correct answer on the answer sheet.
3. It consists of questions involving operations with whole numbers, decimals, fractions and word problems.
This document provides answer keys for 12 lessons that are part of a mathematics curriculum for 3rd grade students. The lessons cover place value and problem solving using units of measure. Each answer key provides the correct answers for problems, exercises and homework in the corresponding lesson. The lessons involve skills like telling time to the nearest 5 minutes, measuring and comparing weights and volumes, adding and subtracting time intervals, and rounding measurements.
This document provides an answer key for a 3rd grade mathematics curriculum on fractions as numbers on the number line. It includes answers for problem sets, exit tickets, sprints, and homework from 7 lessons. The lessons cover identifying fractions on number lines and fraction strips, comparing fractions, and representing fractions in different ways including with drawings.
This document provides answer keys for lessons in a mathematics curriculum on multiplication and area for third grade students. It includes answers and explanations for problem sets, exit tickets, and homework assignments related to identifying the area of rectangles, using arrays and multiplication to calculate area, and solving word problems involving area. The lessons focus on developing an understanding of the relationship between multiplication and the calculation of area.
This document contains a mathematics final test for Grade 6 students at Mutiara Bangsa 2 Elementary School for the first semester of the 2011/2012 academic year. The test has three sections: Section A with 25 multiple choice questions worth 1 point each, Section B with short answer questions, and Section C with word problems to solve. The test covers topics like arithmetic, algebra, geometry, statistics and covers concepts like greatest common divisor, least common multiple, volumes, areas and more. It runs for 120 minutes and students are to show their working for credit.
The document provides a table for the student to practice factorizing polynomials. It contains expressions in the initial column that the student must factorize. The correct factored forms are in the message from the king section. Being able to factor polynomials is important as it allows reversing the multiplication process.
This document contains a 50 question mathematics test on whole numbers. The test covers topics such as place value, rounding, addition, subtraction, multiplication, and division of whole numbers. It also includes word problems involving quantities, populations, and other real world applications of whole number operations and concepts. The questions range in difficulty from basic computations to multi-step problems requiring multiple operations.
Math 8 - Solving Problems Involving Linear FunctionsCarlo Luna
This document is a mathematics lesson on solving problems involving linear functions. It contains 4 practice problems. Problem 1 has students solve for the number of wallets to be sold to make a Php 30 profit and express the profit function in terms of wallets sold. Problem 2 deals with the cost of manufacturing shoes. Problems 3 has students model the number of math problems Cassandrea solves each day as a linear function and use it to determine how many problems she will solve on specific days. The document concludes by providing an asynchronous learning activity for students to complete.
This document provides answer keys for lessons in a mathematics curriculum module on multiplication and division. It includes answer keys for sprints, problem sets, exit tickets, and homework assignments related to multiplying and dividing with units of 0, 1, 6-9, and multiples of 10. The lessons focus on developing fluency with multiplication and division facts.
This document provides answer keys for lessons in a third grade mathematics curriculum module on properties of multiplication and division, and solving problems with units of 2-5 and 10. It includes answer keys for problem sets, sprints, exit tickets and homework for 6 lessons. The lessons cover topics such as multiplication and division word problems, arrays, repeated addition and skip-counting.
The document describes the rules for an inter-school mathematics quiz being organized by the Aryabhatta Mathematics Club. There will be 24 multiple choice questions asked in the quiz, with each correct answer earning 10 marks and no negative marking for incorrect answers. Each question must be answered within 1 minute and there are no transferable questions. The quiz then provides sample questions following this format to illustrate the types of math problems that will be asked.
This document contains math problems of increasing difficulty levels for grades 1 through 6. It covers topics such as whole numbers, decimals, fractions, and word problems involving money. For each grade, there are sections titled Easy, Average, Difficult, and Clincher Round containing multiple choice problems to test skills appropriate for that grade level.
1) A contractor needs to complete a canal that is 12 km long in 350 days. After working for 200 days with 45 men, only 4.5 km has been dug.
2) To finish the remaining work in the allotted time, the contractor needs to hire 55 additional men.
3) The problem involves using proportions to determine the number of additional men needed given the original work rate over 200 days and the remaining time and distance to be completed.
This document is a mathematics exam for year 3 students consisting of 40 multiple choice questions. The questions cover topics like number recognition, addition, subtraction, multiplication, division, time, fractions, and word problems. The exam instructions state that students have 60 minutes to complete the exam and must answer each question by blackening the corresponding space on their answer sheet.
The document provides information on numerical reasoning concepts including arithmetic progression, geometric progression, formulas, ratio and proportion problems, alligation, and mixture problems. It includes 15 multi-step word problems covering these topics and their step-by-step solutions. The problems demonstrate how to set up and solve ratios, proportions, alligation and mixture scenarios to find unknown values.
The document summarizes Joan Cotter's presentation on updating Montessori fractions. It discusses fraction charts, models for representing fractions like fish tanks and pies, games for learning fractions, and arithmetic operations like simplifying, adding, subtracting, and multiplying fractions. Various teaching strategies and manipulatives are presented.
The document summarizes Joan Cotter's presentation on updating Montessori fractions. It discusses fraction charts, models for representing fractions like fish tanks and pies, games for learning fractions, and arithmetic with fractions like simplifying, adding, subtracting, and multiplying fractions. Various teaching strategies and manipulatives are presented.
The document provides information about a seminar on excellence for the PMR examination, including its objectives to help students understand the exam requirements and marking scheme. It discusses key points about correctly writing answers and interpreting different types of questions. Examples of objective and subjective questions are also included to demonstrate the format and how to solve different math problems.
The document is a seminar for parents about helping children learn mathematics. It discusses how Singapore math focuses on using visuals and concrete experiences to teach mathematical concepts and problem solving. It provides examples of how Singapore math techniques are being used in classrooms around the world.
This document contains a mathematics assignment with 7 questions testing skills in rounding numbers, expressing values in standard form, solving equations, and factorizing and solving quadratic equations. Students are instructed to show their work and express answers to 3 significant figures over the course of solving 35 problems within 1 week.
The document contains a teacher's notes and examples for teaching students about coordinates, inverse operations, and bus stop division.
For coordinates, it provides examples of writing the coordinates of objects on a graph, naming shapes at given coordinates, and an extra challenge involving matching a shape's x and y coordinates.
For inverse operations, it explains that multiplication and division are inverse operations, and examples are given to show using known calculations to derive the other three related calculations.
For bus stop division, it provides multiplication examples to practice the concept. A video link is included to remind students how to use the bus stop method for long division. Further practice examples using bus stop division are listed but not shown.
1. Maria glued cubic blocks together to make three solids that fit together to form a larger cube. Figure A is not one of Maria's original solids as it has fewer blocks than would be needed to form the larger cube.
2. Alice wants to fence in her rectangular guinea pig pen using 360cm of fencing. Giving the pen a width of 90cm will provide the largest enclosed area of 8100cm^2.
3. A pattern is given showing triangles with the number of dots on each side and the total dots. When the total dots is 72, there are 25 dots on each side.
1. Mr. Mizan sold rice from three pieces of land for Tk. 25087, Tk. 16920 and Tk. 30725 respectively and gram from another piece of land for Tk. 9872, for a total of Tk. 82604.
2. Abdul Latif had Tk. 621345. He gave his elder daughter Tk. 85924, younger daughter Tk. 84790, and his son Tk. 95745, which is Tk. 9830 more than the elder daughter. The remaining money was given to his wife.
3. The sum of three numbers is 845076. Two numbers are 321674 and 286539. By subtracting the sum
This document is the workbook for 8th grade basic mathematics for the first semester of 2017. It contains 5 units covering topics like integer multiplication and division. The workbook provides practice problems and worksheets for students to complete. Images of galaxies from NASA are credited on the cover page.
The document discusses the Model Method, an instructional approach for upper primary students. It provides examples of word problems modeled with bars or arrays to represent the relationships and operations in the problems. The examples demonstrate modeling problems for up to 8 days to help average students, and using algebra to model problems for 3-4 days for advanced students. It also discusses using differentiated instructional strategies and modeling techniques for struggling learners.
This document contains instructions and questions for a final term exam in mathematics. It is divided into two parts - an objective section worth 30 marks containing fill-in-the-blank and matching questions, and a subjective section worth 45 marks containing short answer, long answer, and word problems. The exam is 2 hours total and covers topics of tables, operations, units of measurement, and geometry.
Here are the steps to solve indirect proportion problems:
1) If A is indirectly proportional to B and when A = 5, B = 6:
a) k = 5/6
b) A = k/B
c) A = 5/6 when B = 3 => A = 5/18
d) A = 5/6 when B = 15 => A = 1/15
e) B = 6 when A = 1 => B = 6
f) B = -6 when A = -3 => B = -6
2) If A is indirectly proportional to B and when A = 7, B = 12:
a) k = 7/12
b) A
The document provides a table for the student to practice factorizing polynomials. It contains expressions in the initial column that the student must factorize. The correct factored forms are in the message from the king section. Being able to factor polynomials is important as it allows reversing the multiplication process.
This document contains a 50 question mathematics test on whole numbers. The test covers topics such as place value, rounding, addition, subtraction, multiplication, and division of whole numbers. It also includes word problems involving quantities, populations, and other real world applications of whole number operations and concepts. The questions range in difficulty from basic computations to multi-step problems requiring multiple operations.
Math 8 - Solving Problems Involving Linear FunctionsCarlo Luna
This document is a mathematics lesson on solving problems involving linear functions. It contains 4 practice problems. Problem 1 has students solve for the number of wallets to be sold to make a Php 30 profit and express the profit function in terms of wallets sold. Problem 2 deals with the cost of manufacturing shoes. Problems 3 has students model the number of math problems Cassandrea solves each day as a linear function and use it to determine how many problems she will solve on specific days. The document concludes by providing an asynchronous learning activity for students to complete.
This document provides answer keys for lessons in a mathematics curriculum module on multiplication and division. It includes answer keys for sprints, problem sets, exit tickets, and homework assignments related to multiplying and dividing with units of 0, 1, 6-9, and multiples of 10. The lessons focus on developing fluency with multiplication and division facts.
This document provides answer keys for lessons in a third grade mathematics curriculum module on properties of multiplication and division, and solving problems with units of 2-5 and 10. It includes answer keys for problem sets, sprints, exit tickets and homework for 6 lessons. The lessons cover topics such as multiplication and division word problems, arrays, repeated addition and skip-counting.
The document describes the rules for an inter-school mathematics quiz being organized by the Aryabhatta Mathematics Club. There will be 24 multiple choice questions asked in the quiz, with each correct answer earning 10 marks and no negative marking for incorrect answers. Each question must be answered within 1 minute and there are no transferable questions. The quiz then provides sample questions following this format to illustrate the types of math problems that will be asked.
This document contains math problems of increasing difficulty levels for grades 1 through 6. It covers topics such as whole numbers, decimals, fractions, and word problems involving money. For each grade, there are sections titled Easy, Average, Difficult, and Clincher Round containing multiple choice problems to test skills appropriate for that grade level.
1) A contractor needs to complete a canal that is 12 km long in 350 days. After working for 200 days with 45 men, only 4.5 km has been dug.
2) To finish the remaining work in the allotted time, the contractor needs to hire 55 additional men.
3) The problem involves using proportions to determine the number of additional men needed given the original work rate over 200 days and the remaining time and distance to be completed.
This document is a mathematics exam for year 3 students consisting of 40 multiple choice questions. The questions cover topics like number recognition, addition, subtraction, multiplication, division, time, fractions, and word problems. The exam instructions state that students have 60 minutes to complete the exam and must answer each question by blackening the corresponding space on their answer sheet.
The document provides information on numerical reasoning concepts including arithmetic progression, geometric progression, formulas, ratio and proportion problems, alligation, and mixture problems. It includes 15 multi-step word problems covering these topics and their step-by-step solutions. The problems demonstrate how to set up and solve ratios, proportions, alligation and mixture scenarios to find unknown values.
The document summarizes Joan Cotter's presentation on updating Montessori fractions. It discusses fraction charts, models for representing fractions like fish tanks and pies, games for learning fractions, and arithmetic operations like simplifying, adding, subtracting, and multiplying fractions. Various teaching strategies and manipulatives are presented.
The document summarizes Joan Cotter's presentation on updating Montessori fractions. It discusses fraction charts, models for representing fractions like fish tanks and pies, games for learning fractions, and arithmetic with fractions like simplifying, adding, subtracting, and multiplying fractions. Various teaching strategies and manipulatives are presented.
The document provides information about a seminar on excellence for the PMR examination, including its objectives to help students understand the exam requirements and marking scheme. It discusses key points about correctly writing answers and interpreting different types of questions. Examples of objective and subjective questions are also included to demonstrate the format and how to solve different math problems.
The document is a seminar for parents about helping children learn mathematics. It discusses how Singapore math focuses on using visuals and concrete experiences to teach mathematical concepts and problem solving. It provides examples of how Singapore math techniques are being used in classrooms around the world.
This document contains a mathematics assignment with 7 questions testing skills in rounding numbers, expressing values in standard form, solving equations, and factorizing and solving quadratic equations. Students are instructed to show their work and express answers to 3 significant figures over the course of solving 35 problems within 1 week.
The document contains a teacher's notes and examples for teaching students about coordinates, inverse operations, and bus stop division.
For coordinates, it provides examples of writing the coordinates of objects on a graph, naming shapes at given coordinates, and an extra challenge involving matching a shape's x and y coordinates.
For inverse operations, it explains that multiplication and division are inverse operations, and examples are given to show using known calculations to derive the other three related calculations.
For bus stop division, it provides multiplication examples to practice the concept. A video link is included to remind students how to use the bus stop method for long division. Further practice examples using bus stop division are listed but not shown.
1. Maria glued cubic blocks together to make three solids that fit together to form a larger cube. Figure A is not one of Maria's original solids as it has fewer blocks than would be needed to form the larger cube.
2. Alice wants to fence in her rectangular guinea pig pen using 360cm of fencing. Giving the pen a width of 90cm will provide the largest enclosed area of 8100cm^2.
3. A pattern is given showing triangles with the number of dots on each side and the total dots. When the total dots is 72, there are 25 dots on each side.
1. Mr. Mizan sold rice from three pieces of land for Tk. 25087, Tk. 16920 and Tk. 30725 respectively and gram from another piece of land for Tk. 9872, for a total of Tk. 82604.
2. Abdul Latif had Tk. 621345. He gave his elder daughter Tk. 85924, younger daughter Tk. 84790, and his son Tk. 95745, which is Tk. 9830 more than the elder daughter. The remaining money was given to his wife.
3. The sum of three numbers is 845076. Two numbers are 321674 and 286539. By subtracting the sum
This document is the workbook for 8th grade basic mathematics for the first semester of 2017. It contains 5 units covering topics like integer multiplication and division. The workbook provides practice problems and worksheets for students to complete. Images of galaxies from NASA are credited on the cover page.
The document discusses the Model Method, an instructional approach for upper primary students. It provides examples of word problems modeled with bars or arrays to represent the relationships and operations in the problems. The examples demonstrate modeling problems for up to 8 days to help average students, and using algebra to model problems for 3-4 days for advanced students. It also discusses using differentiated instructional strategies and modeling techniques for struggling learners.
This document contains instructions and questions for a final term exam in mathematics. It is divided into two parts - an objective section worth 30 marks containing fill-in-the-blank and matching questions, and a subjective section worth 45 marks containing short answer, long answer, and word problems. The exam is 2 hours total and covers topics of tables, operations, units of measurement, and geometry.
Here are the steps to solve indirect proportion problems:
1) If A is indirectly proportional to B and when A = 5, B = 6:
a) k = 5/6
b) A = k/B
c) A = 5/6 when B = 3 => A = 5/18
d) A = 5/6 when B = 15 => A = 1/15
e) B = 6 when A = 1 => B = 6
f) B = -6 when A = -3 => B = -6
2) If A is indirectly proportional to B and when A = 7, B = 12:
a) k = 7/12
b) A
1. The document outlines assignments for math lesson 5.4, including practice problems to be completed for Monday and a test on Thursday.
2. Lesson 5.4 covers solving compound inequalities, where an expression is both greater than one value and less than another (e.g. 52 < h < 72).
3. Examples are given of solving compound inequalities algebraically and graphing the solution sets. Additional practice problems involve writing compound inequalities for given number line graphs.
This document contains information about an exam for a course on Statistical and Quantitative Methods. It includes 6 questions with various sub-questions. Question 1 has sub-questions about median, comparing variance and standard deviation between groups, and probability questions. Question 2 asks about estimating values and finding association measures. Question 3 includes questions on grade distributions and finding correlation. Question 4 involves minimizing transportation costs. Questions 5 and 6 include inventory management, queue modeling, and job allocation questions.
The document provides details about a sample test for a Fashion Management program. [1] It outlines 150 multiple choice questions testing various abilities like quantitative ability, English comprehension, analytical ability, and general awareness. [2] The questions are across various subject areas and students must mark their answers on a separate answer sheet using a ballpoint pen to darken the appropriate circle for the best answer choice. [3] The test is aimed at assessing students' suitability for the Fashion Management program.
The document provides links to various blogs and websites maintained by Jacqui Sharp that focus on integrating technology into education, including using tools like Wikis, mimios, iPods/iPhones, and social bookmarking sites in the classroom. It also lists email contact information for Jacqui Sharp. The links provided relate to using various technologies for teaching and learning purposes.
1. Algebraic concepts can be applied to geometry through the Pythagorean theorem, which relates the sides of a right triangle through the equation a2 + b2 = c2, where c is the hypotenuse and a and b are the legs.
2. The Pythagorean theorem can be used to find the length of a missing side of a right triangle or to determine if a triangle is right based on its side lengths.
3. Algebraic operations like taking the square of each side and adding the results are used in the Pythagorean theorem to solve for unknown side lengths of right triangles.
The document discusses patterns and relations including increasing and decreasing patterns. It describes demonstrating understanding of patterns through observing, describing, extending, comparing and creating patterns using manipulatives, pictures, sounds and actions. It also discusses representing and explaining pattern rules as well as strategies for solving problems involving patterns.
The document contains a math exam for 6th grade students with 4 problems. Problem 1 has 4 parts calculating various mathematical expressions. Problem 2 finds the value of x in two equations. Problem 3 calculates the number of students in 3 classes based on the total students and percentages given. Problem 4 involves drawing angles and finding the measure of angles formed. The document also provides an answer key explaining the steps to solve each problem.
Answers for practice for third period exam 2011Dulce Garza
The document provides a math practice for a 3rd period exam covering various topics:
I) Converting between decimal and binary numbers
II) Converting between binary and decimal numbers
III) Writing missing numbers in a number line
IV) Ordering numbers on a number line
The practice also includes:
V) Determining if algebraic expressions are correct
VI) Writing algebraic expressions from word problems
VII) Solving word problems using algebraic equations
VIII) Writing equations from word problems
It also covers distributing the distributive property, combining like terms, and solving equations using integers rules.
1) The document shows patterns of multiples of numbers (2, 3, 4, etc.) on 6x6 grids.
2) It examines patterns in the sums of consecutive numbers, finding that sums of 3 consecutive numbers are multiples of 3, and sums of 4 consecutive numbers increase by 4s.
3) The document prompts the reader to find patterns in sums of other consecutive numbers (5, 6, etc.) and sums of odd numbers in sets of 10, 13, and 22.
The 4th grade math class document outlines lessons over 3 days that cover triangle problems, using the value of unknowns, and the commutative property. On day 1, the class broke down a triangle problem into steps and identified all prime numbers less than 20. On day 2, the class practiced solving equations for unknown values using the guess and check method. On day 3, students solved equations and identified which problem demonstrated the commutative property of addition.
1. The document outlines details for final term exams, including parts for objective and subjective questions, allocation of marks, and instructions.
2. The objective questions include fill-in-the-blank math questions on numbers and their names, as well as multiplication and addition tables.
3. The subjective questions include short answer math word problems, longer answer math questions involving addition and subtraction, completing patterns, and word problems involving real-world math scenarios.
4. The exam covers topics in mathematics and is designed to test students in class 1 with 75 total marks over a 2 hour time period.
1. The document contains sample questions and solutions for various topics in mathematics for Year 3 secondary school students in Malaysia. It covers topics like indices, standard form, financial mathematics, and more.
2. The questions range from single-step problems to multi-part questions involving concepts like indices, financial calculations involving interest, investments, loans, and currency conversions.
3. Detailed step-by-step workings are provided for most questions to demonstrate how to arrive at the solutions.
1) Decimals represent numbers using place value with decimal points. To write decimals in expanded form, they are broken into place value terms using positive and negative exponents.
2) Fractions can be converted to decimals using division or by writing the fraction as a ratio of two numbers and setting up a proportion to solve for the decimal.
3) Scientific notation is used to write very large or small numbers in a standard form, such as 3.603 x 107. Operations can be done on decimals by lining up the decimal points or moving them with multiplication/division.
Class 4 Cbse Maths Sample Paper Term 1 Model 1Sunaina Rawat
This document is a sample test paper for mathematics for class 4. It contains 3 sections with a total of 45 marks. Section A has 10 multiple choice questions worth 1 mark each. Section B has 10 short answer questions worth 2 marks each. Section C has 5 word problems worth 3 marks each. The test covers topics like place value, operations with fractions and decimals, time, measurement conversion, word problems, and properties of numbers.
1. The document contains instructions for a test with four sections: Section A contains 50 math questions worth 3 marks each, Section B contains 25 general knowledge questions worth 2 marks each, Section C contains 25 language questions worth 2 marks each, and Section D contains 25 intelligence questions to be answered after 2 hours.
2. Candidates must not write their name or roll number on any page of the answer booklet except where indicated. Rough work should only be done on additional sheets, not on the answer sheet.
3. The test has a total of 17 pages and covers topics including numbers, operations, geometry, time, speed, ratios, averages, and general knowledge questions about science, the human body and India's
The document contains a series of math problems involving multiplication, division, and calculating perimeters. It includes:
- Mixed multiplication and division tables with problems like 120 ÷ 10, 28 ÷ 7, 4 x 9, etc.
- A short multiplication quiz with problems like 65 x 4, 86 x 5, 185 x 7, etc.
- A perimeter quiz showing shapes and asking to calculate the perimeter, with shapes of sides 2cm, 4cm, 5cm, etc.
Similar to Seminar for Parents at Beacon Primary School (20)
This document discusses differentiating instruction to challenge advanced learners. It provides examples of ways to assess basic subtraction skills through runway indicators. For advanced learners, it suggests having them solve problems in alternative ways, write stories for equations, or write notes applying math concepts to enrich their learning beyond basic skills.
The document discusses using math journals in elementary school classrooms to teach mathematical concepts. It describes a framework for teaching mastery that involves anchor tasks, guided practice, and independent practice. Journaling is presented as one part of this process where students explore concepts, structure their understanding, and reflect on their learning. Examples are provided of kindergarteners recording number bonds in their journals to master basic counting and addition. The journal entries allow teachers to assess understanding and provide differentiated instruction.
The document outlines a schedule for four sessions occurring between 08:30-04:00 with a forum period from 03:30-04:00. It then discusses using a lesson on the Common Core to understand critical areas for Grade 1, including number bonds, comparison of numbers, and conservation of numbers. Various methods for developing visualization like the CPA approach, bar models, and teacher questioning are listed. The document goes on to discuss elements of effective math lessons including exploration, structure, journaling, reflection, and guided/independent practice using addition and subtraction strategies like counting all, making 10, subtracting from ten, and renaming before subtracting with examples provided.
This document provides an overview of a middle school mathematics institute that will take place on Saturday. It discusses the basic lesson format, which includes an anchor task, guided practice, and independent practice. It also references Bruner's idea of using concrete experiences and pictorial representations to help students understand abstract ideas. The document then provides several case studies as examples of lessons that could be used to develop, apply, and practice various mathematical concepts involving fractions, algebra, geometry, and more.
This document provides an overview of a Grade 5 mathematics institute that will take place on a Friday. It outlines the basic lesson format, which includes an anchor task, guided practice, and independent practice. It also references several learning theories that provide a framework for the lesson, such as Bruner's idea of concrete, iconic, and symbolic representations. The document includes several math word problems from past PSLE exams in Singapore to use for practice. It concludes with key learning theories covered and strategies for challenging advanced learners.
1) The document discusses standards and instructional focus areas for Grade 4 mathematics, including multi-digit multiplication and division, fractions, and geometric shapes.
2) It provides examples of case studies to solve, including arranging fractions in order and word problems involving fractions of amounts.
3) Theories of learning and representation discussed include Bruner's CPA approach and Skemp's classifications of understanding in mathematics.
This document provides information about a grade 3 mathematics institute to be held on Wednesday. It discusses key theories in mathematics learning from Piaget, Bruner, Dienes, Vygotsky, and Skemp. The document also provides several case studies with examples of lesson plans and problems that assess different mathematical concepts like operations, fractions, problem solving, and place value.
The document discusses a Grade 2 math institute that will focus on place value using concrete and pictorial representations. It provides several case studies on topics like subtraction across zeros, fractions, and problem solving. The lessons follow a basic format of an anchor task, guided practice, and independent practice. Key learning theories that will be drawn from include those from Piaget, Bruner, Dienes, Vygotsky, and Skemp. Bruner's CPA approach and Skemp's classifications of understanding will be particularly relevant for using different representations to build conceptual and relational understanding.
This document contains instructions for cutting out numbers and mathematical symbols from a page. It includes numbers from 0 to 9, basic mathematical operators like + and -, and instructions to cut out the listed items. The document is repetitive, listing the same numbers and symbols twice.
The document summarizes discussions from breakout sessions at the 4th Singapore Math Institute on teaching mathematics using Singapore's approach. It provides tasks and problems from Singapore classrooms related to practicing skills through problem-solving, using anchor tasks to structure lessons, and teaching geometry in grades 4-6. The goals are to emulate Singapore's emphasis on problem-solving and multi-step word problems to develop students' mathematical thinking.
The document discusses strategies for developing and improving mathematical practices, such as using anchor tasks, collaborative structures, questioning techniques, journals, textbooks for reflection, and focusing on visualization, generalization, and number sense. It also discusses moving from concrete to pictorial to abstract representations, and using anchor tasks and challenging word problems to teach Singapore math concepts.
This document discusses using a problem-solving approach to teach mathematics. It focuses on practicing problem-solving lessons and breaking students into groups to work on problems. The document provides resources for lesson plans and contact information for the speaker who advocates for integrating problem-solving into mathematics education.
Se01 abc's of singapore math through whole numbersJimmy Keng
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3. Type Mark Number Type Mark Number
Value Value
MCQ 1 mark 10 (10%) SAQ 2 marks 5 (10%)
MCQ 2 marks 5 (10%) 3 marks
SAQ 1 mark 10 (10%) LAQ 4 marks 13 (50%)
5 marks
SAQ 2 marks 5 (10%)
Paper 1 (50 min) Paper 2 (1 hr 40 min)
4. Type Mark Number Type Mark Number
Value Value
MCQ 1 mark 10 (10%) SAQ 2 marks 10 (20%)
MCQ 2 marks 10 (20%) 3 marks
SAQ 2 marks 10 (20%) LAQ 4 marks 8 (30%)
5 marks
Paper 1 (1 hr) Paper 2 (1 hr 15 min)
5.
6.
7.
8.
9. The rationale of teaching mathematics is that it is “a good
vehicle for the development and improvement of a
person’s intellectual competence”.
11. Find the value of 12.2 ÷ 4 .
Answer : 3.05 [B1]
Example 1
12. 3 .05
12.20 4 12.20
12
12 20 hundredths
0.20
Number Bond Method 0.20
0
Long Division Method
13. A show started at 10.55 a.m. and ended
at 1.30 p.m. How long was the show in
hours and minutes?
2 h 30 min
11 a.m. 1.30 p.m.
Answer : 2 h 35 min [B1]
Example 2
14. Find <y in the figure below.
70 o
70 o y
70 o
360o – 210o = 150o
Example 3
15. The height of the classroom door is about __.
(1) 1m
(2) 2m
(3) 10 m
(4) 20 m
Example 4
17. Cup cakes are sold at 40 cents each.
What is the greatest number of cup cakes that
can be bought with $95?
$95 ÷ 40 cents = 237.5
Answer: 237 cupcakes
Example 5
18. From January to August last year, Mr
Tang sold an average of 4.5 cars per
month, He did not sell any car in the
next 4 months. On average, how many
cars did he sell per month last year?
4.5 x 8 = 36
36 ÷ 12 = 3
Example 7
19. Mr Tan rented a car for 3 days. He was
charged $155 per day and 60 cents for
every km that he travelled. He paid
$767.40. What was the total distance
that he travelled for the 3 days?
$767.40 – 3 x $155 = $302.40
$302.40 ÷ 60 cents per km = 504 km
Example 7
20. Mr Tan rented a car for 3 days. He was
charged $155 per day and 60 cents for
every km that he travelled. He paid
$767.40. What was the total distance
that he travelled for the 3 days?
767.40 – 3 x 155 = 302.40
302.40 ÷ 0.60 = 504
He travelled 504 km.
Example 7
23. Students in the highest international benchmark are able
to apply their knowledge in a variety of situations and
able to explain themselves.
24. 1 + 2 + 3 + 4 + 5 + … + 95 + 96 + 97
The first 97 whole numbers are added up.
What is the ones digit in the total?
Problem 1
25. 1 + 2 + 3 + 4 + 5 + … + 95 + 96 + 97
The first 97 whole numbers are added up.
What is the ones digit in the total?
Problem 1
26. 1 + 2 + 3 + 4 + 5 + … + 95 + 96 + 97
The first 97 whole numbers are added up.
What is the ones digit in the total?
Problem 1
27. 1 + 2 + 3 + 4 + 5 + … + 95 + 96 + 97
The first 97 whole numbers are added up.
What is the ones digit in the total?
The method is difficult to communicate in
written form. Hence, the problem is
presented in the MCQ format where credit is
not given for written method.
Problem 1
28. A figure is formed by arranging equilateral
triangles pieces of sides 3 cm in a line. The
figure has a perimeter of 93 cm. How many
pieces of the equilateral triangles are used?
93 cm ÷ 3 cm = 31
31 – 2 = 29
29 pieces are used.
Problem 2
29. Structure 1 Structure 2 Structure 3 Structure 4 Structure 5
Structure Number of Rods Height in cm
1 12 3
2 20 3
3 28 6
4 33 6
5 41 9
6
Problem 3
30. Structure 1 Structure 2 Structure 3 Structure 4 Structure 5
Structure Number of Rods Height in cm
1 12 3
2 20 3
3 28 6
4 33 6
5 41 9
6 46 9
Problem 3
31. Structure 1 Structure 2 Structure 3 Structure 4 Structure 5
Structure Number of Rods Height in cm
1 12 3
2 20 3
3 28 6
4 33 6
5 41 9
6 46 9
119
Problem 3
32. Structure 1 Structure 2 Structure 3 Structure 4 Structure 5
Structure Number of Rods Height in cm
2 3
4 6
6 9
119
Problem 3
33. Structure 1 Structure 2 Structure 3 Structure 4 Structure 5
Structure Number of Rods Height in cm
2 3
4 6
6 9
119 180
Problem 3
34. Structure 1 Structure 2 Structure 3 Structure 4 Structure 5
Structure Number of Rods Height in cm
1 12 3
2 20 3
3 28 6
4 33 6
5 41 9
6 46 9
119 180
Problem 3
35. Structure 1 Structure 2 Structure 3 Structure 4 Structure 5
Structure Number of Rods Height in cm
1 12 3
2 20 3
3 28 6
4 33 6
5 41 9
6 46 9
119 180
119 – 3 = 116 58 58 x 13 = 754
39. Table 1 consists of numbers from 1 to 56. Kay and Lin are given a plastic
frame that covers exactly 9 squares of Table 1 with the centre square
darkened.
(a) Kay puts the frame on 9 squares as shown in the figure below.
3 4 5
11 13
19 20 21
What is the average of the 8 numbers that can
be seen in the frame?
40. Table 1 consists of numbers from 1 to 56. Kay and Lin are given a plastic
frame that covers exactly 9 squares of Table 1 with the centre square
darkened.
(a) Kay puts the frame on 9 squares as shown in the figure below.
3+4+5+11+13+19+20 = 96
3 4 5 96 ÷ 8 = 12
11 13 Alternate Method
4 x 24 = 96
19 20 21 96 ÷ 8 = 12
What is the average of the 8 numbers that can
be seen in the frame?
41. (b) Lin puts the frame on some other 9 squares.
The sum of the 8 numbers that can be seen in the frame is 272.
What is the largest number that can be seen in the frame?
1 2 3 4 5 6 7 8
9 10 11 12 13 14 15 16
17 18 19 20 21 22 23 24
25 26 27 28 29 30 31 32
33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56
42. 40 cm x 30 cm x 60 cm = 72 000 cm3
72 000 cm3 ÷ 5 x 3 = 43 200 cm3
43 200 cm3 ÷ 1800 cm2 = 24 cm
Problem 5
43. 40 cm x 30 cm x 60 cm = 72 000 cm3
72 000 cm3 ÷ 5 x 2 = 28 800 cm3
28 800 cm3 ÷ 1200 cm2 = 24 cm
Problem 5
44. Rena used stickers of four different shapes
to make a pattern. The first 12 stickers are
shown below. What was the shape of the
47th sticker?
………?
1st 12th 47th
Problem 6
45. 88 children took part in a swimming
competition. 1/3 of the boys and 3/7 of the
girls wore swimming goggles. Altogether 34
children wore swimming goggles. How many
girls wore swimming goggles on that day?
49. Visualization
John had 1.5 m of copper
wire. He cut some of the
wire to bend into the
shape shown in the figure
below. In the figure, there
are 6 equilateral triangles
and the length of XY is 19
cm. How much of the
copper wire was left?
50. John had 1.5 m of copper
wire. He cut some of the
wire to bend into the
shape shown in the figure
below. In the figure, there
are 6 equilateral triangles
and the length of XY is 19
cm. How much of the
copper wire was left?
51. John had 1.5 m of copper
wire. He cut some of the
wire to bend into the
shape shown in the figure
below. In the figure, there
are 6 equilateral triangles
and the length of XY is 19
cm. How much of the
copper wire was left?
52. John had 1.5 m of copper
wire. He cut some of the
wire to bend into the
shape shown in the figure
below. In the figure, there
are 6 equilateral triangles
and the length of XY is 19
cm. How much of the
copper wire was left?
53. John had 1.5 m of copper
wire. He cut some of the
wire to bend into the
shape shown in the figure
below. In the figure, there
are 6 equilateral triangles
and the length of XY is 19
cm. How much of the
copper wire was left?
19 cm x 5 = 95 cm
150 cm – 95 cm = 55 cm
55 cm was left.