Fractions 2

Dear all,

It has been awhile since the last update. We are now back to term 2 and before I proceed, here are a few updates and feedback of term 1.

Positives:

• Many of you did well for paper 1 and scored 30 over upon 40. Keep that up. Continue doing well for your paper 1. 
• I was glad to see a huge number of you turning up for the extra morning lesson :) 

Can be improved:

• Paper 2 is definitely a section many of you need to improve on. More practice is needed. Focus also on your 'Get me thinking' assessment book. 
• Concentration and 100% consistent effort. This aspect can be much better during this term. 

Geometry is also an area I find that you guys have not been able to excel in. Topics like area of square and perimeter of square and angles are past year topics you need to go back and revise again. 

Fraction 2:

• Read the problem sums carefully to find out what fraction is required. 
• Fraction out of a fraction --> fraction x fraction 
• Fraction out of a whole number --> fraction x whole number
• Whole number out of a whole number --> whole number 1 divide by whole number 2 

When we multiply fractions:

• Method 1: 
• Multiply numerator 1 and numerator 2 together 
• followed by denominator 1 x denominator 2 
• 2/3 x 3/4 = (2x3)/(3x4) = 6/12

• Method 2:
• Cross multiplying 
• Look at the numbers diagonal to each other (this will form a X)
• Find the two numbers' highest common multiple (if any) to simplify the numbers further
• Example: 3/4 x 4/6 (numerator 1 is 3. denominator 2 is 6. Both these numbers' highest common multiple is 3 so you can divide both numbers by 3) (Numerator 2 is 4 and denominator 1 is 4. Both these numbers' highest common multiple is 4 so I can divide both numbers by 4). 
• You will end up with the answer of 1/2
• Cross multiply is a good way to simplify your answer. 

• Method 3:
• Up-down simplification 
• Look at both sets of fractions first.
• You can simplify the fractions first. 
• 4/12 x 2/6 
• 4/12 can be simplified into 1/3
• 2/6 can be simplified into 1/3
• so 4/12 x 2/6 = 1/3 x 1/3 = 1/9

Topics to be tested for SA1:

1. All P1 - P4 work 
2. Whole numbers 1 and 2
3. Fractions 1 and 2
4. Ratio (Up to Word Problems 1)

Study hard. :)

Sincerely,

Mr Nelson Ong

Recap of topics learnt so far

Dear all,

As we move into the CA week, let us recap of what we have learnt thus far:

Whole Numbers

• We learnt about numbers up to a million.
• A million has six zeros. 1 000 000 (one million)
• Remember to read the number carefully and write the place value above each digit to be more careful and accurate when rounding off.
• in the number 8245, 5 is the ones, 4 is the tens, 2 is the hundreds and 8 is the thousands.
• When we round off, we always look at the number to the right of the digit. 
• When we round off 8245 to the nearest thousand, we circle 8 and underline 2 (the nearest digit to the right of the thousands place)
• 2 --> round it down.
• 8245 is approximately 8000. 
• 0-4 round it down!
• 5-9 round it up!
• Be sure when to use the equal and approximate sign.
• When we find the exact answer, we use the equal sign.
• When we are asked to round off or estimate, use the APPROXIMATE sign. 

Fractions

• The top number is the numerator and the bottom number is the denominator. 
• In the fraction 1/2, 1 is the numerator and 2 is denominator.
• When we add fractions, be sure to always look at the denominator first. 
• We need to change the denominator into the same number using the common multiple rule. 
• Then, we can proceed to add the fractions up.
• When we add fractions, we only add the numerator!!! The denominator is fixed!
• 1/2 + 1/3 = 3/6 + 2/6 = 5/6
• Improper fractions are fractions not simplified into their wholes and parts. Example: 7/3
• When we change 7/3 into mixed numbers, it becomes 2 whole and 1/3.
• If you are asked to simplify the fraction to its simple form, please make sure you find the highest common factor and divide both numerator and denominator. 
• 4/6 = 2/3 (highest common factor of 4 and 6 is 2) Divide the numerator and denominator by 2 each. 
• When we say that 2/9 -> 10, it is to mean that 2 units out of the total of 9 units is 10. so 2 units is 10, 1 unit is 5 and total units of 9 is 5 x 9 = 45.
• When we convert a fraction to a decimal, always convert the denominator to either 10, 100 or 1000.
• 1/2 = 5/10 = 0.5
• 1/8 = 125/1000 = 0.125
• 3/4 = 75/100 = 0.75
• In the decimal 0.125, 1 is in the tenths place, 2 is in the hundredths place and 5 is in the thousandths place.
• If you are asked to round off 0.125 to its nearest 1 decimal place (it refers to the tenths place), so we circle the number 1 and underline the number 2 (the digit nearest to the right). 2 --> round down. So, 0.125 when rounded off to the nearest 1 decimal place is approximately 0.1.
• Tenths (1 decimal place)
• Hundredths (2 decimal place)
• Thousandths (3 decimal place)

Other things to take note of:

• You must revise through your timeline.
• 1 h = 60min
• Know how to write your time in 24 hour format.
• 2400 = 12 am
• 1200 = 12pm
• 1300 = 1pm
• 0500 = 5am
• Know your units of measurement and conversion
• Area of square --> length x length 
• Area, we use square centimetres!!!
• All the lengths of a square is the same!
• If we are given an area of a square, to find the length, we take the square root of the area given. A same number x the same number = the area of a square.
• 2 x 2 = 4
• 3 x 3 = 6
• 5 x 5 = 25
• 6 x 6 = 36
• Perimeter of square --> length x 4
• Area of rectangle --> length x breadth
• Perimeter of rectangle --> 2 lengths + 2 breadths
• 1kg = 1000g
• 0.7kg = 0.7 x 1000 = 7/10 x 1000 = 700g
• 1m = 100cm
• 0.1m = 0.1 x 100 = 1/10 x 100 = 10cm

Go through your get me thinking book! Go through your file and finish up your corrections.

Homework:

• PTS Worksheet 5.

Remember to read carefully and highlight the key words. Look at the units being asked for in the final answer. The key here is to practise each day and go through questions in your textbook and worksheets again. Don't stress yourself out and if you are unsure of the steps of a question, move on first and then come back to revisit the question again at the end. Do not be too reliant on the calculator. You still need your mental calculation and to work out your long division steps too. I have realised many of you tend to be too dependent on your calculator and have forgotten how to do long division. This is especially important for paper 1 booklet A and B. You can do it. Just cut down on your careless mistakes. 

The target here is to ace your paper 1 and then worry more about your paper 2. 

Sincerely,

Mr Nelson Ong

Fractions and Conversion of Units

Dear all,

As promised, here is a list of some conversion of units which is an alarming problem when I was marking through your work this week. Some of you have forgotten about the conversion of units and this is important.

1kg = 1000g

1m = 100cm
1km = 1000m

1h = 60 min
1 min = 60 sec

Area of square -> side x side 
All sides of a square are similar.
Perimeter of a square -> 4 x one side

1 litre = 1000ml

Area of rectangle -> length x breadth
Perimeter of rectangle -> length + length + breadth + breadth

Recap on Fractions:

• We did addition and subtraction of mixed numbers
• When we add two mixed numbers, we first look at the denominators. If they are the same, we can proceed to add the fractions up. If they are not the same, we have to convert the denominators into a common same number first.
• in 1 whole 1/3 + 2 wholes 1/3, we add the wholes up first and then the fractions to get 3 wholes 2/3
• in 2 wholes 1/6 + 1 whole 1/3, we need to change the denominators into a same number first before addition takes place. 1 whole 1/3 = 1 whole 2/6. 
• So, 2 wholes 1/6 + 1 whole 2/6 = 3 wholes 3/6 (This can be simplified into 3 wholes 1/2)

• For subtraction of mixed numbers, if the numerator of the first number is bigger than the second number, then subtraction of mixed numbers becomes much easier.
• E,g 5/6 - 1/3 = 5/6 - 2/6 (Change 1/3 = 2/6)
• You will get an answer of 3/6
• However, if the numerator of the first fraction is smaller than the second fraction, then we have to change both mixed numbers into improper fractions.
• E.g 1 whole 1/6 - 2/3 = 1 whole 1/6 - 4/6 (2/3 = 4/6)
• 1 whole 1/6 = 6/6 + 1/6 = 7/6
• So, we take 7/6 - 4/6 = 3/6 (final answer)

Homework:

• Revision Practice Paper 2 (By Monday)
• Corrections for PTS Worksheet 1 and 2 if you have not passed up
• Fractions (1) for those who have not passed up

Sincerely,

Mr Nelson Ong

Division of Fractions

Dear all,

For today, we concentrated on division of fractions. When we divide a number, we can also express the answer as a fraction. We also learn about improper fractions and mixed numbers.

8 ÷ 3 = 8/3

8/3 is an improper fraction 
Improper fractions are fractions in which the numerator (top number) is greater than the denominator (lower number)
Improper fractions are fractions not expressed in whole and a fraction.
This is an important term you need to know as exam questions might ask you to express a mixed number as an improper fraction

8/3 is also 3/3 + 3/3 + 2/3. When you add up the numerators, they give you 8.
3/3 = 1 whole
In this case, 8/3 = 2 wholes + 2/3 (This is a mixed number)
Mixed numbers are fractions expressed in wholes and fractions.

Sincerely,
Mr Nelson Ong

Fractions 1

Dear all,

We would have completed Word Problems 2 and have started on Fractions Today.

Concepts to remember:

• Denominator refers to the number below in a fraction. (number of equal parts being divided of a whole)
• Numerator refers to the number above in a fraction. (number of parts used)
• Like fractions refer to a set of fractions with the same denominator like 1/2 + 1/2
• When we add fractions, we have to first look at the denominator. If the fractions have the same denominator, then we can proceed to adding them up. If not, we have to change the denominators to a same number first. When we add fractions, we only add the NUMERATOR. We do not add the denominator. Always remember that. 
• 1/3 + 1/3 = 2/3 (We only add 1 to 1 because they are the numerators) The denominator remains the same because the number of equal parts of a whole always remain the same. 
• For example, I cut a pizza into 3 equal parts. Tom ate one slice and I ate one slice. How many slices were eaten. 1 + 1 = 2. The total number of equal parts will always be 3 because the pizza is cut into 3 slices. So, this '3' represents the denominator. Tom ate 1 part so this becomes the numerator. The fraction of the pizza that Tom and I ate will be 1/3 + 1/3 = 2/3
• Unlike fractions refer to fractions in which the denominators are not the same. Therefore, before we can add them up, we need to change the denominator into a same number first through your common multiple concept. 
• In 1/3 + 2/6 (Since the denominators are not the same), we first have to convert the fractions to like fractions first. 1/3 = 2/6. Adding them up now, 1/3 + 2/6 = 2/6 + 2/6 = 4/6
• 4/6 can be simplified into 2/3. 
• You can read this website for more information 
• Click here!

Homework for the weekend:

Maths Workbook Fractions(1) Pages 65 - 68

Sincerely,

Mr Nelson Ong

Orders of Operations

Dear all,

There is a need to recap on orders of operations again with you. After marking through your work, I have come to realise that a handful of you are still clueless about what step to work out first. To summarise,

• Subtractions and Additions are of equal importance.
• Multiplication and Division are of equal importance.
• Multiplication and Division ARE MORE IMPORTANT than Subtraction and Additions.

Always work from left to right unless you have special conditions in the number statement. 

Example 1

2 + 4 - 5 

We identify the symbols first!

+ and - 

Both are of equal importance.

We work from left to right

2 + 4 - 5

= 6 - 5

= 1

Example 2

2 x 2 ÷ 4

We identify the symbols first!

x and ÷

Both are of equal importance.

We work from left to right

2 x 2 ÷ 4

= 4 ÷ 4

= 1

Example 3

5 - 3 x 4 ÷ 6

We identify the symbols first!

- and x and ÷

x and ÷ are MORE IMPORTANT than - 

We work on x and ÷ first, from left to right.

5 - 3 x 4 ÷ 6

= 5 - 12 ÷ 6

= 5 - 2 

= 3

Example 4

(4-2) x 6 + 4

Identify the symbols first!

( - ) and x and +

( ) are the most important, followed by x and then +.

Work from left to right.

(4-2) x 6 + 4

= 2 x 6 + 4

= 12 + 4

= 16

Homework:

Word Problems 2 Pages 45, 46, 47 and 49.

Sincerely,

Mr Nelson Ong

Orders of Operations

Dear all,

We have arrived at your first anticipated difficult topic and that is Orders of Operations. You will need to constantly practise on this topic to help you remember well. Lets' recap the rules.

Concepts:
1. When there is only subtraction and addition in a number equation, we work from LEFT to RIGHT. Always underline the first step (part of the number equation) you should work out first. 

8 - 2 + 6
We work out from left to right
We underline 8 - 2 first.
8 - 2 + 6 =
6 + 6 = 12

2. When there is only multiplication and division in a number equation, we work from LEFT to RIGHT. Once again, underline the first step (part of the number equation) you should work out first.

8 x 2 ÷ 4
We work out from left to right
We underline 8 x 2 first.
8 x 2 ÷ 4 =
16 ÷ 4 = 4

3. When there are addition/subtraction and multiplication/division in a number equation, we work from LEFT to RIGHT BUT we need to work out the MULTIPLICATION/DIVISION portion FIRST! Underline the part you need to work out first. 

8 - 16 ÷ 4 x 2
We underline 16 ÷ 4 first.
8 - 16 ÷ 4 x 2 =
8 - 4 x 2 =
Next, since multiplication comes first, we underline the multiplication portion which is 4 x 2.
8 - 4 x 2
8 - 8 = 0

4. When there are addition/subtraction/multiplication/division but there are BRACKETS in the number equation, we work out from LEFT to RIGHT but we WORK ON THE BRACKETS FIRST! Always underline the portions (brackets portion) you need to work out first. 

2 x (8 - 4 + 2)
We underline (8 - 4 + 2) as this is the first step we need to do.
2 x (8 - 4 + 2) =
2 x 6 = 12

Homework: 

• Worksheet on Orders of Operations

Have a blessed Chinese New Year everyone (pupils and parents)! Work hard and play hard. In 4 weeks' time, it will be your CA. Topics to be tested included what you have covered in P1 - 4 so remember to revise through too. We will cover up to fractions (1). We are on the way to completing Whole Numbers (2), leaving with us with only Fractions (1). Practice makes perfect. Enjoy yourselves this festive season.

Sincerely,
Mr Nelson Ong

Get me Thinking 1

Dear all,

As we come to the end of week 3, we are now almost halfway through our second topic, Whole Numbers 2. Important points for Friday would be:

• When asked to estimate 3479 x 32, we look at the numbers and find out what is the greatest place value for the numbers respectively. 
• 3479 is up to thousands, therefore we round the number to the nearest thousand.
• 32 is up to tens so we round the numbers to the nearest tens.
• 3479 is approximately 3000 and 32 is approximately 30.
• 3000 x 30 = 3000 x 3 x 10 = 9000 x 10 = 90000

We also went through 4 questions of our enrichment book. We learnt about the skill of using 'Guess and Check' to solve word problems. On Friday, we looked at the importance of model drawing. Model drawing is especially useful when we need to compare items and drawing the models will be able to help you visualize better. Key important points would be for you to draw neatly using a ruler and label the models. 

Next week will be a short week and there will be NO enrichment lessons, therefore, remember to finish questions 3 - 6 of the enrichment worksheet for Whole Numbers so that we can go through during lesson on the following Friday.

Sincerely,

Mr Nelson Ong

Word Problems

Dear all,

Today, we focused on the use of the heuristic skill of 'Guess and Check' to solve word problems. Before you attempt the word problems, you first need to understand the problem through highlighting of key words and jotting down notes/pointers. Be accurate in what you are trying to find. Take note of the units of measurement.

Then, we work out a heuristic (skill) to solve the word problem. Should we use the model method? Should we use the making assumptions method? Do we use Guess and Check? In today's lesson, we focused on using 'Guess and Check' when there are a series of unknown variables.

You need to be precise with your guess and check table and always have a last column to indicate 'Check'.

Establish a pattern for your guesses in order to help you to make correct guesses and eventually to solve the question.

Homework:
PTS Worksheet 2

Also, I listed some important points of solving word problems today.

the units of measurement for minutes is min, NOT m.
m represents metres.

Take note of the importance of the symbol = and -->
= equals to
--> represents

We cannot say that 10 min = 20ml because this is not logical. 10 min is 10 minutes and how can 10 minutes be equal to 20ml. We use the arrow sign to say that 10 min --> 20ml because 10 minutes represents the amount of water being lost and in this cause, it is 20ml. Do take note of this.

Always check for your NUMBER STATEMENT (Units of measurement must be present!), WORD STATEMENT and answer in the answer line if there is one.

Strive to be accurate and careful.

Sincerely,
Mr Nelson Ong

Whole Numbers 2

Dear all,

We embark on our new topic yesterday and continued with multiplying of whole numbers by 10s, 100s and 1000s.

Today's concepts are:

• When we multiply a whole number (without any decimals) by 10, we can add a 0 to the back of the number. 12 x 10 = 120
• When we multiply a whole number (without any decimals) by 100, we can add two 0s to the back of the number. 12 = 100 = 1200
• When we multiply a whole number (without any decimals) by 1000, we can add three 0s to the back of the number. 12 x 1000 = 12000
• When we multiply a whole number by groups of tens (e.g 30, 40, 50, 60), we can break the groups of tens up first. 12 x 80 = 12 x 8 x 10 (8 x 10 gives you 80). This breaks the numbers down into smaller and simpler digits for multiplication rather than taking big numbers and multiplying them straightaway. As a result, you will take 12 x 8 which gives you 96 and then multiply 96 by 10 which will give you 960.

Homework:

• Pages 25 - 27 of the workbook

Sincerely,

Mr Nelson Ong

Using calculators and Recapping Whole Numbers

Dear all,

Do bring your money for the enrichment books ($19.20 for both books).

Today, we started on Whole Numbers 2, using the calculators to calculate whole numbers (using the mathematical symbols of plus, minus, divide and multiply).

I also went through the feedback for your Challenging Practice and Word Problems for your Whole Numbers 1. I will finish marking the corrections, giving you feedback and then giving them back for your parents to sign and acknowledge.

Homework:

Pages 23 - 24 of the activity book

Sincerely,
Mr Nelson Ong

Completion of Whole Numbers (1)

Dear all,

It is the end of week 2. We have completed the topic of Whole Numbers (1). In a nutshell, the important points of the topic would be:

• Knowing that a million has six zeroes. 
• Learning how to write numerals in words 
• Counting place values of numbers up to a million
• Learning how to round off numbers to nearest place values. (Number line method or the underline and circle method as recapped in the last post)
• Estimating whole numbers to the nearest place values and using the approximate sign
• Applying whole numbers to solving challenging problems and word problems

Through this first topic, I can see that some of you have applied what I have taught you, especially in highlighting key words, making notes and writing the steps down. However, one big point which can be improved further is reading carefully. Many careless mistakes are apparent in your work. This is effort on your own part. I won't be able to sit beside and tell you "Have you checked?" "Have you read carefully while u highlight also?" You need to be able to have the habit of checking back and not losing unnecessary marks. 

Homework:

• Finish up the remaining pages of the workbook. :)

 As in the lesson on Friday, I will go through the challenging practice and word problems with you without passing you your questions as of yet. I want everyone to internalise and understand what I have taught. Therefore, you need to really pay attention in class especially when I talk about concepts, formulas and key skills for you. Then after that, I will erase what I have gone through and have you apply yourselves. Instead of just feeding you the answers, I want to challenge you to understand, think ahead and apply what you have learnt.

On Friday, I reinforce with you that if a number is even, its digit in the ones place is always an even number like 0, 2, 4, 6 and 8. If a number is odd, its digit in the ones place is always an odd number like 1, 3, 5, 7 and 9. Always look out for the ones place's digit to determine if the entire number is odd or even.

Have a good weekend.
PS: I will collect the money from you guys for the books on Monday. Rest assure that I will be using the books and we will not let it go to waste. This is the promise I will keep! Enrichment lessons commence next Friday.

Sincerely,
Mr Nelson Ong

Rounding off and Estimation

Dear all,

Today's lesson concentrated on the teaching of rounding off of numbers up to a million and the use of the estimation mathematical symbol. Just to recap with you:

• There are two ways we can use to round off whole numbers to their nearest place value.
• In the first method, we circle the place value we want to round off to and underline the digit of the place value to the right of it. Then, we make use of this concept '5 - 9 round it up' and '0 to 4 round it down'.
• In the number 108923, if I want to round this number to the nearest thousand, I would circle the number 8 (in the thousands place) and underline the number 9 (the next place value to the right of the place value of thousands). Since 9 is rounding up, the '8' would have to round up to '9' and as such, the answer of 108923 when rounded off to the nearest thousands would be 109000. 
• So, we say that 108923 is approximately 109000. 

• In the other method, we can use the number line method. 
• 108000 ----------------|-------------------|----109000
•                                                       108500                108923
• Since 108923 is towards the right, we then round it up to 109000. 

So far, based on my markings, the topic of whole number has been fairly simple on the whole. Most of you are able to get the concepts and skills right. However, the biggest problem lies in your accuracy. Many of you are still careless and you do not read carefully. You tend to assume, especially when it comes to number patterns questions. Thus, do read carefully and always check back! 

Homework:

• Pages 15 - 18 (Leave out Qn 7 on page 18)

Note:

• As part of Enrichment, we will be using the assessment book as seen below. My promise to all of you is that we will doing as much as we can for the workbook. There are chapters in which I will have to complete all the questions with you. As part of enrichment as as the word goes, it is to challenge you greater and get you thinking. Also, to have higher order thinking and exposure to difficult questions would help you to improve your mathematics. We will look at ways to solve problem sums and to tackle them successfully. There will be Part A (Semester 1) and Part B (Semester 2) and both books will cost $19.20. Do let me know if there are any objections to getting the books. Hope everyone will be able to get them. 

Sincerely,

Mr Nelson Ong

Comparing Numbers up to a Million

Dear all,

We started on the topic of comparing numbers up to a million. Recapping some important concepts for today's lesson:

• When comparing numbers, always start from the left. 
• Compare the numbers to find out which is greater or smaller. 
• Highlight the two comparing digits on the left of each number.
• 1458
• 1548
• The first digit on the left is the same so we move on to the next digit (place value) and since 5 is greater than 4, 1548 is the greater number. 

Some of the common mistakes as highlighted in the last worksheet:

• When we are looking for 'the value of' and finding what a number 'stands for', it is essentially the same meaning. We are finding out the numeral. Do take note. They stand for the same meaning.
• 40 in words is forty and not written as 'four tens'. Take note too.

Homework for today:

Pages 11 - 14 of the workbook.

Practice makes perfect.

Sincerely,

Mr Nelson Ong

Place Value of Numbers up to a million

Dear all,

For this week, we focused on numbers up to a million. On Friday, we went through the importance of place value.

Some key concepts that I went through:

• The words 'the value of' and 'stand for' has the same meaning.
• In the number 106243, the digit two stands for 200 and it also has the value of 200. 
• To help you remember better, I have also taught you to be precise and to always check back. As such, when we break down a number, you can use letters above the digits to help you be accurate with the place value. 
• h.th  t.th  th  h   t  o
•   1     0    6  2  4  3
• o symbolises ones
• t symbolises tens
• h symbolises hundreds
• th symbolises thousands
• t.th symbolises ten thousands
• h.th symbolises hundred thousands
• m would symbolise millions

Homework for the weekend:

Practice 1b (all the questions) on page 15 of your textbook

Those who have not finished the workbook activity, finished up to page 10. 

Maths is a subject in which you need constant practice so do pick up your textbooks or assessments and work on your practice. You cannot go a week without practising for Mathematics. As such, I want you to know the logic behind constant homework for Mathematics. Even if I am not doing the workbook or worksheets, I will be giving you practice in the activity book. So, do not think that Mathematics is a subject that you may not like because of the constant work. Practice makes perfect. :) Work on your question of the day too. 

Sincerely,

Mr Nelson Ong

Numbers up to a million

Dear all,

We have learnt about numbers up to a million today, building on what we have done for numbers up to 100,000 yesterday.

The main concept for today is on how to write out in words and numerals numbers up to a million. The key difficulty identified is that some of you still have difficulty writing out the numbers in words. Let us recap:

In the number 1 103 451, we break up the number into groups of 3 digits each starting from the right.
'451' is one group,
'103' is one group
and '1' is one group.

Starting from the number in the largest place value first, we write the number as 'One million, one hundred and three thousand, four hundred and fifty-one'.

Common mistake made by some of you in the activity book:
'One million, one hundred, three thousand, four hundred and fifty-one'.
* Can you see that 'One hundred, three thousand' and 'One hundred and three thousand' has a huge difference?
'One hundred, three thousand' is the same as 100 + 3000 = 3100
'One hundred and three thousand' is the same as 103 000.
Do take note of this.
Write the number in words is a question that is commonly tested. As such, do practise and work on it until you get it right. Remember, common mistakes are often highlighted so that you can take note and not make them. These mistakes might be what you make daily and if you do not correct them, you will not get the question correct.

We have also started out group points system in which it is meant to help motivate you and get you to work together in your groups. Work hard for it and enjoy the process. Remember that group points are not everything and that the process of journeying together as a group and as a class is worth more than the points. It is also what I am looking out for. I do not want you to get overly competitive. :)

Few things to note:

• Even in your daily work, I expect discipline. As such, little things like your handwriting (especially when writing your numbers) must be neat and tidy. I do not want to have to guess or decipher your handwriting. 
• When it comes to word problems, number statements are very important. You need to write a complete word statement. This is to also help train your English.
• Highlighting of key words helps you be more focused and specific in looking for the answer. Many of you have not done so in practice 1. I rather you spend more time looking for clues and be focused than to move on quickly without checking. Many of you have been very careless. 

Sincerely,

Mr Nelson Ong

Whole Numbers 1

Dear all,

Today, we started on the first topic of Whole Numbers. For Mathematics, you need to see the relevance of the topics to your life to make learning more meaningful. For whole numbers, this is essentially useful to our lives as we count. You learn millions because some everyday items are counted in millions such as prices of houses, prices of certain cars and size of population in countries.

Today, we learnt two important concepts:

• The number 'Million' has 6 zeroes. 
• Place Value Chart
• For a whole number with no decimals, the number on the extreme right is in the ones place value. 
• example: in the number 4,656,789 the number 9 is in the ones place. 
• Many of times, the common mistake is reading 9 as in the tens place. This is incorrect. 

We also learn how to write numerals in words. This is important and will be tested. 

For the number 765,820. We write it as Seven Hundred and Sixty-Five Thousand, Eight Hundred and Twenty. 

Homework for the day:

• Pages 1 - 4 of the Workbook of Whole Numbers 1.

I also ended off with a 'Question for the Day'. This is especially useful to get you to think deeper. We need to constantly exercise our brain power and think deeply. I will go through the answers tomorrow. Remember that it is not the answer but the process of how you arrive at the answer. So I am looking out for how you explain your answer. :) You can let your siblings or parents try out the question too. Have fun!

Sincerely,

Mr Nelson Ong

Introduction Lesson

Dear all,

Just to recap today's lesson.

I introduced you to my rules and routines.

Rules

1. Pass up all work on time
2. 100% effort
3. Attentive listening

My main aim is to have you to like the subject first. Without having the passion or liking and the belief you can do well, the battle is already lost. As such, cultivate a passion for mathematics and understand how it is relevant to everyday life. You need to work hard and build your foundation for the rest of the year and P6 next year. P5 and P6 are really crucial years intertwined together. 

My target for everyone is at least an A and A* if you work hard. 

75 - 90 A

91 - 100 A*

To motivate you, group points and rewards will be established this week onwards. The main aim lies not in the prizes but the process of you working together and striving to the best you can be. 

Task for today:

• Tear up the 10 sets of worksheets in the activity book and bring them tomorrow. 
• Remember to staple each set. 
• Bring your Maths files. 
• Bring your textbooks everyday without fail.

Enjoy your week everyone!

Sincerely,

Mr Nelson Ong