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Continue to have Level WS in 3 levels for the different progress.

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Had to work through almost every question for students due to their handicap in language.

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Not suitable for LP class and no time to do as the LP students require a lot of time to revisit concepts taught.

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Same as the heuristics worksheets.

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Good to have the worksheets divided into L1,L2 and L3, which also generally corresponds to AO1,2 and 3 questions. 

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Good to have the worksheets divided into L1,L2 and L3, which also generally corresponds to AO1,2 and 3 questions. 

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Good but had very little time to fully explain to pupils the differences in questions.

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Good to have a meeting during TT at the beginning of the term to go through topics to be taught/resources/WS/common misconceptions/share good practices etc

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Found it difficult to teach new topics like circles and speed online to pupils who need more concrete manipulatives. Plus, attendance not very consistent. Had to reteach when face 2 face.

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More real-life math problems

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Suggestion to have worked examples in addition to the teacher-guided examples

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Content in P6 lesser compared to P5. So some worksheets for the various topics can be a little more substantial. On going revision practices on P5 topics will also be good.

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HBL has its limitations in reaching to students who may not be as engaged compared to classroom teaching. However, it is still the 'next-best-possible' alternative considering the volatile COVID-19 situation then. 

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HBL has its limitations in reaching to students who may not be as engaged compared to classroom teaching. However, it is still the 'next-best-possible' alternative considering the volatile COVID-19 situation then. 

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Much needed to get students to think about the math questions and not just mindlessly complete worksheet after worksheet.

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Structured way of reinforcing concepts taught in the different topics and not just completing assessment book type of questions.

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Good to have a termly overview to prepare teachers.

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Good to have a termly overview to prepare teachers.

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Continue to have SLS versions of the worksheets/workbooks so that pupils can key in their answers (as part of their homework). Teachers can take note of common misconceptions before the next lesson and address it in class.

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Scaffold problems for pupils when they move from 1 qn to another.

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Scaffold problems for pupils when they move from 1 qn to another.

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Suggestion to include metacognitive prompts/questioning to guide pupils' thinking (e.g. How is this question similar to previous questions? What should I do first?)

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Useful to help pupils see how one solution can be used to solve multiple problems. Maybe more emphasis on the metacognitive aspect can be done.

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PD on how to develop metacognition in the pupils