• ​Math Olympiad Competition​

• E2K Mathematics Programme​

• Math Expert @ Work

• Inter-school Math Game Design Competition​

• Others (you may suggest other math TD or enrichment programmes)​

  
  

2. What are some challenges or issues you may encounter in the identification process?​

Note: if you prefer to present your group's discussion in a table form, feel free to type your response in ppt slide provided and upload it as an image.

Math teachers can use this checklist to capture inputs for fine grading after a rough initial cut. The initial cut could be from EOY results, as a proxy of baseline academic proficiency. Another data point for the initial cut is information from round 1 of the P3 GEP assessment.

This checklist helps to more objectively capture data to come up with the final namelist, for decision making at the departmental level.

(Qn 2)

This checklist needs not be floated out to all math teachers as a first cut, to streamline the workflow. It may be too overwhelming.

Other challenges: parental pressures to include their child (esp if performing at borderline band 1). This checklist better helps us internally make objective decisions (although this document is not parent - facing).

• Year-end results

• Teachers' inputs

• P3 GEP list of HAL-identified students

Use of the checklist:

• Having the checklist helps us not to just look at their academic performance (ability and aptitude), but their attitudes and disposition towards math

Challenges or issues identified

• Good results in school-based curriculum is not necessarily correlated with mathematical problem solving (some students are drilled by parents)

• Some have no interest in learning advanced concepts beyond the syllabus

Challenge: Students to choose between MA E2K and SCI E2K if they are selected for both. Due to constraints in the school's schedule.

Justifications to parents for selection of E2K students (as we are not allowed/supposed to share about the HAL list). These students may not be doing as well as those who are selected based on marks. The checklist can then come in handy to articulate some traits we are looking for.

In addition, we also refer to the list provided by GEP at the end of P3.

For example, some of the points are necessary for participation in competitions (e.g. resilience, problem solving abilities).

2) The identification process could be observed across a few tasks. If it's only one particular task, some of the students may be on the losing end, for example those who lack interest in that topic or spatial awareness.

The students may be HALs, but may lack the mental stamina and the checklist may not be able to address that.

If the same student is identified for various competitions and programmes, it may add mental stress to these students.

• Create a Clear Rubric: Ensure all teachers are aligned by developing a detailed rubric for consistent assessment. Break a task down into observable components. This helps teachers when making recommendations.

Challenges in Applying the Checklist

• Subjectivity of Criteria: Traits like "elegant solution," "curiosity," "passion," and "intuition" are hard to measure and explain to parents.

  
  

• Limited Challenging Questions: There may not be enough difficult questions to effectively distinguish varying levels of student understanding.

  
  

  
  

2. Subjectivity among teachers. Need some standardisation among teachers. Secondly, if the class is only exposed to the regular curriculum, the identification process may not accurate.

Q2.

• Some of the indicators are difficult to observe, for example if the child reads Math books extensively.

• Another characteristic of the children using a variety of representations to solve problems is vague. For example the use of Algebra to solve all questions.

• The use of often, sometimes, rarely is subjective among teachers.

• attitude towards math might depends on the types of Mathematics that are presented to them, routine math problems as compared to novel math problems. Children attitude Maths differs.

• Teacher - student ratio. If the class is big with many students,teacher will have a difficult time analysing all of them in detail.

• A - Affective

• B - Behavioural

• C - Cognitive

  
  

2. Challenges

• Attitudes towards learning of Mathematics may not reflect that all HAL enjoy solving Math problems or puzzles

  
  

• exam results

• GEP results

• teachers' observation

• past competition results (e.g. Olympaid. etc)

Checklist is useful for teachers unsure of selection process.

Challenges

• checklist can be subjective and parents can questioned teachers' observation

• exam results may 'penalise' students who are not inclined to 'pen and paper' tasks

Using knowledge about angle sum of triangle

• Outcome: By extending on their understanding - to investigate the properties of polygons with more than three sides, exploring how the sum of the interior angles increases with the number of sides.

• Challenge: Using a triangle, students will also explore and explain the relationship between the angle sum of a triangle and the general formula for the sum of interior angles of any polygon (i.e., (n−2)×180∘)

Cpdd: Investigate and discover the angle sum of any triangle is 180 degrees.

Differentiated learner outcomes:

• Find the interior sum of n-sided polygons

• From the interior sum of triangles, generalise to find the pattern relating n to the interior angle sum of any n-sided polygon

High Ability Learner

• Give them different types of triangles, let them measure the angles on their own using protractor

• Come up with different methods to prove that the angle sum of any triangle is 180^o.

• Get students to think why is having an angle sum of 180^o important in our daily life.

• Average ability learner: the angles are provided instead

To apply the concept of triangles in real world scenarios.

-Students to design a structure using the angle sum property

High Ability Learner

• Give them different types of triangles, let them measure the angles on their own using protractor

• Come up with different methods to prove that the angle sum of any triangle is 180^o.

• Get students to think why is having an angle sum of 180^o important in our daily life.

• Average ability learner: the angles are provided instead

Application of percentages in real world context

• Students to source for real world articles/posters/advertisements involving discounts

• Working with percentages that come with decimals

• Students can come up with multi-step word problems based on the articles/posters/advertisements they have found

• working backwards to find original price

• getting students to explain how the increase works and why it must be based on original and not new final price.

• give a worthwhile task to let students figure out if discount is "cheaper" if purchased in bulk or in single unit.

Students will understand how the same absolute change can result in different percentage changes depending on the base value.

• They will apply this understanding to real-life contexts such as rising costs, inflation, and income growth.
  For example: Although Switzerland's average income increased by a larger amount than Singapore's, Singapore showed a higher percentage increase because the starting income was lower.

• Students will develop the ability to interpret and compare growth meaningfully by considering both absolute and percentage changes.

DI Outcome 2: Percentage

• Students will explore and calculate different types of discounts, additive and multiplicative methods.

  • Example (Additive): A store offers 20% off plus an extra 10% off – total discount = 30%.

  • Example (Multiplicative): A store offers 20% off, then an additional 10% off the discounted price. Total discount ≠ 30%.

DI Outcome 3: Percentage

• Students will compare costs of living and item prices across different countries or cities using real-world data.

• They will apply percentage and ratio reasoning to understand affordability and value.

DI Outcome 4: Decimals

They will learn the relationship between fractions and decimal forms, and discover patterns in why some decimals terminate (e.g., 0.5) and some recur (e.g., 0.333…).

DI Outcome 5: Angles

DI: They will look for patterns and derive general rules such as:

• Angle sum of a polygon = (n - 2) × 180°, where n = number of sides.

  
  

HAL will be asked to prove the following properties:

1) Corresponding angles are equal when a transversal cuts through 2 parallel lines

2) Alternate angles are equal when a transversal cuts through 2 parallel lines

3) Interior angles are supplementary

4) Exterior angle of triangle is equal to the sum of the opposite interior angles of the triangle.

Outcomes:

Extend the concept of percentage - investigate the interests earned

Tasks:

Give students a table of interest rates offered by 2 banks. The table will show the interest rates based on different tiered of deposits.

Students to determine which bank to deposit the given sum of money by working out the interest gained.