2) Math Around us (in Textbook and slides prepared for the level)

3) Matterport (Math Trail - E-ped)

4) Math Journal (Textbook - Thinking aloud, using it as an avenue to do different questions, use stickers to paste for division, groupings of multiplication)

5) SLS - time/multiplication/division

/money

To improve:

1) Math Journal (how to utilize it better, time consuming/ using it to draw instead of math)

2) Learning experience to be up to date

(E.g., TIME - 12.30pm compared to 12:30pm)

Depends on the topic (E.g., Addition and Subtraction - getting on and off the bus; not all kids can understand)

(E.g., Division - remainder concept; most of them can get it)

2) Thinking icons in Math WS: Thinking about the question. Class discussion - helpful

Using P1 Thinking routine (What makes you say that?)

• (LSM) Learning tasks; using manipulatives to check on their understanding.

• Clocks to check for understanding

• AFLs/ Reviews to help assessment

Feedback:

• AFLs: written feedback (specific topics for areas of improvement)

• Just in time written feedback on their math worksheets

• School WS: Learning objectives (Circle if need to improve)

• Verbal feedback given to parent

1) How confident do you feel about the topic: 3 smiley faces and colour.

Why?

Structure to help them remember things:

1) Part-Part Whole

2) GET

3) Top down ( Subtraction)

4) CUB (Circle Underline Box)

Hence, classing at P2 need to be very rigorous. Otherwise, the affected teachers may need to apply for extra allowance for anti-wrinkle and anti-aging cream, hypertension pills, etc.

The package can continue to use. However, we can add these heuristics in our topical worksheets. For example, when we teach measurements, we can have the interval questions; when we teach money, or numbers, we can use guess and check.