SHUQUN PRIMARY SCHOOL

MATHEMATICS DEPARTMENT

To Serve with Quality

MATHEMATICS
PRIMARY FOUR

2025

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MATHEMATICS DEPARTMENT

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Primary 4 Mathematics Handbook

Overview of Mathematics Curriculum

Mathematics provides the foundation for many aspects of our everyday activities. In primary
school, the students need mathematical concepts to make sense of information around them,
such as counting objects and money, reading time, seeing shapes and patterns around them.

At this stage, the students also acquire important basic numeracy as well as develop logical
reasoning and problem-solving skills that are required in many disciplines. For these reasons,
the Primary Mathematics Syllabus aims to enable all students to:

- acquire mathematical concepts and skills for everyday use

- develop thinking, reasoning, communication, application and metacognitive skills
through a mathematical approach to problem solving
- build confidence and foster interest in mathematics.

The central focus of the mathematics curriculum is the development of mathematical

problem-solving competency. Problems may come from everyday context. They include
straightforward and routine task that require selection of the appropriate concepts and skills,
as well as complex and non-routine tasks that requires logical reasoning and creative
thinking.

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Mathematics Curriculum Framework

The Mathematics framework shows the underlying principles of an effective mathematics

programme. It sets the direction for the teaching, learning, and assessment of mathematics.

The development of mathematical problem-solving ability is dependent on five interrelated

components, namely, Concepts, Skills, Processes, Attitudes and Metacognition.

The understanding of mathematical concepts are essential for solving problems. In the
primary mathematics curriculum, concept in numbers, algebra, measurement, geometry and
statistics are explored.

Mathematical processes refer to the practices of mathematicians that are important to solve
problems and build new knowledge. This include abstracting, reasoning, representing and
communicating. Justifying a result, deriving new results and generalising patterns involve
reasoning. Expressing one’s ideas, solutions and arguments involves representing and
communicating.

Metacognition, or thinking about thinking, refers to the awareness of, and the ability to
control one’s thinking processes, in particular the selection and use of problem solving
strategies. It includes monitoring and awareness of one’s affective responses towards a
problem.

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Mathematics Syllabus

The teaching of Mathematics in Singapore primary school uses the spiral curriculum. This
means that many of the topics that have been taught in the lower primary, such as whole
numbers, fractions and measurement will be introduced again in both middle and upper
primary at a higher level of complexity. This progression allows the students to grasp
Mathematical concepts that are appropriate to their age. It is therefore important for the
students to be grounded in such foundation concepts.

The syllabus is organised along 3 content strands. The development of processes,

metacognition and attitudes are embedded in the learning experiences that are associated
with the content.

Besides developing conceptual understanding, the learning experiences provide

opportunities for students to:

• enhance conceptual understanding

• apply concepts and skills learnt to solve problems in real-world contexts
• communicate their mathematical reasoning
• build confidence and foster interest in mathematics

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Primary 4 students will learn the following:

STRAND: NUMBER AND ALGEBRA STRAND : MEASUREMENT AND STRAND: STATISTICS

GEOMETRY
SUB-STRAND 1: WHOLE NUMBERS SUB-STRAND 1: GEOMETRY SUB-STRAND 1: DATA REPRESENTATION
AND INTERPRETATION
Numbers up to 100 000 Angles Table and Line Graphs
• number notation, representations and • using notation such as • completing a table from given data
place values (ten thousands, thousands, • ABC and a to name angles • reading and interpreting data from
hundreds, tens, ones) • measuring angles in degrees tables/line graphs
• reading and writing numbers in numerals • drawing an angle of given size
and in words • relating quarter, half and complete Pie Charts
• comparing and ordering numbers turns to angles in degrees • reading and interpreting data from pie
• patterns in number sequences • 8-point compass charts.
• rounding numbers to the nearest 10, 100
or 1000 Rectangle and Square
• use of ≈ • properties of rectangle and square,
excluding diagonal properties
Factors and Multiples • drawing rectangle and square on
• factors, multiples and their relationship square grid
• determining if a 1-digit number is a factor
of a given number within 100 Line symmetry
• finding the common factors of two given • identifying symmetric figures
numbers • determining whether a straight line is a
• determining if a number is a multiple of a line of symmetry of a symmetric figure
given 1-digit number • completing a symmetric figure with
• finding the common multiples of two given respect to a given line of symmetry on
1-digit Numbers square grid

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STRAND: NUMBER AND ALGEBRA STRAND : MEASUREMENT AND STRAND: STATISTICS

GEOMETRY
Four operations Nets
• multiplication algorithm • Identifying 2D representations of
o up to 4 digits by 1 digit o cube
o up to 3 digits by 2 digits o cuboid
• division algorithm (up to 4 digits by 1 digit) o cone
• solving up to 3-step word problems o cyclinder
involving the 4 operations o prism
o pyramid
• Drawing 2D representations of
o cube
o cuboid
o prism
o pyramid
• Identifying the nets of 3D solids
o cube
o cuboid
o prism
o pyramid
• Identifying the solid which can be
formed by the given net

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STRAND: NUMBER AND ALGEBRA STRAND : MEASUREMENT AND STRAND: STATISTICS

GEOMETRY
SUB-STRAND 2: FRACTIONS SUB-STRAND 2: AREA AND VOLUME

Mixed numbers and Improper fractions Area and Perimeter

• mixed numbers, improper fractions and • finding one dimension of a rectangle
their relationships given the other dimension and its
area/perimeter
• finding the length of one side of a
Fraction of a set of objects square given its area/perimeter
• fraction as part of a set of objects • finding the area of figures made up of
rectangles and squares

Addition and Subtraction

• adding and subtracting fractions with
denominators of given fractions not
exceeding 12 and not more than two
different denominators
• solving up to 2-step word problems
involving addition and subtraction

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STRAND: NUMBER AND ALGEBRA STRAND : MEASUREMENT AND STRAND: STATISTICS

GEOMETRY
SUB-STRAND 3: DECIMALS SUB-STRAND 3: MEASUREMENT

Decimals up to 3 decimals places

• notation, representations, and place values
(tenths, hundredths, thousandths)
• comparing and ordering decimals
• dividing a whole number by a whole
number with quotient as a decimal
• converting decimals to fractions
• converting fractions to decimals when the
denominator is a factor of 10 or 100
• rounding decimals to
o the nearest whole number
o 1 decimal place
o 2 decimal places

Addition and Subtraction

• adding and subtracting decimals (up to 2
decimal places)

Multiplication and Division

• multiplying and dividing decimals (up to 2
decimal places) by a 1-digit whole number
• solving up to 2-step word problems
involving the 4 operations
• rounding answers to a specified degree of
accuracy

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Mathematical Processes

Mathematical processes refer to the process skills involved in the process of acquiring and
applying mathematical knowledge. This includes:

• Reasoning, communication and connection

• Application
• Thinking skills and heuristics

The table below describe some of the indicators related to each

Mathematical Indicators
Processes

Reasoning, • Use appropriate notations and symbols to present and

Communication and communicate mathematical ideas
Connection • Reason by:

• Observing patterns, similarities and differences

• Drawing logical conclusion and making inferences
• Explaining or justifying solutions

• Make connections within mathematics and between

mathematics and everyday life

Application • Apply mathematical concepts and skills to solve

problems in a variety of contexts within or outside
mathematics, including:

• Identifying the appropriate mathematical

representation for a problem
• Using appropriate mathematical concepts and skills
to solve a problem
• Interpreting the mathematical solution in the context
of the problem and making sense of the solution

Thinking skills and • Use thinking skills such as: comparing, sequencing, and
heuristics deduction
• Use a problem-solving model
• Use heuristics such as:

• Drawing a diagram
• Making a list
• Guess and check
• Working backwards

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Mathematics Curriculum at SQPS

1. Teaching Approaches

Math lessons are delivered using the Concrete-Pictorial-Abstract (C-P-A) approach. To

introduce a Mathematical concept, teachers use manipulatives to provide hands-on
learning experiences. This age-appropriate approach also provide scaffolding for the
primary students to help them grasp abstract mathematical concepts.

The concrete manipulatives will be followed by pictorial representations. Finally, the

students will move on to the abstract representation in the form of mathematical
symbols and equations.

Example:

There are 3 red apples and 2 green apples. How many apples are there altogether?

Concrete

Pictorial

Abstract

To help the students visualise abstract mathematical concepts involving the 4

operations (addition, subtraction, multiplication and division), the students in the lower
primary will be progressively introduced to model drawing skills. This foundational skill
will help the students to comprehend and translate a mathematical problem to a simpler
pictorial representation. In addition, the skills will also be very useful when the students
learn more complex mathematical problems in the middle and upper primary.

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2. Topical Worksheet and Heuristic Skills

To supplement the workbook practices, students are given school topical worksheets.
This will provide reinforcement of concepts and skills learnt at the end of each topic.

In addition, the students also learn thinking skills (heuristics) to train and equip them with
different problem-solving strategies required to solve more challenging Math problems.
These strategies include:
- model drawing
- looking for patterns
- guess and check
- making a list
- working backwards

The various skills will be revisited periodically to provide students with enough repetition
for subject mastery.

3. Remediation Class for Mathematics

For the students who have not performed very well during formal assessment, the
school supports them with remediation class where they will be coached in a small-
group setting. The students are grouped according to their Math results. This will enable
the teachers who conduct the remediation class to adjust the pace of the lesson
according to the profile of the students.

During remediation class, there will be re-teaching of the concepts that they have learnt
in class. Additional written work is also provided to give enough opportunity for the
students to practice and learn from their mistakes. In addition, students are expected to
have additional revision time at home to ensure retention of important concepts that
have been taught in class.

4. High Progress Resources

High progress students will be provided with additional written work to stretch their
learning. The questions provided in the resources will give them opportunities to use
mathematical thinking and mathematical communication. In addition, these exercises
will train them to apply the Mathematical concept that they have learnt in unfamiliar
context.

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5. Use of ICT

As part of the effort to cultivate self-directed learning, the school make use of Koobits
and SLS (Student Learning Space) learning portal to supplement the teaching and
learning of Mathematics. Koobits platform allows the students to do daily challenge
through bite-size Math quizzes and games. This will help improve the students’ basic
numeracy skills by providing immediate feedback to the student’s response. In addition,
the SLS portal is used by the teachers to assign ICT lessons that will reinforce the
concepts that have been taught in class.

6. Math Activities Outside Classroom

To increase students’ interest in learning Mathematics, the school uses its broadcast
system and notice boards to engage students with Math quizzes and puzzles. The
puzzles and displays will create awareness of Mathematics application beyond the
classroom learning.

The students are also invited to participate in Mathematics projects such as Math trails
and poster design. Student’s submissions will be evaluated and prizes will be given for
the best work. In addition, selected student’s work will be put up for display along school
common area to increase the vibrancy of learning.

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Mathematical Problem Solving Approach

To equip students with better problem solving skills, the school make a deliberate effort
to teach Mathematical process skills through problem solving. The students are taught a
systematic problem solving model called STAR approach.

How do you do solve Mathematics problem sum?

- Study the problem carefully

- Think of a strategy
- Act on the solution
- Reflect on the final answer

STAR approach in Math Problem solving

What am I given?
(annotate objects and values, show connections)
Study
What am I asked to find?

What strategy should I use?

Think
Can I use model or diagram/table?
I will apply the strategy.
Act
I write out my steps and equations.

Have I answered the question?

Does my answer make sense (reasonable)?
Reflect Have I checked for Number Transfer, Unit,
Calculation?
Can I solve it differently?

During Math lessons, teachers will ‘think aloud’ to give attention to these processes and
make them visible to students. Through practice, students will develop habits and strategies
to help them be better and more independent learners.

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Example of problem solving using STAR approach:

Study: annotation strategy

*note: for clarity of annotation process, students are advised to use a pen or pencil instead of highlighter.

There were 402 books in a bookcase altogether. The books had three shelves.

The middle shelf had 120 more books than the top shelf.

The bottom shelf had 4 times as many books as the top shelf.

How many books were there on the bottom shelf?

Think: model drawing

120

Top shelf
402
Middle shelf

Bottom shelf

Act: equation and working 402 47

– 120 6 282
282 24
402 – 120 = 282 42
42
6 units = 282 0
1 unit = 282 ÷ 6 = 47 47
4 units = 4 x 47 = 188
X 4
188

Reflect: check for number transfer, unit and calculation

There were 188 books on the bottom shelf.

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Other strategies in Mathematical problem solving.

1. Guess and Check

There is a total of 14 cars and motorcycles in a car park.

There are 46 wheels altogether.
How many cars are there in the car park?

Solution:

Number Number of Number of Number of Total number of

check
of cars wheels motorcycles wheels wheels

7 7 x 4 = 28 7 7 x 2 = 14 28 + 14 = 42 

8 8 x 4 = 32 6 6 x 2 = 12 32 + 12 = 44 

9 9 x 4 = 36 5 5 x 2 = 10 36 + 10 = 46 ✓

There are 9 cars in the car park.

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2. Working Backwards

John had no money. Edward gave him some money. Edward then had 3 times as much
money as John. Edward spent $35 on a shirt and $55 on shoes and had no money left.
How much money does Edward have at first?

35 + 55 = 90
Edward spent $90 altogether.

$90

Edward

John

3 units = 90
1 unit = 90 ÷ 3
= 30

Edward

John

4 units = 30 × 4
= 120

Edward had $120 at first.

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MATHEMATICS DEPARTMENT

Expectation of Students

1. Students are expected to complete all the work assigned by the subject teachers
neatly. This will provide opportunities for students to revise and evaluate the learning
that has taken place during lessons. This will also provide feedback to their teachers
on the misconceptions that need to be addressed pertaining to the topic.

2. To enable students to do Math with speed and accuracy, certain Math facts can be
committed to memory. E.g. multiplication tables can be memorised. Having math
facts fluency allows students to recall the basic facts in all four operations accurately,
quickly and effortlessly. When students achieve automaticity with these facts, they
have attained a level of mastery that enables them to retrieve them from long-term
memory without conscious effort or attention. Through automaticity, students free up
their working memory and can devote it to problem solving and learning new
concepts and skills.

Fluent math facts also mean less confusion. When a child masters his/her math facts,
these concepts will be significantly easier and the student will be better equipped to
solve them faster. If the child spends a lot of time doing the basic facts, he/she is
more likely to be confused with the processes and get lost in their problem solving
calculations.

3. To do well in Mathematics, students are trained to present their Math solutions in a

clear and systematic way. In general, students are expected to show the following in
their Math presentation:
• Annotation of key information
• Model drawing (when relevant)
• Math equation
• Math working / calculation
• Word statement

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MATHEMATICS DEPARTMENT

Assessment

To ascertain students’ progress in learning, students will sit for a formal assessment at the
end of the year. Prior to the conduct of the examinations, the school will provide practice
paper based on previous year’s assessment. This will help the students build the rigour
required to do well during the examination.

The following tables show the P4 end-of-year examination format.

Booklet Item type No. of Mark per Weighting

questions question
MCQ
A 15 2m 30%
(Multiple Choice)
SAQ
22 2m 44%
(Short-Answer)
B
LAQ
8 3m, 4m 26%
(Long-Answer)

In addition, the teachers will conduct termly assessment periodically to evaluate student’s
understanding of the topics taught. This will help both the teachers and students to identify
learning gaps and address any misconceptions.

Term 1 Term 2 Term 3 Term 4

Mode of End-of-year
WA1 WA2 WA3
assessment examination

Weighting 15% 15% 15% 55%

- Numbers to 100 000 - Angles - Decimals All Primary 4

- Factors and Multiples - Tables and Line - Four Operations of topics
Topics - Four operations of Graph Decimals
whole Numbers - Fraction (I) & (II) - Pie Charts
- Whole Numbers - Squares and
(revision) Rectangles
- Whole Numbers
(revision)

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Common mistakes made by students

• Incorrect unit of measurement during conversion

Example: 1 km = 100 m (wrong fact)

• Writing incorrect Math equation

Example: 20 + 10 = 30 + 5 = 35

Not equal

• Wrong use of equal sign

3
Example: Ben spent of his money. He is left with $12.
5
3 2
1– =
5 5
2 2
= $12 (wrong equation) ----------- ( 5 is equal to 0.4, not 12)
5
2
It should be written as 5 ---- 12

2
or → 12
5
2
( 5 represents 12)

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How to do well in Mathematics

Before exam:
• Revise all the topics in the textbook (from P1-P4).
• Get the basic facts and concepts right.
• Build time management skills, e.g. attempt questions within the exam time limit during
practice. Speed and accuracy is important.
• Practise different strategies to solve questions, such as Model Drawing, Making a List.

During exam:
• Highlight important information or data in the questions.
• Use appropriate strategies to solve questions, such as Model Drawing
• Do not dwell too long on a question. Skip questions that you are unsure of and come
back to attempt them later.
• Attempt all questions. Show all the Math equations and workings.
• Check all the working and equations.

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How Parents Can Support the Child’s Learning at Home

Parents are important partners in ensuring a child’s mathematical success. A warm, inviting
numeracy rich learning environment at home is the first step to fostering a love of
mathematics in children. The following are some strategies and opportunities to encourage
and sustain math learning in the home:

✓ Parents as models of mathematical learning

◦ Engage your child in interesting mathematical activities helps stimulate a lifelong
enjoyment of mathematics.
◦ Build your child’s self-confidence and optimism, and help them see math learning as
valuable as well as fun.
◦ Set a positive mindset for the mathematics learning that takes place at school.
Parents cannot replace the school experience, but they are a significant influence on
their children’s developing attitudes towards, and enjoyment of, mathematics.

✓ Have a growth mindset

◦ Believe that every child can be successful in math. Encouragement and practice will
help.
◦ Encourage persistence. (Some math problems take time to solve) It is alright if your
child does not get it right at the first attempt or takes a longer time to figure out the
math problem.
◦ Encourage your child to experiment with different approaches to mathematics. There
is often more than one way to solve a math problem.

✓ Promote mathematical reasoning

◦ Encourage your child to talk about and show a math problem in a way that makes
sense (i.e., draw a picture, explain using concrete objects, etc)
◦ When your child is solving math problems ask questions such as:
- What operation do you use? Why?
- Do you see any patterns?
- Does the answer make sense? How do you know?

✓ Connect math to everyday life and help your child understand how math influences them
(i.e. shapes of traffic signs, walking distance to school, telling time, weighing and reading
mass of objects).

✓ Use of Games and Storybooks to practise

Mathematical concepts

✓ Use of ICT resources effectively

The following websites can be explored to
introduce math concepts through fun
activities.
◦ https://member.koobits.com/
◦ https://www.mathplayground.com/

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