23 March 2025
At Matrix Math, we provide an engaging and detailed learning experience for your child. Matrix Math Tuition programme focuses on essential concepts that will further strengthen their mathematical foundation. The lesson synopsis gives parents a clear preview of the topics and problem-solving skills that will be covered in class. At Matrix Math, we ensure that each lesson is designed to build confidence and mastery in math, preparing students for success in both school and beyond.
We will continue with Lesson 3 on “Numbers to 20”. This lesson will focus on problem sums involving “part and whole”.
Focussing on keywords like “more than” or “less than” may be misleading.
A better approach is to teach the children how to identify, within the problem sums, which element is the “Part” and the “whole”. For example, if the question asks for “Part”, the number statement will be a “subtraction” statement. In contrast, if the question asks for “whole”, the number statement will be an “addition” statement.
This week, we will begin with Mass Lesson 1.
In this lesson, we will teach the basics of Mass.
1. Reading weighing scales
2. Comparing and ordering of Mass
3. Comparing objects in terms of Mass
Although this series of questions are considered basic Mass concepts, they are commonly tested based on our analysis of past year school papers.
This week, we will continue with Money lesson 5.
Last week we learnt the comparison of quantity and comparison of units. This week we will be combining these two concepts.
Children may find this lesson more challenging as the models required will be more complex.
In addition, we will be introducing stacking model concepts in this lesson.
This week, we will continue with Fraction, lesson 2.
Last week we dealt with the basic operations of Fractions. This week we will be moving on to fundamental fraction problem sums concepts – “fractions as a value” with “fractions as a unit”.
Although they are basic concepts, they are also common mistakes students make even up to P6. Children often mix up fractions as a value with fractions as a unit. We see such careless mistakes even in children that consistently do well.
Fraction as a value – John ate 1/4 kg of the cake.
Fraction as a unit – John ate 1/4 of the cake.
This week, we will continue with Lesson 3 of our unit on Area of Triangles, where students will be introduced to higher-order applications of this concept.
The lesson will cover the following advanced problem-solving strategies:
1. Area of a Triangle as Half of a Rectangle
Students will understand how a triangle can be derived from a rectangle and how to apply this relationship in solving area-related questions.
2. Overlapping Triangles
Students will learn how to calculate the total area when two or more triangles overlap.
3. Triangles with Equal Base or Height
We will explore how to solve problems involving triangles that share the same base or height and compare their areas accordingly.
4. Using Proportion to Solve Area Problems
Students will be introduced to using proportional reasoning to compare or find the area of triangles.
We will continue with the second lesson on Speed.
Last week we learnt the application of the speed formula on one moving object. This week, students will learn to solve Speed questions involving two moving objects.
There are three scenarios
1. Two objects moving towards each other.
2. Two objects moving away from each other.
3. Two objects moving in the same direction.
Our goal for this lesson is to systematically guide the students to approach a Speed question by first determining how the objects move and then solving the question accordingly.
