Key maths heuristics to master before the new school year

Primary 1 maths: end-of-year revision

Topic: End-of-year revision (Select 12) – a mixed review of the year’s key P1 topics

• -Find a missing part with the part-whole model (e.g. how many cards Peter has when the total is 56)
• -Solve addition and subtraction word problems, including “how many more” and “more than”
• -Work out how many were used up with the “find the change” idea (e.g. balloons that burst)
• -Complete number patterns and fill in missing numbers
• -Use ordinal position to count the children in a queue (5th from the front and 3rd from the back)
• -Compare heights from a set of clues to find the tallest child
• -List different coin combinations that make 70¢
• -Practise equal sharing, such as 20 apples shared among 5 children
• -Use grouping to find how many pupils get 3 flowers each and how many flowers are left over

Primary 2 maths: end-of-year revision

Topic: End-of-year revision (Select 16) – a mixed review of the year’s key P2 topics

• -Count 5-minute intervals on a clock face to find how long the minute hand takes
• -Read picture graphs to find totals and differences, then share the result equally
• -Continue a number pattern to find how much juice is made on a later day
• -Solve two-step money problems, such as the cost of 2 drinks and 3 sandwiches, or the number of child tickets bought
• -Compare mass and length across three items (e.g. a mango, a pineapple and a watermelon)
• -Use the intervals concept for lamp posts and for cuts made in a rod
• -Draw a bar model for “twice as many” problems
• -Use the “suppose all” method to find how many triangles were cut out from a total number of sides
• -Find a length in a figure made of identical rectangles

Primary 3 maths: end-of-year revision of key concepts

Topic: Summary of Concepts 1 – a review of the key problem-solving concepts from P3, with worked examples for each

• -Use grouping to solve division problems, deciding when to ignore or count the remainder (e.g. how many mini-buses are needed)
• -Combine the difference and total concepts when some people give up their share
• -Solve “cars and motorcycles” problems with the supposition method
• -Compare quantities using the part-whole model (e.g. spectators over three days)
• -Find the value of units from a total, a difference or a known group with bar models
• -Work forward in before-and-after problems involving ages, items removed, and amounts where one or both quantities change
• -Find the change to work out how many muffins were sold
• -Transfer the difference so two children end up equal, or with a set difference
• -Additional practice on place value, time, remainders, and the area and perimeter of squares

Primary 4 maths: end-of-year revision of key concepts

Topic: Summary of Concepts 1 – a review of the key problem-solving concepts from P4, with worked examples for each

• -Solve fraction of a whole problems where the remainder is cut up again
• -Apply the total concept to unit prices (e.g. cost per kg)
• -Use quantity and value with the difference concept (e.g. balloons given to boys and girls)
• -Work forward to find an ending time on the 24-hour clock, and compare race times in minutes and seconds
• -Use the replacement method when pencils cost as much as files
• -Solve proportion transfer problems with units
• -Use grouping to find the 38th letter or 49th card in a repeating pattern
• -Identify symmetric figures and find unknown angles
• -Find the area and perimeter of a rectilinear grass patch
• -Convert between litres and millilitres, and read pie charts of coins
• -Additional practice on decimals, rounding, multiples, and drawing an angle with a protractor

Primary 5 maths: end-of-year revision of key concepts

Topic: Summary of Concepts 1 – a review of the key problem-solving concepts from P5, with worked examples for each

• -Use the grouping concept with a quantity-value table to solve money problems, including cards at different prices and adult and child tickets
• -Find the lowest common multiple to group items sold in different bundles (e.g. erasers at 4 for $1.50 and pencils at 5 for $3)
• -Work out the cost when a shop gives free items for every set bought
• -Apply the difference concept to two taps that start at different times, and to exchanging oranges for apples
• -Use redistribution when some guests give up their gifts
• -List systematically to find the least possible quantity
• -Solve shortage and surplus problems with a bar model
• -Use the replacement concept for containers, handbags and wallets
• -Solve external and internal transfer problems with units
• -Review rounding and long division with decimals