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Pupils to develop a life-long interest in Mathematics and apply Mathematical problem solving skills & concepts in other disciplines.


To make mathematics meaningful and interesting using the Concrete, Pictorial and Abstract approach so that pupils will develop a life-long interest in Mathematics and apply Math concepts and skill in problem solving.

Programme Highlights/Enrichment Activities

In Unity Primary School, we follow the MOE Mathematics Framework closely.
The framework sets the direction for and provides guidance in the teaching, learning, and assessment of mathematics at all levels, from primary to pre-university. It reflects also the 21st century competencies.

The framework stresses conceptual understanding, skills proficiency and mathematical processes, and gives due emphasis to attitudes and metacognition.


In Unity Primary, we emphasize on learning by doing. From concrete manipulatives and experiences, students are guided to uncover abstract mathematical concepts and results. Students engage in activities to explore and learn mathematical concepts and skills. We stress the use of C-P-A in the learning of mathematics. (Concrete-Pictorial-Abstract). We believe in making learning of mathematics fun, meaningful and relevant.

The students are also given opportunities to work together on problems where they can develop habits of self-directed learning (SDL) and collaborative learning (COL).

use_of_manipulatives ipad mathgames_2013

mathclub circletime

mathworkshop learning_journeys

We adopt Polya’s steps in problem solving, infusing the use of effective questioning into their thought processes.

Effective questioning can scaffold learning and probe understanding.

Study the Problem:

  • Listing or highlighting important information
  • Showing relationship of the numbers given through annotation
  • Drawing a model
  • Writing the ratio


  • Choose an appropriate strategy or heuristic to solve the problem

Act on it:

  • Carry out the necessary steps, check while doing
  • If method does not work, discard it and choose another method

Reflect and Keep Checking:

  • Check answer to see if it is logically done and solved
  • Look back and think about what worked and what did not.

Guiding Questions

Study the Problem:

  • What information is provided in this question?
  • What am I asked to find in this question?
  • Can I rephrase the question in my own words?
  • Can I think of a model or a diagram that might help me understand the problem?
  • Is there enough information available to help me solve the problem?
  • What is the first thing I can find based on the information given?


  • Have I selected the correct strategy?
  • Based on past experiences, is this the appropriate strategy? If yes, go ahead. If not, what else is possible?

Act on it:

  • If I am stuck with this method, what other methods can I use?
  • Does my working make sense?
  • Do I know what I am finding when I do every step? (It is important for pupils to know what they are finding when they do each step)

Reflect and Keep Checking:

  • Have I answered the question?
  • Have I made any calculation or careless mistakes?

For the High Progress students, our emphasis is on the progressive development of problem-solving strategies. This group of students are supported by enrichment classes to expose them with opportunities to solve more non-routine and open-ended problems, to discuss their solutions, to think aloud and reflect on their learning. Amongst this group of students, some are trained and have taken part in Math Olympiad competitions.

Competition Results – 2013achievements

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