Students can achieve excellent grades as long as they have positive association to the subject. If they keep trying and failing, the association will certainly be negative. Adverse association can be reversed when the students realise certain learning strategies and how most of the topics are interlinked.
Therefore, instead of facing a daunting task of learning to do each topics on different techniques, the students learn to do each techniques on different topics. This will greatly increase the students’ efficiency and their ability to fully execute the use of each technique regardless it is a fraction, ratio or percentage questions.
Lastly, coupled with effective and easy to learn techniques we can solve complex problem sums without the use of models.
Click here for some examples on the use of techniques to solve Past Year Exams questions.
Why? Who? How? What?
A student who used to struggle getting past 60 marks in P5 went on to get more than 90 in his Preliminary Examinations said this to his younger brother, “Model Drawing is practically useless at P5 and P6.”
Solving P5 and P6 Problems sums has become a daunting task to many students. There are 3 main factors contributing to this challenge.
Problems sums at P5 and P6 are a lot more complex and require stronger analytical skills than those found in P4 and below.
Some school insists their students of using only Model Drawing when PSLE clearly allows different methods.
Fractions, Decimal, Ratio and Percentage are numerous topics the students will learn in school. However, learning these topics in isolation will result the students feeling overwhelmed when we know that they are ALL interrelated to the first topics they have learned since the first day of school. That is WHOLE NUMBER. This applies to solving Problem Sums too! We term this process as ‘Decoding’.
The centre is ideal for students who is struggling to do well in problem sums.
Almost all our students including those who are already consistently achieving average of 90 and above before the lessons agree that the techniques they have learnt here work better than what they have learnt in schools and other centres.
I once asked the class, “I will give $1000 to anyone here who can draw and cut models faster than me writing 20 units.” Unfortunately, no one took up the challenge.
“Will writing Units be too abstract and difficult for Primary school kids to understand?”
Yes, if we expect them to know the complete version of algebraic manipulation taught in Secondary School.
No, if we can craft it simple enough for a P4 student to learn and use the technique.
The centre offers an array of different techniques that will help students to tackle some of the most commonly asked questions in the examination.
Each worksheet has been carefully categorized into different level of difficulties.
Case 1 Case 2
Pattern / Guess and Check
Speed (For P6)
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