The Primary School Leaving Examination (PSLE) is a pivotal milestone for Primary 6 students in Singapore. Among the subjects tested, Mathematics often poses challenges that require analytical thinking and problem-solving skills. In this article, we will explore some of the 2024 Primary 6 Maths PSLE questions, providing detailed solutions and insights to help students and educators understand the methods to solve these problems effectively.
Table of Contents:
Understanding the Structure of Primary 6 PSLE Maths
The PSLE Maths paper is divided into two main sections:
Paper 1: Consists of multiple-choice and short-answer questions, where calculators are not permitted.
Paper 2: Includes structured and long-answer questions, allowing the use of calculators.
Each section assesses various mathematical concepts, from basic arithmetic to complex problem-solving scenarios. Let's delve into specific questions from the 2024 examination and explore the strategies to tackle them.
Question 1
Problem Statement:
The table displays the number of participants who finished the race at each recorded time. The fastest 25 participants earned points.
What was the timing of the slowest participant who earned points?
37 seconds
38 seconds
39 seconds
40 seconds
The fastest 25 participants earned points.
We need to sum up the fastest participants from the lowest time upwards until we reach 25.
36 seconds and below → 12 participants
37 seconds → 13 participants
Running total = 12 + 13 = 25 (We have now reached 25 participants)
The 25th participant completed the race in 37 seconds.
Common Misconceptions:
#1: Some students focus only on the number "25" in the row for 38 seconds, mistakenly thinking that all those participants must be among the fastest 25, and they end up choosing 38 seconds as the answer. Participants who finished in 36 and 37 seconds should be counted first before considering those at 38 seconds.
#2: Students may also assume that the question is asking for the slowest time with at least 25 participants, rather than the slowest time within the top 25 participants, leading them to choose 39 seconds as the answer.
Question 2
Problem Statement:
P, Q, and R are three containers with the same capacity. At first, P was completely filled with water, and Q and R were each 15 filled. Jiayi poured out some water from P to Q and R. Then, all the containers had the same amount of water.
What fraction of the water did Jiayi pour out from P?
Question 3
Problem Statement:
A teacher initially pinned 22 paper hearts and 2 paper stars on two different boards. Subsequently, each student pinned either 5 paper hearts or 8 paper stars on the boards. Eventually, the number of paper hearts equalled the number of paper stars on the boards.
Find the smallest possible number of students in the classroom.
Solution:
List the numbers as students add decorations until they are equal.
Hearts:
Start with 22.
22, 27, 32, 37, 42
Stars:
Start with 2.
2, 10, 18, 26, 34, 42
Total students = 4 + 5 = 9
The smallest possible number of students in the classroom is 9.
Common Misconceptions:
#1: Some may mistakenly think that each student must contribute equally to both hearts and stars, which is incorrect. Each student pins either hearts or stars, not both.
#2: Students may find a valid solution but fail to determine the smallest possible number of students.
Question 4
At first, Tina had a total of 97 small and large magnets. She gave away 4 small magnets and bought some large magnets. The number of large magnets increased by 50%. In the end, she had a total of 114 magnets.
(a) How many large magnets did Tina have in the end?
(b) Did Tina have more small magnets or large magnets at first? How many more?
Solution:
(a) Large (at first) : Large (increase) : Large (end)
100 : 50 : 150
2 : 1 : 3
97 - 4 = 93
93 + 1 unit = 114
1 unit = 114 - 93 = 213 units = 3 × 21 = 63
Tina had 63 magnets in the end.
(b) Number of large magnets at first= 2 × 21= 42
Number of small magnets at first= 97 – 42= 55
55 – 42 = 13
Tina had 13 more small magnets at first.
Common Misconception:
Confusing a 50% increase: Some students mistakenly think a 50% increase means simply adding 50 magnets, or they might incorrectly multiply the final number by 2 to find the original.
Correct understanding: A 50% increase means the original number of large magnets is split into 2 equal units, with the increase accounting for 1 additional unit—resulting in a final total of 3 units.
Question 5
Rafiq cut a large rectangular block into two smaller rectangular blocks, A and B.
Common Misconception:
Miscalculating the base area: Some students mistakenly use the individual volume of either Block A or B to find the base area instead of using the difference in volume.
Correct understanding:
The difference in volume arises due to the difference in height between A and B.
To find the base area, divide the volume difference by the height difference.
Understanding the relationship between volume, height, and base area is crucial in solving such problems.
Mastering P6 PSLE Maths questions requires not only a strong grasp of mathematical concepts but also the ability to apply problem-solving strategies effectively. By analysing these 2024 PSLE Maths questions and their solutions, students can develop a deeper understanding of common pitfalls and misconceptions. This walkthrough highlights key problem-solving techniques, such as careful reading of questions, understanding percentage increases, and correctly interpreting mathematical relationships. With consistent practice and attention to detail, students can approach the PSLE Maths paper with confidence and accuracy.
Enrolling your child in AGrader’s Primary Maths Tuition Programme is one of the best decisions you can make to support their success in the PSLE. Our programme goes beyond traditional tutoring by ensuring that students are always ahead of their school curriculum, boosting their confidence and mastery of key mathematical concepts. With a strong focus on critical thinking and heuristic techniques, we equip students with the essential skills needed to tackle complex problem sums effortlessly. Our structured approach, which includes exam-style revision papers, diagnostic tests, and targeted worksheets, mirrors actual PSLE question formats, ensuring that students are well-prepared for the exam.
Beyond our weekly classes, students gain access to the EverLoop Improvement System, a powerful resource hub that provides additional learning materials at no extra cost. This unique system allows students to review content from up to three previous levels, ensuring they can strengthen foundational knowledge and bridge any learning gaps. Give your child the advantage they deserve—enrol them in AGrader’s Primary Maths Tuition Programme today and set them on the path to PSLE success!
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