About RV


Teaching and Learning

Concrete-Pictorial-Abstract Approach

The teaching of Mathematics at River Valley is designed using the Concrete-Pictorial-Abstract Approach (commonly referred to as CPA approach). The Concrete component includes manipulatives such as counters, measuring tools or other objects that the students can handle during the lessons.

Students using cubes for the topic of number bonds.jpgStudents using non-standard units to measure length of class.jpg

Pictorial representations include drawings, diagrams, charts or graphs that are drawn by the students or are provided for the students to read and interpret. Abstract refers to symbolic representations such as numbers or letters that the student writes or interprets to demonstrate understanding of a task. The lessons are designed using the C-P-A sequence and Mathematics learning becomes deeper as students transcend from one level to another. Such an approach benefits all students, and has proven to be particularly more effective in the foundation years or when students are introduced to a new topic.


The teaching of heuristics is essential for mathematical problem solving. Hence, in River Valley, students are given opportunities to solve problems using a repertoire of heuristics. With practice, students should apply the heuristics that they have learnt to solve problems independently. After which, students discuss and explain their solutions and ideas to develop their reasoning skills.

Investigative Approach

Investigative Approach to teaching Mathematics encourages students to explore and discuss real-world problems through hands-on activities. It enable students to uncover Mathematical concepts through questioning by the teachers. Ultimately, we would like to foster in students positive dispositions towards Mathematics.

Curriculum Customisation

High Achieving Students

Activities and task worksheets are designed across levels to stretch students with higher order thinking skills. 

A vendor is engaged to conduct Math Olympiad training for competent students outside curriculum time. Teachers who sit in the lesson will try to make use of the worksheet to conduct some of the lesson for the better students who are not enrolled in the programme. Pupils are also selected to participate in various Olympiad competitions.

High Ability Students

The Mathematics Enrichment programme in River Valley Primary School is targeted for P4 and P5 selected students who have a deep passion for Mathematics, strong content knowledge in the subject and the willingness and resilience to problem solve.

The overall main objective is to reinforce confidence in students to investigate and problem solve higher order questions, encouraging creativity and empowering learners to take pride in their work. It focuses on the learning process rather than the final solution. All these aim to strengthen their love for Mathematics.

The activities selected are in tangent to the school syllabus but also extends beyond it. It involves enrichment topics that enhances the challenging and enjoyable learning experience.

Weaker Students

In our effort to help the weaker students, extra teachers have been deployed and resources allocated to enable pull-out classes for the weaker students (P5 & P6). The main purpose is to provide weaker students with more attention to help improve their learning. In addition to helping students close their learning gaps, the teachers also help to develop positive attitudes in learning Mathematics such as self-esteem, confidence and resilience.

Learning gaps that are aligned to learning outcomes (what we want the students to master) are identified after each assessment based on their weak areas. Teachers then re-teach the concepts and retest students and the results are monitored.

The Learning Support for Mathematics (LSM) Programme is designed for students who need extra support in acquiring basic numeracy skills when they enter Primary 1. This support given is for 2 years. The class size is small and hence students received more individual attention from the teacher. The focus in LSM is on building good mathematical understanding and aims to build students’ confidence and positive beliefs about their ability to do Math. The students learn through varied activities such as role-playing, the use of manipulatives, visual drills and the playing of Mathematical games. They also receive help in the specific areas that they are weak in. Review tests are conducted at the end of each chapter and this is a form of feedback for parents, teachers and the student.

Holistic Assessment

Performance tasks

The performance tasks assess students’ understanding and application of mathematical concepts in a non-threatening environment. Students either work individually, in pairs or groups to perform the tasks. Marks and rubrics are used to assess students’ performance in the task.

Bite-sized Assessments

Topical test and Mini Test to test mastery and application of skills and concepts. Qualitative feedback is also given to the students and parents to highlight areas where students have done well, and also ways to improve students’ learning. A Math checklist from P1 to P5 is used by teachers to narrow gaps after assessing the students. Pupils and their parents are given feedback about their progress.

Journal Writing

It reinforces the learning and provides students with opportunities to engage in reflection, question their own understanding, connect the abstract and the concrete, and apply the knowledge they have acquired to solve problems.

Integration Learning and Programmes 

Integration of ICT

To promote self-directed and collaborative learning, we create lessons infusing ICT. ICT-based lessons using Excel Spreadsheet, Google Sites, Games, Padlet and Kahoot! are introduced for different types of concepts to consolidate lessons as well as to help students understand mathematical concepts through visualisations, simulations and representations. The MC Online portal is used to make learning more engaging for the students and promote self-directed learning where students attempt quizzes and identify their area of strengths and weaknesses.

Students work collaboratively in research work.jpg
By harnessing ICT, students are given opportunities to explore, experiment and design.  Ultimately, it is to promote the development of 21st century competencies such as critical thinking and to enable social interactions required for knowledge building.

Learning Journeys

Learning Journeys are organized for our students in order to give them opportunities to connect Mathematics to real-life situations as well as to simply make learning more fun and authentic. The Primary One students have a trip to the Zoo to apply the skills of counting, comparing numbers and measurement.

Modular Mathematics (Primary 2)

The P2 Math Modular Programme seeks to bring the joy of learning into the mathematics classrooms of our precious Primary 2 students. Believing strongly that “Math is Fun and Math is Everywhere”, the Math department designs lesson packages that enrich students’ learning of Math.

From the exploration of mathematical manipulatives to bringing Math out of the classroom and to making application of Math in real-life situations, students will be given opportunities to enjoy, learn and use Math in a more interactive way. During each three-period lesson, students are given different tasks and activities that stretch their thinking and creativity, enable them to work collaboratively as a team, allow them to make mathematical communication and connection, experience how positive attitudes and values can be displayed through problem solving and finding excitement in the learning of Math. At the end of the programme, we hope to evoke the passion in the learning of Math and ignite the fire of continuous learning among our young RVians.



9th Annual Mathlympics 2016

2 Silver, 5 Bronze


Raffles Institution Primary Mathematics World Contest (RIPMWC) 2017

2 High Distinctions, 7 Distinctions, 1 Credit

10th Annual Mathlympics 2017