Step 1: Translating Keywords Into ‘Common Language’

Many students (who’re too used to simple math problems) get stuck when they encounter a complex word problem.

This is because while simple math problems are 100% arithmetic, complex word problems are 30% arithmetic and 70% language.

Without translating the language back to arithmetic, the student wouldn’t know where to begin or worse, misunderstand the whole question from the start! (leading to 0 marks)

Hence, at Trinity Learning Centre, we ALWAYS get our students to underline meaningful keywords and IMMEDIATELY translate them.

For example, if “Norah spent ¼ of her money on a handbag”, 4 units would be labelled as all her money, while 1 unit would be labelled as the money spent on a handbag.

Step 2: Sequencing Information With The ‘One Method System’

However, it’s not enough to translate all the meaningful keywords.

We need to combine and re-sequence these bits of information so that everything is reduced to a model drawing.

This is critical because most children are visual learners.

If we don’t use a model drawing to sum up everything, chances are, your child may get one of the steps wrong. So, he or she wouldn’t get the full marks.

So, building on the previous example, we would draw out 4 units to be Nora’s money, and maybe draw another 1 unit below the 4 units to represent money spent on a handbag.

Step 3: Simple Plug & Solve Technique To Get Final Answer

Now, the easiest part.

Once we get all the bits of information into a model drawing, we can then plug in the specific numbers or values to truly complete the model.

For instance, “The handbag costs $420 more than the dress. How much money does she have left?”. In this case, we’ll have to plug in the $420 to complete the model and calculate to get the answer.

Backed With 26 Years Of Teaching Experience

Have you ever wondered why some students just don’t get it, even when the teacher has already explained the same concept more than twice?

Well, it could be due to the tutor’s lack of experience or poor delivery.

You see, teaching is a skill in and of itself. This sometimes means teachers make mistakes and explain in a way that only they understand, but the child doesn’t. That’s why with my 26 years of experience, you can be better assured that I’m able to bridge this gap for your child.

Model Drawing Taught By A Bestselling Author

Would you prefer to learn from a general tutor, or directly from a best selling author?

As a specialist in model drawing and best selling Author of the Master Math Models Series, improving your child’s grade with modelling doesn’t get any easier than that.

In fact, my knowledge has not only enabled me to publish 18 Primary Math Books, sold in schools and bookstores locally and internationally, BUT break down modelling in a way that helped >80% of my students improved by 1 to 5 AL grades in 6 months.

Customised Materials & Additional Ad-Hoc Lessons

It’s sad to say that when I was working as a full-time tutor in other centres, syllabuses were often not carefully thought out. Rather, assessment books were simply photo copied and taught as teaching materials.

Since each student has a different concept gap, such a one-size-fit-all approach is detrimental to their grade improvement.

At Trinity Learning Centre, all our materials are customised in-house materials, supported by recorded lectures and the option for LIVE online ZOOM. In fact, I customize my feedback as well and will conduct free ad-hoc lessons from time to time.

My Child Is Scoring AL6 – AL8, Isn’t It Too Late To Turnaround His/Her Performance?

Many primary school students in the AL6-AL8 range struggle with math due to two common
challenges.

First, some students, often hovering in the high 60s, rely heavily on memorization, hindering their ability to adapt to new problem types. They lack the foundational understanding to solve problems flexibly. One small rephrasing of the question or converting fractions to ratio can easily throw them off guard.

The second group struggle to categorize questions, like not recognizing the "unchanged difference" concept, leading them to apply incorrect problem-solving approaches. This is akin to being at a train station unsure which train to board.

My tuition addresses these issues by teaching students to identify keywords within questions. This helps them quickly grasp the underlying category or concept, much like learning the train routes. Once they’re used to the train routes, the subsequent model-drawing would be a breeze.

My Child Is Stuck At AL5, What’s Going On? How Can I Help Him/Her?

Students in the AL5 range (65-74 marks) aiming for AL2, 3, or 4 often face a similar challenge to those in AL6, but with a slower start.

These students tend to be slower at approaching and solving questions, which becomes particularly problematic during timed tests and exams.

They simply run out of time to think and work through the problems!

The key to breaking through this plateau lies in improving their execution speed. Once they see a question, they need to be able to quickly identify the type of problem and begin the solution process.

At Trinity Learning Centre, this can be effectively addressed through targeted practice and worksheets designed to drill and improve their question identification speed.

By repeatedly working through various problem types, students can develop the automaticity needed to quickly recognize and tackle questions, ultimately improving their speed and performance.

My Child Is Already Scoring AL4 –AL2, Is There Still Room For Improvement?

The AL2, 3, and 4 bands, each spanning 5 marks, represent a tight range where even small errors can significantly impact a student's grade. This contrasts sharply with the AL6 band, which covers a much wider 20-mark range.

Because the margin for errors is so small within AL2-4, consistent practice is absolutely crucial.

Students aiming to improve within these bands must diligently work on minimizing mistakes.
Furthermore, the transition from P4 to P5 often involves a significant jump in curriculum complexity and question structure. Students who aren't prepared for this shift may struggle with the increased demands, leading to a drop in their grades.

And that’s why at Trinity Learning Centre, I use a lot of focused practice that addresses both accuracy and the specific structural changes introduced in P5, which is essential for success to improve to AL1 from AL4-2.