Series route: This guide belongs to the complete PSLE Learner’s Guide volume directory. The original PSLE Learning Guide supplies the wider English, Mathematics and Science route, while PSLE English provide verified subject-specific continuation.
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This volume solves one precise learner problem: the learner treats “most” and “mostly” as interchangeable, then changes a comparison into a description of general composition or changes a broad tendency into a numerical majority. The aim is not to memorise a slogan. It is to understand the mechanism well enough to recognise the idea when the wording, numbers, diagram or context changes. A Primary 6 learner should be able to explain the decision, perform it under time pressure, and detect a tempting answer that only looks familiar.
- Understand the mechanism before memorising a form.
- Study the worked examples and compare near-misses.
- Repair common misconceptions with targeted tests.
- Complete graded independent practice before reading the answers.
- Use delayed transfer and examination control to make the skill durable.
- Use the parent and tutor notes only after the learner has attempted the work.
The problem beneath the mistake
“Most pupils completed the task” says that a majority did so. “The task was mostly complete” says that the task was complete for the greater part, but not necessarily finished.
Most can be a determiner before a noun: most books, most water or most mornings. It can also stand as a pronoun: most were ready.
Most can form a superlative: the most careful answer, the most slowly moving object or the most useful clue. A comparison set is understood or stated.
Mostly is an adverb. It modifies an action, description or whole statement: the box contains mostly paper, the day was mostly dry, or we mostly worked indoors.
A majority claim is stronger than a vague tendency. If twelve of twenty learners agree, most agree; if the lesson consisted mainly of practice, it was mostly practice.
Most does not always mean more than half when it forms a superlative. The most popular of four options can have the largest share without exceeding fifty per cent.
Mostly does not supply an exact percentage. It tells the reader what predominates while leaving the precise share unstated.
“Most of” needs a defined group or amount: most of the class, most of this page, or most of the water. Do not use “most of pupils” when “most pupils” is intended.
Article use matters: “the most” normally marks a superlative, while bare “most” commonly marks a majority or a very high degree in formal phrases.
Inference must remain bounded. “The jar contains mostly beads” permits some non-beads; “most jars contain beads” makes a claim across jars, not about each jar’s contents.
Editing is easier when the learner asks what word follows. A noun often supports most; a participle, adjective, verb phrase or composition statement often supports mostly.
The reliable routine is identify the grammar role, decide majority or greatest versus mainly, name the comparison set, preserve any exceptions, and reread the exact claim.
Core decision: Use “most” to identify the greatest amount, number or degree, or to mean the majority of a group. Use “mostly” as an adverb meaning mainly, generally or for the greater part. Preserve whether the sentence compares quantities or describes what something chiefly is or does.
A useful rule has three parts: a trigger, an operation and a check. The trigger tells you when the rule applies. The operation tells you what to do. The check tells you whether the result still matches the meaning of the question. Learners who remember only the operation often apply it in the wrong place; learners who remember only an example often freeze when the surface details change.
Mechanism: why the rule works
1. Find the noun group
Most commonly determines a countable plural noun or an uncountable amount.
Diagnostic question: What group or substance is being quantified? Reliable response: State the majority or greatest amount without adding precision.
2. Find the adverb job
Mostly modifies what happens or what something chiefly consists of.
Diagnostic question: Can mainly replace the word? Reliable response: Use mostly when the paraphrase keeps the meaning.
3. Test the superlative
The most marks the highest degree within a comparison set.
Diagnostic question: Which alternatives are being compared? Reliable response: Name the set before drawing a numerical conclusion.
4. Separate majority from plurality
Most as a majority can mean more than half, while most as a superlative can simply mean the largest share.
Diagnostic question: Is the sentence counting a majority or ranking options? Reliable response: Do not import a fifty-per-cent threshold into every use.
5. Protect exceptions
Mostly and most normally leave a remainder or minority.
Diagnostic question: What is still allowed to be different? Reliable response: Avoid turning the statement into all, entirely or always.
6. Check of-structure
Most of requires a specific, bounded group or amount.
Diagnostic question: Is there a determiner such as the, these, my or this? Reliable response: Use most pupils but most of the pupils.
Worked examples: make the decision visible
Do not race through these examples. Before reading each explanation, name the evidence that matters and the information that does not. Then compare the correct route with the tempting route. That comparison is where the transferable learning sits.
Worked example 1: Majority
Task. Choose: Most/Mostly pupils returned the form.
Reasoning. Pupils is the quantified group. The controlling idea is whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. Most pupils returned the form.
Independent check. The claim concerns how many pupils. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 2: Composition
Task. Choose: The model is most/mostly cardboard.
Reasoning. The sentence describes its main material. The controlling idea is whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. The model is mostly cardboard.
Independent check. Mainly cardboard preserves the meaning. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 3: Superlative
Task. Asha gave the most complete explanation.
Reasoning. Several explanations are ranked by completeness. The controlling idea is whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. Asha’s had the highest degree of completeness.
Independent check. It need not be perfect. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 4: Adverb of activity
Task. We mostly revised fractions.
Reasoning. Mainly modifies what the group did. The controlling idea is whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. Fractions took the greater part of the revision.
Independent check. Other topics may also have appeared. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 5: Plurality limit
Task. Blue received 8 votes, red 7 and green 5.
Reasoning. Blue has the most votes but not more than half of 20. The controlling idea is whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. Blue is the most popular; it did not win a majority.
Independent check. Keep rank and majority separate. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 6: Most of
Task. Most of the water evaporated.
Reasoning. The phrase refers to a specific quantity of water. The controlling idea is whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. A large majority of that water left.
Independent check. Some may remain. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 7: No of
Task. Most children enjoy the activity.
Reasoning. Children is a general plural group. The controlling idea is whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. No of is needed.
Independent check. Compare with most of these children. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 8: Scope
Task. The shelves are mostly empty.
Reasoning. Mostly modifies empty. The controlling idea is whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. The greater part of the shelf space is empty.
Independent check. It does not say most shelves are completely empty. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Deepening lab: compare cases, conditions and limits
A method becomes independent when you can say where it applies, where it stops and which change would alter the conclusion. The cases below deliberately vary one structural feature at a time. For each case, pause before the analysis and predict whether the core rule remains available. Then name the exact condition that controls the decision. This is harder than repeating a worked solution, but it is also closer to what an unfamiliar examination item demands.
Deepening case 1: Most books
Case. A majority of books in the relevant group have the property.
Analysis. Most determines a plural count noun. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Identify the group boundary. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 2: Most rice
Case. A majority of an uncountable amount is involved.
Analysis. Most can quantify mass nouns. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Do not force a plural ending. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 3: Most of these
Case. A specific set is selected by these.
Analysis. The of-phrase is licensed. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Keep the determiner. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 4: Mostly sunny
Case. Sunshine predominated during the period.
Analysis. Mostly modifies an adjective. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Allow some cloud. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 5: Mostly agreed
Case. Agreement was general but not necessarily unanimous.
Analysis. Mostly modifies the action or state. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Do not report all agreed. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 6: The most accurate
Case. One response ranks highest for accuracy.
Analysis. The superlative comparison is central. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Do not claim absolute perfection. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 7: Most accurate answers
Case. Without the, most may quantify answers that are accurate.
Analysis. Structure changes meaning. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Read the noun phrase carefully. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 8: At most
Case. This fixed phrase means no more than a limit.
Analysis. It is not the ordinary majority sense. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Translate the bound explicitly. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 9: For the most part
Case. The expression means mainly or generally.
Analysis. It is close to mostly. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Preserve possible exceptions. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 10: Almost all
Case. This is stronger than most in ordinary use.
Analysis. The minority remainder is smaller. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Do not substitute casually. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 11: More than half
Case. This numerical statement guarantees a majority.
Analysis. It can justify most in a two-way count. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Calculate before claiming. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 12: Largest share
Case. The top category may have less than half.
Analysis. Most as ranking can still apply. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Report plurality rather than majority. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 13: Mostly because
Case. The clause names the main reason.
Analysis. Other reasons may contribute. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Do not erase them. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 14: Most because
Case. This structure usually needs repair.
Analysis. Most cannot normally perform the same adverb job. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Use mostly because or the main reason. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 15: Most important
Case. Most forms the superlative of important.
Analysis. The comparison set controls the claim. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Name the criterion. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 16: Mostly important
Case. This unusual phrase would mean important in most respects.
Analysis. The meaning differs from most important. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Paraphrase before accepting it. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 17: Most days
Case. The event occurs on a majority of days.
Analysis. Frequency is counted through the noun. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Do not say every day. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 18: Mostly daily
Case. This may mean generally occurring daily, but it is less precise.
Analysis. Adverb scope can be unclear. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Rewrite with a count when possible. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 19: Editing contrast
Case. “The bag held most paper” may mean a quantified share; “mostly paper” describes composition more naturally.
Analysis. Both grammar and intended claim matter. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Choose the clearer structure. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 20: Final audit
Case. Grammar role, quantified set, comparison type, adverb paraphrase, exception space and of-structure complete the decision.
Analysis. Each catches a separate reversal. Notice that the answer depends on whether the sentence selects the greatest or majority quantity, or modifies a verb, adjective or clause with the meaning mainly; changing a decorative detail would not be enough to change the reasoning.
Challenge. Audit twenty mixed sentences. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Finish the lab with a blank-page recall. Write the rule, its conditions, one confirming example, one near-miss and one independent check from memory. Compare that page with the article only after finishing. If the rule is correct but the condition is missing, the learning is not yet safe: an overgeneralised rule can produce confident errors. If the condition is correct but no example can be generated, practise construction rather than rereading.
Common misconceptions and targeted repairs
Misconception 1: Add -ly without changing meaning
What the learner may think. Mostly is simply the adverb form of most.
Why it fails. The change often shifts from quantity selection to mainly. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Paraphrase both choices. Use this short test immediately: Does mainly fit?
Misconception 2: Most always means over half
What the learner may think. The highest category must be a majority.
Why it fails. A superlative or plurality may only be the largest share. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Inspect the comparison structure. Use this short test immediately: Is a majority actually counted?
Misconception 3: Mostly means all
What the learner may think. The main material is the only material.
Why it fails. Mostly leaves room for a smaller remainder. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. State the dominant part and exceptions. Use this short test immediately: What else is permitted?
Misconception 4: Most of any noun is correct
What the learner may think. Most of pupils is standard.
Why it fails. The of-phrase normally needs a specific determiner. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Use most pupils or most of the pupils. Use this short test immediately: Is the group bounded?
Misconception 5: The most proves perfection
What the learner may think. The best-ranked response has no faults.
Why it fails. Rank is relative to the comparison set. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Separate highest from perfect. Use this short test immediately: Compared with what?
Misconception 6: Word position alone decides
What the learner may think. A noun nearby always requires most.
Why it fails. Scope can cross complements and clauses. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Parse the full phrase. Use this short test immediately: What exactly is quantified or modified?
Graded independent practice
Attempt each item without looking ahead. Write one line that identifies the controlling evidence before writing the final answer. Items 1–3 check recognition, 4–7 require explanation, and the later items change the surface form so that memory alone is insufficient.
Practice 1: Majority
Question. Complete: ___ of the class chose option B.
Explained answer. Most
Why this answer earns trust. A specific class is quantified through of the. Transfer variation: State whether all chose it.
Practice 2: Composition
Question. Complete: The mixture was ___ sand.
Explained answer. mostly
Why this answer earns trust. Mainly sand describes composition. Transfer variation: Allow another material.
Practice 3: Superlative
Question. Explain “the most efficient method.”
Explained answer. It has the highest efficiency among the compared methods.
Why this answer earns trust. The phrase is a superlative. Transfer variation: Do not claim perfect efficiency.
Practice 4: Plurality
Question. Votes are 9, 8 and 3. Does 9 form a majority?
Explained answer. No; it is the most votes but not more than half of 20.
Why this answer earns trust. Ranking and majority differ. Transfer variation: Name the largest-share winner.
Practice 5: Scope
Question. Contrast “most boxes are empty” with “boxes are mostly empty.”
Explained answer. The first counts boxes; the second describes the degree of emptiness.
Why this answer earns trust. The quantified target changes. Transfer variation: Create a confirming example.
Practice 6: Editing
Question. Repair: Mostly students arrived early.
Explained answer. Most students arrived early.
Why this answer earns trust. Students is the quantified group. Transfer variation: Paraphrase the majority claim.
Practice 7: Of-phrase
Question. Choose: most pupils / most of pupils.
Explained answer. Most pupils.
Why this answer earns trust. A general plural noun does not take bare most of. Transfer variation: Contrast most of the pupils.
Practice 8: Inference
Question. Does mostly correct mean completely correct?
Explained answer. No; it means correct in the greater part.
Why this answer earns trust. Some error may remain. Transfer variation: Bound the claim.
Practice 9: Rule recall
Question. State the distinction.
Explained answer. Most selects the greatest or majority amount; mostly means mainly.
Why this answer earns trust. Both meanings are explicit. Transfer variation: Recall after two days.
Practice 10: Transfer
Question. Classify twenty uses in reports and narratives.
Explained answer. Every choice identifies quantity, rank or adverbial predominance.
Why this answer earns trust. The method transfers. Transfer variation: Include at most and for the most part.
Delayed transfer: prove that the learning lasts
Transfer test 1: Paraphrase sort
Replace target words after a delay. Do this after a delay, without rereading the worked examples. The purpose is to test retrieval and decision-making, not immediate imitation.
Success criterion. Majority, highest degree and mainly remain separate. If the criterion is not met, return to the smallest missing decision rather than repeating the entire chapter.
Transfer test 2: Scope marking
Underline the quantified or modified phrase. Do this after a delay, without rereading the worked examples. The purpose is to test retrieval and decision-making, not immediate imitation.
Success criterion. No statement shifts from groups to composition. If the criterion is not met, return to the smallest missing decision rather than repeating the entire chapter.
Transfer test 3: Data check
Test most against actual counts. Do this after a delay, without rereading the worked examples. The purpose is to test retrieval and decision-making, not immediate imitation.
Success criterion. Plurality is not mislabeled as majority. If the criterion is not met, return to the smallest missing decision rather than repeating the entire chapter.
Examination control
1. Read the job before the story. Underline the command and the noun it governs. “Explain the change,” “state the word,” “find the fraction” and “identify the evidence” are different jobs even when the surrounding context is similar.
2. Separate given information from remembered information. Use only the facts supplied for the current task plus secure subject knowledge. Do not let a previous question, a familiar worksheet or an expected pattern silently become new evidence.
3. Write enough working to expose the decision. A marker or teacher should be able to see the relationship that justifies the answer. Extra sentences are not automatically stronger; the strongest working is concise, relevant and checkable.
4. Reserve a different-route check. For language, read the sentence for meaning and grammar. For mathematics, estimate or reverse the operation. For science, check the claim against the stated observation and a conservation or fair-test principle.
5. Stop when the requested job is complete. Unrequested speculation can contradict a correct answer. Add detail only when it explains the mechanism or satisfies another explicit part of the question.
Under time pressure, use a compact four-part margin routine: trigger → evidence → operation → check. Trigger names the feature that activates the method. Evidence identifies the exact words, values or observations allowed. Operation performs the language, mathematical or scientific step. Check asks whether the final statement answers the requested job, preserves units or referents, and avoids a stronger claim than the evidence supports.
A compact error log
After practice, do not record only “careless mistake.” Name the broken decision. Useful labels include trigger missed, evidence imported, relationship reversed, referent lost, unit dropped, operation correct but job wrong, and check repeated the same route. Add one prevention cue beside the label. A short accurate log is more useful than a long emotional account because it tells the learner what to do on the next item.
Review the log after two days and again after a week. Reattempt only one or two representative items first. If the method transfers, move to a mixed set. If it fails, repair the exact link between trigger and operation. This spacing matters because a solution can feel obvious while it is still visible and disappear when the page is closed.
Notes for parents and tutors
Use paired sentences such as “Most cups are blue” and “The cups are mostly blue.” Ask what is being counted or described.
When data are present, calculate more than half before calling a result a majority. Keep “the most” available for the largest share.
Reward exception-aware language: most and mostly generally do not mean all, entirely or always.
The adult’s most useful question is not “Why were you careless?” but “Which decision did the evidence require?” Ask the learner to point to the controlling word, value, relationship or observation. If the learner can explain that link, reduce support. If the learner cannot, model one example and then change the surface details for the next attempt.
Frequently asked questions
What does most mean?
The greatest amount, number or degree, or a majority.
What does mostly mean?
Mainly or for the greater part.
Does most always mean more than half?
Not when it is a superlative meaning the largest share.
Does mostly mean completely?
No; it normally leaves room for exceptions.
When do I use most of?
Before a specific group or amount, as in most of the class.
What is the fastest test?
Ask whether greatest or majority fits, or whether mainly fits.
Next routes
Return to the complete volume directory to locate the series, use the original PSLE Learning Guide for the foundation route, and continue through PSLE English for verified subject guidance. The next useful task is a mixed set in which this idea is sometimes relevant and sometimes irrelevant; that is the point at which a learner must choose, not merely copy.