Did you know that a comparison is not two separate descriptions placed one after another? In a Maths or Science question, compare the two cases using the same feature and state the relationship: greater or smaller, faster or slower, the same or different, and by how much when that information is useful.
For Bukit Timah parents checking tuition work, draw a two-column frame labelled A and B, then add one row for the feature being compared. If Group A reached 18 cm and Group B reached 12 cm, a direct comparison is “Group A was 6 cm taller than Group B.” Do not add a cause unless the question asks for an explanation.
Keep the exact command word. “Compare,” “state one difference,” “calculate the difference” and “explain why” are different tasks. Ask the child to underline the objects, box the feature and circle any required number of comparisons before writing.
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SECTION 1 OF 5
Place both cases on one comparison line
A useful comparison sentence names both cases or makes the reference unmistakable. “A is 18 cm” describes A; “B is 12 cm” describes B. “A is 6 cm taller than B” connects them.
Choose one shared feature at a time: value, direction of change, rate, shape, method or outcome. Switching features halfway can make a sentence sound comparative while answering no stable question.
When the prompt asks for more than one comparison, use separate sentences or a clear structure. Do not inflate one idea with synonyms to make it look like several points.
SECTION 2 OF 5
Match the response to the command word
“Compare A and B” may require relevant similarities and differences, but the surrounding prompt, mark allocation and subject conventions determine the expected scope. “State one difference” narrows the task to one contrast.
“Calculate the difference” requires an operation and, where applicable, units. “Explain the difference” asks for reasoning or a mechanism. A student can know the content yet lose the task by answering the wrong verb.
Teach the child to rewrite the command as a small job: identify the cases, select the shared feature and state the requested relationship.
SECTION 3 OF 5
Compare Science data before explaining it
For an original illustration, Sample A has a mass of 24 g and Sample B has a mass of 18 g. A direct numerical comparison is that A has 6 g more mass than B, or that A’s mass is greater.
If a graph shows both values rising, compare direction first; if one rises more steeply, compare rate only when the axes and scale support that reading. Quote suitable values and units when they strengthen the answer or are required.
Observation, comparison and explanation are different moves. Report the relationship before proposing a reason, and avoid claiming causation from a simple association unless the task and evidence justify it.
SECTION 4 OF 5
Compare Maths quantities in a common form
To compare 0.6 and 5/8, use a common representation. Since 5/8 = 0.625, 5/8 is greater than 0.6 by 0.025. A diagram or equivalent fractions could support the same conclusion at an appropriate learning stage.
For graphs, compare gradient, intercept, maximum value or another named feature rather than saying one graph is “bigger.” For shapes, compare a specified property such as area, perimeter or angle, not the overall impression.
Check signs and units before concluding. A more negative number is smaller on the number line even if its digit has a larger magnitude.
SECTION 5 OF 5
Check the answer against the exact task
After writing, point back to the nouns and command word in the question. Ask: Did I compare the required cases? Did I use the same feature? Did I give the requested number of points?
Use one fresh question in another representation—a table after a graph, or a fraction after decimals. Transfer shows that the student understands comparison rather than copying a sentence frame.
At secondary level, use the wording and assessment demands for the actual subject and level. SEC starts in 2027, but not every subject is available at every G level; consult the relevant examination-year syllabus rather than assuming a universal response format.
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Bring one useful example to a consultation
Bring the child’s original attempt, the wording of the task and any help already given. Ask which idea or decision needs teaching, how a fresh independent attempt will be checked, and whether a suitable 3-pax placement and subject arrangement are available.
Continue with the closest question
- Why an observation is not an explanation
- How to connect quoted evidence to an answer
- Maths and Science vocabulary support
Match support to the actual course
The examples are original teaching illustrations. The routines are practical educational guidance, not measured outcomes, grade promises or universal marking rules. Match every task to what has been taught and to the school’s instructions.
Source check: 11 October 2026. The SEC begins in 2027 and records subjects at their respective G1, G2 or G3 subject levels. Posting Groups and individual subject levels are not interchangeable. For examination preparation, confirm the actual subject, level, candidate type, examination year and syllabus before choosing materials.