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Top 200 Vocabulary for Primary 6 Foundation Mathematics | PSLE Word Problems, Percentages and Averages

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by

eduKate Asia

Quick answer: Primary 6 Foundation Mathematics word problems require pupils to understand fractional sharing, decimal arithmetic, percentage of a known whole, discounts, GST, annual interest, triangle area, tank volume, unknown angles, pie charts and averages. This article explains 200 mathematical words and phrases that often determine the right method, with worked examples and a four-week PSLE revision sequence.

Singapore’s MOE 2021 Primary Mathematics syllabus updated October 2025 applies to P6 from 2026. The P6 Foundation section includes fraction division, decimal operations, percentage of a whole and its applications, triangles and composite figures, cuboid volume and liquid capacity, selected geometry, pie charts and mean. It is not identical to P6 Standard Mathematics. Formal P6 Standard ratio, algebra and circle-area topics are not listed as new Foundation content. The expressions here are independently written practice language, not a claimed official SEAB list of 200 examination terms.

Contents:

Top 200 Primary 6 Foundation Mathematics word-problem phrases

Read the list by topic and teach only the terms needed for the child’s next learning objective. Ask what each phrase means in a real situation, then represent it with a model, equation or short numerical example. A word has been learned when the student uses it correctly in an unfamiliar question, not merely when a definition is memorised.

1. Reading PSLE Foundation Maths questions — terms 1–20

  1. identify the target — State exactly what the question requires the pupil to find.
  2. given information — The facts and quantities provided in the problem.
  3. unknown value — A quantity not supplied directly and needing calculation.
  4. initial quantity — The starting amount before a change.
  5. remaining quantity — The amount still present after a reduction.
  6. complete whole — The entire amount represented by all its parts.
  7. stated part — The portion explicitly described in the question.
  8. equal share — A portion of identical size to the other shares.
  9. number of recipients — The count of people sharing the stated total.
  10. quantity per person — The size of each person’s share.
  11. total across categories — The sum of the counts in all relevant groups.
  12. comparison between groups — A numerical relationship between two named collections.
  13. difference in amounts — The gap between two stated quantities.
  14. how much altogether — A request for the combined total.
  15. how much is left — A request for the remainder after taking away.
  16. what fraction — A request to express a share using equal-part notation.
  17. what percentage — A request to express a share as parts per hundred.
  18. how many units — A request for the count of equal measurement or group units.
  19. explain your reasoning — Describe why a method follows the question’s relationships.
  20. check the final sentence — Confirm that the result addresses the actual target.

2. Fractions as sharing and division — terms 21–40

  1. fraction of a whole — An equal share of one complete amount.
  2. fraction of a set — A selected share of a collection of objects.
  3. proper fraction — A positive fraction whose numerator is smaller than the denominator.
  4. numerator — The number counting selected fractional parts.
  5. denominator — The number indicating equal parts in one complete whole.
  6. unit fraction — A fraction whose numerator is one.
  7. fraction as quotient — A whole-number division result written as a fraction.
  8. three divided by four — The quotient 3/4 arising from sharing three units among four.
  9. divide into equal parts — Partition a quantity so each part has the same size.
  10. fraction divided by whole — Share a fractional amount equally across several whole-number groups.
  11. whole divided by fraction — Count how many fraction-sized groups fit into a whole.
  12. proper fraction divided by proper fraction — Count groups of a fractional size within a fractional amount.
  13. fractional divisor — The non-zero fractional number used to divide another quantity.
  14. reciprocal — A non-zero number’s multiplicative inverse.
  15. multiply by the reciprocal — A way of evaluating division by a non-zero fraction.
  16. fraction strip — A bar model divided into equal fractional pieces.
  17. equal-size fraction groups — Collections where every group has the same fractional amount.
  18. number of servings — How many groups of a stated capacity can be made.
  19. quantity in one serving — The size of each equal portion.
  20. fraction division check — Multiply the quotient by the divisor to recover the dividend.

3. Decimal division, multiplication and rounding — terms 41–60

  1. decimal quotient — A division result expressed using decimal places.
  2. decimal product — The result of multiplying decimal quantities.
  3. decimal point — The separator between whole-number and fractional positions.
  4. tenths position — The first position after the decimal point.
  5. hundredths position — The second position after the decimal point.
  6. thousandths position — The third position after the decimal point.
  7. whole part — The digits to the left of a decimal point.
  8. fractional part — The digits to the right of a decimal point.
  9. multiply decimals — Find a product when a factor contains a decimal fraction.
  10. divide decimals — Find a quotient from a division involving decimal quantities.
  11. whole divided by whole to decimal — Write a non-integer whole-number quotient in decimal form.
  12. division without calculator — Carry out the required written calculation by hand.
  13. align decimal places — Line up corresponding place values in written arithmetic.
  14. long division step — One stage of the formal division algorithm.
  15. decimal zero placeholder — A zero maintaining position or enabling additional decimal working.
  16. exact decimal value — The answer before any requested rounding.
  17. rounded decimal result — The value expressed to a lower specified precision.
  18. round to one decimal place — Keep tenths, deciding from the hundredths digit.
  19. round to two decimal places — Keep hundredths, deciding from the thousandths digit.
  20. specified accuracy — The final numerical precision directed by a question.

4. Percentage parts, discounts and interest — terms 61–80

  1. percentage — A share of a complete quantity expressed out of one hundred.
  2. percent symbol — The notation % meaning per hundred.
  3. one hundred percent — The full amount or whole.
  4. percentage part — The amount corresponding to a stated percent of a known whole.
  5. percentage of a given amount — A calculation of one part from a supplied total.
  6. fraction converted to percent — An equivalent fraction expressed out of one hundred.
  7. decimal converted to percent — A decimal proportion expressed as a percentage.
  8. ten percent — One tenth of the reference whole.
  9. twenty percent — One fifth of the reference whole.
  10. twenty-five percent — One quarter of the reference whole.
  11. fifty percent — One half of the reference whole.
  12. original price — The marked cost before a discount or tax.
  13. discount rate — The percentage reduction applied to the original price.
  14. discount amount — The monetary value subtracted from the original price.
  15. discounted price — The remaining cost after deducting the discount.
  16. GST rate — The applicable percentage for the tax calculation in a stated context.
  17. GST amount — The tax component found from the stated price and rate.
  18. price inclusive of GST — The total price with an applicable GST charge included.
  19. principal for interest — The original amount of money used to calculate annual interest.
  20. interest for one year — The additional money computed using a stated annual rate.

5. Triangle area and composite boundaries — terms 81–100

  1. triangle base — A chosen side used in the triangle’s area calculation.
  2. triangle height — The perpendicular distance from the chosen base to the opposite vertex.
  3. perpendicular line — A line meeting another at a right angle.
  4. right-angle marker — The small square showing an angle measures 90 degrees.
  5. compatible base and height — A side and its matching perpendicular distance.
  6. slanted triangle side — An edge that might not be the perpendicular height.
  7. half base times height — The operation used for a triangle’s area.
  8. triangle area — The surface inside a triangular figure.
  9. area measured in squares — Coverage expressed in units such as cm².
  10. rectangle area — A rectangular surface measured by length × breadth.
  11. square area — The surface inside a square, found by side × side.
  12. composite figure — A region built from two or more simple shapes.
  13. non-overlapping regions — Parts whose areas can be added without double counting.
  14. split into simple parts — Divide a compound shape into known regions.
  15. subtract the missing area — Remove a cut-out region from an enclosing shape.
  16. outer boundary — All the edges around the finished shape.
  17. internal shared edge — A dividing line inside the figure not included in perimeter.
  18. total perimeter — The complete distance around exposed edges.
  19. missing straight side — A boundary length inferred from known horizontal or vertical spans.
  20. units of area versus perimeter — Square units describe coverage; linear units describe boundary length.

6. Volume of solids and rectangular tanks — terms 101–120

  1. volume of a solid — The three-dimensional space occupied by an object.
  2. cubic centimetre — The volume of a cube with edges one centimetre long.
  3. unit cube — A small cube used as one unit of volume.
  4. cube — A solid with six identical square faces.
  5. cuboid — A solid with six rectangular faces.
  6. length of tank — One horizontal dimension of the container.
  7. width of tank — The other horizontal dimension of its rectangular base.
  8. height of tank — Its full vertical interior measurement.
  9. depth of liquid — The height of fluid currently in the container.
  10. base area — The length multiplied by the width of the rectangular bottom.
  11. cuboid volume formula — Length × width × height.
  12. cube volume formula — Side length multiplied by itself three times.
  13. liquid volume — The space occupied by fluid in a tank.
  14. container capacity — The maximum amount the tank could hold when full.
  15. water added — An increase to the liquid volume present.
  16. water removed — A decrease in the fluid amount.
  17. volume remaining — The amount of liquid still inside after removal.
  18. one millilitre — The liquid volume equivalent to one cubic centimetre.
  19. one litre — A volume equal to one thousand millilitres.
  20. litres from cubic centimetres — Convert cm³ to litres by dividing by 1,000.

7. Triangle angle properties and geometry language — terms 121–140

  1. interior angle — An angle located inside a polygon.
  2. triangle angle sum — All three interior angles of a triangle add to 180 degrees.
  3. right-angled triangle — A triangle with one angle measuring 90 degrees.
  4. isosceles triangle — A triangle containing two equal sides.
  5. equilateral triangle — A triangle with three equal sides.
  6. equal base angles — Angles opposite the equal sides of an isosceles triangle.
  7. equilateral angle — Any of the three 60-degree angles in an equilateral triangle.
  8. straight-line angle rule — Adjacent angles along a straight line total 180 degrees.
  9. angle around a point — A group of angles making one full turn of 360 degrees.
  10. unknown angle — The missing angle size to calculate.
  11. known angle — An angle whose degree measurement is supplied.
  12. degree measure — The numerical value of an angle written using °.
  13. angle vertex — The point where two angle arms meet.
  14. angle arm — One side of the turn defining an angle.
  15. right-angle corner — A square or rectangle corner of 90 degrees.
  16. rectangle interior angle — One of the four right angles inside a rectangle.
  17. square interior angle — One of four 90-degree angles inside a square.
  18. composite shape angle — An angle formed inside a figure joining familiar shapes.
  19. use the marked properties — Rely on stated equality and right-angle signs rather than visual guesses.
  20. justify the angle answer — State which property supports the calculated size.

8. Pie charts and reading proportions — terms 141–160

  1. pie chart — A circular display divided into sectors showing shares of a whole.
  2. pie chart whole — The complete amount represented by the full circle.
  3. pie chart sector — One slice representing a named category.
  4. sector size — How much of the entire circle a category occupies.
  5. half-circle sector — One sector occupying half the pie chart.
  6. quarter-circle sector — One sector occupying one fourth of the chart.
  7. third-of-circle sector — A share representing one third of the complete circle.
  8. sector label — Words naming the category shown by a slice.
  9. chart legend — A key explaining colours or categories.
  10. category count — The number of recorded items in one group.
  11. category share — The portion of the full dataset assigned to a group.
  12. combined category total — The sum of items represented across selected categories.
  13. largest sector — The slice showing the greatest share of the chart.
  14. smallest sector — The slice showing the least share of the chart.
  15. equal sectors — Slices showing equal shares of the whole.
  16. read the total first — Identify the full number represented before calculating a sector’s value.
  17. fraction of the chart — A share of the circular whole written as a fraction.
  18. percentage of the chart — A share of the circular whole written out of one hundred.
  19. compare two sectors — Determine how much one category exceeds the other.
  20. chart conclusion — A statement supported by the sectors and their labels.

9. Average, totals and missing scores — terms 161–180

  1. average — The arithmetic mean of a set of values.
  2. mean — The combined total divided by the number of values.
  3. sum of the data — The total obtained by adding all observations.
  4. number of observations — The count of data values included.
  5. individual observation — One recorded quantity such as a score.
  6. average formula — Total value divided by the number of data values.
  7. known average — The mean given directly in a word problem.
  8. unknown average — The mean that must be calculated.
  9. total from average — The combined sum found by multiplying mean by count.
  10. count from average — The number of observations obtained from total divided by mean where appropriate.
  11. missing score — An unknown observation reconstructed from the total and known values.
  12. highest data value — The largest recorded observation.
  13. lowest data value — The smallest recorded observation.
  14. mean within range — The average must lie between the smallest and largest values.
  15. additional data value — A new observation added to the dataset.
  16. new average — The recalculated mean after the dataset changes.
  17. combined dataset — Two or more groups considered as one complete set.
  18. combined total — The sum of totals from those groups.
  19. combined number of values — The sum of observation counts across groups.
  20. combined average — The grand total divided by the combined observation count.

10. Heuristics, checking and answer presentation — terms 181–200

  1. restate the question — Describe the problem in simpler words without losing any condition.
  2. mark the given numbers — Identify all relevant numerical facts.
  3. circle the requested quantity — Distinguish the target from intermediate amounts.
  4. draw a part–whole bar — Represent the total and its sections with labelled rectangles.
  5. draw equal sharing — Show repeated equal-size portions.
  6. draw a fraction strip — Represent equal fractional pieces visually.
  7. draw a percentage bar — Represent a complete 100% and the specified part.
  8. draw a tank diagram — Label base measurements and actual water depth.
  9. draw a timeline — Show ordered changes or elapsed durations.
  10. make a small table — Arrange data or trial values systematically.
  11. choose the right operation — Select arithmetic according to the relationship, not a single keyword.
  12. calculate one step at a time — Use intermediate answers before combining stages.
  13. label intermediate values — Record what each subtotal stands for.
  14. use the correct whole — Confirm the original amount from which a fraction or percent is taken.
  15. check the unit — Use appropriate dollars, cm, cm², cm³, litres or people.
  16. check the rounding instruction — Keep exact working until the required final precision.
  17. test with multiplication — Verify a division answer by reversing the operation.
  18. estimate the size — Compare the answer against a sensible approximate range.
  19. write a complete final answer — State the requested number together with its object or unit.
  20. try a different story — Test whether the student can use the same idea with changed context.

Twelve worked Foundation PSLE-style word problems

1. Sharing a whole as a fraction

Three identical pizzas are divided equally among four pupils. Every pupil gets 3 ÷ 4 = 3/4 of a pizza. To visualise the answer, cut each pizza into four equal quarters and give one quarter of each pizza to each pupil. Each child then holds three quarter-pieces. The quotient is a fraction because a whole number of pizzas can be shared among more people than the number of complete pizzas.

2. Dividing by a small fraction

A container holds 2 L of juice. Each cup holds one quarter of a litre. How many full cups can be filled? Calculate 2 ÷ 1/4 = 2 × 4 = 8 cups. Check with eight cups multiplied by 1/4 L per cup, giving the original two litres. This example shows that division by a positive proper fraction can make the numerical answer larger, because it is counting small-sized portions.

3. Dividing a proper fraction into equal shares

A ribbon measures 3/4 m and is cut into three equal pieces. Each piece measures 3/4 ÷ 3 = 1/4 m. A strip model shows three equal quarter-metre lengths inside three quarters of a metre. The story asks for the size of one piece, unlike the previous example, which asks how many pieces of a stated size can be made.

4. A decimal quotient needs a place-value check

Five identical packets cost $13.75 in total. Their unit price is $13.75 ÷ 5 = $2.75. Multiply five by $2.75 to check the result. A pupil might divide 1375 by five correctly but then place the decimal incorrectly. Writing the monetary amount in cents—1,375 cents divided by five is 275 cents—provides a second route to the same answer.

5. Rounding is performed at the requested precision

Seven metres of ribbon is shared equally into eight lengths. Each exact length is 7 ÷ 8 = 0.875 m. To two decimal places, the answer is 0.88 m; to one decimal place, it is 0.9 m. The question’s precision instruction determines the written result. Keeping the exact quotient until the end reduces the risk of accumulating rounding errors in a multi-stage question.

6. Percentage of a known whole

A class has 40 pupils and 35% join a sports activity. Ten percent of 40 is four pupils and five percent is two. Thirty-five percent is three groups of four plus two, giving 14 pupils. The whole is the known class size, 40. This is different from a Standard P6 task asking for an unknown whole from a known part and percentage. Follow the relevant Foundation learning outcomes when choosing exercises.

7. Discount amount versus sale price

A bag costs $80 before a 15% discount. The discount is $12 because 10% of $80 is $8 and 5% is $4. The amount the customer pays is 80 − 12 = $68. If the question asks “How much is saved?”, the answer is $12. If it asks “What is the price after discount?”, the answer is $68. Both calculations are valid; the final question selects the result.

8. GST and annual interest require a stated base and rate

A practice problem explicitly states that 9% GST is charged on a $100 tax-exclusive purchase. The tax in that example is $9 and the inclusive total is $109. The particular rate should be the one stated in the problem or applicable under current real-world rules. In a separate simple-interest example, $500 earns interest for one year at 2% annually, giving $10 interest and a balance of $510. Here the original $500 is the base for the percentage.

9. The height of a triangle must be perpendicular

A triangle has a base of 12 cm and perpendicular height of 7 cm. Its area is 1/2 × 12 × 7 = 42 cm². A sloping side may be longer than seven centimetres, but it does not replace the perpendicular height. Draw the height with a right-angle marker. If the triangle is one part of a larger shape, calculate each non-overlapping region’s area before adding or subtracting them.

10. How much water is in a rectangular tank?

A tank measures 30 cm by 20 cm across its base, and its water depth is 10 cm. The liquid volume is 30 × 20 × 10 = 6,000 cm³. Since 1 cm³ is equivalent to 1 ml, that is 6 L. The tank’s full height may be different from the water depth. A question asking for water present needs the liquid level; a question asking for the full tank’s capacity needs the interior full height.

11. Unknown angles are found from geometric properties

An isosceles triangle has a vertex angle of 40°. The other two angles are equal and sum to 180° − 40° = 140°. Each base angle is therefore 70°. Explain why the two angles are equal: they lie opposite the isosceles triangle’s equal sides. A student who divides by two without knowing this property may incorrectly repeat the method on an ordinary scalene triangle.

12. A combined average needs the combined total

Three pupils have an average of 6 marks, and two pupils have an average of 11 marks. The first group totals 3 × 6 = 18; the second totals 2 × 11 = 22. Across five pupils, the combined total is 40, so the mean is 8 marks. Simply averaging six and eleven gives 8.5, but that wrongly treats groups of different sizes as equal-sized. Read both group counts before using their average values.

How to distinguish a reading difficulty from a calculation difficulty

Suppose a child computes 35% of 40 correctly as fourteen, but when asked for the number not joining an activity answers fourteen again. The arithmetic is correct for the part that joined; the missing step is understanding the final target. The child must subtract from the class total: 40 − 14 = 26 not joining. The appropriate intervention is a part–whole model with labelled groups, not twenty additional percentage calculations.

Another pupil might correctly identify the water depth, tank length and width but calculate 30 × 20 × 10 as 600. That student needs multiplication accuracy, estimation or place-value repair. A third might multiply correctly but use the tank’s full height instead of the water depth. The calculation looks reliable, but the reading of the geometry story is wrong. These three patterns demand different teaching responses.

Ten misconceptions to check before a PSLE revision paper

  1. Confuses the group count with the share size: use physical equal groups to show whether the quotient counts portions or measures a portion.
  2. Thinks a divisor smaller than one must make the answer smaller: compare how many quarter-litre cups fit into a full litre.
  3. Places decimal points by guesswork: check magnitude and, where useful, calculate in cents or whole-number units before returning to decimals.
  4. Rounds in the middle of a problem: preserve exact intermediate values and round only at the final instructed step.
  5. Uses the wrong whole for a percentage: label the complete 100% bar first.
  6. Answers with the discount rather than the sale price: draw separate boxes for original price, reduction and final payment.
  7. Uses a sloping edge as triangle height: find a perpendicular base–height pair and mark the right angle.
  8. Computes capacity when asked for current water volume: identify the liquid depth and full tank height separately.
  9. Assumes two angles are equal because the picture looks symmetric: rely on the stated properties or matching length marks.
  10. Takes the mean of two group means: calculate the two totals and combined observation count.

Which visual model fits which question?

A fraction strip is useful for dividing a smaller-than-one amount by a whole number or another fraction. A 100% bar is useful for a known total and a specified percentage part. An annotated rectangular tank helps distinguish length, width, capacity and liquid depth. A geometric drawing clarifies the chosen triangle base and perpendicular height. A data table makes total and observation count visible for average questions. Pie charts illustrate a category’s share of a whole. Choose the diagram because of the relationship, not because every lesson must use a bar model.

Students should be taught to label what a diagram represents before completing the calculation. A bar with a section marked “15” is ambiguous until we know whether that fifteen describes pupils, litres, dollars or percentage points. A clear label may prevent the exact error the model was designed to fix.

Learning the big mathematical ideas behind the vocabulary

The same central ideas appear across different topics. Part–whole reasoning supports fractions, percentages and pie charts. Equivalence explains why 1/2 and 0.5 represent the same quantity. Invariance explains why a fraction’s value remains unchanged when written in equivalent parts. Measurement connects area, volume and their units. Unknown relationships explain why a starting amount or an individual score can be recovered from a total.

These ideas are not advanced additions to the syllabus. They are ways to understand and communicate the mathematics already required. Once a child can explain that 25% means one quarter of the same whole, that connection can be used in a shopping discount, a survey result and a fraction diagram. The learner is developing a transferable way of thinking instead of memorising separate recipes for every worksheet.

Four-week PSLE Foundation Mathematics language revision plan

Week 1 — Fractions, equal shares and decimal operations

Practise dividing wholes and proper fractions by whole numbers or proper fractions using strips and measured portions. Write fractions as decimals where appropriate. Work with non-calculator decimal division, then round only to the specified precision. Ask the pupil to explain the quotient before calculating.

Week 2 — Percentage and everyday money

Begin with 10%, 25% and 50% as familiar fractions. Find parts of known totals. Introduce a discount amount and a final price as distinct quantities, then use explicitly stated GST and annual-interest rates in simple monetary examples. Check the exact 100% base each time.

Week 3 — Area, volume and unknown angles

Draw triangles with marked perpendicular heights. Partition simple composite shapes into rectangles, squares and triangles. Measure a model tank’s base and liquid depth, then work with cubic-centimetre and litre equivalence. Use the angle sum of triangles and isosceles properties for missing-angle questions.

Week 4 — Pie charts, average and independent mixed problems

Read one pie chart each session, identify what the complete circle represents and calculate category quantities. Use datasets to find an average, reconstruct a total from an average and find a missing value. Finish with mixed word problems whose titles do not reveal the method.

What to do when revision scores are uneven

Do not automatically treat an incorrect Foundation Maths answer as a lack of effort or as a reason to move to Standard Mathematics problems. First check whether the student’s interpretation, visual model and calculation agree. If only the calculation is inaccurate, use targeted fluency practice. If the model is wrong, return to the underlying language and concept. If a student struggles with long text, read one sentence at a time and ask what new information it contributes.

When the correction is understood, change the story and try again without prompts. That second independent attempt is essential: a correct answer immediately after seeing the teacher’s solution can be copied from memory. A changed example tests whether the learner has gained a reusable understanding. Sign up for Mathematics tuition only after the student’s starting position is clear.

Ten quick home checks with answers

  1. Three cakes shared equally among four children: 3/4 cake each.
  2. Two litres divided into quarter-litre portions: 8 portions.
  3. Half of three quarters: 3/8.
  4. $12.60 divided among three pupils: $4.20 each.
  5. 7 ÷ 8 written as a decimal: 0.875.
  6. 25% of 80 pupils: 20 pupils.
  7. A $40 item after 10% discount: $36.
  8. Triangle with base 8 cm and perpendicular height 5 cm: 20 cm².
  9. Water depth 4 cm in a 10 cm by 6 cm tank base: 240 cm³.
  10. Scores 4, 6, 8 and 10 have average 7.

Ask the learner to describe why the answer fits the target, not simply to read the answer key. A different set of numbers or new everyday objects can check whether the skill is transferable.

Frequently asked questions

Does P6 Foundation Mathematics include percentages?

Yes. The updated syllabus includes expressing parts of a whole as percentages, finding a percentage part and applications involving discounts, GST and annual interest.

Are ratio and algebra new P6 Foundation topics?

No. Formal ratio and introductory algebra are listed in the P6 Standard syllabus, not as new content in the P6 Foundation section.

Does the Foundation syllabus include circle circumference?

The circle area and circumference topics are listed under P6 Standard. P6 Foundation instead specifies triangle area, composite figures built from squares, rectangles and triangles, and selected geometry properties.

Is average required in P6 Foundation Mathematics?

Yes. The syllabus includes the mean as total value divided by number of data, plus the relationship linking mean, total and count.

What is the easiest way to improve word-problem understanding?

Teach pupils to identify the requested quantity, label the reference whole and choose a suitable model before calculating. Use a changed example to check whether the explanation has been understood independently.

Official syllabus and next reading

Use the MOE Primary Mathematics syllabus updated October 2025, P6 Foundation sections and the SEAB PSLE syllabus and format index for authoritative requirements. Continue with eduKate’s P6 Foundation Mathematics 200-word topic glossary, P5 Foundation word-problem vocabulary companion and the P6 Standard PSLE word-problem glossary only when a comparison with the other subject level is useful. This article is independently written to help readers understand their current Foundation syllabus.