Houston Beyond the Basics Advanced Institute Day 1

Dr. Yeap Ban HarMarshall Cavendish Institute

[email protected]

Slides are available at

www.banhar.blogspot.com

www.facebook.com/MCISingaporeMarshall Cavendish Institute

www.mcinstitute.com.sg

SINGAPORE

M AT H Beyond the Basics

St Edward’s SchoolFlorida, USA

Day One

IntroductionWe start the day with an overview of Singapore Math.

Curriculum document is available at http://www.moe.gov.sg/

http://www.moe.gov.sg/

Singapore Ministry of Education 1997

THINKING SCHOOLSLEARNING NATION

is singapore

whatmathematics

key focus

singapore

mathematics

of

problem

solving

thinking

Singapore Mathematics: Focus on Thinking

excellentvehicleanforthe

development&improvement of

a person’s intellectual

competenciesMinistry of Education Singapore 2006

conceptual

understanding

Lesson 1We do a case study on multiplication facts to understand the emphasis on visualization in learning basic materials. We also saw the use of an anchor tasks to engage students for an extended period of time.

Strategy 1Get 3 x 4 from 2 x 4

Strategy 2Doubling

Strategy 3Get 7 x 4 from 2 x 4 and 5 x 4

Strategy 4Get 9 x 4 from 10 x 4

Public School in Chile

First, equal groups – three groups of four.

Second, array –Three rows of four

Third, four multiplied three times ….

Lesson 2Can we get the multiplication facts for, say 4, from 2 x 4 and 5 x 4?

Lesson 2 August 2, 2012

2 x 4 = 8

5 x 4 = 20Problem10 x 4 = 5 x 4 = 209 x 4 = 2 x 4 = 84 x 4 = 8 x 8 = 7 x 4 = 2 x 4 = 8 6 x 4 = 5 x 4 = 20 3 x 4 =

2 x 4 = 8

This Grade 2 lesson on multiplication facts of 4 centers around using doubling strategy and adding one row strategy in addition to previewing more advanced strategies such as using 2 x 4 and 5 x 4 to get 7 x 4 as well as ‘subtraction’ strategy. The anchor task is to use 2 x 4 and 5 x 4 to obtain all the other facts. The anchor task allows students to work on one task for an extended period of time.

Da Qiao Primary School Singapore

Lesson 3Multiplication of multi-digit numbers with emphasis on visualization.


39 x 6

30 9

6

40 x 6 = 240

39 x 6 =

30 9

Method 2Method 1

Lesson 4Use digits 1 to 9 to make a correct multiplication sentence =.

Open Lesson at Broomfield, Colorado

Textbook StudyStudy the three tasks in the Guided Practice 1 through 3 and discuss how they are different.

My Pals Are Here! Maths (Third Edition)

Lesson 5We studied the strategies to help struggling readers as well as those weak in representing problem situations.

Lesson 7

In the end ...

At first …

Alice

Betty

Charmaine

Dolly

20

10

August 2, 2012

Lesson 6Question: How do we help students set up the model? Students are introduced to the idea of using a rectangle to represent quantities – known and unknown. Paper strips are used. Later, only diagrams are used. Advanced skills like cutting and moving are learned in Grades 4, 5 and 6. How is the idea of bar model introduced in Grades K – 3?

Lesson 6 show a basic bar model solution in Grade 5.


Carl

Ben

$4686

Differentiated instruction for students who have difficulty with

standard algorithms. Use number bonds.

2x + x = 4686

3x = 4686

Students in Grade 7 may use algebra to deal with such situations. Bar model is actual linear equations in pictorial form.

Tampines Primary School, Singapore

Lesson 7Diagrams can be used as a remedial strategy to help students with solving linear equations in one and two unknowns.

x

x x 1

x x 1

x

x x x x 1

x x x x

x

x x x 2

x x x

x

x x 5

x x

King Solomon Academy, London

Example of Secondary TextbookThis is how algebra is introduced in a Singapore

secondary textbook.

x x x

x

10

10

76 – 20

3 𝑥+10+𝑥+10=764 𝑥+20=764 𝑥=56𝑥=

564

=14

King Solomon Academy, London

Houston Beyond the Basics Advanced Institute Day 1

Education

Transcript of Houston Beyond the Basics Advanced Institute Day 1