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3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
3rd Grade Singapore Math Training: Jan 2012
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3rd Grade Singapore Math Training: Jan 2012

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Pedagogical training on Singapore Math Strategies

Pedagogical training on Singapore Math Strategies

Published in: Business, Technology
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Transcript

  • 1. Welcome!Munch & Mingle
  • 2. K & 1 Were Awesome! 
  • 3. Agenda & Goals •  Review training & implementa9on plan •  Review Singapore Math Pedagogy •  Inves9gate Grade Specific Strategies 
  • 4. Math Pedagogy Jerome Bruner’s research proved that instruc9onal strategies build understanding for students when they move from… •  Concrete (manipula9ves) to  •  Pictorial (visual models or drawings) to •  Abstract representa9ons (numbers, symbols) 
  • 5. Math Pedagogy  Richard Skemp’s research proved that for long term learning to  occur rela(onal understanding is more successful than  instrumental learning.  Rela(onal Understanding  Instrumental Understanding Conceptual  Procedural WHY before HOW  How One to One Correspondence  Oral Coun9ng Quan99es and Values  Wri9ng numbers, Spelling numbers Each piece RELATES to all others  Isolated steps or steps without meaning Reading with understanding  Phone9c or word calling 
  • 6. Math Pedagogy Zoltan Diene’s research proved that children gain the most conceptual understanding when they are exposed to a concept through a variety of materials or experiences.  Perceptual Variability  ? q! ;! p! /! " 10 
  • 7. Reflec9ng On Pedagogy Turn and Talk:  Summarize each of these with your group.   Concrete‐Pictorial‐Abstract (Bruner)   Rela9onal Understanding (Skemp)   Mul9ple Representa9ons (Dienes) 
  • 8. Dyscalculia These students see numbers as fixed and solid.  7 Other students see numbers as breakable.  6,1        5,2         4,3  
  • 9. Math Strategies & Materials  Anchor to 10.  Bonds to 10. 
  • 10. Decomposing Numbers 
  • 11. Composing Numbers 
  • 12. Composing Numbers  V! C!
  • 13. Decomposing Numbers 
  • 14. Decomposing Numbers 
  • 15. Using Base Ten Blocks to Show Place Value 
  • 16. Addi9on and Subtrac9on   with Base Ten Blocks    "
  • 17. Addi9on and Subtrac9on With Place Value Discs 
  • 18. Addi9on & Subtrac9on With Place Value Discs 
  • 19. Distribu9ve Method: Addi9on Using Place Value for Rela9onal Understanding  64 + 28 =  Tens    +   Ones  (60 + 20) + (4+8) =  80 + 12 = 92 
  • 20. Branching Method: Addi9on  Using Number Bonds for Rela9onal Understanding  64 + 28 =                                    62   2    62 + 30 = 92 
  • 21. Mul9plica9on With Place Value Discs 
  • 22. Mul9plica9on With Place Value Discs 
  • 23. Mul9plica9on With Place Value Discs (Pictorial) 
  • 24. Distribu9ve Method: Mul9plica9on Using Place Value for Rela9onal Understanding  22 x 3 =  (20 x 3) + (2 x 3)=  60 + 6 = 66 
  • 25. Branching Method:  Mul9plica9on  Using Number Bonds   &  Place Value For Rela9onal Understanding 

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