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# Pearl City Hawaii 10 August 2011

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### Pearl City Hawaii 10 August 2011

1. 1. Professional Development for <br />Singapore Math (Upper Grades)<br />Yeap Ban Har<br />banhar@sg.marshallcavendish.com<br />Pearl City, Hawaii<br />Day 3<br />10 August 2011<br />Presentations are available at <br />www.banhar.blogspot.com<br />
2. 2. Professional Development for <br />Singapore Math (Upper Grades)<br />Day 3 Session 1<br />Video Study<br />Problem-Solving Approach<br />
3. 3. Students have learnt to add three one-digit numbers prior to this lesson. These are grade one students towards the end of the school year.<br />
4. 4. Problem10 August 2011<br />How many fifths are there?<br />2×35<br /> <br />=(2×3) fifths<br /> <br />= 6 fifths<br /> <br />4×35<br /> <br />=(4×3) fifths<br /> <br />=12 fifths<br /> <br />4×35<br /> <br />= 4×35<br /> <br />= 125<br /> <br />The problem-solving approach can be used to teach new concepts or skills.<br />
5. 5. Professional Development for <br />Singapore Math (Upper Grades)<br />Day 3 Session 2<br />Problem Solving<br />& Drill-and-Practice<br />
6. 6. Problem solving is the focus of Singapore Math.<br />
7. 7. Problem solving can include drill-and-practice.<br />
8. 8. Problem solving can include drill-and-practice.<br />
9. 9.
10. 10. Professional Development for <br />Singapore Math (Upper Grades)<br />Day 3 Final Sessions<br />Bar Model Method<br />
11. 11. Modeling using real objects, pictures of real objects and more abstract model drawings.<br />
12. 12. Bar models are used to represent quantities – discrete and continuous ones.<br />
13. 13. 60 ÷ 5 = 12<br />12 x 8 = 96<br />There are 76 people.<br />60<br />
14. 14.
15. 15.
16. 16.
17. 17.
18. 18. 12<br />58<br />
19. 19. Observe how this problem is different from the last one even though numbers used are the same.<br />
20. 20. 12<br />58 – 12 = 46<br />46 ÷ 2 = 23<br />Natalie’s bag is 35 kg.<br />Peter’s bag is 23 kg.<br />Natalie<br />58<br />Peter<br />Observe how this problem is different from the last one even though numbers used are the same.<br />
21. 21. 1st Day<br />2nd Day<br />4<br />3rd Day<br />4<br />4<br />4th Day<br />4<br />4<br />4<br />250<br />5th Day<br />4<br />4<br />4<br />4<br />6th Day<br />4<br />4<br />4<br />4<br />4<br />7th Day<br />4<br />4<br />4<br />4<br />4<br />4<br />8th Day<br />4<br />4<br />4<br />4<br />4<br />4<br />4<br />
22. 22.
23. 23. 5<br />1st Day<br />250 – 40 = 210<br />210 : 5 = ?<br />2nd Day<br />4<br />42 + <br />16 = ?<br />250<br />3rd Day<br />4<br />4<br />Rosa made 58 paper cranes on the last day.<br />4th Day<br />4<br />4<br />4<br />5th Day<br />4<br />4<br />4<br />4<br />Differentiation for struggling students<br />
24. 24.
25. 25.
26. 26.
27. 27. Professional Development for <br />Singapore Math (Upper Grades)<br />Solutions to Homework<br />
28. 28. Sam<br />72<br />Terry<br />Vanessa<br />
29. 29. Pablo<br />Wynn<br />?<br />Zena<br />100<br />
30. 30. 270<br />110<br />
31. 31. boys<br />34<br />girls<br />100<br />
32. 32. boys<br />68<br />girls<br />
33. 33. boys<br />88 – 68 = 20<br />girls<br />
34. 34. boys<br />88 – 68 = 20<br />girls<br />
35. 35. boys<br />girls<br />
36. 36. boys<br />girls<br />
37. 37. boys<br />2 girls units = 14<br />34<br />1 girls unit = 7<br />girls<br />3 girls units = 21<br />21 girls wear spectacles.<br />34 – 20 <br />
38. 38.
39. 39. flour<br />flour<br />flour<br />cookies<br />cake<br />3.6 kg<br />3.6 kg x 2 = 7.2 kg<br />She bought 7.2 kg of flour.<br />
40. 40. 16<br /> <br />Miss Siti<br />flour<br />flour<br />flour<br />cookies<br />3.6 kg ÷ 5 = 0.72 kg<br />8 x 0.72 kg = 5.76 kg <br />She bought 5.76 kg of flour.<br />
41. 41. 14<br /> <br />Mrs Rani<br />flour<br />flour<br />flour<br />cookies<br />3.6 kg ÷ 3 = 1.2 kg<br />1.2 kg x 4 = 4.8 kg<br />4.8 kg ÷ 3 = 1.6 kg <br />1.6 kg x 4 = 6.4 kg<br />She bought 6.4 kg of flour.<br />cake<br />
42. 42. Answer: 60<br />basketball<br />soccer<br />Answer: 100<br />basketball<br />soccer<br />
43. 43. Answer: 84<br />basketball<br />soccer<br />
44. 44.
45. 45. Professional Development for <br />Singapore Math (Upper Grades)<br />Further Example<br />Multiplication of Whole Numbers<br />
46. 46. Emphasis on Spiral Approach<br />Grade 1 <br />Multiplication using drawing<br /> <br />Math in Focus<br />Singapore Math by Marshall Cavendish<br />
47. 47. Emphasis on Spiral Approach<br />Grade 2 <br />Multiplication of 2, 5, 10 and 3, 4<br /> <br />Math in Focus<br />Singapore Math by Marshall Cavendish<br />
48. 48.  <br />Pensar sin Limites<br />MatematicaMetodoSingapur<br />
49. 49.  <br />Daqiao Primary School<br />Singapore<br />
50. 50. Emphasis on Spiral Approach<br />Grade 3 <br />Multiplication of 6, 7, 8, 9 <br />2-digit x 1 digit, 3-digit x 1-digit<br />6<br />6<br />6<br />6<br /> <br />EscuelaNo. 1577 TenienteDagobertoGodoy Chile<br /> <br />Math in Focus<br />Singapore Math by Marshall Cavendish<br />
51. 51. Emphasis on Spiral Approach<br />Grade 3 <br />Multiplication of <br />2-digit x 1 digit<br />3-digit x 1-digit<br /> <br />National Institute of Education<br />Singapore<br />
52. 52.  <br />42<br />Emphasis on Spiral Approach<br />4<br /> <br /> <br /> <br /> <br />Grade 4 <br />Multiplication of 4-digit x 1 digit, 2-digit x 2-digit<br />30<br />
53. 53.  <br />National Institute of Education<br />Singapore<br />