Professional Development for <br />Singapore Math (Lower Grades)<br />Yeap Ban Har<br />banhar@sg.marshallcavendish.com<br...
Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 1<br />Video Study<br />Focus on Think...
Students have learnt to add three one-digit numbers prior to this lesson. These are grade one students towards the end of ...
The problem-solving lesson in the video follows the lesson we studied yesterday in the Open Lesson.<br />
www.marshallcavendish.com/education/mci<br />
www.marshallcavendish.com/education/mci<br />
www.marshallcavendish.com/education/mci<br />
www.marshallcavendish.com/education/mci<br />
Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 2<br />Number Bonds<br />Photo: Prince...
Number bonds is taught before addition and subtraction.<br />www.marshallcavendish.com/education/mci<br />
www.marshallcavendish.com/education/mci<br />
Number Bonds <br />Number Bonds is emphasized prior to the learning of addition.<br />Children are given, say, 5 unifix cu...
Photo: PCF TelokBlangah Kindergarten<br />
One duck is big. <br />Six ducklings are small.<br />Photo: PCF Telok Blangah Kindergarten<br />
Photo: PCF Telok Blangah Kindergarten<br />
Photo: PCF Telok Blangah Kindergarten<br />
Photo: PCF Telok Blangah Kindergarten<br />
Photo: PCF TelokBlangah Kindergarten<br />
Number Bonds continues to receive attention in Grade 1.<br />My Pals Are Here! Mathematics 1<br />
Addition Facts<br />Addition Facts are given emphasis in the first six months of grade one.<br />The children learn it in ...
Addition Facts &Number Sense <br />While Count On and Count All are used in Numbers to 10, Make Ten is given emphasis in N...
27 – 3 <br />10<br />27 – 13 <br />27 – 18 <br />17<br />24<br />27 ÷ 3<br />3<br />Applications of Number Bonds<br />
Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 3<br />Emphasis on Visualization, <br ...
Communication<br />Articulating one’s thoughts orally, at first, and in written forms using words, pictures, diagrams and ...
Connections<br />Looking for Patterns is introduced through exploration with Shapes. Subsequently, this is done using numb...
Connections<br />Photo: Princess Elizabeth Primary School<br />
Visualization<br />Visualization is, among other things, the ability to manipulate visual images without the benefit of co...
“an excellent vehicle<br />for the development<br />and improvement <br />of a person’s<br />intellectual competence”<br /...
Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 3<br />Regrouping & Place Value<br />P...
Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 3<br />Addition<br />Theory of Variati...
12 + 9<br />What are the different ways to add 12 and 9?<br />
Students first add by counting all …<br />
And then counting on and making ten.<br />
For large number addition, students can add the tens and ones separately – regrouping may be necessary.<br />
100 Chart helps counting on for larger numbers.<br />
Study the variations over several lessons.<br />
“A curriculum as it develops should revisit these basic ideas repeatedly, building upon them until the student has grasped...
Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 3<br />Subtraction<br />Spiral Approac...
Ready for Maths Series<br />
Shaping Maths 1<br />
Shaping Maths 1<br />
“A curriculum as it develops should revisit these basic ideas repeatedly, building upon them until the student has grasped...
My Pals Are Here! Mathematics 2<br />
Drill-and-practice and thinking are not exclusive.<br />
Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 4<br />Bar Model Method<br />Photo: Pr...
Modeling using real objects, pictures of real objects and more abstract model drawings.<br />
Bar models are used to represent quantities – discrete and continuous ones.<br />
12<br />58<br />
Observe how this problem is different from the last one even though numbers used are the same.<br />
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 />Pe...
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Pearl City Hawaii Lower Grades 12 August

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This is the second and final day of the professional development for teachers in K-2. This event held in Pearl City Hawaii was made possible by Kamehameha Schools, Nanakuli Elementary School and State of Hawaii Department of Education.

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Pearl City Hawaii Lower Grades 12 August

  1. 1. Professional Development for <br />Singapore Math (Lower Grades)<br />Yeap Ban Har<br />banhar@sg.marshallcavendish.com<br />Pearl City, Hawaii<br />12 August 2011<br />Photo: Nanakuli ElementarySchool<br />Presentations are available at <br />www.banhar.blogspot.com<br />
  2. 2. Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 1<br />Video Study<br />Focus on Thinking<br />Patterning & Generalization<br />Photo: Princess Elizabeth Primary School<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. The problem-solving lesson in the video follows the lesson we studied yesterday in the Open Lesson.<br />
  5. 5. www.marshallcavendish.com/education/mci<br />
  6. 6. www.marshallcavendish.com/education/mci<br />
  7. 7. www.marshallcavendish.com/education/mci<br />
  8. 8. www.marshallcavendish.com/education/mci<br />
  9. 9. Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 2<br />Number Bonds<br />Photo: Princess Elizabeth Primary School<br />
  10. 10. Number bonds is taught before addition and subtraction.<br />www.marshallcavendish.com/education/mci<br />
  11. 11. www.marshallcavendish.com/education/mci<br />
  12. 12. Number Bonds <br />Number Bonds is emphasized prior to the learning of addition.<br />Children are given, say, 5 unifix cubes and guided to see that 1 and 4 make 5, for example. Others may say that 3 and 2 make 5 or 4 and 1 make 5. Yet others may say that 5 and 0 make 5. <br />Earlybird Kindergarten Mathematics (Standards Edition)<br />
  13. 13. Photo: PCF TelokBlangah Kindergarten<br />
  14. 14. One duck is big. <br />Six ducklings are small.<br />Photo: PCF Telok Blangah Kindergarten<br />
  15. 15. Photo: PCF Telok Blangah Kindergarten<br />
  16. 16. Photo: PCF Telok Blangah Kindergarten<br />
  17. 17. Photo: PCF Telok Blangah Kindergarten<br />
  18. 18. Photo: PCF TelokBlangah Kindergarten<br />
  19. 19. Number Bonds continues to receive attention in Grade 1.<br />My Pals Are Here! Mathematics 1<br />
  20. 20. Addition Facts<br />Addition Facts are given emphasis in the first six months of grade one.<br />The children learn it in stages as the textbooks distinguished between Numbers to 10 and Numbers to 20.<br />Count On and Count All are used in Numbers to 10.<br />Earlybird Kindergarten Mathematics (Standards Edition)<br />
  21. 21. Addition Facts &Number Sense <br />While Count On and Count All are used in Numbers to 10, Make Ten is given emphasis in Numbers to 20.<br />Photo: Princess Elizabeth Primary School<br />
  22. 22. 27 – 3 <br />10<br />27 – 13 <br />27 – 18 <br />17<br />24<br />27 ÷ 3<br />3<br />Applications of Number Bonds<br />
  23. 23. Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 3<br />Emphasis on Visualization, <br />Connections and Number Sense<br />Photo: Princess Elizabeth Primary School<br />
  24. 24. Communication<br />Articulating one’s thoughts orally, at first, and in written forms using words, pictures, diagrams and symbols is important.<br />Maris Stella High (Primary) School<br />
  25. 25. Connections<br />Looking for Patterns is introduced through exploration with Shapes. Subsequently, this is done using numbers – in a more abstract context.<br />Photo: Princess Elizabeth Primary School<br />MakeConnections to Generalize<br />
  26. 26. Connections<br />Photo: Princess Elizabeth Primary School<br />
  27. 27. Visualization<br />Visualization is, among other things, the ability to manipulate visual images without the benefit of concrete objects.<br />In the Japanese lessons, we saw children engaged in three-dimensional visualization (bean-container task) and two-dimensional visualization (pattern-block task).<br />Photo: A Japanese Public School<br />
  28. 28. “an excellent vehicle<br />for the development<br />and improvement <br />of a person’s<br />intellectual competence”<br />This is the rationale stated in Singapore Mathematics curriculum document.<br />
  29. 29. Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 3<br />Regrouping & Place Value<br />Photo: Princess Elizabeth Primary School<br />
  30. 30.
  31. 31.
  32. 32. Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 3<br />Addition<br />Theory of Variations<br />Photo: Princess Elizabeth Primary School<br />
  33. 33. 12 + 9<br />What are the different ways to add 12 and 9?<br />
  34. 34. Students first add by counting all …<br />
  35. 35. And then counting on and making ten.<br />
  36. 36.
  37. 37. For large number addition, students can add the tens and ones separately – regrouping may be necessary.<br />
  38. 38.
  39. 39.
  40. 40.
  41. 41. 100 Chart helps counting on for larger numbers.<br />
  42. 42.
  43. 43.
  44. 44. Study the variations over several lessons.<br />
  45. 45.
  46. 46.
  47. 47.
  48. 48.
  49. 49.
  50. 50.
  51. 51. “A curriculum as it develops should revisit these basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them.” <br />Jerome Bruner 1960 <br />The Process of Education<br /> <br />One feature of Singapore Math is the spiral approach.<br />
  52. 52. Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 3<br />Subtraction<br />Spiral Approach<br />Photo: Princess Elizabeth Primary School<br />
  53. 53. Ready for Maths Series<br />
  54. 54. Shaping Maths 1<br />
  55. 55. Shaping Maths 1<br />
  56. 56. “A curriculum as it develops should revisit these basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them.” <br />Jerome Bruner 1960 <br />The Process of Education<br /> <br />Students have many opportunities to learn subtraction but each time building upon the strategies learnt previously.<br />
  57. 57. My Pals Are Here! Mathematics 2<br />
  58. 58. Drill-and-practice and thinking are not exclusive.<br />
  59. 59. Professional Development for <br />Singapore Math (Lower Grades)<br />Day 2 Session 4<br />Bar Model Method<br />Photo: Princess Elizabeth Primary School<br />
  60. 60. Modeling using real objects, pictures of real objects and more abstract model drawings.<br />
  61. 61. Bar models are used to represent quantities – discrete and continuous ones.<br />
  62. 62.
  63. 63.
  64. 64.
  65. 65.
  66. 66. 12<br />58<br />
  67. 67. Observe how this problem is different from the last one even though numbers used are the same.<br />
  68. 68. 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 />
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