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Pearl City Hawaii Lower Grades 12 August
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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 …

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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Transcript

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

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