Pearl City Hawaii Lower Grades 12 August

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

Day 2 Session 1
Video Study
Focus on Thinking
Patterning & Generalization
Photo: Princess Elizabeth Primary School

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.

The problem-solving lesson in the video follows the lesson we studied yesterday in the Open Lesson.

www.marshallcavendish.com/education/mci

Day 2 Session 2
Number Bonds

Number bonds is taught before addition and subtraction.

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)

Photo: PCF TelokBlangah Kindergarten

One duck is big.
Six ducklings are small.
Photo: PCF Telok Blangah Kindergarten

Photo: PCF Telok Blangah Kindergarten

Photo: PCF TelokBlangah Kindergarten

Number Bonds continues to receive attention in Grade 1.
My Pals Are Here! Mathematics 1

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)

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.

27 – 3
10
27 – 13
27 – 18
17
24
27 ÷ 3
3
Applications of Number Bonds

Day 2 Session 3
Emphasis on Visualization,
Connections and Number Sense

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

Connections
Looking for Patterns is introduced through exploration with Shapes. Subsequently, this is done using numbers – in a more abstract context.
MakeConnections to Generalize

Connections

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

“an excellent vehicle
for the development
and improvement
of a person’s
intellectual competence”
This is the rationale stated in Singapore Mathematics curriculum document.

Day 2 Session 3
Regrouping & Place Value

Day 2 Session 3
Addition
Theory of Variations

12 + 9
What are the different ways to add 12 and 9?

Students first add by counting all …

And then counting on and making ten.

For large number addition, students can add the tens and ones separately – regrouping may be necessary.

100 Chart helps counting on for larger numbers.

Study the variations over several lessons.

“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.

Day 2 Session 3
Subtraction
Spiral Approach

Ready for Maths Series

Shaping Maths 1

“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.

My Pals Are Here! Mathematics 2

Drill-and-practice and thinking are not exclusive.

Day 2 Session 4
Bar Model Method

Modeling using real objects, pictures of real objects and more abstract model drawings.

Bar models are used to represent quantities – discrete and continuous ones.

Observe how this problem is different from the last one even though numbers used are the same.

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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Pearl City Hawaii Lower Grades 12 August

by Jimmy Keng on Aug 13, 2011

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Pearl City Hawaii Lower Grades 12 August — Presentation Transcript