Professional Development Singapore Mathematics Seoul 9 – 11 July 2012 Dr Yeap Ban Har firstname.lastname@example.org Marshall Cavendish Institute Singapore Presentation slides are available at www.banhar.blogspot.com Grade 5 to www.mcinstitute.com.sg Grade 8 www.facebook.com/MCISingapore
IntroductionWe saw examples of how thetextbook is used as it is and alsopresented with some modification.We also saw how teachers maysupplement textbook materials.
Example 1 We see how this lesson is executed in a lesson. Remember this page is not meant to be read. The book stays closed at this point.Seoul Foreign School
Example 1You have a square piece of paper. By cutting offparts of the square, make a trapezoid.Why is the polygon that you have made atrapezoid?What makes a figure a trapezoid?What are the minimum requirements for a figureto be a trapezoid?Write a paragraph to say what is a trapezoid.Differentiation for Advanced LearnersI heard from someone that there is a competingdefinition for trapezoid which states thattrapezoids are quadrilaterals that has one pair ofparallel sides. This definition makes squares andparallelograms trapezoids. Please do a researchon the internet on this.
At the end of the whole-class discussion, students complete a short GuidedPractice.Struggling students received guidance from the book “Use a ruler …”Teacher will ask students to explain their choices and want to hear students sayingthis is a trapezoid because… or this is not a trapezoid because … Do students payattention to the fact that it is a polygon, has four sides and has exactly a pair ofparallel sides?Advanced students can be challenged to transform non-trapezoids into one bymoving ony one of the four vertices.
A lesson can be done as it is. Alternatively, it can be presented in a more open manner. Cut out a trapezoid. Work in your groups to find out as many things about the angles of the trapezoid as you can. For students who struggle, the teacher may ask them to refer to the textbook for a more guided approach.This provides students with independent practice.
Example 3A lesson can be done as it is.Alternatively, it can be presented in amore open manner.Draw a triangle on the geo-boardpaper.Find the area.How did you do it?
Marcus gave ¼ of his coin collection to hissister and ½ of the remainder to hisbrother.As a result, Marcus had 18 coins.Find the number of coins in his collectionat first. 3 units = 18 8 units = ??? Marcus had 48 coins at first.
The problem was changed slightly to challenged advanced learners and to extend the discussion toincrease students repertoire of strategies.