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# SINDA Teaching Whole Numbers Conceptually

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• 1. Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2yeap ban har  marshall cavendish institute This is part of a 12-hour course on teaching whole numbers.
• 2. Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2yeap ban har  marshall cavendish institute Part 1 of the session emphasize the importance of metacognition, looking for patterns, visualization and number sense. Part 2 looks at selected operations and a challenging problems that includes whole number operations.
• 3. Singapore Ministry of Education 1992, 2001, 2007, 2013
• 4. ProblemArrange the ten cards sothat you can do what isshown to you.
• 5. Method 1 – by drawing
• 6. Method 2 – by using the cards
• 7. Scarsdale Teachers’ Institute, New York
• 8. Some participants triedto solve the Dutch-version of the problem.
• 9. Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2 Addition
• 10. Tom has 9 sweets.Jerry has 5 sweets more than Tom.How many sweets does Jerry have? Tom 9 Jerry 5 9 + 5 = 14 Jerry has 14 sweets.
• 11. 543 + 274 = 
• 12. 543 + 274 = 
• 13. 543 + 274 = 
• 14. 543 + 274 = 
• 15. 543 + 274 = 
• 16. 543 + 274 = 
• 17. Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2 Division
• 18. ExperiencingSingapore Math
• 19. ExperiencingSingapore Math
• 20. ExperiencingSingapore Math
• 21. ExperiencingSingapore Math
• 22. Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2 Multiplication
• 23. Math in Focus Experiencing Singapore Math
• 24. ExperiencingMath in Focus Singapore Math
• 25. Math in Focus Experiencing Singapore Math
• 26. ExperiencingMath in Focus Singapore Math
• 27. Math in Focus Experiencing Singapore Math
• 28. Experiencing Singapore MathMath in Focus
• 29. Math in Focus Experiencing Singapore Math
• 30. Math in Focus Experiencing Singapore Math
• 31. Math in Focus Experiencing Singapore Math
• 32. Math in Focus Experiencing Singapore Math
• 33. Math in Focus Experiencing Singapore Math
• 34. Experiencing Singapore MathDa Qiao Primary School, Singapore
• 35. Experiencing Singapore Math Primary Mathematics (Third Edition)See Ho, S. Y. & Yeap, B. H. (2011). Development of Visualization Skills in Singapore PrimarySchool Mathematics Textbooks. Paper presented at PME-35 Angkara, Turkey.See also Yeap, B. H. (2011). The Emphasis of Primary-Level Textbooks in Singapore onHigher-Order Thinking Skills. Paper presented at International Conference on SchoolMathematics Textbooks Shanghai, China.
• 36. Experiencing Singapore MathVisuals are used to teachconcepts – distributiveproperty of multiplication– without using formalterms. Primary Mathematics (Third Edition)
• 37. Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2 Word Problem
• 38. \$837 - \$648 = \$189\$189 x 3 = \$570 - \$3 = \$567\$837 - \$567 = \$837 - \$537 - \$30 = \$270\$270  3 = \$90\$90 x 4 = \$360\$837 - \$270 - \$360 = 