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SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
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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 = 

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