Teaching of Ratio, Rate and Differentiated Instruction

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Teaching of Ratio, Rate and Differentiated Instruction

  1. 1. DifferentiatedInstructionincorporating ratio, whole numbers and fractionsCourse Code: MAP114, MAP115 and MAP116Yeap Ban Haryeapbanhar@gmail.comMarshall Cavendish InstituteSlides are available atwww.banhar.blogspot.com
  2. 2. introduction |
  3. 3. | Hanusek, Jamison, Jamison & Woessmann 2008
  4. 4. | Hanusek, Jamison, Jamison & Woessmann 2008Score 1960-1970s 1980s 1990s 2000s500’s Japan Hong KongJapanKoreaHong KongJapanKoreaSingaporeHong KongJapanKoreaSingapore400’s Thailand PhilippinesSingaporeThailandMalaysiaThailandMalaysiaThailand300’s IndonesiaPhilippinesIndonesiaPhilippines
  5. 5. CountryGDP per capita incurrent USD2012Singapore 60,400Malaysia 16,900Thailand 10,100Philippines 4,400Upon separation from Malaysia in 1965, Singapore wasfaced with … high levels of unemployment andpoverty. 70% of Singapore’s households lived in badlyovercrowded conditions, and a third of its peoplesquatted in slums on the city fringes. Unemploymentaveraged 14%, GDP per capita was less than $2,700,and half of the population was illiterate.
  6. 6. opening examples |
  7. 7. In the 1970’s, Singapore needed a way to help students, mostof whom were not performing well in mathematics, learnmathematics.CPA Approach based on Bruner’s work and a host of otherlearning theories were applied. Today, many people refer tothis approach as Singapore Math.
  8. 8. 29 + 52 =
  9. 9. 29 + 52 =1 51
  10. 10. 29 + 52 = 811 51
  11. 11. 29 + 52 = 30 + 51 = 81
  12. 12. Nanakuli Elementary School, Hawaii
  13. 13. Nanakuli Elementary School, Hawaii
  14. 14. Nanakuli Elementary School, Hawaii
  15. 15. Nanakuli Elementary School, Hawaii
  16. 16. Nanakuli Elementary School, Hawaii
  17. 17. case study |
  18. 18. differentiation |
  19. 19. “The idea of differentiating instruction is an approach toteaching that advocates active planning for andattention to student differences in classrooms,in the context of high quality curriculums.”| www.caroltomlinson.com
  20. 20. Goh’s Report (1978) recommended adifferentiated education system forSingapore.Grade 1 to 4MathematicsFoundationMathematics
  21. 21. Grade 1Regular ProgramLearning SupportGoh’s Report (1978) recommended adifferentiated education system forSingapore.
  22. 22. We want to make our education system evenmore student-centric, and sharpen our focusin holistic education – centred on values andcharacter development.| Heng 2011
  23. 23. Differentiated instruction is reflected in the ProfessionalLearning Communities (PLC) four criticalquestions| DuFour 2004Educational LeadershipMay 2004 | Volume 61 | Number 8Schools as Learning Communities
  24. 24. what is it that the teacher wantsstudents to learn
  25. 25. how does a teacher know whenstudents have learnt it
  26. 26. what if students do not learn it
  27. 27. what if they already learnt it
  28. 28. model ofdifferentiation |
  29. 29. What to Differentiate• Content• Process• Product
  30. 30. the content of instruction
  31. 31. Grade 1 to 4MathematicsFoundationMathematicsExampleSingapore Grade 5 and 6 Curriculum isan example of content differentiation.
  32. 32. the processes and techniques used to help makesense of a given topic
  33. 33. the products produced by students that demonstratetheir learning
  34. 34. Levels of Differentiation• Student Level• Class Level
  35. 35. differentiation for the entire class
  36. 36. differentiation for groupswithin a class
  37. 37. Differentiation for Advanced Learners• Acceleration model• Enrichment model
  38. 38. acceleration
  39. 39. enrichment
  40. 40. applying concepts|
  41. 41. Nanakuli Elementary School, Hawaii
  42. 42. Nanakuli Elementary School, Hawaii
  43. 43. concepts learning|
  44. 44. Cut into 4 equal parts.
  45. 45. Cut into 4 equal parts.
  46. 46. practice|
  47. 47. Nanakuli Elementary School, Hawaii
  48. 48. Teaching of Ratioincorporating multiplication and divisionYeap Ban Haryeapbanhar@gmail.comMarshall Cavendish InstituteSlides are available atwww.banhar.blogspot.com
  49. 49. teaching of ratio |
  50. 50. word problem|
  51. 51. The number of boys to the number ofgirls in a group was in the ratio 2 : 3.
  52. 52. The number of boys to the number ofgirls in a group was in the ratio 2 : 3.After ¼ of the boys and 69 girls leftthe group, there were 51 more girlsthan boys in the group.
  53. 53. The number of boys to the number ofgirls in a group was in the ratio 2 : 3.After ¼ of the boys and 69 girls leftthe group, there were 51 more girlsthan boys in the group.
  54. 54. multiplication |
  55. 55. Teaching of Rate & Speedincorporating multiplication and divisionYeap Ban Haryeapbanhar@gmail.comMarshall Cavendish InstituteSlides are available atwww.banhar.blogspot.com
  56. 56. Rate SituationsIdentify three rate situations in real-life applications.
  57. 57. Rate SituationsConstant RateConstant SpeedGraphical ApproachCalculus3 apples for $235 cents per pound

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