This document provides an overview of the 8-step model drawing strategy used in Singapore Math to help students solve word problems. It explains that model drawing is a key strategy that uses bars or diagrams to represent quantities in word problems visually. It then demonstrates how to set up and solve a variety of word problems using the 8-step model drawing approach through worked examples. The examples cover topics like addition, subtraction, fractions, ratios, percentages and more.
This document provides a lesson on calculating percentages. It begins with examples of writing fractions as decimals. Key terms like percent are defined, with the explanation that a percent means "per hundred" and the symbol % indicates a percent. Examples are given of modeling percentages using grids with shaded and total squares. The lesson shows how to write percentages as fractions with a denominator of 100 and then simplify. Students practice writing percentages as decimals by moving the decimal point two places to the left. A review confirms that a percent is a ratio of a number to 100. A short quiz concludes the lesson by having students write percentages in fractional and decimal form.
Takes students through the steps of getting an improper fraction. Examples are done together as a class and then students are given time to do some on their own. There are pictures to help give students a visual idea of what they are looking for when they make an improper fraction.
This document provides instruction on how to solve two-step equations. It explains that two-step equations involve two separate steps of adding/subtracting and then multiplying/dividing. Two examples are worked through, showing the process of isolating the variable by first undoing addition/subtraction and then undoing multiplication/division. Students are then provided practice problems and instructed to show their work in breaking each problem into two steps to solve for the variable.
Percent Change Day 2: Given original and percent changeJim Olsen
If given percent change and original, the percent of the original is the amount of change.
Learnist Board: http://bit.ly/13AGhZq
More information at http://bit.ly/ZXLw0I
#P18
The document provides instructions for collecting survey data from a class and creating bar graphs and pictograms to represent that data. It explains how to take a tally of students' favorite fruits, colors, and pets, and then use the tallies to construct bar graphs or pictograms with image blocks representing each tally mark. The goal is to practice gathering and visually displaying data.
The document discusses the six properties of operations on integers:
1. The closure property states that adding or multiplying integers results in an integer.
2. The commutative property does not change the result of addition or multiplication when the order of numbers is changed.
3. The associative property does not change the result when grouping numbers that are added or multiplied is changed.
4. The distributive property states that when two numbers are added/subtracted and multiplied by a factor, the result is the same as multiplying each number by the factor and then adding/subtracting.
5. The identity properties are: addition identity of 0, and multiplication identity of 1.
6. The inverse properties are: additive
This document provides a lesson on calculating percentages. It begins with examples of writing fractions as decimals. Key terms like percent are defined, with the explanation that a percent means "per hundred" and the symbol % indicates a percent. Examples are given of modeling percentages using grids with shaded and total squares. The lesson shows how to write percentages as fractions with a denominator of 100 and then simplify. Students practice writing percentages as decimals by moving the decimal point two places to the left. A review confirms that a percent is a ratio of a number to 100. A short quiz concludes the lesson by having students write percentages in fractional and decimal form.
Takes students through the steps of getting an improper fraction. Examples are done together as a class and then students are given time to do some on their own. There are pictures to help give students a visual idea of what they are looking for when they make an improper fraction.
This document provides instruction on how to solve two-step equations. It explains that two-step equations involve two separate steps of adding/subtracting and then multiplying/dividing. Two examples are worked through, showing the process of isolating the variable by first undoing addition/subtraction and then undoing multiplication/division. Students are then provided practice problems and instructed to show their work in breaking each problem into two steps to solve for the variable.
Percent Change Day 2: Given original and percent changeJim Olsen
If given percent change and original, the percent of the original is the amount of change.
Learnist Board: http://bit.ly/13AGhZq
More information at http://bit.ly/ZXLw0I
#P18
The document provides instructions for collecting survey data from a class and creating bar graphs and pictograms to represent that data. It explains how to take a tally of students' favorite fruits, colors, and pets, and then use the tallies to construct bar graphs or pictograms with image blocks representing each tally mark. The goal is to practice gathering and visually displaying data.
The document discusses the six properties of operations on integers:
1. The closure property states that adding or multiplying integers results in an integer.
2. The commutative property does not change the result of addition or multiplication when the order of numbers is changed.
3. The associative property does not change the result when grouping numbers that are added or multiplied is changed.
4. The distributive property states that when two numbers are added/subtracted and multiplied by a factor, the result is the same as multiplying each number by the factor and then adding/subtracting.
5. The identity properties are: addition identity of 0, and multiplication identity of 1.
6. The inverse properties are: additive
Đánh thức tài năng toán học - Quyển 2 (8-9 tuổi) | Sách toán song ngữhaic2hv.net
Đánh thức tài năng toán học - Quyển 2 (8-9 tuổi) nằm trong bộ sách toán song ngữ Singapore của tác giả Terry Chew sẽ giúp các em phát triển tư duy tốt nhất.
Đặt mua sách tại địa chỉ: http://book.ihoc.me/
This document provides a lesson on decimals, place value, and operations with decimals. It includes examples of writing decimals in word form, filling in place value charts, writing numbers given place value positions, and ordering and comparing decimal numbers. Students are asked to perform operations like addition and multiplication with decimals. The document aims to build mastery of decimals, place value, and related skills.
The document discusses solving one-step equations. It explains that an equation shows two quantities as equal and any operation on one side must be done to the other. To solve one-step equations, you identify the variable, operation on the variable, and the inverse operation. It provides examples of solving equations by addition, subtraction, multiplication, and division.
This document explains exponents and how secrets can spread exponentially through social networks. It provides examples of writing exponents in factored, standard, and exponential forms. Exponents represent repeated multiplication of a base number. For example, 24 means 2 x 2 x 2 x 2, or 2 raised to the fourth power. The document shows that if one person tells 3 friends a secret, and each of those 3 friends tells 3 more people, the number of people who know the secret increases exponentially from 3 to 9 after one round of sharing.
This document provides an overview of fractions including definitions, equivalent fractions, comparing fractions, addition and subtraction of fractions. It defines a fraction as an ordered pair of whole numbers with the numerator on top and denominator on bottom. Equivalent fractions have the same value even if represented differently. To compare fractions, they must be converted to a common denominator or use cross multiplication. Addition and subtraction require equivalent denominators or converting to a common denominator first.
The document provides a lesson on place value and numbers to 1000. It explains that in the number 706, 7 represents hundreds (700), 0 represents tens (0 tens or 0), and 6 represents ones. It provides examples of identifying place values in other numbers such as 708 and 960. Students are asked to complete practice problems identifying place values and decomposing numbers.
This document discusses calculating the areas and perimeters of various shapes. It provides examples of finding the perimeter by counting sides and finding the area by counting squares for both regular and irregular shapes. It also introduces calculating the area of rectangles using the formula of length x width and calculating the total area of composite shapes by finding the individual areas and summing them.
The document provides examples and explanations for percentage calculations involving:
1) Finding percentage increase/decrease when the original or final values are given
2) Calculating percentage change when multiple increases/decreases are applied sequentially
3) Determining original values when final values and percentage changes are provided
4) Applications of percentage in profit/loss scenarios like finding cost price, selling price, or percentage profit/loss.
Step-by-step workings are shown for each example to illustrate the concepts. Key formulas involving percentages are also stated.
This document is a PowerPoint presentation about fractions for 8th grade students. It contains definitions of key fraction terms like numerator, denominator, improper fractions, and mixed numbers. It explains how to add, subtract, multiply, and divide fractions, including using common denominators for addition and subtraction of unlike fractions. It also discusses equivalent fractions and how to determine if two fractions are equivalent using scale factors or cross-multiplication. The learning objectives are for students to understand fraction operations and how to find equivalent fractions.
This document provides steps for dividing decimals. It explains that to divide decimals, you first make the divisor a whole number by moving the decimal point to the right in the divisor. You then move the decimal point the same number of places in the dividend. You divide as usual, keeping the decimal points lined up, and place the decimal point in the quotient above the decimal point in the dividend. Examples are provided to demonstrate the process.
1) This document discusses adding and subtracting fractions, including: finding equivalent fractions, converting between improper fractions and mixed numbers, finding common denominators, and performing addition and subtraction of fractions.
2) Key steps for adding fractions include finding a common denominator and then adding the numerators. For subtraction, the steps are the same but taking away the second numerator from the first.
3) Mixed numbers must first be converted to improper fractions before adding or subtracting to maintain the same denominator.
This document defines key fraction vocabulary terms including numerator, denominator, equivalent fractions, simplest form, greatest common factor, least common denominator, mixed number, and improper fraction. It explains that a fraction represents a part of a whole or group, the numerator is the number on top, and the denominator is the number below that indicates how many equal parts the whole is divided into. It also provides examples of equivalent fractions, greatest common factors, least common denominators, mixed numbers, and converting an improper fraction to a mixed number.
This document discusses the formulas for calculating the circumference and area of circles. It defines circumference as π x diameter and area as π x radius squared. It provides examples of using these formulas to find the circumference and area of various circles. Finally, it poses two questions asking the reader to apply the formulas to calculate the circumference and area of two additional circles.
41 bài toán tính tuổi - tính ngày có đáp án
Website: nguyentrangmath.com
Violet: nguyentrangmathth.violet.vn
Email: nguyentrangmath.com
Hotline: 0948228325
Đánh thức tài năng toán học - Quyển 4 (10-12 tuổi) | Sách toán song ngữ singa...haic2hv.net
Đánh thức tài năng toán học-Quyển 4 (10-12 tuổi) nằm trong bộ sách toán song ngữ Singapore của tác giả Terry Chew sẽ giúp các em phát triển tư duy tốt nhất.
Đặt sách tại địa chỉ: http://book.ihoc.me/
The document provides instructions for making both a 12-hour and 24-hour clock using paper plates. It explains how to divide the plates into the appropriate number sections and label them with the correct hour/minute markings. Strips of colored paper should then be used to label the hours from 1-12 on one plate and 13-24 on another, which are then attached together to create the full 24-hour clock. The clocks can be personalized by decorating them with themes of choice.
The document discusses various properties and methods of multiplication. It defines factors and products, and covers the associative, commutative, and distributive properties. It also discusses finding multiples of a number, and methods for multiplying numbers by 1, 2, or 3 digits as well as powers of ten.
This document discusses factors and multiples of numbers. It defines a factor as an exact divisor of a number that leaves no remainder. It provides examples of the factors of numbers like 6, 8, 16, and 25. A multiple is defined as a number that is the product of another number and a factor. Every number is a multiple of its own factors. The document lists multiples of numbers like 2, 3, and 15 and notes that the number of multiples of a given number is infinite. It concludes by summarizing key points about factors and multiples, such as every number having 1 as a factor and factors being less than or equal to the given number.
The document provides information about preparing for and taking the PSLE Mathematics exam in Singapore. It discusses the structure of the exam, which consists of two papers, and outlines the curriculum focus on problem solving. It also provides examples of different types of math problems students may encounter on the exam. At the end, it discusses a news article where parents complained that this year's PSLE math exam was unusually difficult, possibly because it was the first year calculators were allowed.
Bendermeer Primary School Seminar for ParentsJimmy Keng
This document provides an overview of a presentation on helping children with primary mathematics. It discusses how mathematics can develop intellectual competence and reflects on shifts in test questions to require more conceptual understanding and real-world problem solving over rote algorithms. Examples of math questions and lessons from various primary grades in Singapore, the US, UK, Netherlands and Japan are presented, covering topics like number sense, patterns, problem solving and visual models. Key competencies and strategies for problem solving are discussed.
Đánh thức tài năng toán học - Quyển 2 (8-9 tuổi) | Sách toán song ngữhaic2hv.net
Đánh thức tài năng toán học - Quyển 2 (8-9 tuổi) nằm trong bộ sách toán song ngữ Singapore của tác giả Terry Chew sẽ giúp các em phát triển tư duy tốt nhất.
Đặt mua sách tại địa chỉ: http://book.ihoc.me/
This document provides a lesson on decimals, place value, and operations with decimals. It includes examples of writing decimals in word form, filling in place value charts, writing numbers given place value positions, and ordering and comparing decimal numbers. Students are asked to perform operations like addition and multiplication with decimals. The document aims to build mastery of decimals, place value, and related skills.
The document discusses solving one-step equations. It explains that an equation shows two quantities as equal and any operation on one side must be done to the other. To solve one-step equations, you identify the variable, operation on the variable, and the inverse operation. It provides examples of solving equations by addition, subtraction, multiplication, and division.
This document explains exponents and how secrets can spread exponentially through social networks. It provides examples of writing exponents in factored, standard, and exponential forms. Exponents represent repeated multiplication of a base number. For example, 24 means 2 x 2 x 2 x 2, or 2 raised to the fourth power. The document shows that if one person tells 3 friends a secret, and each of those 3 friends tells 3 more people, the number of people who know the secret increases exponentially from 3 to 9 after one round of sharing.
This document provides an overview of fractions including definitions, equivalent fractions, comparing fractions, addition and subtraction of fractions. It defines a fraction as an ordered pair of whole numbers with the numerator on top and denominator on bottom. Equivalent fractions have the same value even if represented differently. To compare fractions, they must be converted to a common denominator or use cross multiplication. Addition and subtraction require equivalent denominators or converting to a common denominator first.
The document provides a lesson on place value and numbers to 1000. It explains that in the number 706, 7 represents hundreds (700), 0 represents tens (0 tens or 0), and 6 represents ones. It provides examples of identifying place values in other numbers such as 708 and 960. Students are asked to complete practice problems identifying place values and decomposing numbers.
This document discusses calculating the areas and perimeters of various shapes. It provides examples of finding the perimeter by counting sides and finding the area by counting squares for both regular and irregular shapes. It also introduces calculating the area of rectangles using the formula of length x width and calculating the total area of composite shapes by finding the individual areas and summing them.
The document provides examples and explanations for percentage calculations involving:
1) Finding percentage increase/decrease when the original or final values are given
2) Calculating percentage change when multiple increases/decreases are applied sequentially
3) Determining original values when final values and percentage changes are provided
4) Applications of percentage in profit/loss scenarios like finding cost price, selling price, or percentage profit/loss.
Step-by-step workings are shown for each example to illustrate the concepts. Key formulas involving percentages are also stated.
This document is a PowerPoint presentation about fractions for 8th grade students. It contains definitions of key fraction terms like numerator, denominator, improper fractions, and mixed numbers. It explains how to add, subtract, multiply, and divide fractions, including using common denominators for addition and subtraction of unlike fractions. It also discusses equivalent fractions and how to determine if two fractions are equivalent using scale factors or cross-multiplication. The learning objectives are for students to understand fraction operations and how to find equivalent fractions.
This document provides steps for dividing decimals. It explains that to divide decimals, you first make the divisor a whole number by moving the decimal point to the right in the divisor. You then move the decimal point the same number of places in the dividend. You divide as usual, keeping the decimal points lined up, and place the decimal point in the quotient above the decimal point in the dividend. Examples are provided to demonstrate the process.
1) This document discusses adding and subtracting fractions, including: finding equivalent fractions, converting between improper fractions and mixed numbers, finding common denominators, and performing addition and subtraction of fractions.
2) Key steps for adding fractions include finding a common denominator and then adding the numerators. For subtraction, the steps are the same but taking away the second numerator from the first.
3) Mixed numbers must first be converted to improper fractions before adding or subtracting to maintain the same denominator.
This document defines key fraction vocabulary terms including numerator, denominator, equivalent fractions, simplest form, greatest common factor, least common denominator, mixed number, and improper fraction. It explains that a fraction represents a part of a whole or group, the numerator is the number on top, and the denominator is the number below that indicates how many equal parts the whole is divided into. It also provides examples of equivalent fractions, greatest common factors, least common denominators, mixed numbers, and converting an improper fraction to a mixed number.
This document discusses the formulas for calculating the circumference and area of circles. It defines circumference as π x diameter and area as π x radius squared. It provides examples of using these formulas to find the circumference and area of various circles. Finally, it poses two questions asking the reader to apply the formulas to calculate the circumference and area of two additional circles.
41 bài toán tính tuổi - tính ngày có đáp án
Website: nguyentrangmath.com
Violet: nguyentrangmathth.violet.vn
Email: nguyentrangmath.com
Hotline: 0948228325
Đánh thức tài năng toán học - Quyển 4 (10-12 tuổi) | Sách toán song ngữ singa...haic2hv.net
Đánh thức tài năng toán học-Quyển 4 (10-12 tuổi) nằm trong bộ sách toán song ngữ Singapore của tác giả Terry Chew sẽ giúp các em phát triển tư duy tốt nhất.
Đặt sách tại địa chỉ: http://book.ihoc.me/
The document provides instructions for making both a 12-hour and 24-hour clock using paper plates. It explains how to divide the plates into the appropriate number sections and label them with the correct hour/minute markings. Strips of colored paper should then be used to label the hours from 1-12 on one plate and 13-24 on another, which are then attached together to create the full 24-hour clock. The clocks can be personalized by decorating them with themes of choice.
The document discusses various properties and methods of multiplication. It defines factors and products, and covers the associative, commutative, and distributive properties. It also discusses finding multiples of a number, and methods for multiplying numbers by 1, 2, or 3 digits as well as powers of ten.
This document discusses factors and multiples of numbers. It defines a factor as an exact divisor of a number that leaves no remainder. It provides examples of the factors of numbers like 6, 8, 16, and 25. A multiple is defined as a number that is the product of another number and a factor. Every number is a multiple of its own factors. The document lists multiples of numbers like 2, 3, and 15 and notes that the number of multiples of a given number is infinite. It concludes by summarizing key points about factors and multiples, such as every number having 1 as a factor and factors being less than or equal to the given number.
The document provides information about preparing for and taking the PSLE Mathematics exam in Singapore. It discusses the structure of the exam, which consists of two papers, and outlines the curriculum focus on problem solving. It also provides examples of different types of math problems students may encounter on the exam. At the end, it discusses a news article where parents complained that this year's PSLE math exam was unusually difficult, possibly because it was the first year calculators were allowed.
Bendermeer Primary School Seminar for ParentsJimmy Keng
This document provides an overview of a presentation on helping children with primary mathematics. It discusses how mathematics can develop intellectual competence and reflects on shifts in test questions to require more conceptual understanding and real-world problem solving over rote algorithms. Examples of math questions and lessons from various primary grades in Singapore, the US, UK, Netherlands and Japan are presented, covering topics like number sense, patterns, problem solving and visual models. Key competencies and strategies for problem solving are discussed.
This document provides a lesson on solving word problems involving multiplication and addition or subtraction of whole numbers. It includes examples of word problems involving marbles and cookies that are solved using a three step process: 1) understand the problem, 2) plan how to solve it, 3) solve it by multiplying or adding the numbers given. The lesson emphasizes representing the word problems using bars to show the number of groups and members in each group to arrive at the total or sum.
This document contains a mathematics practice test for 4th grade students with multiple choice, true/false, word problems, and challenge questions. It covers topics like arithmetic operations, order of operations, word problems involving money, factors, and properties of numbers. The document tests students on their ability to perform calculations, translate between word sentences and mathematical expressions, solve multi-step word problems, and reason about number patterns.
The document provides examples and step-by-step solutions to mathematical word problems involving functions, equations, and algebraic modeling. It includes 8 sample word problems, showing the work to determine an appropriate equation or function to model each problem and solve to find the unknown values. The overall goal is to help students analyze problems, determine solution strategies using algebra, and evaluate whether solutions make sense in context.
The document provides examples and step-by-step solutions to mathematical word problems involving functions, equations, and algebraic modeling. It includes 8 sample word problems, showing the process of setting up and solving equations to determine unknown values. The overall goal is to help students analyze problems, determine appropriate solution strategies using algebraic notations, and evaluate solutions in context.
The document provides examples of finding the greatest common factor (GCF) and least common multiple (LCM) of pairs of numbers. It then presents word problems involving finding the GCF or LCM of amounts in order to determine the maximum or minimum number of items that can be grouped in sets of equal size. Sample problems are provided along with step-by-step solutions showing different methods for calculating the GCF and LCM. Teachers are encouraged to provide additional practice problems for students to solve.
The document provides a detailed lesson plan for a mathematics lesson on addition and subtraction of whole numbers up to 100 including money. The lesson plan aims to teach students to solve word problems involving subtraction, analyze word problems by identifying what is asked, and understand the value of sharing. The lesson involves reviewing subtraction facts, working through sample word problems in small groups to identify what each problem asks, and an individual student assessment to reinforce the objective of identifying what is asked in a word problem.
Polya's four step process for problem solving includes: 1) understanding the problem fully, 2) devising a plan or strategy to solve it, 3) carrying out the plan, and 4) looking back at the solution critically. Some alternative methods for solving non-routine problems discussed applying related problems, simplifying or restating the problem, working backwards, and considering auxiliary elements.
Today's agenda includes a math lesson covering personal strategies for addition, subtraction, multiplication, and division. The schedule also includes a nutrition break, looking at virtual manipulatives and resources, lunch, and an assessment period. The document discusses teaching math concepts conceptually rather than procedurally and the importance of understanding operations rather than just memorizing computations. It provides examples of story problems and strategies adults use to solve math problems informally in everyday life.
This document provides strategies for teaching fractions to students in a way that lowers tension and builds conceptual understanding. It discusses using notation, context, and connecting fractions to whole numbers to make fractions more accessible. Several example problems are worked through step-by-step to demonstrate how to interpret and operate on fractions, whether with whole numbers or other fractions. The goal is to establish a clear connection between whole number operations and fractions through reasoning and representation.
End the Didactic Contract - KYMATYC Ignite EventJennifer Stead
Students want help; they feel they can't learn on their own or don't see a need to. Teachers want to help. But helping too much removes the cognitive demand.
End the Didactic Contract - KYMATYC Ignite EventFred Feldon
Students want help; they feel they can't learn themselves or they don't want to. Teachers want to help. But helping too much removes the cognitive demand.
This document provides a summary of a presentation on surviving math given by Dr. Yeap Ban Har from the Marshall Cavendish Institute in Singapore. The presentation included slides available on Facebook and discussed shifts in math test questions over time towards requiring more conceptual understanding. It also showed sample math problems and performance data from Primary 4 students in Singapore on TIMSS tests. The document lists the speaker, location, contact information and source of additional slides.
The document discusses a Grade 2 math institute that will focus on place value using concrete and pictorial representations. It provides several case studies on topics like subtraction across zeros, fractions, and problem solving. The lessons follow a basic format of an anchor task, guided practice, and independent practice. Key learning theories that will be drawn from include those from Piaget, Bruner, Dienes, Vygotsky, and Skemp. Bruner's CPA approach and Skemp's classifications of understanding will be particularly relevant for using different representations to build conceptual and relational understanding.
1. The document describes a math quiz bee for grade 1 students with 3 rounds - Easy, Average, and Difficult.
2. The Easy round contains 10 multiple choice questions with 30 seconds per question worth 1 point. The Average round contains 10 questions worth 3 points each with 60 seconds per question. The Difficult round contains 10 word problems worth 5 points each with 1 minute and 30 seconds per question.
3. The quiz bee tests concepts like place value, operations, time, money, geometry and more. It encourages students to think logically and solve problems under time pressure.
The document provides strategies and examples for teaching multiplication facts to students. It discusses equal groups, comparison, and combination word problems. It also outlines strategies like using doubles, fives facts, zeros and ones, nifty nines, and helping facts to help students relate new multiplication facts to ones they already know. The document emphasizes using models and real-world examples to build students' conceptual understanding of multiplication.
Mr Tan originally had some oranges for sale. After three customers bought portions of the remaining oranges and received free oranges, Mr Tan had 1 dozen (12) oranges left. Working backwards, the initial number of oranges Mr Tan had was calculated to be 216.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
1. 8 Step Model Drawing
Singapore’s Best Problem-Solving MATH
Strategies
Presented by – Julie Martin
Adapted from a presentation by Bob Hogan and Char Forsten
2. What is Singapore Math?
• The term “Singapore Math” refers to the mathematics
curriculum in the country of Singapore, developed by the
Curriculum Planning & Development Institute of
Singapore and approved by Singapore’s Ministry of
Education.
• In the U.S., the term generally refers to the Primary
Mathematics Series, which is the textbook series for
grades K-6.
3. What Are the Strengths of the
Singapore Math Curriculum?
• The curriculum is highly coherent; it is taught in a logical, step-by-
step manner that builds on students’ prior knowledge and skills. It
follows a concrete to pictorial to abstract approach. (What we call
C-R-A.)
• Fewer topics are taught in greater depth. The goal is mastery.
• Problem solving is the heart of the Singapore curriculum. Place
value, mental math, and computation are reinforced through
problem solving, particularly through the model drawing approach.
4. What Are the Strengths of the
Singapore Math Curriculum?
• Key instructional strategies used in Singapore math,
related to place value, computation, mental math, and
model drawing are applicable and highly effective with
used with U.S. math programs.
• The term “Singapore Math” is sometimes used
interchangeably with the key strategies used in the
curriculum. THEY ARE NOT THE SAME!
5. The Role of Model Drawing in
Singapore Math
• It is the key strategy taught and used to help students understand
and solve word problems.
• It is the pictorial stage in the learning sequence of concrete-
representational-abstract.
• It develops students’ visual-thinking capabilities and algebraic
thinking.
• It integrates and reinforces higher-level thinking, computation, and
mental math strategies in a meaningful working context.
• It is a process used regularly, not intermittently, to help students
spiral their understanding and use of mathematics.
6. 3 Types of Bar/Model Drawing
• Part to Whole:
– A single bar with 2 or more sections
– Used for addition and subtraction problems
Example:
Daniel and Peter have 450 marbles. Daniel has 248 marbles.
How many marbles does Peter have?
450
248 ?
7. 3 Types of Bar/Model Drawing
• Comparison of Quantities
– A. Two bars that each represent a quantity
Example: Daniel has 248 marbles. Peter has 202 marbles. Who has more
marbles? How many more does he have?
248
202 ?
8. 3 Types of Bar/Model Drawing
• Comparison of Quantities
– B. Sum of 2 bars that each represent a quantity.
Example: Mary had 120 more beads than Jill. Jill had 68 beads. How many
beads did Mary have? How many beads did the two girls have together?
?
68 120 ?
9. 3 Types of Bar/Model Drawing
• Combination of Part to Whole and Comparison
– Two bars, each representing a quantity that is cut into pieces and compared to each
other.
– Used for fractions, decimals, percents, and multi-step problems
Example: Julie has ½ as much money as Greg. Paul has 3 times as much money as
Greg. If Paul has $30, how much does Julie have?
Greg
Julie
Paul
30
10. Setting Up the Model
• Read the entire problem.
• Determine who is involved in the problem. List
vertically as each appears in the problem.
• Determine what is involved in the problem.
List beside the “who” from the previous step.
• Draw unit bars (equal length to begin with).
11. Solving the Problem
• Reread the problem, one sentence at a time,
plugging the information into the visual model.
Stop at each comma and illustrate the
information on the unit bar.
• Determine the question and place the question
mark in the appropriate place in the drawing.
• Work all computation to the right side or
underneath the drawing.
• Answer the question in a complete sentence,
or as a longer response if asked.
12. Kate read 2 books. She also read 3 magazines.
How many books and magazines did she read
altogether?
Kate’s
books
Kate’s
magazines
1
?
2
3
2 + 3 = 5
Kate read 5 books and magazines.
13. Alicia had $6 more than Bobby. If Bobby had
$10.00, how much did they have altogether?
Alicia’s money
Bobby’s money
$6
$10
?
$10
$10 + $10 = $20 OR $10 + $6 = $16
$20 + $6 = $26 $16 + $10 = $26
Alicia and Bobby had $26 altogether.
14. Max had 2 trucks in his toy chest. He added 3
more. How many total trucks did Max have in
his toy chest?
Max’s trucks 2 3 ?
2 + 3 = 5
Max had 5 trucks in his toy chest.
toy chest
15. Emily had 6 stickers. She gave 2 to a friend.
How many stickers did Emily have left?
Emily’s
stickers
2
friend left
? 6
2 + ____ = 6
Emily had 4 stickers left.
2
6
____
16. There are 4 fishbowls in the science classroom.
Each bowl contains 2 fish. How many fish are
there in all 4 bowls?
Fish in
bowls
1 2 3 4
2 2 2 2 ?
( 4 groups of 2)
4 x 2 = 8
There are a total of 8 fish in all 4 bowls.
17. Mr. Carter had 12 cookies. He wanted to
divide them evenly among 3 students. How many
cookies will each student receive?
Students’
cookies
child child child
12?
12÷ 3 = 4
Each student will receive 4 cookies.
3 units = 12
1 unit = 4
18. Anna and Raul caught fireflies one hot summer
night. Anna caught 4 more fireflies than Raul.
Raul caught 5 fireflies. How many fireflies did
they catch altogether?
Anna’s fireflies
Raul’s fireflies
4
?
5
9
5 + 4 = 9 9 + 5 = 14
They caught 14 fireflies altogether.
5
5
19. Mr. Carter had 12 cookies. He wanted to put them into
bags, so that each bag would have just 3 cookies. How
many bags will he need?
Cookies in
bags
12
1 bag
3 3 3 3
12
- 9
6
- 3
3
- 3
0
3 + 3 + 3 + 3 = 12
(3, 6, 9, 12)
Mr. Carter will need 4 bags.
20. Becca and Sari strung beads on a necklace. They each
began with 34 beads, but Becca took off 14 beads,
while Sari added another 43 beads. How many more
beads does Sari’s necklace have than Becca’s?
Becca’s
beads
Sari’s
beads
14
43
took off
34
34
added on
14
20
20
57
Sari has 57 more beads than Becca.
21. Amy had 5 baseball cards. Jeff had 3 times as
many cards as Amy. How many baseball cards
did they have altogether?
Amy’s baseball
cards
Jeff’s baseball
cards
5
5
5 5
?
5 + 5 + 5 + 5 = 20 4 x 5 = 20
They have 20 baseball cards altogether.
22. Eddie had 3 times as much money as Velma.
Tina had 2 times as much money as Velma. If
Tina had $60, how much money did Eddie have?
Eddie’s $
Velma’s $
Tina’s $ $60
$30 $30
$30
$30 $30 $30
?
Two units = $60 $60 ÷ 2 = $30 $30 + $30 + $30 = $90
Eddie has $90.
23. Two-thirds of a number is 8. What is the
number?
A number
?
8
4 + 4 = 8 8 + 4 = 12
12
Two-thirds of 12 is 8.
2 units = 8
1 unit = 4
4 4 4
24. In the fourth grade, 3/7 of the students were
boys. If there were 28 girls in the grade, how
many boys were in the grade?
girls
boys
28 4 units = 28 1 unit = 7
?
7 7 7 7
7 7 7 21
There were 21 boys in the fourth grade.
25. Mrs. Owen bought some eggs. She used ½ of them to
make cookies and ¼ of the remainder to make a cake.
She had 9 eggs left. How many eggs did she buy?
Mrs. Owen’s
eggs
cookies
cake
9
3 units = 9 1 unit = 33 3 3 3
4 x 3 = 12
1212
12 + 12 = 24
Mrs. Owen bought 24 eggs.
26. The ratio of the number of boys to the number of girls
is 3:4. If there are 88 girls, how many children are
there altogether?
# of boys
# of girls 88
4 units = 44
1 unit = 22
22 22 22 22
22 22 22 66
?
88 + 66 = 154 or 22 x 7 = 154
There are 154 students altogether.
27. Mr. Frank N. Stein correctly answered 80% of the
questions on his science test. If there were 30
questions on the test, how many questions did he answer
correctly?
Mr. Stein’s
questions 30
10 units = 30
1 unit = 3
3 3 3 3 3 3 3 3 3 3
correct
?
8 x 3 = 24
Mr. Stein got 24 correct
answers on the test.
28. Mutt and Jeff collected a total of 52 aluminum cans for
a recycling project. If Mutt collected 12 more cans
than Jeff, how many cans did each boy collect?
Mutt’s cans
Jeff’s cans
52
12
equal
52 – 12 = 40
40 ÷ 2 = 20
20
20 ?
?
32 + 20 = 52
Mutt collected 32 cans and
Jeff collected 20 cans.
Pre-Algebra:
x + x + 12 = 52
2x + 12 = 52
2x = 40
x = 20
29. One number is one fourth of another number. If the
difference between the numbers is 39, find the two
numbers.
one #
another #
?
?
difference is 39
3 units = 39
1 unit = 13
13 13 1313
13
One number is 12 and the other number is 52.
13
4 x 13 = 52