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# 2014 K-2 M4thodology Day 1

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### 2014 K-2 M4thodology Day 1

1. 1. 1 | Yeap Ban Har M4thodology Institute 2014 Level: K – 2 Plenary Session by Dr. Yeap Ban Har | yeapbanhar@gmail.com | www.banhar.blogspot.com | Number Sense Rational Counting  Number Bonds  Renaming / Place Value  Further Number Bonds Task | Materials: Digit Cut-Outs and Scissors Using a digit at most once, form a correct addition equation using the set of digit tiles. What is number sense?
2. 2. 2 | Yeap Ban Har Task | Materials: Beans Show 5 beans on the ten frames. Literature Link | Jack and The Beanstalk
3. 3. 3 | Yeap Ban Har Task | Find the value of 34 – 19 . Task | Find the value of 300 - 176 . Task | Find the value of 8 + 6 .
4. 4. 4 | Yeap Ban Har M4thodology Institute 2014 Level: K – 2 Classroom Session by Dr. Yeap Ban Har | yeapbanhar@gmail.com | www.banhar.blogspot.com | Developing a Lesson Using Mathematical Practices
5. 5. 5 | Yeap Ban Har Materials: Digit Cut-Outs and Scissors Arrange the numbers 1 to 6 such that the total of the three numbers in a row is always the same. What if we use 2 to 7? 3 to 8? Four Critical Question in Lesson Planning | DuFour  What do we want students to learn?  How can we tell if they have learnt it?  What if they cannot learn it?  What is they already learnt it?
6. 6. 6 | Yeap Ban Har Journal | Date _____________
7. 7. 7 | Yeap Ban Har M4thodology Institute 2014 Level: K – 2 Plenary Session by Dr. Yeap Ban Har | yeapbanhar@gmail.com | www.banhar.blogspot.com | Developing Problem-Solving Skills Task | Sam arranges 110 pieces of squares and triangles in a straight line. There are at least 3 squares between any 2 triangles. Find the largest possible number of triangles that Sam uses. Instead of 110, use 20 for Grade 2 and 21 for Grade 3. This version can be used in Grade 5 and Grade 6. Four-Step Problem-Solving Model | Polya  Understand  Plan  Do  Look Back
8. 8. 8 | Yeap Ban Har M4thodology Institute 2014 Level: K – 2 Plenary Session by Sarah Schaefer Model Method 1 1. Johnny ate nine cookies on Saturday. On Sunday, Johnny ate eight more cookies. How many cookies did Johnny eat altogether? 2. Mrs. Mahoney planted eight bean seeds in her Kindergarten garden. After a lot of sun, water and time, only five of the seeds sprouted. How many seeds never sprouted? 3. Mrs. Anderson is eating lunch with fourteen children today and only ten tomorrow. How many children will she be eating lunch with on those two days? What are the possible answers? 4. Avery was helping Mrs. Mundin count the books in the class library. She counted 35 books on the first shelf. She counted 47 books on the second shelf. How many books did Avery count in all? 5. At first, Ali had 9 more coins than Billy. Then Billy gave Ali 4 coins. Who had more coins in the end? How many more? Note | Situations 1 to 4 are Part-Whole Situations while Situation 5 is a Comparison Situation. Note that modeling can happen using real objects as well as picture cut-outs or square tiles / unifix cubes. Later, they move to using rectangular strips and drawings. The rectangular strips can represent known values or unknown values. Skills such as cutting and moving the bar happen at higher grade levels. Problems 1.2.4 are typical for Grade 1. These are single-step problems. Problems 1.2 are typical for Kindergarten but the story is told to the children. Problem 3 is an enrichment problem for Grade 1 and Problem 5 is an enrichment for Grade 2.