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# NCTM2011 Afternoon Session

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This session focuses on the use of the bar model to solve a range of problems. The presenter modelled a range of teacher behaviour to help students acquire the competencies that they are supposed to by engaging in word problems. It was presented at the Indianapolis conference. We hope not too many people were not able to get a seat at the session. If you were not able to gain entry to the session, please accept our apologies.

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### NCTM2011 Afternoon Session

1. 1. SINGAPORE MATH<br />Bar Model Method<br />DrYeap Ban Har<br />Marshall Cavendish Institute<br />Singapore<br />banhar@sg.marshallcavendish.com<br />Slides are available at www.banhar.blogspot.com<br />Indianapolis Convention Center<br />
2. 2. MCI-WSU Singapore Math Summer Institute 6 – 8 July 2011<br />Comprehensive program taught collaboratively by Singapore mathematics educators and WSU’s professors.<br />
3. 3.
4. 4. The Curriculum (Ministry of Education 2006)<br />
5. 5. Kyla<br />?<br />\$28 – \$9 = \$19<br />Kyla has \$19.<br />Jake<br />?<br />\$9<br />\$28<br />
6. 6. Ming<br />48<br />Naomi<br />48 ÷ 4 = 12<br />3 x 12 = 36<br />Ming has 36 candies.<br />
7. 7. 15<br /> 3 units  15<br />18 units  6 x 15 = 90<br />apples<br />There are 90 fruits in the basket.<br />
8. 8. Method 1<br /> 3 units  15<br />18 units  6 x 15 = 60 + 30 = 90<br />18 units  6 x 15 = 3 x 30 = 90<br />Method 2<br /> 3 units  15<br /> 1 unit  5<br />18 units  18 x 5 = 50 + 40 = 90<br />18 units  18 x 5 = 180 ÷ 2 = 90<br />
9. 9. Question<br />What if the fraction is such it is not easy to split the remainder part?<br />See the example presented in the morning session.<br />
10. 10. Allan spent ¼ of his allowance on a gift and ¼ of the remainder on a book. The book cost \$18. Find the amount of Allan’s allowance.<br />Allan’s allowance = 4 x \$24 = \$96<br />\$72 ÷ 3 = \$24<br />4 x \$18 = \$72<br />
11. 11. Mon<br />Tue<br />\$3<br />\$100<br />Wed<br />\$3<br />\$3<br />Thu<br />\$3<br />\$3<br />\$3<br />\$100 – 6 x \$3 = \$82<br />\$82 ÷ 4 = \$20.50<br />\$20.50 + 3 x \$3 = \$29.50<br />She saved \$29.50 on Thursday.<br />
12. 12. adults<br />children<br />2 units  380 – 260 = 120 <br />1 unit  60 <br />260 – 60 = 200<br />200 + 200 = 400<br />400 people left at lunchtime.<br />
13. 13. apples<br />90<br />oranges<br />38<br />pears<br />15<br />
14. 14. apples<br />90<br />oranges<br />pears<br />15<br />23<br />
15. 15. 90 + 15 = 105<br />5 units <br />1 unit  105 ÷ 5 = 21<br />There were (21 + 21 + 23) apples, hence oranges.<br />There were 44 oranges used.<br />apples<br />?<br />oranges<br />pears<br />15<br />23<br />
16. 16. Extra Problem<br />For you to try. Do not peek at the answer before you try it!<br />
17. 17. 18%<br />342<br />24%<br />76%<br />76%  342<br />Mr Wong had 450 books at first.<br /> 1%  4.5<br /> 100%  450<br />
18. 18. MCI-WSU Singapore Math Summer Institute 6 – 8 July 2011<br />Comprehensive program taught collaboratively by Singapore mathematics educators and WSU’s professors.<br />