Dr. Yeap Ban Har Marshall Cavendish Institute Singapore firstname.lastname@example.org SINGAPORE M AT H Beyond the Basics Day One St Edward’s SchoolSlides are available at Florida, USAwww.banhar.blogspot.com Marshall Cavendish Institute www.facebook.com/MCISingapore www.mcinstitute.com.sg
Dr. Yeap Ban Har CONTACT Marshall Cavendish Institute INFO email@example.comSlides are available atwww.banhar.blogspot.com Marshall Cavendish Institute www.mcinstitute.com.sgwww.facebook.com/ MCISingapore
IntroductionWe start the day with an overview ofSingapore Math.
Curriculum document is available at http://www.moe.gov.sg/
THINKING SCHOOLSLEARNING NATION Singapore Ministry of Education 1997
Students who were already good in the skill of multiplying two-digit numberwith a single-digit number were asked to make observations. They wereasked “What do you notice? Are there some digits that cannot be used taall?”
Multiplication Around UsDo you see multiplication in these workof art around the venue of theconference? Hilton Oak Lawn, IL
Lesson 4We studied the strategies to helpstruggling readers as well as thoseweak in representing problemsituations.
Lesson 5 August 2, 2012 In the end ... At first …Alice 20Betty 10 Charmaine Dolly
Lesson 5Question: How do we help students set up the model?Students are introduced to the idea of using arectangle to represent quantities – known andunknown. Paper strips are used. Later, only diagramsare used. Advanced skills like cutting and moving arelearned in Grades 4, 5 and 6. How is the idea ofbar model introduced in Grades K – 3?Lesson 5 shows a basic bar model solution in Grade5.
Differentiated instruction for students who have difficultywith standard algorithms. Use number bonds.
2x + x = 4686 3x = 4686Students in Grade 7 may use algebra to deal with such situations. Bar model isactual linear equations in pictorial form.
Lesson 6Let’s look at the emphasis on visualization andgeneralization in a task from a different topic –area of polygons.
Differentiated InstructionIs it true that the area of the quadrilateral ishalf of the area of the square that ‘contains’ it?Why is the third case different from the firsttwo? What are your ‘conjectures’?
It was observed that the area of the polygon ishalf of the number of dots on the sides of thepolygon. Thus, the polygon on the left has 22dots on the sides and an area of 11 squareunits. Is this conjecture correct?
One of the participants used theresults to find the area of thistrapezoid. The red triangle has 3dots on the sides (hence, area of1.5 square units). The brown onehas 6 dots. The purple one has 6dots, Hence, the area of these twotriangles is 3 square units each.
What • Visualization • Generalization • Number Sense How • Tell • Coach • Model • Provide OpportunitiesTampines Primary School, Singapore