Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2yeap ban har  marshall cavendish institute This is part of ...
Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2yeap ban har  marshall cavendish institute                 ...
Singapore Ministry of Education 1992, 2001, 2007, 2013
ProblemArrange the ten cards sothat you can do what isshown to you.
Method 1 – by drawing
Method 2 – by using the cards
Scarsdale Teachers’ Institute, New York
Some participants triedto solve the Dutch-version of the problem.
Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2                   Addition
Tom has 9 sweets.Jerry has 5 sweets more than Tom.How many sweets does Jerry have?      Tom                 9      Jerry  ...
543 + 274 = 
543 + 274 = 
543 + 274 = 
543 + 274 = 
543 + 274 = 
543 + 274 = 
Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2                    Division
ExperiencingSingapore Math
ExperiencingSingapore Math
ExperiencingSingapore Math
ExperiencingSingapore Math
Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2                Multiplication
Math in Focus                   Experiencing                Singapore Math
ExperiencingMath in Focus                Singapore Math
Math in Focus                   Experiencing                Singapore Math
ExperiencingMath in Focus                Singapore Math
Math in Focus              Experiencing           Singapore Math
Experiencing                Singapore MathMath in Focus
Math in Focus                   Experiencing                Singapore Math
Math in Focus                   Experiencing                Singapore Math
Math in Focus                   Experiencing                Singapore Math
Math in Focus                   Experiencing                Singapore Math
Math in Focus                   Experiencing                Singapore Math
Experiencing                                    Singapore MathDa Qiao Primary School, Singapore
Experiencing                                                                                               Singapore Math ...
Experiencing                                Singapore MathVisuals are used to teachconcepts – distributiveproperty of mult...
Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2                  Word Problem
$837 - $648 = $189$189 x 3 = $570 - $3 = $567$837 - $567 = $837 - $537 - $30 = $270$270  3 = $90$90 x 4 = $360$837 - $270...
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
SINDA Teaching Whole Numbers Conceptually
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SINDA Teaching Whole Numbers Conceptually

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SINDA Teaching Whole Numbers Conceptually

  1. 1. Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2yeap ban har  marshall cavendish institute This is part of a 12-hour course on teaching whole numbers.
  2. 2. Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2yeap ban har  marshall cavendish institute Part 1 of the session emphasize the importance of metacognition, looking for patterns, visualization and number sense. Part 2 looks at selected operations and a challenging problems that includes whole number operations.
  3. 3. Singapore Ministry of Education 1992, 2001, 2007, 2013
  4. 4. ProblemArrange the ten cards sothat you can do what isshown to you.
  5. 5. Method 1 – by drawing
  6. 6. Method 2 – by using the cards
  7. 7. Scarsdale Teachers’ Institute, New York
  8. 8. Some participants triedto solve the Dutch-version of the problem.
  9. 9. Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2 Addition
  10. 10. Tom has 9 sweets.Jerry has 5 sweets more than Tom.How many sweets does Jerry have? Tom 9 Jerry 5 9 + 5 = 14 Jerry has 14 sweets.
  11. 11. 543 + 274 = 
  12. 12. 543 + 274 = 
  13. 13. 543 + 274 = 
  14. 14. 543 + 274 = 
  15. 15. 543 + 274 = 
  16. 16. 543 + 274 = 
  17. 17. Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2 Division
  18. 18. ExperiencingSingapore Math
  19. 19. ExperiencingSingapore Math
  20. 20. ExperiencingSingapore Math
  21. 21. ExperiencingSingapore Math
  22. 22. Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2 Multiplication
  23. 23. Math in Focus Experiencing Singapore Math
  24. 24. ExperiencingMath in Focus Singapore Math
  25. 25. Math in Focus Experiencing Singapore Math
  26. 26. ExperiencingMath in Focus Singapore Math
  27. 27. Math in Focus Experiencing Singapore Math
  28. 28. Experiencing Singapore MathMath in Focus
  29. 29. Math in Focus Experiencing Singapore Math
  30. 30. Math in Focus Experiencing Singapore Math
  31. 31. Math in Focus Experiencing Singapore Math
  32. 32. Math in Focus Experiencing Singapore Math
  33. 33. Math in Focus Experiencing Singapore Math
  34. 34. Experiencing Singapore MathDa Qiao Primary School, Singapore
  35. 35. Experiencing Singapore Math Primary Mathematics (Third Edition)See Ho, S. Y. & Yeap, B. H. (2011). Development of Visualization Skills in Singapore PrimarySchool Mathematics Textbooks. Paper presented at PME-35 Angkara, Turkey.See also Yeap, B. H. (2011). The Emphasis of Primary-Level Textbooks in Singapore onHigher-Order Thinking Skills. Paper presented at International Conference on SchoolMathematics Textbooks Shanghai, China.
  36. 36. Experiencing Singapore MathVisuals are used to teachconcepts – distributiveproperty of multiplication– without using formalterms. Primary Mathematics (Third Edition)
  37. 37. Teaching Whole NumbersConceptuallyS I N DA  M a r c h 2 0 1 2 Word Problem
  38. 38. $837 - $648 = $189$189 x 3 = $570 - $3 = $567$837 - $567 = $837 - $537 - $30 = $270$270  3 = $90$90 x 4 = $360$837 - $270 - $360 = 

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