This document discusses effective math teaching strategies. It covers topics like the Singapore math approach, features of good math lessons including prolonged engagement with tasks and the CPA (Concrete-Pictorial-Abstract) approach. It also discusses differentiation for struggling and advanced learners, assessing student level indicators, and critical questions to plan lessons like addressing different student needs. The document is a guide for math teachers, providing research-backed strategies to improve instruction.

1. STI Course #4466
A Closer Look at Singapore Math
with Ban Har
www.banhar.blogspot.com

2. STI Course #4466
Mathematical Competency as a Key
Information-Processing Skills.
Mathematics lessons should not focus
on just computation and rote learning
but to get to “accessing, using,
interpreting and communicating
mathematical ideas” which is the way
OECD defines numeracy in adults.
www.banhar.blogspot.com

8. STI Course #4466
Features of a Good Math Lesson
• Prolonged engagement with one
task
• CPA Approach
• Spiral Approach
• Collaborative Approach
www.banhar.blogspot.com

9. features of
a math lesson
Greenridge Primary School, Singapore

10. SEED Institute, Singapore
Let’s Learn Fractions
Show 2
equal
parts.
Prolonged Engagement
Anchor Task

11. Bruner
CPA Approach

12. Greenville Elementary School, New York
2,476 x 3
Bruner
CPA Approach

13. Vygotsky
Working in Groups
Nanyang Primary School, Singapore

14. Bruner
Spiral Approach
242 – 128
537 – 272
432 – 178
200 – 18

15. STI Course #4466
Assessment
Setting up non-negotiable assessment
indicators
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16. 432 – 178
Level
Indicators
Approaching Expectations
Is the student able to do number bonds
for three-digit numbers?
Action Plan
432 is 400, 30 and what
To use base ten blocks to model
432 is 400 and what
renaming 432 = 3 hundreds + 13 tens + 2 432 is 300 and what
ones and then 3 hundreds + 12 tens + 12
ones
Is the student able to subtract?
300 – 100
120 – 70
12 – 8
Is the student able to appreciate
renaming?
In 492 – 178, is there enough ones to do
subtraction?
Meeting Expectations
Exceeding Expectations

17. STI Course #4466
Teaching Basic Skills
How to differentiate for struggling
learners
How to differentiate for advanced
learners
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18. Tomlinson’s idea of
differentiation – process, product
and content
Learners accessing and
constructing
mathematical knowledge

19. Child-like Conventions
• Do renaming
• Carry out the operations
These are done separately.
200 – 18
• Rename 200 as 100 + 90 + 10
• Now subtract 10 and 8 from 90 and 10
2,476 x 3
• Multiply to get 18, 210, 1200 and 6,000
• Now add the partial products

22. Critical Questions in Planning a Lesson
What do I want students to learn?
How do I know?
What if they cannot learn it?
What if they already learnt it?
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23. Learning Outcome
Task
Anticipated
Responses
Teacher Action
Approaching
Expectations
Support
Meeting
Expectations
Exceeding
Expectations
Guided Practice
Tasks
Independent Practice
Tasks (if any)
Conclusion
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Enrichment
Notes

24. anchor task
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25. guided practice
independent practice