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# Teaching of Ratio, Rate and Differentiated Instruction

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### Teaching of Ratio, Rate and Differentiated Instruction

1. 1. DifferentiatedInstructionincorporating ratio, whole numbers and fractionsCourse Code: MAP114, MAP115 and MAP116Yeap Ban Haryeapbanhar@gmail.comMarshall Cavendish InstituteSlides are available atwww.banhar.blogspot.com
2. 2. introduction |
3. 3. | Hanusek, Jamison, Jamison & Woessmann 2008
4. 4. | Hanusek, Jamison, Jamison & Woessmann 2008Score 1960-1970s 1980s 1990s 2000s500’s Japan Hong KongJapanKoreaHong KongJapanKoreaSingaporeHong KongJapanKoreaSingapore400’s Thailand PhilippinesSingaporeThailandMalaysiaThailandMalaysiaThailand300’s IndonesiaPhilippinesIndonesiaPhilippines
5. 5. CountryGDP per capita incurrent USD2012Singapore 60,400Malaysia 16,900Thailand 10,100Philippines 4,400Upon separation from Malaysia in 1965, Singapore wasfaced with … high levels of unemployment andpoverty. 70% of Singapore’s households lived in badlyovercrowded conditions, and a third of its peoplesquatted in slums on the city fringes. Unemploymentaveraged 14%, GDP per capita was less than \$2,700,and half of the population was illiterate.
6. 6. opening examples |
7. 7. In the 1970’s, Singapore needed a way to help students, mostof whom were not performing well in mathematics, learnmathematics.CPA Approach based on Bruner’s work and a host of otherlearning theories were applied. Today, many people refer tothis approach as Singapore Math.
8. 8. 29 + 52 =
9. 9. 29 + 52 =1 51
10. 10. 29 + 52 = 811 51
11. 11. 29 + 52 = 30 + 51 = 81
12. 12. Nanakuli Elementary School, Hawaii
13. 13. Nanakuli Elementary School, Hawaii
14. 14. Nanakuli Elementary School, Hawaii
15. 15. Nanakuli Elementary School, Hawaii
16. 16. Nanakuli Elementary School, Hawaii
17. 17. case study |
18. 18. differentiation |
19. 19. “The idea of differentiating instruction is an approach toteaching that advocates active planning for andattention to student differences in classrooms,in the context of high quality curriculums.”| www.caroltomlinson.com
20. 20. Goh’s Report (1978) recommended adifferentiated education system forSingapore.Grade 1 to 4MathematicsFoundationMathematics
21. 21. Grade 1Regular ProgramLearning SupportGoh’s Report (1978) recommended adifferentiated education system forSingapore.
22. 22. We want to make our education system evenmore student-centric, and sharpen our focusin holistic education – centred on values andcharacter development.| Heng 2011
23. 23. Differentiated instruction is reflected in the ProfessionalLearning Communities (PLC) four criticalquestions| DuFour 2004Educational LeadershipMay 2004 | Volume 61 | Number 8Schools as Learning Communities
24. 24. what is it that the teacher wantsstudents to learn
25. 25. how does a teacher know whenstudents have learnt it
26. 26. what if students do not learn it
27. 27. what if they already learnt it
28. 28. model ofdifferentiation |
29. 29. What to Differentiate• Content• Process• Product
30. 30. the content of instruction
31. 31. Grade 1 to 4MathematicsFoundationMathematicsExampleSingapore Grade 5 and 6 Curriculum isan example of content differentiation.
32. 32. the processes and techniques used to help makesense of a given topic
33. 33. the products produced by students that demonstratetheir learning
34. 34. Levels of Differentiation• Student Level• Class Level
35. 35. differentiation for the entire class
36. 36. differentiation for groupswithin a class
37. 37. Differentiation for Advanced Learners• Acceleration model• Enrichment model
38. 38. acceleration
39. 39. enrichment
40. 40. applying concepts|
41. 41. Nanakuli Elementary School, Hawaii
42. 42. Nanakuli Elementary School, Hawaii
43. 43. concepts learning|
44. 44. Cut into 4 equal parts.
45. 45. Cut into 4 equal parts.
46. 46. practice|
47. 47. Nanakuli Elementary School, Hawaii
48. 48. Teaching of Ratioincorporating multiplication and divisionYeap Ban Haryeapbanhar@gmail.comMarshall Cavendish InstituteSlides are available atwww.banhar.blogspot.com
49. 49. teaching of ratio |
50. 50. word problem|
51. 51. The number of boys to the number ofgirls in a group was in the ratio 2 : 3.
52. 52. The number of boys to the number ofgirls in a group was in the ratio 2 : 3.After ¼ of the boys and 69 girls leftthe group, there were 51 more girlsthan boys in the group.
53. 53. The number of boys to the number ofgirls in a group was in the ratio 2 : 3.After ¼ of the boys and 69 girls leftthe group, there were 51 more girlsthan boys in the group.
54. 54. multiplication |
55. 55. Teaching of Rate & Speedincorporating multiplication and divisionYeap Ban Haryeapbanhar@gmail.comMarshall Cavendish InstituteSlides are available atwww.banhar.blogspot.com
56. 56. Rate SituationsIdentify three rate situations in real-life applications.
57. 57. Rate SituationsConstant RateConstant SpeedGraphical ApproachCalculus3 apples for \$235 cents per pound