number cards, spike abacus, pens, paper
Teacher: Okay, now I want you to work with your new pair. I will give each pair a set of number cards. Your task is to arrange the cards to form a 6 digit number. Make sure you place the cards in the correct place value column. Then write down the number formed. Let me demonstrate using the spike abacus.
*Teacher demonstrates arranging the number cards 562 379 using the spike abacus*
Now you try. Arrange your number cards to form a 6 digit number. Don't forget to write it down. Check with your friend that you both have the same number.
*Pupils work in pairs to arrange the number cards*
Singapore Math Seminar at Minneapolis MNJimmy Keng
This seminar for about 400 teachers was held at Elk River High School. It is based on MAP101 Fundamentals of Singapore Math. A similar session was held in Chicago the next day. This is part of the Experiencing Singapore Math Program designed for administrators and teachers who are new to Singapore Math.
This document summarizes the keynote presentation "Connecting Singapore Math to Common Core State Standards" by Yeap Ban Har. The presentation focused on the alignment between Singapore mathematics and the Common Core State Standards in terms of big ideas and basic philosophy, while noting some differences in details. It provided examples from Singapore primary schools that illustrated key Singapore math concepts like conceptual understanding, problem solving thinking, part-whole situations, change situations, and comparison situations. The examples demonstrated how Singapore lessons begin with concrete examples and move towards more abstract representations.
New Syllabus Mathematics 7th Edition LaunchJimmy Keng
This lecture was given at the launch of the new edition of the New Syllabus Mathematics series. The Secondary 1 books for Express and Nornal (Academic) as well as the Additional Mathematics books will be used from 2013.
This document discusses Singapore Math and its effectiveness in developing students' thinking skills. Singapore Math focuses on problem-solving, conceptual understanding, pattern recognition, and metacognition. It is implemented in classrooms through anchor tasks, guided practice, assessment, differentiation, and independent practice. The curriculum emphasizes number sense, visualization, and managing information to build students' thinking abilities.
This session focuses on studying students' responses. We did the responses of Grade 5 students in using bar models. There are materials for further study involving Grade 3 students doing Singapore Math outside Singapore.
The document announces a new syllabus for a mathematics professional development workshop in Jakarta on October 6th, 2012. The workshop will be led by Dr. Yeap Ban Har and will cover fundamentals of Singapore math, difficulties with word problems, and strategies for teaching word problems. It will also include a forum for discussing mathematics teaching.
NCTM Differentiated Instruction Using Singapore Math Jimmy Keng
This document summarizes a workshop on differentiated instruction using Singapore Math. The workshop is presented by Dr. Yeap Ban Har and teaches how to differentiate math tasks to cater to mixed-ability classes. It explains how Singapore Math is designed to enable all learners to learn mathematics well through adequate scaffolding for struggling learners and extending tasks to engage advanced learners. The workshop also provides examples of differentiating word problems and using the Singapore Math approach of solving one math problem during a lesson.
The document announces a Singapore Math Symposium exclusively for Missouri school administrators to take place on November 7, 2012 at the Chase Park Plaza Hotel in St. Louis. The event will explore how applying Singapore's research and curriculum approaches have led to strong math achievement results. It will focus on teaching fewer topics in greater depth and equipping students with visual-spatial problem solving skills. The keynote speaker is Dr. Yeap Ban Har, an expert in Singapore Math, who will present in the morning and after lunch.
Singapore Math Seminar at Minneapolis MNJimmy Keng
This seminar for about 400 teachers was held at Elk River High School. It is based on MAP101 Fundamentals of Singapore Math. A similar session was held in Chicago the next day. This is part of the Experiencing Singapore Math Program designed for administrators and teachers who are new to Singapore Math.
This document summarizes the keynote presentation "Connecting Singapore Math to Common Core State Standards" by Yeap Ban Har. The presentation focused on the alignment between Singapore mathematics and the Common Core State Standards in terms of big ideas and basic philosophy, while noting some differences in details. It provided examples from Singapore primary schools that illustrated key Singapore math concepts like conceptual understanding, problem solving thinking, part-whole situations, change situations, and comparison situations. The examples demonstrated how Singapore lessons begin with concrete examples and move towards more abstract representations.
New Syllabus Mathematics 7th Edition LaunchJimmy Keng
This lecture was given at the launch of the new edition of the New Syllabus Mathematics series. The Secondary 1 books for Express and Nornal (Academic) as well as the Additional Mathematics books will be used from 2013.
This document discusses Singapore Math and its effectiveness in developing students' thinking skills. Singapore Math focuses on problem-solving, conceptual understanding, pattern recognition, and metacognition. It is implemented in classrooms through anchor tasks, guided practice, assessment, differentiation, and independent practice. The curriculum emphasizes number sense, visualization, and managing information to build students' thinking abilities.
This session focuses on studying students' responses. We did the responses of Grade 5 students in using bar models. There are materials for further study involving Grade 3 students doing Singapore Math outside Singapore.
The document announces a new syllabus for a mathematics professional development workshop in Jakarta on October 6th, 2012. The workshop will be led by Dr. Yeap Ban Har and will cover fundamentals of Singapore math, difficulties with word problems, and strategies for teaching word problems. It will also include a forum for discussing mathematics teaching.
NCTM Differentiated Instruction Using Singapore Math Jimmy Keng
This document summarizes a workshop on differentiated instruction using Singapore Math. The workshop is presented by Dr. Yeap Ban Har and teaches how to differentiate math tasks to cater to mixed-ability classes. It explains how Singapore Math is designed to enable all learners to learn mathematics well through adequate scaffolding for struggling learners and extending tasks to engage advanced learners. The workshop also provides examples of differentiating word problems and using the Singapore Math approach of solving one math problem during a lesson.
The document announces a Singapore Math Symposium exclusively for Missouri school administrators to take place on November 7, 2012 at the Chase Park Plaza Hotel in St. Louis. The event will explore how applying Singapore's research and curriculum approaches have led to strong math achievement results. It will focus on teaching fewer topics in greater depth and equipping students with visual-spatial problem solving skills. The keynote speaker is Dr. Yeap Ban Har, an expert in Singapore Math, who will present in the morning and after lunch.
Dokumen tersebut memberikan ringkasan hasil kajian tinjauan mengenai pendapat murid-murid terhadap program Frog VLE yang dilaksanakan di sekolah. Kebanyakan murid memberikan maklum balas positif terhadap program tersebut dan infrastruktur ICT di sekolah. Walau bagaimanapun, beberapa murid masih bergantung pada kemudahan sekolah kerana tiada akses di rumah. Analisis SWOT mengenal pasti kekuatan program dan infrastruktur sekolah, tetapi jug
Bab 1 membahaskan latar belakang kajian mengenai masalah empat murid tahun 5 yang menghadapi kesukaran dalam operasi darab nombor tiga digit dengan dua digit. Kajian ini bertujuan meningkatkan penguasaan operasi darab murid tersebut dengan menggunakan alat Pistol dan Tukul.
Borang soal selidik ini bertujuan untuk menilai pengetahuan dan kefahaman guru terhadap konsep, objektif, kaedah pengajaran dan kemahiran Sekolah Bestari di Malaysia dalam 3 aspek utama meliputi konsep, objektif dan peranan, serta harapan pelajar Sekolah Bestari. Ia juga menilai kesediaan guru untuk berkhidmat di Sekolah Bestari.
This document contains a daily lesson log for a 5th grade math class covering divisibility rules. The lesson introduces divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 12, and 11. Examples are provided to demonstrate how to use the rules to determine if a number is divisible by another number. Students practice applying the rules through drills and group activities. Assessment is conducted through exercises for students to demonstrate their understanding of divisibility rules. Additional enrichment and remediation activities are also included.
The document provides a daily lesson log for a 5th grade mathematics class. It details the objectives, content, procedures, and assessment for a week of lessons on using divisibility rules to find common factors of numbers. The lessons cover divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 12, and 11. Students practice applying the rules through drills, group activities, and word problems. Formative assessments evaluate students' mastery of using divisibility rules to determine the factors of given numbers.
This document provides information about Jill Cameron's philosophy and approach to promoting equity in her teaching. It includes a statement of her philosophy on equity, an example lesson plan demonstrating differentiated instruction, and a reflective essay further explaining her views. Her philosophy focuses on understanding each student's individual needs and celebrating diversity. The lesson plan shows how she modified a math game to allow students working at different levels to participate meaningfully. The reflective essay discusses how she came to recognize the diverse needs and backgrounds of her students beyond superficial characteristics.
The document discusses the importance of communication and making mathematical connections when teaching students. It emphasizes that students should be actively engaged in mathematical processes to develop a deeper conceptual understanding rather than just learning procedures. Classrooms should encourage discourse and questioning to help reveal students' understanding through different representations and connecting math to the real world.
Differentiating instruction is a way for teachers to help all students achieve educational goals regardless of their individual levels. Trends in differentiating instruction include choice boards with different activities, tiered assignments of varying complexity, and using a variety of assessments and manipulatives. Strategies like cooperative learning, activating prior knowledge, and using visuals and manipulatives can assist with instruction. An example lesson plan for teaching place value in math uses small group activities with place value blocks, charts, and dice to help students understand the value of digits in three-digit numbers.
The document outlines a mathematics teaching plan that includes:
1) Examples of different types of mathematical knowledge and one activity to teach procedures.
2) Ways to create an inclusive curriculum including teaching about diversity and representing all voices.
3) Connecting content to students' lives using relevant examples from their culture and interests.
4) Examples of developing different levels of understanding and analyzing concepts like cylinders, cones and spheres.
The document provides a detailed lesson plan for a 7th grade mathematics class on writing numbers in scientific notation and standard notation. The objectives are to identify numbers in scientific notation, write numbers between the notations, and understand their real-world applications. The teacher will review scientific notation, provide examples of converting between the notations, and have students practice through group activities and quizzes. The lesson aims to explain that scientific notation makes very large and small numbers more manageable and has practical uses in daily life.
The lesson plan details teaching measures of central tendency of ungrouped data to 7th grade students. The objectives are for students to calculate the mean, median, and mode of data sets with at least 90% proficiency. Examples are provided to demonstrate finding the mean by adding all values and dividing by the number of items, and the median by arranging data from least to greatest and taking the middle value or average of the two middle values for even numbers of items. Students will practice these skills by working through examples of finding the mean, median, and mode of various data sets.
The document discusses the importance of mathematical tasks in driving student learning. It states that the type of tasks students engage with determines what and how they learn mathematics. High cognitive demand tasks that require justification and explanation promote deeper learning compared to low cognitive demand tasks focused on procedures. The document presents a framework for how tasks set up in curricular materials can change as teachers implement them and students work through them. Maintaining high cognitive demand is important to affect the learning that occurs.
The document discusses the importance of mathematical tasks in driving student learning. It states that the type of tasks students engage with determines what and how they learn mathematics. It differentiates between high cognitive demand tasks that require justification and explanation and low cognitive demand tasks. Teachers are encouraged to use high cognitive demand tasks to develop the curriculum and maintain the cognitive rigor of tasks during instruction in order to positively impact student learning. A framework is presented showing how the design and implementation of tasks can influence student learning outcomes.
This document summarizes the Mathematical Education of K-8 Teachers program at the University of Nebraska-Lincoln. The program includes The Mathematics Semester for future elementary school teachers, which integrates math content, pedagogy, and field experiences. It also includes the Math in the Middle Institute Partnership, a professional development program for middle school teachers. The goal of both programs is to improve K-12 student achievement in math by enhancing teachers' mathematical knowledge and teaching skills through courses, learning teams, and action research opportunities.
The document describes the Mathematics Semester program at the University of Nebraska-Lincoln aimed at improving math education for elementary school teachers. It includes a math and pedagogy course taught as a block, with a concurrent field experience at an elementary school. The goal is to create a partnership between mathematicians and math educators to develop accessible yet useful math classes. Teachers learn hands-on through activities such as developing lesson plans and studying individual students' math understanding. A related program called Math in the Middle provides professional development for middle school teachers through university coursework and support from educational service units and school districts.
1
Running Head: Lesson Plan
Bundles of Beans
Student
EDU 382
Carl Beyer
2015
2
Running Head: Lesson Plan
Bundle of Beans
Selected Lesson Plan:
Bundles of Beans: A place Value Lesson (n. d.)
Common Core Standard:
Understand place value.
CCSS. Math. Content.2. NBT.A1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and
ones; e.g., 706 equals, 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
CCSS.Math.Content.2. NBTA.1A CCSS.Math.Content.2. NBTA.1.B (Common Core).
Differentiation
Content
What I plan on teaching with this lesson plan is for my students to understand the place value of
numbers. How I will be doing this is by giving my students beans that will help my students
understand the place value of numbers. First, I need to find out what my students already know,
understand and what they are able to do. Once I find that out I can put them in groups depending
on what they know. Seeing that everyone learn differently, I need to find out how my students
learn and if they have trouble with math. How I would go about doing this is sending around a
3
survey, which my students can answer. Another thing I need to find out is if any of my students
have trouble with sensory issues, if so then I will need to use something besides beans. Seeing
most children know some what about money, I could use dimes. Another way, I could teach this
lesson plan is by playing games, such as Guess my Number, in this game, I would pick a number
from the hundred chart, the students would ask me questions trying to guess what number it is. I
will cross off the number off my chart and see how many guess it takes them. Once they guess
the right number, the students will have to show me how to right out the number. One group can
play this game the other group could use the beans or the money. These two ways of learning
this lesson can help both groups, the guessing the number game, would be fun for the students
and they will still be learning. The other way I could teach this lesson is by given another group
a hundred chart picture this would be a good activity for the students that are having a hard time
understanding place value. The chart would be a 10 x 10 grid and I will give this group this grid
and crayons. I will have the students color certain number boxes such as 501 or 351 or 15
(Manitoba Education, n. d.).
Process
Seeing that some of the students do not understand place value, I will have the group start off
with the materials I will give them such as: place value work mat, spinner template, dried beans,
craft sticks, glue, paper clips and pencils. This group I will explain that each bean is a “one” so
ten beans together is a “ten”. This group will count out ten beans for each stick, then the.
Dokumen tersebut memberikan ringkasan hasil kajian tinjauan mengenai pendapat murid-murid terhadap program Frog VLE yang dilaksanakan di sekolah. Kebanyakan murid memberikan maklum balas positif terhadap program tersebut dan infrastruktur ICT di sekolah. Walau bagaimanapun, beberapa murid masih bergantung pada kemudahan sekolah kerana tiada akses di rumah. Analisis SWOT mengenal pasti kekuatan program dan infrastruktur sekolah, tetapi jug
Bab 1 membahaskan latar belakang kajian mengenai masalah empat murid tahun 5 yang menghadapi kesukaran dalam operasi darab nombor tiga digit dengan dua digit. Kajian ini bertujuan meningkatkan penguasaan operasi darab murid tersebut dengan menggunakan alat Pistol dan Tukul.
Borang soal selidik ini bertujuan untuk menilai pengetahuan dan kefahaman guru terhadap konsep, objektif, kaedah pengajaran dan kemahiran Sekolah Bestari di Malaysia dalam 3 aspek utama meliputi konsep, objektif dan peranan, serta harapan pelajar Sekolah Bestari. Ia juga menilai kesediaan guru untuk berkhidmat di Sekolah Bestari.
This document contains a daily lesson log for a 5th grade math class covering divisibility rules. The lesson introduces divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 12, and 11. Examples are provided to demonstrate how to use the rules to determine if a number is divisible by another number. Students practice applying the rules through drills and group activities. Assessment is conducted through exercises for students to demonstrate their understanding of divisibility rules. Additional enrichment and remediation activities are also included.
The document provides a daily lesson log for a 5th grade mathematics class. It details the objectives, content, procedures, and assessment for a week of lessons on using divisibility rules to find common factors of numbers. The lessons cover divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 12, and 11. Students practice applying the rules through drills, group activities, and word problems. Formative assessments evaluate students' mastery of using divisibility rules to determine the factors of given numbers.
This document provides information about Jill Cameron's philosophy and approach to promoting equity in her teaching. It includes a statement of her philosophy on equity, an example lesson plan demonstrating differentiated instruction, and a reflective essay further explaining her views. Her philosophy focuses on understanding each student's individual needs and celebrating diversity. The lesson plan shows how she modified a math game to allow students working at different levels to participate meaningfully. The reflective essay discusses how she came to recognize the diverse needs and backgrounds of her students beyond superficial characteristics.
The document discusses the importance of communication and making mathematical connections when teaching students. It emphasizes that students should be actively engaged in mathematical processes to develop a deeper conceptual understanding rather than just learning procedures. Classrooms should encourage discourse and questioning to help reveal students' understanding through different representations and connecting math to the real world.
Differentiating instruction is a way for teachers to help all students achieve educational goals regardless of their individual levels. Trends in differentiating instruction include choice boards with different activities, tiered assignments of varying complexity, and using a variety of assessments and manipulatives. Strategies like cooperative learning, activating prior knowledge, and using visuals and manipulatives can assist with instruction. An example lesson plan for teaching place value in math uses small group activities with place value blocks, charts, and dice to help students understand the value of digits in three-digit numbers.
The document outlines a mathematics teaching plan that includes:
1) Examples of different types of mathematical knowledge and one activity to teach procedures.
2) Ways to create an inclusive curriculum including teaching about diversity and representing all voices.
3) Connecting content to students' lives using relevant examples from their culture and interests.
4) Examples of developing different levels of understanding and analyzing concepts like cylinders, cones and spheres.
The document provides a detailed lesson plan for a 7th grade mathematics class on writing numbers in scientific notation and standard notation. The objectives are to identify numbers in scientific notation, write numbers between the notations, and understand their real-world applications. The teacher will review scientific notation, provide examples of converting between the notations, and have students practice through group activities and quizzes. The lesson aims to explain that scientific notation makes very large and small numbers more manageable and has practical uses in daily life.
The lesson plan details teaching measures of central tendency of ungrouped data to 7th grade students. The objectives are for students to calculate the mean, median, and mode of data sets with at least 90% proficiency. Examples are provided to demonstrate finding the mean by adding all values and dividing by the number of items, and the median by arranging data from least to greatest and taking the middle value or average of the two middle values for even numbers of items. Students will practice these skills by working through examples of finding the mean, median, and mode of various data sets.
The document discusses the importance of mathematical tasks in driving student learning. It states that the type of tasks students engage with determines what and how they learn mathematics. High cognitive demand tasks that require justification and explanation promote deeper learning compared to low cognitive demand tasks focused on procedures. The document presents a framework for how tasks set up in curricular materials can change as teachers implement them and students work through them. Maintaining high cognitive demand is important to affect the learning that occurs.
The document discusses the importance of mathematical tasks in driving student learning. It states that the type of tasks students engage with determines what and how they learn mathematics. It differentiates between high cognitive demand tasks that require justification and explanation and low cognitive demand tasks. Teachers are encouraged to use high cognitive demand tasks to develop the curriculum and maintain the cognitive rigor of tasks during instruction in order to positively impact student learning. A framework is presented showing how the design and implementation of tasks can influence student learning outcomes.
This document summarizes the Mathematical Education of K-8 Teachers program at the University of Nebraska-Lincoln. The program includes The Mathematics Semester for future elementary school teachers, which integrates math content, pedagogy, and field experiences. It also includes the Math in the Middle Institute Partnership, a professional development program for middle school teachers. The goal of both programs is to improve K-12 student achievement in math by enhancing teachers' mathematical knowledge and teaching skills through courses, learning teams, and action research opportunities.
The document describes the Mathematics Semester program at the University of Nebraska-Lincoln aimed at improving math education for elementary school teachers. It includes a math and pedagogy course taught as a block, with a concurrent field experience at an elementary school. The goal is to create a partnership between mathematicians and math educators to develop accessible yet useful math classes. Teachers learn hands-on through activities such as developing lesson plans and studying individual students' math understanding. A related program called Math in the Middle provides professional development for middle school teachers through university coursework and support from educational service units and school districts.
1
Running Head: Lesson Plan
Bundles of Beans
Student
EDU 382
Carl Beyer
2015
2
Running Head: Lesson Plan
Bundle of Beans
Selected Lesson Plan:
Bundles of Beans: A place Value Lesson (n. d.)
Common Core Standard:
Understand place value.
CCSS. Math. Content.2. NBT.A1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and
ones; e.g., 706 equals, 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
CCSS.Math.Content.2. NBTA.1A CCSS.Math.Content.2. NBTA.1.B (Common Core).
Differentiation
Content
What I plan on teaching with this lesson plan is for my students to understand the place value of
numbers. How I will be doing this is by giving my students beans that will help my students
understand the place value of numbers. First, I need to find out what my students already know,
understand and what they are able to do. Once I find that out I can put them in groups depending
on what they know. Seeing that everyone learn differently, I need to find out how my students
learn and if they have trouble with math. How I would go about doing this is sending around a
3
survey, which my students can answer. Another thing I need to find out is if any of my students
have trouble with sensory issues, if so then I will need to use something besides beans. Seeing
most children know some what about money, I could use dimes. Another way, I could teach this
lesson plan is by playing games, such as Guess my Number, in this game, I would pick a number
from the hundred chart, the students would ask me questions trying to guess what number it is. I
will cross off the number off my chart and see how many guess it takes them. Once they guess
the right number, the students will have to show me how to right out the number. One group can
play this game the other group could use the beans or the money. These two ways of learning
this lesson can help both groups, the guessing the number game, would be fun for the students
and they will still be learning. The other way I could teach this lesson is by given another group
a hundred chart picture this would be a good activity for the students that are having a hard time
understanding place value. The chart would be a 10 x 10 grid and I will give this group this grid
and crayons. I will have the students color certain number boxes such as 501 or 351 or 15
(Manitoba Education, n. d.).
Process
Seeing that some of the students do not understand place value, I will have the group start off
with the materials I will give them such as: place value work mat, spinner template, dried beans,
craft sticks, glue, paper clips and pencils. This group I will explain that each bean is a “one” so
ten beans together is a “ten”. This group will count out ten beans for each stick, then the.
The document summarizes a mathematics lesson on the nature of the roots of quadratic equations. It includes the objectives, content, learning resources, procedures, and activities for the lesson. The lesson teaches students to characterize the roots of a quadratic equation using the discriminant. It establishes that the nature of the roots (whether they are real/not real, rational/irrational, equal/not equal) depends on whether the discriminant is zero, a positive perfect square, a positive non-perfect square, or negative. Students complete group activities to practice determining the nature of roots for different quadratic equations.
Training for trainer "Teaching Science in English language"กมลรัตน์ ฉิมพาลี
This document summarizes a two-day teacher training workshop on teaching science in English held in Bangkok, Thailand. On the first day, teachers participated in hands-on science activities and discussed strategies for teaching science through inquiry to English language learners. The activities focused on developing lesson plans and considering how to support ELL students. The second day focused on analyzing curriculum goals, designing instructional objectives and learning activities, and using strategies like grouping students to encourage English use. The workshop aimed to help teachers gain confidence in teaching science in English and design lessons engaging ELL students through hands-on learning and collaboration with peers.
Place value and numeration is a crucial mathematical element that children develop an understanding of from a young age. It provides the foundation for skills like reading, writing, calculating and discussing numbers accurately. Teachers should offer varied individual and group activities to help students make sense of numbers in different contexts. A strong foundation in place value enables students to extend their knowledge and solve more complex problems. Common problems children face include neglecting renaming, lack of pattern with teen numbers, and reversing digits. Activities like using collections, comparing numbers, and trading can help support correct learning of place value concepts. Key patterns are the role of tens and composing/decomposing numbers. Concrete models, large numbers, and real-life situations can help develop understanding
1) The document outlines a 4th grade mathematics lesson plan focused on place value, comparing multi-digit numbers, rounding numbers, and adding and subtracting multi-digit numbers.
2) The lesson includes an introduction, independent practice, a main lesson with teacher explanation and examples, a group "Place Value Bingo" activity, and a concluding mini-quiz.
3) The teacher will assess student understanding informally during lessons and formally through quizzes and tests aligned to the grade-level standards covered in the unit.
The document discusses the importance of developing conceptual understanding in mathematics teaching and learning. It provides examples of activities and problems that promote conceptual understanding over rote memorization of procedures. Teachers are encouraged to assess for conceptual understanding and recognize its presence or absence. Conceptual knowledge allows students to make connections and think flexibly rather than just follow recipes to solve problems.
This document provides examples of content and pedagogical knowledge for teaching mathematics. It discusses declarative, procedural, and conceptual knowledge examples. It also provides examples of creating a diverse and inclusive curriculum, developing student understanding, and analyzing subject matter, concepts, principles, and tasks in mathematics teaching. The goal is to think holistically about the types of content knowledge and instructional strategies needed for effective mathematics education.
LEAP Educators' Conference 2011, Manila, The Philippines, 11 - 12 February 2011Jimmy Keng
This document summarizes a presentation on developing thinking through high school mathematics. It discusses how student achievement declines from elementary to high school and calls for changing mindsets. It provides examples of engaging students in high school math concepts like algebra, geometry, and problem solving. These hands-on examples from schools in Singapore, Indonesia, and elsewhere encourage students to make sense of formulas and collaborate on problems. The conclusion is that math can develop thinking beyond just content if taught in this way. International test scores are also presented showing Singapore performs among the highest in math achievement and affect.
Similar to Introduction of Life Skill Educations (20)
Laporan program taklimat post mortem dan verifikasi item instrumen saringanTeacher Nasrah
Program taklimat pasca ujian dan verifikasi item ujian saringan tahun 2015 diadakan di Sekolah Kebangsaan Bandar pada 27 Januari 2015. Program ini bertujuan untuk memperkukuh pengetahuan dan kemahiran guru dalam Program LINUS 2.0 dengan memberikan bimbingan tentang prosedur penandaan, pengisian borang, dan penulisan dokumen pengajaran. Kehadiran pentadbir dan guru adalah 99% dan program berjalan dengan lancar sesuai jadual.
Program Lesson Study bertujuan untuk memperkukuh pengetahuan dan kemahiran guru dalam pengajaran dan pembelajaran Numerasi Tahun 2 melalui perkongsian ilmu dan simulasi bimbingan bersama FasiLINUS Numerasi. Program ini berjalan lancar berdasarkan jadual dan melibatkan diskusi pelaksanaan saringan, bimbingan dan simulasi bimbingan antara guru dan FasiLINUS.
La lista incluye los nombres de varios maestros y maestras como PN MAWAR AFIZAN, PN MASAMAH USTAZAH NORLIDA, PN SITI MARIAM, PN ROZITA USTAZ NORHISHAM, PN ZAMATUN USTAZAH HABSHAH, PN SAFINAR, PN MARIA y PN ASITA EN MOHD NAZRI.
Carta organisasi program Literasi, Numerasi dan Saringan (LINUS 2.0) SK Bandar, Kota Tinggi tahun 2014 menunjukkan struktur kepimpinan dan jawatankuasa. Pn Nurlia bt Mohamad dilantik sebagai Pengerusi manakala Pn Sa'umah bt Mohamad sebagai Timbalan Pengerusi. Program ini diketuai oleh beberapa naib pengerusi dan penyelaras bagi memastikan pelaksanaan program berjalan lancar.
Dokumen ini memberikan ringkasan tentang pencapaian murid dalam literasi, numerasi, dan literasi bahasa Inggris pada tahun 1, 2, dan 3. Pencapaian murid dalam literasi dan numerasi meningkat setiap tahunnya dan mencapai target, sedangkan pencapaian literasi bahasa Inggris masih di bawah target pada tahun 1.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Introduction of Life Skill Educations
1. ZAMATUN NASRAH BINTI MARWAN
(770218-01-5450)
QUESTION 1
Inquiry Discovery Method
Miss Liza wants to teach her pupils the topic of volume. Miss Liza also can guide her
pupils to find the volume of cube and cuboid using Inquiry Discovery Method. First, we should
know what Inquiry Discovery Method is.
Inquiry Discovery Method is a teaching technique that encourages students to take a
more active role in their process by answering a series of questions or solving problems designed
to introduce a general concept (Mayer 2003). Jerome S. Bruner, a highly influential cognitive
psychologist, is credited for its development into an accepted instructional technique.
The discovery method is based on the notion that learning takes place through
classification and schema formation (Gellenstien 2004). Three main principles guided Bruner’s
development of this approach:
1. Consideration should be given to “experiences and contexts” that motivate the student’s
interests.
2. There should be a spiral organization of the material forcing students to build upon previously
acquired information
3. The instruction should “facilitate extrapolation”.
In this teaching approach, the instructor guides the student’s thought process by posing a
series of questions whose responses would lead to the understanding of a concept before it is
explicitly stated. “Children act as detectives as they solve concept-attainment activities in
stimulating learning environments. In doing so, they place a newly introduced object in a
category that they have previously discovered or identified” (Gallenstien 2004). This teaching
method is believed to increase retention of material because the student organizes the new
information and integrates it with information that has already been stored.
2. ZAMATUN NASRAH BINTI MARWAN
(770218-01-5450)
Method outline
A. Examples Manipulation
B. Practice with more examples
C. New concepts explained/defined (Hopkins 2002)
Mayer describes these as pure discovery, guided discovery, and expository, respectively.
The Discovery method refers to how much guidance a teacher should give their students. There
are three levels of guidance in teaching:
1. Pure Discovery - The student receives representative problems to solve with minimal teacher
guidance (Mayer, 2003).
2. Guided Discovery - The student receives problems to solve, but the teacher provides hints and
directions about how to solve the problem to keep the student on track (Mayer, 2003).
3. Expository - The final answer or rule is presented to the student (Mayer, 2003).
Volume
From the question, Miss Liza should explain that in this real world is actually a three
dimensional space. All things in this world, whether solid, liquid or gaseous, exist in three
dimensions. As such, the amount of three dimensional spaces which an object occupies is called
its volume.
Volume is also the space something occupies. Volume also refers to the total space
contained within a three dimensional figure. Volume is expressed in cubic denominations, such
as cubic feet or cubic centimeters. To calculate the volume of an object or solid, we have to use a
specific unit of measure. The most suitable shape for the unit of volume is a unit cube with
dimensions 1 cm x 1 cm x 1 cm.
3. ZAMATUN NASRAH BINTI MARWAN
(770218-01-5450)
To find the volume of cubes and cuboids
A cube is a polyhedron bounded by 6 square shapes and all its edges are of the same
length.
A unit cube is a cube whose edges are of unit length. The volume of a unit cube with
edges 1 cm each is 1 cm x 1 cm x 1 cm = 1 cm³.
This unit cube is the unit of measure usually used for measuring volume of a solid. Miss
Liza can ask her pupils to bring a big cube and a big cuboid and also asks their pupils to make
many of this unit cubes.
Then, she can ask her pupils to fill these unit cubes into big cubes and also their big
cuboids and count how many unit cubes can be fill into big cubes. From this method, her pupils
can find out the volume of big cube in cm³.
4. ZAMATUN NASRAH BINTI MARWAN
(770218-01-5450)
QUESTION 2
(i) Lesson Plan
Date : 18 February 2009
Time : 10.20 – 11.20 am
Year : 5 Al Bukhari
No. of Pupils : 32 pupils
Subject : Mathematics
Learning Area : Numbers to 1 000 000
Learning Outcomes : At the end of the lesson, the pupils will be able to :
a. Determine the place value of the digits in any whole number up
to 1 000 000.
Activities : Place Value Bingo Game
Moral Values : Cooperative and Careful
Thinking Skills : Comparing and Reasoning
Teaching Aids : Number cards, paper, pens, place value chart, spike abacus,
Textbooks, internet connections.
5. ZAMATUN NASRAH BINTI MARWAN
(770218-01-5450)
Teaching and Learning Activities
PHASE CONTENT TEACHING & LEARNING NOTES
ACTIVITIES
Introduction Games Teacher shows a game from internet Resources:
(Mystery Picture) connections. games from
(http://www.dositey.com/addsub/Mystery10.htm) internet
Teacher asks pupils to come in front
and answer the questions.
Teacher: I want you to answer the
questions.
Teacher introduces the lesson.
Teacher: Today, we are going to
learn about determine the place
value.
Step 1 Introducing determine Teacher get pupils to talk about the Resources:
place value. number of Singaporeans who visited Textbook.
Malaysia by referring to the
Textbook on page 3. Moral
values:
Teacher makes sure pupils read and Careful and
pronounce numbers correctly. cooperative
6. ZAMATUN NASRAH BINTI MARWAN
(770218-01-5450)
PHASE CONTENT TEACHING & LEARNING NOTES
ACTIVITIES
Teacher use a spike abacus to Resources:
show the place value of each digit in Spike
826 079. Introduce the place value abacus
of hundred thousands.
Teacher also can pose questions
based on the situation, such as:
How many digits are there in 826
079? (6 digits)
What does the digit 7 represent?
(70)
What is the place value of the
digit 6? (Thousands)
Teacher can have further discussion
about extended notation using other
examples.
7. ZAMATUN NASRAH BINTI MARWAN
(770218-01-5450)
PHASE CONTENT TEACHING & LEARNING NOTES
ACTIVITIES
Step 2 Place Value Bingo Teacher asks pupils to work in Resources:
Games pairs. Pen, paper
Teacher read the rules to play this
game.
Each pair writes any 6 digit
number on a piece of paper.
Eg: 648 921
Teacher calls out a digit, eg: “8 in
the thousands place”.
Pairs with the digit 8 in the
thousands place circle the digit.
648 921
Teacher continues saying other
digits.
The pupils in pairs with all the
digits or most of the digits circled
are the winner.
648 921
Continue the activity with other
examples of 6 digits number.
8. ZAMATUN NASRAH BINTI MARWAN
(770218-01-5450)
PHASE CONTENT TEACHING & LEARNING NOTES
ACTIVITIES
Step 3 Arranging number Teacher asks pupils to change their Resources:
cards to form 6 digits pair work friends. Number
number cards
Teacher provides a set of number
cards. Eg:
10 500 60 000 3 000
700 000 0
Pupils arrange the cards according
to its place value by overlapping
them as shown.
70060 0005 001
000 000
3 0
0
Each pair of pupils writes the
number formed.
Teacher can repeat the steps using
other sets of number cards.
9. ZAMATUN NASRAH BINTI MARWAN
(770218-01-5450)
PHASE CONTENT TEACHING & LEARNING NOTES
ACTIVITIES
Closure EXPLORE IT Teacher asks pupils to find some
information and also worksheets for Resources:
exercise from internet: Internet
resources.
http://www.math-
drills.com/numbersense.shtml
http://www.shambles.net/pages/staff/M
a_Prim/
http://www.softschools.com/math/work
sheets/placevalue_worksheets.jsp
Teacher asks the pupils to complete
the exercises at home.
Reflection:_____________________________________________________________
______________________________________________________________________
______________________________________________________________________
10. ZAMATUN NASRAH BINTI MARWAN
(770218-01-5450)
Question 2 (iii)
From the lesson that I have conduct in this classroom, I see the pupils are very
eager and committed to do the activities in step 2 and step 3 because they are very
happy with the activities. These activities make them excited to be the winner and they
didn’t feel bored with the activities. I feel if we as a teacher just use talk and chalk,
pupils will feel bored and sleepy especially when we do our lesson on the afternoon.
From this lesson, I have found that they eighty percent understand on what they
have learn today about determine the place value in the Whole Numbers topic. I can
see from their worksheets that they can answer the questions.
They also very eager to do the exercise and also the worksheets that I have
download from the Mathematics website. They can answer the questions on the
worksheets and also they can find many games about Mathematics from the internet.
This class is the first class in my school so, they doesn’t have so much trouble
with the English Language that I used. They also can communicate with me in English
Language and I also eager to teach them in the class.
I hope they will enjoy to learn with me in the other lesson because I’m so enjoy to
teach and be with them in this class.
11. ZAMATUN NASRAH BINTI MARWAN
(770218-01-5450)
REFERENCES
S.S.Mok (2003). A Mathematics Course for Diploma of Education. Subang Jaya, Selangor Darul
Ehsan. Kumpulan Budiman Sdn Bhd.
Y.M.Khairuddin, P.Marzita & P. Santhi (2006). Mathematics Textbook Year 5.Ipoh,Perak Darul
Ridzuan. Dewan Bahasa dan Pustaka.
http://depts.washington.edu/tepacct/tucker/mat_refl.htm
http://www.math-drills.com/numbersense.shtml
http://www.shambles.net/pages/staff/Ma_Prim/
http://www.softschools.com/math/worksheets/placevalue_worksheets.jsp
13. ZAMATUN NASRAH BINTI MARWAN
(770218-01-5450)
Assalamualaikumwarahmatullahiwabarakatuh,
Thank god for His permission I have finish my assignment for the Introduction of Life
Skill Educations that have been given to me. Many thankful to my tutor Mr. Mohamad bin Basar
for his helpness to give me more easier to finish my assignment.
Many challenges that I have to face to finish this assignment and also thank to my friends
that have gave me motivation and also lend their hands to help me and also share their
knowledges.
More thanks and love to my family and also my parents, who gave me support and pray
to give me more strength to finish my assignment.
Hope all of you will be happy and may god bless you.
Thank you.