Pearl City Hawaii 8 August 2011
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Thi is Day 1 of a three-day professional development for teachers in Hawaii. Today, we focus on the fundamenatals - thinking and learning theories basic to Singapore Math. There was also an Open Lesson with Grade 4 students.
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Keynote Lecture at USA National Conference on Singapore Math Strategies 13-16...
Developing Critical Thinking Through Singapore Math
Developing Critical Thinking Through Singapore Math
NCTM 2010 Regional Conferences & Expositions Denver 1
NCTM 2010 Regional Conferences & Expositions Denver 1
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Maths Hub June 2015 Day 1 and Day 2
This document discusses differentiating instruction to challenge advanced learners. It provides examples of ways to assess basic subtraction skills through runway indicators. For advanced learners, it suggests having them solve problems in alternative ways, write stories for equations, or write notes applying math concepts to enrich their learning beyond basic skills.
Math Plus Kansas City
The document discusses using math journals in elementary school classrooms to teach mathematical concepts. It describes a framework for teaching mastery that involves anchor tasks, guided practice, and independent practice. Journaling is presented as one part of this process where students explore concepts, structure their understanding, and reflect on their learning. Examples are provided of kindergarteners recording number bonds in their journals to master basic counting and addition. The journal entries allow teachers to assess understanding and provide differentiated instruction.
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Basic Lesson Structure of Singapore Math - anchor task, guided practice and independent practice
Blake Grade 6
This document provides an overview of a middle school mathematics institute that will take place on Saturday. It discusses the basic lesson format, which includes an anchor task, guided practice, and independent practice. It also references Bruner's idea of using concrete experiences and pictorial representations to help students understand abstract ideas. The document then provides several case studies as examples of lessons that could be used to develop, apply, and practice various mathematical concepts involving fractions, algebra, geometry, and more.
Blake grade 5
This document provides an overview of a Grade 5 mathematics institute that will take place on a Friday. It outlines the basic lesson format, which includes an anchor task, guided practice, and independent practice. It also references several learning theories that provide a framework for the lesson, such as Bruner's idea of concrete, iconic, and symbolic representations. The document includes several math word problems from past PSLE exams in Singapore to use for practice. It concludes with key learning theories covered and strategies for challenging advanced learners.
Blake Grade 4
1) The document discusses standards and instructional focus areas for Grade 4 mathematics, including multi-digit multiplication and division, fractions, and geometric shapes.
2) It provides examples of case studies to solve, including arranging fractions in order and word problems involving fractions of amounts.
3) Theories of learning and representation discussed include Bruner's CPA approach and Skemp's classifications of understanding in mathematics.
Blake Grade 3
This document provides information about a grade 3 mathematics institute to be held on Wednesday. It discusses key theories in mathematics learning from Piaget, Bruner, Dienes, Vygotsky, and Skemp. The document also provides several case studies with examples of lesson plans and problems that assess different mathematical concepts like operations, fractions, problem solving, and place value.
Blake Grade 2
The document discusses a Grade 2 math institute that will focus on place value using concrete and pictorial representations. It provides several case studies on topics like subtraction across zeros, fractions, and problem solving. The lessons follow a basic format of an anchor task, guided practice, and independent practice. Key learning theories that will be drawn from include those from Piaget, Bruner, Dienes, Vygotsky, and Skemp. Bruner's CPA approach and Skemp's classifications of understanding will be particularly relevant for using different representations to build conceptual and relational understanding.
2104 WSU Cutouts
This document contains instructions for cutting out numbers and mathematical symbols from a page. It includes numbers from 0 to 9, basic mathematical operators like + and -, and instructions to cut out the listed items. The document is repetitive, listing the same numbers and symbols twice.
2014 WSU Day 2
The document discusses strategies for developing and improving mathematical practices, such as using anchor tasks, collaborative structures, questioning techniques, journals, textbooks for reflection, and focusing on visualization, generalization, and number sense. It also discusses moving from concrete to pictorial to abstract representations, and using anchor tasks and challenging word problems to teach Singapore math concepts.
2014 WSU Day 1 Slides
This document discusses using a problem-solving approach to teach mathematics. It focuses on practicing problem-solving lessons and breaking students into groups to work on problems. The document provides resources for lesson plans and contact information for the speaker who advocates for integrating problem-solving into mathematics education.
Se01 abc's of singapore math through whole numbers
The document discusses the Singapore approach to teaching mathematics, which was developed to help Singaporean students perform better in math. It is based on Bruner's ideas of a spiral curriculum and using representations. The document provides 15 sample math tasks that demonstrate fundamentals of Singapore Math instruction, such as the Concrete-Pictorial-Abstract approach. It also includes quotes from Bruner about revisiting basic ideas repeatedly to help students master structured bodies of knowledge.
Sd09 visualization
This document contains an agenda for a staff development conference on Singapore Math strategies with a focus on visualization. It includes 4 sample math tasks: 1) finding the area of a 4-sided polygon on a geoboard; 2) calculating leftover wire used to make a figure of 6 equilateral triangles; 3) dividing numbers by 3, 4, and 6; and 4) a word problem about Peter and Nancy exchanging coins to determine how many Peter originally had. The tasks are meant to illustrate ways to get students to visualize math concepts.
Sd02 challenge me
The document discusses strategies for differentiated instruction for advanced learners. It focuses on enrichment rather than acceleration. It provides 6 case studies as examples of anchor tasks that can challenge advanced learners in lessons, including problems about number sequences, geometry of rooms and chairs, properties of triangles, and finding sums of hexagon angles. The goal of the session is to explore general strategies for differentiating instruction to meet the needs of advanced students.
Sc02 fraction problems
This document contains a summary of fraction problems that will be covered in the "Let's Solve Them & Enjoy It: Fraction Problems" course at the Singapore Math Strategies National Conference. It outlines 7 fraction problems involving concepts like halves, adding fractions, finding percentages of amounts, and word problems about groups of children leaving a hall. The problems cover a range of skills from representing halves to multi-step word problems involving fractions.
2014 K-2 M4thodology Day 1
This document contains information from a presentation on developing number sense and problem-solving skills for grades K-2. It includes example math tasks and problems involving counting, addition, subtraction, and comparing quantities. Strategies are provided for using objects, pictures and diagrams to model word problems and develop conceptual understanding of part-whole and comparison situations. The document also lists questions to guide effective lesson planning and Polya's four-step model for mathematical problem-solving.
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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
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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.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Pearl City Hawaii 8 August 2011
- 1. Professional Development for Singapore Math (Upper Grades) Yeap Ban Har banhar@sg.marshallcavendish.com Pearl City, Hawaii Day 1 8 August 2011 Presentations are available at www.banhar.blogspot.com
- 2. Professional Development for Singapore Math (Upper Grades) Day 1 Session 1 Open Lesson CPA Approach
- 3. Nanakuli Elementary School, Hawaii, USA
- 4. Nanakuli Elementary School, Hawaii, USA
- 5. Nanakuli Elementary School, Hawaii, USA
- 6. concrete pictorial abstract The CPA Approach is one of the fundamentals of Singapore Math. Nanakuli Elementary School, Hawaii, USA
- 7. Nanakuli Elementary School, Hawaii, USA
- 8. concrete The CPA Approach is one of the fundamentals of Singapore Math.
- 9. pictorial The CPA Approach is one of the fundamentals of Singapore Math.
- 10. pictorial / abstract 16 16 ÷ 4 The CPA Approach is one of the fundamentals of Singapore Math.
- 11. pictorial / abstract 16 3 x 4 The CPA Approach is one of the fundamentals of Singapore Math.
- 12. abstract 4 34×16 16 16 ÷ 4 The CPA Approach is one of the fundamentals of Singapore Math.
- 13. abstract 4 34×16 16 3 x 4 The CPA Approach is one of the fundamentals of Singapore Math.
- 14. Professional Development for Singapore Math (Upper Grades) Day 1 Session 2 Examples from Fractions CPA Approach
- 15. The Concept of Equal Parts in Fractions
- 16. The Concept of Equal Parts in Fractions
- 18.
- 20. conceptual understanding Another emphasis of Singapore Math is the focus on conceptual understanding.
- 21. Let’s learn some math…. What can be counted together i.e. added? What can’t?
- 24. “A curriculum as it develops should revisit these basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them.” Jerome Bruner 1960 The Process of Education One feature of Singapore Math is the spiral approach.
- 25. Emphasis on Systematic Variation One feature of Singapore Math is the spiral approach and systematic variation.
- 29. This represents 1 156 = 116
- 30. This represents 1 76 =
- 31. This represents 1 76 = 116
- 32. Professional Development for Singapore Math (Upper Grades) Day 1 Session 3 Fraction Division CPA Approach