This short course is part of a module participants for Specialist Certificate in Mathematics Teaching (Primary) is offering. This module focuses on whole numbers and using everyday things to teach.
The document discusses teaching fundamental fraction concepts using a problem solving approach, where students solve word problems to learn concepts like halves, quarters, and equivalency rather than through direct instruction. It provides examples of problems where students determine which of two students is correct about fractional amounts, explore equivalent fractions, and work with mixed numbers involving fractional parts of multiple whole cakes.
This is a summary of the discussion on Day 1. This is the fifth class organized by MOE Singapore for local kindergarten teachers. MCI offers early childhood courses with emphasis on mathematics and science.
NCTM Math Intervention in the Middle School Using Singapore MathJimmy Keng
The document summarizes a presentation about using Singapore Math to provide math intervention for middle school students struggling with mathematics. It discusses how Singapore schools differentiate instruction through both curriculum and teaching strategies to help build students' confidence in math. It also outlines typical intervention models and resources used in Singapore from grades 1-8.
This document contains information from a presentation on Singapore Math given by Dr. Yeap Ban Har. It includes 6 lessons on various math topics taught using the Singapore Math approach such as multiplication, problem solving, bar modeling, and area of polygons. It emphasizes concepts like visualization, problem solving, conceptual understanding, and differentiated instruction. Contact and biography information is provided for Dr. Yeap Ban Har.
This document discusses Singapore Math and teacher preparation. It focuses on the approach of Singapore Math, which emphasizes problem solving, conceptual understanding, and thinking. It outlines the framework for preparing teachers to teach mathematics in this way, which includes having teachers learn content conceptually and the corresponding pedagogical knowledge. Courses in Singapore help teachers develop as learners and observers by giving opportunities to study math lessons.
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.
This short course is part of a module participants for Specialist Certificate in Mathematics Teaching (Primary) is offering. This module focuses on whole numbers and using everyday things to teach.
The document discusses teaching fundamental fraction concepts using a problem solving approach, where students solve word problems to learn concepts like halves, quarters, and equivalency rather than through direct instruction. It provides examples of problems where students determine which of two students is correct about fractional amounts, explore equivalent fractions, and work with mixed numbers involving fractional parts of multiple whole cakes.
This is a summary of the discussion on Day 1. This is the fifth class organized by MOE Singapore for local kindergarten teachers. MCI offers early childhood courses with emphasis on mathematics and science.
NCTM Math Intervention in the Middle School Using Singapore MathJimmy Keng
The document summarizes a presentation about using Singapore Math to provide math intervention for middle school students struggling with mathematics. It discusses how Singapore schools differentiate instruction through both curriculum and teaching strategies to help build students' confidence in math. It also outlines typical intervention models and resources used in Singapore from grades 1-8.
This document contains information from a presentation on Singapore Math given by Dr. Yeap Ban Har. It includes 6 lessons on various math topics taught using the Singapore Math approach such as multiplication, problem solving, bar modeling, and area of polygons. It emphasizes concepts like visualization, problem solving, conceptual understanding, and differentiated instruction. Contact and biography information is provided for Dr. Yeap Ban Har.
This document discusses Singapore Math and teacher preparation. It focuses on the approach of Singapore Math, which emphasizes problem solving, conceptual understanding, and thinking. It outlines the framework for preparing teachers to teach mathematics in this way, which includes having teachers learn content conceptually and the corresponding pedagogical knowledge. Courses in Singapore help teachers develop as learners and observers by giving opportunities to study math lessons.
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.
Singapore Math Strategies for U.S. SchoolsJimmy Keng
The document provides an overview of Singapore Math strategies that could be used in U.S. schools. It discusses the fundamentals of Singapore Math which include a focus on problem solving, thinking, managing information, visualization, generalization, and number sense. It also discusses how Singapore students have demonstrated high achievement in international math assessments like TIMSS. The pedagogical approach of Singapore Math focuses on understanding over procedural skills. Differentiated instruction and assessment are also emphasized.
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.
MCI Worchester State University Singapore Math InstituteJimmy Keng
Register at www.si.mcinstitute.com.sg
This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.
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.
Houston Beyond the Basics Advanced Institute Day 1Jimmy Keng
This document summarizes key points from a presentation on Singapore Math. It discusses 7 lessons that focus on conceptual understanding, problem solving, and visual representations. The lessons cover topics like multiplication facts, multi-digit multiplication, setting up bar models, and using diagrams to solve equations. Singapore Math emphasizes thinking, visualization, and anchoring lessons around extended problems.
This document provides information about a course on pre-numeracy skills taught by Dr. Yeap Ban Har from Marshall Cavendish Institute. It includes his contact information, as well as slides and resources available on his blog and Facebook page. The document discusses different types of numbers, counting, features of the Singapore Math approach, and number bonds, with a focus on introducing foundational numerical concepts to young children before they learn addition.
ECM101 Development of Early Childhood NumeracyJimmy Keng
This course is offered to pre-school teachers by Pre-School Unit, Ministry of Education Singapore. This is Day 1 of the 12-hour course. Forty participants enrolled for the class which is the 4th Cohort.
Singapore Math Institute First AnnouncementJimmy Keng
This institute will be held in Singapore in November 2012. Ministry of Education (Singapore) teachers will register through their schools. International participants, please contact geraldynsng@sg.marshallcavendish.com for registration details.
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.
EdCrisch Kindergarten Mathematics ECM101Jimmy Keng
This course focuses on making early childhood mathematics lessons interesting and easy to learn. It teaches the importance of visualization, generalization, number sense, and soft skills like communication and metacognition. Students will learn strategies and theories to help young children recognize rectangles, count to 5, and understand different types of numbers. The course is taught by Dr. Yeap Ban Har from Marshall Cavendish Institute and focuses on what and how to approach numeracy programs in early childhood education.
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.
This document provides examples of how to teach Singapore Math concepts using the textbook both as written and with modifications. It demonstrates lessons on shapes, fractions, word problems, and equations being taught through worked examples, guided practice, and differentiation for varying skill levels. Supplemental materials like bar modeling techniques are also presented as ways to explain mathematical concepts.
Helping Lower Primary Children in MathematicsJimmy Keng
This document presents examples of learning math in a fun and effective way. It includes 7 examples of math word problems and activities involving ratios, number comparisons, story problems, visualization, and tangrams. The goal is to emphasize learning math through patterns, generalization, and hands-on activities. Schools from several countries are mentioned as places where these engaging math teaching methods can be applied.
Math in Focus: Singapore Math Community Institute (updated) Jimmy Keng
The document discusses Singapore's approach to mathematics education. It provides background on Singapore as a country and details on its education system, including student and teacher numbers and types of schools. It then discusses the historical development and implementation of Singapore Math, focusing on its emphasis on problem solving and visualization. Several examples of math problems from Singapore textbooks are presented.
This document provides an introduction to the Singapore Math approach. It discusses Jerome Bruner's model of concrete, pictorial, and abstract representations in learning. It presents examples of how Singapore textbooks and lessons move from hands-on activities to visual representations to symbolic expressions. The document shares photos of students in Singapore and Indonesia using concrete materials to understand mathematical concepts like volume. It provides word problems and worked examples demonstrating the concrete-pictorial-abstract approach.
Seminar for Parents of Kindergarten Children Jimmy Keng
The document advertises mathematics courses conducted by the Marshall Cavendish Institute in Singapore for parents and tutors. The courses are held over four Saturdays in July through October for three different age groups (P1/2, P3/4, P5/6). Each course has a maximum of 40 participants and is held at the Civil Service College in Buona Vista. Contact details are provided for registration.
The document discusses Singapore Math and its emphasis on visualization and multi-step word problems involving fractions. It provides examples from primary level textbooks showing how visuals are used to teach concepts like the distributive property without using formal terms. The examples illustrate multi-step fraction word problems and how they are visually represented and solved step-by-step to find the total number of coins or durians originally involved.
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.
El Museo de arte de Mosan, invitó a los maestros Zulema Hani y Carlos Enrique Rodríguez Arango, a participar en THE 11TH WORLD CULTURAL ART SYMPOSIUM, con el tema de "Cultura Arte y Paz entre Hombre y Naturaleza"
IDG Next Generation Marketing - Keynote (Seoul Korea)Matt Dickman
The document discusses the changing landscape of marketing in a digital world. It notes that the foundation for the future is being built today, and that marketers must adapt to constant change or face irrelevance. It outlines how the rules of marketing have shifted, with the web fundamentally altering communications. Interactivity is increasingly important, with experiences and storytelling becoming central. Marketers must listen and engage through two-way dialogue rather than one-way interruption. Micro-level engagement through social media allows information to spread virally. To succeed, marketers need to put strategy first and focus on adding value through new approaches.
Singapore Math Strategies for U.S. SchoolsJimmy Keng
The document provides an overview of Singapore Math strategies that could be used in U.S. schools. It discusses the fundamentals of Singapore Math which include a focus on problem solving, thinking, managing information, visualization, generalization, and number sense. It also discusses how Singapore students have demonstrated high achievement in international math assessments like TIMSS. The pedagogical approach of Singapore Math focuses on understanding over procedural skills. Differentiated instruction and assessment are also emphasized.
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.
MCI Worchester State University Singapore Math InstituteJimmy Keng
Register at www.si.mcinstitute.com.sg
This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.
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.
Houston Beyond the Basics Advanced Institute Day 1Jimmy Keng
This document summarizes key points from a presentation on Singapore Math. It discusses 7 lessons that focus on conceptual understanding, problem solving, and visual representations. The lessons cover topics like multiplication facts, multi-digit multiplication, setting up bar models, and using diagrams to solve equations. Singapore Math emphasizes thinking, visualization, and anchoring lessons around extended problems.
This document provides information about a course on pre-numeracy skills taught by Dr. Yeap Ban Har from Marshall Cavendish Institute. It includes his contact information, as well as slides and resources available on his blog and Facebook page. The document discusses different types of numbers, counting, features of the Singapore Math approach, and number bonds, with a focus on introducing foundational numerical concepts to young children before they learn addition.
ECM101 Development of Early Childhood NumeracyJimmy Keng
This course is offered to pre-school teachers by Pre-School Unit, Ministry of Education Singapore. This is Day 1 of the 12-hour course. Forty participants enrolled for the class which is the 4th Cohort.
Singapore Math Institute First AnnouncementJimmy Keng
This institute will be held in Singapore in November 2012. Ministry of Education (Singapore) teachers will register through their schools. International participants, please contact geraldynsng@sg.marshallcavendish.com for registration details.
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.
EdCrisch Kindergarten Mathematics ECM101Jimmy Keng
This course focuses on making early childhood mathematics lessons interesting and easy to learn. It teaches the importance of visualization, generalization, number sense, and soft skills like communication and metacognition. Students will learn strategies and theories to help young children recognize rectangles, count to 5, and understand different types of numbers. The course is taught by Dr. Yeap Ban Har from Marshall Cavendish Institute and focuses on what and how to approach numeracy programs in early childhood education.
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.
This document provides examples of how to teach Singapore Math concepts using the textbook both as written and with modifications. It demonstrates lessons on shapes, fractions, word problems, and equations being taught through worked examples, guided practice, and differentiation for varying skill levels. Supplemental materials like bar modeling techniques are also presented as ways to explain mathematical concepts.
Helping Lower Primary Children in MathematicsJimmy Keng
This document presents examples of learning math in a fun and effective way. It includes 7 examples of math word problems and activities involving ratios, number comparisons, story problems, visualization, and tangrams. The goal is to emphasize learning math through patterns, generalization, and hands-on activities. Schools from several countries are mentioned as places where these engaging math teaching methods can be applied.
Math in Focus: Singapore Math Community Institute (updated) Jimmy Keng
The document discusses Singapore's approach to mathematics education. It provides background on Singapore as a country and details on its education system, including student and teacher numbers and types of schools. It then discusses the historical development and implementation of Singapore Math, focusing on its emphasis on problem solving and visualization. Several examples of math problems from Singapore textbooks are presented.
This document provides an introduction to the Singapore Math approach. It discusses Jerome Bruner's model of concrete, pictorial, and abstract representations in learning. It presents examples of how Singapore textbooks and lessons move from hands-on activities to visual representations to symbolic expressions. The document shares photos of students in Singapore and Indonesia using concrete materials to understand mathematical concepts like volume. It provides word problems and worked examples demonstrating the concrete-pictorial-abstract approach.
Seminar for Parents of Kindergarten Children Jimmy Keng
The document advertises mathematics courses conducted by the Marshall Cavendish Institute in Singapore for parents and tutors. The courses are held over four Saturdays in July through October for three different age groups (P1/2, P3/4, P5/6). Each course has a maximum of 40 participants and is held at the Civil Service College in Buona Vista. Contact details are provided for registration.
The document discusses Singapore Math and its emphasis on visualization and multi-step word problems involving fractions. It provides examples from primary level textbooks showing how visuals are used to teach concepts like the distributive property without using formal terms. The examples illustrate multi-step fraction word problems and how they are visually represented and solved step-by-step to find the total number of coins or durians originally involved.
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.
El Museo de arte de Mosan, invitó a los maestros Zulema Hani y Carlos Enrique Rodríguez Arango, a participar en THE 11TH WORLD CULTURAL ART SYMPOSIUM, con el tema de "Cultura Arte y Paz entre Hombre y Naturaleza"
IDG Next Generation Marketing - Keynote (Seoul Korea)Matt Dickman
The document discusses the changing landscape of marketing in a digital world. It notes that the foundation for the future is being built today, and that marketers must adapt to constant change or face irrelevance. It outlines how the rules of marketing have shifted, with the web fundamentally altering communications. Interactivity is increasingly important, with experiences and storytelling becoming central. Marketers must listen and engage through two-way dialogue rather than one-way interruption. Micro-level engagement through social media allows information to spread virally. To succeed, marketers need to put strategy first and focus on adding value through new approaches.
A quick summary or a general outlook on international business management of South Korea. The outline is written below:
Introduction to South Korea
Economic Transition & Business-Industrialization Stage
Political Admin, Public Policy, Society & Culture
Geopolitics to Geo-economics
Emergence of Chaebol Industry
Foreign Investment Climate
Business Culture & Etiquette
Automotive Intelligence for Professionals: The South Korea AutoBook includes company profiles of OEM car makers, multinational and local automotive parts suppliers as well as organizations, media and exhibitions.
It also includes detailed statistics about Automotive sales, market share, OEM capacities and information about new programs 2017-20.
The South Korea AutoBook helps you to identify new customers in the Automotive industry in South Korea and provides key contact information.
2011 Edelman Trust Barometer: South Korea InsightsEdelman Korea
The 2011 Edelman Trust Barometer found that:
1) South Korea had the highest levels of trust in NGOs compared to other Asian countries and globally, but only half of South Koreans trusted the government and business.
2) South Koreans were more trusting of NGOs than business, unlike most other Asian countries surveyed where business was more trusted.
3) Along with companies headquartered in emerging markets, only Singapore and South Korea trusted companies headquartered in South Korea.
4) While a majority of South Koreans agreed with Milton Friedman's view that the role of business is to increase profits, nearly seven in ten also believed corporations need to align shareholder value creation
Smart and sustainable city case of urban transformation of seoul myounggu kangsimrc
The document discusses the transformation of Seoul, South Korea from a non-urban area to a smart and sustainable city through proactive urban planning and land management. It provides background on the rapid urbanization of Seoul in the 1960s-1980s, and how the city addressed challenges of housing shortages, congestion, and environmental issues through master plans, new towns like Gangnam and Bundang, and redevelopment projects like Cheonggyecheon. The restoration of Cheonggyecheon creek in central Seoul improved safety, environment, culture and the local economy by removing an elevated highway and creating a public green space.
this is an essential originally power point created notes in section view of engineering graphics and drawing hope you enjoy this and take its benefits....
The 2030 Seoul Plan draft outlines Seoul's vision and spatial structure for the next 20 years. It divides Seoul into 5 regions and establishes 3 main centers, 7 regional centers and 12 local centers. The plan aims to create a people-centered city with a strong job market, vibrant culture, and safe, stable communities through 12 initiatives addressing issues like welfare, jobs, environment and transportation. The spatial structure focuses on preserving natural areas and historical resources while connecting centers through transportation and greenway axes to promote balanced development across Seoul.
Power BI Create lightning fast dashboard with power bi & Its Components Vishal Pawar
Every data has meaning, but we had limitation to use data through big long running process Extraction, Transformation and Representation, but now Power BI solves your problem to kick start having Data extraction in Power Query, Data Modelling and Transformation in Power Pivot and reach data representation using power view and power map on demand any nearby device on your fingertips, You will learn all latest and greatest features of Power BI.
This is my power point presentation about South Korea for LIT 002 / World Literature.
Contents:
*geography
* brief history
* culture
* traditions
* literature
* landmarks
* economic
* others
Learn Drupal's Most Powerful Site-Building Modules: Display Suite, Context, V...Mediacurrent
This document summarizes a presentation about using Display Suite, Context, Views, and Panels modules in Drupal to build sites. It discusses how these modules can be used individually and together to construct content, arrange blocks on pages, and display content lists. Display Suite is highlighted as a powerful tool for building custom content and Views, while Context is useful for arranging blocks. The presentation provides examples of how to integrate these modules and considers real-world use cases.
Learn Power BI with Power Pivot, Power Query, Power View, Power Map and Q&AVishal Pawar
The document appears to be a slide deck presentation about Microsoft Power BI. It includes slides on Power Query, Power Pivot, Power View and Power Map. The presentation provides overviews of these tools, describes their capabilities and functionality, and includes demos of how to use them. It discusses how Power BI allows users to discover, visualize and share insights from data.
When working with big data or complex algorithms, we often look to parallelize our code to optimize runtime. By taking advantage of a GPUs 1000+ cores, a data scientist can quickly scale out solutions inexpensively and sometime more quickly than using traditional CPU cluster computing. In this webinar, we will present ways to incorporate GPU computing to complete computationally intensive tasks in both Python and R.
See the full presentation here: 👉 https://vimeo.com/153290051
Learn more about the Domino data science platform: https://www.dominodatalab.com
3 Things Every Sales Team Needs to Be Thinking About in 2017Drift
Thinking about your sales team's goals for 2017? Drift's VP of Sales shares 3 things you can do to improve conversion rates and drive more revenue.
Read the full story on the Drift blog here: http://blog.drift.com/sales-team-tips
The document is a presentation about Singapore Mathematics. It provides an overview of Singapore's education system and curriculum. It then discusses key aspects of Singapore Math, including its focus on thinking, visualization, problem solving, conceptual understanding, learning new concepts through problem solving, and drill-and-practice through problem solving. Several examples of Singapore Math problems and methods are also presented.
This course is offered in Chile as part of a Certificate in Mathematics Teaching programme. This presentation is for MAP101 Fundamentals of Singapore Mathematics Curriculum. It is a study of the problem solving approach and an emphasis on thinking - visualization, generalization and number sense. Plus learning theories such as Dienes and Bruner.
The document announces an international education seminar on January 4th 2012 in Singapore to introduce the Singapore method for teaching mathematics. The seminar will be led by Dr. Yeap Ban Har and will include presentations and workshops on the basic theories and models used in the Singapore approach, such as the bar model for problem solving. A schedule and contact information is provided for those interested in learning more about the Singapore math teaching method.
This document summarizes a presentation on Singapore Math. It discusses how Singapore Math focuses on thinking, visualization using bar models, patterns and generalization, problem solving, and applying knowledge through problem solving. It provides examples of how concepts like fractions division and place value are taught using hands-on approaches like paper folding rather than solely drill-and-practice.
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.
This is a one-day course on Essentials of Singapore Maths which is equivalent to MAP101 Fundamentals of Singapore Mathematics. About 60 participants attended this session.
Seminar at Colegio Inmaculada Conception, Universidad Andres Bello &San Beni...Jimmy Keng
Pensar sin Limites Seminars
This seminar was held at various places including Colegio Inmaculada in Conception, Universidad Andres Bello in Santiago & San Benito School in Santiago. The seminar explains the pedagogy behind the Spanish edition of My Pals Are Here! Mathematics.
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 is part of the professional development for the team that translate My Pals Are Here into Dutch and also people who are going to provide professionald evelopment for teachers using Singapore textbooks in the future.
The document discusses Singapore Math and its spiral curriculum approach. It provides examples of how fractions are taught over multiple grades, with concepts being revisited and built upon each year. It also discusses enrichment lessons, and gives an example of a lesson where students explore different methods for dividing fractions by whole numbers.
LEAP Educators' Conference 2011, Manila, The Philippines, 11 - 12 February 2011Jimmy Keng
This plenary lecture on elementary school mathematics was given at the conference which marks the end of the three-year Leaders and Educators in Asia Programme.
STI Course A Closer Look at Singapore Math by Yeap Ban HarJimmy Keng
This weekend course conducted at Scarsdale Teachers Institute, New York focused on the use of anchor problem to enhance the teaching and learning of mathematics.
This document provides information about math instruction at the school. It discusses what constitutes progress in math, how math is taught in key stages 1 and 2, and key concepts taught like number sense, addition, subtraction, multiplication, division, word problems, and problem solving. It emphasizes building understanding of place value and using various methods like number lines, arrays, and partitioning. It suggests ways for parents to help children at home, such as playing math games and giving praise, rather than workbooks or stressing written algorithms.
The document summarizes key aspects of Singapore's mathematics curriculum that has achieved high student performance and positive attitudes towards mathematics. It focuses on developing mathematical problem solving and thinking skills. The curriculum emphasizes concrete, pictorial, and abstract representations of concepts. Assessment is aligned with the curriculum and emphasizes higher-order thinking. As a result, over 40% of Singapore students demonstrate advanced understanding of mathematics compared to an international average of 5%. Students also have relatively high attitudes towards mathematics compared to other high-performing countries.
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.
These were the materials covered in last year's professional development. This year's session is a follow-up with revisiting of core ideas and extension of others.
The document outlines the calculations policy of the North Norwich Cluster. It discusses how math should be taught for understanding rather than just procedures. Children should experience math through language, pictures, and hands-on activities to develop their own understanding at their own pace. The policy explains the progression of different calculations, from addition and subtraction to multiplication and division. It provides examples of models and images to help children visualize different math concepts and build understanding, such as using objects, number lines, and part-whole models to teach addition and subtraction.
NCTM 2010 Regional Conferences & Expositions Denver 2Jimmy Keng
This session focuses on eight elements of early grade mathematics in Singapore that help develop a strong foundation for later mathematics learning. These include: 1) Sustained focus on thinking, 2) Focusing on a small number of topics taught in-depth, 3) Using concrete-pictorial-abstract approaches, 4) Having a spiral curriculum where topics are revisited over multiple years, 5) Utilizing non-specialist teachers with support materials, 6) Systematically varying tasks, 7) High aspirations among parents, and 8) Providing learning support and remediation. Concrete approaches, visual representations, and attention to disadvantaged students helps ensure all students learn well.
Similar to Seoul Foreign School Plenary Session (20)
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.
The document outlines a schedule for four sessions occurring between 08:30-04:00 with a forum period from 03:30-04:00. It then discusses using a lesson on the Common Core to understand critical areas for Grade 1, including number bonds, comparison of numbers, and conservation of numbers. Various methods for developing visualization like the CPA approach, bar models, and teacher questioning are listed. The document goes on to discuss elements of effective math lessons including exploration, structure, journaling, reflection, and guided/independent practice using addition and subtraction strategies like counting all, making 10, subtracting from ten, and renaming before subtracting with examples provided.
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.
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.
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.
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.
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.
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.
The document summarizes discussions from breakout sessions at the 4th Singapore Math Institute on teaching mathematics using Singapore's approach. It provides tasks and problems from Singapore classrooms related to practicing skills through problem-solving, using anchor tasks to structure lessons, and teaching geometry in grades 4-6. The goals are to emulate Singapore's emphasis on problem-solving and multi-step word problems to develop students' mathematical thinking.
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.
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 numbersJimmy Keng
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.
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.
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.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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9
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. Professional Development
Singapore Mathematics
Seoul 9 – 11 July 2012
Dr Yeap Ban Har
yeapbanhar@gmail.com
Marshall Cavendish Institute Singapore
Presentation slides are available at
www.banhar.blogspot.com
MAP101
www.mcinstitute.com.sg
www.facebook.com/MCISingapore
2. FUNDAMENTALS
of singapore
math
Mayflower Primary School, Singapore
Slides are available at
www.banhar.blogspot.com
3. Introduction
This course is an overview of Singapore
Math. It includes the what and how of
teaching mathematics.
16. 110 g
180 g 110 g
Bella puts 180 g brown sugar on the dish.
290 g
17. on an identical dish
110 g
2 units = 180 g
1 unit = 90 g
180 g 110 g
3 units = 270 g
Bella puts 270 g brown sugar on the dish.
290 g
18.
19. Singapore Math is based on the CPA Apporach.
Pictorial representations can be more concrete
(pictures) or more abstract (diagrams such as bar
model).
An alternate way to solve the brown sugar
problem:
20. Singapore Mathematics
focuses on the ability to
visualize. For example,
bar models are used
extensively.
Bar models were introduced to overcome the
pervasive problems students had with word problems
– even the basic ones.
21. Such word problems are used to help
students
Deal with information
Handle and clarify ambiguity – one
dish or two
Develop visualization – bar models
are used extensively
Practice mental strategies – numbers
used are not difficult to compute
23. Procedural & Conceptual
Understanding
Singapore Math places an emphasis on
both. Procedures are explained in a
conceptual way. For example, long
division is seen simply as breaking
large numbers into smaller ones before
dividing.
24.
25.
26.
27.
28.
29.
30. Using number
bonds to make
sense of long
division
Differentiated Instruction for advanced
Over-
learners – how does one get the result
emphasizing
of 51 3 from 60 3.
procedural Balancing
knowledge procedural
knowledge
with
conceptual
understanding
51. Method 1
The positions of 11, 22, 33 are at C, H, E respectively.
Positions of multiples of 11 can be located.
Method 4
The position
for 99 can be
found by
writing out all
the numbers
Method 3 but this is not
Numbers ending with 9 efficient
are at E. So, 99 is at E method.
Method 2 too.
The positions of numbers ending with 1 and 6 can
be located ta either ends. Thus 91 or 96 can be
located. Subsequently, 99 can be located.
54. Method 1
The letters under A and I are
even. So 99 cannot be there.
Method 2
The positions of numbers ending
with 9 form a diagonal pattern.
Method 3
The numbers under first D
increases by 8. Thus 17 + 80 = 97
is under first D. The position for
99 can be worked out.
Method 4
The positions of multiples of 8 I is
definitely under A. 8 x 12 = 96 is
under A. The position of 99 can
be worked out.
Method 5
Numbers under V is 1 less than
multiples of 4. So, 2011 (1 less
than 2012) is under V. 99 is less
than 100.
55. Method 2
The positions of numbers ending with 9
form a diagonal pattern.
The methods were the ones that
participants in Chile came up with.
56. Another Method
In a course done in December 2010 with a group of
Chilean teachers, there was a method that involves
division. For Cheryl, it was 99 10.
For David, it was 99 8. Are you able to figure out that
method?
69. Multiplication Facts
We do a case study on multiplication
facts. We will see the use of an anchor
task to engage students for an
extended period of time.
70.
71.
72.
73.
74. Strategy 1
Get 3 x 4 from 2 x 4
Strategy 2
Doubling
Strategy 3
Get 7 x 4 from 2 x 4 and 5 x 4
Strategy 4
Get 9 x 4 from 10 x 4
85. … and, later, diagrams. Students also
write multiplication sentences in
conventional symbols.
86. First, equal groups –
three groups of four. Third, four multiplied three
times ….
Second, array –
Three rows of four
87. Textbook Study
Observe how equal group
representation evolves into array and
area models. Also observe how the
multiplication tables of 3 and 6 are
related on the flights of stairs.
98. Students who were already good in the skill of multiplying two-digit number
with a single-digit number were asked to make observations. They were
asked “What do you notice? Are there some digits that cannot be used ta
all?”
105. FUNDAMENTALS
of singapore
math The following slides are for additional
tasks that are discussed on the second
day for Grades 5 – 8
Mayflower Primary School, Singapore
Slides are available at
www.banhar.blogspot.com
106.
107.
108.
109.
110.
111.
112.
113.
114. Marcus gave ¼ of his coin collection to his sister
and ½ of the remainder to his brother.
As a result, Marcus had 18 coins.
Find the number of coins in his collection at first.
3 units = 18
8 units = ???
Marcus had 48 coins at first.