sti course 4466

STI Course #4466

A Closer Look at Singapore Math

with Ban Har

www.banhar.blogspot.com

STI Course #4466

Mathematical Competency as a Key

Information-Processing Skills.

Mathematics lessons should not focus

on just computation and rote learning

but to get to “accessing, using,

interpreting and communicating

mathematical ideas” which is the way

OECD defines numeracy in adults.

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STI Course #4466

Features of a Good Math Lesson

• Prolonged engagement with one

task

• CPA Approach

• Spiral Approach

• Collaborative Approach

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Greenridge Primary School, Singapore

features of

a math lesson

Let’s Learn Fractions

Prolonged Engagement Anchor Task

SEED Institute, Singapore

Show 2 equal parts.

Bruner CPA Approach

Bruner CPA Approach

2,476 x 3

Greenville Elementary School, New York

Nanyang Primary School, Singapore

Vygotsky Working in Groups

242 – 128

537 – 272

432 – 178

200 – 18

Bruner Spiral Approach

STI Course #4466

Assessment

Setting up non-negotiable assessment

indicators

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432 – 178 Level Indicators

Approaching Expectations Action Plan To use base ten blocks to model renaming 432 = 3 hundreds + 13 tens + 2 ones and then 3 hundreds + 12 tens + 12 ones

Is the student able to do number bonds for three-digit numbers? 432 is 400, 30 and what 432 is 400 and what 432 is 300 and what Is the student able to subtract? 300 – 100 120 – 70 12 – 8 Is the student able to appreciate renaming? In 492 – 178, is there enough ones to do subtraction?

Meeting Expectations

Exceeding Expectations

STI Course #4466

Teaching Basic Skills

How to differentiate for struggling

learners

How to differentiate for advanced

learners

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Tomlinson’s idea of differentiation – process, product and content

Learners accessing and constructing mathematical knowledge

Child-like Conventions

• Do renaming

• Carry out the operations

These are done separately.

200 – 18

• Rename 200 as 100 + 90 + 10

• Now subtract 10 and 8 from 90 and 10

2,476 x 3

• Multiply to get 18, 210, 1200 and 6,000

• Now add the partial products

Critical Questions in Planning a Lesson

What do I want students to learn?

How do I know?

What if they cannot learn it?

What if they already learnt it?

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Learning Outcome

Task Anticipated

Responses

Teacher Action Notes

Approaching

Expectations

Support

Meeting

Expectations

Exceeding

Expectations

Enrichment

Guided Practice

Tasks

Independent Practice

Tasks (if any)

Conclusion

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anchor task

guided practice

independent practice