houston beyond the basics advanced institute day 1
DESCRIPTION
Advanced Institutes delved into subtle ideas of Singapore Math and a content area. This institute focused on fractions.TRANSCRIPT
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Dr. Yeap Ban HarMarshall Cavendish Institute
Slides are available at
www.banhar.blogspot.com
www.facebook.com/MCISingaporeMarshall Cavendish Institute
www.mcinstitute.com.sg
SINGAPORE
M AT H Beyond the Basics
St Edward’s SchoolFlorida, USA
Day One
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IntroductionWe start the day with an overview of Singapore Math.
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Singapore Ministry of Education 1997
THINKING SCHOOLSLEARNING NATION
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is singapore
whatmathematics
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key focus
singapore
mathematics
of
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problem
solving
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thinking
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Singapore Mathematics: Focus on Thinking
excellentvehicleanforthe
development&improvement of
a person’s intellectual
competenciesMinistry of Education Singapore 2006
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conceptual
understanding
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Lesson 1We do a case study on multiplication facts to understand the emphasis on visualization in learning basic materials. We also saw the use of an anchor tasks to engage students for an extended period of time.
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Strategy 1Get 3 x 4 from 2 x 4
Strategy 2Doubling
Strategy 3Get 7 x 4 from 2 x 4 and 5 x 4
Strategy 4Get 9 x 4 from 10 x 4
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Public School in Chile
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First, equal groups – three groups of four.
Second, array –Three rows of four
Third, four multiplied three times ….
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Lesson 2Can we get the multiplication facts for, say 4, from 2 x 4 and 5 x 4?
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Lesson 2 August 2, 2012
2 x 4 = 8
5 x 4 = 20Problem10 x 4 = 5 x 4 = 209 x 4 = 2 x 4 = 84 x 4 = 8 x 8 = 7 x 4 = 2 x 4 = 8 6 x 4 = 5 x 4 = 20 3 x 4 =
2 x 4 = 8
This Grade 2 lesson on multiplication facts of 4 centers around using doubling strategy and adding one row strategy in addition to previewing more advanced strategies such as using 2 x 4 and 5 x 4 to get 7 x 4 as well as ‘subtraction’ strategy. The anchor task is to use 2 x 4 and 5 x 4 to obtain all the other facts. The anchor task allows students to work on one task for an extended period of time.
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Da Qiao Primary School Singapore
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Lesson 3Multiplication of multi-digit numbers with emphasis on visualization.
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Lesson 3 August 2, 2012
39 x 6
30 9
6
40 x 6 = 240
39 x 6 =
30 9
Method 2Method 1
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Lesson 4Use digits 1 to 9 to make a correct multiplication sentence =.
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Open Lesson at Broomfield, Colorado
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Textbook StudyStudy the three tasks in the Guided Practice 1 through 3 and discuss how they are different.
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My Pals Are Here! Maths (Third Edition)
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Lesson 5We studied the strategies to help struggling readers as well as those weak in representing problem situations.
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Lesson 7
In the end ...
At first …
Alice
Betty
Charmaine
Dolly
20
10
August 2, 2012
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Lesson 7 August 2, 2012
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Lesson 7 August 2, 2012
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Lesson 6Question: How do we help students set up the model? Students are introduced to the idea of using a rectangle to represent quantities – known and unknown. Paper strips are used. Later, only diagrams are used. Advanced skills like cutting and moving are learned in Grades 4, 5 and 6. How is the idea of bar model introduced in Grades K – 3?
Lesson 6 show a basic bar model solution in Grade 5.
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Lesson 6 August 2, 2012
Carl
Ben
$4686
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Differentiated instruction for students who have difficulty with
standard algorithms. Use number bonds.
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2x + x = 4686
3x = 4686
Students in Grade 7 may use algebra to deal with such situations. Bar model is actual linear equations in pictorial form.
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Tampines Primary School, Singapore
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Lesson 7Diagrams can be used as a remedial strategy to help students with solving linear equations in one and two unknowns.
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x
x x 1
x x 1
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x
x x x x 1
x x x x
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x
x x x 2
x x x
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x
x x 5
x x
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King Solomon Academy, London
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King Solomon Academy, London
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Example of Secondary TextbookThis is how algebra is introduced in a Singapore
secondary textbook.
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x x x
x
10
10
76 – 20
3 𝑥+10+𝑥+10=764 𝑥+20=764 𝑥=56𝑥=
564
=14
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King Solomon Academy, London