1) The document discusses features of the Singapore Math method, including its focus on visualization and the model method.
2) It provides examples of how the bar model method can be used to represent word problems involving part-whole, comparison, and before-after situations.
3) The discussion emphasizes using student responses to modify problems and make the lesson more challenging in order to focus on conceptual understanding.
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITY
Rotterdam Day 2
1. Singapore Math in Rotterdam 2 Opleiding Singapore rekenspecialist Review of Day 1 What are some features of Singapore Math and its theoretical underpinnings. On Day 2, we look at the focus on visualization and the model method.
2. Review of Day 1 Yeap Ban Har, Ph.D. Marshall Cavendish Institute Singapore banhar@sg.marshallcavendish.com
3. Variations Tasks are varied in a systematic way to ensure that average and struggling learners can learn well.
7. ZoltanDienes The three lessons include mathematical variations within the same grade. This is referred to as a spiral approach.
8. It is likely that a teacher will start this unit using the sticks. This is followed by the use of base ten blocks. Finally, non-proportionate materials such as coins are used. In each of these lessons, the teacher is likely to introduce the following five notations in turn – place value chart, expanded notation, number in numerals, number in words and the tens and ones notation. The question is what is an appropriate sequence? Should the place value chart be used first? Or the expanded notation? Give your reasons. Place Value Chart Expanded Notation Words Numerals Tens and Ones Notation Primary Mathematics
9. ZoltanDienes This lesson include perceptual variations. This is Dienes’ idea of multiple embodiment. The mathematical concept is constant while the materials used to embody it are varied.
10. Jerome Bruner Bruner advised teachers to use the CPA Approach in teaching mathematics.
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12. Richard Skemp Skemp distinguished between instrumental understanding from relational understanding to encourage teachers to teach for conceptual understanding.
32. John had 1.5 m of copper wire. He cut some of the wire to bend into the shape shown in the figure below. In the figure, there are 6 equilateral triangles and the length of XY is 19 cm. How much of the copper wire was left? 19 cm x 5 = 95 cm 150 cm – 95 cm = 105 cm
33. There was an interesting discussion on this problem. There was an explanation that a + b + c = 19 cm. Then there was an assumption that a : b : c = 4 : 2 : 1 which was met with rebuttals such as there is no need to know a : b : c as well as the point that a : b : c can be determined by measuring or folding.
34. The Bar Model Method de strookmodel Yeap Ban Har, Ph.D. Marshall Cavendish Institute Singapore banhar@sg.marshallcavendish.com
35. Ali has 3 sweets. Billy has 5 sweets. How many sweets do they have altogether? Ali Billy
36. Ali has 3 sweets. Billy has 5 sweets. How many sweets do they have altogether? Ali Billy
44. The class decided that this was impossible. The teacher asked the class to change this to another number to make the situation possible. We discussed when it is 3, 4 and 5 times. A student gave an incorrect solution for the second part. The teacher asked students to write a question for which this would be a correct solution. Materials developed by Poon Yain Ping
45. Summary We discussed how to use students’ responses to make the lesson focus on depth. We also saw how a problem can be modified to challenge learners.