1. BollesM4thodology
generalsession| jacksonville, florida |21 June 2013
Yeap Ban Har
yeapbanhar@gmail.com
Slides are available at
www.banhar.blogspot.com
constructivist approach problem solving computational fluency theoretical underpinnings
differentiated instruction number sense assessment small group work multiple strategies journal
writing multiple intelligences lesson structure common core state standards scope and
sequence pacing anchor task conceptual understanding textbook questioning technique
|questioningtechniques

2. types of questions
|their role

3. example|1

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7. example|2

8. Lesson  Date //
The polygon in green has a
longer perimeter. Why?
The perimeter of one is 10 units
while the other one is 8 unit.
The perimeter are different – 8 units and 10 units but each has an area
of 4 square unit. The perimeter of the polygon in green is 6a + 2b while
the square has a perimeter of 8a where b > a.

9. example|3

10. Lesson  Date //
5,146
4,000 1,000 130 16
2,000 500 40 8
Key Question
How do we rename 5,146?
which can be said in various ways – How do we break
5,146 up? Is there enough to subtract?