nctm differentiated instruction using singapore math

Differentiated Instruction Using Singapore Math

Yeap Ban HarMarshall Cavendish Institute

Singapore

yeapbanhar@gmail.com

Slides are available atwww.banhar.blogspot.com

www.facebook.com/MCISingapore

One Problem, Every Student: Differentiated Instruction Using Singapore Math

(Grades 2 – 7)

A workshop presented by Dr. Yeap Ban Har, Principal of Marshall Cavendish Institute. Learn to differentiate a task to cater to a mixed-ability class. Find out how Singapore Math is designed to enable all learners to learn mathematics well. Understand how Singapore Math is designed with adequate scaffold to enable struggling learners to learn the subject well. At the same time, learn how to extend a task to engage advanced learners while keeping the lesson accessible to the rest of the class.

Room 115-B (Convention Center)

introduction

Land 270 sq miles

People 4.7 million

GDP per capita 1965 USD510 2010 USD43,300

in current USD

Junyuan Secondary School, Singapore

introduction

Expe

rienc

ing

Sing

apor

e M

ath

Score 1960-1970s 1980s 1990s 2000s

500 Japan JapanKorea

Hong Kong

JapanKorea

SingaporeHong Kong

JapanKorea

Hong KongSingapore

400 Thailand SingaporeThailand

The Philippines

MalaysiaThailand

MalaysiaThailand

300 IndonesiaThe Philippines

IndonesiaThe Philippines

Reference: E. Hanusek, D. Jamison, E. Jamison & L. Woessmann (2008)

All major international tests (literacy, science and mathematics) between 1964 and 2003 were placed on a common scale. Selected countries shown in the table.

This presentation focuses on one of the main features of Singapore Math which is based on the philosophy of Teach Less, Learn More and Nurturing Every Child.

Junyuan Secondary School, Singapore

singapore math

One Problem, Every Student: Differentiated Instruction Using Singapore Math

A workshop presented by Dr. Yeap Ban Har, Principal of Marshall Cavendish Institute. Learn to differentiate a task to cater to a mixed-ability class. Find out how Singapore

Math is designed to enable all learners to learn mathematics well. Understand how Singapore Math is designed with adequate scaffold to enable struggling learners to learn the subject well. At the same time, learn how to extend a task to engage advanced learners while keeping the lesson accessible to the rest of the class.

One Problem, Every Student: Differentiated Instruction Using Singapore Math

A workshop presented by Dr. Yeap Ban Har, Principal of Marshall Cavendish Institute. Learn to differentiate a task to cater to a mixed-ability class. Find out how Singapore

Math is designed to enable all learners to learn mathematics well.

Understand how Singapore Math is designed with adequate scaffold to enable struggling learners to learn the subject well. At the same time, learn how to extend a task to engage advanced learners while keeping the lesson accessible to the rest of the class.

oneproblemeverystude

nt

example

Find the value of 68 – 6 .

Addition within 100

Find the value of 85 – 60 .

Find the value of 65 – 23 .

Find the value of 54 – 9 .

Singapore Math is based on the idea of Spiral Curriculum as explained by Jerome Bruner.

“A curriculum as it develops should revisit this basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them.”

Find the value of 42 – 17 .

Example 1 Grade 1 Addition

Find the value of 42 – 17 .

Example 1 Grade 1 Addition

Find the value of 42 – 17 .

Example 1 Grade 1 Addition

Find the value of 42 – 17 .

Example 1 Grade 1 Addition

Find the value of 32 – 14 .

Example 1 Grade 1 Addition

Anchor Green Primary School, Singapore

Find the value of 32 – 14 .

Example 1 Grade 1 Addition

Anchor Green Primary School, Singapore

Intellectual activity is anywhere and everywhere, whether at the frontier of knowledge or in a third-grade classroom

Jerome Bruner

Mathematics is an excellent vehicle for the development and improvement of a person’s intellectual competencies …

Singapore Ministry of Education

CPA Approach is a main feature of Singapore Math. It is based on Jerome Bruner’s theory of representation.

Escuela Guetamala, Vina del Mar, Chile

example

Example 2 Grade 4 Mixed Numbers

solving one problem

guided consolidation

independent work

60 m

inut

es

Recommended Lesson Structure

example

Calvin spent a third of his allowance on a gift and a fourth of the remainder to buy a book. He then had $36 left.

What was Calvin’s allowance before he bought the gift and the book?

Calvin spent a third of his allowance on a gift and a half of the remainder to buy a book. He then had $36 left.

What was Calvin’s allowance before he bought the gift and the book?

Calvin spent a third of his allowance on a gift and a fifth of the remainder to buy a book. He then had $36 left.

What was Calvin’s allowance before he bought the gift and the book?

8 units = $3615 units = ?

4 units = $365 units = $45

2 thirds $451 third $45 2

Method 34 fifths of the remainder = $36The remainder was $36 4 x 5 = $45

Method 32 thirds of his allowance = $45His allowance was $45 2 x 3 = $67.50 .

One Problem, Every Student: Differentiated Instruction Using Singapore Math

A workshop presented by Dr. Yeap Ban Har, Principal of Marshall Cavendish Institute. Learn to differentiate a task to cater to a mixed-ability class. Find out how Singapore

Math is designed to enable all learners to learn mathematics well.

Understand how Singapore Math is designed with adequate scaffold to enable struggling learners to learn the subject

well. At the same time, learn how to extend a task to engage advanced learners while keeping the lesson accessible to the rest of the class.

Math Interventionat Middle School

Yeap Ban Har

Friday 2:30 – 3:30Room 118B Convention Center

Slides are available atwww.banhar.blogspot.com

www.facebook.com/MCISingapore