Download - Seoul Foreign School Plenary Session
![Page 1: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/1.jpg)
Dr Yeap Ban Har [email protected]
Marshall Cavendish Institute Singapore
Presentation slides are available at
www.banhar.blogspot.com
Professional Development Singapore Mathematics
Seoul 9 – 11 July 2012
www.mcinstitute.com.sg www.facebook.com/MCISingapore
MAP101
![Page 2: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/2.jpg)
FUNDAMENTALS
of singapore
m a t h
Slides are available at
www.banhar.blogspot.com
Mayflo
wer P
rima
ry S
chool, S
inga
pore
![Page 3: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/3.jpg)
Introduction
This course is an overview of Singapore
Math. It includes the what and how of
teaching mathematics.
![Page 4: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/4.jpg)
![Page 6: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/6.jpg)
Singapore Ministry of Education 1997
THINKING SCHOOLS
LEARNING NATION
![Page 7: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/7.jpg)
is singapore what
mathematics
![Page 8: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/8.jpg)
key focus singapore
mathematics of
![Page 9: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/9.jpg)
problem solving
![Page 10: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/10.jpg)
thinking
![Page 11: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/11.jpg)
excellent vehicle
an
for the development & improvement of a person’s intellectual
competencies Ministry of Education Singapore 2006
![Page 12: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/12.jpg)
conceptual understanding
![Page 13: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/13.jpg)
FUNDAMENTALS
of singapore
m a t h
Slides are available at
www.banhar.blogspot.com
Mayflo
wer P
rima
ry S
chool, S
inga
pore
![Page 14: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/14.jpg)
Singapore Math
Visualization
![Page 15: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/15.jpg)
![Page 16: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/16.jpg)
110 g
290 g
110 g 180 g
Bella puts 180 g brown sugar on the dish.
![Page 17: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/17.jpg)
110 g
290 g
110 g 180 g
2 units = 180 g
1 unit = 90 g
3 units = 270 g
Bella puts 270 g brown sugar on the dish.
on an identical dish
![Page 18: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/18.jpg)
![Page 19: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/19.jpg)
Singapore Math is based on the CPA Apporach.
Pictorial representations can be more concrete
(pictures) or more abstract (diagrams such as bar
model).
An alternate way to solve the brown sugar
problem:
![Page 20: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/20.jpg)
Singapore Mathematics focuses on the ability to visualize. For example, bar models are used extensively.
Bar models were introduced to overcome the pervasive problems students had with word problems – even the basic ones.
![Page 21: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/21.jpg)
Such word problems are used to help
students
Deal with information
Handle and clarify ambiguity – one
dish or two
Develop visualization – bar models
are used extensively
Practice mental strategies – numbers
used are not difficult to compute
![Page 22: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/22.jpg)
Singapore Math
Visualization
![Page 23: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/23.jpg)
Procedural & Conceptual
Understanding Singapore Math places an emphasis on
both. Procedures are explained in a
conceptual way. For example, long
division is seen simply as breaking
large numbers into smaller ones before
dividing.
![Page 24: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/24.jpg)
![Page 25: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/25.jpg)
![Page 26: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/26.jpg)
![Page 27: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/27.jpg)
![Page 28: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/28.jpg)
![Page 29: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/29.jpg)
![Page 30: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/30.jpg)
Using number bonds to make
sense of long division
Over-emphasizing
procedural knowledge
Balancing procedural knowledge with conceptual understanding
Differentiated Instruction for advanced learners – how does one get the result
of 51 3 from 60 3.
![Page 31: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/31.jpg)
Singapore Math
Patterns & Generalization
![Page 32: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/32.jpg)
![Page 33: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/33.jpg)
Task Extension for
Advanced Learners
![Page 34: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/34.jpg)
C H E R Y L
![Page 35: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/35.jpg)
C H E R Y L 1
![Page 36: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/36.jpg)
C H E R Y L 2
![Page 37: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/37.jpg)
C H E R Y L 3
![Page 38: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/38.jpg)
C H E R Y L 4
![Page 39: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/39.jpg)
C H E R Y L 5
![Page 40: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/40.jpg)
C H E R Y L 6
![Page 41: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/41.jpg)
C H E R Y L 7
![Page 42: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/42.jpg)
C H E R Y L 8
![Page 43: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/43.jpg)
C H E R Y L 9
![Page 44: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/44.jpg)
C H E R Y L
![Page 45: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/45.jpg)
C H E R Y L
![Page 46: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/46.jpg)
C H E R Y L
![Page 47: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/47.jpg)
C H E R Y L
![Page 48: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/48.jpg)
C H E R Y L
![Page 49: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/49.jpg)
C H E R Y L
Which letter is 99?
![Page 50: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/50.jpg)
![Page 51: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/51.jpg)
Method 1 The positions of 11, 22, 33 are at C, H, E respectively. Positions of multiples of 11 can be located.
Method 2 The positions of numbers ending with 1 and 6 can be located ta either ends. Thus 91 or 96 can be located. Subsequently, 99 can be located.
Method 3 Numbers ending with 9 are at E. So, 99 is at E too.
Method 4 The position for 99 can be found by writing out all the numbers but this is not efficient method.
![Page 52: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/52.jpg)
D A V I D
![Page 53: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/53.jpg)
![Page 54: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/54.jpg)
Method 1 The letters under A and I are even. So 99 cannot be there.
Method 2 The positions of numbers ending with 9 form a diagonal pattern.
Method 3 The numbers under first D increases by 8. Thus 17 + 80 = 97 is under first D. The position for 99 can be worked out.
Method 4 The positions of multiples of 8 I is definitely under A. 8 x 12 = 96 is under A. The position of 99 can be worked out.
Method 5 Numbers under V is 1 less than multiples of 4. So, 2011 (1 less than 2012) is under V. 99 is less than 100.
![Page 55: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/55.jpg)
Method 2 The positions of numbers ending with 9 form a diagonal pattern. The methods were the ones that participants in Chile came up with.
![Page 56: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/56.jpg)
Another Method In a course done in December 2010 with a group of Chilean teachers, there was a method that involves division. For Cheryl, it was 99 10. For David, it was 99 8. Are you able to figure out that method?
![Page 57: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/57.jpg)
Singapore Math
Patterns & Generalization
![Page 58: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/58.jpg)
Singapore Mathematics: Focus on Problem Solving
![Page 59: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/59.jpg)
![Page 60: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/60.jpg)
![Page 61: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/61.jpg)
![Page 62: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/62.jpg)
![Page 63: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/63.jpg)
![Page 64: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/64.jpg)
CPA Approach based on Jerome Bruner was used to learn division of fractions – using paper folding and subsequent drawing.
![Page 65: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/65.jpg)
![Page 66: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/66.jpg)
Singapore Mathematics: Focus on Conceptual Understanding
![Page 67: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/67.jpg)
Singapore Math
Learn New Concept Through
Problem Solving
![Page 68: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/68.jpg)
Textbook Study
Observe the various meanings of
multiplication from Grade 1 to Grade
3.
![Page 69: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/69.jpg)
Multiplication Facts
We do a case study on multiplication
facts. We will see the use of an anchor
task to engage students for an
extended period of time.
![Page 70: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/70.jpg)
![Page 71: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/71.jpg)
![Page 72: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/72.jpg)
![Page 73: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/73.jpg)
![Page 74: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/74.jpg)
Strategy 1
Get 3 x 4 from 2 x 4
Strategy 2
Doubling
Strategy 3
Get 7 x 4 from 2 x 4 and 5 x 4
Strategy 4
Get 9 x 4 from 10 x 4
![Page 75: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/75.jpg)
Strategy 1
Get 3 x 4 from 2 x 4
![Page 76: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/76.jpg)
Strategy 3
Get 9 x 4 from 4 x 4 and 5 x 4
This is essentially the distributive
property. Do we introduce the
phrase at this point?
![Page 77: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/77.jpg)
Strategy 2
Doubling
![Page 78: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/78.jpg)
Strategy 4
Get 9 x 4 from 10 x 4
![Page 79: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/79.jpg)
Unusual Response
Get 4 x 8 from 4 x 2. Can it be done? Does the number
of cups change? Does the number of counters per cup
change?
![Page 80: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/80.jpg)
Differentiated Instruction
These are examples of how the lesson can be
differentiated for advanced learners.
![Page 81: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/81.jpg)
![Page 82: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/82.jpg)
Prior to learning multiplication, students
learn to make equal groups using concrete
materials. Marbles is the suggested
materials.
![Page 83: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/83.jpg)
After that they represent these concrete
situations using, first, drawings ..
![Page 84: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/84.jpg)
Open Lesson in Chile
![Page 85: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/85.jpg)
… and, later, diagrams. Students also
write multiplication sentences in
conventional symbols.
![Page 86: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/86.jpg)
First, equal groups –
three groups of four.
Second, array –
Three rows of four
Third, four multiplied three
times ….
![Page 87: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/87.jpg)
Textbook Study
Observe how equal group
representation evolves into array and
area models. Also observe how the
multiplication tables of 3 and 6 are
related on the flights of stairs.
![Page 88: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/88.jpg)
They begin with equal group representation.
![Page 89: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/89.jpg)
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
![Page 90: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/90.jpg)
In Primary 2, students learn
multiplication facts of 2, 5, 10 and 3
and 4. In Primary 3, they learn the
multiplication facts of 6, 7, 8 and 9.
![Page 91: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/91.jpg)
Later, the array meaning of
multiplication is introduced.
![Page 92: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/92.jpg)
Square tiles are subsequently used to lead to
the area representation of multiplication.
![Page 93: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/93.jpg)
![Page 94: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/94.jpg)
![Page 95: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/95.jpg)
![Page 96: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/96.jpg)
![Page 97: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/97.jpg)
Open Lesson at Broomfield, Colorado
![Page 98: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/98.jpg)
Students who were already good in the skill of multiplying two-digit number
with a single-digit number were asked to make observations. They were
asked “What do you notice? Are there some digits that cannot be used ta
all?”
![Page 99: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/99.jpg)
Singapore Math
Drill-and-Practice Through
Problem Solving
![Page 100: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/100.jpg)
Singapore Math
Three-Part Lesson
![Page 101: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/101.jpg)
Singapore Math
Three-Part Lesson
![Page 102: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/102.jpg)
![Page 103: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/103.jpg)
Singapore Math
Three-Part Lesson
![Page 104: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/104.jpg)
![Page 105: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/105.jpg)
FUNDAMENTALS
of singapore
m a t h
Slides are available at
www.banhar.blogspot.com
Mayflo
wer P
rima
ry S
chool, S
inga
pore
The following slides are for additional
tasks that are discussed on the second
day for Grades 5 – 8
![Page 106: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/106.jpg)
![Page 107: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/107.jpg)
![Page 108: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/108.jpg)
![Page 109: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/109.jpg)
![Page 110: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/110.jpg)
![Page 111: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/111.jpg)
![Page 112: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/112.jpg)
![Page 113: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/113.jpg)
![Page 114: Seoul Foreign School Plenary Session](https://reader033.vdocument.in/reader033/viewer/2022052504/55499b2fb4c905fa728b48f0/html5/thumbnails/114.jpg)
Marcus gave ¼ of his coin collection to his sister
and ½ of the remainder to his brother.
As a result, Marcus had 18 coins.
Find the number of coins in his collection at first.
3 units = 18
8 units = ???
Marcus had 48 coins at first.