singapore math seminar at minneapolis mn
DESCRIPTION
This seminar for about 400 teachers was held at Elk River High School. It is based on MAP101 Fundamentals of Singapore Math. A similar session was held in Chicago the next day. This is part of the Experiencing Singapore Math Program designed for administrators and teachers who are new to Singapore Math.TRANSCRIPT
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Experiencing Singapore Math J u l y 2 3 , 2 0 1 2 M i n n e a p o l i s , M N
Yeap Ban HarMarshall Cavendish Institute
Singapore
Slides are available atwww.banhar.blogspot.com
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Land 270 sq miles
People 4.7 million
GDP per capita 1965 USD510 2010 USD43,300
in current USD
Junyuan Secondary School, Singapore
introduction
General Overview of Singapore and its Education System
General Overview of Singapore and its Education System
Students 500 000
Teachers 30 000
Principals & Vice-Principals 900
Schools 173 Primary Schools (Primary 1 – 6) 155 Secondary Schools (Secondary 1 – 4) 13 Junior Colleges (JC 1 – 2) 15 Mixed-Level Schools
The data refers to 1-12 school system. Pre-school is not part of the formal education system. The data excludes post-secondary education system which includes institutes of technical education, polytechnics and universities.
Canossa Convent Primary School, Singapore
High achievement was not a given. In 1960, among 30 615 candidates who sat for the first Primary School Leaving Examination, 45% of the candidates passed.
Keon Ming Public School, Singapore
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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.
"Solving problems is central to mathematical proficiency and is articulated to a varying degree across the international curricula. Singapore applies the highest degree of specificity to it, placing it at the centre of all mathematical learning.“
Review of the National Curriculum in England Research Report UK Department for Education
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1992Introduction of Problem-
Solving Curriculum
1997Thinking SchoolsLearning Nation
1982Introduction of Singapore mathematics
textbooks as they are known today.
2001Introduction of textbooks published by
private publishers and approved by Ministry of Education.
2007New editions of textbooks are
published with the introduction of the revised curriculum.
Mathematics is “an excellent vehicle for the
development and improvement of a person’s intellectual competence”.
Ministry of Education Singapore 2006
Page 1
2013Fourth version of the problem-solving
curriculum will be implemented.
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Page 4
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Fundamentals of Singapore Math
Focus on VisualizationYeap Ban Har
Marshall Cavendish InstituteSingapore
Slides are available atwww.banhar.blogspot.com
110 g
290 g Page 2
110 g
??
2 units = 290 g – 110 g = 180 g
1 units = 180 g 2 = 90 g
3 x 90 g = 270 gBella puts 270 g sugar on the dish.
Escuela de Guetamala, Chile
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x + 2x = 12
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King Solomon Academy, London
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Edgewood Elementary School, New York
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Globe Academy, London
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3x – 2 = 8
Globe Academy, London
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Relational Understanding R Skemp
Concrete Introduction J Bruner
Junyuan Secondary School, Singapore
what & how
Page 08Page 13
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Share 3 fourths equally among 3.
3 fourths 3 = 1 fourth
Page 5
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Share 3 fourths equally between 2.
3 fourths 2 = 6 eighths 2= 3 eighths
Share 3 fourths equally among 4.
3 fourths 4 = 12 sixteenths 4= 3 sixteenths
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12 cookies 4
12 pieces 4
12 sixteenths 4
12 tenths 4
12 x 4
12 cookies 4 cookies
12 pieces 4 pieces
12 x 4 x
34
÷1434
÷12
Page 13
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Concrete to Visual J Bruner
Human Intelligences H Gardner
Junyuan Secondary School, Singapore
visualization
Page 11
King Solomon Academy, London
King Solomon Academy, London
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King Solomon Academy, London
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Globe Academy, London
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Globe Academy, London
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Globe Academy, London
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Fundamentals of Singapore Math
Focus on PatternsYeap Ban Har
Marshall Cavendish InstituteSingapore
Slides are available atwww.banhar.blogspot.com
Page 3
C H E R Y L
C H E R Y L1
C H E R Y L2
C H E R Y L3
C H E R Y L4
C H E R Y L5
C H E R Y L6
C H E R Y L7
C H E R Y L8
C H E R Y L9
C H E R Y L
C H E R Y L
C H E R Y L
C H E R Y L
C H E R Y L
C H E R Y LWhich letter is 99?
D A V I D
Da Qiao Primary School, Singapore
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Emphasis on Generalization
Explicit instruction to engage in higher-order competencies such as
to look for a pattern.
My Pals Are Here! Mathematics (Second Edition)
Emphasis on Generalization
There are sections
devoted to higher-order
thinking which includes pattern
observation.
My Pals Are Here! Mathematics (Second Edition)
Page 6
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Mathematical Practices
“Mathematically proficient students
look closely to discern a pattern or structure.”
Junyuan Secondary School, Singapore
patterns and generalization
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Fundamentals of Singapore Math
Challenging Word Problems using Bar
ModelsYeap Ban Har
Marshall Cavendish InstituteSingapore
Slides are available atwww.banhar.blogspot.com
110 g
??
2 units = 290 g – 110 g = 180 g
1 units = 180 g 2 = 90 g
3 x 90 g = 270 gBella puts 270 g sugar on the dish.
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Page 15
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Page 15
Math in FocusGrade 1
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Math in FocusGrade 2
Escuela de Guetamala, Chile
One day, 543 cars and 274 buses pass through a toll booth. How many cars and buses pass through the toll booth?
Math in Focus Grade 2
543
274
cars
buses
543 + 274 =
543 274
cars buses
Lesson 6 June 20, 2012
Carl
Ben
$4686
Differentiated instruction for students who have difficulty with
standard algorithms. Use number bonds.
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.
Lesson June 18, 2012
Jack
Kyla
had
$2
more
than
Jack
Kyla
gave
$3
Lesson June 18, 2012
Open Lesson at Hawaii, USA
Lesson June 18, 2012
Story 1Jack had $3.Jack gave Kyla $2 more.
Jack Kyla
Before $3 $1 $5 $19
After $1 $3 $7 ?
What if Kyla had this amount before?
Lesson June 18, 2012
Story 2Kyla had $3 more than Jack.
Jack
Kyla
Jack gave Kyla $2.
$2
$3
Who had more money afterwards? How much
more?
Kyla had $3 more than Jack.Jack gave Kyla $2.How much more did Kyla have than Jack?
Students in Grade 6 may use algebra to deal with Story 2.
Kyla had $(x + 3)Jack had $x
Then, Jack had $(x – 2)And Kyla had $(x + 5)
Kyla had $(x + 5) – $(x – 2) or $7 more than Jack.
Lesson July 23, 2012
In the end ...
At first …
Alice
Betty
Charmaine
Dolly
20
10
Lesson 7 June 18, 2012
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Concrete to Visual J Bruner
Human Intelligences H Gardner
Junyuan Secondary School, Singapore
visualizationand managing
information
can learn.Our students must
too.
Google learns from typos and spelling mistakes we all make when searching to help give you quicker and more accurate search results. So if you type ‘grizzly pears’, we can guess that you probably meant ‘grizzly bears’.
Goggle does not have a degree in English. We can do this because over the years we’ve studied how people search and learned what the most common errors are. So it’s good to know that all those little mistakes aren’t made in vain.
Expe
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Experiencing Singapore Math J u l y 2 3 , 2 0 1 2 M i n n e s o t a
Yeap Ban HarMarshall Cavendish Institute
Singapore
Slides are available atwww.banhar.blogspot.com