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# National Singapore Math Summer Institute, Denver

Published on: Mar 3, 2016
Published in: Education      Technology
Source: www.slideshare.net

#### Transcripts - National Singapore Math Summer Institute, Denver

• 1. Opening Keynote<br />The Foundations of Singapore Mathematics<br />DrYeap Ban Har<br />Marshall Cavendish Institute<br />Singapore<br />banhar@sg.marshallcavendish.com<br />www.marshallcavendish.com/education/mci<br />
• 2. “Mathematics is <br />an excellent vehicle <br />for the development and improvement of a person’s intellectual competence ...”<br /> <br />Singapore Ministry of Education 2006<br />
• 3.  <br />Source: Mathematics Syllabus Primary <br />Singapore Ministry of Education 2006<br />
• 4. The Bar Model Method<br />In a basket, 5/9 of the fruits are apples and the rest are oranges. 3/10 of the apples are green in colour. There are 15 green apples. How many fruits are there in the basket?<br />Source: Primary School Leaving Examination 2006 – 2010<br />
• 5. The Bar Model Method<br />In a basket, 5/9 of the fruits are apples and the rest are oranges. 3/10 of the apples are green in colour. There are 15 green apples. How many fruits are there in the basket?<br />Source: Primary School Leaving Examination 2006 – 2010<br />3 units = 15<br />1 units = 5<br />15<br />18 units = 18 x 5 = 90<br />There are 90 fruits in the basket.<br />
• 6. Emphasis on Problem Solving<br />Some children shared a sum of money. When each child tried to take \$11, the last child received only \$6. When each child received \$8, there was \$25 left over. <br />Find the amount each child received if the sum of money is shared equally among them. <br />
• 7. Emphasis on Problem Solving<br />Some children shared a sum of money. When each child tried to take \$11, the last child received only \$6. When each child received \$8, there was \$25 left over. <br />Find the amount each child receives if the sum of money is shared equally among them. <br />Method 1<br />\$25 + \$2 = \$27<br />\$27 ÷ \$3 = 9<br />Method 2<br />There are 9 children who returned \$3.<br />There are 10 children in all.<br />Total = \$8 x 10 + \$25 = \$105<br />Each child receives \$105 ÷ 10 = \$10.50<br />
• 8. Emphasis on Problem Solving<br />Some children shared a sum of money. When each child tried to take \$11, the last child received only \$6. When each child received \$8, there was \$25 left over. <br />Find the amount each child receives if the sum of money is shared equally among them. <br />Method 3<br />Let there be x children.<br />\$11(x – 1) + \$6 = \$8x + \$25<br />\$11x – \$11 + \$6 = \$8x + \$25<br />3x = 30 or x = 10<br />The sum of money was 10 x \$8 + \$25 = \$105<br />Each child receives \$105 ÷ 10 = \$10.50<br />
• 9. The CPA Approach: The Importance of Initial Concrete Experience<br />
• 10. www.marshallcavendish.com/education/mci<br />
• 11. www.marshallcavendish.com/education/mci<br />
• 12. www.marshallcavendish.com/education/mci<br />
• 13. www.marshallcavendish.com/education/mci<br />
• 14. Use the base ten materials to show 23.<br /> <br />Use it to find the value of 23 – 11. <br /> <br />23 = 20 + 3<br />www.marshallcavendish.com/education/mci<br />
• 15. 1<br />1<br />2 3<br />1 5<br />Use the base ten materials to show 23.<br /> <br />Use it to find the value of 23 – 15. <br /> <br />23 = 10 + 13<br />www.marshallcavendish.com/education/mci<br />
• 16. 51 + 12 51 – 17 51 ÷ 3<br />www.marshallcavendish.com/education/mci<br />
• 17. 51 + 12 51 – 17 51 ÷ 3<br />www.marshallcavendish.com/education/mci<br />
• 18. 51 + 12 51 – 17 51 ÷ 3<br />www.marshallcavendish.com/education/mci<br />
• 19. 51 + 12 51 – 17 51 ÷ 3<br />www.marshallcavendish.com/education/mci<br />
• 20. 51 + 12 51 – 17 51 ÷ 3<br />www.marshallcavendish.com/education/mci<br />
• 21. Using sticks to learn division by grouping.<br />King Solomon Academy, London<br />www.marshallcavendish.com/education/mci<br />
• 22. Emphasis on Visualization<br /><br /><br /><br />
• 23. Emphasis on Visualization<br /><br /><br /><br /><br /><br /><br /><br />
• 24. Emphasis on Visualization<br /><br /> <br /><br /><br /><br />
• 25. Emphasis on Visualization<br /><br /> <br /><br /> <br /><br /> <br /><br /><br /> <br /><br /> <br /><br /> <br /><br />
• 26. Emphasis on visualization and generalization in problem solving.<br />High School Attached to Tsukuba University, Japan<br />www.marshallcavendish.com/education/mci<br />
• 27. “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.” <br />Jerome Bruner 1960 <br />The Process of Education<br /> <br />
• 28. Emphasis on Spiral Approach<br />Grade 1 <br />Multiplication using drawing<br /> <br />Math in Focus<br />Singapore Math by Marshall Cavendish<br />
• 29. Emphasis on Spiral Approach<br />Grade 2 <br />Multiplication of 2, 5, 10 and 3, 4<br /> <br />Math in Focus<br />Singapore Math by Marshall Cavendish<br />
• 30.  <br />Pensar sin Limites<br />MatematicaMetodoSingapur<br />
• 31.  <br />Daqiao Primary School<br />Singapore<br />
• 32. Emphasis on Spiral Approach<br />Grade 3 <br />Multiplication of 6, 7, 8, 9 <br />2-digit x 1 digit, 3-digit x 1-digit<br />6<br />6<br />6<br />6<br /> <br />EscuelaNo. 1577 TenienteDagobertoGodoy Chile<br /> <br />Math in Focus<br />Singapore Math by Marshall Cavendish<br />
• 33. Emphasis on Spiral Approach<br />Grade 3 <br />Multiplication of <br />2-digit x 1 digit<br />3-digit x 1-digit<br /> <br />National Institute of Education<br />Singapore<br />
• 34.  <br />42<br />Emphasis on Spiral Approach<br />4<br /> <br /> <br /> <br /> <br />Grade 4 <br />Multiplication of 4-digit x 1 digit, 2-digit x 2-digit<br />30<br />
• 35.  <br />National Institute of Education<br />Singapore<br />
• 36. Emphasis on Systematic Variation<br />