Singapore Maths methods 17/03/2015 Linton Williams Leader of Mathematics
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Singapore Maths methods
17/03/2015 Linton Williams Leader of Mathematics
Singapore Maths
Students can under perform in mathematics because they find it boring or they can't remember
all the rules.
17/03/2015 Linton Williams Leader of Mathematics
Engaging maths
The Singapore method of teaching mathematics develops pupils' mathematical ability and confidence without having to resort to memorising procedures to pass tests.
17/03/2015 Linton Williams Leader of Mathematics
Features of Singapore maths
Emphasis on problem solving and comprehension
Allowing students to relate what they learn and to
connect knowledge.
17/03/2015 Linton Williams Leader of Mathematics
Careful scaffolding of core
competencies of :
Visualisation, as a platform for comprehension Mental strategies, to develop decision making abilities Pattern recognition, to support the ability to make connections and generalise
17/03/2015 Linton Williams Leader of Mathematics
Emphasis on the foundations for learning and not on the
content
Students learn to think mathematically as opposed to
merely reciting formulas or procedures.
17/03/2015 Linton Williams Leader of Mathematics
Research
Jerome Bruner Enactive (concrete) Iconic (pictorial) Symbolic (abstract)
Richard Skemp Rational and instrumental learning
Zoltan Dienes Systematic variation
17/03/2015 Linton Williams Leader of Mathematics
Actions to be taken during lesson Teacher Students/Pupils
I DO/INSTRUCTIONAL Provides direct instruction
Establishes goals and purpose
Models
Think aloud
Actively listens
Takes notes
Asks for clarification
WE DO/ GUIDED
Pupil: pupil
Adult: pupil
Interactive instruction
Works with students
Checks, prompts, clues
Provides additional modelling
Meets with needs-based groups
Asks and responds to questions
Works with teacher and
classmates
Completes process alongside
others
YOU DO/DISCOVERY
independent
Provides feedback
Evaluates
Determines level of
understanding
Works alone
Relies on notes, activities and
classroom learning to complete
task
Takes full responsibility for
outcome/SA
In addition, as a classroom
practitioner, I work in a collaborative
way with my TA and children.
Moves among groups
Clarifies misunderstanding
Provides support
Works with classmates, shares
outcome
Collaborates on authentic task
Consolidates learning
Completes process in small group
Looks to peers for clarification
PA
17/03/2015 Linton Williams Leader of Mathematics
Video
http://www.youtube.com/watch?v=E08qf20yGv
8&safe=active
17/03/2015 Linton Williams Leader of Mathematics
Lets try these!
I do Instructional
We do Guided
You do Discovery
17/03/2015 Linton Williams Leader of Mathematics
I do
Janice has 2 stickers. Kelly has 3 more stickers than Janice. How many stickers do the girls have altogether?
17/03/2015 Linton Williams Leader of Mathematics
We do
Lilly has 2 stamps fewer than William. John has 1 stamp more than Lilly. If William has 5 stamps, how many stamps does John have?
17/03/2015 Linton Williams Leader of Mathematics
You do
The mass of a storybook is 500 g. A pencil case is 170 g lighter than the book. What is the total mass of 1 story book and 2 pencil cases?
17/03/2015 Linton Williams Leader of Mathematics
Times tables
17/03/2015 Linton Williams Leader of Mathematics
Times Tables Year 2 2 times table 5 times table 10 times table
Year 3 2 times table 3 times table 4 times table 5 times table 6 times table 10 times table
Year 4 2 times table 3 times table 4 times table 5 times table 6 times table 7 times table 8 times table 9 times table 10 times table 11 times table 12 times table
Year 5 & 6 Know by heart all multiplication facts up to 12 x 12 17/03/2015 Linton Williams Leader of Mathematics
• Strategies to teach times tables
• Double/skip counting
• Counting on
• Array
• Rote
• Inverse
• Addition
• Number line
17/03/2015 Linton Williams Leader of Mathematics
Lets try
17/03/2015 Linton Williams Leader of Mathematics
I do
Ann and Betty shared $ 720 between them. Ann received $ 180 more than Betty. How much did Betty receive?
17/03/2015 Linton Williams Leader of Mathematics
You do
Tom has twice as many marbles as Dan. Dan has 60 more marbles than Calvin. If the three of them have 600 marbles altogether, how many marbles does Tom have?
17/03/2015 Linton Williams Leader of Mathematics
You do
Tyler has $96 less than Sam. Carl has $302 more than the total amount thatTyler and Sam have.Carl has $623 more than Tyler. How much money does Carl have?
17/03/2015 Linton Williams Leader of Mathematics
Online resources Mathletics - http://www.mathletics.co.uk
Mathswatch - https://www.mathswatchvle.com/mathswatchprimary/
Mathsframe -
http://mathsframe.co.uk/
Username (Northwold teacher)
Password (teacher)
17/03/2015 Linton Williams Leader of Mathematics
The end
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17/03/2015 Linton Williams Leader of Mathematics
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