1. No category

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
Richard Skemp
Rational and instrumental learning
Zoltan Dienes
Systematic variation
17/03/2015
Linton Williams Leader of
Mathematics
(abstract)
Actions to be taken during lesson
Teacher
Students/Pupils
I DO/INSTRUCTIONAL
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Provides direct instruction
Establishes goals and purpose
Models
Think aloud

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Actively listens
Takes notes
Asks for clarification
WE DO/ GUIDED
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Interactive instruction
Works with students
Checks, prompts, clues
Provides additional modelling
Meets with needs-based groups

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Asks and responds to questions
Works with teacher and
classmates
Completes process alongside
others


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Provides feedback
Evaluates
Determines level of
understanding


Pupil: pupil
Adult: pupil
YOU DO/DISCOVERY
independent


In addition, as a classroom
practitioner, I work in a collaborative
way with my TA and children.
17/03/2015

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Moves among groups
Clarifies misunderstanding
Provides support
Linton Williams Leader of Mathematics


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
Works alone
Relies on notes, activities and
classroom learning to complete
task
Takes full responsibility for
outcome/SA
Works with classmates, shares
outcome
Collaborates on authentic task
Consolidates learning
Completes process in small group
Looks to peers for clarification
PA
Video
http://www.youtube.com/watch?v=E08qf20yGv
8&safe=active
17/03/2015
Linton Williams Leader of Mathematics
Lets try these!
I do
We do
You do
17/03/2015
Instructional
Guided
Discovery
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
Year 3
2 times table
5 times table
10 times table
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
17/03/2015
12 times table
Year 5 & 6
Know by heart all multiplication facts
Lintonup
Williams
to 12Leader
x 12 of
Mathematics
• Strategies to teach times tables
•
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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/mathswatchp
rimary/
Mathsframe http://mathsframe.co.uk/
Username (Northwold teacher)
Password (teacher)
17/03/2015
Linton Williams Leader of Mathematics
The end
• Please feel free to contact us for
additional support.
17/03/2015
Linton Williams Leader of Mathematics