Day 1 Slides are available here.

We focused on teaching problem solving rather than teaching to solve a problem. We looked at classroom practices and teachers actions to cultivate mathematical practices.

We looked at grade five word problem and a grade four lesson on addition if unlike fractions. We also looked at a grade one subtraction lesson and a kindergarten lesson on triangle and a pre-kindergarten lesson on counting small numbers. We ended the day with a lesson on word problem for grade two.

The key focus is on the use of a single problem (Polya) solved over an extended period of time (Piaget). The students work in groups (Vygotsky) using concrete materials and visuals (Bruner) and explain their ideas in a whole class discussion using informal language (Dienes). The focus on concepts and conventions on top of just knowing the procedures in mathematics (Skemp) was demonstrated.

# Mathematics Teacher Education: Singapore Approach

This blog is about teacher professional development courses that I conduct in Singapore and other countries.

## Thursday, March 5, 2015

## Wednesday, March 4, 2015

## Monday, March 2, 2015

### Grade 3 Lesson on Fractions

Plan | I taught a 30-minute lesson based on this Put On Your Thinking Cap. I left Problem 1 and the Workbook Task for the next half an hour - Guided and Independent Practice.

For this lesson, I planned to use Problem 2 as the Anchor Task. The Anchor Task was - Here is a cake. (Students received a bar model cutout to represent the cake, cut into thirds) Nohair got 2-ninths. Spiky and Curly got the rest. How much if the cake did each of them get? Find as many ways as you can.

Compare this version to the one in the book. What's the difference, if any?

Differentiation for Struggling Learners - one condition was left out (Spiky got more than Curly). Also a concrete bar model was given to the students.

Differentiation for Advanced Learners - The bar model was cut into thirds so that students get to extend their solutions to cases such as 2/9 + 1/3 + 4/9. They are also encouraged to check if it is possible to include sixths or fifths.

Outcomes |

It was suggested that students use a table to organize their responses. They were later scaffolded to realize that they work systematically.

### Grade 5 Lesson | Weston Intermediate School

At the end of our Open Lesson, a student asked me where he can find further practice problems.

This is for him and his friends in the great grade five class at Weston Intermediate School.

Problem 1

Jonathon had $48. He spent a third of it on a gift for his mom and three-fourths of the remainder on a gift for his dad, Whose gift cost more? By how much?

Problem 2

Jonathon spent half his money on some stationery and one-fourth of the reminder on a pen. As a result he had $2.40 left. How much was the stationery?

Watch out this space for further practice problems.

### March 2.3 | Connecticut (Weston Public Schools)

All the lessons are 30 minutes long.

March 2

Grade 3 Open Lesson @ Weston Intermediate School

Materials used include a strip of paper divided into thirds.

Grade 4 Open Lesson @ Weston Intermediate School

Materials used include the hundredths grid taken from internet.

Grade 5 Open Lesson @ Weston Intermediate School

Materials used include a strip of paper for bar modeling.

March 3

Grade 6 Open Lesson @ Weston Middle School

Grade 8 Open Lesson @ Weston Middle School

Grade K Open Lesson @ Hurlbutt Elementary School

Grade 2 Open Lesson @ Hurlbutt Elementary School

March 2

Grade 3 Open Lesson @ Weston Intermediate School

Materials used include a strip of paper divided into thirds.

Grade 4 Open Lesson @ Weston Intermediate School

Materials used include the hundredths grid taken from internet.

Grade 5 Open Lesson @ Weston Intermediate School

Materials used include a strip of paper for bar modeling.

March 3

Grade 6 Open Lesson @ Weston Middle School

Grade 8 Open Lesson @ Weston Middle School

Grade K Open Lesson @ Hurlbutt Elementary School

Grade 2 Open Lesson @ Hurlbutt Elementary School

## Tuesday, February 24, 2015

### February 24 | Penang

Students interacting to resolve a difficult point - one of them was one-sixth of three-fourths.

In this open lesson, we started with that anchor task and using the CPA Approach got the students to arrive at the final product.

They did a guided practice task - Abu ate one-third of a cake. Siti ate half of the remaining two-thirds.

The lesson ended with four to five practice computation.

SRK Dato Keramat | Penang Malaysia

## Thursday, February 12, 2015

### February 7 | Cebu

Presentation for Early Numeracy | Slides Here

Presentation for Problem Solving and Critical Thinking | Slides Here

This conclude the tri-city tour of the Philippines which started in Manila in November and the same seminar has been brought to Cebu and Davao.

Alkem Professional Development has lined up a series of Singapore Math Professional Development by several Singapore teacher educators in the Philippines in the coming months

Contact Dot dot@alkemlearning.com for details.

Presentation for Problem Solving and Critical Thinking | Slides Here

This conclude the tri-city tour of the Philippines which started in Manila in November and the same seminar has been brought to Cebu and Davao.

Alkem Professional Development has lined up a series of Singapore Math Professional Development by several Singapore teacher educators in the Philippines in the coming months

Contact Dot dot@alkemlearning.com for details.

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