Question About 4 x 4 = ___ + 7

Second grade students have some difficulties with tasks such as 4 x 4 = ____ + 7. They are students in billingual school and use Spanish and English.

A teacher in Chile

It is expected that students who do not understand the meaning of the equal sign (=) to give 16 as the answer to 4 x 4 = ____ + 7. The teacher can ask students: "What is the value on the right hand side?" (16 + 7) which is 23 and "What is the value on the left hand side?" which is 16. They should realize that these are not equal.

You could read the number sentence this way: 4 x 4 is equal to 16 which is what plus 7.

The task requires a two-step process and students need some metacogntion to complete the task. Use drawing and concrete materials to help the students.

Two Times More Than

There were some yellow balls and red balls in a box.
The yellow balls were 2 times more than the red balls.
The box had 9 red balls.
How many balls were there in the box?

Should the answer be 36 or 27?

Wendy


This task is poorly phrased. I hope this is not a test item.
Firstly, the quatity to be compared is not clear. Is it the mass, volume, number or some other quantity that is being compared? In this case i believe it is the number. Thus, it should be written as: The number of yellow balls was 2 times as that of red balls. Alternatively, it can be written as : There were twice as many yellow balls as there were red balls.

I believe MOE has addressed this point some years back. At the NIE, this issue should have come up during discussions on test item writing component of the course.

There were some yellow balls and red balls in a box.
There were twice as many yellow balls as there were red balls
There were 9 red balls in the box.
How many balls were there in the box?

In this case, the answer is 27 balls.

We say x is twice as much as y. We say x is 2 more than y. We do not say x is twice more than y. We might say x is 20% more than y.

Questions Posted at Singapore Math in Action Professional Development in Manila

These are some questions posted at the Singapore Math in Action by Keys Institute for Teaching & Learning.

Q: You said that Singapore Math does not focus on recalling procedures. But isn't math process procedural? Please explain the difference.
A: In the Singapore curriculum, procedural fluecy is important but must be learnt meaningfully. Thus, the long division algorithm is explained using base ten blocks. Or the division of a whole number by a fraction is explained using the grouping meaning of division (how many three-fourths are there in one whole?. Mathematical processes include the use of heuristics and thinking skills. They also include reasoning, communication and seeing connections. None of these are procedural in the sense that the invert-and-multiply strategy is procedural.Mathematics is about sense making rather than recalling procedures.

Q: Many schools in Manila have crowded curriculum. How do you suggest Singapore Math being implemented the way it should be implemented given that kind of national curriculum?
A: Some schools simply use the Singapore curriculum and make sure that by the end of six years their students have mastered all content in the Filipino curriculum. Others use it as a resource to help teachers teach whatever there are in the Filipino curriculum in a meaningful way and to give their students challenging problems to solve.

Q: How do you feel about supplementing the school's curriculum of U.S. Math with Singapore Math? Will it be confusing for the child or would it be helpful for the child to learn different ways of solving problems?
A: Mathematics is the same everywhere. Singapore mathematics textbooks use more visual approaches and can help students learn abstract ideas.

Q: How old are Grade 1 students in Singapore?
A: They turn seven during the school year. They start school in January.

Q: When do you recommend a school to introduce Singapore Math to their students?
A: Any program is best introduce right from the start - Grade 1.

Q: How do you feel about 4th Graders using finger-counting to arrive at addition facts?
A: This should not happen. First and maybe second graders may use finger counting to figure out addition. But these should soon become facts and be remembered. Games such as Salute! seen in the lesson conducted during the seminar should help students gain mastery and fluency in addition facts. See the photograph.

Q: How do you help kids adjust from traditional methods to Singapore Math method especially if they are already in a higher grade?
A: They will need to get use to the use of bar models to solve word problems and they need to get use to more challenging materials. Older students may need some closing of gap.

Singapore Math @ San Diego

This was the presentation made at Sheraton San Diego Mission Valley Hotel. Yeap Ban Har presented this in the afternoon. William Jackson presented the morning session.

Singapore math @ sheraton

View more presentations from guest009ebb.

Presentations at USA in April

I gave quite a few lectures in Boston and San Diego. The slides are available at www.mathz4kidz.com

On Lesson Study

I am a teacher in a primary school in Singapore, currently carrying out Lesson Study in our school. I would like to seek your advice on Research Themes.

I gather that to come up with the Research Theme, the team needs to look at the Ideal Profile of Students and the Actual Situation of Students. This, with the School's and Department's Vision and Mision, the team will construct the Research Theme or Research Focus. My question is once this is firmed up, it will form the basis of all future Research Lessons for Lesson Studies, is that right?

Do we need to come up with a different Research Theme for each cycle of Lesson Study or will the Research Theme be the one that all Lesson Studies be based on. For example, my team has discussed and came up with a Research Theme for Mathematics. Will another Research Theme need to be constructed for a different cycle for Mathematics or can we use this Research Theme we have decided on for all Research Lessons for Mathematics.

Ban Har writes: Based on the school's vision, focus of the curriculum and your students' profile, the research theme is constructed. You are on the right track. You will stick with the same reasearch theme for a while until your team feel that there are new areas that need attention.

Teaching Perpendicular Lines

Question: Should I get students to use set square to draw perpendicular lines in the first lesson or should I give them non-standard tools such as a right-angled triangle?

Hazel, a pre-service teacher in Singapore

This chapter comes after the chapter on angles where students have learnt about right angles. I think before students are taught how to draw perpendicular lines, they need to know what are perpendicular lines so that they are able to check if two lines are perpendicular. I am like to have given them two intersecting lines as well as lines joint at a point and ask them to measure the angles between the lines and to say that those that meet / intersect at right angles are called perpendicular lines. In my opinion, the chapter in the textbook starts too abruptly to get students to draw perpendicular lines without actually being taught what perpendicular lines are.

I like Hazel's idea of introducing other non-standard tools that can be used to draw perpendicular lines. I think a good lesson could involve the students being given some common objects such as ruler, protractor, set squares, triangle tangram set, an index card, ice-cream sticks and asked which of these they can use to draw lines that are perpendicular to each other.

The lesson can conclude with the whole class checking responses that they have generated using the criteria they have learnt.