seoul foreign school middle grades

Dr Yeap Ban Haryeapbanhar@gmail.com

Marshall Cavendish Institute Singapore

Presentation slides are available at

www.banhar.blogspot.com

Professional DevelopmentSingapore Mathematics

Seoul 9 – 11 July 2012

www.mcinstitute.com.sgwww.facebook.com/MCISingapore

Grade 5

to

Grade 8

Introduction

We saw examples of how the

textbook is used as it is and also

presented with some modification.

We also saw how teachers may

supplement textbook materials.

Example 1

Seoul Foreign School

We see how this lesson is executed in a lesson.

Remember this page is not meant to be read. The

book stays closed at this point.

Example 1You have a square piece of paper. By cutting off

parts of the square, make a trapezoid.

Why is the polygon that you have made a

trapezoid?

What makes a figure a trapezoid?

What are the minimum requirements for a figure

to be a trapezoid?

Write a paragraph to say what is a trapezoid.

Differentiation for Advanced Learners

I heard from someone that there is a competing

definition for trapezoid which states that

trapezoids are quadrilaterals that has one pair of

parallel sides. This definition makes squares and

parallelograms trapezoids. Please do a research

on the internet on this.

At the end of the whole-class discussion, students complete a short Guided

Practice.

Struggling students received guidance from the book “Use a ruler …”

Teacher will ask students to explain their choices and want to hear students saying

this is a trapezoid because… or this is not a trapezoid because … Do students pay

attention to the fact that it is a polygon, has four sides and has exactly a pair of

parallel sides?

Advanced students can be challenged to transform non-trapezoids into one by

moving ony one of the four vertices.

Example 2

A lesson can be done as it is.

Alternatively, it can be presented in a

more open manner.

Cut out a trapezoid. Work in your

groups to find out as many things

about the angles of the trapezoid as

you can.

For students who struggle, the teacher

may ask them to refer to the textbook

for a more guided approach.This provides students with

independent practice.

Example 3

A lesson can be done as it is.

Alternatively, it can be presented in a

more open manner.

Draw a triangle on the geo-board

paper.

Find the area.

How did you do it?

Example 3

Example 3We discussed

transforming it into a

rectangle (which is the

textbook method).

But we also discussed

other methods.

Example 4

Example 4

Bar Model 1

We review the bar model method

and see how it is used to teach

word problems including word

problems that can be solved using

algebraic equations.

Example 5

Seoul Foreign School

Marcus gave ¼ of his coin collection to his

sister and ½ of the remainder to his

brother.

As a result, Marcus had 18 coins.

Find the number of coins in his collection

at first.

3 units = 18

8 units = ???

Marcus had 48 coins at first.

The problem was changed

slightly to challenged

advanced learners and to

extend the discussion to

increase students repertoire

of strategies.

Example 6

Seoul Foreign School

Bar Model 2

We review the bar model method

and see how it is used to teach

skills like division by a fraction.

Example 7

Seoul Foreign School

Example 8

Seoul Foreign School

Bar Model 3

We review the bar model method

and see how it is used to teach

skills like solving linear equations.

Example 9

Seoul Foreign School

x

x x 1

x x 1

x

x x x x 1

x x x x

x

x x x 2

x x x

x

x x 5

x x

King Solomon Academy,

London

King Solomon Academy,

London

Example 10

Seoul Foreign School

Example 11

Seoul Foreign School

Example 12

Seoul Foreign School