tuscan/jefferson math parent nights nov. 2013

Welcome!  Try  a  Grade  3  Problem…  

•  Lisa  has  780  grams  of  dried  peas.    She  uses  330  grams  to  make  pea  soup.    Then  she  packs  the  remaining  peas  equally  into  5  bags.    What  is  the  mass  of  each  bag  of  peas?  

•  Kyle  bikes  for  4  hours  and  30  minutes.    Joey  bikes  for  2  hours  and  50  minutes.    How  much  longer  did  Kyle  bike  than  Joey?  

Math  Instruc,onal  Blocks  and  Minutes  

K-­‐1  

2-­‐5  

Daily  Math  InstrucOon  

   •  Concrete  (manipulaOves)  to    •  Pictorial  (visual  models  or  drawings)  to  •  Abstract  representaOons  (numbers,  symbols)  

Jerome  Bruner’s  research  proved  that  instrucOonal  strategies  build  understanding  for  students  when  they  move  from…  

Singapore  Math  Pedagogy:    C-­‐P-­‐A  

Singapore  Math  Pedagogy:    Perceptual  Variability  

Zoltan  Diene’s  research  proved  that  children  gain  the  most  conceptual  understanding  when  they  are  exposed  to  a  concept  through  a  variety  of  materials  or  experiences.  

p!q !

G3_WB_Ch_08(New).indd 153 12/17/08 6:11:40 PM

158 Chapter 6 Fractions and Mixed Numbers

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Example

Use a model to help you answer each question.

What is 23 of 18?

3 units

1 unit

18

? 2 units

So, 23 of 18 ! .

4. What is 34 of 16?

4 units Model:

1 unit

?

3 units

So, 34 of 16 ! .

5. What is 25 of 25?

units Model:

1 unit

units

So, 25 of 25 ! .

186

12

12

4A WB Chapter 06N.indd 1584A WB Chapter 06N.indd 158 12/22/08 8:52:54 AM12/22/08 8:52:54 AM

600 500

600

G3A_WB_Ch_02.indd 27 12/9/09 11:31:16 AM

144 Chapter 6 Fractions and Mixed Numbers

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Write the correct mixed number in each box.

12.

0 1 17

17

27

37

47

57

67 1 1 2

7 1 67 2 2 1

7 2 47 3

Write a mixed number for each item.

13. The pears have a weight of

pounds.

14. The worm started crawling from 0 centimeters.

It has crawled centimeters.

4A WB Chapter 06N.indd 1444A WB Chapter 06N.indd 144 12/22/08 8:52:52 AM12/22/08 8:52:52 AM

4 6 24

G3_WB_Ch_06(New).indd 97 12/17/08 6:06:55 PM

Richard  Skemp’s  research  proved  that  for  long  term  learning  to  occur  rela,onal  understanding  is  more  successful  than  procedural  learning.  

Singapore  Math  Pedagogy:    RelaOonal  Understanding  

Part-­‐Whole  

Mental  Math  

Decomposing  

Math  Instruc,onal  Blocks  and  Minutes  

K-­‐1  

2-­‐5  

Assessment  Iden,fy  skill  needs  and  mastery  

Tasks  Select  tasks  that  target  student  needs  

Monitor  Measure  student  progress  

Individualized Math

Instruction

Problem  Solving  

Technology  Prac,ce  

Small  Group  Instruc,on  

Learning  Tasks  Or  Games  

Monitoring  

At  Home  Grade   Sept-­‐Oct.   Math  in  Focus/WriMen   ST  Math  

K   CounOng  Games   Math  in  Focus  Games  Hands  On  Review  Tasks  

15  minutes  per  week  

1   Number  Sense  Games  

Math  in  Focus  Games  Hands  On  Review  Tasks  

20-­‐40  minutes  per  week  

2   Add/Subtract  Facts  to  20  

2-­‐3  MIF  Worksheets  per  Chapter   40-­‐60  minutes  per  week  

3   Add/Subtract  Facts  to  20  Mult  2,3,  4,  5,  10  

In  MIF  Textbook  Chapter  Review  (several  days)  OpOonal  “Put  on  Your  Thinking  Cap”  

45-­‐60+  minutes  per  week  

4   Mult.  &  Div  Facts  to  10  

In  MIF  Textbook  Chapter  Review  (several  days)  OpOonal  “Put  on  Your  Thinking  Cap”  

45-­‐60+  minutes  per  week    

5   Mult  &  Div  Facts  to  12  

In  MIF  Textbook  Chapter  Review  (several  days)  OpOonal  “Put  on  Your  Thinking  Cap”  

45-­‐60+  minutes  per  week    

Singapore  Math  Pedagogy:    Perceptual  Variability  

Zoltan  Diene’s  research  proved  that  children  gain  the  most  conceptual  understanding  when  they  are  exposed  to  a  concept  through  a  variety  of  materials  or  experiences.  

p!q !

600 500

600

G3A_WB_Ch_02.indd 27 12/9/09 11:31:16 AM

G3_WB_Ch_08(New).indd 153 12/17/08 6:11:40 PM

158 Chapter 6 Fractions and Mixed Numbers

© 2

009

Mar

shal

l Cav

endi

sh In

tern

atio

nal (

Sing

apor

e) P

rivat

e Li

mite

d

Example

Use a model to help you answer each question.

What is 23 of 18?

3 units

1 unit

18

? 2 units

So, 23 of 18 ! .

4. What is 34 of 16?

4 units Model:

1 unit

?

3 units

So, 34 of 16 ! .

5. What is 25 of 25?

units Model:

1 unit

units

So, 25 of 25 ! .

186

12

12

4A WB Chapter 06N.indd 1584A WB Chapter 06N.indd 158 12/22/08 8:52:54 AM12/22/08 8:52:54 AM

144 Chapter 6 Fractions and Mixed Numbers

© 2

009

Mar

shal

l Cav

endi

sh In

tern

atio

nal (

Sing

apor

e) P

rivat

e Li

mite

d

Write the correct mixed number in each box.

12.

0 1 17

17

27

37

47

57

67 1 1 2

7 1 67 2 2 1

7 2 47 3

Write a mixed number for each item.

13. The pears have a weight of

pounds.

14. The worm started crawling from 0 centimeters.

It has crawled centimeters.

4A WB Chapter 06N.indd 1444A WB Chapter 06N.indd 144 12/22/08 8:52:52 AM12/22/08 8:52:52 AM

4 6 24

G3_WB_Ch_06(New).indd 97 12/17/08 6:06:55 PM

Internet  Resources  Kimberly  Beane’s  Singapore  Math  LiveBinder  

hjp://www.livebinders.com/play/play?id=132843  Or  go  to  livebinders.com  and  search  kbeane    

Kimberly  Beane’s  PresentaOons  and  Trainings  hjp://www.slideshare.net/KimberlyBeane/presentaOons  

 ST  Math  InformaOon  &  Research  

hjp://www.mindresearch.net/    

Bar  Model  PracOce  hjp://www.thinkingblocks.com/  

 Singapore  Math  Materials  

hjp://www.singaporemath.com  hjp://www.crystalspringsbooks.com  (search  math)  

 Math  in  Focus  (Houghton  Mifflin-­‐Harcourt)  

hjp://www.hmhco.com/shop/educaOon-­‐curriculum/math/math-­‐in-­‐focus-­‐singapore-­‐math#sthash.FQFua8I0.OR8qH61B.dpbs