## Friday, June 24, 2016

### Jacksonville, USA | 25.26 June 2016

'In the opening session we looked at two examples of situations, one pure one applied, which students experience so that they learn to describe their observations verbally using common language and formally using terms, expressions, equations and functions. We looked at linear and exponential function. We also got talking a bit about factors such as expectations and motivations in mathematics learning.
Sarah did a session on metacognition. In Session 3, I focus on developing the ability to read and write expressions and equations.

In the penultimate session we looked at geometry lessons as a case study to review and also to discuss how struggling learners are supported.
Session on Geometry

We looked at proofs for two cases if angles at center and angles at circumference (twice). We saw one way to do guided practice - focusing on metacognition.

Sarah took it home with bar models and concluding remarks. See you next year!

## Thursday, June 23, 2016

### Jacksonville, FL | 22.23 June 2016

Session 8 on Problems involving Measurements
We ended the session with the invite to poke holes at the arguments presented. The class surfaced the bar model but it was not used. Here I present how the bar model might be completed. Method 2 3x60 - no one managed to argue against it successfully ... Here I present a little more to guide you to see its flaw. Method 3 70x6 was surfaced and here I present the complete argument. Method 4 Algebraic Method is one that was explained to me after the day ended by one of your friends.

I do this now so that you get sleep tonight. See you next year!

Also available on Ban Har Yeap's Facebook

Open Lesson

## Monday, June 20, 2016

### Jacksonville, USA | 20.21 June 2016

Grade K-2 Institute focuses on development of number sense and visualization. How do we do that through anchor tasks? Here are slides from the various sessions.

Also available on Ban Har Yeap's Facebook

Opening Session on Developing Number Sense

Children should have many opportunities to decompose numbers (number bonds) and continue to use number bonds in say subtraction and addition. They should move a way from counting methods to making ten and other mental strategies. They learn number sense through concrete materials, interaction, and the use of language.

We discussed the connection between sorting and counting - counting in the same nouns.
These apps are used throughout the institute.
These are concrete materials for counting - ten frames and counters, initially, and base ten blocks, eventually.

We initiated discussion on journaling. Sarah did an entire session on journaling.

Open Lesson to review ideas discussed on Day 1 and to stimulate thinking about DI and assessment.
Student Journal
An anchor task to provide advanced thinking (looking for patterns in a lesson on practice) but also advanced content (doing multiplication on the day when the lesson is on subtraction).

We looked at situations on multiplication.
Session on Assessment
I talked about the types of items on a test that is used for summation assessment. Sarah talked about managing formative assessment data. We talked about formative assessment throughout the institute.

## Tuesday, June 14, 2016

### Stockholm, Sweden | 15.16.17 June 2016

One-Day Course on 17/6/2016

We looked at two anchor tasks and the five features of a Mathematics classroom. We also looked at the theoretical underpinnings.

Day 2 Examples | 16/6/16
Three ways to challenge advanced learners - another way, problem posing, explain in words.

Day 1 Examples | 15/6/16

Some statistics from TIMSS
In the half-day sessions, we look at two anchor tasks and a couple of bar model examples to bring across the ideas of features of a mathematics lesson and characteristics of students who are strong in mathematics and how we make them strong. All these in relation to the Swedish 2011 curriculum.

## Friday, June 3, 2016

### Kuala Lumpur, Malaysia | 4.5 June 2016

Kindergarten Discussion - We looked at three of five basic theories in learning. Also one case study from Earlybird Kindergarten Mathematics to identify KBAT (HOTS) for the lesson. Finally we discuss how students learn numerals for larger numbers.
Year 1 and many Year 2 problems do not need bar models. Children should be allowed to draw bar models in any way they wish.
Bar model helps avoid keyword strategy - more means add. It also helps in developing visualization.
We looked at skills needed for mathematics competition. We learnt two ways to help students with solving of challenging word problems. We looked at some data on student achievement.