New Syllabus Mathematics Seminar in Bangkok (Primary & Secondary)

Primary

Secondary

NSM in Thailand from Jimmy Keng

Mathematics Education Conference 2014

This one is in Europe in an interesting location. I am sharing this information forwarded to me by a colleague based in Poland, Dr Alan Rogerson (originally from the UK).

Mathematics Education Conference Information Europe from Jimmy Keng

STI Course #4466 A Closer Look at Singapore Math with Ban Har Fall 2013

Course Instructor's Contact yeapbanhar@gmail.com


Day 1 Summary

STI Course 4466 from Jimmy Keng

Day 2 Summary

STI Day 2 Fall 2013 from Jimmy Keng

... to be updated soon ...

Watch As I Was Going to St Ives video here

Watch Jack and the Beanstalk video here

Professional Development at Edgemont School District

Edgemont 2013 from Jimmy Keng

Keynote Address at Edgemont School District Professional Development Day

Edgemont 2013 Keynote from Jimmy Keng

Seminar for Parents at Edgemont School District, New York

Edgemont Parents' Evening 2013 from Jimmy Keng

The Blake School, Minneapolis

Division of A Number by a Two-Digit Number
(Grade 5)

For full story, read The Blake School.

Photo Credits - The Blake School

Seely Place Elementary School, New York

An open lesson based on Math in Focus (Book 4A Lesson 3.5)

The anchor task in the book is:
Mr. Benson and Mr. McKenzie have $4,686 altogether. Mr. Benson’s share is twice as much as Mr. McKenzie’s.

Introduction - Students were asked what could a number such as 4,686 represents.

Development - Problem was presented. Spiky and Curly share $4,686. Curly has twice as much as Spiky. If this strip of paper represents $4,686, show the amount that Spiky and Curly get.

In this lesson the students gave four responses.

Method 1 - (length) We used a ruler and found out it is 6 inches long. So 4" for Curly and 2" for Spiky.

Method 2 - (parts) We folded the strip into three parts. Spiky gets 1 part and Curly 2 parts.

Method 3 - (fraction) We divided the strip into thirds. Spiky gets 1 third and Curly, the rest.

Method 4 - (misconception) I divide the strip into 2. Since Curly gets twice as much, he gets two parts.

Several students disagreed and stood up to say why that reasoning is not correct. Generally the sentiments were .... "That means Curly gets 2 and Spiky gets zero! That is not twice!!"                                                                                                                                                                                    

The Blake School, Minneapolis Lesson Planning

Evening Presentations to teachers from various schools around Minneapolis.

The Blake School Workshop 5 November 2013 from Jimmy Keng

Lesson Planning and Differentiated Instruction in Earlybird and Math in Focus from Jimmy Keng

The Blake School - Summary

Parents
Presentation Slides Information Night for Parents

Presentations
Lesson Planning - Anchor Task

Lesson Planning - Differentiated Instruction

Grade Level Sessions
Teaching of Percent for Middle School

Sessions on Lesson Planning at The Blake School

Lesson Planning with a focus of anchor task and problem solving

The Blake School Workshop 5 November 2013 from Jimmy Keng

Lesson Planning with a focus on differentiated instruction
(coming soon)

Visit to The Blake School (Day 1)

This is my second visit this year to The Blake School in Hopkins, MN.

Day 1 - I am scheduled to meet with the teachers in middle schools. I will be teaching two classes a Grade 6 lesson on percent and an Algebra 1 lesson. The focus of the discussion with the teachers are (1) Lesson Planning with Anchor Tasks and Problem Solving and (2) Percent.

There is a two-lecture series on lesson planning. The presentation is available in a separate entry.

Day 1 is scheduled to end with a seminar for parents at Parent Information Night.