Sunday, December 21, 2014
Friday, December 12, 2014
Greg Tang's Math Institute | Keynote Lectures 11.12 Dec 2014
Keynote on Anchor Tasks - What are anchor tasks? Why are they used? How can it be brought to life? Click Here
In this lecture we saw the original Singapore textbooks, where the three-part lesson format has already been established. Using a current textbook I showed how to bring an anchor task to life and how to use textbooks for reflection. I also showed how Guided Practice looks like.
Closing Keynote | Click Here
I presented for the first time a collection of my favourite list of fives - I have a set of seven lists.
In this lecture we saw the original Singapore textbooks, where the three-part lesson format has already been established. Using a current textbook I showed how to bring an anchor task to life and how to use textbooks for reflection. I also showed how Guided Practice looks like.
Closing Keynote | Click Here
I presented for the first time a collection of my favourite list of fives - I have a set of seven lists.
Thursday, December 11, 2014
Greg Tang's Math Institute 3-5 Workshops | 11.12 December 2014
Day 1 Workshop on Making Connections using Multiplication and Division | Click Here for slides and photographs
We studied how multiplication facts are developed - counting, figuring out, remembering.
We saw how a practice lesson can be challenging for advanced learners yet support struggling learners with (a) a standard strategy (b) literal strategies such as doubling (c) extended time to work on a single idea - how to multiple two-digit numbers.
We looked at how division of fractions is connected to division of whole numbers.
Day 2 Workshop on Bar Models
We used four examples to learn basic and advanced ways to use bar models for complex word problems for topics in ratio, percent and so on.
We looked at teacher modeling reading, scaffolding visualizing and the emphasis on mental strategies. We saw examples of problem posing (Silver).
The last two problems are challenging. The last one is for 'homework'.
We studied how multiplication facts are developed - counting, figuring out, remembering.
We saw how a practice lesson can be challenging for advanced learners yet support struggling learners with (a) a standard strategy (b) literal strategies such as doubling (c) extended time to work on a single idea - how to multiple two-digit numbers.
We looked at how division of fractions is connected to division of whole numbers.
Day 2 Workshop on Bar Models
We used four examples to learn basic and advanced ways to use bar models for complex word problems for topics in ratio, percent and so on.
We looked at teacher modeling reading, scaffolding visualizing and the emphasis on mental strategies. We saw examples of problem posing (Silver).
The last two problems are challenging. The last one is for 'homework'.
Greg Tang's Math Institute K-2 Workshops | Honolulu 11.12 December 2014
Workshop 1 | K-2 Click Here for Slides
This workshop focuses on the development of number sense.
We saw the fundamental of counting - same nouns, renaming when nouns are different.
We saw the use of ten frames in counting and also the difference between proportionate and non-proportionate materials. Participants offered the progression for counting - (1) real things before manipulative (2) single nouns before multiple nouns (3) proportionate before non-proportionate.
We saw the use of ten frames, number bonds and visual models to develop number sense.
For addition, we studied the case of single-digit addition and for subtraction, we saw multi-digit subtraction. We also saw an example of a lesson that focused on practice and how the advanced learners are challenged. Struggling learners get support from (1) concrete materials (2) time to figure out (3) working with friends.
Reflection Task | How does the make a shape using four tiles develop number sense?
Workshop 2 | slides are in the same Album as above.
The focus was on multiplicative structures for young children.
We looked at readiness for teen numbers as well as a strong concept in counting in single / two nouns. We also looked at comparing groups and making equal groups.
The main case study looked at variation of problems used in multiplication where we go from both factors represented using physical representations, to only one of the factors represented physically to both factors represented symbolically across four lessons.
This workshop focuses on the development of number sense.
We saw the fundamental of counting - same nouns, renaming when nouns are different.
We saw the use of ten frames in counting and also the difference between proportionate and non-proportionate materials. Participants offered the progression for counting - (1) real things before manipulative (2) single nouns before multiple nouns (3) proportionate before non-proportionate.
We saw the use of ten frames, number bonds and visual models to develop number sense.
For addition, we studied the case of single-digit addition and for subtraction, we saw multi-digit subtraction. We also saw an example of a lesson that focused on practice and how the advanced learners are challenged. Struggling learners get support from (1) concrete materials (2) time to figure out (3) working with friends.
Reflection Task | How does the make a shape using four tiles develop number sense?
Workshop 2 | slides are in the same Album as above.
The focus was on multiplicative structures for young children.
We looked at readiness for teen numbers as well as a strong concept in counting in single / two nouns. We also looked at comparing groups and making equal groups.
The main case study looked at variation of problems used in multiplication where we go from both factors represented using physical representations, to only one of the factors represented physically to both factors represented symbolically across four lessons.
Saturday, December 6, 2014
Anglo Singapore International School | Bangkok
Teachers Session | Click Here for a summary of the discussion on differentiated instruction using a common task.
We learn how to differentiate instruction using an open task as well as differentiated instruction using a basic skill practice tasks.
Make a list of strategies for advanced learners and a list of strategies to support struggling learners.
Three stages of a maths lesson. Four things teachers do to help acquisition and refinement of knowledge. Five things advanced children can do.
How does anchor task and guided practice promotes DI?
How does the use of a journal consistent with DI?
How is asking for more than one method a DI strategy?
How does concrete materials and visuals help?
How does the extended time with one task (anchor task) help?
How does collaborative learning help?
Parents Session | Click Here for two of my list of Big Fives.
Five things advanced children can do. Five core competencies in mathematics.
We learn how to differentiate instruction using an open task as well as differentiated instruction using a basic skill practice tasks.
Make a list of strategies for advanced learners and a list of strategies to support struggling learners.
Three stages of a maths lesson. Four things teachers do to help acquisition and refinement of knowledge. Five things advanced children can do.
How does anchor task and guided practice promotes DI?
How does the use of a journal consistent with DI?
How is asking for more than one method a DI strategy?
How does concrete materials and visuals help?
How does the extended time with one task (anchor task) help?
How does collaborative learning help?
Parents Session | Click Here for two of my list of Big Fives.
Five things advanced children can do. Five core competencies in mathematics.
Wednesday, December 3, 2014
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