Friday, November 13, 2015

Wednesday, November 11, 2015

Nov 11 | Costa Mesa

Nov 10 | North Wilkesboro

We discuss the main obstacles in the learning of fractions - the numerator denominator notation, linkage between whole number knowledge and fraction calculation as well as the to distinct use of fractions.

Do students know the numerator is the 'number' and denominator is the name of the parts which are derived from a whole? If they do then they can easily compute 3 fifths - 1 fifth because it is no different from 3 cookies - 1 cookies.

Do students link what they do in whole numbers to what they do in fractions? If they do then they know why they need to have common denominator in 3 fifths - 2 tents. It's the same as in 1 ten - 3 ones, you need to have the same noun before subtraction. 10 ones - 3 ones. 

Do students know that factions can be used as a quantity eg 1/2 lb as well as a proportion eg 1/2 of the class? If they do then calculating 1/3 of 6 sevenths is easy. It is no different from calculating 1/3 of 6 apples.

We also discuss how to help students identify correct operations in solving word problems.

Monday, November 9, 2015

Friday, November 6, 2015

November 5.6 | New Rochelle

Wednesday, July 29, 2015

July 27 | Singapore

We discuss five elements of a problem-solving lesson to develop five core competencies in problem solving?

What are the five elements? What are the five competencies? What are two ways to develop each of the five conptencies? 

Why do you think the numbers used are 7,3 and 2 and ten frames are used?

Why do you think ice cream is used in the putting 52 ice cream in four boxes problem? What if students suggesting dividing by putting the ice cream one by one (inefficient strategy).

Thursday, July 23, 2015

July 24 | Houston

Slides from the two lectures will be available soon

July 21.22.23 | Kansas City

Slides from MathPlus will be uploaded on this site | Here

The solution to one problem discussed in 3-5 Session (Groups E&F).

July 20 | Phoenix

Slides and Photos for Great Hearts Academy Here

Friday, July 10, 2015

Tuesday, July 7, 2015

July 8.9 | Las Vegas

Slides are available here.

How Fractions Are Introduced please refer to this page.

Wednesday, July 1, 2015

June 1.2.3 | London

Day 1 Main Slides are available here.

Key Ideas Discussed
  • International Assessment Data
  • Adding Three 1-Digit Numbers - Concept Development Lesson
  • Dividing Two-Digit Numbers - Concept Development Lesson
  • Model Method
  • Multiplying Two-Digit Number - Practice Lesson
  • Lesson Structure
  • Five Core Competencies
  • Differentiating Instruction

Monday, June 29, 2015

June 29.30 | London

24 Maths Hub of 34 in England are using Maths - No Problem! in the coming school year.
Teachers are attending a two-day professional learning on teaching Year 1/2 mathematics.

Slides from Day 1 Maths Hub Textbook Project are here.

Slides from Day 1 and Day 2 Maths Hub Textbook Project are here.

Sunday, June 14, 2015

June 15-20 | Jacksonville

K-2 Institute           Slides are available here.
Video on Three Meanings of Subtraction is available here.
Day One
The general sessions on Numbers and Geometry introduces the five elements of a lesson - exploring, structuring, journaling, reflecting and practicing with their theoretical underpinnings.
The breakout sessions are workshops on addition and subtraction, common difficulties in measurements (length, time and money), and bar models.
The end of day reflection by participants indicated that they found CPA Approach to be an important learning point together with the ideas by the 'five wise guys' (no, none of them is either Ban Har or Sarah!). The idea of letting students solve a problem in multiple ways (Method 1, Method 2) was also mentioned by a participant.
Day Two focuses on writing and discussing assessment items as well looking at an example of formative assessment. I also did a kindergarten math session and delivered the opening session on generalization.
Selected TIMSS Items here.
3-5 Institute            Slides are available here.
Common Core State Standards Critical Areas - Look under Introduction
Day One
The opening sessions looked at metacognition in computation and problem solving. The closing session shows the main elements of a math lesson - exploring, structuring, journaling and reflecting.
I also did a session on ratio and another on bar models.
Day 2 focuses on fractions, visualization and assessment.
6-8 Institute             Slides are available here.

Sunday, June 7, 2015

June 8 | Hopkins (Blake)

Grade 1 Institute  Handouts  Slides
Counting, Adding by Making 10, Subtracting with Renaming and Number Bonds are the focus content area in the Grade 1 Institute.

Grade 2 Institute  Handouts  Slides
The focus was on subtraction with regrouping for three-digit numbers, addition as well as word problems, multiplication and equal parts.

Grade 3 Institute  Handouts  Slides
We focused on multi digit multiplication and addition. And a bit of fractions.

Grade 4 Institute  Handouts  Slides
We focused on fractions.

Grade 5 Institute  Handouts  Slides
Grade 5 institute was mostly on multiplication and division of fractions.

Grade 6 Institute  Handouts  Slides
We looked at three types of lessons in mathematics.

Handouts are available for printing before class. Slides are available after class.

Wednesday, June 3, 2015

June 4 | Singapore (AME-SMS Conference)

I used Bamboo Paper and not-a-21st-Century Competency (handwriting) in my AME-SMS Conference keynote presentation at NUS High School of Math and Science.

June 3 | Singapore (Singapore Early Childhood Education Symposium)

Friday, May 29, 2015

May 30 | Manila

Formative assessment as gathering data to identify students who are approaching, meeting and exceeding expectations so that appropriate measures can be taken (remedial, consolidation, enrichment).

Journals can be used to assess student learning etc.

Check List for Writing Items
1. Realism - realistic situations
2. Context - avoid unfamiliar ones
3. Hidden Assumptions - no passengers as the train arrived at the first station
4. .....

What is the value of MCQ?
To credit students who can solve a problem but unable to articulate their reasoning in conventional way.

In Singapore national test, MCQ is used in primary schools to test basic concepts and skills (10 items 10%). They are also used to assess problem solving (5 items 10%).

Thursday, May 28, 2015

Monday, May 18, 2015

May 18.19.20 | Wirral

The course was held at Holiday Inn Port Ellesmere near Liverpool. More than 70 teachers attended this course. It was an initiative by Deep Learning - Teaching for Mastery.

Day 1
Teaching Computation Using Number Sense Approach
Teaching Word Problems for Information Handling and Visualization

Slides are available here.

Day 2
Revisiting Bar Model 
Obstacles and Enabler in Maths Classroom - Skemp 
Assessment - informal and tests 
Challenging Advanced Learner - through regular worksheet, through multi-level task, through problem posing and through challenging problems.

Day 3 
We start by summarizing how to support struggling learners and the class came up with six, I topped it up to seven.

We also saw five ways to challenge advanced learners.

We summarized the five pedagogical tools to help students acquire and refine concepts and to acquire conventional knowledge (eg order of operations)

Notes on Six Elements
Teaching students to document their thinking is an on-going affair.
In this Primary 1 (Singapore) or Year 2 (UK) lesson on addition of three one-digit number by making ten, a small entry such as this is sufficient, if journaling is a daily affair. I suppose that is why it is called a journal - a daily record. | Six Elements #4

Wednesday, May 6, 2015

May 6.7 | Brunei

Action Research - using Newman's Procedure to identify difficulties with word problems.
- read
- comprehend
- know heuristics
- transform
- compute
- interpret
Six Elements of Maths Lesson
- explore
- structure
- journal
- reflect
- practise
- apply 

Tuesday, May 5, 2015

May 6.7 | Brunei

Lesson Study at SR Pulaie in Brunei.
Participants hear about lesson study and experienced a research lesson and the post-lesson discussion. We discussed Stage 1 Setting Research Goals and Stage 2 Planning Lesson and demonstrated Stage 3 Research Lesson and Stage 4 Post-Lesson Discussion. 

Points of discussion included the use of children's mother tongue languages 

Why are these inappropriate assessment items?