Two cohorts of teachers and educators in Wales participated in two-day institutes on teaching mathematics in a problem-solving approach.
Straight to the Top - Problem Solving in Mathematics | The Singapore Way is designed to help educators rethink about teaching and teaching problem solving.
Day 1 | Case Studies on Addition within 20 (6 + 8), Division of Fractions (3/4 divided by 2), Subtraction within 1000 (300-175) and Long Division (51 divided by 3) to understand how problem-solving lessons can be used to help students acquire basic understanding of the four operations.
We also did a practice-type lesson (two-digit multiplication) using the problem-solving approach.
We also did a practice-type lesson (two-digit multiplication) using the problem-solving approach.
We discussed theory-based strategies.
We discussed ways to support and challenge.
We learn to help students learn to make connections, to generalize and to develop number sense.
Closing Problem
Sam received £3 pocket money each day. On weekdays, he spent £2.60 and saved the rest. On Saturday and Sunday, he saved all of the £3. Starting on a Monday, how many day did he take to save £50.
Metacognition, visualization and interpretation of computation are essential in solving problems such as the above.
Cohort 2 | Slides
Just to Tickle Your Mind aka Dinner Problem
At first, Jack, Kim and Larry had a total of £4.50.
Then, Jack gave Kim half of what he had.
Kim then gave Larry 2/5 of what she had.
Finally, Larry gave Jack 4/7 of what Larry had.
As a result, all the three of them had the same amount of money.
Is it possible to find the amount of money each of them had at first?
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