Saturday, April 18, 2015

April | Cardiff

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.

PISA2012 Wales Report     International Report (Maths)       International Report (Problem Solving)

Cohort 1 | Slides
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 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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