MCI - Worchester State University Singapore Math Institute Classroom Session A3
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Transcript of MCI - Worchester State University Singapore Math Institute Classroom Session A3
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CLASSROOM SESSION A3
Whole Numbers Multiplication & Division
Slides are available at www.banhar.blogspot.com
and Marshall Cavendish Institute’s Facebook
Princess Elizabeth Primary School, Singapore
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This session took on a Forum format participants decide what they want to learnthrough the questions they asked.
Three key activities were used to seed the discussion.
One was to count rows of (many) dots.
Another was to share a number of paper clips quickly. Some groups had a smallnumber, others had a large number of paper clips.
A third was a conversation between two students in Grade 5.
The discussion led to• Knowing that the focus of teaching is different in small number and large number
multiplication and division• A deeper understanding of Spiral Approach and CPA Approach• How teacher can help students learn multiplication and division
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Activity
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Desde los primeros años, los estudiantes
aprenden a hacer conjuntos o grupos iguales
utilizando materiales concretos.
From the early grades, students learn to make equalgroups using concrete materials.
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CPA Approach
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Luego, representan estas situaciones
concretas utilizando, en primer lugar, los
dibujos y, …
After that they represent these concretesituations using, first, drawings ..
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… más tarde, diagramas (modelos de
barras). Después de eso, escriben
multiplicaciones. Por supuesto, los
profesores volverán a las representaciones
concretas y pictóricas una y otra vez en
aprendizajes posteriores.
… and, later, diagrams. After that they writemultiplication sentences.
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CPA ApproachTransition is Important
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Escuela No.1577 Teniente Dagoberto Godoy, Santiago, Chile
Singapore Math in
Chile
An example ofhow studentsuse paper clipsto make thetransition fromequal groups tobar model,
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Spiral Approach
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Multiplication involving whole numbers is
taught over five years, starting in Primary 1.
The focus is on one of the meanings of
multiplication – equal sets or equal groups.
La multiplicación con números enteros se
imparte en cinco años, a partir de 1º básico.
La atención se centra en uno de los
significados de la multiplicación; conjuntos
iguales o grupos iguales. Los estudiantes
aprenden a representar 3 platos de frutas
como de 3 x 6, cuando hay 6 frutas en cada
plato. No se espera que recuerden las tablas
de multiplicar.
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conjuntos iguales o grupos iguales
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There is a progression from equal groups to
skip-counting.
Hay una progresión de los grupos de igualespara saltar de conteo.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
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1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
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In Primary 2, students learn multiplication
facts of 2, 5, 10, and 3 and 4. In Primary 3,
they learn the multiplication facts of 6, 7, 8
and 9.En 2º básico, los
alumnos aprenden
las tablas de
multiplicación del
2, 3, 4, 5 y 10. En
3º
básico, aprenden
las tablas de
multiplicación, de6, 7, 8 y 9.
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Later, the array meaning
of multiplication is
introduced.
Más tarde, se introduce el
significado del producto
vectorial.
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Catholic High School (Primary), Singapore
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Da Qiao Primary School, Singapore
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Students apply their
understanding of
multiplication to
solve word problems
including those that
include multiplicative
comparison, and at
the same
time, deepen their
understanding of
multiplication.
Los estudiantes
aplican sus
conocimientos de la
multiplicación para
resolver problemas
que incluyen la
comparación
multiplicativa, y al
mismo
tiempo, profundizan
su comprensión de la
multiplicación.
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Multiplication is also
applied to find the area
of rectangles and
square when Primary 3
students learn theconcept of area.La multiplicación se
aplica también para
encontrar el área de
rectángulos y cuadrados
cuando los estudiantes
de 3º básico aprenden
el concepto de
área, contando
unidades cuadradas al
final de 3º básico.
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In Grade 3 they
learn
multiplication of
2-digit with 1-
digit numbers as
well as
multiplication of
3-digit and 1-digit
numbers.
Después de completar las
tablas de multiplicar, los
estudiantes aprenden
multiplicaciones que van
más allá de la tabla de
multiplicar. Ellos aprenden a
multiplicar números de dos
dígitos con números de 1
dígito, así como la
multiplicación de números
de tres dígitos y números de
un dígito.
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In Primary 4, the learn
multiplication of 4-digit
and 1-digit numbers as
well as multiplication of 3-
digit and 2-digit numbers.
The focus is on partial
products.En 4º básico, aprenden a multiplicar números
de cuatro dígitos y un dígito, así como
multiplicar números de tres dígitos y dos
dígitos. La atención se centra en productos
parciales.
42
34
4
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National Institute of Education, Singapore
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Finally in Primary
5, students learn to use
calculator to multiply
larger numbers.Por último, en 5º básico los estudiantes
aprenden a utilizar la calculadora para
multiplicar grandes cantidades.
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The combination situationis not usually used tolearn multiplication inelementary school. In thiscase the teacher hasdecided to extend thelearning of a high-achieving class.
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4 x 6 = 24
8 x 6 = ….
Aquí se muestra la estrategia de duplicidad.
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A continuación se muestran las
estrategias de adición.
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A continuación se muestran las
estrategias de sustracción.
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The sharing and grouping meaning of
division are introduced in Grade 1 and are
used in the learning of division of other
number types.El significado de
compartir y reagrupar
de la división se
introduce en 1º básico
y se utilizan en el
aprendizaje de la
división de otras
clases de números.
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Singapore Math in
Indonesia
Bina Bangsa School, Bandung, Indonesia
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Overheard in a Primary 5 class (Singlish)
Ah Beng: Eh! Why last time in P3, teacher said 14 ÷ 4 is 3 remainder 2? Now this teacher say 14 ÷ 4 is 3.5?
Ah Seng: Because we bigger what! Small that time division is different. Now different.
Overheard in a Primary 5 class (translated, for your benefit, into Standard English)
Ah Beng: Hey! Why was it that when we were in P3, the teacher told us 14 ÷ 4 is 3 remainder 2? Now, this teacher says 14 ÷ 4 is 3.5?
Ah Seng: That is because we are older. Silly! Division was different when we were little. It is different now.
Explain to your colleague why 14 ÷ 4 = 3 remainder 2, and, at some point, 14 ÷ 4 = 3.5 .
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choice ofmaterials
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Pedagogical Principles of Singapore Method
Spiral Approach
10 : 5 = 2
12 : 5 = 2
remainder 2
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En 1º básico no se utiliza el símbolo ÷ o :
para la división. El símbolo se introduce en 2º
básico. La idea de resto se introduce en 3º
básico.
.
In Grade 1, the symbol ÷ or : is not used. The
symbol is introduced in Grade 2. The idea of
remainder is introduced in Grade 3.
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“Un plan de estudios de la manera que se
desarrolla debe revisar estas ideas básicas
en varias ocasiones, construyéndose sobre
ellos hasta que el estudiante ha comprendido
todo el aparato formal que conllevan”.
(Bruner 1960 en El Proceso de la
Educación).
.
“A curriculum as it develops should revisit this
basic ideas repeatedly, building upon them
until the student has grasped the full formal
apparatus that goes with them.” (Bruner 1960
in The Process of Education).
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En los cursos de 1º a 4º básico, se utilizan
cantidades discretas, por ejemplo piedrecillas
y los niños. En 5º básico se utilizan
cantidades continuas como las medidas
estándar de 13 kg y 13 cm.
In Grades 1 to 4, quantities used are discrete
ones e.g. pebbles and children. In Grade
5, continuous quantities like standard
measures 13 kg and 13 cm are used.
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ActivityFind a quick way to share thegiven number of paper clipsamong the members of yourgroup.
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La idea de reagrupar antes de dividirse se
introduce al finalizar 3º básico y también se
enseña en 4 º básico.
.
The idea of
regrouping
before
dividing is
introduced
later in Grade
3 and is
taught in
Grade 4 as
well.
Keys Grade School, Manila, The Philippines