This document discusses a course on Singapore Math that focuses on differentiating instruction in multiplication and division. It provides examples of basic skills lessons, word problem lessons, and enrichment models. It also discusses using visuals to teach concepts like the distributive property without using formal terms. Additionally, it presents an example of a complex word problem involving quantities A, B, and C that students model using paper strips, and discusses using summative assessments with novel/complex problems.

1. STI Course #4466
A Closer Look at Singapore Math
with Ban Har (Day 2)
www.banhar.blogspot.com

7. STI Course #4466
Looking at some ways to differentiate
instruction in multiplication and
division.
www.banhar.blogspot.com

8. Math in Focus

10. Math in Focus

11. Math in Focus

12. Math in Focus

13. Math in Focus

14. Math in Focus

15. Math in Focus

16. Math in Focus

17. Math in Focus

18. Math in Focus

19. Da Qiao Primary School, Singapore

20. Experiencing
Singapore Math
Primary Mathematics (Third Edition)
See Ho, S. Y. & Yeap, B. H. (2011). Development of Visualization Skills in Singapore Primary
School Mathematics Textbooks. Paper presented at PME-35 Angkara, Turkey.
See also Yeap, B. H. (2011). The Emphasis of Primary-Level Textbooks in Singapore on
Higher-Order Thinking Skills. Paper presented at International Conference on School
Mathematics Textbooks Shanghai, China.

21. Experiencing
Singapore Math
Visuals are used to teach
concepts – distributive
property of multiplication
– without using formal
terms.
Primary Mathematics (Third Edition)

26. STI Course #4466
For the enrichment model, we can hit
on several domains.
www.banhar.blogspot.com

28. STI Course #4466
We have seen several basic skill
lessons. Let’s study a drill-andpractice lessons.
www.banhar.blogspot.com

31. STI Course #4466
We have seen several basic skill
lessons. Let’s study a word problem
lesson.
www.banhar.blogspot.com

33. Anchor Task|
Ask students what quantity could the 4,670 be.
Using one discrete quantity that they suggest, present
the problem.
www.banhar.blogspot.com

34. Anchor Task|
Together, A, B and C have 4,670.
B has 3 times as much as A
B has 316 less than C.
Provide students with paper strips to build the
model.

35. Provide students with paper strips
to build the model.
Group learning with a
lot of interaction.

36. Board writing

37. Students documenting

38. Students documenting

39. Students documenting

40. This is an example of novel / complex
item in a summative assessment.
www.banhar.blogspot.com