Using Bar Models for Problem Solving – Experience from Singapore Math Workshop at Columbia University 2016

In one of my recent school visits, I was doing a lesson study on a Grade 3 class. The class is diverse, some are still struggling with multiplication and division while the rest of mastered the topic and ready to move on. This is not uncommon in many classrooms, but how does the teacher introduce problem solving in such a diverse class? During the lesson study, we starting by introducing questions that focuses on logic and reasoning, with basic concepts on multiplication and division, keeping the numbers small and not overwhelming.

2016 Singapore Math Workshop at Columbia University Teachers College

Singapore Math Workshop at Columbia University Teachers College 2016

After a very successful session last year, we are privileged to be invited back to Columbia University Teachers College to present a Singapore Math Workshop to teacher residents as part the Teaching Residents at Teachers College TR@TC program. Focusing on Singapore Strategies, we had a great evening discussing topics such as ways to better support students, the importance of striking a balance between conceptual understanding and procedural fluency, and the role of problem solving in our day to day classrooms.

New product announcement! 2nd Grade Morning Work and Review – Subtraction for numbers to 1000

Our new set of morning work daily practice on “Subtraction to 1,000” is ready! Click here to learn more. Like many educators, we understand the difficulties of this topic and tried to come up with a product that emphasizes conceptual understanding.and linking this understanding to procedural fluency with lots of practice opportunities. Many teachers and …

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Remainder 6 or 60?

…the tricky part came in when there was a remainder. In Question 2, 630 divided by 60.
Student A: “By following the previous example, we know that 630 divided by 60 is the same as 63 divided by 6. Ten 6s goes into 60, which gives a remainder of 3. The answer is 10 R 3.“
Student B: “No. Ten 60 goes into 600, so the remainder should be 30, not 3!”
Why is there a difference?…

Squares and Triangles

One day after class, a parent came to me and ask about a question he saw in one of the challenging questions I gave to the students. He said he would (as would many adults) solve this using simultaneous equations (or System of linear Equations) but would like to know how to teach his kid in 3rd grade without the use of algebra. I invited him to stay for a while to observe the next class. Students were given Think-Pair-Share to solve that particular question and after minutes of work time, a student raised her hand and this is what she came up with.

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