3. What Changes Did Singapore Make in Its Math Instruction?  De-emphasized procedural skills  Emphasized developing good thinkers and problem solvers  Covered fewer topics but in greater depth  Encouraged algebraic thinking, even among early learners

4. Why the Interest in Singapore Math?  Singapore Math techniques help students at both ends of the spectrum.  Can be used as interventions to support struggling learners.  Can be used as extensions to challenge gifted and talented students.  These math techniques can be used as part of a full adoption of a Singapore Math curriculum or to supplement an existing curriculum.

5. Let’s Look at Some Math!

7. Let’s Look at the Math! 2 groups of 5 2 × 5 = 10 5 groups of 2 5 × 2 = 10

8. Number Bonds 5 2 3

9. Number Bonds

10. 8 + 5 23 10 + 3 = 13

11. Number Bonds 48 + 5 2 3 50 + 3 = 53 298 + 5 2 3 300 + 3 = 303

12. Number Bonds 8 5 2 + 4

13. Number Bonds 14 oz. + 6 oz. 2 oz. 1 lb. 4 oz. 4 oz.

14. Number Bonds 54 7 + 2727 2727 2727 1

15. Compensation 5353 4444 9797 21 1111 ++++ ++++ 30 28 29 27 →→→→ →→→→ →→→→ –––– 22 2 2

16. Compensation 5,000 3,267 4,999 3,266 1111 →→→→ ––––

17. Compensation 23 18 25 20 2222 →→→→ ++++

18. Model Drawing Charlotte and Sandy are saving money for a shopping trip. Charlotte has three times as much money as Sandy. If Charlotte has $24, how much does Sandy have? 3 units = $24 Charlotte’s money Sandy’s money Sandy has _____.$8 3 u = $24 1 u = $8 $8 $8 $8 $8$8 $24

19. Model Drawing Mrs. Grant made 300 cookies. She sold of them and gave of the remainder to her neighbor. How many cookies were left? A. 4 u = 300 1 u = 75 Mrs. Grant’s cookies Mrs. Grant had ___ cookies left. 3434 50 B. 3 p = 75 1 p = 25 2 p = 50 75 300 1313 ↓ left N sold

20. Next Steps  Be transparent in the math you use every day. Include your child in cooking and following recipes, using money, and estimating distance and time.  Find real-world situations in which to practice number bonds and to do mental math.  Listen to your child explain how he figured out a problem.  Ask your child to teach you how to solve problems or do computation using some of these new strategies she is learning at school.

21. Next Steps (cont’d)  Wait until your child understands a concept before teaching him a computational shortcut.  With younger children, talk about the math you can see in their picture books.  Don’t tell your children you weren’t good at math.

22. “Singapore Math gives students a solid math foundation upon which to build increasingly complex skills, and makes it less likely that they will forget and have to be retaught the same thing in later years.” —New York Times October 1, 2010