Nothing to do with Math at first. A dinner which I hoped would fuel my brain to think mathematically. But it didnt, however, I must say, my thinking process got better.
In tonight's class, Dr Yeap covered Lessons 14, 15 and 16.
Lesson 14 was a "Mind-Reading Game", which Primary-schoolers like Rushda would love.
This was one that you could identify pattern in the answers. Every answer turns out to be multiple of 9. How's that so? Does it matter what your second number is? Not really.
Again, Dr Yeap helped us see patterns when the numbers were explored. Making sense based on the numbers you have.
Rushda was able to conceptualize the "x (make 10) - x" , and she is able to "predict" my first digit. She has yet to establish multiple of 9.
Lesson 15: Subtraction with Renaming
Dr Yeap facilitated us in making connection with breaking down number, just like number bonds.
We then went one level up by creating problem sums.
The above is an example of Continuous Quantities (as in dollar and kilogram)
The above is an example of a change situation in a story problem.
The above is an example of a part-whole situation. This story problem used "Discrete Quantities".
Hence, i think it is best to introduce sums with Discrete Quantities for easier conceptualization.
Big Idea: In introducing subtraction word problems, start with CHANGES model, then PART-WHOLE model, then COMPARISON model.
Big Idea: In model drawing the word problem, the unknown can be on initial, on change or final.
Big Idea: "expose the children to VARIATIONS, not REPETITIONS".
(not only for food. Also for Math!)
Lesson 16: Fractions - parts and whole.
Intensity level was easy at first. In the above, the parts are named one-fourth, two-fourth, and so on. Dr Yeap, explained that the "fourth" here is a noun, just like cookies. One cookie, two cookies, etc.
Big Idea: Children are able to comprehend well if the language structure is given. Children are then able to understand, make connections.
Then intensity went one level up. A given rectangle- with 4 triangles. Are they equal? Yes, they are equal. Albeit visually, they are not identical. Prove it.
Concrete: Cut out the bottom triangle and further cut into half. If you place the cutouts on either triangles, they are equivalent. ("scary siah" - a response from my cousin who is in Sec 2).
Pictorial:
Abstract: Calculating using the area of triangle. Honestly, I had that thought, but I was not sure how to present my idea, because no measurement was given. Amrita beat me to that. (There goes the peg)
Division
Big Idea: Division has two meanings -
Grouping: 12 divide by 4. In 12, how many groups of 4 are there?
Sharing: 12 divide by 3. 12 is shared equally among 3.
Big Idea of the night: Jerome Bruner's CPA Approach- anything CAN be dealt at three levels: Concrete -> Pictorial -> Abstract.
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