WHY IT WORKS?

SINGAPORE MATH RESEARCH AND

EFFICACY
MATHEMATICAL PROBLEM SOLVING

Singapore Math emphasizes problem solving and positive attitudes

toward mathematics, while focusing on student development of
skills, concepts, processes, and metacognition.
Students:
 Are encouraged to reflect on their thinking.
 Learn how to self-regulate so that they can apply these skills to
varied problem-solving activities.
THE FRAMEWORK
UNIQUE PEDAGOGY
PROBLEM SOLVING
 PROBLEM SOLVING

Problem solving is at the heart of the Singapore math curriculum. Each chapter contains
numerous embedded problem-solving situations so that students learn to flexibly apply their
mathematical knowledge. Additionally, Put On Your Thinking Cap! problems require students to
extend the concepts they have learned to non-routine situations to demonstrate mastery.
CONCRETE-PICTORIAL-ABSTRACT
 CONCRETE-PICTORIAL-ABSTRACT PEDAGOGY

Singapore emphasizes a concrete to pictorial to abstract pedagogy. Students are first introduced
to concepts with concrete manipulatives, which allow them to experience and understand the
math they are learning. They learn to visually represent concepts using models, including
number bonds and bar models. Finally, once students have a strong understanding of the
concept, they move to the abstract stage where they use symbols, such as numbers and
equations, to represent mathematical situations.
VISUALIZATION/REPRESENTATION
VISUALIZATION/REPRESENTATION

“Many students who have difficulty grasping abstract

mathematical concepts would benefit from visual representations
of mathematical ideas. As part of this approach, the Singapore
illustrations demonstrate how to graphically decompose, represent,
and solve complicated multi-step problems.”

—Ginsburg, et al., 2005, p. xii

 VISUALIZATION/REPRESENTATION

Math in Focus teaches students several consistent visual models they can use to make sense of
mathematical relationships and solve problems. They include bar models, place-value charts,
number bonds, array models, and more. Each model is fully integrated into the program and
carried across grade levels, allowing students to build upon them and understand increasingly
complex concepts.
DIFFERENTIATED INSTRUCTION
 DIFFERENTIATED INSTRUCTION

Math in Focus supports mathematical instruction at a variety of levels to target all learners, from
struggling to gifted. Teachers have access to online and print resources including Reteach, Extra
Practice, and Enrichment. Students also benefit from colorful,
engaging online Interactivities. Additional support is included in the Teacher’s Edition to further
differentiate instruction and ensure success for all learners.
PEDAGOGY SESSION
COMPARISON OF 2 INSTRUCTIONAL MODELS
COMPARISON OF 2 INSTRUCTIONAL MODELS
COMPARISON OF 2 INSTRUCTIONAL MODELS
LESSON STRUCTURE

The first Learn opportunity will serve as the Anchor Task (subsequent
Learn sections within the day’s lesson will not serve as the anchor, but
rather as new learning that can be scaffolded into their newly formed
schema).

Anchor Task: TEACH/LEARN

 Less is More – focus on small number of related tasks for an extended
period. This allows struggling students to get the time they need while
advanced learner can go deeper.
 Key Questions – The anchor task allows the students to go back to the
key questions again and again.
LESSON STRUCTURE

Guided Practice should:

 Look different from the Teach/Learn.
 Be an opportunity for students to construct understanding of the
content with the teacher, the peers, and/or the materials as the guide.
 Help the teacher flesh out the inconsistencies in thinking and GUIDED PRACTICE
prepare students to solve problems independently.
 This group work opportunity is based on Vygotsky’s theory of
Social Learning.
VYGOTSKY’S THEORY

Everything is learned on 2 levels:

 Through interaction with others;
 Integrated into the individual’s mental
structure.
VYGOTSKY’S THEORY – Zone of Proximal Development

The potential for cognitive development is limited to

a “zone of proximal development”. The area of
exploration for which the child is cognitively
prepared however requires help and social
interaction to develop”.
 A teacher or more experienced peer is able to
provide the learner with “scaffolding” to support
the evolving understanding of the student’s
knowledge domains or development of complex
skills.
VYGOTSKY’S THEORY – Zone of Proximal Development

Collaborative learning, discourse, modelling,

and scaffolding are strategies for supporting
the intellectual knowledge and skills of
learners and facilitating intentional learning.
 VYGOTSKY’S THEORY – The Implication

The learners should be provided with socially rich environments in

which to explore knowledge domains with their fellow students, teachers
and outside experts. Teachers will provide the tools for discourse,
discussions, collaborative writing, and problem-solving.
LESSON STRUCTURE

This is the first place where students can show

understanding of the lesson independently.
 It should not be done as a whole group or with help
from the teacher or other students.
LET’S PRACTICE
 This portion of the lesson helps the teacher determine
whether students should move onto the Workbook to
prove understanding or whether the teacher should
intervene with re-teaching options.
LESSON STRUCTURE

This last part of the gradual release lesson structure is considered the proof
of understanding.
The problems in this section are four types:
 Same as problems from class.
 A variation of classwork.
 Problems that develop a rule/generalization. WORKBOOK
 A variation on this rule/generalization.
The workbook problems should be done at school and can be sent home as
homework for independent practice.
Ps. Carefully choose the problems to be sent home and hold the students
accountable for the understanding.
LESSON STRUCTURE

These non-routine problem-solving opportunities are for all

students. The intent is for them to be completed independently.
What if students are not able to complete the POYTC
independently?
 You can allow them work in small groups or partners. PUT ON YOUR
 This is only after some time is spent trying to solve on his/her own. THINKING CAP
 A classroom discussion should follow.
 You can work through with students who are struggling.
Ps. Exposing students to the situation, questioning, and class
discussion is invaluable.
LESSON STRUCTURE

This is the end of chapter test. It will always serve as the assessment
as it meets the grade level standard.
Please Note:
 It is NEVER ok to substitute the CHAPTER Review/Tests as the TEST PREP
end of a chapter test.
 Problems that give students difficulty should be used in future
discussion as a learning tool.
LESSON STRUCTURE

Math in Focus assessments are designed to measure student

understanding at three levels: Basic, Application, and Novel.
Basic Questions – these require students to demonstrate the foundational
skills and basic understanding.
Students who respond accurately can:
ASSESSMENTS
 solve simple word problems,
 perform basic computations, and
- BASIC QUESTIONS
 demonstrate that they have acquired the necessary skills and
understandings to allow instructions move forward.
PS. The Grade level expectation is that ALL students will achieve
MASTERY at this level.
LESSON STRUCTURE

Application Questions – these require students to apply their skills

and understanding to routine situations.
Students who respond accurately can:
ASSESSMENTS
 apply their learning to word problems and questions that are similar
to those experienced in classroom instruction. - APPLICATION
QUESTIONS
PS. The Grade level expectation is that MOST students will
achieve MASTERY at this level.
LESSON STRUCTURE

Novel Questions – these require students to transfer skills and

understandings to unique situations.
Students who respond accurately can:
 solve problems they have never experienced in their classroom
instruction. ASSESSMENTS
Through conceptualization and generalization, they can see the - NOVEL QUESTIONS
relationship between their classroom instruction and the novel
situation – and solve the problem.
PS. The Grade level expectation is that ONLY SOME students
will achieve MASTERY at this level.
LESSON STRUCTURE

It is very important to include novel questions on assessments.

Novel Questions enable:
 the school to assess for deep conceptual understanding.
Without the novel questions, we would primarily be assessing
students on their procedural skill – the ability to follow a learned
sequence of steps.
FINAL NOTE
PS. This approach to assessment is unique and essential part of
preparing students for success, and it is a strength of the Math in
Focus Program.
WHY IT WORKS?

THE 5E MODEL OF SCIENCE

INSTRUCTION
THE BEST WAY TO LEARN SCIENCE?

What’s a better way to learn science than to always

be questioning the world around you? With the 5E
instructional model, students can develop scientific
skills, like questioning, investigating, and analyzing,
and experience science firsthand through inquiry-
based activities.
THE 5E LEARNING CYCLE

One major part of the development of the 5E

learning cycle is the constructivist theory, which
suggests that learners construct knowledge from
experiences. So, in a 5E science lesson, students are
leading their learning by conducting their own
experiments or constructing their own models.
THE 5E MODEL AIDS UNDERSTANDING

The 5E instructional model is structured to help students better

understand scientific principles and phenomenon.
It is composed of five phases: Engage, Explore, Explain,
Elaborate, and Evaluate. THE 5E
The order of the 5Es allows students to build on existing knowledge
INSTRUCTIONAL
and later, apply their newfound knowledge. MODEL
As students move along the 5Es of science, they are actively engaged
in their own learning.
EXAMPLE

The classic picture of an academic science class consists

of a teacher who acts as a gatekeeper of knowledge. The
teacher stands in front of the classroom presenting a lecture CLASSIC SCIENCE
on the phases of matter. Meanwhile, students frantically jot CLASS
down notes on matter, trying to keep up with the teacher.
EXEMPLAR

Unlike a “sage on the stage” science lesson, a 5E science

lesson focuses on students learning instead of teachers
teaching.
Students draw from their curiosity to lead their own 5E SCIENCE LESSON
learning, while the teacher serves as a facilitator, helping
students make connections. See what each phase of the 5E
model can look like in the science classroom.
ENGAGE

At the Engage phase, the teacher introduces a new

science concept using a short activity to activate prior
knowledge and pique student interest. The engaging
activity can involve investigating an anchoring
phenomenon, leading a demonstration, looking at
images, or watching a video.
ENGAGE

The teacher then poses questions, and students

use their prior knowledge to make a claim. During
this time, teachers can also identify any existing
misconceptions.
EXEMPLAR

An elementary school teacher shows a video

and photographs of someone apple picking in
an orchard as an introductory activity to a unit
on plant parts and their functions. The teacher
then asks students: What do you notice about
the apple tree? What do you wonder about the
apples on the tree?
EXPLORE

The Explore phase allows for students to investigate a

scientific problem or phenomena on their own. Just like
scientists and engineers, students are learning through
doing. Plus, they are practicing the Claims, Evidence,
Reasoning (CER) strategy, a framework to teach how to
think and write scientifically.
EXPLORE

Teachers can group students to conduct an experiment or

hands-on activity. This promotes an inclusive learning
environment that fosters curiosity and sets the stage for
deepened learning. As students conduct activities, they
are gaining knowledge, looking for patterns, collecting
data, questioning, and collaborating with peers. Before
exploring, students should be aware of what problem
they are looking to solve or what information they are
looking to uncover.
EXEMPLAR

To further explore plant parts, students are

given a flower to examine. Students will
identify and record the different parts of a
flower and should be able to determine how
the different parts help the flower.
EXPLAIN

During the Explain phase, students share their

observations and evidence to explain their
understanding. Teachers can engage students in a whole
group discussion and help them build on their initial
findings. If any questions or misunderstandings arose
during the student-led experiment or activity, this is the
perfect time for the teacher to lead instruction and
introduce vocabulary to clarify.
EXEMPLAR

Based on their observations, students create

and record a claim about the parts of a flower,
such as the purpose of parts that protect the
seeds. You can help explain that this is to help
the flowers reproduce.
ELABORATE

In the Elaborate phase, students can apply the science

concepts they’ve just learned and form new hypotheses
and explore other relevant real-world problems.
EXEMPLAR

Lead students on a nature walk outside to find

other plants or ask students to research other
plants online. Ask students how the plants
compare to the flowers previously examined.
Students can predict why plants look differently
and what is the function is for each plant part.
EVALUATE

At the final phase of the 5E model, student learning is

evaluated. Teachers can use formal assessment tools, like
tests, presentations, and research papers, or informal
assessment tools, like choice boards or exit tickets.
Students can also self-assess their understanding of the
key science topics at hand.
EXEMPLAR

Assess students understanding by asking them

to label plant parts and their functions.
EXEMPLAR

It is important to allow students enough time to

work through each stage of the 5E lesson
design, which often means that it may take
more than one class period to complete a
lesson. However long it takes to move through
the 5E process, students will benefit from these
student-led, inquiry-based learning
experiences.