What was covered last year

Equipping parents with strategies to

guide their children in Model Drawing

as a problem solving tool to help them

become better Math problem solvers.

Objectives of Workshop

To learn the use of • POLYA Thinking Routine through

guiding questions to promote your child’s metacognition.

• games for better understanding of Math concepts.

What is

Problem Solving

Problem solving is finding a way

around a difficulty, around an obstacle

and attaining an aim which was not immediately attainable.

(George Polya, 1945, 1957, 1962)

What to achieve in Mathematical Problem Solving

Beliefs Interest Appreciation Confidence Perseverance

Monitoring of one’s own thinking Self-regulation of learning

Numerical calculation Algebraic manipulation Spatial visualisation Data analysis Measurement Use of mathematical tools Estimation

Reasoning, communication and connections Applications and modelling Thinking skills and heuristics

Numerical Algebraic Geometric Statistical Probabilistic Analytical

Metacognition

• refers to the process of thinking about thinking

(John Flavell, 1979)

• is an important element in planning and problem solving

(Alan Schoenfeld, 1987)

Metacognitive Strategies

• asking questions • planning • monitoring • checking • revising • self-testing

(Chan Chun Ming Eric, 2014, NIE, Singapore)

POLYA

Thinking

Routine

POLYA Thinking Routine

Read

Think

Plan

Do

Check George Polya (Hungarian Mathematician 1887 – 1985)

Objectives

POLYA in MFPS

Used mainly in core subjects

Teachers demonstrate the use of

POLYA Thinking Routine during

Math lessons

“POLYA Thinking Routine” hand-out

can be found in pupils’ handbooks.

What do you notice during the

interaction between the parent and

the child during the role-play?

1) Read with Understanding

Have you read the question

thoroughly?

What are you given? (Underline

the key information & data)

What is the question type/topic?

2) Think & Plan

What are you asked to find?

How can you make sense of the

information?

Have you solved a familiar

problem before?

What strategy should you use?

3) Do

Have you presented your

model, equation and working

correctly and neatly?

4) Check

Have you answered the question?

Does your answer make sense?

How to check / What to check for?

Numbers found in question are

the same as numbers in

equation/working?

Answer in working transferred

correctly?

N T – NUMBER TRANSFER U – UNITS C – CALCULATIONS

What do you notice during the

interaction between the parent and

the child during the role-play?

Tips for Parents

Withhold showing the worked solutions

Question your child to probe his/her

thinking

Actively observe and listen to your

child

Think about how to help your child to

get unstuck from where he/she is stuck

Math Games:

are tools used to reinforce Math concepts learnt.

act as a platform for non-threatening, self–directed learning and peer learning.

Pupils are: easily engaged as they learn

through ‘play’. enthusiastic participants. forthcoming in their response. not fearful in making mistakes

in a forgiving environment.

Numbers within 10 / 20 SNAP

TRIO MATCH COMPARE!

Number Bonds of 10

DRESS ME UP!

Place Value within 20 BING0 - Basic

BINGO - Intermediate

Numbers to 100 FIND MY NEIGHBOURS

- 1 Less / 1 More - 10 Less / 10 More

Objective of game:

To relate numerals to its corresponding

words

You will need:

1 pack of number cards

1 pack of word cards

Instructions

1) 2 players – each

takes 1 deck of

cards

2) Place the cards

faced down.

Instructions

3) Both players flip over 1 card from his/her deck at the same time. 4) If the cards match, the first player to touch the cards and shout ‘Snap!’ keeps the cards.

Instructions

5) The player with the most cards win.

This game can be played using number and

word cards from:

1 to 10

11 to 20

1 to 20

Objective of game:

To relate pictures and numerals to their

corresponding words

You will need:

1 pack of number cards

1 pack of word cards

1 pack of picture cards

Instructions

1) Display all the cards in 3 separate sets

on the table, faced up.

Instructions

2) Players are to from as many sets of 3

cards (picture, number, word) within

1 minute.

Instructions

3) The player with the most cards after a minute wins. This game can be played using numbers, words and picture cards from: 1 to 10 11 to 20 1 to 20

Objective of game:

To compare 2 sets of quantities using the words more / bigger

or less / smaller

You will need:

2 packs of number cards

or

2 packs of word cards

Instructions

1) Players takes 1 deck of cards each and

place the cards faced down.

Instructions

2) Both players flip over 1 card from his/ her deck of cards at the same time.

2 Ways to play: 1) The player who has the card with more items in the picture gets to keep both cards. 2) (vice versa)

Instructions

3) The player who has the most cards wins the game. This game can be played with number or picture cards from: 1 to 10 11 to 20 1 to 20

Objective of game:

To form

number bonds of 10

You will need:

1 pack of ‘T-Shirt’ number cards

1 pack of ‘Skirt’ number cards

Instructions

1) Display all the ‘T-shirt’ and ‘Skirt’ number cards in 2 separate sets on the table.

Instructions

2) Players are to match as many sets of ‘T-shirt’ and ‘Skirt number cards to from the number bonds of 10 within a minute. 3) The player with the most number of sets wins the game.

Objective of game:

To familiarise with place value within 20

BINGO

1. 2- 4 players

2. At least 48 counters

3. Cards (Sets A to D)

Set A cards (6 sets)

Place value representations in pictures

Set B cards (6 sets)

Place value representations in pictures and words

Set C cards( 6 sets)

Place value representations in pictures and numbers

Set D cards (6 sets)

Place value representations in words and numbers

Bingo (Set A Cards: Basic)

1. Each player selects a BINGO card. 2. An adult calls out a number from 1 to 20.

Player A Player B

Bingo (Set A Cards: Basic)

3. Player places a counter on the box that shows the correct representation of the number called out.

4. First player who fills up the entire card is the winner.

Player A Player B

Bingo (Set B Cards: Intermediate)

1. Each player selects a BINGO card. 2. An adult calls out a number from 1 to 20.

Player A Player B

Bingo (Set B Cards: Intermediate)

Player A Player B 3. Player places a counter each on the 2 boxes that

represents the number called out ; matching concrete to abstract representation of place value.

Bingo (Set C Cards: Intermediate)

Player A Player B 3. Player places a counter each on the 2 boxes that

represents the number called out ; matching concrete to abstract representation of place value.

Bingo (Set D Cards: Intermediate)

Player A Player B 3. Player places a counter each on the 2 boxes that represents

the number called out ; matching concrete to abstract representation of place value.

4. The first player who fills up the entire card wins.

Objective of game:

To find 1 more / 1 less or 10 more / 10 less

within 100

Find My Neighbour

1. 2- 4 players

2. 100 chart

3. Square frame

100 chart

Square frame

1. Player chooses a number and places the window of the square frame over the number.

88

10 less

10 more

1 less

1 more

Find My Neighbour

2. Player says out the number that is 1 less / 1 more / 10 less / 10 more than the chosen number.

88

10 less

10 more

1 less

1 more

Find My Neighbour

3. Player lifts up the square frame to check if the answer is correct.

4. Player scores 1 point for the correct answer.

Find My Neighbour

78

Question

&

Answer

Please complete the Survey!

References

• Polya, G. (1945). How to Solve it Penguin Group: London, England

• Flavell, J.H. (1979). Metacognition & cognition monitoring: A new area of cognitive developmental inquiry (pp. 334, 906-911). American Psychologist

• Schoenfeld, A.H. (1987). What’s all the fuss about metacognition? In A.H.

Schoenfeld (Ed.), Cognitive Science in mathematics education (pp. 189 – 215). Hillsdae, NJ: Lawrence Eribaum.

• Chan, C.M.E. (2014). Assessment for Learning. Strategies to Enhance Primary Mathematics Learning (pp.17-18). Pearson Education.

• MOE Mathematics Syllabus (2007, 2013)