Adding Fractions the Singapore Way!

I'm getting lots of fraction questions lately...must be close to testing time!  There are so many important teaching points here.  I think this addresses that we can only add like things together.  If they aren't alike, we have to find a common term.  That's true in first grade.  When we add circles and triangles, first we have to find the common term, shapes.  In fractions, if our denominators aren't alike, we have to find the common term before we can add them!

How does this address the common core standards?  What extension questions are you asking?  Can you step back and bit and teach them to persevere? 

Building Number Sense with the Open Number Line

I've been playing a lot with the open number line lately.  It's a great way to add or subtract and works with all grades.  Each student can approach it at their level (which makes a great assessment!)  I love to have students do it by themselves and explain their thinking.  This is a great way to have students see more efficient ways of solving the problem.  It's also wonderful for children who have trouble with subtraction...they now see that it's just a relationship between two numbers.  The video shows examples of two digit and three digit numbers and numbers with decimals.  If your students understand the concept, they can take it to fractions, elapsed time, and measurement!

Singapore Math and Equivalent Fractions

Roxanne, a fourth grade teacher from Toledo, sent me this problem.  There is often more than one way to draw a solution to a problem.  I always just look for a solution that the students have labelled, can explain, and makes sense to them.

I could have also drawn a unit bar, divided into fifths, than divided each section into three parts.  That would have achieved the same thing.  I love having multiple, visual approaches--and of course, it aligns to the practice standards of the Common Core State Standards for Mathematical Practices!

Singapore Math Method for Compensation Subtraction

After years of doing intervention work with subtraction across a zero, I was so excited when I learned about compensation subtraction.  It's also called constant difference.  It helped so many kids and it wasn't just a trick.  They understood why they were doing it!

When I taught larger numbers, I generally reverted to the traditional method, or used many steps.  After spending a really fun week in Cleveland, MS, Lon Hayes sent me an email describing this method of compensation subtraction with larger numbers.  Thanks so much Lon!!

Try this with your class and let me know how it goes!

Singapore Math--Extending a Problem

This was a comment on another post...I just wish I had the original problem!

Today I posted some of the part/whole problems around the classroom for student pairs to go around and make models/solve. I had one kid that needed more of a challenge, so I asked him to write more problems... Here are his two problems: Joe bought 26 chairs. They each cost $7.25. How much money did he have to pay? 

 Logan made 64 chairs. He needs 6 wood planks to make 2 chairs. How many planks does he need to make 64 chairs?

Singapore Math Addition Strategies

We tend to think our children need to learn their math facts--then go to double digit addition, first with no regrouping, then with regrouping.  Once they can add two digit numbers, it should generalize to larger numbers.  But is it that easy?  Lately, during my workshops, I've been asking teachers to see how many ways they can find to add.  I do the traditional algorithm, just to take it out of the mix.  My wonderful North Carolina teachers came up with all these different ways to add numbers together.

We started talking about manipulatives.  Using Zolton Dienes theories, we went from proportional, everyday materials to non proportional materials.  Then we went to lots of our favorite Singapore Math strategies like number bonds (building 10s) and left to right addition (based on place value.

We also talked about other methods that children should be comfortable using--hundreds charts and open number lines.  Finally, we went to partial sums, which I think is a critical, missing piece.  The traditional algorithm is the last piece.

Thanks Murphey Traditional teachers for putting in the work to make this as a teacher anchor chart!  

Anchor Charts

Take an objective look at your room.  What percent of the space is taken up with each content area?  What is taken up with store-bought materials that just becomes wallpaper?  Does math have equal representation? Your walls should reflect your teaching style.  Our walls need to be dynamic and part of our instruction   I strongly believe in anchor charts.

This is an anchor chart used in my old school district

 I wish I could remember where I got this one!!

Anchor charts don't have to be cute.  As a matter of fact, I believe they should be made with your students and should be in the children's natural language.  You may continue to edit them as you continue instruction in that area or spiral back to it, increasing the depth and complexity.  They need to be referenced during instruction so they don't just become wall paper.  Studies show that students look towards these anchor charts, even though they are removed or covered during testing, as a memory trigger.

 This came from a classroom in Holland, MI

Thanks, Jana Hazekamp for sharing these!

You can see lots more on my pinterest anchor chart page.  Pinterest.com/Ricky_Mikelman