MathExpress: Speed Maths Strategies

From a discussion on the Well-Trained Mind Forums comes a question about some the supplemental material available for the Primary Mathematics curriculum:

On the (SingaporeMath.com) site there are some supplemental books I don’t recognize, but I can’t tell what they’re for–if they’re new-new or replacing-CWP-new

Math Works?
i-Excel?
Math Express?
Brain Maths?

First, these aren’t replacing CWP (Challenging Word Problems series), but they are fun books that are great supplements for homeschooling families or classrooms.

MathExpress: Speed Maths Strategies
Author: Li Fanglan
Published by Fan-Learning
Levels 1-6 available in the U.S. from Singaporemath.com

I recommend MathExpress if you are interested in becoming faster and more fluent with mental mathematics. Book levels 1 – 3 focus on basic mental math strategies with the four operations. Beyond that level, if you’re using them with students, some of these approaches can start making math look like a series of algorithms to memorize or tricks. It’s important that students understand the reason why these “short-cuts” (as they are referred to in the books), make mathematical sense.

An example from Level 1- Express Strategy 13:

Can you get the answer in 10 seconds?
26 + 49 = ?
58 + 37  = ?

There is a visual & written solution for each problem on the next two pages. Here’s the first written solution:

1 and 49 make 50.
Rewrite 26 as 25 + 1.
Add 1 to 49 to get 50 before adding 25.

An example from Level 2 – Express Strategy 9:

Can you get the answer in 10 seconds?
342 – 190 = ?
237 – 172 = ?

Again,  there is a visual and written solution page for each problem. Here’s the first:

190 is 10 less than 200. Subtract 200 from 342 before adding 10.

After an explanation of the strategy, there is a page of practice, a page with two word problems and a Speed & Accuracy Test.

There are six volumes in the series:

Levels 1 and 2 include addition and subtraction.
Level 3 adds in multiplication and division.
Level 4 includes all four operations and decimals.
Level 5 has fractions and decimals.
Level 6 has strategies to check answers, percentages & advanced problem solving. Here are two 10-second problems from Level 6 and the first solution:

125 x 25 x 32
1/2 x 50 x 28 x 11

4 and 8 are factors of 32.
24 x 4 = 100 and 125 x 8 = 1000.
Multiply 25 by 4 and 125 x 8 before multiplying the two products.

Before working the solution to the second problem, the book provides this word problem:

A rectangular tank measuring 50 cm by 28 cm by 11 cm is half filled with water. Find the volume of water in the tank.

I highly recommend the upper level books for adults looking to improve their mental math abilities. I should also mention that the books have two diagnostic assessments at the back of the book, along with an Answer Key and Detailed Solutions. (You’ll find the solution to the 6th grade level problem above on 69.)

In the classroom

My students have so much fun working on these strategies. In a classroom, I’ve used these books with students AFTER concepts have been mastered to help students become faster with their mental computation. As an example, in a 3rd grade classroom, I would focus on the strategies in the Level 2 book for the first half of the year, then, depending on the students’ understanding of multiplication and division, I’d introduce some of the strategies from Level 3. These can conclude in wonderful mathematical conversations. Here’s an Express Strategy from Level 3 that should lead to an interesting discussion:

Can you get the answer in 10 seconds?
26 x 5 = ?
148 x 5 = ?

And the strategy:

2 fives = 10
Multiply 26 by 10 instead, then half the product.
26 x 5 = 26 x 10 ÷ 2

= 260 ÷ 2
= 130

I’ve used the i-Excel and Brain Maths series. I’ll post reviews on those also. If you’ve used these materials, please share how in the comments below. I’d love to know how they worked in a classroom or in your home.

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Problem Solving and Literature

Bar_diagram

Denise at Let’s Play Math has written up a some fourth grade level multi-step word problems (and provided bar model solutions) based on C. S. Lewis’  The Lion, the Witch and the Wardrobe. She concludes:

…as word problems become more complex, the bar diagrams offer significant help for students who struggle with the question, “What do I do?” Diagrams make visible the abstract relationships between numbers, enabling the student to decide which arithmetical operation makes sense in the context of the problem.

This is the fourth installment of her series on Pre-Algebra Problem Solving. Other posts  use Mr. Popper’s Penguins and Poor Richard to illustrate problem solving using bar models in earlier grades.

Enjoy!

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Word Problem Progression

These word problems come from  Practice A in the 5B Standards Edition Textbook (p. 68). This particular practice follows six lessons on “Percentage” and “Writing Fractions as Percentages”.  Notice how the challenge  progresses through the seven problems.

 

Let’s look at the underlying concepts of each problem:

5.  No computation is needed. “15 out of 100”

6. Variation in 2 levels

  1. Find complement: 37 marbles are green, how many aren’t?
  2. Convert to percentage.

7. Connects percentage to a fraction.

8. Find complement of percentage.

9. Convert fraction to percentage.

10. Corresponds to problem #5. Can you visualize: “if 14/50 how many out of 100?”

11. Multi-step. “Can you imagine how many of 100?” Demonstrates thinking proportionally.

12. First application to measures. Measurement is a continuous quantity, making this problem more abstract.

How does this progression lead to a deep understanding of the concepts?

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Creative Thinking Problems

From Accelerated Learning Primary Mathematics 3 by Ching Kheng Huat published in 1999 in Singapore. Have fun!

1. For both piles to have the same weight, which item belonging to the pile on the left should be exchanged with another item belonging to the pile on the right?

Balance_scale_problem

2. Replace the letters with numbers.

TEAR
+EAR
TALE

3. Fill in the boxes with appropriate numbers.

Fill_in_the_boxes

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NCTQ report recommends Colorado adopt Singapore Math

The National Center on Teacher Quality released a report entitled: Race to the top: Colorado may be used to high altitudes but can it compete in Race to the Top?

Commissioned by the Piton Foundation, the Donnell-Kay Foundation, the Colorado Children’s Campaign and the Public Education & Business Coalition, the report suggests 7 strategies the state might take while applying for the Race To the Top (RTT) funds.

  • Strategy 1: Performance management (Teacher Evaluation, Tenure & Dismissal) – Given the tremendous impact teachers have on learning, no strategy a state will take on is likely to have a greater impact on student achievement than one that seeks to maximize teacher and principal performance.
  • Strategy 2: Equitable Distribution of Teachers and Principals – Schools serving children living in poverty are more apt to employ teachers with lower qualifications than schools serving more affluent children.
  • Strategy 3: Induction – CO should develop a statewide system of induction support for new teachers, particularly in its high needs and remote rural schools.
  • Strategy 4: Compensation Reform – CO needs to move away from lockstep salary schedules towards a system that differentiates salary on a number of factors, including teacher effectiveness, the relative difficulty of a school setting and the demand for teachers with particular skills or knowledge.
  • Strategy 5: Teaching in STEM fields: CO should develop a coherent state strategy to address the difficulty school districts face in attracting and retaining sufficient numbers of qualified STEM teachers.
  • Strategy6: Statewide Adoption of an Effective Curriculum: Students achieve when 4 elements are in place: Standards, Curriculum, Teachers & Assessment.
  • Strategy 7: Educator Preparation (Including Alternate Certification) – In spite of countless studies looking at the value of teacher education, we have only been able to learn (apparently) that no single method of teacher preparation yields more effective teachers than another.

I’ll be honest, I haven’t read through the entire report as yet, however I managed to get through Strategy 6, in which the authors recommend statewide adoption of Singapore Math at the elementary level. The report notes that:

…curriculum has been troublingly absent in conversations about education reform as well as ignored in the indifferent approach some educators take to curricula adoptions.

… the current emphasis on human capital and effective teachers has been at the expense of an equally urgent emphasis on the importance of good curricula.

And when discussing common standards, the report flat-out states:

We would go so far as to say that if the standards were in conflict with the Singapore curriculum, a state ought to consider opting out of the new standards.

Well, you don’t hear that everyday!
Read and enjoy
.

(Cross-posted at KTM-2)

http://kitchentablemath.blogspot.com/2009/10/nctq-report-recommends-co-adopt.html
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