Announcing: Jumpstart Your Singapore Math® Instruction Workshops for 2018!

Back by popular demand!

We are pleased to announce the return of Jumpstart, an intensive, two-day workshop for current and potential users of Primary Math and Math in Focus, as well as any teacher interested in incorporating these techniques into their own classroom, regardless of current curriculum. If you are:

  • new to the Singapore approach to math instruction…
  • needing a refresher to boost your math teaching skills…
  • wanting to incorporate the best practices from Singapore into your current curriculum…or
  • curious about the reasons for Singapore’s remarkable success…

…then this workshop is for you!

Click here to get all of the details on this exciting program!

Location and dates currently available:

Tulsa, OK | July 23 – 24, 2018:
Register Now!

Fort Collins, CO | July 26 – 27, 2018:
Register Now!

Minneapolis-St. Paul, MN | July 30-31, 2018
Register Now!

Do you want to be notified when a Jumpstart Your Singapore Math Instruction is scheduled near you? Fill out the form below:

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Structuring the Math Day

One of the questions I get most often is:

How do I use the materials with my Singapore Math curriculum and fit it all into an hour math block?

First off, kudos to your school for setting aside an hour math block for your youngest learners! Through math instruction, students will gain the skills and thought processes necessary to solve problems. Math needs to be given a priority in the schedule. Following is one of my favorite quotes from Dr. Yeap Ban Har, author, and contributor to several Singapore Math style curriculum.

“We are not teaching math. We are teaching thinking through the medium of math.”

What should I include in my lessons?
  • Ongoing cumulative review
  • Direct instruction
  • Guided practice
  • Independent practice
How much time should I spend on each component?

10 minutes – Ongoing Cumulative Review
20 minutes – Direct Instruction
30 minutes – Guided and Independent Practice

What does each component consist of?
Ongoing Cumulative Review (10 minutes)

According to Steven Leinwand, in his book Accessible Mathematics: 10 Instructional Shifts that Raise Student Achievement, in every classroom there should be signs of: 

A deliberate and carefully planned reliance on ongoing, cumulative review of key skills and concepts.

As you teach concepts, you will want to include them in your ongoing cumulative review. With such an emphasis on mental math strategies and the development of number sense, mental math should play a major role in your daily review.

Mental Math can be practiced through the use of:

Direct Instruction (20 minutes)

  • Teacher directed (follow the plan in the Teacher’s Guide)
  • Through student exploration (also known as, an Anchor Task)

Guided Practice (30 minutes combined with Independent Practice)

  • Textbook problems can be worked:
    • Whole group answering problems on individual whiteboards,
    • With partners working through problems together, or
    • Individually

Independent Practice (30 minutes combined with Guided Practice)

  • Workbook problems
    • As home enjoyment
    • As classwork
  • Fluency practice

Comment below with your questions or concerns about structuring your math day!

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Throwback Thursday – Direct from the classroom: Challenges & Successes with Singapore Math implementations

For our final post this summer, we thought it would be interesting to look at other challenges schools face in their adoptions. When I re-read a post from the past I always take away something different because I am in a different place with my own experience. Perhaps you are as well!

Direct from the classroom: Challenges & Successes with Singapore Math implementations

Originally published 12/1/2012

Some teacher challenges & successes with Singapore math one year or three months after adopting the program are below. Click to see larger images.

During follow-up in-services, I like to have teachers meet in grade level groups and spend time discussing the challenges and successes they have had thus far with their teaching of Singapore Math. Each grade level is then asked to list these challenges and successes on a poster and share with the group as a whole. This allows us time to compare and share lessons from the content fresh on their minds.

There is so much challenge the first year when implementing a new curriculum, it’s helpful to take a few moments to reflect on how many successes the teachers and students have had. These posters then guide subsequent teacher learning as we focus on the concepts that they are finding challenging.





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Event Recap: Jumpstart Your Singapore Math Instruction

[Several teachers from Minnehaha Academy in Minneapolis attended Jumpstart. We are stunned and saddened by the news of the explosion at Minnehaha’s Upper School and our thoughts are with the Minnehaha community and families of the victims.]

Beth Curran and I had wonderful time hosting Jumpstart Your Singapore Math Instruction, our recent two-day workshop (and first self-produced event) in Saint Paul, Minnesota.

Our goal: to offer an intensive learning opportunity covering all the essential elements of Singapore’s highly-acclaimed math program, including strategies, number sense, model drawing, and curriculum.

We were thrilled to be surrounded by such an enthusiastic group of co-learners, including teachers from many of the region’s finest schools and some from as far away as California.

What did teachers say about their experience?

I couldn’t imagine teaching this year without this class. It was amazing!

-Joanne Pilon, 6-8 Math, Holy Family Academy

Wonderful experience! Amazing! Thank You!!!

-Sarah Gerlach, 2nd Grade Teacher, St. Raphael Catholic School

OUTSTANDING!! After all of our training, it’s all making sense now. I LOVE IT!!

-Kim Schafer, 4th Grade, Breck School

Amazing and informative CEU that I can apply instantly to my teaching practices.

-Sharleen Blanco, Kindergarten Teacher, Excell Academy

Very informative, fun, and safe space to learn about and practice Singapore Math. Thank you!

-Terri Browne, TA, Minnehaha Academy

Excellent Course. Great crash course in Singapore Math. It was very informative and super fun!

-Anita Juntilla, 4th Grade, St. Raphael Catholic School

Thanks to Kari Kunze, Director of Studies at Mounds Park Academy, for allowing us to use their facilities and her exceptional hospitality. Special thanks to DeeDee Stacy, an MPA 4th grade teacher and long-time fan of Primary Mathematics.

We plan to offer Jumpstart and other workshops for teachers and math aficionados in the future.  If you are interested in attending or hosting one of our programs in the future, please complete the form below:

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Throwback Thursday – Anchor Tasks Demystified

Over the summer, we thought it would be fun to run some of the most popular posts from the past. It’s mid-July and teachers are already getting ready to go back to school. Here’s an article on planning for the concrete component of a lesson.

Anchor Tasks Demystified

Originally published 2/15/2016

With performance-based standards and 21st-century skill sets teachers are asked to teach mathematics with an emphasis on problems solving and inquiry learning, but how?  The answer is simple, with anchor tasks, of course, BUT HOW?

I have attended several seminars and sessions that have done a great job of explaining what an anchor task is and how using anchor tasks can transform my instruction while meeting the needs of all learners. Few, however, have explained how to implement them into my daily lessons.  I have been told anchor tasks are right there in the materials, but I have yet to come across a section labeled, “Anchor Task.”

In a recent seminar, hosted by Dr. Yeap Ban Har, I finally got the explanation I had been searching for… I had been looking in the wrong place!  Anchor tasks are not found in the Primary Mathematics Teacher’s Guides, but rather in the textbooks.

Dr. Yeap described the evolution of the term on his Facebook page:

Basically, an Anchor Task is the concrete component of any lesson!

How do I find an Anchor Task?

In Primary Mathematics 4A, Lesson 3.6c (Standards Edition) students will learn to interpret the fraction of a set as a whole number times a fraction.  The Teacher’s Guide leads teachers through an effective lesson where the teacher demonstrates how to find 1/3  of 24 using a couple of different methods.

TG - 4A - 3.6c_Page_1

I’ve included links to this same lesson in:

4A Standards TB p100To approach this lesson with more of an emphasis on inquiry learning, look to the textbook.

To create an anchor task, I took the example at the top of the page, find 1/4 of 20, and rewrote it as a word problem.  Students worked in partner groups to solve the following: There are 20 M&Ms in a bag. Three friends each eat  1/4 of the bag of M&Ms.  How many M&Ms did they eat altogether? Students were asked to find multiple ways of solving the problem and were given 20 chips to use if needed. Because our school has several Math Teachers that teach multiple grades, we devised a lesson planning document. (<-Click for a copy if you’d like to use it to plan your lessons)

Planning Sheet 4A - 3.6c Top

As students worked, I circulated around the room and quickly determined which students had mastered how to find  1/4 of 20, which students still needed support with this concept and which students were able to apply that concept to find  3/4 of 20.  Were they in the concrete, representational or abstract phase?

Planning Sheet 4A 3.6c MiddleAfter about five minutes, I gathered the students to share their methods of solving the problem.   This is where my direct instruction came in.  As students shared their strategies, I organized their independent learning into three methods.

I anticipated their strategies in my planning document and during my direct instruction I was sure to include any methods not discovered by my students on their own.

Planning Sheet 4A - 3.6c BottomStudents were then given the task of applying their newly discovered knowledge to solve the problems from the textbook, with my support, if needed.
The lesson ended with a journal prompt that was closely related to the concept learned.

A well-designed anchor task will engage students in the concrete and representational phases of learning a new concept.

Students will make connections with prior knowledge, reason and think logically to apply what they know to solve a problem with a partner or small group.  All students will be given time to work in the concrete phase to develop and hone their conceptual understanding.   As students are ready, they will naturally explore the representational or abstract phases of learning and discover strategies, or methods, for solving the given problem.  Sharing methods also allows students to communicate mathematically to explain and defend their thinking and consolidate their learning.

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