Word Problem Wednesday was such a hit, we’re going to continue through the year!
This problem comes from Problem Solving Beyond the Classroom Primary 3 by Bernice Lau Pui Wah, published in 2013 by Marshall Cavendish International (Singapore) Private Limited. 
Submit your solutions and we’ll post all interesting strategies.
Last month’s problem came from Primary Mathematics Intensive Practice 6A published in 2004 by SingaporeMath.com Inc.
How did you do?
Word Problem Wednesday was such a hit, we’re going to continue through the year with one problem a month.
This week’s problem comes from Primary Mathematics Intensive Practice 6A published in 2004 by SingaporeMath.com Inc: 
Submit your solutions and we’ll post all interesting strategies.
The problem posted August 30th came from Primary Mathematics Challenging Word Problems 6 by Joseph D. Lee, published in 2006 by Panpac Education Private Limited.
Intrepid reader Shirly Davis sent in her solution:
Whew! How did you do?
One of the questions I get most often is:
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.”
10 minutes – Ongoing Cumulative Review
20 minutes – Direct Instruction
30 minutes – Guided and Independent Practice
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)
Guided Practice (30 minutes combined with Independent Practice)
Independent Practice (30 minutes combined with Guided Practice)
Comment below with your questions or concerns about structuring your math day!
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!
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.
Passionate about Elementary Math + Author! + Teacher Trainer and Coach + Treasure Hunter + Learner 
as well as in Canada, China, England, Germany, Ghana, Guam, Japan, Mexico, and The Republic of Palau.
