About the Singapore Math Approach
Concrete, Pictorial, Abstract: Students first learn concepts concretely, manipulating physical objects. Students then move to the pictorial stage where they use visual representations of concrete objects in order to model problems. Lastly, students use numbers and symbols (+,-, etc.) to model and solve problems.
Number Bonds: When introduced to addition and subtraction, students are taught how to see numbers as various parts that make up a whole through drawing number bonds. For instance, when adding 5 and 7, we can see the 7 as 2 + 5, making it easier to first add 5+5 to get 10, and adding the 2 after. This strategy fosters strong number sense that can be help students with mental math.
Bar Model: This essential component of Singapore Math uses rectangles to represent numbers in a problem. This is strategy is particularly powerful when solving word problems, as it helps students pull out key information and organize it in a visual way.
Metacognition / Thinking Visibly: Another key component of Singapore Math is metacognition, or "thinking about thinking". We encourage students to become aware of their approaches to math through asking question, having class discussions, or individually reflecting in our journals.
Number Bonds: When introduced to addition and subtraction, students are taught how to see numbers as various parts that make up a whole through drawing number bonds. For instance, when adding 5 and 7, we can see the 7 as 2 + 5, making it easier to first add 5+5 to get 10, and adding the 2 after. This strategy fosters strong number sense that can be help students with mental math.
Bar Model: This essential component of Singapore Math uses rectangles to represent numbers in a problem. This is strategy is particularly powerful when solving word problems, as it helps students pull out key information and organize it in a visual way.
Metacognition / Thinking Visibly: Another key component of Singapore Math is metacognition, or "thinking about thinking". We encourage students to become aware of their approaches to math through asking question, having class discussions, or individually reflecting in our journals.