Singapore Math

Overview with
Common Core Connections

Richard Bisk
Professor
Mathematics Department
Worcester State University
rbisk@worcester.edu

Dr. Richard Bisk - rbisk@worcester.edu

Warnings about the presenter

He talks ahead of his slides.

He may have too many slide; so

he might skip over a few. They
will be posted on the website.

He will talk about the Common

Core tomorrow too.
Dr. Richard Bisk - rbisk@worcester.edu
 Singapore Books in the U.S.
Three versions, all published by Marshall Cavendish
Education:

a. Primary Math:
US Edition
California Standards Edition
Common Core Edition

c. Math In Focus HMH Adaptation of My

Pals are Here
Dr. Richard Bisk - rbisk@worcester.edu
 My Career
Trained as a mathematician.
Worked entirely at teaching colleges and
universities.
Many students (25-50%) unprepared for
college level math courses.
Few (<10%) prepared for calculus.

Dr. Richard Bisk - rbisk@worcester.edu

 College Readiness
Why do many students come to higher education
with significant mathematical weaknesses that limit
their career options?

Weak foundation that goes back to elementary and

middle school.

Led to an interest in working with K-8 teachers and

their students.

Content based PD is my passion. Use books from

Singapore because the math is so clear and
coherent.
Why the interest in Singapore?

a. TIMSS Studies - 1995, 1999, 2003,

and 2007, 2011.

b. National Math Panel Report - 2008

c. Common Core State Standards

Initiative (CCSSI) - 2010
Dr. Richard Bisk - rbisk@worcester.edu
 TIMSS 2011
Grade 4 Grade 8
Singapore 606 South Korea 613

South Korea 605 Singapore 611

Hong Kong 602 Taiwan 609

Taiwan 591 Hong Kong 586

Japan 585 Japan 570

Northern Ireland 562 Russia 539

Instruction
Belgium
in Singapore
549
is in English
Israel 516

Finland 545 Finland 514

England 542 United States 509

Russia 542 England 507

International 500 International

Dr. Richard Bisk - rbisk@worcester.edu
500
 National Math Panel
Even in elementary school, the U.S. is not among
the world leaders; only 7% of U.S. fourth-graders
scored at the advanced level in TIMSS, compared
to 38% of fourth-graders in Singapore, a world
leader in mathematics achievement. (page 4)

In elementary school textbooks in the United

States, easier arithmetic problems are presented
far more frequently than harder problems. The
opposite is the case in countries with higher
mathematics achievement, such as Singapore.
(page 26)
Dr. Richard Bisk - rbisk@worcester.edu
 Common Core Standards
The composite standards [of Hong Kong, Korea
and Singapore] have a number of features
that can inform an international
benchmarking process for the development of
K6 mathematics standards in the US.

(Second paragraph of introduction- quoted

from: Ginsburg, Leinwand and Decker, 2009)

Dr. Richard Bisk - rbisk@worcester.edu

 Common Core Standards
In general, the US textbooks do a much worse job
than the Singapore textbooks in clarifying the
mathematical concepts that students must learn.
Because the mathematics concepts in [U.S.] textbooks
are often weak, the presentation becomes more
mechanical than is ideal. We looked at both traditional
and non-traditional textbooks used in the US and
found this conceptual weakness in both.
(first page of introduction Red portion from March,
2010 draft quoted from Ginsburg et al., 2005)

Dr. Richard Bisk - rbisk@worcester.edu

 Mathematics Curriculum Framework
Ministry of Education 2007
Beliefs
Interest
Monitoring of ones own thinking
Appreciation
Self-regulation of learning
Confidence
Perseverance

Numerical calculation
Mathematical
Algebraic manipulation Reasoning,
Spatial visualization Problem communication &
Data analysis Solving connections
Measurement Thinking skills &
Use of mathematical tools heuristics
Estimation Concepts Application & modelling
Numerical
Algebraic
Geometrical
Statistical
Probabilistic
Analytical
Dr. Richard Bisk - rbisk@worcester.edu
 Mathematical Practices - Common Core
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique
the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
Dr. Richard Bisk - rbisk@worcester.edu
 Beliefs
Interest
Monitoring of ones own thinking
Appreciation
Self-regulation of learning
Confidence
Perseverance

Numerical calculation
Mathematical
Algebraic manipulation Reasoning,
Spatial visualization Problem communication &
Data analysis Solving connections
Measurement Thinking skills &
Use of mathematical tools heuristics
Estimation Concepts Application & modelling
Numerical
Algebraic
Geometrical
Statistical
1. Make sense of problems and persevere in
Probabilistic
Analytical
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique
the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
 This Presentation

Connect the Common Core Standards

to examples from the Singapore Books.

Dr. Richard Bisk - rbisk@worcester.edu

Reason abstractly and quantitatively.

CPA

Concrete: ?

Pictorial:

Abstract: 8
 Abstraction

Gives mathematics its power.

But abstraction without understanding??

Leads to confusion.

Dr. Richard Bisk - rbisk@worcester.edu

Look for and make use of structure

MP7: Mathematically proficient students

look closely to discern a pattern or structure
students will see 7 8 equals the well
remembered 7 5 + 7 3, in preparation for
learning about the distributive property.

Dr. Richard Bisk - rbisk@worcester.edu

 CCSS.Math.Content.3.OA.B.5
Knowing that 8 5 = 40 and 8 2 =
16, one can find

8 7 as
8 (5 + 2) = (8 5) + (8 2) = 40 + 16
= 56.
Dr. Richard Bisk - rbisk@worcester.edu
Dr. Richard Bisk - rbisk@worcester.edu
Dr. Richard Bisk - rbisk@worcester.edu
Dr. Richard Bisk - rbisk@worcester.edu
 Grade 1 Common Core
CCSS.Math.Content.1.OA.B.4 Understand
subtraction as an unknown-addend problem. For
example, subtract 10 8 by finding the number
that makes 10 when added to 8.

CCSS.Math.Content.1.OA.C.6 Add and subtract

within 20, demonstrating fluency for addition and
subtraction within 10.
Use strategies such as making ten
( 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);

Dr. Richard Bisk - rbisk@worcester.edu

 Grade 2 Common Core
CCSS.Math.Content.2.OA.B.2 Fluently add and
subtract within 20 using mental strategies.2 By
end of Grade 2, know from memory all sums
of two one-digit numbers.

Dr. Richard Bisk - rbisk@worcester.edu

 Number Bonds

part 5
8 whole
part 3

Dr. Richard Bisk - rbisk@worcester.edu

Dr. Richard Bisk - rbisk@worcester.edu
Dr. Richard Bisk - rbisk@worcester.edu
Number Bonds

Dr. Richard Bisk - rbisk@worcester.edu

Number Bonds

Dr. Richard Bisk - rbisk@worcester.edu

Dr. Richard Bisk - rbisk@worcester.edu
Progression to
Abstract

Dr. Richard Bisk - rbisk@worcester.edu

 Making Ten

part 7
10 whole
part 3

Dr. Richard Bisk - rbisk@worcester.edu

Ten Frame

Dr. Richard Bisk - rbisk@worcester.edu

Dr. Richard Bisk - rbisk@worcester.edu
Dr. Richard Bisk - rbisk@worcester.edu
Compensation

7 + 8

3+5

Dr. Richard Bisk - rbisk@worcester.edu

 Common Core Grade 3
CCSS.Math.Content.3.NF.A.1 Understand a fraction
1/b as the quantity formed by 1 part when a
whole is partitioned into b equal parts;
understand a fraction a/b as the quantity formed
by a parts of size 1/b.
--------------------------------------------------------------------
Understand a fraction 1/3 as the quantity formed
by 1 part when a whole is partitioned into 3 equal
parts; understand a fraction 2/3 as the quantity
formed by 2 parts of size 1/3.

Dr. Richard Bisk - rbisk@worcester.edu

Dr. Richard Bisk - rbisk@worcester.edu
This reinforces: Understand subtraction as an unknown-addend
problem.

Dr. Richard Bisk - rbisk@worcester.edu

Dr. Richard Bisk - rbisk@worcester.edu
 Grade 3 Common Core
3.OA.2. Interpret whole-number quotients of whole
numbers, e.g., interpret 56 8 as the number of
objects in each share when 56 objects are
partitioned equally into 8 shares, or as a number
of shares when 56 objects are partitioned into
equal shares of 8 objects each.
3.OA.6. Understand division as an unknown-factor
problem. For example, find 32 8 by finding the
number that makes 32 when multiplied by 8.

Dr. Richard Bisk - rbisk@worcester.edu

Number of Objects

Dr. Richard Bisk - rbisk@worcester.edu

Number of Shares

Dr. Richard Bisk - rbisk@worcester.edu

 Common Core Grade 4
Use place value understanding and
properties of operations to perform multi-
digit arithmetic.

4.NBT.4. Fluently add and subtract multi-digit

whole numbers using the standard algorithm.

Dr. Richard Bisk - rbisk@worcester.edu

Dr. Richard Bisk - rbisk@worcester.edu
Dr. Richard Bisk - rbisk@worcester.edu
Dr. Richard Bisk - rbisk@worcester.edu
Dr. Richard Bisk - rbisk@worcester.edu
Dr. Richard Bisk - rbisk@worcester.edu
Singapore Grade 2

Dr. Richard Bisk - rbisk@worcester.edu

Dr. Richard Bisk - rbisk@worcester.edu
 Common Core Grade 5

5.NF.B.4 Apply and extend previous

understandings of multiplication to multiply a
fraction or whole number by a fraction.

Dr. Richard Bisk - rbisk@worcester.edu

If time

Dr. Richard Bisk - rbisk@worcester.edu

 CCSS.Math.Content.5.NF.B.7 Apply and extend
previous understandings of division to divide
unit fractions by whole numbers and whole
numbers by unit fractions.1

Dr. Richard Bisk - rbisk@worcester.edu

If time

Dr. Richard Bisk - rbisk@worcester.edu

Dr. Richard Bisk - rbisk@worcester.edu
 Common Core Grade 6
6.RP.3. Use ratio and rate reasoning to solve
real-world and mathematical problems, e.g.,
by reasoning about tables of equivalent ratios,
tape diagrams, double number line diagrams,
or equations.

Dr. Richard Bisk - rbisk@worcester.edu

 Tape Diagrams
Also called:

bar diagrams
model drawing
bar models

Dr. Richard Bisk - rbisk@worcester.edu

 Apply and extend previous
understandings

CCSS.Math.Content.7.NS.A.1
Apply and extend previous understandings of
addition and subtraction to add and subtract
rational numbers; represent addition and
subtraction on a horizontal or vertical number
line diagram.

Dr. Richard Bisk - rbisk@worcester.edu

-8 + 10

Dr. Richard Bisk - rbisk@worcester.edu

 Use properties of operations to
generate equivalent expressions.

CCSS.Math.Content.7.EE.A.1
Apply properties of operations as strategies to
add, subtract, factor, and expand linear
expressions with rational coefficients.

Dr. Richard Bisk - rbisk@worcester.edu

7A

3(2x+4) = 6x+12

Dr. Richard Bisk - rbisk@worcester.edu

 Common Core - First sentence
For over a decade, research studies of
mathematics education in high performing
countries have pointed to the conclusion that
the mathematics curriculum in the United
States must become substantially more focused
and coherent in order to improve mathematics
achievement in this country.

Dr. Richard Bisk - rbisk@worcester.edu

AMERICAN INSTITUTES FOR RESEARCH Report
prepared for the U.S. Department of Education (2005):
What the United States Can Learn From Singapores
World-Class Mathematics System.

A mathematically logical, uniform national

framework that develops topics in-depth at
each grade guides Singapores mathematics
system.
. The framework covers a relatively small
number of topics in-depth and carefully
sequenced grade-by-grade, .
Dr. Richard Bisk - rbisk@worcester.edu
 Summary of Key Connections
Focused, coherent, rigorous standards.
Emphasis on conceptual understanding and
procedural fluency.
Early learning of mathematics emphasizes
number and operations in base 10.
Model drawing as a problem solving technique
and precursor to algebra.

Dr. Richard Bisk - rbisk@worcester.edu