BIS Math | Elementary School – Singapore Math in IB Framework

Last week, we have witnessed a math lesson from Early Years. This week, we had the chance to step into another math class, this time in Grade 2, Elementary School.

In our Elementary School, we implement the Singapore Mathematics based program delivered within the IB PYP inquiry-based framework, laying a solid foundation of Mathematics skills in a learner-centered and well-balanced learning environment.

How do we use the Singapore Math as a tool and resource to make sure that our students are undergoing a steady process towards PYP targets and learner profiles?

How does the Singapore Math fit in the PYP unit of inquiry and transdisciplinary learning?

Let’s take a look at this G2 math class and gain the concepts.

First let’s view through the background of the class: 

Unit of Inquiry: our bodies are affected by the choices we make

The IB calls for transdisciplinary learning, that is learning concepts that covers multiple disciplines and subjects. Grade 2 students are currently exploring the idea that our bodies are affected by the choices we make.

The goal of the unit

to make students acquire the knowledge and skills about a balanced lifestyle. 

The summative assessment for this unit: 

to make students develop a plan for a sleepover at school, that balances food and nutrition, physical activity, time for homework and reading, and getting enough sleep. Students need to produce their plan in 30-minute increments.

the formative assessment

During the past study of the unit, the students have already grasped the concepts of a balanced diet. Using statistic measuring tools like tally charts and bar graphs, they have produced the nutrition analysis, as one of the formative assessments of the unit, of their lunch at canteen over one week.

Now let’s start today’s math lesson with the theme of TIME. 

The objective of the class:    

First, giving students the skills to tell time to the nearest minute. Secondly, allowing students to produce their sleep-over plan in 30-minute increments.

The teacher starts with reviewing prior knowledge with the students. Together they did some exercises.

Then the teacher goes on with a clock in his hand, presenting the students the methods of telling time to the nearest minute.

After that, students try to match the correct graphic cards that show time in both digital clocks and analog clocks, and tell the time in the correct way.

Finally, the students separate into small pairs with a mini clock for each. They practiced with their partners by dialing the clock into random times, which consolidates the skills.

Going back to the questions at the beginning of this article, now we know that BIS uses Singapore Math as a useful tool for delivering the math content in our curriculum. Teachers will find concepts in the curriculum scope and sequence document, and then deliver math contents in accordance with corresponding chapters in the Singapore Math.

Take Grade 2 as an example, Singapore Math contains 4 lessons about TIME including a chapter opener that tunes students into the concept of events happening at different times, telling time, time intervals, A.M. and P.M., and a practice lesson. Lessons are split into 3 sections: think, learn, and do, where a gradual release of responsibility is used to teach content to students.

 

G2 Homeroom teacher Mr. Brian Wallace: Singapore Math has many advantages, however as a teacher, I like how concrete and hands-on the lessons are.  Using Singapore Math, I know that my students are getting a world class math education. 

With the solid math foundation laid and the critical thinking skills gained in their PYP learning experience, the students will be more than ready to take on the MYP journey.How do we deliver the MYP math to students? Next time, we will focus on the MYP math classes.