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.
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.