1. BollesM4thodology
generalsession| jacksonville, florida |21 June 2013
Yeap Ban Har
yeapbanhar@gmail.com
Slides are available at
www.banhar.blogspot.com
constructivist approach problem solving computational fluency theoretical underpinnings
differentiated instruction number sense assessment small group work multiple strategies journal
writing multiple intelligences lesson structure common core state standards scope and
sequence pacing anchor task conceptual understanding textbook questioning technique
|visualization

2. flexibility with numbers
and mental math
|number sense

3. seeing patterns and
connections
|generalization

4. openingexample|1

5. Draw a polygon with one dot inside.

6. Responses by Students at The Blake School, Hopkins
Find the area of each and look at how the area is related
to the number of dots on the sides of the polygon.

7. problemsolving| 2

8. $296 - $244 = …
$52
$52 $52 $52 ?
$244 - $52 x 3 = $88
$52 + $88 = …
Why do students have
difficulties in Newman’s
Transforming?

9. It was decided that
Method 2 does not work.
Someone suggested that it was
not necessary to find the amount
paid for the day shift. The total
amount for one day shift and one
night shift can be found directly. Is
that true? Anyway, final answer is
$ 140?

10. Lesson  Date //
What do you see?
Do you see triangles?

11. Lesson  Date //
This was discussed during the
class on measurements.