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Description
What is visible thinking? In this case, to think visibly means that you can easily see or visualize something in your head. This skill, of course, is vital to the study of mathematics - you must be able to make the leap from pictorial representations to abstract ideas. Sometimes, this leap is difficult which makes learning math extremely frustrating. These resource books focus on the pictorial stage and helping the student move from the pictorial to the abstract stage of mathematical thinking. It is meant to be used as a supplement and not a replacement for Singapore Math Primary Math. While it is less than a complete program, the content is fairly comprehensive and would be good for students having trouble with math or for re-teaching concepts.
Please note these books are transitioning to the 3rd edition, which is based on the newest Primary Maths (MOE) syllabus. New editions include US money, but retain metric measurements. The 2nd editions may depict Singapore coins and bills in the early grades and use metric units throughout. Books range from 115-224 pgs.
This series consists of 11 consumable books, two semesters each for Grades 1-5 and one book for Grade 6. The books are a blend of both teacher and student books. Each lesson within a chapter consists of 2 types of pages Thinking Platform and Attaining Mastery. Both teacher and student should go through Thinking Platform pages together. This is where the math concept is introduced, examples worked, and constructive mathematical thinking is modeled. It is highly suggested that the teacher preview the lesson by reading the Notes provided at the bottom of the Thinking Platform page. These concise yet descriptive notes point out teaching tips, common errors, and areas of difficulty. Attaining Mastery pages follow the Thinking Platform. Here, the student can practice new skills on a series of problems that feature Parallel Questions. Parallel Questions are actually a series of similar yet different math questions which are strategically presented so that the differences between the questions either solidify concept understanding or provide opportunities to clarify fuzzy thinking. Answers are provided in the back of the book.~ Anh
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Teaching Method
Traditional
Teacher-centered curriculum commonly used in classrooms that may include a text, teacher manual, tests, etc.
Charlotte Mason
A methodology based on the work of a 19th century educator who maintained that children learn best from literature (Living Books), not textbooks.
Classical
A methodology based on the Latin Trivium (three stages of learning), including the grammar stage (memorization and facts), logic stage (critical thinking), and rhetoric stage (developing/defending ideas).
Unit Study
A thematic or topical approach centered around one topic that integrates multiple subject areas.
Montessori (Discovery)
A methodology based on the work of a 20th century educator that emphasizes student and sensory-driven discovery learning and real-life applications.
Other
Other methodologies
Religious Content
Secular
Contains content contrary to common Christian beliefs (i.e. evolution).
Neutral
Avoids religious or theoretical topics or presents multiple viewpoints without preference.
Christian/Religious
Faith-based or including instructional religious content.
Learning Modality
Auditory
Learns through listening, talking out loud or reading out loud.
Visual
Learns through seeing, prefers written instructions and visual materials.
Kinesthetic/Tactile (Hands-On)
Learns through moving, doing and touching.
Multi-Sensory
Curriculum that employ a variety of activities/components.
Presentation
Sequential
Curriculum progresses through well-defined learning objectives. Emphasizes mastery before moving to the next topic.
Spiral
Topics and concepts are repeated from level to level, adding more depth at each pass and connecting with review.
Conceptual/Topical
Focus is on the “why,” often with a unifying concept as well as specific skills; coverage may be broader.
Teacher Involvement
Low Teacher Involvement
Student-led materials; parent acts as a facilitator.
Medium Teacher Involvement
A mix of teacher-led time and independent student work.
High Teacher Involvement
Teacher-led lessons; may utilize discussions, hands-on activities and working together.
Additional Materials Required
No other materials needed
Everything you need is included.
Other Materials Required
There are additional required resources that are a separate purchase.
Other Materials Optional
There are additional resources mentioned or recommended but are not absolutely necessary.
Consumable
Consumable
Designed to be written in; not reusable.
Non-Consumable
Not designed to be written in; reusable.