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Can you share with us more examples of rubrics used in the Math classroom? Thanks in advance!

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How often should we develop rubrics for students' work? What are the activities we should develop feedback for? Any tips on how to develop rubrics?

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Formulating: Level 3 (Competent) Did not indicate the occupation of the person living there which might affect the furniture needed and type of living space required.

Solving: Level 4. (Expert) Clear table of dimensions and costs stated, as well a diagram with clear annotations and labelling

Interpreting: Level 4

Reflecting: Level 3

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Formulating: Expert (Level 4)
- Comprehensive list of variables based on what we know

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Formulating- 4 (Managed to identify the variables and made accurate, convincing assumptions)
Solving (Consider Information)- 4(Uses

accurate and appropriate representations to display mathematical information, mention that 1 square is 0.2m by 0.2m in the presentation of the working.)

Solving (Employ mathematical strategies)-3 (We could demonstrate and show clearer presentation of working and the though process)

Could have windows too! lol!

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Developing
Assumption is appropriate; somewhat convincing.
Few variables are mentioned. Did not mention what the essentials are.

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Competent:

A few constants and unknowns were stated. Only what constitutes as essentials are not defined.

Assumption:
Assumption that the plan was meant for 1 person.

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Competent
Dimensions for each item is clearly represented
However, specific IKEA items not listed clearly

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Level 2 (Developing)
Variables stated included the measurements and costs

Assumptions:

Could have been more detailed in making assumptions

Did not assume the type of house (condo = more built-ins or flats = empty)

Could have also made assumptions of lifestyle choices

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For Solving - managed to put in all the necessary data and maximize the dimension requirements (accurate)

Working is clear and accurate

Level 4.

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Formulating: Competent.

The variables identified are convincing but it is not very comprehensive.

Solving: Expert

Data is presented clearly in a table format. Measurement was stated clearly in the diagram.

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Developing
Only a few variables are mentioned and more questions than decisions inside
Assumptions - only one (design for 1 person)
Needing essentials that meet basic needs , but did not define what are the essentials

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What is the appropriate number of P4 HALs pupils we should select for the P4 cohort? Is it top 10% of the cohort?
After we have selected the P4HALs, do we group them in one class during the curriculum better or let them be mixed during the curriculum time (mixed with all other p4 classes-Heterogenous during curriculum time) and then give them enrichment like E2K after school - Homogenous after school?

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I find it easier to ask questions when we actually know the method. Are there any tips on how we can ask assessing / advancing questions which will not become too leading towards a specific method but yet allow students to explore other methods of solving which teachers may not be aware of?

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Session 3: Questions and Rubrics (complete)

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Session 3: Questions and Rubrics (complete)

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3 FiDLHA Part 2 Questioning and Rubrics (complete)

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Discuss the following:

•Read the descriptors for the standards. What qualities are described and how do they change from level to level?

•Check with your group that you have the same understanding.

•Now, look at the sample MEA product. Match with the levels you think describes this product the most.

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Hi, any journals to point us to a direction of how HP learners should be grouped in a class setting?

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Student C : Very clear steps just that the presentation can improve a little such as not have 2 equal signs on one line.

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Use of Rate concept to find the answer. Higher order thinking shown in the workings.

Feedback: Ideal

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Use of proportionality. Routine solution of what was taught in class. Improve on getting a more elegant solution. 3, 2, 3

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Student A: Understood the problem, presentation is systematic and clear. Elegant solution. However, an average student might not understand. Maybe include a diagram so others can visualise better.

Student B: Understood the problem but did not have referencing so solution is not very clear to an average student. Could also add in units.

Student C: Needs more detailed annotation on the diagram.

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Student A:
Understanding: Level 3
Devise a suitable plan and carry it out: Level 3
Look back and check: Level 3

Student B:
Understanding: Level 3
Devise a suitable plan and carry it out: Level 3
Look back and check: Level 2 (Lack of explanation)

Student C:
Understanding: Level 3
Devise a suitable plan and carry it out: Level 3
Look back and check: Level 3 (He can be clearer in his explanation)

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Demonstrate L3 understanding of problem, able to devise to plan to solve the problem, and present the solutions that are able to follow and understand

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Use of proportionality. More elegant solution in terms of working. Improve on clarity. 3, 3, 2

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Using reasoning to find the answer.

Feedback:
To annotate the workings so thought processes will be clearer.

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If students are from the same class, Teacher has done a great job in encouraging students to approach questions differently using multiple approaches.

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Student A: Specify what DA and DB refers to.

Student B: Needs to be clearer in terms of presentation of answer. What happened to the 10u and 20u mentioned in the diagram?

Student C: Speed cannot be added. Need to present in another manner.

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Student A : Clearly presented the solution in a clear and systematic manner. (Use of formula)

Student B: The diagram is simple and easy to understand but the presentation is not clear.

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Able to identify the r/s between Amy and Barry. Use of Proportionality. Elegant solution.

But would she be able to visualise the speed line?
- Perhaps pupil can draw the line to help with the understanding.

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Understand the problem: Level 3 (for all)
Devise a plan: Level 3 (for all)
Look back and check: Level 3 (for all)
-Student B-- should annotate the steps. Not sure if student understands the problem.
-Student A & C- very clear steps.

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student b is able to connect relationship by visualising the problem 

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student b is able to connect relationship by visualising the problem 

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Use of proportionality. Solution is clear. However, routine working of what was taught in class. Improve on getting a more elegant solution. 3, 2, 3

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Rate, proportion and equivalent fractions to solve
Reqd a lot mathematical concepts to solve

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Use of proportion
Easier to understand
Most Elegant solutions

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Use of algebraic expression
May be difficult for most to understand

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Session 2: Differentiated Tasks and Feedback

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Session 2: Differentiated Tasks and Feedback

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3 FiDLHA II 2022 - Differentiated Tasks and Feedback

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In this six-minute video, Models of Excellence curator Ron Berger shares a student project with elementary school students to illuminate the power of critique and multiple drafts. Austin was a first-grade student in Boise, Idaho who created a scientific drawing of a butterfly for a note card that would be sold to raise funds for butterfly habitats. Ron shows students six drafts of this drawing, and elicits their kind, specific and helpful critique to consider how each draft could improve. The progress of the drawing from a primitive first draft to an impressive final draft is a powerful message for educators: we often settle for low-quality work because we underestimate the capacity of students to create great work. With time, clarity, critique and support, students are capable of much more than we imagine.

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In this six-minute video, Models of Excellence curator Ron Berger shares a student project with elementary school students to illuminate the power of critique and multiple drafts. Austin was a first-grade student in Boise, Idaho who created a scientific drawing of a butterfly for a note card that would be sold to raise funds for butterfly habitats.

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2 FiDLHA II 2022 - Concept Teaching 27_July

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Session 1a: Designing & Monitoring HAL Mathematics Programmes 

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Session 1a: Designing & Monitoring HAL Mathematics Programmes 

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1 Designing and Monitoring HAL Math Programmes

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HAL Checklist (English, Maths and Science) 

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HAL Checklist (English, Maths and Science) 

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SLS packages on Enriched and Accelerated Outcomes on the MOE Library

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Acknowledgement: Mrs Theodora Tan, Eunos Primary School. Done in 2019.

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Sample DI Lesson Plan (Mrs Theodora Tan)

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2022 FiDLHA 1 Maths_Session 1_ Knowing our Pupils (full)

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2022 FiDLHA 1 Maths_Session 2_Differentiation (full)

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Using model-eliciting activities for primary mathematics classrooms

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[Class 1] Model-Eliciting Activities (MEA) (1)

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Session 1: Designing & Monitoring provisions for Mathematical Talents

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Session 1: Designing & Monitoring provisions for Mathematical Talents

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Task 1: What within-class and out-of-class opportunities does your school have for your pupils to explore and develop their mathematics aptitude and interest?

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Session 1: Designing & Monitoring provisions for Mathematical Talents

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Session 1: Designing & Monitoring provisions for Mathematical Talents

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Task 2:
(a) Based on your sharing earlier, which level of service do you think the opportunities / programmes you mentioned contribute to?
(b) How do you identify/select pupils for these provisions/activities?

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Checklist for Monitoring HAL Programme Outcomes

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Checklist for Monitoring HAL Programme Outcomes

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Session 1b: Teaching a concept through Concept Attainment Model

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Session 1b: Teaching a concept through Concept Attainment Model

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Task:
(1) Think of a mathematical concept that you can teach using concept attainment.
(2) Generate examples and non-examples of the concept.

In your group, fill in the slide assigned to your group.
https://go.gov.sg/fidlha-concept-class1
You may create more than one slide for your concept.

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Math Trail after exams (activity) - Level 1

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Math Trail after exams (activity) - Level 1

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CZPS: SASMO, NUS High, Hwa Chong
ACS: E2K,
CFS: Math game Day (termly basis)
CHIJ: same as above.

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E2K - Lvl 3
Math Olympiad -Lvl 3
CHSP: Lower Pri Mathelympic (Lvl 2). E.g. Play Connect 4
Students can volunteer to compete across classes.
Upper Pri Mastermind(Lvl 2): E.g. Play Mastermind
Free for all to participate.
GESPS: Maths Game Kit (Lvl 1) - Mastermind, Snake and Ladder
Filler activities for HA students in the classroom
Math Assembly Program(Termly) - Lvl 1
Math Recess Activities (Lvl 1)
Math Fun Day (Lvl 1)
ALP Programs (Lvl 1) Farm to Table with Math elements

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P1 to P3-- Sudoku (Level 1)
P4-P6- Ken Ken Puzzle (Level 1), E2K Math (Level 3)
P2 and P3- Enrichment Class(Stretch the HA students) (Level 3)Selection of students based on QD providing a few questions to solve, performance in daily class work
Math Competitions (SASMO, SMKC, ICAS, NMOS)-Level 3

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KHS: PI Day, Math recess games, Math ambassadors, Math Olympiad Programme for P4 - P6 (vendor)

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Math Fun Day for Primary 5 pupils - Level 1

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E2K lesson - during curriculum time and after school (Level III)
Term 2 WA - P5 Math Games Design Competition ( Level I)
Math Olympiad (Level III)
Math Challenge Day (Level I)
Math Games during recess (Level I)
End of Term Math Games - P1 to P6 (Level I)
Math Is Fun Activity - Each P2 and P3 class - 10 books (selected by the teachers) (Level III)

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Curious Mathematicians (P1 to P6)--Customised activities(Level 1)
Games Week (Recess activity to solve puzzles for example)(Level 1)

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Young Mathematician (P5) - Level 1
Math Trail/ Games (P1/P2) - Level 1
Math Competitions e.g.PMPO, NMOS, etc (UP) - Level 3
Spatial Visualisation workshops - Level 2
E2K lessons during curriculum - Level 3

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P4/P5/P6 - E2k and math Olympiad optional, run by vendors (level 3)
P1/P2 - Math talent development (eg. lego games, bricks, quizzes). Used as a tool to select students for E2K in P3/P4 (level 3)
P3/P4 - Board games and card games during recess (level 1)
Math Trails/Learning Journey/Math Week (level 1)

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Termly Math Quiz - Level 1, Project work (Interdiscipline) - Level 1

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Termly Math Quiz - Level 1, Project work (Interdiscipline) - Level 1

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Tangram program for lower primary (Level 1), Discovery Play for all levels (Level 1)

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HPPS: Celebrating Math Day; E2K Math; MOT; Thinking@Play (Recess activities); Math Challenges

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Jurong West:
E2K (Level 3)
Math Olympiads (Level 3)
Inter-class Math games, aligned to certain topics learnt for the term (Level 1)
P4 Math Trail (Scenario, solve tasks) (Level 1)
Math Quiz (not related to syllabus, out of the box quiz) (Level 1)
NUS Programmes (Level 4)
Game Design competition (Level 4)

Keming:
Use of white spaces to solve Math problems during recess (Level 1)

Horizon
Termly Math assembly (quiz/puzzles/inter-house) (Level 1)
ALP: Computational Thinking in Math (Level 1)

Henry Park:
Math Challenge (Termly) (Level 2)
Celebrate Math Day (Termly, different theme) (Level 1)
Inter-department (Innovation project)- P3 Cool games; P5 Design a digital escape room (Level 1)

Fuchun:
P1-P4 Termly Spatial Reasoning programmes (diff combi of tiles to form figure) (Level 1)

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[EDPS] Post PSLE activities: Creation of maths games + platform to share the math games with the other students to play with during recess. (L1)

[BGPS] E2K Showcase of self-created Maths games (L3)

[BGPS] E2K students: Learning in depth, can choose anything they like (e.g. Bubble tea, origami, rubrics cube) - individual/pair research on facts on their interest area + math-related facts (L3)

[EPS] Maths Quizzes - math puzzles, number/logic challenges and Math recess play: Sudoku, Tangrams, etc. (L1)

[BRPS] E2K (L3), Termly Maths Challenge, Maths star award - good attitude in Maths class (L1)

[FMPS] Maths kit for every topic; e.g. HAL - differentiated resources with more difficult, abstract questions. Coordinated across the department (L3)

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Level 1 - Math Day/ Week, Math Recess Play, Math Trail, Young Mathematician
Level 2 - Competitions
Level 3 - E2K, Competitions, Math Olympiad, Game/Poster Design
Level 4 - Game/Poster Design

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Level 1: Math Games Day
Level 3: E2k, Sasmo
Level: Other competition/Olympiad

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Session 2: Which is the best? Why? How would you give the feedback to the students?

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Session 2: Which is the best? Why? How would you give the feedback to the students?

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Task 1:
Based on table in slide 20, among the three students, which of the solution is the best? Why?

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Task 2:
Based on Hattie & Timperly levels of feedback, what feedback would you give the student?