https://padlet.com/lim_xue_yan_joyce/Bookmarks To be updated by 21 August 2020 (T3W11) en-us 2020-04-14 19:44:43 UTC 2025-11-16 10:41:13 UTC hello@padlet.com lim_xue_yan_joyce https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/682189691 How can you apply Big Ideas about Proportionality to your teaching and learning of your pupils?

• Align to Primary Mathematics curriculum
• Provide specific example(s)

]]> 2020-08-17 03:29:21 UTC https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/682189691 https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/682214463  Proportionality can be used to teach multiplication
Eg 1 spider has 8 legs.
      2 spiders will have 16 legs.
It can also be used to teach Graphs too
Eg If the key is 1* represent 1pupil, 5 * will represent 5 pupils.

]]> 2020-08-17 04:00:00 UTC https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/682214463 https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/682295713 sumathi]]> 2020-08-17 05:46:55 UTC https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/682295713 https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/682450049 Proportionality can be taught through picture graphs as given in the examples in the video. Another example is through length when we are doing measurements using non standard units. E.g. 1 pencil is 6 paper clips long, 2 pencils will be 12 paper clips long. 
The understanding/concept of multiples must be strong in order to under proportionality. ]]> 2020-08-17 09:31:17 UTC https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/682450049 https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/693379444 Pupils must recognize the constant proportionality between two related quantities. It is important for them to   develop the ability to reason proportionally. In P1, this reasoning skill is taught in:
1. Length 
Eg: 1 eraser is 2 paper clips long so 2 erasers are 4 paper clips long.
2. Graphs
Eg: 1 unit stands for 2 children. 
3. Multiplication
Eg: 1 group has 3 sweets so 3 groups will have 9 sweets.
4. Division
Each child to get 2 balloons. Therefore there must be 8 balloons for 4 children.
5. Money
10 x 10cents will make $1.]]> 2020-08-23 15:09:47 UTC https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/693379444 https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/693773135 There is a need to revisit related topics when we guide pupils on challenging questions that are about proportionality. For example, a question about picture graphs can be explained by reminding pupils that we can use multiplication (learnt before) to help us work out some numbers quickly. ]]> 2020-08-24 01:47:41 UTC https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/693773135 https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/693790403 Joyce Kong
Examples:
1) 'Item and Group' concept 
4 groups of 2 = 4 x 2 = 2 + 2 + 2 + 2 = 8
Must ensure that each group has the same number of items to begin with. 

Good opportunity to link to commutative law of multiplication. So can go through:
2 groups of 4 = 2 × 4 = 4 + 4 = 8
Same as before, must ensure that each group has the same number of items to begin with. 

2) Division concept 
Different from multiplication but the number of items for each group must be the same as well. 

Proportional:
12 ÷ 4 = 3
12 in total, 4 groups, 3 items in each group 

3) Money 
Counting of money according to the different denominations and making equivalent exchange. 
1 dollar = 100 cents 

4) Picture graphs
Legend is important as each symbol or picture may not represent 1 object or item specifically. 

]]> 2020-08-24 02:04:23 UTC https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/693790403 https://padlet.com/lim_xue_yan_joyce/Bookmarks/wish/693804574  Proportional reasoning involves thinking about relationships and making comparisons of quantities or values.  Students use proportional reasoning in early math learning, for example, when they think of 10 as two fives or five twos rather than thinking of it as one more than nine. 

Beyond the mathematics classroom, proportional reasoning is evident in other subject areas like science as well as in everyday activities. 

 The ability to think and reason proportionally is one essential factor in the development of an individual’s ability to understand and apply mathematics. One student may be able to solve proportion problems by memorized procedure but it doesn't mean that the student can think proportionally, i.e. reasoning such as spatial reasoning and multiplicative thinking. 


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