**I. A 4th grade (TERC) Investigations homework sheet**, handed out in mid-November (Unit 3, Section 4.1, p. 52) [click on picture to enlarge]:

**II. From an earlier point in the 4th grade Singapore Math curriculum**(

*Primary Mathematics 4A*, p. 54) [click on picture to enlarge]:

**III. Extra Credit**

1. Compare the mathematical and logical demands of the two problem sets.

2. How do the different roles of logical reasoning vs. visual representation parallel what we see in Reform vs. traditional geometry?

## 1 comment:

While both sets of problems involve division, the Singapore problems are not quite so obvious. Telling students that the number of white beads is three times the amount of red beads requires them to relate the multiplication expressed in the problem to division. The Investigation problems are a direct application of division with little logical reasoning involved. Reform geometry similarly just requires students to apply formulas and not conduct any proofs.

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