**I. The final assignment of the rectangular prisms section of the volume chapter ("Filling and Wrapping: Three Dimensional Measurement") of Connected Mathematics 2 Grade Seven:** [click to enlarge]:

**II. The final assignment of the volume chapter ("Volume") of the 6th grade Singapore Math**[click to enlarge]:

*Primary Mathematics 6B Workbook***III. Extra Credit**

Comment on the connections between mathematical challenge, open-endedness, and "real-world" vs. contrived problems.

## 3 comments:

Proponents of reform math will point to the "Connected Math" approach as promoting "deep understanding" and "critical thinking", while holding Singapore's approach in disdain for presenting an "algorithmic" and procedural type problem which in their view is not math.

Well, in the Singapore Math you can certainly do a lesson in class looking for arrangements that create greatest surface area, and then that is done, or in the SM topic, put something in a graduated cylinder or beaker of water and see the displacement (there is a concrete to pictorial to abstract component of the material), you move on and do math. What is in the textbook and workbook isn't everything that happens in a classroom. You just don't spend time rehashing it over and over in homework. I think the difference is more whether you move on, or keep the kids stuck rehashing.

Singapore Math also doesn't keep the kids guessing and trying to get mastery of a technique or skill on a "just in time" basis as the Connected Math series does

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