Foundations Paper MIF PDF

RESEARCH
FOUNDATIONS:
EVIDENCE BASE
Math in Focus
®
® ®
Singapore Math by Marshall Cavendish
Houghton Mifflin Harcourt ® (HMH®) is committed
to developing innovative educational solutions
and professional services that are grounded
in learning science evidence and efficacy. We
collaborate with school districts and third-party
research organizations to conduct research that
provides information to help improve educational
outcomes for students, teachers, and leaders at the
classroom, school, and district levels. We believe
strongly in a mixed-methods approach to our
research, an approach that provides meaningful
and contextualized information and results.
TABLE OF
CONTENTS
02 INTRODUCTION
Instructional Model and Theory of Action
A Brief History of Math in Focus: Singapore Math® by Marshall Cavendish®
Why Singapore Math®?
Relevance to Instructional Shifts across the U.S.
08 THE SINGAPORE MATH® APPROACH

The Pentagon Framework
Problem Solving
Critical Thinking through Mathematics
The Concrete–Pictorial–Abstract (CPA) Approach
Bar Models
Metacognition and Attitudes of Learning
24 DEVELOPING CONCEPTUAL UNDERSTANDING

Visualization/Representation
Variation: Mathematical and Perceptual
Using Routine and Nonroutine Problems
Teaching Concepts and Skills: Building Mathematical Understanding
Teaching Procedural Fluency: The Role of Language
36 KEY INSTRUCTIONAL FEATURES

Focus Cycles
Think Problems
Performance Tasks and Project Work
Essential Questions that Foster Mathematical Habits
Real-World Connections
Math Talk
Differentiated Instruction
Ongoing Assessment and Progress Monitoring
58 SUMMARY AND REFERENCES

INTRODUCTION
Math in Focus ®: Singapore Math® by Marshall Cavendish® is an innovative mathematics program

for Grades K–8 + Accelerated that focuses on problem solving and the use of model drawing to
drive the acquisition and application of mathematical skills.
The principles underlying Math in Focus are built on the solid base of extensive research that
supports the Singapore Math® framework. The Singapore Math® method from which the program
originates is based on research of math mastery in Singapore, which consistently ranks at the top
in international math testing. The intentional progression of concepts in the Singapore Math®
approach instills a deep understanding of mathematics. An attitude that math is important,
approachable, and is also essential. Students perform at a higher level when their potential for
understanding and success is assumed.
This research base document cites the extensive literature on mathematics pedagogy and learning
as it relates to the key features and philosophy of Math in Focus.
2 | INTRODUCTION
INSTRUCTIONAL MODEL AND THEORY OF ACTION
The instructional pathway throughout the chapters within Math in Focus provides an effective, blended learning experience
for small-group and whole-class implementations. The different features and sections in each chapter help students build
conceptual understanding through a range of practice and fluency-building activities, as well as frequent opportunities
for classroom discussion, timely differentiated instruction, and problem solving. Chapter Planning Guides, in the Teacher’s
Edition, show in detail how each section can be carried out daily.
INTRODUCTION | 3
A BRIEF HISTORY OF MATH IN FOCUS: SINGAPORE MATH® BY
MARSHALL CAVENDISH®
In Singapore, mathematics is taught in an innovative way, with an emphasis on problem solving. This has not always been the
case, though. Prior to 1980, the country imported all of its mathematics instructional content from other nations. Beginning in
1980, Singapore launched a new approach to mathematics instruction and the Curriculum Development Institute of Singapore
(CDIS) was established. One charge of CDIS was to develop primary and secondary textbooks for the country. At the same
time, the Ministry of Education, the centralized education authority in Singapore, set new goals for mathematics education.
These goals emphasized a focus on problem solving and on heuristic model drawing. The CDIS incorporated these goals into
textbooks, and in 1982 the first Singapore math program, Primary Mathematics 1–6, was published.
The impact of Singapore’s curricular and instructional initiatives is evidenced by the dramatic improvements in math proficiency
for Singapore students on international assessments. In 1984, Singapore’s students were placed 16th out of 26 nations in
the Second International Science Study (SISS). By 1995, however, the Trends in International Mathematics and Science Study
(TIMSS) ranked Singapore’s students first among participating nations. TIMSS is administered every four years.
Since 1995, Singapore scored first in both 4th and 8th grades on TIMSS in 1999 and 2003 and in the top three in 2007. In the
most recent administration of TIMSS, 2015, Singapore ranked first in mathematics at both Grades 4 and 8, and continued its
upward trend on the country’s average scale score (Mullis, Martin, Foy, & Hooper, 2016).
For the past two decades, math educators around the world have been interested in the secret of Singapore’s success. While
many factors have been catalogued—a coherent national curriculum, teacher training, a public belief in the importance of
math to the national economy—without fail, all descriptions emphasize the importance of problem solving in the Singapore
curriculum (Ginsberg, Leinwand, Anstrom, & Pollock, 2005; Fan & Zhu, 2007).
4 | INTRODUCTION
WHY SINGAPORE MATH?
Singapore has scored at the top in results for the Trends in International Mathematics and Science Study (TIMSS) for Grade 4 and
Grade 8 for over 20 years while the United States has been surpassed internationally in its mathematics performance. In the most
recent results from 2015 for TIMSS, U.S. fourth-graders ranked 15th and eighth-graders ranked 12th (National Center for Education
Statistics [NCES], 2017, p. 5).
Experts frequently attribute Singapore’s success in mathematics to the country’s strong emphasis on problem solving. In an
exploratory study comparing key features of the Singapore and U.S. mathematics systems in the primary grades, Ginsberg et al.
(2005) found that a major reason why Singaporean students were more successful than their U.S. counterparts is because their
country’s mathematics textbooks build deep understanding of concepts through multistep problems and concrete illustrations that
demonstrate how abstract mathematical concepts are used to solve problems from different perspectives.
Figure 1b. Average mathematics scores of 8th-grade students, by education system:

2015
MATHEMATICS
Results from TIMSS 2015

Average mathematics score
0 300 350 400 450 500 550 600 650 1,000
Education system
Singapore1 621
Korea, Republic of 606
Chinese Taipei−CHN 599
How well do U.S. students perform in mathematics? Hong Kong−CHN
Japan
594
586
Quebec−CAN1 543
In 2015, U.S. fourth-graders’ average score in mathematics was 539, which was Russian Federation 538
Kazakhstan 528
higher than the average scores of students in 34 education systems and lower Canada1 527
than the average scores of students in 10 education systems (figure 1a). U.S. Ireland
Ontario−CAN
523
522
eighth-graders’ average score in mathematics was 518, which was higher than the United States1
England−GBR
518
518
average scores of students in 24 education systems and lower than the average Slovenia 516
Hungary 514
scores of students in 8 education systems (figure 1b). Dubai−UAE 512 Average score is higher than U.S. average score
Norway 512 Average score is higher than U.S. average score
Lithuania1 511 Average score is not measurably different from
Israel1 511 U.S. average score Average score is not measurably different than
Figure 1a. Average mathematics scores of 4th-grade students, by education Australia 505 Average score is lower than U.S. average score U.S. average score
Sweden 501 Average score is lower than U.S. average score
system: 2015 TIMSS scale centerpoint 500
Italy1 494
Average mathematics score Malta 494
Florida−USA1 493
0 300 350 400 450 500 550 600 650 1,000 New Zealand1 493
Education system Malaysia 465
Singapore1 618 United Arab Emirates 465
Hong Kong−CHN1 615 Turkey 458
Korea, Republic of 608 Bahrain 454
Chinese Taipei−CHN 597 Georgia1 453
Japan 593 Lebanon 442
Northern Ireland−GBR1 570 Abu Dhabi−UAE 442
Russian Federation 564 Qatar1 437
Norway 549 Iran, Islamic Republic of1 436
Ireland 547 Thailand 431
England−GBR 546 Chile1 427
Florida−USA1 546 Oman1 403
Belgium (Flemish)−BEL1 546 Buenos Aires−ARG1 396
Kazakhstan 544 Kuwait1 392
Portugal1 541 Egypt1 392
United States1 539 Jordan1 386
Denmark1 539 Morocco1 384
Quebec−CAN1 536 Saudi Arabia1 368
Lithuania1 535
Finland Average score is higher than U.S. average score
535
Poland 535 Average score is not measurably different from 0 300 350 400 450 500 550 600 650 1,000
Netherlands1 530 U.S. average score
Hungary 529
Czech Republic 528 Average score is lower than U.S. average score
Bulgaria 524
1
See appendix table A1 for details on sampling or other issues in these education systems, including issues with the national defined population
Cyprus 523 coverage, issues with satisfying sampling guidelines, and/or concerns about estimation because the percentage of students whose performance
Germany 522 is too low to estimate exceeds certain thresholds.
Slovenia 520
Sweden1 519 NOTE: Education systems are ordered by average mathematics score. Italics indicate the benchmarking participants. The TIMSS scale
Serbia1 518 centerpoint is set at 500 points and represents the mean of the overall achievement distribution in 1995. The TIMSS scale is the same in each
Australia 517 1
See appendix table A1 for details on sampling or other administration; thus, a value of 500 in 2015 equals 500 in 1995. All average scores reported as higher or lower than the U.S. average score
Ontario−CAN 512 issues in these education systems, including issues with the
Dubai−UAE are different at the .05 level of statistical significance. The tests for statistical significance take into account the standard error for the reported
511
Canada1 511 national defined population coverage, issues with satisfying difference.
Italy1 507 sampling guidelines, and/or concerns about estimation SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study
Spain1 505 because the percentage of students whose performance is (TIMSS), 2015.
Croatia 502
TIMSS scale centerpoint too low to estimate exceeds certain thresholds.
500
Slovak Republic 498 NOTE: Education systems are ordered by average
New Zealand 491 mathematics score. Italics indicate the benchmarking
France 488 participants. The TIMSS scale centerpoint is set at 500
Turkey 483
Georgia1 463 points and represents the mean of the overall achievement
distribution in 1995. The TIMSS scale is the same in each
United Arab Emirates
Chile 459
452 administration; thus, a value of 500 in 2015 equals 500 in Explore student performance in detail
Bahrain1 451 1995. All average scores reported as higher or lower than the
Qatar 439
Buenos Aires−ARG 432 U.S. average score are different at the .05 level of statistical
Iran, Islamic Republic of 431 significance. The tests for statistical significance take into The TIMSS 2015 website provides more in-depth information on student achievement in mathematics and
Oman 425
Abu Dhabi−UAE1 419
account the standard error for the reported difference. science, including data on content subscales, cognitive subscales, and different groups of U.S. students.
SOURCE: International Association for the Evaluation of
Indonesia
Jordan
397
388 Educational Achievement (IEA), Trends in International Explore these results and more at http://nces.ed.gov/timss.
Saudi Arabia1 383 Mathematics and Science Study (TIMSS), 2015.
Morocco 377
Kuwait1 353
0 300 350 400 450 500 550 600 650 1,000

Highlights from TIMSS and TIMSS Advanced 2015: RESULTS FROM TIMSS 2015 5 6 Highlights from TIMSS and TIMSS Advanced 2015: RESULTS FROM TIMSS 2015
INTRODUCTION | 5
RELEVANCE TO INSTRUCTIONAL SHIFTS ACROSS THE U.S.
The National Council of Teachers of Mathematics (NCTM®) critical thinking capabilities” (Miri, David, & Uri, 2007, p.
has extended and elaborated on the guiding mathematics 353). Student learning is greatest in classrooms where the
principles (2000) in its 2014 publication Principles to Actions: tasks consistently encourage high-level student thinking
Ensuring Mathematical Success for All. These principles are and reasoning and least in classrooms where the tasks are
based on more than a decade of research and experience routinely procedural (Boaler & Staples, 2008; Stein & Lane,
and continue to be a driving force behind a high-quality 1996).
mathematics education for all students. NCTM guidelines are
Connections among mathematical ideas are an essential
supported within Math in Focus.
part of mathematics learning. Making connections between
Mathematics goals are focused, purposeful, and coherent. new information and students’ existing knowledge—
Each section clearly outlines the standards and practices, knowledge of other content areas and of the real world—has
objectives, and learning progressions so teachers can best proved to be more effective than learning facts in isolation
support and focus student learning. Identifying and clarifying (Bransford, Brown, & Cocking, 2000; Caine & Caine, 1994).
what students are expected to learn and understand in Further, connecting mathematics to science, social studies,
a mathematics classroom is an essential component to and business topics can increase students’ understanding
success (Wiliam, 2011). Teachers and students benefit from of and ability with mathematics (Russo, Hecht, Burghardt, &
establishing a shared foundation of what is being learned Saxman, 2011). Students maximize learning when they make
and why it is important to learn. “Formulating clear, explicit connections among ideas, both within mathematics and
learning goals sets the stage for everything else” (Hiebert, outside of the mathematics content.
Morris, Berk, & Jansen, 2007, p. 57).
Students use mathematical models and representations
Tasks require a high level of cognitive demand, which is to help make mathematical concepts more concrete to
necessary when promoting reasoning and problem solving students. “Because of the abstract nature of mathematics,
in the mathematics classroom. In a study that compared people have access to mathematical ideas only through the
students exposed to teaching strategies that promoted representations of those ideas” (National Research Council
higher-order thinking with those who were taught more [NRC], 2001, p. 94). For young students, representations are
traditionally, researchers found that experimental group especially important because they can be physical objects
students outperformed control group students, showing or actions they perform as they are trying to solve problems
significant improvement in their critical thinking skills: “Our (NRC, 2001). As students create representations, they have
findings suggest that if teachers purposefully and persistently the opportunity to internalize and process what they are
practice higher order thinking strategies for example dealing doing, what they are creating, and what they are seeing,
in class with real-world problems, encouraging open-ended which in turn allows them to play an active role in their
class discussions, and fostering inquiry-oriented experiments, learning.
there is a good chance for a consequent development of
6 | INTRODUCTION
Students engage in mathematical discourse throughout each mathematics builds fluency with procedures on a foundation of
lesson. When students write about and discuss math concepts, conceptual understanding so that students, over time, become
they have the chance to think through, defend, and support skillful in using procedures flexibly as they solve contextual
their ideas. The process of encouraging students to verbalize and mathematical problems” (NCTM, 2014, p. 42). Effective
their thinking—by talking, writing, or drawing the steps they mathematics instruction cannot have one without the other as
used in solving a problem—has been shown to be consistently “procedural knowledge and conceptual understandings must
effective (Gersten, Clarke, & Mazzocco, 2007). Communicating be closely linked” (Donovan & Bransford, 2005, p. 232).
about math improves learning; “encouraging students to
Students have the opportunity to practice and engage in
verbalize their current understandings and providing feedback
productive perseverance with mathematical problems and
to the student increases learning” (Gersten & Chard, 2001,
ideas that encourage them to think about their own thinking
online).
and to discover that learning can happen without rushing to
“Effective teaching of mathematics uses purposeful questions simply find the correct answer. Teachers who guide students
to assess and advance student reasoning and sense making through this vital productive perseverance are supporting the
about important mathematical ideas and relationships” development of student learning and understanding (Hiebert
(NCTM, 2014). While types of questions vary from asking & Grouws, 2007). Students receive reassurance as they grapple
students to recall facts to requesting an explanation for an with ideas, and teachers support them through the process
answer, presenting questions throughout the learning process rather than give them the answers (Hiebert et al, 1996).
is necessary to understanding how students are making sense
Teachers are prompted to elicit and use evidence of student
of the math. As noted in research by Weiss and Pasley (2004),
thinking. To discover what students know or don’t know,
questions are critical in helping students make connections and
what they do well or poorly, the teacher must closely examine
learn important mathematics concepts—especially questioning
the students’ work. “Effective teaching of mathematics uses
that effectively gauges student understanding.
evidence of student thinking to assess progress toward
To achieve understanding, each section recognizes and mathematical understanding and to adjust instruction
supports the relationship between procedural fluency and continually in ways that support and extend learning” (NCTM,
conceptual understanding. Specifically, “Effective teaching of 2014, p. 53).
INTRODUCTION | 7
THE SINGAPORE
MATH ® APPROACH
8 | THE SINGAPORE MATH ® APPROACH

Math in Focus provides a focused, coherent curriculum built upon a research-based framework that develops
concepts, skills, processes, attitudes, and metacognition and emphasizes critical thinking and problem solving.
Additional research has demonstrated the program’s efficacy. In a study that reviewed how the United States can
learn from Singapore’s mathematics system, the authors found that “Singapore’s unique emphasis on multistep
word problems, in particular, is consistent with its emphasis on promoting conceptual understanding through solving
thoughtful problems” (Ginsberg et al., 2005, p. 35).
THE SINGAPORE MATH® APPROACH
The Pentagon Framework ................................................................................................................. 10

Problem Solving................................................................................................................................. 12
Critical Thinking through Mathematics ............................................................................................ 14
The Concrete–Pictorial–Abstract (CPA) Approach ........................................................................... 16
Bar Models ......................................................................................................................................... 18
Metacognition and Attitudes of Learning.........................................................................................20
THE SINGAPORE MATH ® APPROACH | 9

THE PENTAGON FRAMEWORK
Mathematics learning is founded on students acquiring and “Neither concept development nor the development of
applying a multitude of concepts and skills in order to solve a problem solving abilities proceeds in the absence of the
wide range of problems in varying nonroutine and real-world development of beliefs . . . and other components. . . . A
situations. According to the Singapore Ministry of Education’s fresh view of problem solving needs to view the learning of
Primary Mathematics Syllabus (2013): mathematics and problem solving as integrated, as largely
based on modeling activity” (Lesh & Zawojewski, 2007,
“The Mathematics Framework has been a feature of pp. 778–779).
our mathematics curriculum since 1990, and is still
relevant to date. The central focus of the framework is “Mathematics learning in early childhood requires children
mathematical problem solving, that is, using mathematics to use several specific mathematical reasoning processes,
to solve problems. The framework sets the direction also known as ‘big ideas,’ across domains. These big ideas
for and provides guidance in the teaching, learning, are overarching concepts that connect multiple concepts,
and assessment of mathematics at all levels, from procedures, or problems within or across domains or topics
primary to pre-university. It reflects also the 21st century and are a particularly important aspect of the process of
competencies.” (p. 14) forming connections” (Cross, Woods, & Schweingruber,
2009, p. 44).
“Singapore’s framework lays out a balanced set of
mathematics priorities centered on problem solving. It While some see gaining knowledge and applying knowledge
includes an emphasis on computation skills along with more separately, problem solving is a bridge between the two that
conceptual and strategic thinking”(Ginsberg et al., 2005, p. xi). enables students to build understanding while applying
skills and knowledge. “Students immersed in classroom
The effectiveness of such an approach is echoed by experiences that let them engage in learning mathematics
researchers and policy makers in the United States. The concepts through problem solving, making and using
National Research Council (2001) and National Council of abstractions, and developing and applying mathematical
Teachers of Mathematics (2014) call for multipronged models theories have greater opportunities for developing
for mathematics instruction that emphasize conceptual mathematical habits of mind” (Bryant, 2015, online).
understanding, problem solving, strategic competence,
procedural fluency and skill building, habits of mind, and Problematizing content fosters understanding. “Treating
metacognitive awareness. mathematics as problematic is the most powerful and
practical way to think about problem solving” (Hiebert et al.,
1996, p. 18).

HOW MATH IN FOCUS DELIVERS
Each time a new concept is introduced in Math in Focus, n Carefully sequenced sections allow students to reach
problem solving is central. Students are taught specific mastery—and build confidence—before moving on.
problem-solving strategies in a carefully sequenced manner of
n Routine and nonroutine problems require that students
concrete to pictorial to abstract.
solve each problem with a conscious awareness of how to
Each section in Math in Focus develops students’ problem- approach problem solving.
solving abilities by building their conceptual understandings,
n Guided Practice, Independent Practice, On Your Own,
skills, mathematical processes, attitudes toward math, and
Hands-On activities, Let’s Explore, Math Journal, and Put
self-awareness.
On Your Thinking Cap! incorporate all components of the
n Concepts are developed by following an articulated pentagon.
sequence of concrete to pictorial to abstract.
n Concepts and skills are reinforced through opportunities to

practice and apply.
Singapore Math® Framework
Beliefs Monitoring of
Interest one’s own thinking
Appreciation Self-regulation
Confidence of learning
Perseverance
M
et
e s ac
t ud og
ni
A tti t io
n
Numerical calculation Mathematical Reasoning, communication,

s
Problem and connections

esse
Algebraic manipulation
S kill
Solving
Spatial visualization Thinking skills and heuristics
P ro c
s
Data analysis Applications and modeling

Use of mathematical tools Concepts
Estimation
Numerical
Algebraic
Geometrical
Statistical
Probabilistic
Analytical

PROBLEM SOLVING
An effective mathematics curriculum incorporates rich Singapore Math® instructional content builds on the work
and rigorous problem-solving tasks that are essential for of Polya (1957) by teaching specific strategies for problem
developing mathematical understanding (David & Greene, solving, what Polya called heuristics. Many heuristics—such
2007; NCTM, 2014). as “look for a pattern,” “draw a picture,” “simplify the
problem,” and “work backwards”—are included in U.S. math
The Singapore Ministry of Education has long identified textbooks. But too often, U.S. texts teach these strategies
problem solving as the primary goal of mathematics: by “type.” That is, students learn to “look for a pattern”
and then are presented with problems that can be solved in
“Mathematical problem solving is central to mathematics
that way. In Singapore, students are instead given a variety
learning. It involves the acquisition and application
of nonroutine problems and encouraged to consider which
of mathematics concepts and skills in a wide range of
strategy will work best for a particular problem.
situations, including non-routine, open-ended and real-
world problems. Influenced by Polya and the belief that within mathematics
instruction an emphasis on problem solving and an emphasis
The development of mathematical problem solving ability
on understanding can have a mutually supportive relationship,
is dependent on five interrelated components, namely,
Schroeder and Lester (1989) advocated for teaching about,
Concepts, Skills, Processes, Attitudes and Metacognition.”
for, and through problem solving with understanding being
(CPPD, 2006, online)
the focus and goal. These researchers note that instruction
NCTM (2000) defines problem solving as “engaging in a task about problem solving entails a similar four phase process as
for which the solution method is not known in advance” (p. well as use of heuristics advanced by Polya (and referenced
52). Johnson, Herr, and Kysh (2004) define problem solving above)—and a great deal of explicit instruction and discussion
as “knowing what to do when you don’t know what to do” about how problems are solved. Instruction for problem
(p. 3). But perhaps the best definition comes from the math solving focuses largely on application—students are given
teacher who in the last century advanced problem solving numerous instances of math structures and concepts under
into the math curriculum, George Polya. Polya (1965) said, study followed by numerous opportunities to apply learning
“solving a problem means finding a way out of a difficulty, and to transfer what they learn from one problem context to
a way around an obstacle, attaining an aim which is not another. Finally, contrastingly, in instruction through problem
immediately attainable” (p. ix). solving, the problems are valued as both the purpose for
learning mathematics as well as the primary way of teaching
Singapore textbook writers have been familiar with Polya’s mathematics. According to Schroeder and Lester (1989),
work and include it in manuals designed for teachers (Huat & instruction that combines all three approaches—about, for,
Huat, 2006). In particular they cite the four-step model that and through problem solving—is most effective in helping
Polya (1965) recommended: understand the problem, students developing the means of generating their own
devise a plan, carry out the plan, and reflect on the deeper understandings of mathematics.
solution. While this same structure is in many U.S. textbooks
as well, it is the special attention that Singapore Math®
pays to steps one and four that may set it apart. In the first
step, students connect a problem to prior problems. In the
reflection stage students consider alternate solutions and
whether the method can be applied to other problems.

PROBLEM SOLVING (CONTINUED)
Within the Singapore Math® curriculum, there are 11 different Fong Ho Kheong, program consultant and author of Math in
heuristics or strategies that primary students are taught to apply Focus, has found that some students have difficulty transitioning
in solving problems, which Math in Focus program author Ng from the concrete model approach to the algebraic method
Wee Leng (2008) categorizes into the following: as they progress through grade levels, resulting in them falling
back on models learned in earlier schooling when encountering
n Representation: diagrams, lists, models unfamiliar problems in advanced math. To effectively bridge the
gap between primary and secondary mathematics, Fong (1993)
n Calculated guess: guess and check, suppositions/
advocates for a technique that combines features of both the
assumptions, look for patterns
model and algebraic methods of problem solving.
n Going through the problem: work backwards, act it out,
before and after
n Modification: restate the problem, simplify the problem,

solve part of the problem

Mathematical problem solving is central to mathematics learning. Drawing on research by Polya (1957, 1965, & 1971) and Schroder
and Lester (1989), Math in Focus has students learn for, about, and through problem solving in order to master concepts fully and
apply them to nonroutine, open-ended, and real-world problems.
Math in Focus weaves problem solving throughout each lesson. The problems grow in difficulty from one-step, to two-step, to
multistep, to nonroutine. Students are encouraged to discuss problems using unique approaches (Let’s Explore! and Put On
Your Thinking Cap!), but are taught a systematic, strategic process for tackling problems using bar models. This helps students
know where to start and to have a positive attitude about math problems in general as well as confidence in their own abilities to
succeed. Math in Focus fosters a growth mindset.
PUT ON YOUR THINKING CAP!
LET’S EXPLORE
1 Think of two numbers less than 50. Problem Solving with Heuristics
9 and 4 12 and 7 1 Mathematical Habit 4 Use mathematical models
Mr. Perez has a total of 19 geese, chickens, and ducks
on his farm.
He has 3 more chickens than geese.
He has 2 fewer ducks than geese.
How many ducks does he have?
2 Find the sum and difference of the pair of numbers. chickens
9 + 4 = 13 12 + 7 = 19 geese 19
9 – 4 = 5 12 – 7 = 5 sum
ducks
difference
? 2 3
3 Add the sum and difference of the pair of numbers.

Compare this with the greater number in the pair.
13 + 5 = 18 19 + 5 = 24
Compare 18 and 9. Compare 24 and 12.
© 2020 Marshall Cavendish Education Pte Ltd
4 Repeat 1 to 3 with two other pairs of numbers.

5 What pattern do you see? THE SINGAPORE MATH ® APPROACH | 13
200 Chapter 3
3 Subtraction Within 10,000
Chapter 3 402 Chapter 6 Using Bar Models: The Four Operations
CRITICAL THINKING
THROUGH MATHEMATICS
The ability to think critically is essential in our 21st-century taught more traditionally, researchers found that experimental
world; never before has the workplace demanded such group students outperformed control group students,
complex levels of thinking and problem solving. To keep pace showing significant improvement in their critical thinking skills
with a rapidly changing world and its known and unforeseen (Miri, David, & Uri, 2007).
issues, our students need to be prepared for a future in
Writing, such as in the form of journaling, is an effective
mathematics. Mathematics is one means toward the
means of building critical thinking in mathematics “Reflection
desired end of critical thinking; to think in mathematically
and communication are intertwined processes in mathematics
proficient ways is to think critically (Goldenberg et al.,
learning. . . . Writing in mathematics can also help students
2015).
consolidate their thinking because it requires them to
Rigorous tasks require a high level of cognitive demand, reflect on their work and clarify their thoughts about the
which is necessary in the development of reasoning ideas” (NCTM, 2000, p. 61). While they are writing, students
and problem solving. Mathematical learning is greatest in can put concepts and procedures in their own words and
classrooms where the tasks consistently encourage high-level reflect on learning that confuses them or makes sense to
student thinking and reasoning and least in classrooms where them. Students need opportunities to engage in academic
the tasks are routinely procedural (Boaler & Staples, 2008; discourse—and writing is an effective way. Journals can also
Stein & Lane, 1996). provide additional support of effective instructional practices
when students use them to go beyond note taking, to
Effective instructional programs build on children’s intuitive develop narrative statements and nonverbal representations
mathematical thinking and utilize current knowledge to help (Marzano, Pickering & Pollack, 2001).
children learn to solve problems, employ strategies, and
engage in complex thinking (Carpenter, Fennema, Franke, Numerous studies have emphasized the importance of
Levi, & Empson, 2015). Lacking calculation skills are not writing in the mathematics classroom. David Pugalee
incompatible with higher-level understandings. Indeed, (2005), who researches the relationship between language
there is a consensus among experts that in the course of and mathematics learning, asserts that writing supports
learning mathematics, all students, regardless of their mathematical reasoning and problem solving and helps
backgrounds or level of expertise, need opportunities students internalize the characteristics of effective
to participate in mathematical activities across a broad communication. He suggests that teachers read student
range of complexity. Mathematical proficiency requires that writing for evidence of logical conclusions, justification of
all students develop concepts and skills, become flexible with answers and processes, and the use of facts to explain their
mathematical ideas, and engage in higher-order or critical thinking. Bosse and Faulconer (2010) report that writing
thinking; rigorous content and expectations underpin such in the mathematics classroom results in deeper student
opportunities (Franke, Kazemi, & Battey, 2007; NCTM, 2014). learning. Importantly, writing appears to benefit all students,
with researchers finding benefits for low-achieving students
In a study comparing students exposed to teaching strategies (Baxter, Woodward, & Olson, 2005) and high-achieving
that promoted higher-order thinking with those who were students (Brandenburg, 2002).

HOW MATH IN FOCUS

DELIVERS Problem Solving with Heuristics
1 Mathematical Habit 2 Use mathematical reasoning
Math in Focus develops students’ abilities to think critically by T he factors of a number are 1, 2, 3, and 9. The number has 6 factors in all.
What is the number?
providing opportunities for students to carry out investigative
activities and discuss alternate solutions to open-ended routine
and nonroutine problems. Critical thinking questions are woven
throughout the program to promote productive struggle and
creative problem solving.
Each Math in Focus chapter concludes with Put On Your

Thinking Cap!, which challenges students to solve nonroutine
questions by applying heuristics and higher-order thinking.

These problems ask children to draw on deep prior knowledge
2 Mathematical Habit 1 Persevere in solving problems
MATH JOURNAL
as well as recently acquired concepts, combining problem- Name: Date:
The product of the page numbers on two facing pages in a storybook
is 210. The book has 30 pages. What are the two page numbers?
solving strategies with critical-thinking skills that include: Mathematical Habit 6 Use precise mathematical language
Look at the set of numbers.

Explain the steps you would take to order the numbers from least to greatest.
Explain how you know you are correct.
n Classifying
4,509 45 45,009 450
n Comparing

n Sequencing 208 Chapter 2 Multiplication and Division
n Analyzing parts and whole 05b(M)MIF2020G4A_SE_C2(L4-L7).indd 208 10/1/18 7:49 PM
n Identifying patterns and relationships
n Inductions (from specific to general)
n Deduction (from general to specific)
n Spatial visualization
The program’s Math Journal provides the objective of the

question and states the required math habit or strategy. It
invites students to record and reflect in their own words the
mathematical concepts learned. Chapter 1 Working with Whole Numbers 77
04(M)MIF2020G4A_SE_C1.indd 77 10/1/18 7:24 PM

CONCRETE–PICTORIAL–ABSTRACT
(CPA) APPROACH
The concrete–pictorial–abstract (CPA) approach is a key Other studies demonstrate the effectiveness of using
instructional strategy for the development of primary concrete materials and pictorial representations when
mathematics concepts in Singapore (Hui, Hoe, & Lee, teaching students with learning disabilities, dyslexia,
2017). The CPA framework has an established theoretical and other language difficulties; such research shows that
basis deriving from Bruner (1966), who proposed that the these approaches successfully help students with learning
learning sequence of a new mathematical concept follows disabilities master math concepts including algebra skills,
a progression that begins with an experience from concrete basic math facts, coin sums, fractions, multiplication, and
actions undertaken or with concrete objects (enactive) that place value (Miller & Hudson, 2007).
is then translated into perceptual images of the experience
Manipulatives can be a key element within a CPA approach.
formed (iconic), subsequently leading to the adoption of
“A systematic way to integrate the use of manipulative
the mathematical symbol. This theory was adapted into the
devices and pictorial representations into explicit instruction
concrete–representational–abstract (CRA) model and, in
designed to teach important concepts is through use of the
the form of the concrete–pictorial–abstract approach, has
concrete-representation-abstract (CRA) teaching sequence”
become an instructional heuristic advocated by the Singapore
(Miller & Hudson, 2007, p. 49). Here is one effective sequence:
Ministry of Education since the early 1980s (Leong, Ho, &
The teacher first illustrates the concept using manipulative
Cheng, 2015; Hui, Hoe, & Lee, 2017).
devices. Representational pictures or tallies are then
Empirical research has indicated both CRA and CPA are substituted for the manipulatives. Finally, instruction proceeds
effective ways for students to develop understanding of math to the abstract level of problem solving without objects or
concepts. “Indeed, the use of CRA approach to teaching representations. “When students connect manipulative
mathematics concepts, especially at the elementary level has models to their intuitive, informal understanding of
been proven to be effective” (Leong, Ho, & Cheng, 2015, concepts and to abstract symbols, when they learn to
p. 3). Salingay and Tan (2018) found positive effects on both translate between representations, and when they reflect
performance and retention for students that had utilized CPA on the constraints of the manipulatives that embody
when compared with the non-CPA group, leading researchers the principles of a mathematics system . . . they build
to recommend use of the CPA approach to enhance the Integrated-Concrete ideas” (Clements, 1999, pp. 55–56).
learning for students. While the concrete to pictorial to
abstract approach benefits all students, multiple studies have
shown it to be particularly effective with students who have
mathematics difficulties, mainly because it moves gradually
from actual objects through pictures and then to symbols
(Agrawal & Morin, 2016; Jordan, Miller, & Mercer, 1998;
Sousa, 2008).

Visual representation is a hallmark of Math in Focus. Powerful models are featured throughout
program levels to build and extend conceptual understanding.
Instruction consistently and progressively follows the sequence of moving students from
concrete to pictorial to abstract.

BAR MODELS
Visual models and representations help make abstract grades, students use them flexibly on more difficult, multistep
mathematical concepts more concrete to students as well problems. By grade 6, students are ready to solve complex
as aid in the internalization of procedures for problem problems and, with that solid foundation for both solving
solving, increased creativity, greater metacognition, and problems and representing symbolically, are prepared for
students’ more active participation in their own learning algebraic reasoning and the study of algebra. Hoven and
(NRC, 2001). Dr. Yeap Ban Har of Singapore’s National Garelick (2007) provide this additional background:
Institute of Education attests to the effectiveness: “The use
Bar modeling is a specific variant of the common Draw a
of ‘model method’ provides students with a means to handle
Picture mathematics problem solving strategy. Because
information, deal with complexity, and at the same time,
Singapore Math® uses this one variant consistently,
communicate their thinking through the use of visual models
students know what kind of picture to draw. That’s an
which they can manipulate” (2008, online).
advantage if the bar model is versatile enough to apply
One effective form of modeling in mathematics is bar to many complex problems—and it is. It is especially
modeling. Bar models are versatile and transferable tools that useful for problems that involve comparisons, part-whole
students can use to visualize a range of math concepts, such calculations, ratios, proportions, and rates of change. It
as fractions, ratios, percentages, and more, and both routine communicates graphically and instantly the information
and nonroutine problems. Drawing bar models while solving that the learner already knows, and it shows the student
word problems allows students to determine the knowns how to use that information to solve the problem. (p. 28)
and unknowns in a given situation. Bar models extend the
When learning with a model approach, students create
concrete–pictorial–abstract approach, especially the pictorial
diagrams to represent problems and concepts with bars.
phase, as they allow students to illustrate mathematical
Drawing these types of models helps students to visualize
information given in problems and prepare them to
strategies for problem solving and to make algebraic
understand more complex math on a conceptual level. This
concepts more concrete. Model drawing can
method is most effective when used frequently as standard
practice throughout the math curriculum.
n help students solve simple and complex word problems;
Bar modeling, sometimes called model drawing, is the most

n develop algebraic thinking;
famous and developed of the heuristics (strategies) taught in
Singapore. Hoven and Garelick (2007) attribute some of n help students visualize the part-whole structure of
the success of Singapore’s performance on international the problem;
math exams to the country’s emphasis on problem
solving using the bar model technique across grade-level n develop students’ operational sense; and
progressions of difficulty. Bar models are introduced in

n foster proportional reasoning.
Grade 2 with addition and subtraction problems. In later

understand, and extract information within a math expression or a word problem. Students
use bar models to explore and grasp the “why” and “how” of problem solving, helping
them consolidate the conceptual and computational skills required for mastery
Translating a word problem into a bar model helps students to visualize structure and
connections between quantities, and this develops the mathematical thinking that will
enable them to solve word problems with clearer understanding.
The bar model method is a simple modeling approach that is first introduced in Grade 2
(Chapter � Using Bar Models: Addition and Subtraction), and then used consistently
HOW MATH
through middle IN2 FOCUS
school’s Course DELIVERS
(Chapter � Proportion and Percent of Change).
Grade 2 Course 2
The original cost of a bicycle is $450. The selling price
Malia has 2� ribbons. of the bicycle at a retail store is $585. Find the percent
Andrea has 12 more ribbons than Malia. markup.
How many ribbons does Andrea have? 100% ?
2 12 cost price $�50
Malia selling price $585

Increase in price = $585 − $�50

Andrea = $135
?
Percent markup = $135 ∙ 100%
$�50
2� + 12 = 36
= 30%

Andrea has 36 ribbons. The percent markup is 30%.
Bar models are used to aid visualization, understanding, and the extraction of information within a math
expression or word problem, helping students to grasp the “why” and “how” of problem solving and
®
T20 Math in Focus
consolidate the conceptual and computational skills required for mastery. The bar model method is first
introduced in Grade 2 and then used through middle school’s Course 2.
01_(M)MIF2020_NonCCSSG1A_TE_FM.indd 20 11/20/18 10:42 AM

METACOGNITION AND
ATTITUDES OF LEARNING
According to the Curriculum Planning and Development with a metacognitive approach to learning include those that
Division (CPDD) of Singapore’s Ministry of Education (2012), focus on sense-making, self-assessment, and reflection on
metacognition, or “thinking about thinking,” refers to what worked and what needs improving. These practices have
the awareness of, and the ability to control one’s thinking been shown to increase the degree to which students transfer
processes, in particular the selection and use of problem- their learning to new settings and events” (p. 12).
solving strategies. It includes monitoring one’s own thinking
Studies have determined that there is a significant
and level of understanding, as well as self-regulating learning
correlation between metacognition and academic
(NRC, 2001). “(C)ognitive science studies of problem solving
achievement and that training in the use of metacognitive
have documented the importance of adaptive expertise and
skills increases achievement; researchers have also
of what is called metacognition: knowledge about one’s own
discovered relationships between metacognition and study
thinking and ability to monitor one’s own understanding and
habits and attitudes (Ozsoy, Memis, & Temur, 2009).
problem solving activity” (NRC, 2001, p. 118).
Within how children learn mathematics specifically,“[m]

Researchers have found that Asian countries, particularly
etacognition and adaptive reasoning both describe the
those in the Pacific Rim, have for decades based their
phenomenon of ongoing sense making, reflection, and
education systems and practices upon the idea that learning
explanation to oneself and others” (Donovan & Bransford,
is a process determined by effort, rather than fixed notions
2005, p. 218).
of ability—and such attitudes can be attributed to more
successful instructional outcomes in this part of the world
Students’ metacognition helps them to apply
(Boaler, 2013; Sahlberg, 2011; Stigler & Hiebert, 1999).
mathematical learning to new contexts: “By describing
their own processes, students can use their reflections to
The National Council of Teachers of Mathematics (2014) urges
develop flexible prototypes of experiences that can be
educators to elicit and use evidence of student thinking
drawn on in future problem solving” (Lesh & Zawojewski,
to evaluate progress toward mathematical understanding
and to adjust instruction continually in ways that support and 2007, p. 770).
extend learning.
A growth mindset within mathematics emphasizes
teaching and learning as processes that cultivate
A concept pioneered by psychologist Carol Dweck (2006;
mathematical abilities; stresses that success in school
2008), growth mindset is a belief that a person’s
is a reflection of effort, not aptitude; and discourages
intelligence, competence, and talents can be developed
messaging that some people are simply “bad at math,”
through dedicated efforts and hard work. “To ensure
instead promoting the belief that all students are capable
that all students have access to an equitable mathematics
of participating and achieving in mathematics. Within
program, educators need to identify, acknowledge, and
the United States, mindsets have contributed to persistent
discuss the mindsets and beliefs that they have about
negative perceptions within mathematics as society has
students’ abilities” (NCTM, 2014, p. 64).
traditionally rewarded math students who memorize well
The National Research Council’s How People Learn: Brain, and calculate fast, rather than others who possess equal
Mind, Experience, and School (Bransford, et al., 2000) cited potential but may be deeper, slower, and possibly more
the importance of educators fostering metacognition to creative in understanding (Boaler, 2011, 2016; Dweck, 2008;
allow students to take control of their own learning and NCTM, 2014).
monitor their own progress: “Teaching practices congruent

Promoting and supporting growth mindsets can make an become more positive. The more mathematical concepts
enormous positive impact on mathematics achievement: they understand, the more sensible mathematics becomes. . . .
setting and supporting rigorous expectations and a Similarly, when students see themselves as capable of learning
genuine belief that student effort and effective instruction mathematics and using it to solve problems, they become able
outweigh “smarts” and circumstances increase students’ to develop further their procedural fluency or their adaptive
opportunities to learn and motivates them to persevere reasoning abilities” (NRC, 2001, p 131). Writing during
through challenging tasks (Boaler, 2011, 2016; Dweck 2006, math instruction has also been found to give students
2008; NCTM, 2014). more confidence in their math abilities, create more positive
attitudes toward math, and help students understand complex
Productive perseverance is essential to the process of math concepts (Furner & Duffy, 2002; Taylor & McDonald,
learning mathematics with understanding. (Hiebert & 2007).
Grouws, 2007; NCTM, 2014; Warshauwer, 2015). When carefully
supported toward a resolution and given appropriate time to In mathematics, proficiency is linked to motivation and
figure something out that is not immediately apparent, students mindset. “In addition to the concepts and skills that underlie
can engage in efforts that advance their thinking and deepen mathematical proficiency, children who are successful in
their understanding, while also gaining additional practice. mathematics have a set of attitudes and beliefs that support
This complex process of perseverance with mathematical their learning. They see mathematics as a meaningful,
problems and ideas develops metacognition, curiosity, interesting, and worthwhile activity; believe that they are
stamina, and confidence (Goldenberg et al., 2015; Hiebert & capable of learning it; and are motivated to put in the effort
Grouws, 2007). Given opportunity to make mistakes and persist required to learn” (NRC, 2001, p. 171). For this reason,
through their challenging content, students have shown greater teaching students the strategies to be proficient in mathematics
understanding on posttest measures than their counterparts is essential. “Because it leads to better performance, strategy
(Kapur, 2010). Math teachers must create a classroom culture use raises self-efficacy and motivation. Use of strategies relates
that demonstrates how challenge is a natural part of the positively to achievement and self-efficacy” (Schunk, Pintrich, &
learning process (Star, 2005). Meece, 2008, p. 310).
Additionally, problem solving encourages students to see that Gaining a strong conceptual foundation in mathematics
their actions can lead to intellectual growth, and this “focus on develops students’ positive attitudes about the subject area
the potential of students to develop their intellectual capacity and their confidence in their academic futures more broadly.
provides a host of motivational benefits” (Black, Trzesniewski, Indeed, according to the National Research Council (2001):
& Dweck, 2007, p. 260). “As students build strategic “Students’ disposition toward mathematics is a major factor
competence in solving nonroutine problems, their attitudes in determining their educational success” (p. 131).
and beliefs about themselves as mathematics learners

Metacognitive awareness can be effectively developed through:
n exposure to general problem solving skills, thinking skills, and heuristics, and how these skills can be applied to
solve problems;
n modeling of strategies and methods for solving problems, as through think-alouds;
n problems that require planning (before solving) and evaluation (after solving);
n encouragement to seek alternative ways of solving problems;
n requiring students to check the appropriateness and reasonableness of answers; and
n allowing students to discuss how to solve a particular problem and to explain the different methods for solving
the problem.

MATH JOURNAL
Name: Date:
Mathematical Habit 3 Construct viable arguments Problem Solving with Heuristics

Luna and David were each given a problem to solve. 1 Mathematical Habit 8 Look for patterns
a One of the masses in the pattern below is wrong. Can you find the
1 Luna: 1 ÷ 3 2 David: 1 × 4
9 9 11 correct mass?
They obtained answers to the problems as follows:
1 Luna: 1 ÷ 3 = 1 2 David: 1 × 4 = 5 7,000 g
5
kg
1
of 38 kg 31 kg
1
1 4 of 37,600 g
9 3 9 11 20 6 2
However, their answers are incorrect. Give explanations as to how they
could have possibly arrived at these incorrect answers. Write the correct
b Look at the pattern below and fill in the blank.
way to solve each problem.
1 1 1 4 5 1 1
÷3= × = 2,000 g of 18 kg 18,000 g kg of 486 kg
9 3 9 11 20 3 3
9 3=3 1 4 =5
1
Luna found the answer 3 by 9 11 = 20
5 2 Mathematical Habit 2 Use mathematical reasoning
David found the answer by Use some of the fractions or whole numbers below to complete the
. 20
.
equation.
The correct way to solve the
problem should have been: 3 7
The correct way to solve the problem , 120, , 105
1 1 1 should have been: 8 8
÷3=
9 9
× × =
1 4
× =
9 11
×
Math in Focus
=
embeds communication and reflection Metacognition is foundational to the Math in Focus
=
opportunities throughout the program so that students program. The concrete to pictorial to abstract sequence
are able to discuss their thinking and consider on the math provides the structure necessary for students to grasp the
they are practicing. The Math Journal is one of the ways “how and why” of mathematical concepts. Discussion is
that students are able to reflect on their own learning. encouraged through Hands-On activities and investigation
and reasoning skills are enhanced through the Let’s Explore!
and Put On Your Thinking Cap! activities.
Chapter 3 Multiplying and Dividing Fractions and Mixed Numbers 269 270 Chapter 3 Multiplying and Dividing Fractions and Mixed Numbers
06(M)MIF2020G5A_SE_C3 eFile 2.indd 269 16/10/18 4:54 pm 06(M)MIF2020G5A_SE_C3 eFile 2.indd 270 16/10/18 4:54 pm

Each new chapter in Math in Focus features activities to help students recall prior knowledge necessary for building new
concepts and skills. Common Error alerts for identifying and correcting common misconceptions and Best Practice tips for
effective instruction and classroom management are also provided so that the teacher can focus on giving support necessary
for students to succeed with new content and gain confidence. The multi-models used to present the new concepts
motivate students to complete the two-step and multistep problems they encounter in the Hands-On activity and the Let’s
Explore! investigative activities.
RECALL PRIOR KNOWLEDGE
Multiplying using models Hands-on Activity Using benchmark fractions to compare fractions
Multiply 32 by 4. Work in pairs.
32 32 × 4 1 Label all the fractions on each number line. Circle the fractions 3 and 7 .
8 10
= (30 × 4) + (2 × 4)
4 = 120 + 8
0 1 1
= 128 2
30 2
Find 617 × 2. 0 1
617 617 × 2
= (600 × 2) + (10 × 2) + (7 × 2)
2 0 1
= 1,200 + 20 + 14
600 10 7 = 1,234
Quick Check 2 Mathematical Habit 2 Use mathematical reasoning

Use the area model to find each product. Show your work. E xplain how you would use the benchmark 1 to compare 3 and 7 .
2 8 10
17 73 × 5 =
73
18 408 × 7 = 3 Write < or > to make each statement true.

408
Additionally, the Learning Continuum feature provides exemplar
3 1
LET’S EXPLORE
problems to demonstrate
8 2prerequisite skills taught, the concepts
7 1
Work in pairs. and skills students will
10 learn
2 in the upcoming chapter, and what
they will learn next. Teachers

So, 3 7 can also revisit learning objectives of
.
15 13 1 12 16 8 10
prior knowledge relevant to the chapter.
92 Chapter 2 Multiplication and Division 2 Comparing and Ordering Fractions 245

1 T hink of any two numbers to make
each number above.
05a(M)MIF2020G4A_SE_C2(L1-L3).indd 92 How many ways can you do it? 10/1/18 7:33 PM 06a(M)MIF2020G4A_SE_C3(L1-L6).indd 245 10/1/18 7:55 PM
Use to help you.

5 6 7 8 9 13 15
2 U
se the numbers above to make
fact families.
You can use each number more than once.
H
ow many fact families can you make?
326 Chapter 5 Addition and Subtraction Within 20

DEVELOPING
CONCEPTUAL
UNDERSTANDING
24 | DEVELOPING CONCEPTUAL UNDERSTANDING

“[L]earning is said to have occurred when students develop an understanding of the relationships between and
among concepts and between concepts and procedures” (Stein, Remillard, & Smith, 2007, p. 331). This statement
is especially true within mathematics education, where conceptual understanding is one’s “integrated and functional
grasp of mathematical ideas. Students with conceptual understanding know more than isolated facts and methods.
They understand why a mathematical idea is important and the kinds of contexts in which it is useful. They have
organized their knowledge into a coherent whole, which enables them to learn new ideas by connecting those ideas
to what they already know” (NRC, 2001, p. 118).
DEVELOPING CONCEPTUAL UNDERSTANDING
Visualization/Representation ............................................................................................................ 26
Variation: Mathematical and Perceptual............................................................................................ 28
Using Routine and Nonroutine Problems..........................................................................................30
Teaching Concepts and Skills: Building Mathematical Understanding............................................ 32
Teaching Procedural Fluency: The Role of Language....................................................................... 34
DEVELOPING CONCEPTUAL UNDERSTANDING | 25

VISUALIZATION/REPRESENTATION
“Representing is central to mathematics” (Cross, Woods, & processes—and communicate mathematically (Stylianou &
Schweingruber, 2009, p. 42). It is a widely held understanding Silver, 2004).
that mathematical models and representations help to make
Visualization is important within and to the concrete–
mathematical concepts more concrete (Bobis & Way, 2018;
pictorial–abstract approach as students learn and understand
NCTM, 2000, 2014; Stylianou, 2011). “Because of the abstract
mathematical concepts as a progression from objects to
nature of mathematics, people have access to mathematical
pictures to symbols (Leong, Ho, & Cheng, 2015; Salingay & Tan,
ideas only through the representations of those ideas” (NRC,
2018; Agrawal & Morin, 2016; Jordan, Miller & Mercer, 1998).
2001, p. 94).
Visualization and representation may also foster mathematical
The National Council of Teachers of Mathematics (2000) intuition, which according to Jerome Bruner, a leading cognitive
recommends that K–12 instructional programs enable all theorist and educational psychologist of the 20th century, is
students to “the class of non-rigorous ways by which mathematicians speed
toward solutions” (1979, p. 99), which precedes analytical
n create and use representations to organize, record, and language of mathematics or the translation of intuitive ideas
communicate mathematical ideas; into mathematics.
n select, apply, and translate among mathematical These representations enable teachers to explain
representations to solve problems; and and learners to understand situations quantitatively
or geometrically. Representations bolster intuition and
n use representations to model and interpret physical, social,
understanding (Blatto-Vallee, Kelly, Gaustad, Porter, & Fonzi,
and mathematical phenomena.
2007) and can help students to communicate, reason, problem
“Representations should be treated as essential elements solve, connect, and learn (Hill, Sharma, Obyrne, & Airey,
in supporting students’ understanding of mathematical 2014). Representations “help to portray, clarify, or extend a
concepts and relationships; in communicating mathematical mathematical idea by focusing on its essential features” (NCTM,
approaches, arguments, and understandings to one’s self 2000, p. 206). Researchers have concluded that visualization is
and to others; in recognizing connections among related a powerful problem-solving tool and can be helpful in all kinds
mathematical concepts; and in applying mathematics to of mathematical problems, not only geometric problems (Van
realistic problem situations through modeling” (NCTM, Garderen, 2006).
2000, p. 67).
Manipulatives are visual representations as well; the term is
At every level, teachers and learners of mathematics use used to refer to those concrete materials— such as blocks,
pictures or diagrams to represent situations. In mathematics, cubes, base-ten blocks, place value cards, fraction strips, and so
representations are not only written numbers or equations but on—that teachers employ to develop students’ mathematical
also include images, simple drawings, graphs, and other ways understandings and skills. In addition to being manipulable
to see and think about mathematical ideas. Math drawings and grounded in the concrete world, manipulatives also
are tools for modeling, sense making, reasoning, explaining, provide teachers and students with a visual point from
structuring, and generalizing. “[I]magery based processes play which to have conversations about mathematical topics,
an important role in all levels of mathematical problem solving” concepts, and situations (Thompson & Lambdin, 1994).
(Campbell, Collis, & Watson, 1996, p. 177). When students Research suggests that manipulatives can be effective in
sketch or organize their mathematical thinking, they are able increasing students’ mathematical knowledge (Clements &
to explore their understanding of concepts, procedures, and McMillen, 1996; Clements & Sarama, 2007b), particularly when

VISUALIZATION/REPRESENTATION (CONTINUED)
care is taken in how students interact with the manipulatives. “For students to understand such mathematical formalisms, we
While manipulatives can be a primary vehicle for constructing must help them connect these formalisms with other forms of
knowledge, students will not automatically draw the same knowledge, including everyday experience, concrete examples,
conclusions that their teachers draw; they must be helped to and visual representations. Such connections form a conceptual
see the connections among the object, symbol, language, and framework that holds mathematical knowledge together and
concept (Ball, 1992a, 1992b). facilitates its retrieval and application” (Donovan & Bransford,
2005, p. 364).
Young students and students having difficulty grasping abstract
mathematical concepts benefit from visual representations of Visualization and representation are central to mathematics in
mathematical ideas, including physical objects or actions they Singapore Math®. “[T]he Singapore [math approach] illustrations
perform as they are trying to solve problems (NRC, 2001). demonstrate how to graphically decompose, represent, and
Including visuals in the classroom can be particularly supportive solve complicated multi-step problems” (Ginsburg et al., 2005,
of English learners and at-risk students (Fuson, Atler, Roedel, & p. XII). “It was found that the Singapore textbook included
Zaccariello, 2009; Fuson, Smith, & Lo Cicero, 1997). The efficacy features that can help pupils acquire strong foundations in
of representative approaches to mathematics instruction extends mathematics as well as develop good habits of mind. . . .
beyond the elementary level with which it is typically associated. The strong foundation is achieved through extensive use of
Using visual representations has been shown to improve pictorial representations, especially in the early part of the
student performance in general mathematics, pre-algebra, development of a skill or concept” (Har, 2005, online).
word problems, and operations (Gersten et al., 2009).

n Visual representation is a hallmark of Math in Focus. n The use of place value charts builds understanding of the
Powerful models are featured throughout program levels to meaning of digits in base-ten number representations and
build and extend conceptual understanding. how these representations are used in the four operations,
supporting a conceptual grasp of standard algorithms.
n The use of ten frames builds understanding of counting,
adding, and subtracting numbers in relation to the key value n The use of fraction models builds understanding of fractions
of 10. as parts of a whole, how to compare these parts, and how
they interact under addition, subtraction, multiplication, and
n The use of number bonds builds understanding of number division.
relationships and supports a flexible, robust knowledge of
number facts. n Math in Focus also includes manipulative kits and virtual
manipulatives.
n The use of number lines builds understanding of whole
numbers, fractions, and decimals, both in the relationships
between representations and in how quantities compare to
each other.

VARIATION: MATHEMATICAL
AND PERCEPTUAL
The use of problem variations within concept formation Variation in mathematics pedagogy has been examined
can help students discern what the essential features empirically in recent decades. Results show much promise
of mathematical concepts are—and what they are not. for expanding variation more broadly via appropriate
Variation can also provide effective scaffolding for implementation (Gu et al., 2017). Teaching through variation
problem solving (Cai & Nie, 2007). In this process, ‘‘students’ tasks has been demonstrated as an effective way to
experience in solving problems is manifested by the richness promote meaningful, active math learning within large-
of varying problems and the variety of transferring strategies’’ size classes (Gu et al., 2004).
(Gu, Huang, & Marton, 2004, p. 322).
In teaching with variation, a series of related problems are
The theory behind variation pedagogy is based on the presented to help students understand a concept, master a
presumptions that because “learning is about developing problem-solving method, or make a generalization. When
new ways of seeing or experiencing the object of learning, it learning mathematical concepts, students are provided a
is necessary to experience certain patterns of variation and series of problems in which essential features of mathematical
invariance in order to discern critical features of the object concepts are kept unchanged, but the nonessential features
of learning. Teaching then means to construct appropriate of mathematical concepts are changed (Cai & Nie, 2007).
spaces of variation” (Huang & Li, 2017, p. 3).
According to Gu et al. (2017), there are two main forms of
Teaching and learning through variation has been practiced variation in mathematics instruction. Conceptual variation
in China for centuries, and the exam-driven education consists of designing variation problems based on essential
system as well as traditional cultural values and ancient features of a concept and comparing and contrasting concept
mathematical ideas within China have reinforced its wide and nonconcept images to help students clarify connotations
use (Gu, Huang, & Gu, 2017). In the mid-20th century, Zoltan and extensions of a concept; when this process includes, as a
Dienes advanced the pedagogy through his work designing geometric example, reconfiguring the structure of a complex
approaches to aid children’s understanding of higher-order figure and forming a figure through transformation of basic
mathematical concepts and prescribing that teachers provide figures, cognitive load is reduced and deeper understanding
multiple representations of a concept, rather than repeating is promoted. The other form, procedural variation, refers
the same experience multiple times. Dienes postulated to creating variation problems or situations for students to
two theories: the perceptual variability principle that explore in order to find solutions to problems or develop
claims conceptual learning is maximized when children are connections among different concepts step by step or from
exposed to a concept through a variety of physical contexts multiple approaches.
or embodiments using a variety of materials to promote
abstraction; and the mathematical variability principle,
which suggest that children must experience numerous
variations of complicating factors linked to the structure of
a concept in order to single out the general mathematical
concept constant to all manipulations. Dienes viewed these
principles as complementary and the application of both
essential to the process of learning a math concept involving
both abstraction and generalization (Dienes, 1971, 1973;
Gningue, 2006).

Drawing on research indicating that understanding deepens when students are made to look at mathematical concepts from
different perspectives and within new contexts or situations, Math in Focus utilizes variation principles to help students encounter
a concept in its multiple facets to support mastery. The program presents concepts with such variation to challenge students to
adapt their mathematical skills flexibly.
LEARN Add sets of objects

ENGAGE LEARN ivide by a 1-digit number with
D
Show how you find the number of eighths in 3 using manipulatives or a picture. Now, find the
1 Lilian has 9 pins.
4
Jayla gives her 8 more pins. regrouping with remainder
number of thirds in 5 . Draw a picture to explain your thinking.
6
How many pins does Lilian have now? 1 Find the quotient and remainder when 404 is divided by 3.
LEARN Divide a proper fraction by a unit fraction
404 ÷ 3 = ?
1 Vijay had 2 of a pizza. He cut it into equal slices. Each slice was 1 of the whole pizza. STEP 1 Understand the problem.
3 6
How many equal slices did Vijay cut? 100 1
1 How many pins does Lilian have? 100 1
6
How many pins does Jayla give her? 100 1
What do I need to find? 100 1

1
6 How many sixths are in 2 ?
3

1
6
1
6
STEP 2 Think of a plan.
First, I can use to show the problem. 100 1
100
Step 1 1
2 ÷ 1 = 4 Divide the 3 4 0 4

3 6 Then, I can draw a bar model to show the 100 1
hundreds by 3.
100 3
Vijay cut the pizza into 4 equal pieces.
parts and the whole. 100 1
4 hundreds ÷ 3 1
1
100 100
= 1 hundred in
2 How many quarters are in 5 ?
8
STEP 3 Carry out the plan. each group with a
remainder of 1 hundred
5
8 100 10 10 1
100
Regroup the 1
10 10 1
1 hundred. 3 4 0 4
10 10 1
100
1 hundred = 10 tens 3
1 1 1
4 4 8
1
1 0
10 10
1
of 1
100
2 4
10 10
5 ÷ 1 = 5 × 41
8 4 28

Dividing by 1 is the same 8 Step 2
= 2 1 4 10 10 1
1 3
2 as multiplying by 4.
100 10 10 10

10 10 1 Divide the tens 3 4 0 4
10 10 1
100 10 10 10 by 3. 3
10 tens ÷ 3 1 0
9 10 10 1
9
100 10 10 10
= 3 tens in each
10
10 group with a 1
remainder of 1 ten
?
9 + 8 = 17
1 Dividing Fractions 93 3 Dividing by a 1-Digit Number 139
Lilian has 17 pins now.
06(M)MIF2020C1A_SE_C3.indd 93 4/10/18 11:22 AM 204 Chapter Using Bar Models: Addition and Subtraction
20 05a(M)MIF2020G4A_SE_C2(L1-L3).indd 139 10/1/18 7:34 PM
07(M)MIF2020G2A_SE_C4.indd 204 4/10/18 11:54 am

USING ROUTINE AND
NONROUTINE PROBLEMS
Routine problems entail the application of a specific 2015). Teachers who guide students through such productive
computation, while nonroutine problems are complex, lack perseverance are supporting the development of student
immediately apparent solutions, and require some degree of learning and understanding. When carefully supported toward
creativity or originality to solve. Nonroutine problems typically a resolution and given appropriate time to make sense of
demand the use of strategies, or heuristics, and often have mathematics, to figure something out that is not immediately
multiple solutions. Polya (1971) described problems that don’t apparent, students can engage in efforts that advance their
lend themselves to mechanical application of straightforward thinking and play an important role in deepening their
algorithms, now called nonroutine problems, as the problems understanding. Such a process provides students with the
in which you have to figure out how to proceed, as well as to opportunity to practice and engage (Goldenberg et. al.,
calculate successfully. 2015).
It is important to affirm the value of problem-based learning Singapore mathematics curriculum and textbooks teach
by requiring students to work through extensive problem sets specific strategies for problem solving via what Polya (1971)
that include routine and nonroutine applications in a wide called heuristics. As part of effective mathematics instruction,
variety of real-world contexts (NRC, 2001). It is also important teachers should present nonroutine and open-ended
that problem-solving activities foster flexibility. “Flexibility problems in such ways that will develop students in the use of
develops through the broadening of knowledge required thinking skills and heuristics (Ho, Teong, & Hedberg, 2004).
for solving nonroutine problems rather than just routine
“The development of strategies for solving nonroutine
problems. . . . (N)onroutine problems are problems for which
problems depends on understanding the quantities involved
the learner does not immediately know a usable solution
in the problems and their relationships as well as on fluency in
method. Nonroutine problems require productive thinking
solving routine problems. Similarly, developing competence
because the learner needs to invent a way to understand and
in solving nonroutine problems provides a context and
solve the problem” (NRC, 2001, p. 126).
motivation for learning to solve routine problems and for
Research has demonstrated that struggling to make sense of understanding concepts such as given, unknown, condition,
mathematics is a necessary process in learning mathematics and solution” (NRC, 2001, p. 127).
with understanding (Hiebert & Grouws, 2007; Warshauwer,

Math in Focus is based on the belief that applying concepts and skills builds real-world problem solvers and, to accomplish this,
the program embeds problem solving throughout each section.
Word problems grow in complexity from one-step to two-step to multistep, which enhances the students’ ability to think critically in
a systematic process. Students learn to use model drawing strategies to represent problems, which provides students with the skills
and strategies necessary to approach both routine and nonroutine problems.
Solve real-world problems involving ratios

Name: Date:
3
Volume of apple juice : Volume of orange juice = 4 : 3
Real-World Problems: Ratios Total volume of fruit punch = 4 + 3
Learning Objective: = 7 units
• Solve real-world problems involving ratios.
7 units = 630
1 unit = 630 ÷ 7
= 90
?
THINK 4 units = 90 × 4
The ratio of the ages of Layla to Bruno is 3 : 7. After some years, Bruno is twice as old as Layla. = 360
How old was Bruno 5 years ago?
Isabella uses 360 milliliters of apple juice.
ENGAGE STEP 4 Check the answer.

Isaac makes green paint by mixing blue paint and yellow paint in the ratio 3 : 2. The total volume I can work backwards to check my answer.
of green paint is 10 fluid ounces. Draw a bar model to show the given ratio and the total volume of
green paint. Compare your bar model to your partner’s. Now, how do you find the volume of blue
paint? Explain your thinking. 3 units = 90 × 3
= 270
Isabella uses 270 milliliters of orange juice.
LEARN Solve real-world problems involving ratios
Volume of apple juice : Volume of orange juice
1 I sabella prepares a fruit punch using apple juice and orange juice in the ratio 4 : 3. = 360 mL : 270 mL
The total volume of the fruit punch is 630 milliliters. What is the volume of apple juice = 360 : 270
Isabella uses? = 4 : 3
My answer is correct.
STEP 1 Understand the problem.
What is the ratio of the volume of apple juice to TRY Practice solving real-world problems involving ratios
the volume of the orange juice? What is the total
Solve.
volume of the fruit punch? What do I need to find?
1 A box contains a total of 1,380 baseball and football cards. The number of baseball cards to
the number of football cards is in the ratio 5 : 1. How many baseball cards are there?
? Total number of units

STEP 2 T hink of a plan. = +
baseball cards
I can draw a model.
=
football cards
units = 1,380

STEP 3 Carry out the plan.
1 unit = ÷
?
=
apple juice
units = ×
630 mL
orange juice =
There are baseball cards.
3 Real-World Problems: Ratios 201 202 Chapter 4 Ratio
07(M)MIF2020C1A_SE_C4.indd 201 4/10/18 11:28 AM 07(M)MIF2020C1A_SE_C4.indd 202 4/10/18 11:28 AM
Challenging, nonroutine questions are presented in the Put On Your Thinking Cap! problems. To solve these problems, students
must draw on both prior knowledge and recently acquired skills and concepts as well as think critically about how to best combine
problem-solving strategies.
Problem Solving with Heuristics

1 Mathematical Habit 1 Persevere in solving problems
I am smaller than 8 and have only 1 decimal place. I am 8 when
rounded to the nearest whole number. The digit in my tenths place is
odd. The digit in my ones place is 2 less than the digit in my tenths place.
What number am I?
2 Mathematical Habit 7 Make use of structure

L ook at the hundred square grid. How many more parts must you shade
to represent 0.6?

ucation Pte Ltd

TEACHING CONCEPTS AND
SKILLS: BUILDING MATHEMATICAL
UNDERSTANDING
Conceptual understanding in mathematics provides students In their study of mathematics learning in early childhood,
with an integrated and functional grasp of mathematical ideas Cross and colleagues (2009) concluded that to effectively
that transcends beyond knowing isolated facts and methods; foster students’ conceptual understanding, teachers must
rather, students with conceptual understanding recognize include four key elements or opportunities within their
why a mathematical idea is important and purposefully teaching and learning activities: analyzing and reasoning;
access and apply knowledge into appropriate and useful creating; integrating; and making real-world connections.
contexts (Cross et al.,, 2009; NRC, 2001). Discussions of cognitively challenging mathematical topics
and ideas are also a primary mechanism for promoting
“Learning the ‘basics’ is important; however, students who conceptual understanding (Michaels, O’Connor, & Resnick,
memorize facts or procedures without understanding often 2008).
are not sure when or how to use what they know. In contrast,
conceptual understanding enables students to deal with Problem-based instruction facilitates conceptual
novel problems and settings. They can solve problems that development. “Developing mathematical understanding
they have not encountered before” (NCTM, 2000, online). requires that students have the opportunity to present
problem solutions, make conjectures, talk about a variety
The National Council of Teachers of Mathematics (2014) of mathematical representations, explain their solution
stresses that conceptual understanding underpins processes, prove why solutions work, and make explicit
mathematical learning: “Effective teaching of mathematics generalizations” (Franke et al., 2007, p. 230).
builds fluency with procedures on a foundation of conceptual
understanding so that students, over time, become skillful Metacognitive awareness is essential to concept
in using procedures flexibly as they solve contextual and development. Booth, Lange, Koedinger, and Newton (2013)
mathematical problems” (p. 42). found that explaining worked examples—both correct and
incorrect—during practice fostered deeper conceptual
Research findings indicate effective instructional approaches understanding. Also, students must have opportunities
to foster conceptual understanding in mathematics. As to apply what they learn. “Knowledge that is taught in
NCTM (2014) stresses, it is essential that conceptual only a single context is less likely to support flexible transfer
understanding and procedural fluency be developed than knowledge that is taught in multiple contexts. With
in tandem. In a review of research, Hiebert and Grouws multiple contexts, students are more likely to abstract the
(2007) determined that “instruction emphasizing conceptual relevant features of concepts and develop a more flexible
development facilitated skill learning as well as conceptual representation of knowledge” (Bransford et al., 2000, p. 78).
understanding” (p. 387).

2 Write each missing number in the number pattern.
10
HOW MATH IN FOCUS DELIVERS 9
8
6
Math in Focus provides opportunities in each chapter for students to develop deeper understanding through exploration, discussion,
5
Math Sharing, Put On Your Thinking Cap!, and Math
and reflection. Participation in the Hands-On activities, Games, Let’s Explore!,
Journal all encourage concept and skill development as well as present extensive practice with problem solving and reasoning.

LET’S EXPLORE
Make a number train with more than five .
GAME
EM
ADD PT!H
How many are there in your train?
Can you do it in a different way?
The answer
U
is 6.
2 Make a number train with fewer than five .
How many are there in your train?
Can you do it in a different way?
Correct!
Pick a number from 2 to 10.

3
What you need: Use to show your number on a .

Players: 2 Show your number in different ways
Materials: Addition cards on the .
What to do:
Example:
Place the cards face down on the table.
1 Player 1 turns over a card. 5 or
2 Player 2 adds the numbers on the card.
3 Player 1 then checks the answer.
A correct answer receives one point.
Trade places. 32 Chapter 1 Numbers to 10
Repeat 1 to 3 .
Who is the winner?

The player with more points after five rounds wins.
06a(M)MIF2020G1A_SE_C2 P47.indd 62 9/27/18 4:37 PM
Multipage and multiday sections provide the support and time needed to allow students to gain a deep understanding of concepts
through multiple approaches. Each chapter in Math in Focus uses multiple approaches to introduce and build on new concepts. For
example, in kindergarten students may use cubes to count and compare in the Learn activity, and then use cutouts in the Hands-On
activity to further develop the count and compare concept.
Chapter Planning Guide
1 1 2 2
Chapter Opener,
Chapter Opener, Numbers to 10,000,000
Numbers to 10,000,000 M
ultiplying by Tens, Hundreds, Thousands,
Multiplying by Tens, Hundreds, Thousands,
Total pacing:
Recall Prior Knowledge
Recall Prior Knowledge and Powers of Tens
and Powers of Tens
17days

Pages 1 – 10 Pages 1 – 10 Pages 11 – 18 Pages 11 – 18 Pages 19 – 32 Pages 19 – 32
Pacing: 1 day Pacing: 1 day Pacing: 2 days
Pacing: 2 days Pacing: 3 days
Pacing: 3 days
Pacing Pacing
DAY 1 of 17 DAY 1 of 17 DAYS 2 – 3 of 17 DAYS 2 – 3 of 17 DAY 4 of 17 DAY 4 of 17 DAY 5 of 17 DAY 5 of 17 DAY 6 of 17 DAY 6 of 17
Learning Learning
When do we use 7-digit
When numbers
do we usein real-world
7-digit numbers
situations?
• Read and write numbers to 10,000,000 in expanded form,
in real-world situations?
• Read and write numbers to 10,000,000 in expanded form,
• Use patterns to multiply numbers by 10, 100
• Use multiples or powers of 10 to multiply.
• Use multiples or powers of 10 to multiply.
standard form, and word form.
standard form, and word form. or 1,000. or 1,000. or 1,000. or 1,000.
Objectives Objectives
Why are the four operations
Why are the
of whole
four operations
numbers important
of whole numbers
in important in
everyday life? everyday life?
• Review related concepts from previous chapters or grades.
• Review related concepts from previous chapters or grades.
New New
Vocabulary Vocabulary
Materials Materials
• 1 copy of Place-Value Chart
(TR01) per student (TR01) per student • 1 set of place-value chips per student
• 1 set of place-value chips per student • 1 set of place-value chips per student
• 1 set of place-value chips per student
• 1 copy of Grid Paper
• 1 copy of Grid Paper
(TR02) per student (TR02) per student • 1 copy of Place-Value Chart
(TR01) per student (TR01) per student • 1 set of place-value strips per student
• 1 set of place-value strips per student
(TR01) per student (TR01) per student
Lesson Lesson
Student Edition 5A, pp. 1 – 10
Student Edition 5A, pp. 1 – 10 Student Edition 5A,Student Edition 5A,
pp. 11 – 18 pp. 11 – 18 Student Edition 5A,Student Edition 5A,
pp. 19 – 21 pp. 19 – 21 Student Edition 5A, pp. 22 – 26
Student Edition 5A, pp. 22 – 26 Student Edition 5A, pp. 27 – 32
Student Edition 5A, pp. 27 – 32
Resources Resources Extra Practice and Homework 5A, Activity 1
Extra Practice and Homework 5A, Activity 1 Extra Practice and Homework 5A, Activity 2
Extra Practice and Homework 5A, Activity 2

Reteach 5, Activity 2
Reteach 5, Activity 1 Reteach 5, Activity 1 Reteach 5, Activity 2
Reteach 5, Activity 2 Reteach 5, Activity 2
Enrichment 5, Activity 2
Enrichment 5, Activity 1 Enrichment 5, Activity 2
Enrichment 5, Activity 2 Enrichment 5, Activity 2
Mathematical
Mathematical
• Persevere in solving problems
• Persevere in solving problems • Construct viable arguments
• Construct viable arguments • Look for patterns• Look for patterns • Look for patterns• Look for patterns • Make use of structure
• Make use of structure
• Use mathematical reasoning
• Use mathematical reasoning • Look for patterns• Look for patterns
Habits Habits
Fact Fluency Fact Fluency

Fact Builder, p. 1 Fact Builder, p. 1 Fact Strategy Practice,
Fact
p. Strategy
2 Practice, p. 2 Fact Strategy Practice,
Fact
p. Strategy
3 Practice, p. 3 Fact Builder, p. 4 Fact Builder, p. 4 Fact Strategy Practice,
Fact
p. Strategy
5 Practice, p. 5
Fact Builder, p. 2 Fact Builder, p. 2
1F Chapter 1 Whole Numbers and the Four Operations Chapter Planning Guide 1G
04(M)MIF2020NonCCG5A_TE_01_OV&LC&CPG.indd 6 16/11/18 2:36 pm 04(M)MIF2020NonCCG5A_TE_01_OV&LC&CPG.indd 7 16/11/18 2:36 pm

TEACHING PROCEDURAL FLUENCY:
THE ROLE OF LANGUAGE
The National Research Council (2001) identifies procedural A long-established body of research has affirmed the
fluency as one of the five strands of mathematical proficiency importance of communication in the mathematics
and defines it as skill in carrying out procedures flexibly, classroom. For example, Lovitt and Curtiss (1968) found that
accurately, efficiently, and appropriately. The National encouraging a student to verbalize problems before giving
Council of Teachers of Mathematics (2014) emphasizes a written response increased the rate of correct answers.
the importance of procedural fluency within mathematics Communicating about math improves learning; “encouraging
learning as well as its recursive connection with conceptual students to verbalize their current understandings and
understanding, urging that, for students to achieve providing feedback to the student increases learning”
understanding, instruction must recognize and support (Gersten & Chard, 2001, online).
the relationship. Effective mathematics instruction cannot
When students write about and discuss math concepts,
have one without the other as “procedural knowledge and
they have the chance to think through, defend, and support
conceptual understandings must be closely linked” (NRC,
their ideas. A review of studies found that the process of
2005, p. 232).
encouraging students to verbalize their thinking—by talking,
According to NCTM (2014), students need procedures writing, or drawing the steps used in solving a problem—is
that they can use with understanding on a wide range of consistently effective (Gersten et al., 2007).
problems. The concrete–pictorial–abstract approach is
Supporting English learners (ELs) in developing the language
effective for learning mathematical concepts as a progression
of math is especially important. Janzen’s 2008 review of
from objects to pictures to symbols (Leong et al., 2015;
research on teaching English learners in mathematics shares
Salingay & Tan, 2018; Agrawal & Morin, 2016; Jordan et al.,
that while many perceive that math is easier for ELs to learn
1998). CPA in tandem with manipulatives provides further
because it involves numbers, mathematics actually presents
boost to the teaching of important mathematical concepts
specific language challenges to this student population.
(Miller & Hudson, 2007).
Similarly, working in a transitional language classroom led
Additionally, “like all language skills, learning the language researchers Bray, Dixon, and Martinez (2006) to conclude that
of mathematics is an important goal for all students and as students “communicate verbally and in writing about
can remove barriers to learning mathematical ideas” their mathematical ideas, they not only reflect on and
(Dacey, Lynch, & Salemi, 2013, p. 149). A wide body of clarify those ideas but also begin to become a community
research supports the important role of communication of learners” (p. 138). When introducing academic words to
in the mathematics classroom. Two National Research English learners’ expressive vocabularies, students respond
Council reports—Adding It Up (2001) and How Students best to classrooms that are routine and offer frequent and
Learn: Mathematics in the Classroom (2005)—emphasize comfortable opportunities to express what they have learned
discussion as a way to increase students’ mathematical (Feldman & Kinsella, 2008).
understanding. Per NCTM (2000), “Communication is an
When students use language in ways that are purposeful and
essential part of mathematics and mathematics education. .
meaningful for themselves, in their efforts to understand—and
. . Communication can support students’ learning of new
be understood by—each other, they are motivated to attend
mathematical concepts as they act out a situation, draw,
to ways in which language can be both clarified and clarifying
use objects, give verbal accounts and explanations, use
(Mondada & Doehler, 2004).
diagrams, write, and use mathematical symbols” (pp.
59–60).

ua each used an area model to divide 212 by 2.
Assessment and Differentiation
-RVKXDŖVPHWKRG
2 212 ÷ 2 = ? 212 2 212 ÷ 2 = ?
Assessment Differentiation
?
Readiness Student Edition 5A, Chapter 2, Quick Check Reteach 4
TRY Practice finding missing numbers in a
2 200 ÷ 2 = 100
HOW MATH number pattern
200IN FOCUS 12 200 ÷ 2 = 100
2DELIVERS
Extra Practice and Homework 4A
10 ÷ 2 = 5 Formative
Find each missing number.
Math in Focus provides
12 ÷ 2 = 6
Student Edition 5A, Chapter 2, Try
continuous
Reteach 5, Chapter 2
+ 1 100
+ 1 + 1 + 1opportunities
6 for students to communicate and reflect on the mathematics they are practicing.
2 ÷ 2 = 1By working in pairs or small groups through the Hands-On activities or Let’s Explore!,Extra Practice and Homework 5A, Chapter 2
1

students are able to discuss their thinking and
Enrichment 5, Chapter 2
99 995 Student Edition 5A, Chapter 2, Independent Practice
996 997 999

their reasoning and therefore further develop their understanding of the concepts being presented. The Math Journal provides
+ 1 students with
2 a chance to write
+ 10 + 10 + 10and
+ 10reflect on their mathematical learning, while Math Talk and Math Sharing generate discussion 212 ÷ 2 = 100 + 6
and foster deeper understanding.
Student Edition 5A, Chapter 2, Chapter Review

= 106
375 385 395 05

Student Edition 5A, Chapter 2, Performance Task
3 + 100 + 100 + 100 + 100
Summative 500 Assessment Guide 5, Chapter Test 2 Reteach 5, Chapter 2

00

600
Math Talk
900
NOTES
Extra Practice and Homework 5A, Chapter 2
What is 5 less than 175? Enrichment 5, Chapter 2
Explain to your partner at least one other
Write each number in word form.
6 1,234,567 one million, two hundred thirty-four thousand, five hundred
Fill in each blank.
TRY Practice making a 10 to add
16 In 7,296,000,
5 What is 10 more than 27?
way of decomposing 212 to find the quotient.
sixty-seven a Then, add.
the digit 7
Make a 10.
is in the millions place.
7
6 8,090,909
298, 299, 300, 301, 302, , 30,
eight million, ninety thousand, nine hundred nine 1
b the digit 2 stands for 200,000 .
c the digit 9 is in the ten thousands place.

Name: Date: Name: Date:
Name: Date:
32, 2, 52, 62, 72,
7Chapter , Chapter
Retach Chapter
Extra Practice and Homework Enrichment
Fractions and Mixed Numbers
Fractions and Mixed
two million, six hundred fifty-three thousand, eight hundred Fractions and Mixed
d the value of the digit 6 is 6,000 .
8 2,653,870
Numbers Numbers
Division seventy
Activity 1 Fractions, Mixed Numbers, and Activity 1 F ractions, Mixed Numbers, Activity 1 F ractions, Mixed Number, and Division
Division Expressions and Division Expressions Expressions
SHARING
Solve. Show your work.
Mathematical Habit 8 Look for patterns
Express each fraction in simplest form. Fill in each blank.
Complete each expanded form.
MATH SHARING
1 6 = 2 75 = 1 1 Find the sum of 2 ÷ 3 and 4 ÷ 9.
9 2,300,598 = 2,000,000 + 300,000 + 500 + 90 + 8

10 100
Find the number of wholes and parts that are shaded. Then, write the mixed
Mathematical Habit 3 Construct viable arguments
The numbers are arranged in a pattern.
number.
The seating capacity of the largest football stadium in California is about

90,000. How many similar stadiums will be needed to seat a total of 1,000,000?
3
10 4,216,350 = 4,000,000 + 200,000 + 10,000 + 6,000 + 300 + 50 10/1/18 7:34 PM

Discuss.
5 50 7 52 9 5 51 56 53 ? ? 60 13

11 5,000,000 +
wholes 80,000
parts =
+ 1,000 + 900 + 40 + 6 = 5,081,946 9 + =
Look for three different examples of numbers in millions up to ten million. Share
2 Use a calculator to find the values of each fraction in decimal form.
MATH
How can you find the missing numbers?

÷ = 1 = 3 =
your findings with the class.
12 9,000,000 + 100,000 + 6,000 + 20 = 9,106,020
Express each improper fraction as a mixed number. 2 4
2 = 2 =
4 16 = 5 25 =
3

8

2
Discuss. 2 5 7
7 = 2 =
8 9
Write in expanded form.

6 = 11 =
11 12

13 5,487,651 = 5,000,000 + 400,000 + 80,000 + 7,000 + 600 + 50 + 1 Place the fractions in two groups. Explain how you grouped them.
Number Patterns 35
÷ =
14 3,460,460 = 3,000,000 + 400,000 + 60,000 + 400 + 60

Reteach Grade 5 1 Fractions, Mixed Numbers, and Division Expressions 53 Enrichment Grade 5A 1 Fractions, Mixed Number, and Division Expressions 1
Extra Practice and Homework Grade 5A 1 Fractions, Mixed Numbers, and Division Expressions 49
04(M)MIF2020G2A_SE_C1.indd 35 4/10/18 11:42 am
Language Development gives tips and suggestions for reinforcing vocabulary for English learners.
05(M)MIF2020C5_RT_02.indd 53 9/19/18 9:20 PM 05(M)MIF2020G5A_EP&HW_02.indd 49 8/27/18 2:59 PM
(M)MIFENG5A_02.indd 1 10/19/18 5:22 AM

Reteach Extra Practice and Homework Enrichment

15 9,011,768 = 9,000,000 + 10,000 + 1,000 + 700 + 60 + 8

16
9 + 7 =
For Language Development For Advanced Learners
Select activities that reinforce the chapter vocabulary and the To provide additional challenges, have students work on
connections among these words, such as having students
1 Numbers to 10,000,000 15
• Enrichment practices
286 Chapter 5
Whole Numbers and the Four Operations
• create a student-made dictionary that includes terms, • Put On Your Thinking Cap! questions in Student Edition and
Student Edition Page 15 Student Edition Page 16
definitions, and examples organized by chapter Extra Practice and Homework
(M)MIF_SE_1A C5_F4 done.indd 286 15/8/18 4:07 pm
• have a vocabulary bee by giving a definition and having

6 to 8 require students to read numbers in standard form and write
students identify the term defined MATH SHARING (page 16)
them in word form.
• make flash cards for terms and examples, then mix and • Display the problem and read it with students.
9 to 12 require students to fill in the missing part of the expanded
match What do we know from the problem? (The seating capacity of
form of a 7-digit number.
• discuss the Chapter Wrap-Up, encouraging students to use the largest football stadium in California is about 90,000.) What
13 to 15 require students to write 7-digit numbers in expanded form.
the chapter vocabulary do we have to do? (Estimate the number of stadiums needed to
16 requires students to write words or numbers to identify the digit in seat 1 million.)
a particular place value, the place value of a digit, or the value of the • Ask students to look at the task and give them time to work on
digit represented by its place value. it in pairs. Challenge students to think of different uses of 7-digit
Assessment and Differentiation
numbers and cite three different examples. Select pairs to share 107K
For Language Development their discussions.
Some students may need to support of frames when writing a
05(M)MIF2020NonCCG5A_TE_02_OV&LC&CPG.indd 9 16/11/18 2:44 pm
number in expanded form. You might consider guiding them with Day 3 Wrap Up
the following.
• Have students consolidate their learning by working on the
million, hundred thousand, hundred
INDEPENDENT PRACTICE.
• Use the strategies in Differentiated Instruction on page 18A to
help students who need additional support or those who could
benefit from a challenge.
• Students should be able to identify place value and write numbers
in standard, expanded, and word forms for numbers up to
10,000,000.
• Revisit the problem in THINK on page 11 and allow time for
KEY
INSTRUCTIONAL
FEATURES
36 | KEY INSTRUCTIONAL FEATURES

“An excellent mathematics program requires effective teaching that engages students in meaningful learning through
individual and collaborative experiences that promote their ability to make sense of mathematical ideas and reason
mathematically” (NCTM, 2014, pp. 4). Math in Focus utilizes research-based best practices and approaches to
instruction in order to deliver highly effective mathematics instruction.
KEY INSTRUCTIONAL FEATURES
Focus Cycles....................................................................................................................................... 38
Think Problems ..................................................................................................................................40
Performance Tasks and Project Work................................................................................................ 42
Essential Questions that Foster Mathematical Habits...................................................................... 44
Real-World Connections....................................................................................................................48
Math Talk............................................................................................................................................50
Ongoing Assessment and Progress Monitoring............................................................................... 52
Formative Assessments...................................................................................................................... 54
KEY INSTRUCTIONAL FEATURES | 37

FOCUS CYCLES
The sustained use of an effective, research-based The National Council of Teachers of Mathematics (2000)
instructional model, particularly when implemented supports instruction that takes a developmental perspective:
consistently, has been shown to help students learn starting and building on what children know and leading
fundamental concepts (NRC, 2000 & 2005; Bybee et al., them to construct relational understanding, problem-solving
2006). abilities, and the ability to reason logically. “Understanding
grows as webs of interrelated ideas become more complex,
The use of learning cycles in the classroom supports a and this happens in classrooms that contain rich experience,
constructivist approach and aids in connecting learning to time for integration and reflective thought, and opportunities
real-life situations (Blank, 2000; Lawson, 2001). Importantly, to take action and use what is known” (Zambo & Zambo,
the learning cycle approach also encourages students to 2007, p. 266).
examine the adequacy of the prior conceptions they bring
with them to the classroom, and then requires students to The learning cycle essentially consists of sensing, integrating,
test and argue about those beliefs; when predictions based and acting. During a mathematics learning cycle, students’
on those prior beliefs are contradicted, students also have an brains take in sensory experiences, integrate new content with
opportunity to construct more adequate concepts and gain what they already know, reflect on information, and formulate
skills in reasoning patterns (Lawson, 2001). plans to enact ideas. In the process and influenced by the
quantity and quality of classroom experiences, students’
Numerous studies conducted over five decades have brains are building structures and forging neural connections
proven that the learning cycles approach yields increased that they will use to understand mathematical concepts and
understanding of concepts and generalizable reasoning procedures. The learning cycle occurs specifically within the
skills in students across the elementary to post-secondary cerebral cortex, the part of the brain largely responsible for
levels (Bybee et al., 2006; Lawson, 2001). Further, when the thinking and learning that happens when children are
a metacognitive component is added to the learning engaged in problem solving and higher-level mathematics
cycle, providing opportunities for students and teachers (Berninger & Richards, 2002; Zambo & Zambo, 2007).
to talk through the thinking, idea formation, and status of
their conceptions, students showed a greater permanent
restructuring of their understandings of content (Blank, 2000).

PART I: ENGAGE What aspect is changing each time? By consciously controlling

The focus cycle starts with an Engage task that connects to the mathematical variation of the task, we can predict where
prior learning and provides an inquiry-based opportunity students might have difficulty and thus help them to form
for students to enter a task cycle. For example, consider generalizations.
the following Engage task: Use fraction pieces to show your
Perceptual variation occurs in the Learn cycle when students are
thinking. Audrey had one-third of a pie. She shared her portion
introduced to multiple representations of a concept or problem.
equally with her brother. How much pie did they each receive?
Consider 2-digit by 1-digit multiplication.
Explain your method.
By providing students with the opportunity to first build and

PART III: TRY
then explain their reasoning, the Engage task connects student
The third part of the focus cycle is the Try phase, in which
learning to prior experiences with dividing fractions. It helps
students take one more step toward generalization by
students construct meaning through the use of physical or
practicing skills they explored during the Engage task, and then
visual models, which ultimately lead to abstract representations.
varied during the Learn phase. In the Try phase, students have
the opportunity to synthesize their learning through guided
PART II: LEARN practice. Each item in the Try phase is carefully designed as a
The second part of the focus cycle emphasizes exploration formative assessment to monitor a student’s progress toward
of the variation of a mathematical concept. In the Learn mastery and serves as an opportunity to discover which
phase, students encounter both mathematical and perceptual students might need to revisit a concept or skill.
variations of the task. One way mathematical variation occurs is
by controlling the number strings that students will encounter.
Consider the number string:
210 x 4
132 x 3
204 x 2
225 x 3

THINK PROBLEMS
Problem solving can be challenging for all students, but have the opportunity to make sense of a challenging
particularly those experiencing difficulty with mathematics task independently, without teacher assistance, they
learning in general (Fuchs, Fuchs, & Prentice, 2004; Gersten are inhibited from developing productive perseverance
et al., 2009). However, reducing cognitive load for even (Boston & Wilhelm, 2015; Dixon, 2018).
underperforming students by either minimizing complexity
Research indicates that an effective means of improving
or providing too much help or any direct answers is not
students’ performance in problem solving is a schema-
the solution (Boston & Wilhelm, 2015; Goldenberg, et al.,
based approach that provides explicit instruction
2015). Struggling to make sense of mathematics is vital
emphasizing the underlying structures of problems and
to learning mathematics with understanding (Hiebert
utilizing heuristics and visual representations (Fuchs et al.,
& Grouws, 2007; Kapur, 2010; Warshauwer, 2015). As the
2004; Gersten et al., 2009; Jitendra et al., 2013).
National Council of Teachers of Mathematics emphasizes
in Principles to Actions: Ensuring Mathematical Success for
Effectively problematizing mathematics entails asking
All (2014), “Effective teaching of mathematics consistently
students to think for themselves and to explain their thinking
provides students, individually and collectively, with
while supported by their teacher, classmates, and math
opportunities and supports to engage in productive struggle
program; to struggle productively; and ultimately to apply
as they grapple with mathematical ideas and relationships”
their gained knowledge and strategies to new and more
(p. 3).
complex problems they encounter in the future (Hiebert
et al., 1996). This process serves the additional purpose
The kinds of questions teachers ask and the kind of support
of cultivating in students the belief that their efforts
that teachers offer are critical, as these could either facilitate
to persevere through challenge are the source of their
or undermine the productive efforts of students’ struggles
success in math—which in turn motivates students to
and determine whether students view struggle as a positive
persist in their learning (Boaler, 2011, 2016; Dweck 2006,
endeavor or the source of impediment and frustration
2008; NCTM, 2014).
(Warshauwer, 2015). Timing of support also plays a vital
role. When scaffolding is given to students before they

Think Problems are an important feature of Math in Focus. Think Problems appear within the introduction to a section or topic and
ask a question for which students don’t yet have an algorithm or “answer”—but they have the building blocks to possibly figure it
out. Through the section that follows, students will build the knowledge to be able to answer the question confidently by the end
of the section. The Think Problem is then revisited at the end of the section (and sometimes each day). By the end, students are
ready to answer it from a place of mastery.
In addition to providing productive struggle and discussion, Think Problems also motivate learning and help students build
schemas. Think Problems stretch students’ mathematical thinking—and their ability to think mathematically.
Name: Date:
4 Perimeter and Area

Learning Objectives:
• Understand the meaning of perimeter.
• Find the perimeter of plane figures formed using small squares.
• Compare the areas and perimeters of two plane figures.
New Vocabulary
perimeter
• Find the area of rectangles using multiplication and addition.
?
THINK
Tomas has four square tiles. Each square tile is 2 centimeters long.
How many figures can he form using all four tiles without overlapping?
What do you notice about the perimeters and areas of the figures?
1 cm
ENGAGE
Find the area of the figure. 1 cm
Then, find the length of the
rubber band that forms the figure.
What other ways can you
use to find the answers?
Share your ideas with your partner.
LEARN Find the area and perimeter of a figure

1 Jane used a piece of rope to make the figure below.
30 cm
Marshall Cavendish Education Pte Ltd
The length of the rope is 30 centimeters.

So, the perimeter of the figure is 30 centimeters.
PERFORMANCE TASKS
AND PROJECT WORK
Darling-Hammond (2010) studied the characteristics of Instructional methods that entail the utilization of information
assessment systems in high-performing nations and found that through problem-focused learning and the integration
“they emphasize deep knowledge of core concepts within and and application of knowledge in real-world settings fosters
across the disciplines, problem solving, collaboration, analysis, 21st-century skills and competencies (Merritt, Lee, Rillero, &
synthesis, and critical thinking. As a large and increasing part Kanich, 2017; Capraro & Slough, 2013; Bell, 2010). A project-
of their examination systems, high-achieving nations use open- based approach toward teaching has been shown to be
ended performance tasks . . . to give students opportunities to particularly effective in the areas of science, technology,
develop and demonstrate higher order thinking skills” (p. 3). and engineering, particularly with students who struggle in
those areas (Han, Capraro, & Capraro, 2014).
Performance tasks that allow for a criterion-referenced
evaluation of how students demonstrate knowledge and skill Over the past decade or so, there has been concern reflected
via writing, products, or behavior are essential to a well- in policy, research, and practice about the declining state of
rounded assessment plan in the mathematics classroom. STEM (science, technology, engineering, and mathematics)
Such assessments are also essential mechanisms for learning. education in the United States. One promising remedy is
Performance tasks allow students to make connections an increased focus on these disciplines in a variant form
among important content knowledge and process skills known as STEAM—science, technology, engineering, arts,
emphasized in instruction and offer the opportunity and mathematics (Taljaard, 2016). As a nascent and evolving
for students to show how well they can use what they pedagogy, STEAM is still being defined and explored as its
know to classify, compare, analyze, or evaluate as well as being implemented; one influential view is that STEAM is
create a response or product teachers can use within a “science and technology interpreted through engineering
comprehensive approach to assessment (Hibbard, 1996). and the arts, all based in mathematical elements” (Yakman,
2008, p. 3)
Learning is an active process of engagement. If students
are interested in what they are learning, they will persist in Land (2013) outlines a rationale for this innovative, integrative
spending the time and energy needed for learning to occur push for STEAM in schools:
(Guthrie & Humenick, 2004; Hidi & Boscolo, 2006). Helping
There is growing interest amongst forward looking public
students actively engage in authentic investigative practices,
officials, educators, and professionals in enhancing the
particularly in collaborative formats that entail seeking
education platform to better prepare students for both
evidence and reasons for the ideas or knowledge behind
analytical and creative thinking. Traditional STEM . . .
claims, allows students to develop deeper understandings of
degrees focus on convergent skills whereas art degrees
content (Krajcik & Blumenfeld, 2006).
focus on divergent skills. Having the ability to execute
Learning is optimized when students make connections among both at scale can better position our nation for global
ideas, both within mathematics and outside of the mathematics competitiveness. . . . With a STEM job market increasing
content. Making connections between new information and three times faster than the rest of the economy, and only
students’ existing knowledge—knowledge of other content 4.4% of American undergraduates enrolled in STEM
areas and of the real world—has proved to be more effective programs, there is a huge shortage of qualified high-tech
than learning facts in isolation (Beane, 1997; Bransford, Brown, workers. Education must foster not only problem solving
& Cocking, 2000; Caine & Caine, 1994. Further, connecting skills but also problem seeking skills all while maintaining
mathematics to science, social studies, and business topics the interest of the students. (abstract)
can increase students’ understanding of and ability with
mathematics (Russo et al., 2011).

“STEAM is a substantiated, economical and sociologically n Aesthetic elements of art and handicrafts expose students
adaptable as a framework by which to transition, maintain, to concrete space and shape experiences and promote
create and evolve educational elements, programs and understanding of mathematical concepts.
institutions to include multidisciplinary-oriented practices
STEAM also has the potential the yield social-emotional
catering to developing more functional citizens” (Yakman &
benefits. Combining math and art encourages students to
Lee, 2012, p. 1077).
approach math problems from a new perspective, sparking
STEAM approaches to instruction allow for the integration imagination; when creative and imaginative products emerge
of abstract mathematical ideas to find concrete solutions from interdisciplinary projects and are shared with others, the
and evidence via art. Further, a problem-based approach process likely generates an emotional experience, which can
can be an effective basis for integrating math learning into further serve to support cognition and the retention of learned
an interdisciplinary STEAM framework (Thuneberg, Salmi, content and skills (Thuneburg et al., 2017). Yakman & Lee (2012)
& Fenyvesi, 2017). STEAM is best practiced in ways that foster offer additional potential effects of STEAM:
real-world connections and require students to consider “big
Both the reasoning of why there is a global movement
ideas” and apply learning to new contexts in order to find
towards developing more people in the S-T-E-M fields, and
solutions (Watson & Watson, 2013; Land, 2013).
the knowledge that there is something about these “hard”
Thuneberg, Salmi, and Bogner (2018) surveyed research fields that make many choose paths of liberal arts studies,
and report that current STEAM initiatives may provide new especially women and minorities, makes the concept of
opportunities to learn abstract mathematical problem-solving STEAM not only more than a possibility. It is critical for
tasks: global culture that students be interested in these fields
as well as be able to succeed in learning and developing
n Interactive, hands-on approaches in workshop-like settings themselves with professional and realistic attitudes and
can encourage students to use their senses to find creative skills. (p. 1083)
solutions based on observation and experimentation.

To ground learning in real-world problems, Math in Focus has students engage in STEAM Project Work. This collaborative task
promotes critical and creative thinking in science, technology, engineering, arts, and mathematics and provides real-world context
for problem solving.
Math in Focus Performance Tasks are formative assessments that will show how well students have learned the concepts and skills.
The rubric provides feedback for students on how to improve their problem-solving skills. Teachers are given guidelines for the
formative assessment with an accompanying rubric.
PROJECT wORK
science technology engineering arts math
The National Park Service

In 1872, President Ulysses S. Grant signed an act to make
Yellowstone the country’s first national park. Then, in
1916, Congress established the National Park Service.
science technology engineering arts math
Today, Yellowstone National Park and more than

400 other parks, monuments, seashores, rivers,
and trails belong to the National Park Service.
Task
Advertise a Park
Imagine working for a bus company that offers
special fares to the national parks. Work in pairs
or groups to promote a trip to a national park.
1 Visit the National Park Service online to
choose and learn more about any park.
Find answers to questions, such as:
• How large is the park?
• How many people visit the park each year?
• When are the least and most crowded
times of the year to visit?
• What kinds of wildlife live in the park?
How large are their populations?
• What special things are there to see or do
in the park?
• How much does it cost to stay in hotels
and campgrounds inside the park?
2 Think about how you can use the

information you collect to encourage
people to travel with your company
to the park. Then, think about the best
way to share that information. For
example, you might want to record
a radio spot, video a commercial, or
design an advertisement to hang in
travel offices and bus terminals.
106 Chapter 1 Whole Numbers and the Four Operations
05(M)MIF2020G5A_SE_C1 eFile 2.indd 106 11/10/18 9:56 am

ESSENTIAL QUESTIONS THAT
FOSTER MATHEMATICAL HABITS
Learning and doing mathematics requires many interrelated thought, college and career readiness, access to future
skills and knowledge; however, mathematics is not simply a opportunities, and productive participation in society
body of content or procedures to be learned. Mathematics (Goldenberg et al., 2015).
also encompasses ways of thinking in order to engage
Boaler works with Dweck on researching mathematical
in practices and take a problem-solving approach, making
mindsets and delivering growth mindset interventions to
connections and using productive reasoning. Students of
teachers and students. A Stanford profile (Parker, 2015) cites
math must demonstrate persistence when initial methods
Boaler’s work with the Program for International Student
or strategies do not generate solutions. Students who are
Assessment (PISA) tests team, analyzing their data set of
successful in mathematics are both creative and flexible in
13 million students worldwide. A key finding was that the
strategy use and conscientious, critiquing their solutions
lowest achieving students are those who use a memorization
to ensure that they have found a reasonable solution to
strategy—while the highest performers are those who see
the problem. All of these approaches can be taught and
math as a set of connected, big ideas. Per Boaler, “[w]hen
developed through modeling, practice, and problem-solving
we open up mathematics and teach broad, visual, creative
opportunities—and they require mathematical habits of mind.
math, then we teach math as a learning subject instead of as
In their seminal article Cuoco, Goldenberg, and Mark a performance subject” (Parker, 2015, online).
(1996) proposed that “more important than specific
“If we really want to empower our students for life after
mathematical results are the habits of mind used by the
school, we need to prepare them to be able to use,
people who create those results . . . this includes learning
understand, control, modify, and make decisions about a class
to recognize when problems or statements that purpose
of technology that does not yet exist. That means we have to
to be mathematical are, in truth, still quite ill-posed or
help them develop genuinely mathematical ways of thinking”
fuzzy; becoming comfortable with and skilled at bringing
(Cross et al., 2009, p. 21).
mathematical meaning to problems and statements through
definition, systematization, abstraction, or logical connection
Researchers have advocated for using mathematical habits
making; and seeking and developing new ways of describing
of mind as a framework for approaching math instruction
situations” (p. 376).
for several decades, but the idea is timeless. Mathematics
has always been about more than its products—facts,
Mathematical habits of mind reflect how mathematicians
methods, formulas, etc.—as successful study within the
think about situations in automated, internalized ways
field draws on cognitive practices such as strategies and
that allow them to persist through complex problems.
behavioral dispositions such as perseverance to solve
Such problem-solving proficiency requires mastery not
complex problems (Cuoco et al., 1996; Goldenberg et al.,
just of facts and procedures—the results of mathematical
2015).
thinking—but also the practices of such thought processes
and their accompanying behaviors. Additionally, the
Goldenberg and colleagues (2015) provide additional insight
need for mathematical thinking extends well beyond the
as well as lay out the stakes involved with mathematical habits
mathematics classroom. Developing mathematical habits
of mind:
of mind is essential to mathematical proficiency, critical

Competing in such a [complicated] world requires great frame key learning goals. Targeted understandings and
adaptability to unexpected challenges. For that, workers essential questions are intrinsically related. In addition to
need not only the skills for solving problems that we addressing goals for learning, essential questions can be
already know about but also the stamina and disposition characterized as provocative and generative. They are open-
to puzzle through totally unfamiliar problems for which we ended; thought provoking; require higher-order thinking; spark
cannot now provide methods and procedures. The ability additional questions; point toward larger, transferable ideas;
to solve new and unforeseen problems requires mastery require justification; and recur across the curriculum.
not just of the results of mathematical thinking (the familiar
The following are overall essential questions for mathematics
facts and procedures) but of the ways that mathematically
provided by McTighe and Wiggins (2013, p. 64):
proficient individuals do that thinking. This is especially
true as our economy increasingly depends on fields that
n How is mathematics used to quantify and compare
require mathematics. Mathematical proficiency depends
situations, events and phenomena?
also on other mental habits that dispose one to characterize
problems (and solutions) in precise ways, to subdivide and n What are the mathematical attributes of objects or
explore problems by posing new and related problems, and processes and how are they measured or calculated?
to “play” (either concretely or with thought experiments) to
gain experience and insights from which some regularity or n How are spatial relationships, including shape and
structure might be derived. (p. 1–2) dimension, used to draw, construct, model and represent
real situations or solve problems?
Questions are integral to developing mathematical habits.
“Effective teaching of mathematics uses purposeful n How is mathematics used to measure, model and calculate
questions to assess and advance student reasoning and change?
sense making about important mathematical ideas and

n What are the patterns in the information we collect and how
relationships” (NCTM, 2014). While types of questions vary
are they useful?
from asking students to recall facts to requesting an explanation
for an answer, presenting questions throughout the learning n How can mathematics be used to provide models that help
process is necessary to understanding how students are making us interpret data and make predictions?
sense of the math.
n In what ways can data be expressed so that its accurate
Teachers’ questions are crucial in helping students make meaning is concisely presented to a specific audience?
connections and learn important mathematics concepts.
Questions are a means of both fostering understandings n How do the graphs of mathematical models and data help
and evaluating understandings (Weiss & Pasley, 2004). us better understand the world in which we live?
McTighe and Wiggins, authors of Essential Questions: Opening n What do effective problem solvers do, and what do they do
Doors to Student Understanding (2013), provide guidance when they get stuck?
on what makes a question essential. Essential questions are
important for stimulating student thinking and inquiry as
well as for helping teachers target standards and other
goals for learning outcomes. Essential questions should
develop and deepen students’ understanding of important
“All young Americans
ideas and processes so that students can transfer their
learning within and outside school. McTighe and Wiggins must learn to think
mathematically, and...
recommend that content be unpacked to identify long-term
transfer goals and desired understandings in a process that
entails the development of associated essential questions. In
other words, essential questions can be used to effectively
think mathematically
to learn”
(National ResearchKEYCouncil, 2001, p. 1).45
INSTRUCTIONAL FEATURES |
McTighe & Wiggins (2013, p. 76-77) also provide essential of this (or any) mathematical model? How might this model
questions that support the CCSS Mathematical Practice be improved?
Standards:
5. Use appropriate tools strategically.
1. Make sense of problems and persevere in solving them. What tools should I use here to be most efficient and
What kind of a problem is this? What must be found? What effective? What are the strengths and weaknesses of the tools
is known? What is unknown? What counts as an adequate at hand, and might there be better ones for the task? Where
solution? Does my answer make sense? Does my approach might I find more helpful resources when needed?
make sense? What should I do if I’m stuck solving it? What
6. Attend to precision.
similar problems does this remind me of? What simpler or
What is the appropriate degree of precision for this particular
special cases can help me?
data and solution? Have I made my data, reasoning, and
2. Reason abstractly and quantitatively. conclusion sufficiently clear (for this audience and purpose)?
What’s the abstract relationship between these specific What terms need to be clearly defined? Have I tested the
quantities? What does this quantitative relationship accuracy of my answer? How sure am I? How much statistical
mean? How can I decontextualize the numbers to find confidence should we have in the answer?
a mathematical relationship? Have I represented the
7. Look for and make use of structure.
relationships between the quantities appropriately? Which
What’s the underlying pattern here? What’s the whole, if
operations and equivalences will simplify and help me solve
that’s a part? What are the parts, if that’s the whole?
the problem? Does my abstract representation of these
What type of problem is this? What equivalences or re-
quantities make sense in context?
constitutions of the problem are likely to help me see a
3. Construct viable arguments and critique the reasoning of pattern or structure? What shift of perspective might make
others. the solution path more evident?
Has this been proven? What is assumed? On what
8. Look for and express regularity in repeated reasoning.
assumptions does that inference depend? Where might
What regularities suggest a constant relationship at work?
this assumption logically lead? Is the conclusion logical?
What is a summary or shorthand way of expressing these
Is the conclusion plausible? Have I sufficiently supported
recurring patterns? What patterns are evident? Am I sure that
my answer and shown my work? Which of these solutions
the general pattern recurs or is my sample too small? Is that a
is more plausible? Does this argument make sense? What
reasonable way to describe the perceived patterns?
might be counter-evidence and counter arguments to what I
have concluded?
4. Model with mathematics.

What mathematics applies to this situation and this data?
What simplifications or approximations, should I make in
order to make a mathematical model of this phenomena/
data/experience? How might the model be refined to be less
simplistic and crude? Does this model make sense in this
context? How might I test this model? What are the limits

Math in Focus instructional materials support teachers in
developing the next generation of thinkers and learners with solid
mathematical habits. The program engages students in inquiry
and builds confidence and skills in problem solving via effective
questioning and demonstrating how mathematics impacts their
daily lives—and futures.
There are eight mathematical habits used throughout

Math in Focus:
n Persevere in solving problems
n Construct viable arguments
n Use tools strategically
n Make use of structure
n Use mathematical reasoning
n Use mathematical models
n Use precise mathematical language
n Look for patterns

MATH JOURNAL
Name: Date:
Mathematical Habit 3 Construct viable arguments
A recipe for an apple pie uses 3 cup of flour. Jackson wants to make
4
2 apple pies. He only has a 1 -cup measuring cup. He says he has to use
4
the cup 6 times to get the amount of flour he needs.
Show why his reasoning is correct.
Chapter 3 Fractions and Mixed Numbers 321

06b(M)MIF2020G4A_SE_C3(L7-L9).indd 321 10/1/18 8:05 PM
REAL-WORLD CONNECTIONS
Effective instruction in mathematical problem solving is Blumenfeld, Kempler, and Krajcik (2006) explain how
often situated within a meaningful or real-world context authenticity is an important element in effective instruction.
and encourages students to make connections. These Authenticity is achieved by drawing connections between
connections—among mathematical ideas, with other content the real world and knowledge or practice in the discipline
areas, and in real-world contexts—are an essential part of via transformation of knowledge. There are various ways to
mathematical thinking and learning. Making connections forge real-world contexts for content to be learned. Drawing
between new information and students’ existing knowledge— connections to students’ personal lives, emphasizing the
knowledge of other content areas and of the real world—has value of a skill outside the classroom, and embedding new
proved to be more effective than learning facts in isolation concepts and skills within meaningful tasks enhance value.
(Beane, 1997; Bransford, Brown, & Cocking, 2000; Caine & Problem-based learning that situates important subject
Caine, 1994). Application can be motivational and interesting, matter within driving questions or real-world issues or events
and students at all levels need to connect the mathematics can aid understanding and/or provide reasons or rationale
they are learning to the world around them (Alberti, 2013). for effort. Ideal contexts for learning provide students with
Further, forging interdisciplinary connections between multiple opportunities to work with concepts as well as clear
mathematics and science, social studies, art, business, and purpose, plus yield from students a final product or artifact
other areas can increase students’ understanding of and that motivates students with real-world value and a venue for
ability with mathematics (Russo et al., 2011). cognitive engagement and knowledge transformation.
Students see the purpose, relevance, and value of Learning cycles in the classroom support a constructivist
learning when they experience it in real-world contexts: approach and aid in connecting learning to real-life
“When instruction is anchored in the context of each learner’s situations (Blank, 2000; Lawson, 2001). According to Ojose
world, students are more likely to take ownership for . . . (2008), learning that connects with the real world aligns
their own learning” (McREL, 2010, p. 7). According to Fosnot in particular with the developmental needs of students in
and Dolk (2001), teaching with contextual problems can be Piaget’s formal operations stage during later elementary
effective for developing “children’s mathematical modeling school. Children at this stage are capable of forming
of the real world” (p. 24). Students learn best when what hypotheses and deducing possible consequences, allowing
they learn seems relevant. Personal connections to tasks them to construct their own mathematics and develop
improve students’ perception of the content as interesting abstract thought patterns using symbolic reasoning without
and beneficial, thereby increasing their motivation to learn the necessity of perceptive data. Reasoning skills within
(Czerniak, Weber, Sandmann, & Ahem, 1999). this stage include clarification, inference, evaluation, and
application. Application allows for and benefits from
connections between mathematical concepts to real-life
situations.

Math in Focus features problematized content rooted in real world-contexts, making mathematical solutions relevant
and connected to students’ own lives.
ENGAGE TRY Practice solving two-step real-world problems

The value of the coins in Levi’s coin bank was $3.40. involving subtraction of money
After removing some coins, the value of the coins left was $1.50.
Solve. Use the bar model to help you.
There were only nickels and dimes in his coin bank.
Then, use rounding to check if your answer is reasonable.
Find the least and greatest possible number of coins he removed.
1 A T-shirt and a jacket cost a total of $45.73.
The jacket costs $24.85.
LEARN Solve two-step real-world problems involving How much cheaper is the T-shirt than the jacket?
subtraction of money
?
1 A dress and a skirt cost $48.44 altogether.
The skirt costs $18.85. T-shirt
How much more does the dress cost than the skirt?
jacket
$18.85 ?
skirt
$48.44
dress
=
3 17 13 14 3 17 13 14
$48.44 $18.85 + ? = $48.44 4, 8 4 4
The T-shirt costs .
– $ 1 8.8 5 – 1, 8 8 5
$29.59 2, 9 5 9
$48.44 − $18.85 = $29.59 =

The dress costs $29.59.
The T-shirt is cheaper than the jacket.

8 15 8 15
$29.59 $29.59 – $18.85 = ? 2, 9 5 9
– $ 1 8.8 5 – 1, 8 8 5
$ 1 0.74 1, 0 7 4
$29.59 – $18.85 = $10.74

The dress costs $10.74 more
than the skirt.
5 Real-World Problems: Subtraction 191 192 Chapter 3 Subtraction Within 10,000

MATH TALK
In 2000, the National Council of Teachers of Mathematics increased mathematical knowledge. Hatano and Inagaki
adopted a Communication Standard, which notes that (1991) found that students who discussed and justified their
“the communication process also helps build meaning and solutions with peers demonstrated greater mathematical
permanence for ideas and makes them public” (p. 60). understanding than students who did not engage in such
discussions. Leinwand and Fleischman (2004) reviewed
Mathematical discourse, or talking about mathematics, is research on effective math instruction and concluded that
viewed as an increasingly important way for students to talking about math and explaining the rationale for solutions
learn and make sense of mathematics. Through classroom builds conceptual understanding.
discourse, which includes listening and speaking, all aspects
of mathematical thinking can be discussed, dissected, and A math-talk community has been found to be beneficial
understood. Dialogue in the classroom provides access with English learners (Hufferd-Ackles et al., 2004). They
to ideas, relationships among those ideas, strategies, found that creation of a math-talk community requires
procedures, facts, mathematical history, and more (Chapin, teachers to move from the level of a traditional, teacher-
O’Connor, & Canavan Anderson, 2009). directed classroom to a classroom in which teachers coach
and assist as students take leading roles. To do so, students
One phrase used to describe a classroom in which need to develop skills across the components of questioning,
communication and discussion are primary vehicles for explaining mathematical thinking, identifying the source of
learning is the “Math-Talk Learning Community.” Hufferd- mathematical ideas, taking responsibility for learning, and
Ackles, Fuson, and Sherin (2004) describe a math-talk mathematical representations.
learning community as one in which “individuals assist one
another’s learning of mathematics by engaging in meaningful Communication appears to help students persist in solving
mathematics discourse” (p. 81). problems and to increase motivation and engagement.
Research has also shown that learners are engaged in the
“The informal and formal representations and experiences learning process when they are asked to explain and reflect
need to be continually connected in a nurturing ‘math on their thinking processes (Good & Whang, 1999; Hettich,
talk’ learning community, which provides opportunities for 1976; Surbeck,1994). Continuing to work with students by
all children to talk about their mathematical thinking and asking them to explain and justify how they solved problems
produce and improve their use of mathematical and ordinary helps to maintain student engagement (NRC, 2001).
language” (Cross et al., 2009, p. 43).
Classroom discussions can be organized in ways that have
Effective discourse in the classroom has been shown been shown to support the acquisition of mathematics
to increase learning and achievement. Klibanoff, Levine, concepts and language development (Smith & Stein, 2011).
Huttenlocher, Vasilyeva, and Hedges (2006) conducted a Asking “why?” and “how do you know?” is one strategy that
study of how teachers’ use of language impacted students’ effective teachers use to encourage students to explain their
mathematical knowledge. To test this, the researchers thinking, solve problems, and share mathematical strategies
transcribed teachers’ language use and found that the and ideas with their peers (Clements & Sarama, 2008;
frequency of teachers’ math talk correlated with students’ Thomson, Rowe, Underwood, & Peck, 2005). Instructional

2 1 2 2 2 1 2
how you add 21, 3, 12, and 23 in two or more different ways.
2 2
of another four 2-digit numbers.
1 1 2
your numbers with your partner and add them.
1 2
0
N Add four 2-digit numbers
nd 22 + 13 + 37 + 15.
practices including restating, prompting students, and students and to learn about the range of ideas students have
engaging in whole-class discussion, small-group discussion, about a particular mathematical idea, the details supporting
each used an area model to divide 212 by 2.
ep 1 and paired conversations have been shown to be effective in students’ ideas, the values students attach to those ideas,
dd the ones. improving student understanding (Chapin et al., 2009). and the language students use to express those ideas. The
-RVKXDŖVPHWKRG knowledge teachers gain from engaging with their students
1 First, add the top 2 digits.
Discourse also provides teachers with opportunities
2212 ÷ 2 = ?
2 2 ones + 3 ones + “Mathematical
for assessment. 2122 + 3 = 5 212 ÷ 2 = ? in conversations is essential for teaching for understanding”
2 provide
conversations (Franke et al., 2007, p. 237).
opportunities for teachersNext, use doubles fact.
1 3 7 ones + 5 ones to hear regularly from their
3 7 = 17 ones ?5 + 5 = 10
Then, add 10 to 7.
1200 ÷ 2 = 100
5 Regroup 17 ones. 200 7 + 10 = 17 12 200 ÷ 2 = 100
2 DELIVERS
7 HOW MATH IN FOCUS
10 ÷ 2 = 5
17 ones = 1 ten 7 ones 12 ÷ 2 = 6
2 ÷ 2 = 1 100 teachers in6fostering a Math Talk Learning Community that engages and guides students in productive,
Math in Focus supports

ep 2 collaborative speaking and listening. Math Talk features within the program build on students’ thinking and provide opportunities
dd the tens.
1 212 ÷ 2 = 100 + 6
for students to share, analyze, and compare ideas to develop their conceptual understanding.
1
= 106
2 2
1 3
3 7 Math Talk
1 5 1 ten + 2 tens + 1 ten + 3 tens + 1 ten
8 7 = 8 tens Explain to your partner at least one other
way of decomposing 212 to find the quotient.
, 22 + 13 + 37 + 15 = 87.
Add.
sion
4 2.4 and 3.4 5 3.84 and 11.15 6 1.4 and 3.25
Math Talk
What other ways can you add 22 + 13 + 37 + 15 mentally? 10/1/18 7:34 PM
6 Adding Four 2-Digit Numbers 101
Math Talk 10/10/18 2:40 pm
Ana says you have to align the decimal points

when adding decimals. Do you agree? Explain.
ENGAGE
1 Add 2.45 and 3.76. 1 . A8
+ 4 . 6 B
2 Find the digits represented by A, B, and C.
C . 0 5
LEARN Add decimals with regrouping

DIFFERENTIATED INSTRUCTION
To help all students learn to think mathematically, teachers Research demonstrates the benefits of differentiation.
must meet them where they are. As Vygotsky (1978) noted in In a study of numerous teachers using differentiated
his seminal research, when teachers assess students’ current instruction, researchers found that students felt learning was
understanding and teach new concepts, skills, and strategies more relevant; students were motivated to stay engaged in
at an according level, instruction takes place within students’ learning; students experienced greater success; students felt
‘zones of proximal development’ –which yields optimal greater ownership of content, products, and performances;
learning. and teachers gained new insights (Stetson, Stetson, &
Anderson, 2007).
Dacey, Lynch, and Salemi (2013) describe differentiation as “a
philosophy of teaching based on the belief that all learners Effective tools and strategies for differentiating instruction
are different and that all students are capable of learning” and offering intervention as needed are particularly crucial
(pp. 5–6). In the classroom, teachers encounter students who in today’s diverse classrooms. In a single classroom, students
are on grade, above grade, below grade—as well as English may have diverse cultures, speak different languages, and
learners, students with special needs, students who are differ in their prior knowledge, readiness, skills, motivations,
gifted, and students with varying learning styles and cultural interests, and learning styles (Tomlinson, 2005). These
backgrounds. In the mathematics classroom, “mathematics differences matter on so many levels, because “Research
instructors must respond to the diverse needs of individual has identified consistent, average differences in mathematics
students . . . using differentiated instruction, a process of competence and performance depending on membership in
proactively modifying instruction based on students’ needs” a particular social group” (Cross, et al., 2009, p. 101). These
(Chamberlin & Powers, 2010, p. 113). differing needs must be effectively addressed. Teachers
must help all students achieve, as noted in the Principles to
Differentiating instruction is an organized but flexible Actions: Ensuring Mathematical Success for All from National
way to alter teaching to help all students maximize their Council of Teachers of Mathematics (2014, p. 60):
learning (Tomlinson, 1999) and is necessary in order to
meet the needs of all learners in today’s diverse classrooms Support for access and equity requires, but is not limited
(Tomlinson, 2000). As Tomlinson (2001), a leading researcher to, high expectations, access to high-quality mathematics
on the topic, explains, to differentiate instruction, teachers curriculum and instruction, adequate time for students to
can adjust the content of what is being learned, adjust the learn, appropriate emphasis on differentiated processes
process of learning (by providing additional supportive that broaden students’ productive engagement with
strategies, for example, or adjusting pacing), and tailor the mathematics, and human and material resources. Equity
expected outcomes (assessments, products, or tasks) of how in school mathematics outcomes is often conflated with
learning is assessed. Tomlinson and Allan (2000) purport that equality of inputs. Providing all students the same curricular
in order for learning to take place, activities must be at the materials, the same methods of teaching, the same amount
right level for the learner. of instructional time, and the same school-based supports for
learning is different from ensuring that all students, regardless
of background characteristics, have the same likelihood of
achieving meaningful outcomes (Gutiérrez, 2013).

Math in Focus offers differentiated material for struggling students, on-level students, and advanced students. Reteach activities
are designed for Extra Support and directly correlate to each Independent Practice in the chapter. Examples are provided for each
set of questions to guide students and scaffold their understanding. The questions provide more exposure to concepts or skills.
Additionally, the Math in Focus Teacher Edition provides tips for helping students at point of use.
Extra Practice and Homework are designed for On-Level students. Put On Your Thinking Cap! Questions are included to provide
added challenge and more exposure to higher-order thinking activities. Enrichment activities advance students’ thinking and
provide challenge while honing critical and creative thinking.
Language Development gives tips and suggestions for reinforcing vocabulary for English Language Learners.
Name: Date: Name: Date:

Differentiated Instruction
Chapter Chapter
Reteach Enrichment
Extra Support On-Level Advanced
Addition and Subtraction Addition and Subtraction
If students are struggling with adding
within 20, use concrete materials like
connecting cubes, counters, Ten Frames
If students have demonstrated adequate
understanding of adding within 20 using
different strategies, have them complete
If students have demonstrated mastery of
the skills and concepts introduced, extend
their thinking by posing the following
Within 20 Within 10
(TR01), and/or Counting Tapes (TR09) to the questions in Extra Practice and problem.
review the various strategies to add Homework 1A, Activity 1, independently to
within 20. achieve mastery of the skills and concepts. Susan has 9 star stickers and then finds
3 more stickers. Draw and make a 10 to
Activity 3 R
eal-World Problems: Addition and Activity 1 Making Number Bonds
Materials: A set of connecting cubes,
counters, Ten Frames (TR01), and Counting
When necessary, you may access the
activity in Extra Practice and Homework
show how many stickers Susan has in all.
Share your drawing with your partner.
Subtraction Answer each question.
Tapes (TR09) per pair 1A on Ed.
9 + 3
Look at each picture. 1 Look at the number cards.
• Print Reteach 1, Activity 1, from Ed and
have students work in pairs to complete
Encourage students to reflect on and
discuss the difficulties they may face when Possible answer:
★★★★
★★★★★
★★★ Make an addition story. Use them to make six number bonds.
the questions. Provide connecting working through the questions in the = 10 + 2 Then, write each missing number. You may use a number more than once.
cubes, counters, Ten Frames (TR01), and/ activity.
or Counting Tapes (TR09) for students to
visualize the addition.
Allow students to exchange and discuss 1
their ideas with a partner.
• Encourage students to use concrete
materials to show the addition.
5 2 7 3 6
Print Enrichment 1, Activity 1, from Ed and
• Summarize the activity by explaining have students complete the questions in
to students that there are various small groups.
strategies to add and they can apply
them to solve different problems.
a b
c d
There are ducks in a pond. You can use the
Name: Date: Name: Date: Name: Date:
four-step problem
ducks join them.
Chapter Chapter Chapter

Reteach Extra Practice and Homework Enrichment
Addition and Subtraction Addition and Subtraction Addition and Subtraction
solving model to
Within 20 Within 20 Within 20 © 2020 Marshall Cavendish Education Pte Ltd

Activity 1 Ways to Add Fluently Activity 1 Ways to Add Fluently Activity 1 Ways to Add Fluently
help you.
e f
Add. Add. Answer each question.
+ =
Count on from the greater number. Count on from the greater number. Show your work clearly.
Then, fill in each blank. Fill in each missing number. 1 a Which pair of numbers makes 10?
1 5 + = ? 1 Match.
8 • • 7
3 • • 2
5 6 7 8 9
5, , , ,
10
10 + 3 =
11 12

b Make a 10.
Then, add.
7 + 8 =
There are ducks in all.
5 + =
2
c Now, use doubles and doubles plus one facts to add.

13 1� 15 16 7 + 8 =
13 + � =
Reteach Grade 1 1 Ways to Add Fluently 165 Extra Practice and Homework Grade 1A 1 Ways to Add Fluently 121 Enrichment Grade 1 1 Ways to Add Fluently 1
08(M)MIF2020G1_RT_05(SC).indd 165 9/27/18 11:09 PM 08(M)MIF2020G1A_EP&HW_05.indd 121 8/29/18 2:40 PM 08(M)MIF2020G1_EN_05.indd 1 23/10/18 9:15 PM
Reteach Grade 1 3 Real-World Problems: Addition and Subtraction 1 Enrichment Grade 1 1 Making Number Bonds 1
1 Ways to Add Fluently 298A
08(M)MIF2020G1_RT_05.indd 1 19/3/19 3:22 PM 05(M)MIF2020G1_EN_02.indd 1 19/3/19 1:48 PM

08(M)MIF2020NonCCG1A_TE_05.indd 291 16/11/18 4:02 pm

ONGOING ASSESSMENT AND
PROGRESS MONITORING
“An excellent mathematics program ensures that formative assessment improves students’ learning” (p. xxiii)
assessment is an integral part of instruction, provides and “use of formative assessments benefited students at all
evidence of proficiency with important mathematics ability levels” (p. 46).
content and practices, includes a variety of strategies
The phrase “formative assessment” encompasses the wide
and data sources, and informs feedback to students,
variety of activities—formal and informal—that teachers
instructional decisions, and program improvement”
employ throughout the learning process to gather data
(NCTM, 2014, p. 89).
to assess student understanding and to make and adapt
Monitoring student progress is essential in the classroom. decisions to improve instruction. Formative assessment is
Assessments “permit the teacher to grasp students’ not an end; it is a means, to guide teaching and learning
preconceptions, which is critical to working with and building as it occurs (Black & Wiliam, 1998; Shepard, 2000; Heritage,
on those notions. Once the knowledge to be learned is well 2007).
defined, assessment is required to monitor student progress
Effective assessment tools allow teachers to collect data
(in mastering concepts as well as factual information), to
about what is working—and what is not—so that they can
understand where students are in the developmental path
take precise, swift, and effective action in meeting the specific
from informal to formal thinking, and to design instruction
needs of students. For this reason, using varied item types
that is responsive to student progress” (Donovan & Bradford,
and tasks may be the best way to get an accurate, complete
2005, p. 16).
reflection of student understanding; “Using multiple types
Ongoing, formative, informal, and formal assessment of assessments provides more insight into students’ learning
data are essential for meeting the needs of all students, because students have more than one way to demonstrate
identifying when instruction has been successful and when their knowledge and skills” (McREL, 2010, p. 44).
additional support, intervention, or challenge opportunities
In defining the elements of an effective student assessment
are needed. Summative data provide essential benchmark
data for results and future planning. As reported across an system, Darling-Hammond (2010) said that such a system
must “address the depth and breadth of standards as well
abundant research base, the regular use of assessment
as all areas of the curriculum, not just those that are easy to
to monitor student progress can mitigate and prevent
measure” (p. 1).
mathematical weaknesses and improve student learning
(Clarke & Shinn, 2004; Fuchs, 2004; Hattie, 2012; Lembke
For students, too, assessment is key to learning. The
& Foegen, 2005; NCTM, 2014; Popham, 2008; Skiba,
feedback students receive from assessment helps them
Magnusson, Marston, & Erickson, 1986).
to evaluate their strengths and weaknesses, and gauge
their progress toward meeting learning goals; formative
As Baker, Gersten, and Lee (2002) report from their meta-
assessment has a positive effect on learning (Black &
analysis “One consistent finding is that providing teachers
Wiliam,1998; Hattie, 2012; Jerald, 2001).
and students with specific information on how each student
is performing seems to enhance mathematics achievement
Teachers should examine incorrect student responses to see
consistently” (p. 67). Similarly, the National Mathematics
if they reveal specific student misunderstandings (Popham,
Advisory Panel (2008) points out “teachers’ regular use of
2008). By analyzing student errors, teachers can determine

which specific concepts, algorithms, or procedures need Council’s (1999) Testing, Teaching, and Learning, which
additional instruction (Ketterlin-Geller & Yovanoff, 2009). focuses on Title I students, recommends that “Teachers should
administer assessments frequently and regularly in classrooms
An additional benefit of formative assessment is that it has for the purpose of monitoring individual students’ performance
been shown to be particularly helpful to lower-performing and adapting instruction to improve their performance” (p. 47).
students. Gersten and Clarke (2007) concluded that “the use
of ongoing formative assessment data invariably improved “When viewed as a process that is indistinguishable from
mathematics achievement of students with mathematics effective instruction, assessment serves as a means to
disability” (p. 2). As a result, formative assessments achieve productive teaching and learning for all, rather
can minimize achievement gaps while raising overall than merely as the final stage in the traditional teach learn
achievement (Black & Wiliam, 1998). The National Research assess cycle” (NCTM, 2014, p. 94).

Monitoring students’ learning with meaningful assessment is an essential part of planning effective instruction that will meet
the specific needs of all students. Assessment opportunities in Math in Focus offer a complete picture of student progress by
employing numerous and broad-ranging measurements to evaluate students’ mathematical development in both the short- and
long-term.
Math in Focus offers a rich array of assessment opportunities throughout the instructional pathway and in a variety of formats,
both print and digital. Some Math in Focus assessments are only available in paper-and-pencil format to allow students to model
flexibly with their CPA toolbox and the teacher to see students’ work and thinking. Digital assessments are auto-scored, providing
rich data and reporting to inform grouping for differentiation. Administering Math in Focus digital assessments via Ed: Your Friend
in Learning® empowers teachers by providing access to various reports full of rich data that can be further drilled down into for
deeper insights on students’ performance.
The Formative and Benchmark assessments are available in both paper-and-pencil and digital formats. Because they are auto-
scored, digital versions of the Formative and Benchmark assessment items may be slightly different from paper-and-pencil versions
while assessing the same objectives.

FORMATIVE ASSESSMENTS
Formative assessments, available within the Student Quick Checks are pre-chapter quizzes that evaluate
Edition and digitally via Ed: Your Friend in Learning, enable students’ understanding of prerequisite concepts and skills.
teachers to efficiently and effectively deliver instruction and
assign differentiated resources.
Independent Practice helps students consolidate their

learning at the end of each section in a chapter. Based on
their performance here, teachers can form small groups
using differentiation resources to support, reinforce, or
enrich learning.
5 Chris and Ella bought some beads from a hobby store. The table shows
the cost of beads by weight.
Weight Cost
First 2 ounces 70¢
Each additional ounce 30¢
a Chris bought 5 ounces of beads. How much did they cost?

b Ella paid $6.10 for her beads. What was the total weight of the beads
that she bought?
6 A restaurant owner bought 245 cartons of candles. Each carton held

28 yellow and white candles. There were 2,198 yellow candles, and the
remaining candles were white. She used the same number of white
candles each month for 42 months. How many white candles did she use The Chapter Review at the end of each chapter
each month?
consolidates students’ learning. Within the Chapter Review,

several Assessment Prep items are provided that are

specifically geared toward state tests.
6 Real-World Problems: Four Operations of Whole Numbers 87

SUMMATIVE ASSESSMENTS
In the Assessment Guide, the Chapter Test for each chapter
serves as a review of concepts learned and as a way to see
students’ thinking.
The Cumulative Review provides the opportunity for

consolidation of concepts and skills across multiple chapters.
The Mid-Year and End-of-Year Benchmark Assessments are

administered in Grade 3 through Course 3. They are located
in both the Assessment Guide Teacher Edition and digitally via
Ed: Your Friend in Learning to ensure that students do not see
the questions before taking the tests.
PERFORMANCE TASK
PERFORMANCE TASK
3 The bean plants were planted in square plots of different sizes. The table Rubric
shows the perimeters of the square plots of sides 2 inches, 4 inches,
6 inches, 8 inches, and 10 inches. Point(s) Level My Performance
• Most of my answers are correct.
Length of side ( inches ) 2 4 6 8 10 • I showed complete understanding of what I have learned.
7–8 4 • I used the correct strategies to solve the problems.
Perimeter ( inches ) 8 16 24 32 40 • I explained my answers and mathematical thinking clearly
and completely.
a Plot the points (2, 8), (4, 16), (6, 24), (8, 32), and (10, 40) on the • Some of my answers are correct.
• I showed some understanding of what I have learned.
coordinate plane. 5–6 3
• I used some correct strategies to solve the problems.
y • I explained my answers and mathematical thinking clearly.
Perimeter of Squares
PERFORMANCE TASKS
44 • A few of my answers are correct.
• I showed little understanding of what I have learned.
40 3–4 2 • I used a few correct strategies to solve the problems.
Perimeter (inches)
• I explained some of my answers and mathematical

32 thinking clearly.
24 • A few of my answers are correct.

• I showed little or no understanding of what I have learned.
16 0–2 1 • I used a few strategies to solve the problems.
• I did not explain my answers and mathematical thinking
8 clearly.
Students demonstrate their knowledge, understanding, and

x
0 2 4 6 8 10 12
Length (inches) Teacher’s Comments
b What do you notice about the points you have plotted?
proficiency by completing Performance Tasks at the end of The line passes through all the plotted points to form a
straight line.
each chapter in the Student Edition. A rubric is provided for

teachers to give students feedback on their performance and to
Chapter 7 Line Plots and the Coordinate Plane 117 118 Chapter 7 Line Plots and the Coordinate Plane
show them evidence of their progress. 05(M)MIF_SE_5B C7 [10].indd 117 Student Edition Page•117 14/3/19 2:18 PM 05(M)MIF_SE_5B C7 [10].indd 118 Student Edition Page•118 14/3/19 2:18 PM
•• In• 3 ,•students•are•assessed•on•their•ability•to•identify•the•rule•in• Rubric (page 118)

the•number•pattern•and•graph•the•pattern•on•a•coordinate•plane.
Record•the•score•and•write•your•comments•for•the•students.•Use•samples•
•• Pose•these•questions•to•facilitate•classroom•discussion•or•probe•
of•student•work•to•show•what•a•Level•3•or•Level•4•paper•looks•like.
thinking.
What are we asked to do? How should we label the axes? Scoring Guide
PERFORMANCE TASK
Name: What is the rule of the pattern? What type of graph do we get?
Date:
Problem Point(s)
Plant Growth
1 a)• The•student:
The fifth graders at Best Elementary School are studying the growth of different
• •• constructs•the•line•plot•correctly. 1•
bean plants.
b)• The•student:
1 The table shows the heights of 17 different bean plants over the course of
one week. • •• •gives•the•correct•answer.•(28 1 •inches) 1
4
Height ( in. ) 11 11 13 2 21 a)• The•student:
4 2 4 4 2
Number of plants 3 5 5 3 1
• •• •accurately•graphs•the•number•of•girls•taking• 2•
part•in•the•study•on•the•coordinate•plane.
a Make a line plot to show the heights of the bean plants.
• •• •gives•the•correct•answer.•(Possible•answers:• 1•
Classes•5A,•5B,•and•5D•have•the•same•number•
of•girls•taking•part•in•the•study;•Class•5C•has•
the•greatest•number•of•girls•taking•part•in•the•
•
study;•Class•5E•has•the•second•highest•number•
of•girls•taking•part•in•the•study.)
3 a)• The•student:
• •• accurately•plots•the•points. 2•
b What is the total height of the bean plants? Show your work. • •• •accurately•describes•the•pattern•formed•by•the•
1•
points.•(They•can•be•joined•using•a•straight•line.)
Total Points 8
117 – 118 Chapter 7 Line Plots and the Coordinate Plane
Chapter 7 Line Plots and the Coordinate Plane 115

SUMMARY AND
REFERENCES
58 | SUMMARY
Singapore has placed at the top in the last four administrations of the Trends in International Math
and Science Study (TIMSS); the Singapore Math® program is largely believed to be responsible for
this exceptional performance. Math in Focus addresses those key evidence-based features in the
Singapore Math® program that have made the program so successful, and presents these features
in a version of the program specifically designed to meet the needs of American students and
educators.
Research in cognition generally and in mathematics education specifically supports the many features
that characterize Math in Focus. The program employs the strategic development of concepts
throughout the current grade and successive grades to allow for a deeper understanding of the skills
without unnecessary repetition. Extensive practice opportunities allow for skill review both before
and during lessons, and for the applications of concepts and skills to new contexts. Deliberate
scaffolding supports the development of students’ reasoning skills as they work on successively more
intricate math problems and move from solving simple routine problems to independently solving
complex, nonroutine word problems.
By using evidence-based teaching and learning strategies and a curriculum model demonstrated
by research to be effective, Math in Focus prepares students for future learning in mathematics and
develops the problem solving and critical thinking skills needed in the 21st century.
SUMMARY | 59
REFERENCES
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Baker, S., Gersten, R., & Lee, D. (2002). A synthesis of empirical
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Baxter, J., Woodward, J., & Olson, D. (2005). Writing in mathematics:
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tsukuba.ac.jp/math/apec/apec2008/papers/PDF/13 (YeapBanHar_
in the early years: Project Good Start. Retrieved online: https://
Singapore.pdf).
research.acer.edu.au/tll_misc/4
Zambo, R., & Zambo, D. (2007). Mathematics and the learning cycle:
How the brain works as it learns mathematics. Teaching Children
Mathematics, 14(5), 265–270.
REFERENCES | 65
NOTES
hmhco.com hmhco.com
R E S E A R C H
R E S E A R C H
RESULTS:
FOUNDATIONS:
Early Outcomes
HMH Research
Publications Research Foundations Research Results including
Efficacy Compendiums
Research Foundations papers,
Research Into which include the Evidence and

Efficacy papers, provide an in-
depth account of the theoretical
Research Results papers document
the efficacy of a program in
terms of Gold level studies
Practice Into underpinnings, evidence base,

and expert opinions that guide the
design and development of new
(strong evidence), Silver level
studies (moderate evidence),
and Bronze level studies
Results and revised programs. Research

Foundations map known research
and design principles to practical
(promising evidence). At HMH®,
program efficacy is monitored
closely and continuously in a
applications of the program. variety of settings, including
varying geographical locations,
implementation models, and
student populations.
Rejecting the complacency of “good

hmhco.com hmhco.com hmhco.com
enough”, used the resources

guidance of the international center
and the SPN to identify significant
opportunities to provide its students
R E S E A
with the academic andR Ctechnical
H skills R E S E A R C H
needed to CASE STUDY
successfully transition R E S E A R C H
TECHNICAL
HMH SERVICES GUIDE
from high school to college or the PROFESSIONAL
workplace. The International Center PAPER:
and SPN assisted
ProfessionalLQHS in developing Striving Readers
Services
programs, courses, and instructional
support to improve performance
on the CAHSEE. By adding rigor and
relevance to instruction
and motivating students, LQHS helped
ensure that all students acquire
skills they will need for success in
college, career, and beyond.
Research Case Studies Research Professional Papers Research on Assessments
Research Case Study papers Research Professional papers are Research Assessments such as
showcase research that is primarily typically authored by an expert in the Technical Guide accompany
qualitative and/or anecdotal. the field and highlight an important the release of a stand-alone
Research Case Study papers theoretical construct, practical assessment to demonstrate its
may profile a particular educator, application, program component, reliability and validity. Technical
student, implementation, or or other topic related to learning Guides and supporting papers are
special population of students. in the context of HMH programs. periodically updated as additional
Research Case Study papers reliability and validity evidence
strive to provide more context is collected in support of an
for understanding programs in assessment’s use and functionality.
practice.
Math in Focus
®
® ®
Singapore Math by Marshall Cavendish
RESEARCH
PROFESSIONAL PAPER
EVIDENCE &
EFFICACY
Next Generation Science Standards and logo are registered trademarks of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this
product, and they do not endorse it. NSTA® is a registered trademark of the National Science Teachers Association. Google is a registered trademark of Google LLC. Common Cartridge® (CC®) is a trademark of IMS Global Learning
Consortium, Inc. in the United States and/or other countries. HMH Science Dimensions®, Ed Your Friend in Learning ®, Do The Math ®, Math Solutions®, International Center for Leadership in Education ®, MATH 180 ®, READ 180 ®, iRead ®,
Math Inventory ®, M Math Inventory ® logo, The Learning Company™, Houghton Mifflin Harcourt®, and HMH ® are trademarks or registered trademarks of Houghton Mifflin Harcourt. © Houghton Mifflin Harcourt. All rights reserved.
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RESEARCH

08 THE SINGAPORE MATH® APPROACH

24 DEVELOPING CONCEPTUAL UNDERSTANDING

36 KEY INSTRUCTIONAL FEATURES

58 SUMMARY AND REFERENCES

Math in Focus ®: Singapore Math® by Marshall Cavendish® is an innovative mathematics program

Figure 1b. Average mathematics scores of 8th-grade students, by education system:

Results from TIMSS 2015

0 300 350 400 450 500 550 600 650 1,000

8 | THE SINGAPORE MATH ® APPROACH

THE SINGAPORE MATH® APPROACH

The Pentagon Framework ................................................................................................................. 10

THE SINGAPORE MATH ® APPROACH | 9

10 | THE SINGAPORE MATH ® APPROACH

n Concepts and skills are reinforced through opportunities to

Singapore Math® Framework

Numerical calculation Mathematical Reasoning, communication,

Problem and connections

Data analysis Applications and modeling

THE SINGAPORE MATH ® APPROACH | 11

12 | THE SINGAPORE MATH ® APPROACH

n Modification: restate the problem, simplify the problem,

HOW MATH IN FOCUS DELIVERS

2 Find the sum and difference of the pair of numbers. chickens

3 Add the sum and difference of the pair of numbers.

4 Repeat 1 to 3 with two other pairs of numbers.

14 | THE SINGAPORE MATH ® APPROACH

PUT ON YOUR THINKING CAP!

Each Math in Focus chapter concludes with Put On Your

© 2020 Marshall Cavendish Education Pte Ltd

n Analyzing parts and whole 05b(M)MIF2020G4A_SE_C2(L4-L7).indd 208 10/1/18 7:49 PM

n Identifying patterns and relationships

n Inductions (from specific to general)

n Deduction (from general to specific)

The program’s Math Journal provides the objective of the

04(M)MIF2020G4A_SE_C1.indd 77 10/1/18 7:24 PM

THE SINGAPORE MATH ® APPROACH | 15

16 | THE SINGAPORE MATH ® APPROACH

THE SINGAPORE MATH ® APPROACH | 17

Bar modeling, sometimes called model drawing, is the most

progressions of difficulty. Bar models are introduced in

18 | THE SINGAPORE MATH ® APPROACH

2 12 cost price $�50

Malia selling price $585

Increase in price = $585 − $�50

THE SINGAPORE MATH ® APPROACH | 19

Within how children learn mathematics specifically,“[m]

20 | THE SINGAPORE MATH ® APPROACH

THE SINGAPORE MATH ® APPROACH | 21

Metacognitive awareness can be effectively developed through:

n modeling of strategies and methods for solving problems, as through think-alouds;

n encouragement to seek alternative ways of solving problems;

n requiring students to check the appropriateness and reasonableness of answers; and

PUT ON YOUR THINKING CAP!

Mathematical Habit 3 Construct viable arguments Problem Solving with Heuristics

© 2020 Marshall Cavendish Education Pte Ltd

22 | THE SINGAPORE MATH ® APPROACH

Quick Check 2 Mathematical Habit 2 Use mathematical reasoning

2 12 cost price $�50