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Visible Thinking in Mathematics 3B
Price
$
13.20
Publisher:
Marshall Cavendish Int (S) Pte Ltd, Singapore
ISBN:
9789810196868
pp.:
194
Grade:
G3/G4
Availability::
Usually Ships Within One Business Day
Product Code:
VTIM3B
Qty:
Description
Contents_Samples
Visible Thinking in Mathematics
is a series of eleven supplementary books that promotes critical and creative thinking in mathematics. It is designed to help make thinking visible by providing the child with opportunities to think, explore and reflect.
While practice leads to better performance, practice without contextual and conceptual understanding prevents the child from thinking critically and creatively. In this series, instead of learning procedures and formulas by rote, the child masters concepts through:
Thinking routines:
functional questions to direct the child's thinking on key concepts and cultivate the child's thinking skills.
Parallel questions:
consecutive mathematical problems with the same context but different key words to highlight differences between problems; ensuring that the child understands and retains concepts and skills better.
This approach not only instills in the child mathematical skills but also inspires discipline in thinking and greater motivation for learning.
Additional support is provided to the child through Notes. Notes present opportunities for parents and teachers to clarify misconceptions, simplify difficult concepts and address areas of difficulty for the child.
Above extract from
Preface of Visible Thinking in Mathematics
(reproduced with the permission of the publishers).
Answers are in the back of each book.
Note: This series has not been revised for U.S. usage. Currency images in the money chapters at the lower levels are Singapore coins and bills. Also, only metric measurement units are used.
Visible Thinking in Math 3B
Contents
Chapter 7
Money
Adding Dollars And Cents
Subtracting Dollars And Cents
Word Problems
Chapter 8
Length, Mass And Volume
Measurement And Conversion Of Length
Measurement And Conversion Of Mass
Measurement And Conversion Of Volume
Chapter 9
Bar Graphs
Making Bar Graphs
Reading And Interpreting Bar Graphs
Chapter 10
Fractions
Recognising Equivalent Fractions
Finding Equivalent Fractions
Simplifying Fractions
Comparing Fractions with ˝
Comparing And Ordering Related Fractions
Addition And Subtraction Of Fractions
Chapter 11
Time
Telling Time To The Minute
Telling Time Using “Past” And “To”
Conversion Of Time In Hours And Minutes
Addition And Subtraction of Time
Finding Duration Of Time
Finding Start And End Of Time
Chapter 12
Angles
Identifying Angles
Right Angles
Chapter 13
Parallel And Perpendicular Lines
Identifying Parallel Lines
Identifying Perpendicular Lines
Naming And Drawing Parallel And Perpendicular Lines
Chapter 14
Area and Perimeter
Area
Perimeter
Using Formula To Find Area And Perimeter
Answers
Samples
Click here to view samples for
Visible Thinking in Mathematics 3B
.
Sample includes:
Chapter 10 Fractions  Recognising Equivalent Fractions (p. 6566)
Chapter 10 Fractions  Simplifying Fractions (p. 71)
Summative Test (p. 91)
All copyrights reserved by Marshall Cavendish International (S) Pte Ltd.
Our recommendation:
This is a good supplementary series for reteaching students who need additional guidance. The books emphasize the pictorial stage and helping students to move from the pictorial stage to the abstract or contextual stage. They include questions the teacher can ask the student to get them to think about the concepts, as well as teaching tips for the teacher that include common errors.
They would be useful in the classroom for teachers as a differentiation tool to use when working with students who need additional help, or for homeschoolers whose students need additional practice, discussion, and visual aids before moving to the abstract stage or before doing some of the more challenging material.
Includes some model drawing sooner than appropriate, as well as recording steps for strategies that would normally be a mental math strategy for more capable students, but this can be useful for those students who need more guidance through those particular strategies. It should not be used as a substitute for the
Primary Mathematics
, particularly for more capable students, but rather as a reteaching tool. There are detailed answers in the back.
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