2021/4/11

By using what children learned!
Task sequence for preparation of futureFree Program for SEAMEO School Networkfrom the University of Tsukuba, Affiliate Member of SEAMEO

Number• Existence andnecessity• OrderTeaching Mathematics to Develop Mathematical Thinking as Higher Order Thinking:

How do you teach? Why?

Lesson 8: How to extend the number more than 10?

Larger orSmaller
Greater or Less
• Operations

Isoda, Masami. Prof., Faculty of Human Sciences
Director of CRICED, The University of Tsukuba, Japan
With collaborations ofReview

Base Ten Place Value System (Arabic Number) VS Base Ten System (Numeral)

Case of English

BTPVS 1 2 3 … 10Arabic

In Japan:
Make sense (understandmeaning)
Think about how tocalculate/operate/findthe easier way to answer
Acquisition of proficiency

En. O T T

11Tenn w he o ree… 14 … 19Elev
enFourteen

Nineteen

20 21Twenty… 30 … 99 100 101Tw
entyT
hirtyOne

Try to teach how toextend the numberNinetyHundredNine… 110

111… 114

121

HundredHundredHundredHundredHundredOneTenElevenFourteen

TwentyNguyen Chi Thanh, Erlina Ronda and Aida Yap
Adopting a 21stCentury Curriculum

Review

Revitalizing
Teacher Education

410

Using what you already knew on the past 7 lessons!

Numerals In English as a language
How about in your language?

Cardinal Number (set number):One, two, three, ….nine, ten, eleven, twelve, …,nineteen, twenty, twenty-one(20+1), …, thirty,thirty-one, … not exact base ten system?

 Participants
need toconsider whatʼsnew.

 Participants of this program are able toimagine the ways of learning from theprocess of learning process.

Appreciations
Reflection
Acquisition
Curriculum Standards: SEABES-CCRLS( by SEAMEO-RECSAM (Mangao, Ahmad, Isoda; 2017)

In Japanese

Review

Cardinal Number (set number):Ichi(one), ni, san,…, jyu (ten),jyu (ten)-ichi (one) (eleven), jyu-ni(ten+two)… ni-jyu (two ten) exact
base ten system
Historically Hitotsu, Futatsu, Mittsu, …, To (ten)Ordinal Number:

Ordinal Number：C.N.＋番(ban)Ichi-ban, ni-ban, san-ban, …

First, Second, Third, Forth, …, ninth, tenth, eleventh,…, nineteenth, twentieth, twenty first, …
Show the position in order.

Multiple: C.N.＋倍(bai)Ichi-bai, ni-bai, san-bai, …

-----------

Number shows magnitude (size) but
not show the quantity.

Multiple:
Once (one time), twice(two times),thrice(three times), …
Half, double (twofold), triple (threefold), …

Term. : Order of Number/Numeral

20130

3Review

100

1001

10010

10011100- 1004-10 20-1

Case of Japanese

101112… 2021… 30… 99

100

101… 110111

Jpn. I N S

Jyu

Jyu

Jyu

Ich
I

Ni

NiJyu

NiJyu

SanJyuKyuJyu

H
yak
U

H
yaku

H
yaku

Hyaku

Hyaku

I
chi

Jyu

Jyu

NiJ
yu

c i
hi

an

K
yu

Ichi

K
yU

Ichi

1010-1

210

210
1

310

910
9100

100
1100
10100
101…

121

100
2-101

How do you teach?
Make sense?
Acquisition of proficiency?

• Existence and necessity

For what?
Number sense?

• Order/Larger or Smaller/
Greater or Less
How do we teach the number more than ten.
Term. : Idea of set which is defined by conditions or elements.

• Operations

…

Ichi

What is the number?
We usually teach:
Cardinal (Set) Number

Thoseterminology
distinguishtasks andexplain task
sequence
for thepreparationof futurelearning.

90-9

BTPVS 1 2 3 … 9Arabic

ʻ3 applesʼ are denominated number:an apple is the unit for counting(measurement). 3 is a number.

10 is Ten ʻ10ʼ (one word) or 1+0 (two words)?

20

Base Ten Place Value System (Arabic Number) VS Base Ten System (Numeral)

Quantity (amount/measure) isrepresented by number withdenomination.

HOTS isMath. T.

910

One

In Japan:
Make sense (understandmeaning)
Think about how to
calculate/operate/find theeasier way to answer
Acquisition of proficiency
Try to teach how to extend
the number1

2021/4/11

How do you teach 11?

How each task chose the number
and set the task sequence?

References• By Counting and Ordering?

What should learn?
What are changes/new?

What is necessity to shift the base ten place value system?

What is the representation/model for the base ten place
Which number is really base ten place value system?
value system
How children change
the way of counting?

16For
what?

Gakko Tosho: Study with your friends:
Mathematics for Elementary School Series

2010 Edition

Primary School Textbook
2001 Curriculum2005 Japanese Edition
2005 English Edition↓
2010
Thai Ed.

2005 Edition

10 Editions

Could you explain itby learned
BA
terminology?

Isoda, M., Tall, D. (2019). Junior High School
Mathematics Textbook, Gakko Tosho

4 Editions

NEWEST EDITIONWhen do you teach count by two and five?
Why we need the line of number?

How it set the task
sequence?

Forwhat?

Junior High S. Textbook
2012 Curriculum2016 Japanese-Edition
2019 English-Edition2020 Indonesian-Edition
202X Thai Ed.

4 Editions

Why we need the terminology ʻsemi-concrete objectʼ and ʻblockʼ?

2012 Mexico Ed.
2019 Chile Pro. Ed.
2011 Curriculum2011 Japanese Edition
2011 English Edition↓
2019 Papua N.G. Edit.
2020 Indonesian Edi.
2020 Chile Ed.
2015 Japanese-Edition
2015 English-Edition2020 Curriculum2020 Japanese Edition2020 English Edition
17References
Masami Isoda, Raimundo Olfos edited (2020). Teaching Multiplication with Lesson Study: Japaneseand Ibero-American Theories for International Mathematics Education. Cham, Switzerland: Springer.
(Open Access)
Masami Isoda, Aki Murata (2020). Study with your friends: Mathematics for Elementary School (12vols.). Tokyo, Japan: Gakko Tosho.
Masami Isoda, Aki Murata, Aida Yap (2015). Study with your friends: Mathematics for Elementary
School (12 vols.). Tokyo, Japan: Gakko Tosho.
Masami Isoda, David Tall (2019). Mathematics for Junior High School (3 vols.). Tokyo, Japan: GakkoTosho.
Dominador Dizon Mangao, Nur Jahan Ahmad, Masami Isoda edited (2017).SEAMEO basic educationstandards (SEA-BES): Common core regional learning standards (CCRLS) in mathematics andscience. Penang, Malaysia: SEAMEO-RECSAM, http://www.recsam.edu.my/sub_seabes/images/docs/SEAMEO-ASEAN-Curriculum-SEABES-CCRLS-Standards.pdf

Maitree Inprasitha, Masami Isoda, Patsy Wang Iverson, Ban Har Yap (2015). Lesson Study:
Challenges in Mathematics Education. New Jersey, USA: World Scientific
Masami Isoda, Shigeo Katagiri (2012). Mathematical Thinking: How to develop it in the classroom.
New Jersey, USA: World Scientific

TEH Kim Hong, ISODA Masami, GAN Teck Hock (in printing). Mathematics Challenges for Classroom
Practices at the Lower Primary Level. Penang, Malaysia: SEAMEO-RECSAMISODA Masami, TEH Kim Hong, GAN Teck Hock (in printing). Mathematics Challenges for Classroom
Practices at the Upper Primary Level. Penang, Malaysia: SEAMEO-RECSAMGAN Teck Hock, ISODA Masami, TEH Kim Hong (20augi21). Mathematics Challenges for Classroom
Practices at the Lower Secondary Level. Penang, Malaysia: SEAMEO-RECSAM

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