SINGAPORE MATH STRATEGIES

3rd and 4th grade

Teagan Thomas
4th Grade Math/Science Teacher
METROLINA REGIONAL SCHOLARS ACADEMY
 Progression of 3rd and 4th grade Math
3rd Grade
Book 3A: Place Value #s up to 10,000, addition and subtraction (up to 1,000), multiplication (with regrouping), 2 digit
division by 1 digit with and without remainders, picture and bar graphs. Word Problems.
Book 3B: Multiplying and dividing by 6, 7, 8, 9. Fractions of a whole, using number lines, comparing like numerator and
denominator fractions, finding equivalent fractions, adding and subtracting fractions, measurement (capacity, time,
money), geometry (circles, angles, shapes, area and perimeter). Word Problems.
*Book 4A: Place Value #s up to 1 million, number patterns, ordering and comparing large numbers, rounding to
different place values, addition and subtraction of large numbers, factors and multiples, multiplying by 2-digit, dividing 3
and 4 digit numbers, comparing and ordering fractions, converting fractions (mixed numbers and improper), adding and
subtracting fractions, mixed numbers and improper fractions. Multiplying fractions by whole numbers. Line graphs. Word
Problems.
*Book 4B: Measurement (distance, weight/mass, time), converting measurements, adding, subtracting, multiplying and
dividing measurements. Area and Perimeter. Understanding decimals in relation to fractions, comparing decimal
numbers, adding and subtracting decimals. Multiplication and division of decimals. Geometry (measuring angles, lines,
symmetry, defining shapes). Word Problems.

*Sometimes taught in 4th grade

 Progression of 3rd and 4th grade Math
4th Grade
**Book 4A: Place Value #s up to 1 million, number patterns, ordering and comparing large numbers, rounding to
different place values, addition and subtraction of large numbers, factors and multiples, multiplying by 2-digit, dividing 3
and 4 digit numbers, comparing and ordering fractions, converting fractions (mixed numbers and improper), adding and
subtracting fractions, mixed numbers and improper fractions. Multiplying fractions by whole numbers. Line graphs. Word
Problems.
**Book 4B: Measurement (distance, weight/mass, time), converting measurements, adding, subtracting, multiplying and
dividing measurements. Area and Perimeter. Understanding decimals in relation to fractions, comparing decimal numbers,
adding and subtracting decimals. Multiplication and division of decimals. Geometry (measuring angles, lines, symmetry,
defining shapes). Word Problems.
***Book 5A: Place Value and Whole Numbers up to and past 1 million. Using estimation to check for reasonable answers.
Factors and Multiples. Multiplying up to the thousands. Dividing up to the thousands. Adding/subtracting unlike fractions.
Multiplying/dividing fractions. Area and perimeter of composite figures, triangles, parallelograms. Ratio. Word Problems
***Book 5B: Rounding decimals. Multiplying and dividing decimal numbers by whole numbers up to the thousands.
Percentage. Finding average, Finding rate. Creating line graphs. Triangles and parallelograms. Tessellations. Finding volume.

**Sometimes taught in 3rd grade ***Sometimes covered in 5th grade

THE IMPORTANCE OF PLACE VALUE
Traditional Understanding of Place Value might include:
What digit is in the thousands place? 124,675
What place is there an 8? 380,456

In Singapore Math a student would understand that in a number like 380,456 there are
380,456 ones, 38,045 tens, 3,804 hundreds, 380 thousands, 38 ten thousands, 3 hundred
thousands.
This understanding is essential to understand the standard algorithms of addition, subtraction,
multiplication and division.
For example: 372
x 4
4 is multiplied by 2 ones, 7 tens and then 3 hundreds
And in division 560 ÷ 5 =
500 is being divided by 5 then 60 is being divided by 5 and finally 0 is divided by 5.
 Mental Math Methods
In Singapore Math, we encourage students to think about how they would solve a problem, coming up with
their own strategies. Oftentimes we ask students to practice this when doing mental math. Mental math is the
goal after students have mastered concepts through touch and through visuals (drawing and writing). Below are
examples of ways that a student might solve problems using mental math strategies, in order to make the
numbers “easier” to work with.

“Zeros Method” When working with numbers with zeros at the end, focus on the number of these zeros and the value of
the previous digits. Ex: 15,000 x 4,000….15 x 4 = 60….(total number of zeros = 6)... = 60,000,000
Ex: 340,000 divided by 5…. 340 thousand divided by 5 = 68 thousand = 68,000

“Number Bonds” Breaking numbers apart into “easier” chunks to then multiply. Ex: 8 x 6….(4 x 6) + (4 x 6) = 48

“Rounding” Round numbers to one of the nearest place values then operate with them to get an estimated answer, to see
approximately what the real answer would be. Ex: 4,216 divided by 2… 4,217 is about 4,200….4,200 divided by 2 = 2,100

“Close to Method” Use this method when one or more of the numbers are close to an “easier” number to work with. Ex:
399 + 45 = 400 + 45 - 1 = 445 - 1 = 444
 STRATEGIES FOR MULTIPLICATION
Area Model
Problem: 34 x 15

Traditional algorithm Students think they are multiplying 5 times 4 and then 5 times 3, then 1
times 4 and 1 times 3. They are just following the steps without maybe understanding what it is
they are actually doing.

In the visual model method for multiplication (called an Area Model), students use their
knowledge of place value to multiply and therefore have an understanding of what they are
doing.
30 4
10 30 x 10 =300 4 x 10 = 40
5 30 x 5 = 150 4 x 5 = 20
 STRATEGIES FOR MULTIPLICATION
Partial Products
Problem: 34 x 15

In the method for multiplication (called Partial Products), students use their knowledge of place
value to multiply the place value parts of each number, with no need to “carry” and keep track
of digits.
34
X 15__
20 5 x 4
+ 150 5 x 30
40 10 x 4
300 10 x 30
510
 VISUAL MODEL FOR DIVISION
In division the same is true for the standard algorithm.
In a problem like 5,208 ÷ 4 =
Students think that they are dividing 5 by 4, then 2 by 4, then 20 by 4, then 8 by 4.

4 5,208
4 x 1,000 4,000 - 4,000
4 x 300 1,200 1,208
8
4x + 2 - 1,200
5,208
1,302 8
- 8
0
In this model, students use place value to see what each of the steps of division is actually dividing and they
then can see what they are doing when they use the standard algorithm.
VISUAL MODELS FOR MULTIPLICATION
AND DIVISION
Sessions to attend

• Room 112, Ms. Singh's room: Kindergarten math strategies and the
transition to first grade by Ms. Crowther and Ms. Singh
• Room 109, Mrs. D'Andrea's room: First grade math strategies and the
transition to second grade by Mrs. D’Andrea
• Room 114, Ms. Bernard's room: Second grade math strategies and the
transition to third grade by Ms. Bernard
• Room 125, Mrs. Gutt's room: Bar Models by Mrs. Gutt
• Room 122, Ms. Thomas's room: Math Strategies for third and fourth
grades by Ms. Thomas
THANK YOU FOR COMING!