1. Checking of Understanding & Surfacing Misconceptions/ Common Errors
Example 1: This is a lesson review where students attempted the short quiz on a GoogleForm, embedded in the class Maths blog. Their responses were captured in the GoogleSpreadsheet which has been formatted to highlight incorrect answers. Errors were surfaced for discussion in class.
Link to spreadsheet:
Example 2: Common mistakes (from test papers) were surfaced and put up in the Maths blog for discussion. Prior to discussion, students were to share their thoughts on what's possibly the thinking behind the working.
Link to students' responses:
Example 3: Based on their understanding on the four operations and equation, students attempted to explain what went wrong in the working shown in the videoclip
Presenting the scenario...
The working that looked correct!
What went wrong was...
Example 1: To help students make connection between the topic they learnt earlier (i.e. Real numbers), in the introduction of the Algebra, students were asked which is larger?
S1-02: Which is Larger in Magnitude?
3. Applying Knowledge
In the introductory lesson to Algebra, students attempt to uncover the mystery behind the Mind Reader by trying to figure out how the Mind Reader is able to guess the symbol represents the number they computed correctly.
By pattern observation, students attempt to describe 'rule' in the blog posts. Through the responses from the class, they learnt that there are more than one way to uncover the mystery, which includes a more generalised answer explained through algebra.
By pattern observation, students attempt to describe 'rule' in the blog posts. Through the responses from the class, they learnt that there are more than one way to uncover the mystery, which includes a more generalised answer explained through algebra.
4. Demonstration of Understanding
Example: Students were introduced to several problem solving strategies. To demonstrate their understanding, they were to identify one and illustrate with an example where the strategy was used to solve the problem.
Link to students' responses (S1-05, 2011)
5. Learning... on their own
Selected topics (e.g. Percentages) were identified with large part of the module delivered to the Subject Site where suggested timeframe were given to students to learn the topic on their own. For the more capable students, they could escalate by attempting the online quizzes in the Content Management System to check their understanding and mastery of the topic.Instructions given to students
Snapshot of the activity page
6. Articulating thought processes
In the form of viva voce, students were tasked to explain how they solve a problem verbally. This requires them to use the mathematical language to articulate their thought processes. 
- Example 1: S1-04 Maths Blog
- Example 2: S1-01 Maths Blog: Sandy Khoo
7. Problem Solving (with multiple solutions)
Crossing the Bridge (S1-01, 2011)Through a logic game, students attempt to solve the problem and describe their proposed solution in the blog comments. They also briefly shared how they approached the problem (e.g. the strategy).
8. Mathematics in Real World Application
Example 1: "Approximation" in real world application (S1-01, 2011)In this activity, the class is tasked to plan for the class party and every member goes for 'virtual shopping' at the online supermarket (NTUC Fairprice) so that they could estimate the budget needed for the party. From the supermarket's website, they pick the item and enter the description and price of the item into GoogleForm posted in the blog, which in turn lists their inputs in a googlespreadsheet where they have an overview of the items and the costs. This lesson also emphasis on the importance of "Plan before Act".
Example 2: Application of Mathematics in Real World
Students discuss the use of approximate graphical representations in Facebook
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