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Math 2 nd Grade

Math 2 nd Grade. Resources and Building Content Knowledge Education Transformation Office. 3-2-1. Common Board Configuration (CBC). DATE: July 30, 2012 Introductions: 3 – 2 - 1 Activity. Vocabulary: Pacing guide, Skill Sheets, Journal Entries , Common Core. Exit Slip:

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Math 2 nd Grade

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  1. Math2nd Grade Resources and Building Content Knowledge Education Transformation Office

  2. 3-2-1

  3. Common Board Configuration (CBC) DATE:July 30, 2012 Introductions: 3 – 2 - 1 Activity Vocabulary: Pacing guide, Skill Sheets, Journal Entries, Common Core • Exit Slip: • Revisit Essential Question BELL RINGER: BENCHMARK: Math Resources and Content. • AGENDA: • I Do: • Review focus group materials • We Do: • Math Content Training For Topic 1, 2, and 3 • They Do: • Map out how you’re going to teach the beginning of the year concepts. • You Do: • Processing Time: Answer the essential question • Homework Instruction Objective: Today we will explore the math content, review the resources now available and share best practices to teach the content effectively. ESSENTIAL QUESTION: How can exploring the math content and resources help me to be an effective teacher?

  4. Essential Question: How can exploring the math content and resources help me to be an effective teacher?

  5. What’s New and Continuing with ETO Elementary Math? 2013-2014 School Year

  6. The ETO Website will Continue to Provide Each Grade Level with the Following: • Pacing Guide with Lesson breakdown • Grade Level Skills Sheets • SAT-10 Dailies • Calendar Math Suggestions

  7. Pacing Guides will Continue to Have a Day to Day Breakdown!

  8. What is NEW???? GO MATH will now consist of all COMMON CORE You will not have to print additional On Core Lessons on the Thinkcentral website. New Dashboard for ThinkCentral

  9. GO MATH 2nd Grade “Old vs. New”

  10. GO MATH • Go Math textbooks are all correlated to Common Core. • Schools will receive updated Common Core Teacher’s Editions

  11. GO MATH Technology Correlations

  12. GO MATH Technology Correlations

  13. Journal Entries

  14. Skills Sheets

  15. Student Skills Sheets

  16. S.A.T Dailies • Redone by Standard • The same benchmark all week • Easier to use

  17. Calendar Math • Calendar Math is a time when students do the same routine every day in order to work on basic math skills • Many SAT-10 skills can be taught through Calendar Math • Sample Calendar Math Ideas: • 100 Days of School Countdown/ Count up • Calendar • Place Value Chart • Time • Money • Graphing

  18. Calendar Math

  19. Let’s Explore Common Core

  20. Common Core Required Fluency The content standards have three levels of organization. The standards define what students should understand and be able to do. These standards are organized into clusters of related standards to emphasize mathematical connections. Finally, domains represent larger groups of related standards.

  21. DIGGING DEEPER INTO THE MATH CONTENT 2nd Grade TOPIC I: Numbers Concepts, Place Value, and Counting Patterns New Edition Common Core Textbook MACC.2.NBT.1.2; MACC.2.NBT.1.3; MACC.2.OA.3.3

  22. Standards for Mathematical Practices “The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient.We were purposeful in calling them standards because then they won’t be ignored.” ~ Bill McCallum

  23. Mathematical Practices • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

  24. Topic IMathematical Practices MP 3:Construct viable arguments and critique the reasoning of others Mathematically proficient students can… • make a mathematical statement (conjecture) and justify it • listen, compare, and critique conjectures and statements

  25. Topic IMathematical Practices MP 7 : Look for and make use of structure Mathematically proficient students can… • look closely to determine possible patterns and structure (properties) within a problem • analyze patterns and apply them in appropriate mathematical context

  26. Essential Content A. Developing Understanding of Place Value and the Numeration System of Numbers to 99: 1. Naming numbers in verbal and written form 2. Representing numbers using concrete models 3. Writing numbers • expanded form • standard form • word form B. Developing an Understanding of Odd and Even Numbers: 1. Verbally naming and writing odd/even numbers up to 99 2. Representing a. concrete models b. pictorial models 3. Identifying odd and even numbers in a group 4. Explaining why a number is odd/even C. Developing an Understanding of Problem Solving Involving: 1. Counting forward and backward by 10s 2. Skip counting 3. Using logical reasoning to solve problems

  27. Professional Development Podcast Let’s Watch one together! Found on Thinkcentral.com Under Resources Segment 2

  28. PD Podcast • How did you see the practice being implemented • How would this look in 2nd Grade? • What are some benefits by viewing the Podcasts?

  29. What Must Students Be Able to Do? • During the first 3 topics you will be teaching place value starting with the • Ones and tens for Topic 1 • Ones, Tens, and Hundreds for Topic 2 • Ones, Tens, Hundreds, and Thousands for Topic 3

  30. What Must Students Be Able to Do in Topic 1 ? • Classify numbers up to 20 as even or odd • Write equations with equal addends to represent even numbers (e.g. 10=5+5). • Use place value to describe the values of digits in 2-digit numbers. • Read and write two digit numbers using expanded form, word form, and standard form. • Identify the position of a digit in a two-digit number and name its value

  31. Common Core Standards Topic 1

  32. How Will the Students Be Assessed…What Will it Look Like?

  33. Review Teaching for Depth at the Beginning of Each Chapter

  34. About the Math…Before Each Lesson On the Teacher Pages It also gives you strategies to teach the content in the lesson.

  35. Strategies for Topic 1:Use a Ten Frame For Even & Odd Have the students make circles around two counters. If there are no counters left, the number is EVEN. If there is one counter left alone, it is ODD.

  36. Strategies for Topic 1:Connecting Cubes For Even & Odd MANIPULATIVES, MANIPULATIVES, MANIPULATIVES!

  37. Apply place value concepts to find equivalent representations of numbers. • Apply place-value concepts to write 2-digit numbers that are represented by pictorial models. • Solve problems by finding different combinations of tens and ones to represent 2-digit numbers using the strategy find a pattern. • Extend counting sequences within 100, counting by 1’s, 5’s, and 10’s. • Extend counting sequences within 1,000, counting by 1’s, 5’s, 10’s, and 100’s.

  38. Strategies for Topic 1:Base-ten Blocks For Place Value 5 2

  39. Strategies for Topic 1:VOCABULARY ALWAYS teach vocabulary and USE IT during your instruction. Students also should be using this vocabulary in their verbal explanations and writing. Place vocabulary on a Math Word Wall, so students can refer to it for the spelling. 28 = twenty-eight, 100 = hundred, 68= sixty-eight, 1,000 = thousand

  40. Strategies for Topic 1:Use a Hundred Chart For Patterns

  41. Strategies for Topic 1:Use a Hundred Chart For Patterns Students will be required to count by 1s, 5, 10s, and 100s up to 1000. Be sure to use charts that go up to 1000.

  42. End of the Topic Group Activity Collaborative Strategy- Numbered Heads 1. Each individual will receive a popsicle stick with a number. 2. Everyone with the same number will group as a pair to work on an a computation problem and a word problem. 3. At this time choose who will be the: A. Teacher B. Student 4. Teachers please explicitly teach the concept and incorporate the following in your lesson: A. Problem Solving Strategy B. Address Common Errors

  43. #1 #2

  44. 8 4 84 80 4

  45. DIGGING DEEPER INTO THE MATH CONTENT 2nd Grade TOPIC II: Number Sense in Place Value and Number Patterns with 3-Digit Numbers New Edition Common Core Textbook MACC.2.NBT.1.1a; MACC.2.NBT.1.1b; MACC.2.NBT.1.3; MACC.2.NBT.1.4; MACC.2.NBT.2.8

  46. Topic IIMathematical Practices MP 7 : Look for and make use of structure Mathematically proficient students can… • look closely to determine possible patterns and structure (properties) within a problem • analyze patterns and apply them in appropriate mathematical context

  47. Topic IIMathematical Practices MP 8 : Look for and express regularity in repeated reasoning Mathematically proficient students can… • notice repeating calculations and look for efficient methods/ representations to solve a problem • evaluate the reasonableness of their results throughout the problem solving process.

  48. Topic II Essential Content A. Developing Understanding of Place Value and the Numeration System of Numbers to 1000: • Naming numbers in verbal and written form • Representing numbers using concrete models • Writing numbers • expanded form • standard form • word form • Identifying how tens are grouped as hundreds • a. 100 can be thought of as a bundle of ten tens- called a ‘hundred” • b. The numbers 100, 200, 300, 500, 600, 700, 800, 900, refer to one , two , three, four, five , six, seven, eight, or nine hundred ( and 0 tens and 0 ones) B. Developing an Understanding of Problem Solving Involving Number Patterns: • Counting forward and backward by 10s and 100s • Using a variety of units to skip count • Using logical reasoning to solve problems.

  49. What Must Students Be Able to Do in Topic II ? • Understand that 10 rods (tens) are equivalent to 1 hundred (flat). • Write 3-digit numbers that are represented by groups of tens. • Use concrete and pictorial models to represent 3-digit numbers. • Apply place value concepts to write 3-digit numbers represented by pictorial models. • Use place value to describe the value of digits in numbers to 1,000.

  50. What Must Students Be Able to Do in Topic II ? • Read and write 3-digit numbers in word form (number name), expanded form and standard form. • Identify 10 more, 10 less, 100 more, or 100 less than any given number. • Compare three-digit numbers using the symbols (>, <, and =). • Apply place value concepts to find equivalent representation of numbers. • Extend number patterns by counting on by tens or hundreds. • Solve problems involving number comparisons by using the strategy make a model.

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