CCGPS Mathematics2nd Grade Update Webinar

Unit 4: Applying Base Ten UnderstandingNovember 7, 2013

Update presentations are the result of collaboration between members of 2012 and 2013 Unit Review and Revision Teams and classroom teachers

Microphone and speakers can be configured by going to:Tools – Audio – Audio setup wizard

Turtle Toms- tgunn@doe.k12.ga.us Elementary Mathematics Specialist

These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

WHAT’S NEW IN SECOND GRADE UNIT 4?

APPLYING BASE TEN UNDERSTANDING

The 2nd Grade Unit Writing Teamo Sondra Brewer

• Early County Schools

o Andrea Cramsey

• Jefferson City Schools

o Chad Dow

• Atlanta Public Schools

o Karen Gerow•

oWhitney Naman

• Atlanta Public Schools

They look the same…

So, how has the unit changed?

As with Units 1 – 3, we have added…

Standards for Mathematical

Practice (SMP) All 8 are listed in the unit overview. Before each task, the SMPs that are most applicable for the greatest understanding are listed.

CONSTRUCTING TASK: Where Am I On the Number Line Revisited

STANDARDS FOR MATHEMATICAL PRACTICE (SMP) Although all standards for mathematical practice should be applied regularly, this task lends itself to the standards below: 1. Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically. Students use number lines to add and subtract numbers up to 100. 6. Attend to precision. 7. Look for and make use of structure. Students develop mental math strategies as they look for mathematical patterns.

Common Misconceptions - Not so

you can teach “what not to do,” but so you’ll be better prepared when your student tries to verify his understanding.:

“Students may think that the 4 in 46 represents 4, not 40. Students need

many experiences representing two-and three-digit numbers with manipulatives that group (base ten blocks) and those that do NOT group, such as counters, etc. ….”

Skills to maintain from grade 1

2nd grade year-long concepts

o Task

descriptions

o Standards for

each task

o A hyperlink to

the wiki space

To the tasks list…Scaffolding Task Tasks that build up to the learning

task.

Learning Task Constructing understanding through deep/rich contextualized problem solving tasks.

Practice Task Tasks that provide students opportunities to practice skills and concepts.

Performance Task Tasks

which may be a formative or summative assessment that checks for student understanding/misunderstanding and or progress toward the standard/learning goals at different points during a unit of instruction.

Culminating Task Designed to require students to use several concepts learned during the unit to answer a new or unique situation. Allows students to give evidence of their own understanding toward the mastery of the standard and requires them to extend their chain of mathematical reasoning.

Formative Assessment Lesson (FAL)

Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards.

Selected Terms and Symbolso Hyperlinked to the glossary in the 2nd grade

overview.

Formative Assessment Lesson (FAL)o In this unit, “2 Digit Computation” is located on the

wiki space which is hyperlinked at the end of the task chart.

Treat yourself and your

students to “Number

Talks!” Examples are

embedded in each task.

Videos are hyperlinked

on page 77. They are

worth the time!!

• 5 to 15 minutes daily

• Easily managed with hand signals

• Develops number sense

• Teacher facilitates

• Students are engaged

• Hear student thinking

• Develops student strategies

• Students learn from each other

• Easy documentation – photograph

with your phone, email to yourself,

and print

Number Talks

SU

BIT

IZIN

G W

ITH

2N

D GR

AD

E E

IP C

LAS

SES

In these

pictures, we

were subitizing.

After 3

seconds of

observation, the

students then

told me how

many dots and

the patterns

they saw. As

they developed

number sense,

the students

naturally moved

to addition and

subtraction

number

sentences that

correlated to

the pattern.

We have progressed to 10 frames. The students get excited to add their strategies to the discussion.

It is our “little community” where everyone is safe to try new ideas. There is a cloud over any day we are unable to do Number Talks.

Differentiation… Several changes were made to strengthen

o Interventionso Extensions

We hope you will find these changes helpful as you

endeavor in the greatest profession ever…that of a teacher.

Resources…o Wikispace – All the math goodness you need (except for the

frameworks) is kept on the math wikispace provided by the GaDOE.

http://ccgpsmathematicsk-5.wikispaces.como Please sign up for the mathematics K-5 list serve join-mathematics-k5@list.doe.k12.ga.uso Van DeWalle – fresh off the press there is a new edition that

is aligned to CCSSo One of the best websites out there! http://www.illustrativemathematics.org/standards/k8

FeedbackWhat it looks like:

http://elschools.org/student-work/butterfly-drafts

Thank You! Please visit http://ccgpsmathematicsk-5.wikispaces.com/ to share your feedback, ask questions, and share your ideas and

resources!Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx

to join the K-5 Mathematics email listserve.Follow on Twitter!

Follow @GaDOEMath

Turtle TomsProgram Specialist (K-5)tgunn@doe.k12.ga.us

These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.