CCGPS Mathematics 2nd Grade Update Webinar Unit 4: Applying Base Ten Understanding November 7, 2013...
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Transcript of CCGPS Mathematics 2nd Grade Update Webinar Unit 4: Applying Base Ten Understanding November 7, 2013...
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- [email protected] 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 [email protected] 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)[email protected]
These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.