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Unit 1 Slideshow
- 1. CCGPS Mathematics Unit-by-Unit GradeLevel Webinar Second Grade Unit 1: Extending Base Ten Understanding May 3, 2012 Session will be begin at 3:15 pm While you are waiting, please do the following: Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Document downloads: When you are prompted to download a document, please choose or create the folder to which the document should be saved, so that you may retrieve it later.
- 2. Clearing up confusion •This webinar focuses on CCGPS content specific to one grade level and one unit within that grade. • For information about CCGPS across a single grade span, please access the list of recorded GPB sessions on Georgiastandards.org. • For information about the Standards for Mathematical Practice, please access the list of recorded Blackboard sessions from Fall 2011 on GeorgiaStandards.org. • CCGPS is taught and assessed from 2012-2013 and beyond. • A list of resources will be provided at the end of this webinar and this list has also been included in your document downloads.
- 3. CCGPS Mathematics Unit-by-Unit GradeLevel Webinar Grade Two Unit 1: Extending Base Ten Understanding May 3, 2012 Turtle Gunn Toms– tgunn@doe.k12.ga.us Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
- 4. Welcome! • Thank youfor taking the time to join us in this discussion of Unit 1. • At the end of today’s session you should have at least 3 takeaways: The big idea of Unit 1 Something to think about… food for thought How might I prepare for the start of school next year? What is my conceptual understanding of the material in this unit? a list of resources and support available for CCGPS mathematics
- 5. • Please providefeedback at the end of today’s session. Feedback helps us all to become better teachers and learners. Feedback helps as we develop the remaining unit-by-unit webinars. Please visit http://ccgpsmathematicsK-5.wikispaces.com/ to share your feedback. This is our “baby”wiki! • After reviewing the remaining units, please contact us with content area focus/format suggestions for future webinars. Wiki, anyone? Turtle Gunn Toms– tgunn@doe.k12.ga.us Elementary Mathematics Specialist
- 6. Welcome! • For today’ssession: Did you read the Second Grade mathematics CCGPS? Did you read Second Grade Unit One? Make sure you download and save the documents from this session. Ask questions and share resources/ideas for the common good. Join the K-5 wiki. If you are wondering what a wiki is, we’ll discuss this near the end of the session.
- 7. Remember, Turtle, givesomeone a fish and they eat for a day. Teach them to fish and they’ll have no further use for you.
- 8. Activate your Brain Whenyou think of 7, what do you see? When you think of 27, what do you see? How about 127? How about 1,027? How about 1,000,027? 1,000,000,027?
- 9. Activate your Brain Whatnumbers less than 100 make eight when the digits are added together? (example 17 is a solution because 1+7=8) Write to help explain your best thinking using words, numbers, or pictures.
- 10. What’s the bigidea? Developing deep understanding of quantity, relationships among numbers, and representation of number, specifically as they relate to place value, addition and subtraction, and the emergent understanding of multiplication.
- 11. Navigating a Unit Overview Standards EnduringUnderstandings Essential Questions Concepts and Skills to Maintain Selected Terms and Symbols Strategies for Teaching and Learning Common Misconceptions Evidence of Learning Tasks
- 12. New to theFrameworks? • Enduring Understandings • Essential Questions • Common Misconceptions • Overview
- 13. Navigating a Unit What’sDifferent/What’s the Same? SMP’s (analyzing, estimating, reasoning, describing patterns, defending, discussing, peer feedback, contentious discourse, modeling, etc.) Grade Level Overview Collaborative skills (How collaborative are your collaborative activities?) Productive Struggle Journaling/Notebook Development of own understanding (yours and students’) The regular use of routines is important to the development of students’ number sense, flexibility, fluency, collaborative skills and communication.
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- 16. Navigating a Unit ClassroomRoutines and Rituals http://www.edutopia.org/math-social-activity- cooperative-learning-video http://www.edutopia.org/math-social-activity-sel http://www.youtube.com/user/responsiveclassroom/vi deos http://www.responsiveclassroom.org/category/categor y/first-weeks-school
- 17. Navigating a Unit Journaling/Math Workshop •Downloaded article from Marilyn Burns •http://mrsshannonsclass.weebly.com/guided-math.html Sense making •Downloaded article from NCTM •http://www.youtube.com/user/mitcccnyorg?feature=watch
- 18. Navigating a Unit MathematicalCommunity of Learners- http://www.insidemathematics.org/index.php/video-tours-of- inside-mathematics/classroom-teachers/157-teachers-reflect- mathematics-teaching-practices
- 19. “Remember that weall climb the hills differently. We take different paths, different steps, and different journeys. We each reach landmarks in different ways and at different times. If we push or pull children up the hill and make them practice our steps, our ways, or, worse yet, drop them by helicopter at points of the journey without the climb of getting there, we may get them up the mountain - but they won’t own it. They may reach the vista, but they won’t feel empowered by the climb. They won’t take on the next hill in the journey. And most important, they won’t have learned how to climb, how to mathematize their own lived worlds. If, however, we support their steps, work with them as young mathematicians, the climbs and the vistas and the joys of the journey will be theirs forever” C. Fosnot
- 20. What’s the bigidea? Developing deep understanding of quantity, relationships among numbers, and representation of number, specifically as they relate to place value, addition and subtraction, and the emergent understanding of multiplication.
- 21. What do SecondGrade students bring? What are they connecting to later? From 1- Later- • Fluent addition and subtraction to 10. • Deep understanding of addition and This means students have developed strategies subtraction. and have solved different problem types. • Useful place value understanding. • Foundational place value understanding. • Understanding of defining attributes about This means students have a conceptual shape, comparison of shape. understanding. • Foundational fractional relationships. • Foundational ideas about shape and • Continuation of fluency/algebraic thinking. position in space. • Measurement/addition/subtraction • Ability to compare and catagorize. relationships • Understanding of quantities to 120. • Data analysis • Measurement as unit iteration • Transitive property
- 22. What’s Different inSecond Grade? Operations and Algebraic Thinking • One- and two-step word problems within 100 • Fluently + and – within 20 w/mental strategies • Know from memory sums of two one digit numbers to 18 • Odd and even (to 20) Number and Operations in Base Ten • Fluently add and subtract within 100 using strategies, explaining strategies, and relating to written method. • Skip count forward and backward by 5, 10, 100 to 1000 instead of to 100 • Add up to four 2-digit numbers using strategies • Add and subtract within 1000 using concrete models or drawings, and strategies • Add and subtract multiples of 10 and 100 to 900. • Write an equation to express total as sum of addends (foundation of multiplication)
- 23. Critical Areas In SecondGrade, instructional time should focus on four critical areas: • Extending understanding of base-ten notation • Building fluency with addition and subtraction • Using standard units of measure • Describing and analyzing shapes
- 24. What is nolonger in Second Grade ? • Regrouping without understanding • Multiplication table • ≠ • Seconds in minute, minutes in hour, hours in day • Representations of numbers over 1000 • Making change, mixing coins and currency • Temperature (this is science) • Rectangle and square • Cutting 3-D shapes • Calendar (this is social studies)
- 25. Tools for TeachingNumber Sense • Subitization • Comparison • Counting • One- to- one correspondence • Cardinality This is from Kindergarten Unit 1 • Hierarchical Inclusion • Number Conservation Dot Cards/TenFrames Number Cubes • Spatial Relationship Dominoes • One and Two More or Less Cups • Understanding Anchors Collections • Part/Part Whole Relationships Rekenrek
- 26. Developing Number Sense How do you know what they know? • First, do no harm: http://www.youtube.com/watch?v=I9jaJREEAI&feature=channel &list=UL http://www.youtube.com/watch?v=nK63kRN5xPo&feature=rel mfu • Determine strategies: http://www.youtube.com/watch?v=yYdjCjEsdSw&feature=chan nel&list=UL Thanks, Gatorgyrl82! http://www.youtube.com/user/Gatorgyrl82?feature=watch
- 27. Coherence and Focus– Unit 1 What are students coming with?
- 28. Coherence and Focus– Unit 1 What foundation will have been built? Where does this understanding lead incoming students?
- 29. Coherence and Focus– Unit 1 What foundation is being built? Where does this understanding lead students?
- 30. Coherence and Focus– Unit 1 View across grade bands • K-6th Operations with whole numbers and fractions. Numbers and their opposites. • 8th-12th Everything!
- 31. Coherence and Focus– Unit 1 What foundation is being built? Where does this understanding lead students? http://www.k-5mathteachingresources.com/2nd-grade-math-journals.html
- 32. Examples & Explanations Downloads: •Dot cards and ten frames packet •Rekenrek packet •http://gradekcommoncoremath.hcpss.wik ispaces.net/Rekenreks •http://www.youtube.com/watch?v=jcmEL kgrJ_g&list=UUcBRC4oQCDKnO9phCKcSSZ Q&index=1&feature=plcp
- 33. Examples and Explanations Groupable Materials
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- 36. Examples & Explanations JournalingRevisited:
- 37. Examples & Explanations Standards: http://secc.sedl.org/common_core_videos/ Videosfor teachers explaining standards- so far: 2.NBT.7, with more to come. Tools: http://www.dpi.state.nc.us/docs/acre/standards/co mmon-core-tools/unpacking/math/2nd.pdf Unpacked standards from NC
- 38. Assessment How might it look? Examples of how balanced assessments can be assembled. http://map.mathshell.org/materials/tests.php The target audience for these sample assessments : 1. teachers who have already begun work with mathematical practice standards 2. designers of future CCSSM-aligned assessments http://map.mathshell.org/materials/pd.php (while you are at it, have a look at their Professional Learning!)
- 39. Assessment How could it look? http://nzmaths.co.nz/mathematics-assessment
- 40. What should wedo first? • Read the Grade Level Overview • Read the unit, and discuss with your colleagues. • Complete the culminating task with your team. Now you know where you are going, what you need, where your students will end up. What do you notice? What do you wonder? Share your thoughts on the wiki.
- 41. Resource List The followinglist is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.
- 42. What in theworld is a wiki? http://ccgpsmathematicsk-5.wikispaces.com/2nd+Grade
- 43. Resources • Common CoreResources SEDL videos - https://www.georgiastandards.org/Common- Core/Pages/Math.aspx or http://secc.sedl.org/common_core_videos/ Illustrative Mathematics - http://www.illustrativemathematics.org/ Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/ Arizona DOE - http://www.azed.gov/standards-practices/mathematics- standards/ Ohio DOE –http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEP rimary.aspx?page=2&TopicRelationID=1704 Inside Mathematics- http://www.insidemathematics.org/ Common Core Standards - http://www.corestandards.org/ Tools for the Common Core Standards - http://commoncoretools.me/ Phil Daro talks about the Common Core Mathematics Standards - http://serpmedia.org/daro-talks/index.html
- 44. Resources • Books Van De Walle and Lovin, Teaching Student-Centered Mathematics, K-3 Fosnot and Dolk, Young Mathematicians at Work Wright, et al, Teaching Number in the Classroom Wright, et al, Teaching Number-Advancing children’s skills and Strategies Wright, et al, Developing Number Knowledge Parrish, Number Talks Shumway, Number Sense Routines (preview!) Wedekind, Math Exchanges (preview!)
- 45. Resources • Professional LearningResources Inside Mathematics- http://www.insidemathematics.org/ Edutopia – http://www.edutopia.org Teaching Channel - http://www.teachingchannel.org Annenberg Learner - http://www.learner.org/resources/series32.html • Assessment Resources MARS - http://www.nottingham.ac.uk/~ttzedweb/MARS/ MAP - http://www.map.mathshell.org.uk/materials/index.php PARCC - http://www.parcconline.org/parcc-states •Start of School- Parents http://www.youtube.com/watch?v=Vvk4-evBS-8&feature=plcp (how to support your school and teacher)
- 46. Phil Daro says: it’sjust the easy part to design and write something down. The hard part comes… with putting them to work. And the users have ultimate control over how they’re used. So no matter how well designed the tool is – the user has control. And there you see my granddaughter Sadie using a well-designed crayon. So , … if all people do, is take out their old state standards, toss them out, and replace these common core state standards into those old boxes NOTHING IS REALLY GOING TO CHANGE We designed these as a platform for new kinds of instructional systems We didn’t design these to be thrown into the old boxes. The old boxes in fact, are the infrastructure for making things a mile wide, inch deep.
- 47. As you startyour day tomorrow… Who dares to teach must never cease to learn ~ John Cotton Dana http://www.youtube.com/watch?v=JEa0xpWi7C4
- 48. Thank You! Please visit http://ccgpsmathematicsK-5.wikispaces.com/ to provide us with your feedback! Join our listserve: join-mathematics-k-5@list.doe.k12.ga.us Turtle Gunn Toms Program Specialist (K-5) tgunn@doe.k12.ga.us These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. follow@turtletoms (yep, I’m tweeting math resources in a very informal manner)