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Engaging Second Grade Math – Problem Solving & Number Sense”

Explore problem-solving strategies, subtraction facts, number lines, and multi-digit operations in a collaborative environment. Dive into money concepts, arrays, and repeated addition with a focus on multiple representations. Improve your math skills with engaging activities like "Snail in a Well" and "Estimation Challenges." This workshop, led by Kentucky DOE Mathematics Specialists, includes hands-on tasks and interactive learning. Enhance your mathematical fluency and critical thinking in this dynamic session designed for second-grade students.

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Engaging Second Grade Math – Problem Solving & Number Sense”

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  1. SECOND GRADESession 3 Vacaville USD March 26, 2015

  2. AGENDA • Problem Solving • Subtraction Facts and Computation • Word Problems • Number Line • Multiple Representation • Multi-Digit • Money • Arrays and Repeated Addition

  3. Norms • We are each responsible for our own learning and for the learning of the group. • We respect each others learning styles and work together to make this time successful for everyone. • We value the opinions and knowledge of all participants.

  4. Problem Solving

  5. Kentucky Department of Education • Mathematics Formative Assessment Lessons • Concept-Focused Formative Assessment Lessons • Problem Solving Formative Assessment Lessons • Designed and revised by Kentucky DOE Mathematics Specialists • Field-­‐tested by Kentucky Mathematics Leadership Network Teachers http://teresaemmert.weebly.com/elementary-formative-assessment-lessons.html

  6. A Snail in the WellPrimary/Intermediate Grades • Problem Solving Formative Assessment Lesson • Lesson Format • Pre-Lesson (about 15 minutes)

  7. Analyze Student Work Suggestions for feedback • Common issues • Suggested questions and prompts

  8. A Snail in the WellPrimary/Intermediate Grades • Problem Solving Formative Assessment Lesson • Lesson Format • Pre-Lesson (about 15 minutes) • Lesson (about 1 hour) • Follow-Up (about 10 minutes) A Snail in the Well

  9. Snail in a Well – Second Grade • A snail is at the bottom of a well that is 10 feet deep. • What’s a snail? • What is a well? • What is 10 feet?

  10. Snail in a Well – First Grade • What’s a well?

  11. Snail in a Well • A snail is at the bottom of a well that is 10 feet deep. • Each day he crawls up 2 feet. • How many days will it take him to get to the top of the well?

  12. Snail in a Well • A snail is at the bottom of a well that is 10 feet deep. • Each day he crawls up 3 feet BUT each night he slides back 1 foot. • How many days will it take him to get to the top of the well?

  13. Estimation and Number Sense

  14. Developing Number Sense Estimate • How many goldfish are in my “pond”? 46

  15. Developing Number Sense Estimate • How many Easter eggs will it take to fill the small vase? 53

  16. Estimation • How many cheeseballs are in the vase? 183

  17. Estimation • How many peanut m&m’s are in the vase? • Are there more m&m’s than cheeseballs or less? • How do you know? 463

  18. How many green marshmallows will fit on the skewer?

  19. How many green marshmallows will fit on the skewer?

  20. How many green mallows are needed to complete the 4-leaf clover?

  21. How many green mallows are needed to complete the 4-leaf clover?

  22. How many green marshmallows are inside the glass?

  23. Solving Subtraction Problems

  24. Using a Number Line • Find 43 on the number line. • What “tens numbers” is it between? • How is it from 40? How do you know? • How far is it from 50? How do you know?

  25. Using a Number Line • Find 68 on the number line. • What “tens numbers” is it between? • How is it from 60? How do you know? • How far is it from 70? How do you know?

  26. Subtracting on a Number Line 7 – 3 = • Walking on a number line • Moving on a number line • Drawing on a number line

  27. What’s My Number Sentence • I started at 4 and walked until I got to 7. How far did I walk? • What the answer? • How did you solve the problem? • What number sentence could I use to solve the problem?

  28. What’s My Number Sentence • I have 8 cookies. I gave 2 of them to my brother. How many cookies do I have now? • What the answer? • How did you solve the problem? • What number sentence could I use to solve the problem?

  29. Solving Problems UsingMultiple Representations

  30. Multiple Representations • Build/Act It Out (Concrete) • Draw (Representational) • Ten Frame (Concrete or Representational) • Number Bond (Abstract/Symbolic) • Number Line (Concrete/Representational)

  31. Building and Practicing Facts

  32. Shauna has 12 Easter Eggs to decorate. She gives some to her little sister and then decorates the rest. If she decorates 8 eggs, how many eggs did she give to her sister? • Taken From/Change Unknown

  33. Maria and Jorge are decorating Easter Eggs. Maria has decorated 14 eggs and Jorge has decorated 8 eggs. How many more eggs has Maria decorated? • Compare/Difference Unknown

  34. Max has decorated 12 Easter Eggs. This is 3 more than his cousin decorated in the same amount of time. How many eggs did his cousin decorate? • Compare/Smaller Unknown

  35. Matt has 5 of the Reptarland toys from Burger King. He wants to collect 2 complete sets for him and his brother. If he needs 8 toys to complete each set, how many more toys does he need to get? • Multi-Step • Add To/Change Unknown

  36. Practicing Facts 13 – 8 =

  37. Practicing Facts

  38. Practicing Facts  

  39. Practicing Facts 7 16

  40. Practicing Facts     

  41. Multi-Digit Subtraction

  42. Examining the Standards • Which standards require students to be “fluent”? • Which standards expect students to be moving towards fluency but not totally proficient? • Which standards expect students to understand the concept? • HOW DO YOU KNOW?

  43. Tools • Ten Frames • Base 10 blocks • Number Line • Base 10 Shorthand • Decomposing and Composing Numbers

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