1 / 168

Second Grade CCSS–M, and Daily Math

Second Grade CCSS–M, and Daily Math. Vacaville USD August 27, 2013. AGENDA. The CCSS-M: Math Practice Standards Daily Math Programs Subitizing Ten Frames Number Bonds Place Value Computation And other areas Addition and Subtraction Plannin g/Discussions.

janiner
Download Presentation

Second Grade CCSS–M, and Daily Math

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Second Grade CCSS–M, and Daily Math Vacaville USD August 27, 2013

  2. AGENDA • The CCSS-M: Math Practice Standards • Daily Math Programs • Subitizing • Ten Frames • Number Bonds • Place Value • Computation • And other areas • Addition and Subtraction • Planning/Discussions

  3. The Common Core State Standards – Mathematics

  4. CCSS – M • The CCSS in Mathematics have two sections: • Standards for Mathematical CONTENT • and • Standards for Mathematical PRACTICE • The Standards for Mathematical Content are what students should know. • The Standards for Mathematical Practice are what students should do. • Mathematical “Habits of Mind”

  5. Standards for Mathematical Practice

  6. CCSS Mathematical Practices REASONING AND EXPLAINING Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others MODELING AND USING TOOLS Model with mathematics Use appropriate tools strategically OVERARCHING HABITS OF MIND Make sense of problems and persevere in solving them Attend to precision SEEING STRUCTURE AND GENERALIZING Look for and make use of structure Look for and express regularity in repeated reasoning

  7. Reflection • How are these practices similar to what you are already doing when you teach? • How are they different? • What concerns do you have with regards to the Standards for Mathematical Practice?

  8. Standards for Mathematical Content

  9. Standards for Mathematical Content • Are a balanced combination of procedure and understanding. • Stress conceptual understanding of key concepts and ideas

  10. Standards for Mathematical Content • Continually return to organizing structures to structure ideas • place value • properties of operations These supply the basis for procedures and algorithms for base 10 and lead into procedures for fractions and algebra

  11. “Understand” means that students can… • Explain the concept with mathematical reasoning, including • Concrete illustrations • Mathematical representations • Example applications

  12. Organization K-8 • Domains • Larger groups of related standards. Standards from different domains may be closely related.

  13. Domains K-5 • Counting and Cardinality (Kindergarten only) • Operations and Algebraic Thinking • Number and Operations in Base Ten • Number and Operations-Fractions (Starts in 3rd Grade) • Measurement and Data • Geometry

  14. Organization K-8 • Clusters • Groups of related standards. Standards from different clusters may be closely related. • Standards • Defines what students should understand and be able to do. • Numbered

  15. A Daily Math Program

  16. 5 Big Ideas 1. From Kindergarten on, help children develop flexible ways of thinking about numbers by having them “break apart” numbers in multiple ways

  17. 5 Big Ideas 2. From their earliest days in school, children should regularly solve addition, subtraction, multiplication, and division problems.

  18. 5 Big Ideas 3. Problem solving of all types should be a central focus of instruction.

  19. 5 Big Ideas 4. Develop number sense and computational strategies by building on children’s ideas and insights.

  20. 5 Big Ideas 5. Teach place value and multi-digit computation throughout the year rather than as “chapters”.

  21. Number Sense • What is “number sense”? • The ability to determine the number of objects in a small collection, to count, and to perform simple addition and subtraction, without instruction.

  22. Visualize Numbers • I am going to show you a slide for a few seconds • Record the number of dots in Box A and in Box B • READY?

  23. Box B Box A

  24. Record your answers • Box A • Box B 

  25. Share • On a scale of 1-5, how confident are you that your answer is correct?

  26. SUBITIZING • Ability to recognize the number of objects in a collection, without counting • When the number exceeds this ability, counting becomes necessary

  27. Box B Box A

  28. Perceptual Subitizing • Maximum of 5 objects • Helps children • Separate collections of objects into single units • Connect each unit with only one number word • Develops the process of counting

  29. Subitizing • Let’s try again. • Ready??

  30. Box D Box C

  31. Record your answers • Box C • Box D 

  32. Share • On a scale of 1-5, how confident are you that your answer is correct?

  33. Box D Box C

  34. Box D Box C

  35. Conceptual Subitizing • Allows children to know the number of a collection by recognizing a familiar pattern or arrangement • Helps young children develop skills needed for counting • Helps develop sense of number and quantity

  36. Children who cannot conceptually subitize will have problems learning basic arithmetic processes

  37. Practicing Subitizing Use cards or objects with dot patterns • Groups should stand alone • Simple forms like circles or squares • Emphasize regular arrangements that include symmetry as well as random arrangements • Have strong contrast with background Avoid elaborate manipulatives

  38. How Many Dots?

  39. What’s 1 more than

More Related