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SECOND GRADE Session 1

SECOND GRADE Session 1. Vacaville USD September 12, 2014. AGENDA. Problem Solving and Patterns Math Practice Standards and Effective Questions Word Problems Addition/Subtraction Facts and Strategies Daily Math/Math Talks. Expectations.

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SECOND GRADE Session 1

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  1. SECOND GRADESession 1 Vacaville USD September 12, 2014

  2. AGENDA • Problem Solving and Patterns • Math Practice Standards and Effective Questions • Word Problems • Addition/Subtraction Facts and Strategies • Daily Math/Math Talks

  3. Expectations • 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. Regina’s Logo How many tiles are needed to make a Size 5? What about a Size 10? a Size 20? A Size 100?

  5. Regina’s Logo What is a strategy that will let you quickly and easily figure out how many tiles you will need for any given size?

  6. Regina’s Logo Recursive • Add 3 each time

  7. Regina’s Logo 3n + 2

  8. Regina’s Logo 3n + 2

  9. Regina’s Logo 2(n + 1) + n

  10. Regina’s Logo 2n + (n + 2)

  11. The Use of Effective Questions

  12. Questioning plays a critical role in the way teachers • Guide the class • Engage students in the content • Encourage participation • Foster understanding

  13. 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

  14. SMP’s • So how does the use of effective questioning relate to the Standards for Mathematical Practice?

  15. SMP’s and Questions • Your group will receive 16 cards • 8 SMP’s • 8 lists of questions related to the SMP’s • Your job is to match each SMP with the questions designed to support that SMP.

  16. Additional Resources • Effective Questions – PBS

  17. Asking Effective Questions Pick 2 colors... • Use one color to highlight questions that you are already asking. • Use the 2nd color to highlight questions that you would like to ask this year.

  18. Solving Word Problems

  19. Standards 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

  20. Problem Types • Addition and Subtraction • All types are mastered by the end of 2nd Grade • Multiplication and Division • Equal Groups (not measurement) • Arrays (not area)

  21. Read the entire problem, “visualizing” the problem conceptually • Determine who and/or what the problem is about • Rewrite the question in sentence form leaving a space for the answer.

  22. Draw the unit bars that you’ll eventually adjust as you construct the visual image of the problem • Chunk the problem, adjust the unit barsto reflect the information in the problem, and fill in the question mark.

  23. Correctly compute and solve the problem (show all work!) • Write the answer in the sentence and make sure the answer makes sense.

  24. Farmer John had 8 scarecrows. His neighbor gave him 7 more scarecrows. How many scarecrows does Farmer John have? Add to – Result Unknown

  25. Farmer John had 8 scarecrows. His neighbor gave him some more scarecrows. Now he has 13 scarecrows. How many scarecrows did his neighbor give him? Add to – Change Unknown

  26. Farmer John had some scarecrows. His neighbor gave him 8 more scarecrows. Now farmer John has 17 scarecrows. How many scarecrows did Farmer John have to start with? Add to – Start Unknown

  27. There are 6 fewer scarecrows playing in the barn than playing in the field. If there are 9 scarecrows playing in the field, how many scarecrows are playing in the barn? Compare – Smaller Unknown

  28. Amy has 4 fewer scarecrows than Terry. If Amy has 7 scarecrows, how many scarecrows does Terry have? Compare – Bigger Unknown

  29. Mr. Jones has 15 scarecrows that he wants to line up in 3 rows. If he wants to have the same number of scarecrows in each row, how many does he need to out in each row? Division – Group Size Unknown  Compare – Bigger Unknown

  30. CountingandPlace Value

  31. Standards 2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s. CA

  32. Counting and Place Value • How do we teach students to count “efficiently”?

  33. Station Activity • Count the number of objects • Make groups of ten • How many groups of ten? • How many leftovers? • Show the number using 10-frames or base 10 shorthand. • Locate the number on number line

  34. Standards • What are the place value standards for 2nd grade? • What are students supposed to know and understand from 1st grade?

  35. Standards 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

  36. Standards • 100 can be thought of as a bundle of ten tens—called a “hundred.” • The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

  37. Standards 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

  38. Standards • What are the place value standards for 3rd grade? • What are students supposed to know and understand from 2nd grade?

  39. Math Talk

  40. 14 23 24 25 34

  41. +6 24 30 64

  42. 401 424

  43. Number of the Day • The number of the day is: 41

  44. Number of the Day • Write the number in words • Write the number in expanded form. • How many tens are in this number? • How many ones?

  45. Number of the Day • How many tens are in this number? • How many ones? • Use base 10 shorthand to draw the number.

  46. Number of the Day • Locate the number on the number line. • What 2 numbers is it between if you count by 10’s? • (What two tens numbers is it between?) • Is it closer to 40 or 50 or is it close to the middle? How do you know? • So where should you put 41?

  47. Number of the Day • Compare (instead of Draw) 41 ___ 39 41 ___ 50 – 7 41 ___ 30 + 11 • Write a number that is larger than 41? • Write a number that is smaller than 41?

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