Presentation on theme: "CCGPS Mathematics Unit-by-Unit Grade Level Webinar Second Grade Unit 4: Applying Base Ten Understanding October 4, 2012 Session will be begin at 3:15 pm."— Presentation transcript:
CCGPS Mathematics Unit-by-Unit Grade Level Webinar Second Grade Unit 4: Applying Base Ten Understanding October 4, 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.
CCGPS Mathematics Unit-by-Unit Grade Level Webinar Second Grade Unit 4: Applying Base Ten Understanding October 4, 2012 Turtle Toms– firstname.lastname@example.org@doe.k12.ga.us Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
Why are you doing a Unit 4 webinar now? We aren’t even done with unit 1.
Wiki Questions Why aren’t there answer keys? Has anyone at the state-level “dug in” and worked through the tasks as you are asking Georgia educators to do? Are these tasks vertically and horizontally aligned?
Wiki Questions How are you letting districts know about changes in units? What about homework and other resources? Where and what are teachers suppose to pull for those? Are the tasks supposed to go home? How are parents supposed to help their children without books or other resources?
Wiki Questions Do teachers have to complete all of the tasks? What about grades?
Wiki Questions What about students who are not progressing as they should using only the tasks? What about students with disabilities?
We can’t change how people think by telling them what we think and we can’t change how people teach by telling them how to teach. They have to experience good teaching – first as a learner, then as a teacher. -a really smart person We can’t change how people think by telling them what we think and we can’t change how people teach by telling them how to teach. They have to experience good teaching – first as a learner, then as a teacher. -a really smart person
Worthwhile Task Teacher sets up the task…how? Supports include…what ? Suggestion included….what? Student ideas emerge, take form, and are shared….how? Conjectures are made and explored, and evolve into strategies…how? Strategies become retrievable practices…how? The plenary discussion at the end helps to cement these ideas….how and why?
Many math programs in the U.S. move from beginning ideas of counting and cardinality to addition and subtraction, “leaving students with a very limited collection of ideas about number... Resulting in children continuing to count by ones to solve simple story problems and difficulty mastering basic facts (Van de Walle, 2007, p. 124)
Very young children see a quantity as an aggregate of single units ‐‐ they need to count to find the total. They usually move on to abbreviate the count of one of the addends ‐‐ using “counting on” After more experience, they begin to see quantities as made by smaller chunks and become able to separate and combine these chunks freely. Bill Jackson, NCTM 2010
An important goal of early mathematics is students’ growth of flexible, fluent, accurate knowledge of addition and subtraction combinations. Learning these combinations is not only about rote memorization. Seeing and using patterns, and building relationships, can free children’s cognitive resources to be used in other tasks. Children generalize the patterns they learn and apply it to combinations that were not studied. Doug Clements: Learning and Teaching Early Math
This is the foundation of functional thinking because in order to see a number in relationship to another, we must pay attention to any dependency relationship or rule for correspondence. Tad Watanabe, 2008
How are Number Talks Useful? Want more? http://insidemathematics.org/index.php/2nd-grade number-of-the-day
Number Talk Who did the math thinking during the number talk? What specific mathematics did the students demonstrate they understood? What did the teacher do to support the student discourse? What recording techniques did the teacher employ that supported learning in the class?
Resources Books Van De Walle and Lovin, Teaching Student- Centered Mathematics, K-3 and 3-5 Parrish, Number Talks Fosnot and Dolk, Young Mathematicians at Work Shumway, Number Sense Routines Wedekind, Math Exchanges
Resources Common Core Resources SEDL videos -http://secc.sedl.org/common_core_videos/http://secc.sedl.org/common_core_videos Illustrative Mathematics - http://www.illustrativemathematics.org/http://www.illustrativemathematics.org/ Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/http://www.ccsstoolbox.com/ Arizona DOE - http://www.azed.gov/standards- practices/mathematics-standards/http://www.azed.gov/standards- practices/mathematics-standards/ Inside Mathematics- http://www.insidemathematics.org/http://www.insidemathematics.org/ Common Core Standards - http://www.corestandards.org/http://www.corestandards.org/ Tools for the Common Core Standards - http://commoncoretools.me/http://commoncoretools.me/ Phil Daro talks about the Common Core Mathematics Standards - http://serpmedia.org/daro-talks/index.html http://serpmedia.org/daro-talks/index.html
A little something extra: Instead of 30 minutes of television tonight, watch this: http://www.ted.com/talks/lang/en/stuart_brown_says_play_is _more_than_fun_it_s_vital.html Second Grade resources: http://www.livebinders.com/play/play/187117 http://commoncoretasks.wikispaces.com/Second+Grade+Ta sks http://schools.nyc.gov/NR/rdonlyres/CAC1375E-6DF9-475D- 97EEE94BAB0BEFAB/0/NYCDOEG2MathCarolsNumber s_Final_020112.pdf
“ It ain’t what people don’t know that hurts them. It’s what they do know that ain’t so.” Will Rogers “ It ain’t what people don’t know that hurts them. It’s what they do know that ain’t so.” Will Rogers
Thank You! Please visit http://ccgpsmathematicsK-5.wikispaces.com/ to provide us with your feedback!http://ccgpsmathematicsK-5.wikispaces.com/ Turtle Gunn Toms Program Specialist (K-5) email@example.com These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Join the listserve! firstname.lastname@example.org Follow on Twitter! Follow @GaDOEMath Follow @turtletoms (yep, I’m tweeting math resources in a very informal manner)