1. CCGPS Mathematics 2nd Grade Update Webinar Unit 4: Applying Base Ten Understanding November 7, 2013 Update presentations are the result of collaboration between members of 2012 and 2013 Unit Review and Revision Teams and classroom teachers Microphone and speakers can be configured by going to: Tools – Audio – Audio setup wizard Turtle Toms- tgunn@doe.k12.ga.ustgunn@doe.k12.ga.us Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

2. WHAT’S NEW IN SECOND GRADE UNIT 4? APPLYING BASE TEN UNDERSTANDING

3. The 2 nd Grade Unit Writing Team o Sondra Brewer Early County Schools Early County Schools o Andrea Cramsey Jefferson City Schools Jefferson City Schools o Chad Dow Atlanta Public Schools Atlanta Public Schools o Karen Gerow o Whitney Naman Atlanta Public Schools Atlanta Public Schools

4. They look the same… So, how has the unit changed? As with Units 1 – 3, we have added…

5. Standards for Mathematical Practice (SMP) All 8 are listed in the unit overview. Before each task, the SMPs that are most applicable for the greatest understanding are listed. CONSTRUCTING TASK: Where Am I On the Number Line Revisited STANDARDS FOR MATHEMATICAL PRACTICE (SMP) Although all standards for mathematical practice should be applied regularly, this task lends itself to the standards below: 1. Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically. Students use number lines to add and subtract numbers up to 100. 6. Attend to precision. 7. Look for and make use of structure. Students develop mental math strategies as they look for mathematical patterns.

6. Common Misconceptions - Not so you can teach “what not to do,” but so you’ll be better prepared when your student tries to verify his understanding.: “Students may think that the 4 in 46 represents 4, not 40. Students need many experiences representing two-and three-digit numbers with manipulatives that group (base ten blocks) and those that do NOT group, such as counters, etc. ….” Skills to maintain from grade 1 2 nd grade year-long concepts

7. o Task descriptions o Standards for each task o A hyperlink to the wiki space To the tasks list… Scaffolding TaskTasks that build up to the learning task. Learning TaskConstructing understanding through deep/rich contextualized problem solving tasks. Practice TaskTasks that provide students opportunities to practice skills and concepts. Performance Task Tasks which may be a formative or summative assessment that checks for student understanding/misunderstanding and or progress toward the standard/learning goals at different points during a unit of instruction. Culminating TaskDesigned to require students to use several concepts learned during the unit to answer a new or unique situation. Allows students to give evidence of their own understanding toward the mastery of the standard and requires them to extend their chain of mathematical reasoning. Formative Assessment Lesson (FAL) Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards.

8. Selected Terms and Symbols o Hyperlinked to the glossary in the 2 nd grade overview. Formative Assessment Lesson (FAL) o In this unit, “2 Digit Computation” is located on the wiki space which is hyperlinked at the end of the task chart.

9. Treat yourself and your students to “Number Talks!” Examples are embedded in each task. Videos are hyperlinked on page 77. They are worth the time!! 5 to 15 minutes daily Easily managed with hand signals Develops number sense Teacher facilitates Students are engaged Hear student thinking Develops student strategies Students learn from each other Easy documentation – photograph with your phone, email to yourself, and print Number Talks

10. SUBITIZING WITH 2 ND GRADE EIP CLASSES In these pictures, we were subitizing. After 3 seconds of observation, the students then told me how many dots and the patterns they saw. As they developed number sense, the students naturally moved to addition and subtraction number sentences that correlated to the pattern.

11. We have progressed to 10 frames. The students get excited to add their strategies to the discussion. It is our “little community” where everyone is safe to try new ideas. There is a cloud over any day we are unable to do Number Talks.

12. Differentiation… Several changes were made to strengthen o Interventions o Extensions

13. We hope you will find these changes helpful as you endeavor in the greatest profession ever… that of a teacher.

14. Resources… o Wikispace – All the math goodness you need (except for the frameworks) is kept on the math wikispace provided by the GaDOE. http://ccgpsmathematicsk-5.wikispaces.com o Please sign up for the mathematics K-5 list serve join-mathematics-k5@list.doe.k12.ga.us o Van DeWalle – fresh off the press there is a new edition that is aligned to CCSS o One of the best websites out there! http://www.illustrativemathematics.org/standards/k8

15. Feedback What it looks like: http://elschools.org/student-work/butterfly-drafts

16. Thank You! Please visit http://ccgpsmathematicsk-5.wikispaces.com/ to share your feedback, ask questions, and share your ideas and resources! Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx to join the K-5 Mathematics email listserve. Follow on Twitter! Follow @GaDOEMathhttp://ccgpsmathematicsk-5.wikispaces.com/https://www.georgiastandards.org/Common-Core/Pages/Math.aspx Turtle 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.