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**Elementary math Curriculum Guide Grade 2**

ING

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Getting Started Number Squares

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**The New Math Standards For Grades K-8**

Three big ideas Supporting ideas (connections to other strands) Review and feedback of new benchmarks: February - March, 2007 Approved by Florida State Board of Education, September 18, 2007 Now available at Website: Major issue:Teachers face long lists of math topics or expectations. Lacking clear, consistent priorities and focus, teachers stretch to find time to present important math topics effectively and in depth. Breadth vs. depth Identify the key math ideas that should be the focus of instruction. World leading math Currs. Singapore Math 15 GLE & Finland Model for writing from: NCTM Focal Points Pre K – 8 THREE BIG IDEAS: Standards are termed big ideas and supporting ideas Each gr. has 3 BI & a varying # of SI Primary focus of instruction – proficiency prepares a foundation for subsequent grades. Base 10 numeration & place value +/- facts and fluency with + & -multi-digit #’s developing an understanding of linear measurement numbered 1,2,3 – does not determine order of inst. Or require an idea receive greater instructional emphasis, Or amount of inst. time SUPPORTING IDEAS:Also standards Connections between strands Future math learning Address gaps in instruction that are important to understanding, fluency, and application to PS. REVIEW AND FEEDBACK OF NEW BENCHMARKS: FEB-MARCH 2007 Online drafts to public 40k + viewed Rated benchmarks & feedback APPROVED BY FLORIDA STATE BOARD OF EDUCATION Sept. 18, 2007 NOW AVAILABLE AT WEBSITE: When you view you will see Access Points Can be ignored as these are for students with significant cognitive disabilities (less than 1% of pop – not taking FCAT.

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**Grade Level Comparisons**

# of Benchmarks K 11 vs. 72 1st 14 vs. 91 2nd 21 vs. 98 3rd 17 vs. 98 4th 21 vs. 99 5th 23 vs. 96 Avg. of about 83 per grade to 18 per grade. At first glance what are your thoughts on this? “ I can teach this in 20 days, what do I do the rest of the year?” Do it 9 times.

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**Observations Money is at grade 2**

Fractions are at grade 3 (Geometric parts of a whole in grade 2) Table and graphs are in grade 3 Percents start in grade 4 Ordered pair graphing (quadrant 1) is in grade 5 Mean, median, mode, and range is moved to grade 6 Probability moved to grade 7 1st exposure to fractions at grade 2 % & decimals grade 4

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**Benchmark Coding Scheme**

2. A. 1. Subject Grade Level Body of Knowledge Big Idea/ Supporting Idea Benchmark #1 does not suggest that one idea is more important than another. Includes statistics for other grades Distribute salmon handouts A- Algebra G- Geometry

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**K-8 MATHEMATICS STANDARDS**

Grade 2 BIG IDEA 1: Develop an understanding of base-ten numerations system and place-value concepts. BENCHMARK CODE BENCHMARK MA.2.A.1.1 Identify relationships between the digits and their place values through the thousands, including counting by tens and hundreds. MA.2.A.1.2 Identify and name numbers through thousands in terms of place value and apply this knowledge to expanded notation. MA.2.A.1.3 Compare and order multi-digit numbers through the thousands.

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**BENCHMARK MA.2.A.2.1 MA.2.A.2.2 MA.2.A.2.3 MA.2.A.2.4**

BIG IDEA 2: Develop quick recall of addition facts and related subtraction facts and fluency with multi-digit addition and subtraction. BENCHMARK CODE BENCHMARK MA.2.A.2.1 Recall basic addition and related subtraction facts. MA.2.A.2.2 Add and subtract multi-digit whole numbers through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanation of those procedures. MA.2.A.2.3 Estimate solutions to multi-digit addition and subtraction problems, through three digits. MA.2.A.2.4 Solve addition and subtraction problems that involve measurement and geometry.

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**BENCHMARK MA.2.G.3.1 MA.2.G.3.2 MA.2.G.3.3 MA.2.G.3.4**

BIG IDEA 3: Develop an understanding of linear measurement and facility in measuring lengths. BENCHMARK CODE BENCHMARK MA.2.G.3.1 Use appropriate vocabulary to compare shapes according to attributes and properties such as number and length of sides, and number of vertices. MA.2.G.3.2 Compose and decompose plane and solid figures, including making predictions about them, to build an understanding of part-whole relationships and properties of shapes. MA.2.G.3.3 Apply the Transitive Property when comparing lengths of objects. MA.2.G.3.4 Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems.

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**Algebra SUPPORTING IDEAS BENCHMARK MA.2.A.4.1**

BENCHMARK CODE BENCHMARK MA.2.A.4.1 Extend number patterns to build a foundation for understanding multipliers and factors – for example, skip counting by 2’s, 5’s, 10’s. MA.2.A.4.2 Classify numbers as odd or even and explain why. MA.2.A.4.3 Generalize numeric and non-numeric patterns using words and tables. MA.2.A.4.4 Describe and apply equality to solve problems, such as in balancing situations. MA.2.A.4.5 Recognize and state rules for functions that use addition and subtraction.

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**Geometry and Measurement**

SUPPORTING IDEAS Geometry and Measurement BENCHMARK CODE BENCHMARK MA.2.G.5.1 Use geometric models to demonstrate the relationships between wholes and their parts as a foundation to fractions. MA.2.G.5.2 Identify time to the nearest hour and half hour. MA.2.G.5.3 Identify, combine, and compare values of money in cents up to $1 and in dollars up to $100, working with a single unit of currency. MA.2.G.5.4 Measure weight/mass and capacity/volume of objects. Include the use of appropriate unit of measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz), pounds (lbs), grams (g), kilograms (kg), milliliters (mL), and liters (L).

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**Number and Operations SUPPORTING IDEAS BENCHMARK**

BENCHMARK CODE BENCHMARK MA.2.A.6.1 Solve problems that involve repeated addition.

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**Setting the Stage for Mathematics Instruction**

Develop a mathematical community of learners

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**Planning For Instruction**

Encourage/develop: Reflective student learning Social interaction with others Productive, mathematical discourse The use of models or tools for learning The use of the gathering area

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Resources to help teachers develop a deeper understanding in setting the stage for mathematics instruction: Teaching Student –Centered Mathematics by John Van de Walle Classroom Discussions by Suzanne Chapin Chapter 2- Tools of Classroom Talk Chapter 9- Getting Started

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**Guidewalk of Math Curriculum Guide**

A team of second grade teachers worked on the guide. Layout-Format

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TIMELINE

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Benchmarks

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Essential Content

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**Resource Menu Resource Menu About Teaching Mathematics K-8**

(Marilyn Burns) • Measurement (read overview) • Foot Cut Out • Book Measuring Connect to NCTM Standards 2000 • Estimating Length pgs Illuminations , • Measurement 3-5 Going Places Judge and Jury Magnificent Measurement How Big Is Your Heart? How Long? How Wide? How Tall? How Deep? Math Solutions , Classroom Lessons • 2-3 Estimating Length: Differentiating Within a Unit Groundworks Select appropriate lessons Resource Menu Teaching Student-Centered Mathematics Gr. K-3 (Van de Walle) • Ch. 8, pgs (read) • Ch. 8, activities Roads to Reasoning Super Source • Base Ten Blocks K-2 Looking for Length pgs Harcourt (Focus planning on pgs. A & B of each lesson, hands-on activities, and math games.) • Ch Lessons 22.3, 22.4, 22.6 • Ch Lessons 23.2, 23.4, 23.5 • Ch Lessons 24.1, 24.3, 24.5 Harcourt Mega Math CDs • Shapes Ahoy! CD Made to Measure - Levels E-J Problem Solver Resource Menu

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**Every Day Counts Destination Math Every Day Counts Destination Math**

Continue : • Calendar • Counting Tape and Hundred Chart • Coin Counter- continue counting mixed coins; solve shopping problems; also Guess My Coins problem solving activity in April • Computations and Connections (’05 ed. users only) March- explore multiplication as adding equal groups April- explore division as sharing equally • Daily Depositor (’98 ed. users only) subtracting from quantities less than 100 with regrouping (use straws and 4-9 Digit Cards) explore sums to 18 • Clock (’98 ed. users only) understand fractions of an hour in 15 min. increments – quarter past, half past, quarter to (element ends) • Graph coin toss experiment • Measurement cups/pints/quarts; visualizing fourths and halves of containers (’98 ed. users see T. Guide for May p. 96) capacity in liters (’98 ed. users see T. Guide for Mar. p. 74); Course I, Module 3, Unit 1, Session 1: Length Destination Math Provide Guide. Have teachers look through weeks 1-4 (5 minutes). Then provide a Break.

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Your turn to look over the guide!

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Whew! Let’s take a break! 15 minutes

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Resource Walk

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**A new way to plan…………maybe**

A familiar piece: Harcourt A new way to plan…………maybe A & B pages Harcourt lessons 2.2 and 28.6

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Let’s Have Fun!

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**How do you know what numbers are missing?**

8 8 8 34 8 8 8 How do you know what numbers are missing?

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43 65

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68 75 96

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100’s Board Puzzles

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Teaching Student-Centered Mathematics by John Van de Walle

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Let’s look at: pages pages XIV to XXI pages 4-9 pages 22-28 correlation chart

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Websites: Illuminations Math Solutions

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Every Day Counts Calendar Math

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Wrap-up

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