Presentation on theme: "ING. Getting Started Number Squares For Grades K-8 Three big ideas Supporting ideas (connections to other strands) Review and feedback of new benchmarks:"— Presentation transcript:
Getting Started Number Squares
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:
# of Benchmarks K 11 vs st 14 vs nd 21 vs rd 17 vs th 21 vs th 23 vs. 96
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
MA.2.A.1.1.Subject Grade Level Body of Knowledge Big Idea/ Supporting Idea Benchmark A- Algebra G- Geometry
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. K-8 MATHEMATICS STANDARDS Grade 2
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.2.1Recall basic addition and related subtraction facts. MA.2.A.2.2Add 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.2.3Estimate solutions to multi-digit addition and subtraction problems, through three digits. MA.2.A.2.4Solve addition and subtraction problems that involve measurement and geometry.
BIG IDEA 3: Develop an understanding of linear measurement and facility in measuring lengths. BENCHMARK CODE BENCHMARK MA.2.G.3.1Use appropriate vocabulary to compare shapes according to attributes and properties such as number and length of sides, and number of vertices. MA.2.G.3.2Compose 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.3.3Apply the Transitive Property when comparing lengths of objects. MA.2.G.3.4Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems.
SUPPORTING IDEAS Algebra BENCHMARK CODE BENCHMARK MA.2.A.4.1Extend number patterns to build a foundation for understanding multipliers and factors – for example, skip counting by 2s, 5s, 10s. MA.2.A.4.2Classify numbers as odd or even and explain why. MA.2.A.4.3Generalize numeric and non-numeric patterns using words and tables. MA.2.A.4.4Describe and apply equality to solve problems, such as in balancing situations. MA.2.A.4.5Recognize and state rules for functions that use addition and subtraction.
SUPPORTING IDEAS Geometry and Measurement BENCHMARK CODE BENCHMARK MA.2.G.5.1Use geometric models to demonstrate the relationships between wholes and their parts as a foundation to fractions. MA.2.G.5.2Identify time to the nearest hour and half hour. MA.2.G.5.3Identify, 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.5.4Measure 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).
SUPPORTING IDEAS Number and Operations BENCHMARK CODE BENCHMARK MA.2.A.6.1 Solve problems that involve repeated addition.
Develop a mathematical community of learners
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
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
Guidewalk of Math Curriculum Guide Layout-Format
Every Day CountsDestination Math Continue: Calendar Counting Tape and Hundred Chart Coin Counter- continue counting mixed coins; solve shopping problems; alsoGuess 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) March- subtracting from quantities less than 100 with regrouping (use straws and 4-9 Digit Cards) April- explore sums to 18 Clock (98 ed. users only) March- understand fractions of an hour in 15 min. increments –quarter past, half past, quarter to (element ends) Graph March- coin toss experiment Measurement March- cups/pints/quarts; visualizing fourths and halves of containers (98 ed. users see T. Guide for May p. 96) April- capacity in liters (98 ed. users see T. Guide for Mar. p. 74); (element ends) Course I, Module 3, Unit 1, Session 1: Length Every Day Counts Destination Math
Your turn to look over the guide!
Whew! Lets take a break! 15 minutes
A familiar piece: Harcourt A new way to plan…………maybe A & B pages
Lets Have Fun!
How do you know what numbers are missing?
100s Board Puzzles
Teaching Student-Centered Mathematics by John Van de Walle
Lets look at: pages pages XIV to XXI pages 4-9 pages correlation chart