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– Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

Welcome!

Turtle Gunn Toms– Elementary Mathematics Specialist

Wiki Questions

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?

Need more? VandeWalle- ACTIVITIES AT A GLANCE

Wiki Questions What does mathematize mean? Do you understand what it is like to be in a classroom?

So, there are the answers.

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

No support? On your own?

How can we get support? Collaboratively solve tasks and discuss.

Plan for the math by doing the math Learn alongside your learners

How can we get support? Inquire at a local college or university. Mathematicians are inexpensive! Some are free…

Make time this year for the wiki and the webinars.

o Imitative Bad Math?

o Passive/receptive Bad Math?

o Minimal student explanations, comparisons Bad Math?

Passive Active

Transmission Challenging

Feel like this?

Feel like this!

Recipe for Success

How do students learn math?

Misconceptions Understandings Pre- Assessment Feedback Discussion Explanations Collaborative Task Improvement Deeper Understanding Post- Assessment

Misconceptions Understandings Pre- Assessment Feedback Discussion Explanations Collaborative Task Improvement Deeper Understanding Post- Assessment Hmmm..All three are communication

Worthwhile Task math-lesson?fd=1

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?

Assessment?

Let’s talk a little more math…

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

Tad also says:

How are Number Talks Useful? Want more? 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?

How do teachers change practice?

Progressions

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 -  Illustrative Mathematics -  Dana Center's CCSS Toolbox -  Arizona DOE - practices/mathematics-standards/ practices/mathematics-standards/  Inside Mathematics-  Common Core Standards -  Tools for the Common Core Standards -  Phil Daro talks about the Common Core Mathematics Standards -

Resources Professional Learning Resources  Inside Mathematics-  Edutopia –  Teaching Channel -  Annenberg Learner - Assessment Resources  PAARC-  MARS -  MAP -  PARCC -

A little something extra: Instead of 30 minutes of television tonight, watch this: _more_than_fun_it_s_vital.html Second Grade resources: sks 97EEE94BAB0BEFAB/0/NYCDOEG2MathCarolsNumber s_Final_ pdf

Shaky foundations…

“ 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 to provide us with your feedback! Turtle Gunn Toms Program Specialist (K-5) These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Join the listserve! Follow on Twitter! (yep, I’m tweeting math resources in a very informal manner)