TRIBAL SCHOOLS 2 nd Grade: Grade Level Meeting Monday, August 20, 2012 Pam Hilton Kirkland Group

WELCOME  Today’s Schedule  Ice Breaker  3 – 2 – 1 3 things you enjoy! 2 things you hope to accomplish this year! 1 thing about yourself that others may not know – that you do not mind sharing.

ANTICIPATORY SET: PARTNER TIME

DIRECTIONS  Pick a balloon  Pop the balloon; follow the directions inside  Solve the word problems  Place solutions in order: greatest to least

8 MATH PRACTICES FOR ALL GRADE LEVELS Make sense of problems & persevere in solving them Reason abstractly & quantitatively Construct viable arguments & critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

2.OA.1: USE ADDITION & SUBTRACTION WITHIN 20 TO SOLVE ONE-STEP WORD PROBLEMS INVOLVING SITUATIONS OF ADDING TO, TAKING FROM, PUTTING TOGETHER, TAKING APART, AND COMPARING, WITH UNKNOWNS IN ALL POSITIONS (BY USING DRAWINGS, AND EQUATIONS WITH A SYMBOL FOR THE UNKNOWN NUMBER TO REPRESENT THE PROBLEM  Importance of Content Vocabulary (CCSS vocabulary handout)  Games with vocabulary words & meanings (concentration; matching; “brown bag” game, word drills)  Interactive Word Wall  Word Problems: part of the daily routine  Include word problems in Center Activities  Plan activities where students reference the word wall  Test with word problems that are similar to the CCSS samples

2.OA.2 FLUENTLY ADD AND SUBTRACT WITHIN 20 USING MENTAL STRATEGIES. BY THE END OF GR. 2, KNOW FROM MEMORY ALL SUMS OF TWO AND ONE-DIGIT NUMBERS.  “Students who know their math facts are more successful at solving word problems and have the ability to extend and apply basic fact knowledge in any problem solving situation.” Frawley, M.ED., 2011  Strategies: counting on, making ten {8 + 6 = = = 14}, decomposing a number leading to a 10 {13 – 4 = 13 – 3 – 1 = 10 – 1 = 9}, using the relationship between addition and subtraction [inverse} and creating equivalent but easier or known sums by creating the known equivalent [adding by creating the known equivalent = = 13]  Teach the strategies. (Test example)  Provide fluency practice in games, centers, & assignments

2.OA.2 CCSS SAMPLE ASSESSMENT ITEM  Lisa was solving the following word problem:   Jill had $12 and spent $4 at the mall. How much money does Jill have left?   Which equation explains a correct way for Lisa to solve this problem?   Lisa knows that $12 - $4 = $9, so Jill has $9 left  Lisa knows that $4 + $8 = $12, so Jill has $8 left  Lisa knows that $12 - $8 = $4, so Jill has $4 left  Lisa knows that $12 + $4 = $16, so Jill has $16 left

2.OA.2 FLUENCY WITHIN 20 (AFTER STRATEGIES HAVE BEEN INSTRUCTED)  T-Chart Activity (incorporates measurement as well; allows for differentiation) Complete as a whole group to model the activity; small group for “group” experience; independent practice  3-Minute Daily Drill  Games that provide fluency practice 1) EGG-Addition (pair-share activity) or EGG-Subtraction 2) Flip-Up (groups or partners) 3) Math Relay of Teacher-selected Facts 4) “Fly Swat” Game 5) Hundred Chart Addition/Subtraction

3-MINUTE DAILY DRILL  Action oriented: no paper; no pencil  Engages  Focus on hard-to-recall facts  Incorporates properties: commutative & Inverse Operations  May include Mental Math  May have an algebraic component

VISUAL 1  = ___

VISUAL 2  = ___

VISUAL 3  17 – 9 = ____

VISUAL 4  17 – 8 = ___

VISUAL 5  9 + b = 17  b = ___

VISUAL 6  90  + 80

EXTENDING THE DAILY DRILL  Every time a student writes their name on a paper during any subject in class, they write the problem of the day.  Allow students to build the problem of the day with a manipulative  Allow students to create a word problem using the problem of the day facts  5 new facts per week  Recycle difficult facts  Timed tests to assess progress

2.NBT.1 UNDERSTAND THAT THE 3 DIGITS OF A 3-DIGIT NUMBER REPRESENT AMOUNTS OF HUNDREDS, TENS, AND ONES, E.G., 706 EQUALS 7 HUNDREDS, 0 TENS, AND 6 ONES. UNDERSTAND THE FOLLOWING AS SPECIAL CASES: A. 100 CAN BE THOUGHT OF AS A BUNDLE OF TEN TENS – CALLED A “HUNDRED” B. THE NUMBERS 100, 200, 300, 400, 500, 600, 700, 800, 900, REFER TO 1, 2, 3, 4, 5, 6, 7, 8 OR 9 HUNDREDS (AND 0 TENS AND 0 ONES)  Base Ten Manipulations  Place Value Mat work with “how do you know” questions: 1. Provide 8 cubes (ones/units) to each student. Ask them to write, then discuss the value of those units and explain “how they know” the correct answer. 2. Provide 9 longs (tens) to each student. Repeat the process. 3. Provide 5 flats (hundreds) to each student. Repeat the process. 4. Provide a work mat with ones, tens, hundreds and ask the students to place the appropriate tool under each heading. Ask students to share the number they have created; write it; write it in expanded form. 5. Provide practice time where students create numbers using the tool, say the number, write the number, write it in expanded form.

2.NBT.1 PRACTICE FOR UNDERSTANDING  Number Drill & Build Activities (whole group or small group)  *Students will need to use a recording sheet to share with teacher at the end of each activity. 1. Using a deck of cards… turn over 3 cards, build the number using base ten blocks, write it in expanded form or short word form 2. Using number cubes (dice)… roll 3 times, build the number using the base ten blocks, write it in expanded form or short word form 3. Using spinners…spin 3 times, build the number using the base ten blocks, write it in expanded form or short word form  Follow base ten block manipulation to “Layering” activities

2.NBT.2 COUNT WITHIN 1000; SKIP COUNT BY 5S, 10S, AND 100S  Bean Bag Toss: oral counting practice as part of a daily routine  Clap & Listen or Clap, Stomp, & Listen: 1 Each clap is worth 10 (or 100) what number did I make? 2 Each clap is worth 10 (or 100) and each stomp is worth 5 what number did I make?

2.NBT.3 READ AND WRITE NUMBERS TO 1000 USING BASE-TEN NUMERALS, NUMBER NAMES, AND EXPANDED FORM  Base Ten Manipulations…repeat, repeat, repeat  “Layering” activities in conjunction with Base Ten Blocks and AFTER Base Ten Block manipulation  Patterns in numbers  Center Activities

2.NBT.4 COMPARE TWO 3-DIGIT NUMBERS BASED ON MEANINGS OF THE HUNDREDS, TENS, AND ONES DIGITS, USING AND = SYMBOLS TO RECORD THE RESULTS OF COMPARISONS  Dot to dot comparison  Build with Base Ten Blocks & Compare – discuss the “why” one number is greater or less or equal to the other  What’s My Number? (Partner game)

2.NBT.5 FLUENTLY ADD AND SUBTRACT WITHIN 100 USING STRATEGIES BASED ON PLACE VALUE, PROPERTIES OF OPERATIONS, AND/OR THE RELATIONSHIP BETWEEN ADDITION AND SUBTRACTION  Hundreds’ Chart practice: adding powers of 10, subtracting 10s  Use Base Ten Manipulative

2.MD.10 DRAW A PICTURE GRAPH TO REPRESENT A DATA SET WITH UP TO 4 CATEGORIES. SOLVE SIMPLE PUT-TOGETHER AND TAKE-APART PROBLEMS.  Allow students to create their own data to graph  Use information that has meaning to the students: 1 Favorite pet/animal 2 Favorite movie 3 Favorite food 4 Favorite ice cream flavor 5 Favorite subject in school  Model with whole group: class graph using Skittles or M & Ms or multi- colored cereal  Model sample questions for completed graphs.

MS. OBJ. 1D ROUND UP TO THREE-DIGIT WHOLE NUMBERS TO THE NEAREST HUNDREDS.  5 to 9: climbs the vine  0 to 4: stays on the floor  What’s My Number? (modified rules) play and round to the nearest hundred

MS OBJ 2A EXPLAIN, ANALYZE, AND EXTEND REPEATING AND GROWING PATTERNS  Patterns with manipulatives  Transfer manipulative patterns to number patterns  Transfer manipulative patterns to word patterns

MATH REASONING What’s really important?

SOLID NUMBER SENSE: THE FOUNDATION FOR MATH SUCCESS Number sense is a student’s overall understanding of numbers and their relationships. Number sense is … The “sun” that all other MATH rotates around K – 2 nd grades build a student’s MATH sense for the rest of his/her life!

HOW TO: BUILDING A SOLID NUMBER SENSE FOUNDATION  Daily Routines with Math  Calendar Counts: “Everyday Math Counts” ideas  Counting the school days (visual & oral)  Oral Counting Games – “Bean Bag Toss”  Center Activities (center tubs if limited room space)

CCSS SECOND GRADE: CALENDAR MATH  2.NBT.1 ones, tens, & hundreds  2.NBT.2 counting…by 5s, 10s, 100s…to 1000  2.OA.2 fluently + & - within twenty  2.OA.3 odd or even  2.MD.1 measurement  2.MD.2 measurement using two units of different lengths  2.MD.3 estimate lengths using units of in., ft., cm, & m  2.MD.4 measure to determine difference in lengths using a standard length unit  2.MD.7 tell & write time  2.MD.8 money  2.G.1 shapes

CALENDAR MATH: WHOLE GROUP  Count money (Money Song)- daily effort *Note: money isn’t mentioned until 2 nd grade; but most districts are including it in the kindergarten and first grade pacing guides.  Make ones; makes tens & ones  Incredible equations  E/LA Components: sentence structure, left to right reading, capitalization, punctuation  Yesterday was Sunday, August 19,  Today is Monday, August 20,  Tomorrow will be Tuesday, August 21, 2012.

CALENDAR MATH: INDEPENDENT TIME  Mark calendars  Identify odd & even  Color even numbers yellow – repetition/pattern  Build the date with base ten blocks  Use the calendar to “count on” or “count back” for visual practice; skip counting 2s, 5s, & 10s by the end of the month

ROUND TABLE DISCUSSION  Questions?  Concerns?

CLOSURE: IT’S THE LITTLE THINGS THAT MAKE A BIG DIFFERENCE  There was a man taking a morning walk on the beach. He saw that along with the morning tide came hundreds of starfish and when the tide receded, they were left behind and with the morning sun’s rays, they would die. The tide was fresh and the starfish were alive. The man took a few steps, picked one and threw it into the water. He did that repeatedly. Right behind him there was another person who couldn't understand what this man was doing. He caught up with him and asked, "What are you doing? There are hundreds of starfish. How many can you help? What difference does it make?" This man did not reply, took two more steps, picked up another one, threw it into the water, and said, "It makes a difference to this one."

CHARLES DUTTON: WRITER, DIRECTOR, ACTOR  “As long as it’s a young mind, they’re salvageable. At those tender ages, the mind is still pliable and can be shaped. It’s not too late.”