1. Lunch and Learn: A Collaborative Time for North Carolina Teachers
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2. Thank You Burroughs Wellcome
Your lunch today was provided through a generous donation by Burroughs Wellcome

3. Goals for Lunch and Learn
Network with teachers from across North Carolina to share resources for implementation of Common Core State Standards.
Review important NCDPI resources.
Review latest assessment information.
Participate in grade level activities that support deep understanding of standards.

4. What is your favorite number? Explain.
New Friends
Introduce yourself to the teachers in the room by sharing the following information…
Name, School, County
What is your favorite number? Explain.

5. Supporting/Additional Clusters
Major Work
Second Grade
Major Clusters
Supporting/Additional Clusters
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
Add and subtract within 20.
Work with equal groups of objects to gain foundations for multiplication.
Number and Operations in Base Ten
Understand place value.
Use place value understanding and properties of operations to add and subtract.
Measurement and Data
Measure and estimate lengths in standard units.
Relate addition and subtraction to length.
Work with time and money.
Represent and interpret data.
Geometry
Reason with shapes and their attributes.
Remind teachers that the goal of CCSS is to go “deeper.” Focus on the Major Work.

6. Resources
NCDPI wikispaces
K-2 Assessment Tasks
Illustrative Mathematics
Inside Mathematics
Turnonccmath.org- NCSU Collaborative with Jere Confrey and colleagues
Lunch and Learn Presenter… Please add any other resources that you LOVE.

7. Second Grade Assessment
NBT Task 1a
Domain
Number and Operations in Base Ten
Cluster
Understand place value.
Standard(s)
2.NBT.1: Understand that the three digits of a three-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:
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 one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
Materials
Pencil, pre-grouped base ten materials
Task
Show the student the number “247”. Ask: What is this number? If the student reads the number incorrectly, tell them the number. Then, say: Use your base ten materials to make this number. After the student is finished, ask: How many hundreds did you use? How many tens did you use? How many ones did you use? Then, ask: Explain how do you know that you have 247?
Using the remaining base ten materials say: Now, use the base ten materials to make the same number in a different way. After the student is finished, ask: How many hundreds did you use? How many tens did you use? How many ones did you use? Then, ask: How do you know that you have 247?

8. Second Grade Assessment
Continuum of Understanding
Developing Understanding
Incorrectly reads the number 247.
Incorrectly builds 247 with base ten materials one or both times or is unable to think of a different way to build 247.
Incorrectly identifies the correct amount of hundreds, tens, and/or ones place for one or both configurations.
Explanation is minimal or only includes counting all of the materials by ones (1, 2, 3, … 246, 247) or counting individual groups (100, 200; ten, twenty, thirty, forty; one, two, three… seven.)
Complete Understanding
Reads and builds 247 with base ten materials correctly in two different ways.
Correctly identifies the amount of cubes in the hundreds, tens and ones place for both configurations.
Explanation includes recognizing the relationship between the amount of blocks to the written number 247 (e.g., “I know that there is 247 because there are two hundreds (points to the hundreds), 40 tens (points to the tens), and 7 leftovers (points to the ones). See: two hundred- forty- seven.”)

9. Second Grade Assessment
Insert Second Grade Assessment Activity here
Focus on examining the Continuum of Understanding
Insert your own Kindergarten Assessment Activity. We want participants to delve into the tasks to understand the new grading standards.

10. Second Grade Unit Two and Three Digit Addition and Subtracting
Participants will work through the lessons that are within this NCDPI Kindergarten Unit

11. Second Grade Unit Phases of the lessons Engage Explore Explain
Elaborate
Evaluate
Formative
Summative
Participants will work through the lessons that are within this NCDPI Kindergarten Unit

12. Second Grade Unit Goals of the Unit…
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Explain why addition and subtraction strategies work, using place value and the properties of operations.
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

13. Second Grade Unit

14. Second Grade Unit
Add whichever Second Grade Unit you want for the Lunch and Learn participants to do. Remember… the goal is to have participants ready to implement this unit. Use your professional judgment as to which tasks you want the participants to do.

15. Goals for Lunch and Learn
Network with teachers from across North Carolina to share resources for implementation of Common Core State Standards.
Review important NCDPI resources.
Review latest assessment information.
Participate in grade level activities that support deep understanding of standards.
Review the goals.

16. Lunch and Learn: A Collaborative Time for North Carolina Teachers
Ask teachers for feedback Thanks for sharing your time and talents with the participants.
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