2. Welcome! O Thank you for coming! O Please sign in.

3. Past and Present… O In the past, Math instruction focused on computation. O Now, Math instruction focuses on APPLICATION through the use of critical thinking skills, higher order thinking and depth of knowledge in order to solve/analyze multi-step problems.

4. Fluency By Grade level GradeStandardRequired Fluency KK.OA.5Add/subtract within 5 11.OA.6Add/subtract within 10 22.OA.2 2.NBT.5 Add/subtract within 20 Add/subtract within 100 33.OA.7 3.NBT.2 Multiply/divide within 100 Add/subtract within 1000 44.NBT.4Add/subtract within 1,000,000 55.NBT.5Multi-digit multiplication 66.NS.2,3Multi-digit division Multi-digit decimal operations

5. At school… Mathematics Teaching Practices: 1 – Establish Mathematics Goals to Focus on Learning. 2 – Implement Tasks that promote reasoning and problem solving. 3 – Use and connect mathematical representations. 4 – Facilitate meaningful mathematical discourse. 5 – Pose purposeful questions. 6 – Build procedural fluency from conceptual understanding. 7 – Support productive struggle in learning mathematics. 8 – Elicit and use evidence of student thinking.

6. Math series Student textbook & practice book

7. Math Chapters- Topic Breakdown Chap.TopicChap.Topic 1Number Concepts7Time & Money 2Numbers to 1,0008Length in Customary Units 3Basic Facts & Relationships 9Length in Metric Units 42-Digit Addition10Data 52-Digit Subtraction11Geometry & Fractions Concepts 63-Digit Addition & Subtraction

8. During instruction students … O Use the textbook O Use manipulatives and math tools O Use their Math Journals to explore/write about: “Essential Question, Problem of the Day, justify their work/answers O Use task cards, anchor sheets O Participate in “Math Talks” and cooperative learning groups O Math drills O Computer programs for enrichment/remediation O Whole Group/Small group/Independent instruction

11. Three types of Mathematical understanding- CPR O Conceptual -- What do students need to know? O Procedural -- What do students need to do? O Representational -- What do students need to show?

12. How can we get our students to UNDERSTAND math? O Students can understand Math by: building FLUENCY and using STRATEGIES.

13. 3 Elements of Fluency O Accuracy (Correctness) O Efficiency (Quick retrieval of facts both written and oral.) O Flexibility (Use of strategies to help with recall.) O Reading/Writing capability also play a major role.

14. Prerequisites O Before children can conceptually understand addition and subtraction facts they must first have one-to- one correspondence, conservation of numbers, and they must know the counting sequence.

15. Counting Sequence O Knowing the counting sequence is as simple as knowing what number comes next. Just because a child knows the counting sequence does not mean that they understand numbers, but it is an important step in the development of numbers.

16. One-to-one Correspondence O Understanding that one item is represented by a unique count.

17. Conservation of Number O The final item counted tells the number in the group. Seven items are counted so there are seven items in the group.

18. Why learn strategies? O Students can develop fluency with their addition and subtraction facts if they memorize strategies such as: the Doubles facts & the Tens facts. The rest of the facts can be derived using strategies. O Efficient use of strategies leads to a better understanding of numbers, and the properties of addition. O Better conceptual understanding promotes long lasting procedural understanding and ultimately results in quick retrieval of all facts. That is the goal. Quick retrieval of all facts.

19. Strategies that promote understanding…

20. “Teachable” moments for parents:

21. Using a hundreds chart to practice counting patterns.

22. Addition Charts

23. Adding Zeros: Identity property of Addition

24. Count on strategy: +/- 1 and 2

25. Adding Doubles

26. Doubles +/- 1

27. How does it work? O 6 + 6 = 12 so, O 6 + 7 = 13 because O 6 + 6 + 1 = 12 + 1 = 13 Or O 7 + 7 = 14 so, O 6 + 7 = 13 because O (7 - 1) + 7 = 14 – 1 = 13

28. Make a ten

29. Add tens and ones Adding tens and ones places an emphasis on place value and expanded form.

30. How does it work? 8 + 6 = 14 Use a visual model to promote “Cardinality”. Cardinality is recognizing a number by the configuration – no counting needed. 8 + (2 + 4) = 14 Decompose 6 into 2 and 4 (8 + 2) + 4 = 14 Use the Associative Property to make a ten with 8 and 2 10 + 4 = 14Now the number is in expanded form and place value makes it easy to add.

31. Subtraction O Think addition when solving subtraction problems. Fact families and related math facts. O 9 – 5 = 4 because O 5 + 4 = 9

32. Equal Groups O Sarah has three pages of stickers. There are four stickers on each page. How many stickers are there?

33. Array Model O Max made three rows of tiles. He put four tiles in each row. How many tiles are there?

34. What to Do When Teaching Basic Facts O Develop conceptual understanding using strategies O Ask students to self-monitor O Focus on self-improvement O Drill in short time segments O Work on facts over time O Involve families O Make practice/drill enjoyable O Use technology O Emphasize the importance of quick recall of facts

35. More “to Do-s”… O Practice makes BETTER! O Use manipulatives, anchor sheets, & task cards. O SHOW YOUR WORK! O Explain your answer. Know the “WHY”

36. Attack Word Problems with CUBES … C Circle the numbers U Underline important words/math vocabulary B Box the question E Evaluate the information S Solve the problem

37. Build Math Vocabulary Addition WordsSubtraction Words Add Plus All together Total Combine Gets More join Sum Difference Minus Subtract Less How many more? How much more? How many were left?

38.  What Not to Do When Teaching Basic Facts O Don’t use lengthy drilling O Don’t proceed through the facts in order from 0 to 9 O Don’t move to memorization too soon O Don’t use facts as a barrier to good mathematics

39. Remediation O Focus on reasoning strategies O Recognize that more drill will not work O Provide hope O Inventory the known and unknown facts O Diagnose strengths and weaknesses O Build in success O Provide engaging activities

40. TESTING O Second Grade- SAT O Third Grade-FSA

41. SAT- The Math portion of the SAT is auditory. Questions are read aloud to students.

42. FSA - Third Grade Sample Page

43. Looking ahead to Third Grade… O Upon entering third grade, your child should have show mastered: 1. Adding/subtracting with regrouping 2. Telling time 3. Counting money 4. Estimating 10-100 5. Math operations Start practicing multiplication BEFORE the third grade school year; during the summer. Promote good study habits.

44. Third Grade FOCUS Here are some strategies that will help your child get ready for third grade.

45. Multiplying Zeros

46. Multiply by 1: Multiplicative Identity

47. Multiply by 2: Doubling 2 x 8 = 8 + 8 = 16

48. Multiply by 10

49. Multiply by 5

50. Division O Think multiplication when solving division problems. O 24 ÷ 6 = O 6 x __ = 24

51. Resource Websites O www.flstandards.org www.flstandards.org O www.dadeschools.net www.dadeschools.net O www.iReady.com www.iReady.com O www.ixl.com www.ixl.com O www.thinkcentral.com www.thinkcentral.com O www.brainpopjr.com www.brainpopjr.com

52. Contact me with questions Email: Angelabauza@dadeschools.net