1. WELCOME TO BIG IDEA 2 GRADE 2 While we are waiting to begin, please make sure that you have: signed in on the hard copy. signed in on the computer. Directions and BE # are on the table next to the computer. ordered lunch in room 301 now, if you wish. We will break for lunch at 11:30 for one hour. Part II

2. GROUP NORMS AND HOUSEKEEPING LOGISTICS: Phone Calls Rest Rooms Breaks Lunch Punctuality Sharing Group Norms: Participate Listen with an open mind Ask questions Work toward solutions Limit side bars

4. MA.K.A.5.1. Grade Level: Kindergarten Benchmark: Represent quantities with numbers up to 20, verbally, in writing, and with manipulatives. Body of Knowledge: Algebra Big Idea/Supporting Ideas: Demonstrate an understanding of the concept of time using identifiers such as morning, afternoon, day, week, month, year, before/after, and shorter/longer. Subject Area: Mathematics

6. BIG IDEA 2: Develop quick recall of addition facts and related subtraction facts and fluency with multi-digit addition and subtraction.

11. Time To Examine TE’s

12. Chapter Planner

13. Teaching For Depth

14. About the Math (Teacher Edition)

15. Time To Examine TE’s Look in the chapter planner. List the benchmarks that are to be taught in this chapter. Note specific content that will be taught. Review the chapter. List any content or vocabulary that appears to be unfamiliar or new to grade 2. Examine the “Teaching for Depth” component that appears in the beginning of each chapter. Share information that you think is essential.

16. BIG IDEA 2: Develop quick recall of addition facts and related subtraction facts and fluency with multi-digit addition and subtraction.

17. MA.2.A.2.1 Recall basic addition and related subtraction facts. BIG IDEA 2 BENCHMARKS FOR GRADE 2 MA.2.A.2.2 Add and subtract multi-digit whole numbers through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanations of those procedures. MA.2.A.2.3 Estimate solutions to multi-digit addition and subtraction problems, through three digits. MA.2.A.2.4 Solve addition and subtraction problems that involve measurement and geometry.

18. WHAT SUPPORTING IDEA BENCHMARKS ARE INCLUDED IN BIG IDEA 2 PORTION OF THE TEXT? MA.2.A.4.4- Describe and apply equality MA.2.A.4.5 – Recognize and state rules for functions that use addition and subtraction MA.2.A.6.1 – Solve problems that involve repeated addition

19. Content Developed in Grade 2 Big Idea 2 Part I Workshop MA.2.A.4.4 - Describe and apply equality MA.2.A.4.5 – Recognize and state rules for functions that use addition and subtraction MA.2.A.6.1 – Solve problems that involve repeated addition MA.2.A.2.1 - Recall basic addition and related subtraction facts.

20. MA.2.A.2.2 Add and subtract multi-digit whole numbers through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanations of those procedures. Today’s workshop will develop the content and resources for the following benchmarks:

22. MA.2.A.2.3 Estimate solutions to multi-digit addition and subtraction problems, through three digits. Today’s workshop will also develop the content and resources for the following benchmark:

24. MA.2.A.2.4 Solve addition and subtraction problems that involve measurement and geometry. What about this benchmark????

26. Depth of understanding involves the ability to work with numbers flexibly and easily, not the ability to perform the same procedure over and over again. Children must be able to make sense of the algorithm, explore informal strategies before being introduced to more formal algorithm, use a variety of invented strategies, able to explain procedure. Juli K. Dixon; Transforming Teaching: From Dissonance to Depth; NCSM 42nd Annual Conference, San Diego, CA WHAT DOES RESEARCH SAY?

27. ADDITION STRATEGIES Addition on the Hundreds Chart Break Apart Strategies Estimating Sums Using a Number Line

32. ADDITION on the Hundreds Chart

33. Melissa has 25 crayons. Her grandma gave her some more. Now she has 46. How many crayons did grandma give her?

35. BREAKAPARTBREAKAPART STRATEGYSTRATEGY

36. Break Apart Strategy

41. PRACTICEPRACTICE BREAKAPARTBREAKAPART

42. PROBLEM SOLVING: DRAW A DIAGRAM

43. ESTIMATING SUMS

47. Teaching the Standard Addition Algorithm

48. WHAT DOES RESEARCH SAY? Use of traditional algorithms is the efficient way to complete calculations. Rote learning of traditional paper & pencil algorithms can actually interfere with a child’s development of number sense. Charles and Lobato; Future Basics: Developing Numerical Power; NCSM; 1998

54. Foundations for Teaching the Traditional Algorithm

56. TRANSITIONING TO THE FORMAL ALGORITHM

57. SUBTRACTION STRATEGIES Subtraction on the Hundreds Chart Break Apart Strategies Estimating Differences Using a Number Line

58. SUBTRACTION ON THE HUNDREDS CHART

61. What if a student breaks apart the ones as 1 and 6? SUBTRACTION ON THE NUMBER LINE TE 222

62. 63 – 3 = 47 – 7 = 58 – 8 = 66 – 6 = 43 – 3 =

63. 63 – 3 = 47 – 7 = 58 – 8 = 66 – 6 = 43 – 3 = 63 – 4 = 47 – 9 = 58 – 9 = 66 – 8 =43 – 5 =

64. REVIEW SUBTRACTING MULTIPLES OF 10 ON THE HUNDREDS CHART

67. Write a subtraction word problem with the teachers at your table for the following expression: 17 - 9

68. Subtraction Situation: Take Away or Separation This is the most easily recognized type of subtraction situation. It involves having an initial amount and removing a specified quantity from it to find what is left. Persistent use of the word “take-away” leads to the misunderstanding that this is the only subtraction situation. It is important to use the word “minus” when reading a subtraction equation. Read the equation 5 – 2 = 3 as “five minus two equals three”. Mark had 8 marbles. He gave 3 marbles to his friend Becky. How many marbles did Mark have left?

69. In this type of subtraction situation, the entire amount and quantity of one of the parts are known. The quantity of the missing part needs to be found. Mark needs 8 marbles to play a game. He has 5 marbles. How many more marbles does he need to be able to play the game? Mark had 8 marbles. He gave some to Becky. He counted his marbles again. Now he had 5. How many marbles did Mark give to Becky? Subtraction Situation: Missing Addend or Part-Whole

70. Subtraction Situation: Comparison This subtraction situation involves having two quantities and finding the difference between these two quantities. Mark has 8 marbles. Becky has 6 marbles. How many more marbles does Mark have than Becky? Mark has 8 marbles. Becky has 6 marbles. How many fewer marbles does Becky have than Mark?

71. There were 12 bananas in the fruit bowl. Maria ate 2 of them. How many bananas are left in the fruit bowl? Jamie and Carlos are eating grapes. Jamie has eaten 14 grapes. Carlos has eaten 9. How many more grapes has Jamie eaten than Carlos? There were 10 apples in the bag. Kim cut some of the apples into slices. Now there are 7 apples in the bag. How many apples did Kim slice? TAKE AWAY, MISSING ADDEND OR COMPARISION SITUATION OF SUBTRACTION ?

72. PROBLEM SOLVING: DRAW A DIAGRAM

73. TEACHING THE ALGORITHM DEVELOPMENTALLY

81. If the majority of a child’s time is spent memorizing what he considers to be nonsense, she or he soon abandons altogether his or her efforts to make sense of mathematics. Meaningful development of any computational algorithm is possible only when the algorithm evolves naturally from one’s understandings of numbers, number relationships and meaning of operations. Charles and Lobato; Future Basics: Developing Numerical Power; NCSM; 1998

82. Cognitive Dissonance Cognitive dissonance is a psychological phenomenon which refers to the discomfort felt at a discrepancy between what you already know or believe, and new information or interpretation. It therefore occurs when there is a need to accommodate new ideas, and it may be necessary for it to develop so that we become "open" to them. Juli K. Dixon; Transforming Teaching: From Dissonance to Depth; NCSM 42nd Annual Conference, San Diego, CA