1. CCGPS Mathematics Second Grade Update Webinar Unit 6: Developing Multiplication January 29, 2014 Update presentations are the result of collaboration between members of 2012 and 2013 Unit Review and Revision Teams and classroom teachers Microphone and speakers can be configured by going to: Tools – Audio – Audio setup wizard Turtle Toms- tgunn@doe.k12.ga.ustgunn@doe.k12.ga.us Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

2. W HAT ’ S N EW IN S ECOND G RADE U NIT 6? Developing Multiplication

3. T HE 2 ND G RADE U NIT W RITING T EAM Sondra Brewer Early County Schools Andrea Cramsey Jefferson City Schools Chad Dow Atlanta Public Schools Karen Gerow Oglethorpe County Whitney Naman Atlanta Public Schools

4. T HEY LOOK THE SAME … WHAT ARE THE MAJOR CHANGES IN THE UNITS ? Standards for Mathematical Practice (SMP) Formative Assessment Lessons (FAL) Number Talks Formatting Task charts New Tasks

5. S TANDARDS FOR M ATHEMATICAL P RACTICE (SMP) The unit overview provides a brief list of the SMPs and examples of learning experiences within the unit that support the development of these mathematical practices.

6. S TANDARDS F OR M ATHEMATICAL P RACTICE (SMP) At the beginning of every task, there is a list of only the SMPs that are covered in that task.

7. F ORMATIVE A SSESSMENT L ESSONS (FAL) The Formative Assessment Lessons (FAL) are intended to support teachers with the formative assessment process. They are typically implemented two-thirds of the way through the instructional unit. The results should then be used to inform the instruction that will take place for the remainder of the unit. FALs assess student understanding of important concepts and problem solving abilities, and they help teachers move each student’s mathematical reasoning forward. Unit 6 does not have a FAL.

8. N UMBER T ALKS Opportunities for students to mentally compute and discuss strategies with peers Approximately 5-15 minutes long Student centered Teacher is facilitator Example: These equations would lend themselves to a Number Talk with a focus on students using their knowledge of doubles to solve equations. 5 + 5 5 + 5 + 4 5 + 7 + 5

9. N UMBER T ALKS Don’t have the book? Look and learn here: http://insidemathe matics.org/index.p hp/number-talks http://www.mathp erspectives.com/nu m_talks.html http://www.maths olutions.com/index.cfm?page=wp10& crid=553 http://schoolwires. henry.k12.ga.us/P age/37071 http://www.cobbk1 2.org/bullard/Num berTalksK-2.pdf Concepts and skills to maintain should include Number Talks to reinforce properties of operation, mental computation, and flexible ways of solving computational problems. For more information, refer to Number Talks by Sherry Parrish

10. F ORMATTING The layout is standardized from task to task and unit to unit. More reproducible sheets have been included. Reproducible sheets are more user friendly, and there are places for students to write answers. Page breaks fall in logical places.

11. T ASK CHARTS The task chart includes the type and purpose of each task.

12. T ASK C HARTS Of major importance, the task table now includes the mathematical standards addressed in each task.

13. W HAT OTHER IMPORTANT CHANGES ARE THERE IN U NIT 6? Common Misconceptions are addressed in the Overview section at the beginning of the unit. For example, some important misconceptions for teachers to keep in mind before beginning Unit 6 may include: Regarding odd and even numbers, students may initially have difficulty “proving” how they know numbers are odd or even. Students may struggle with communicating their growing knowledge using precise mathematical language. Teachers should provide multiple opportunities for students to manipulate numbers of objects and express their observations. With regard to the understanding of arrays, students may at first confuse rows and columns. Children should be provided with numerous chances to make real life connections to examples of rows and columns (some picture cards are provided in this unit). To further support an understanding, teachers may encourage students to use their hands to show the direction rows and columns go.

14. W HAT OTHER IMPORTANT CHANGES ARE THERE IN U NIT 6? CONTINUED The wording in the original tasks has been revised as needed to be more teacher and student friendly More teacher commentary is included and is based on classroom experiences and observations For example, from Scaffolding Task: Are We Odd or Even? As a class, decide which strategy to use next and how students should begin “sorting” themselves. Monitor student progress. Once students have sorted themselves, have students determine whether they are even or odd (students should notice that they should have the same answer as in the previous attempt; however, if they do not have the same answer, this would provide a good opportunity for students to “check” their results).

15. W HAT OTHER IMPORTANT CHANGES ARE THERE IN U NIT 6? CONTINUED New Tasks have been added: Are We Odd or Even? Two of Everything! Roll an Array The Candy Box ( an opportunity for graphing has been added)

16. A RE WE ODD OR EVEN ? ( PAGES 19-22)

17. T WO OF EVERYTHING ! ( PAGES 26-29)

18. R OLL AN A RRAY ( PAGES 48-52)

19. T HE C ANDY B OX ( PAGES 75-82)

20. Q UESTIONS /C ONCERNS ? Purpose of the Frameworks-intended to guide teachers as they implement CCGPS Every lesson in the unit does need to be taught. Time restraints may limit this. Choose tasks that are best suited for your students. Because tasks build on knowledge acquired from previous tasks, it is recommended not to skip from tasks presented early in the unit to tasks late in the unit. Make the tasks “your own”, if something is not working, change it to make it better (and be sure to let us know!). Collaborate, collaborate, collaborate!

21. Food for thought: http://exit10a.blogspot.com/

22. Food for thought: http://exit10a.blogspot.com/

23. Food for thought: http://exit10a.blogspot.com/

24. Food for thought: http://exit10a.blogspot.com/

25. Food for thought: http://exit10a.blogspot.com/

26. Food for thought: http://exit10a.blogspot.com/

27. Food for thought: http://exit10a.blogspot.com/

28. Food for thought: http://exit10a.blogspot.com/

29. Food for thought: http://exit10a.blogspot.com/

30. Food for thought: http://exit10a.blogspot.com/

31. Food for thought: http://www.estimation180.com/ http://exit10a.blogspot.com/2014/01/thats-gold-jerry-gold_14.html http://exit10a.blogspot.com/2013/12/a-darling-clementine.html

32. Food for thought: http://exit10a.blogspot.com/2014/01/building-number-sense.html

33. This is the last update webinar for second grade. Just so you know: The legislature has chosen not to fund specialist support positions for Mathematics or ELA at the state level beginning August 31, 2014. I’m here until then, and will continue to provide support. All of your questions will need to be addressed to Sandi Woodall after that date. It’s my sincere hope you’ll continue to use and improve the resources provided, and that you’ll keep the wiki alive and going strong. It’s been great working with everyone. You are an amazing and talented group of educators. Thank you for everything you’ve taught me!

34. Thank You! Please visit http://ccgpsmathematicsk-5.wikispaces.com/ to share your feedback, ask questions, and share your ideas and resources! Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx to join the K-5 Mathematics email listserve. Follow on Twitter! Follow @GaDOEMathhttp://ccgpsmathematicsk-5.wikispaces.com/https://www.georgiastandards.org/Common-Core/Pages/Math.aspx Turtle Toms Program Specialist (K-5) tgunn@doe.k12.ga.us These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.