Upload
hillary-ferguson
View
223
Download
2
Tags:
Embed Size (px)
Citation preview
Second Grade CCSS–M, and Daily Math
Vacaville USDAugust 27, 2013
AGENDA The CCSS-M: Math Practice Standards Daily Math Programs
Subitizing Ten Frames Number Bonds Place Value Computation And other areas
Addition and Subtraction Planning/Discussions
The Common Core State Standards –
Mathematics
CCSS – M
The CCSS in Mathematics have two sections:Standards for Mathematical CONTENT
and Standards for Mathematical PRACTICE
The Standards for Mathematical Content are what students should know.
The Standards for Mathematical Practice are what students should do. Mathematical “Habits of Mind”
Standards for Mathematical Practice
CCSS Mathematical Practices
OVE
RA
RC
HIN
G H
AB
ITS
OF
MIN
D1.
Mak
e se
nse
of p
robl
ems
and
pers
ever
e in
so
lving
them
6.At
tend
to p
recis
ion
REASONING AND EXPLAINING2. Reason abstractly and quantitatively3. Construct viable arguments and
critique the reasoning of others
MODELING AND USING TOOLS4. Model with mathematics5. Use appropriate tools strategically
SEEING STRUCTURE AND GENERALIZING7. Look for and make use of structure8. Look for and express regularity in
repeated reasoning
Reflection
How are these practices similar to what you are already doing when you teach?
How are they different?
What concerns do you have with regards to the Standards for Mathematical Practice?
Standards for Mathematical Content
Standards for Mathematical Content
Are a balanced combination of procedure and understanding.
Stress conceptual understanding of key concepts and ideas
Standards for Mathematical Content
Continually return to organizing structures to structure ideas place value properties of operations
These supply the basis for procedures and algorithms for base 10 and lead into procedures for fractions and algebra
“Understand”
means that students can… Explain the concept with mathematical
reasoning, including Concrete illustrations Mathematical representations Example applications
Organization K-8
Domains Larger groups of related standards.
Standards from different domains may be closely related.
Domains K-5
Counting and Cardinality (Kindergarten only)
Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations-Fractions
(Starts in 3rd Grade) Measurement and Data Geometry
Organization K-8
Clusters Groups of related standards. Standards
from different clusters may be closely related.
Standards Defines what students should understand
and be able to do. Numbered
A Daily Math Program
5 Big Ideas
1. From Kindergarten on, help children develop flexible ways of thinking about numbers by having them “break apart” numbers in multiple ways
5 Big Ideas
2. From their earliest days in school, children should regularly solve addition, subtraction, multiplication, and division problems.
5 Big Ideas
3. Problem solving of all types should be a central focus of instruction.
5 Big Ideas
4. Develop number sense and computational strategies by building on children’s ideas and insights.
5 Big Ideas
5. Teach place value and multi-digit computation throughout the year rather than as “chapters”.
Number Sense
What is “number sense”?
The ability to determine the number of objects in a small collection, to count, and to perform simple addition and subtraction, without instruction.
Visualize Numbers
I am going to show you a slide for a few seconds
Record the number of dots in Box A and in Box B
READY?
Box A Box B
Record your answers
Box A
Box B
Share
On a scale of 1-5, how confident are you that your answer is correct?
SUBITIZING
Ability to recognize the number of objects in a collection, without counting
When the number exceeds this ability, counting becomes necessary
Box A Box B
Perceptual Subitizing
Maximum of 5 objects
Helps children Separate collections of objects into single
units Connect each unit with only one number
word Develops the process of counting
Subitizing
Let’s try again.
Ready??
Box C Box D
Record your answers
Box C
Box D
Share
On a scale of 1-5, how confident are you that your answer is correct?
Box C Box D
Box C Box D
Conceptual Subitizing
Allows children to know the number of a collection by recognizing a familiar pattern or arrangement
Helps young children develop skills needed for counting
Helps develop sense of number and quantity
Children who cannot conceptually subitize will have problems learning basic arithmetic processes
Practicing Subitizing
Use cards or objects with dot patterns Groups should stand alone Simple forms like circles or squares Emphasize regular arrangements that
include symmetry as well as random arrangements
Have strong contrast with background
Avoid elaborate manipulatives
How Many Dots?
What’s 1 more than
What’s 1 less than
Ten Frames and
Dot Patterns
Ten Frames
Ten Frames
Ten Frames
Base 10 Blocks
Base 10 Blocks
Base 10 Shorthand
Base 10 Shorthand
Tens Facts
7 + 3 = 10
Tens Facts
6 + 4 = 10
Tens Facts
8 + 2 = 10
Learning Progression
Concrete
Representational
Abstract
Part-Whole Relations
4 4 4 4 4
Number Bonds
Number Bonds – 17
1717
17
17
1717
17
17
Number Bonds – 43
4343
43
43
4343
43
43
Number of the Day
Number of the Day of School Counting Counting back Place Value
Straws Base 10 Blocks Hundred’s Chart
Computation
Number of the Day
Today is the 9th day of school What is 1 more than 9? What is one less than 9? Find all the possible number bonds (using 2
numbers) that you can make with 9.
Number of the Day
Today is the 78th day of school Write 78 in expanded form. What is 1 more than 78? 1 less? What is 10 more than 78? 10 less? Find at least 3 number sentences for 78.
Use at least 3 numbersUse at least 2 different operations
Random Number of the Day
The number of the day is:
436 Who can read the number? What digit is in the ten’s place? The
hundred’s place? Write the number in expanded form. What is 1 more than 436? 1 less? What is 10 more than 436? 10 less? What is 100 more than 436? 100 less? Find at least 3 number sentences for 436.
Random Number of the Day II
Popsicle sticks What is the number? Write it in words. Where would it be located on the
number line? Hundred’s Tens
Counting Start at number and count by 1’s; 2’s; 5’s;
10’s
My Number of the Day
Is my number larger or smaller than your number? How do you know? Fill the number in so that each makes a
true statement:___ < ___ and ___ > ___
Write a number that is larger than the number of the day.
Write a number that is smaller than the number of the day.
CCSS - NBTUnderstand place value.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:
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 one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
CCSS - NBTUnderstand place value.2. Count within 1000; skip-count by 2s, 5s, 10s, and 100s. CA3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
CCSS – NBT
8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
CCSS – MD
6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
Math Talk
Students do better in classrooms where teachers use numbers as regular part of day
Reflection
Where, in the course of a normal day, can you find places to talk about numbers OUTSIDE OF MATH TIME?
Where do numbers occur in the everyday lives of your students?
Daily Math, continuedNumber of Day on Calendar Rote Counting Place Value with smaller numbers, i.e.,
10 and ______ more Calendar Questions – Days of the week,
months of the year, tomorrow and yesterday, how many Saturday’s have we had, looking at the columns of the calendar, etc.)
Daily Math, continuedNumber of Day on Calendar Addition Problems Number Bonds 1 more 1 less, 10 more 10 less Predicting
Daily Math, continuedWord Problems All four operations ( +, -, x, ÷) Clear action problems verses passive
problems All problem types appropriate to grade
level (see chart)
CCSS – OA
Represent and solve problems involving addition and subtraction.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Daily Math, continuedGeometry Plane Shapes: Triangles, Quadrilaterals,
Pentagons, Hexagons Solids: Cubes Be able to identify critical attributes Name shape based on critical attributes Continue to review shapes from K-1
CCSS – Geometry
1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Sizes are compared directly or visually, not compared by measuring.
Daily Math, continuedPatterns Predict the next element in the pattern
(shape, numeric, location, etc.) Identifying the repeating part
Daily Math, continuedGraphs and Data At least once a month – related to
things about the kids Graphs represent real people and real
data Ask a wide variety of problems related
to the graph including “What would happen if….” questions
CCSS – MD Represent and interpret data.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Daily Math, continuedTime Morning, afternoon, evening, am, pm Order of events To the nearest 5 minutes (depends on
grade level)
Daily Math, continuedMoney Names of Coin Values of Coin Make 37 in at least 3 ways Write 84 cents in 2 different ways
CCSS – MD Work with time and money.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year). CA8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Addition and Subtraction
CCSS – M Add and subtract within 20.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.
2 See standard 1.OA.6 for a list of mental strategies.
CCSS – M Use place value understanding and properties of operations to add and subtract.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.6. Add up to four two-digit numbers using strategies based on place value and properties of operations.
CCSS – M 7. 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; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
CCSS – M 7.1 Use estimation strategies to make reasonable estimates in problem solving. CA9. Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects.
Teaching for Understanding
Telling students a procedure for solving computation problems and having them practice repeatedly
rarely results in fluency
Because we rarely talk about how and why the procedure works.
Teaching for Understanding
Students do need to learn procedures for solving computation problems
But emphasis (at earliest possible age) should be on why they are performing certain procedure
Research
Students who learn rules before they learn concepts tend to score significantly lower than do students who learn concepts first
Initial rote learning of a concept can create interference to later meaningful learning
Gretchen – 1st Grade70 – 23
Progression
Concrete Pictorial or Visual or
Representational Abstract
Invented Algorithms Alternate Algorithms Traditional Algorithms
Invented Procedures
Allow students to invent and develop their own procedures based on what they already know
Fact Fluency Fact fluency must be based on
understanding operations and thinking strategies.
Students must Connect facts to those they know Use mathematics properties to make
associations Construct visual representations to develop
conceptual understanding.
Math Facts Direct modeling / Counting all Counting on / Counting back / Skip
Counting Invented algorithms
Composing / Decomposing Mental strategies
Automaticity
Addition
3 + 2
4 + 3
4 + 3
Domino Facts
Domino Facts
Tens Facts
7 + 3 = 10
7 + 5
8 + 6
Addition – 7 + 5 Make ten
7 + 5
3 2
210 +
12
Addition – 8 + 6 Make ten
8 + 6
2 4
410 +
14
Addition – 28 + 6
Addition – 28 + 6 Make tens
28 + 6
2 4
430 +
34
Addition – 28 + 6
Addition – 28 + 6
8 ones + 6 ones = 14 ones 14 ones = 1 ten + 4 ones
28+ 6
1
4
2 tens + 1 ten = 3 tens
3
Adding 2-digit numbers
Miguel – 1st Grade30 + 16
Connor – 1st Grade39 + 25
How is the way these students solved the problems different from the way we typically teach addition?
Addition: 28 + 34
Addition – 28 + 34 Plan to make tens
28 + 34
2 32
3230 +
62
Addition – 46 + 38 Plan to make tens
46 + 38
4 34
3450 +
84
Addition: 28 + 34
Addition: 28 + 34
…adds tens and tens, ones and ones…
Addition: 28 + 34
… and sometimes it is necessary to compose a ten
Addition: 28 + 34
Addition: 28 + 34
28 + 34
20 + 8 + 30 + 4
Addition – 28 + 34
50 12
= 62210
Addition – 46 + 38 Add Tens, Add Ones, and Combine
46 + 38
40 + 30 = 706 + 8 = 1470 + 14 = 84
This can also be done as add ones, add tens, and combine.
701484
Addition – 546 + 278
546 + 278
500 + 200 40 + 70 6 + 8
700110 14824
Addition – 546 + 278
Expanded Form
500 + 40 + 6 + 200 + 70 + 8
700 + 110 + 14 810 + 14
824
Addition – 46 + 38 Add Tens, Add On Ones
46 + 38Add tens 40 + 30 = 70
Add on ones 70 + 6 = 76
76 + 8 = 84
Be careful about run on equal signs!
Addition – 46 + 38 Add On Tens, Then Ones
46 + 38Add on tens 46 + 30 = 76
Add on ones 76 + 8 = 84
Be careful about run on equal signs!
Addition – 546 + 278
Add On Hundreds, Tens, and Ones546 + 278 = 546 + 200 = 746 + 70 = 816 + 8 =
746816824
Addition – 46 + 38 Compensate
46 + 38 Add a nice number 46 + 40 = 86
(Think: 38 is 2 less than 40)
Compensate 86 – 2 = 84
Addition
Try at least 2 different strategies on each problem1. 57 + 6 2. 48 + 37
3. 63 + 29 4. 254 + 378
5. 538 + 296
Vertical vs Horizontal Why do students need to be given
addition (and subtraction) problems both of these ways?
279 + 54 = 279+ 54
Subtraction
1. Katie had 5 candy hearts. She gave 2 of them to Nick. How many hearts does Kate have left for herself?
2. Katie has 5 candy hearts. Nick has 2 candy hearts. How many more does Katie have?
5 – 2
5 – 2
0 1 2 3 4 5 6 7 8 9 10 11
12
5 – 2
0 1 2 3 4 5 6 7 8 9 10 11
12
5 – 2
Subtraction
How do you currently teach subtraction? “Take-away” “The distance from one number to the
other”
Additional Strategies
Subtraction: 13 – 6 Decompose with tens
13 – 6 =
13 – 3 = 10
10 – 3 = 7
3 3
Subtraction: 15 – 7 Decompose with tens
15 – 7 =
15 – 5 = 10
10 – 2 = 8
5 2
Developing Subtraction
Connor – 1st Grade25 – 8
Connor – 1st Grade70 – 23
Subtraction: 43 – 6 Take Away Tens, Then Ones
43 – 6 =
43 – 3 = 40
40 – 3 = 37
33
Subtraction: 73 – 46 Take Away Tens, Then Ones
73 – 46 =
73 – 40 = 33
33 – 6 = 27
40 6
Subtraction: 73 – 46 Take Away Tens, Then Ones
73 – 46 =
73 – 40 = 33
33 – 3 = 30
30 – 3 = 27
40 633
Subtraction: 53 – 38
Subtraction: 53 – 38
Subtraction: 53 – 38
Subtraction: 53 – 38
Subtraction: 53 – 38
Subtraction: 53 – 38
Subtraction: 53 – 38
Subtraction: 73 – 46 Regrouping and Ten Facts
73
– 46
6
72
60 – 40 = 20
Subtraction: 42 – 29 Regrouping and Ten Facts
42
– 29
3
31
10 + 2- 9
30 – 20 = 10
1
Subtraction: 57 – 34 57 34
(50 + 7) (30 + 4)
20 3+ = 23
Do I have enough to be able to subtract?
Subtraction: 52 – 34
52 34 (50 + 2) (30 + 4)
(40 + 12) (30 + 4)
10 8+ = 18
Do I have enough to be able to subtract?
Subtraction 300 – 87 Constant Differences
0 87 300
Suppose I slide the line down 1 space?
299
86
299 – 86 =
Subtraction: 73 – 46 Constant Differences
73
– 4627
+ 4
+ 4 = 77
= 50
Subtraction: 73 – 46 Regrouping by Adding Ten
73
– 46
13
5
27
Subtraction – Adding On
471 – 285 Start at 285 Add 5 Now at 290 Add 10 (15) Now at 300 Add 100 (115) Now at 400 Add 70 (185) Now at 470 Add 1 (186) Now at 471 – DONE!
Subtraction
Try at least 2 different strategies on each problem
1. 53 – 7 2. 58 – 36
3. 73 – 29 4. 554 – 327
5. 538 – 298
Subtraction
Planning your strategy Not all problems are created equal! What strategy would be the most
effective.
NOT “one size fits all”