Welcome! O Thank you for coming! O Please sign in.
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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.
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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
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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.
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Math series Student textbook & practice book
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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
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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
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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?
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How can we get our students to UNDERSTAND math? O Students can
understand Math by: building FLUENCY and using STRATEGIES.
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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.
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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.
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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.
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One-to-one Correspondence O Understanding that one item is
represented by a unique count.
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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.
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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.
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Strategies that promote understanding
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Teachable moments for parents:
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Using a hundreds chart to practice counting patterns.
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Addition Charts
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Adding Zeros: Identity property of Addition
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Count on strategy: +/- 1 and 2
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Adding Doubles
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Doubles +/- 1
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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
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Make a ten
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Add tens and ones Adding tens and ones places an emphasis on
place value and expanded form.
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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.
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Subtraction O Think addition when solving subtraction problems.
Fact families and related math facts. O 9 5 = 4 because O 5 + 4 =
9
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Equal Groups O Sarah has three pages of stickers. There are
four stickers on each page. How many stickers are there?
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Array Model O Max made three rows of tiles. He put four tiles
in each row. How many tiles are there?
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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
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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
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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
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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?
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What Not to Do When Teaching Basic Facts O Dont use lengthy
drilling O Dont proceed through the facts in order from 0 to 9 O
Dont move to memorization too soon O Dont use facts as a barrier to
good mathematics
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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
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TESTING O Second Grade- SAT O Third Grade-FSA
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SAT- The Math portion of the SAT is auditory. Questions are
read aloud to students.
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FSA - Third Grade Sample Page
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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.
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Third Grade FOCUS Here are some strategies that will help your
child get ready for third grade.
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Multiplying Zeros
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Multiply by 1: Multiplicative Identity
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Multiply by 2: Doubling 2 x 8 = 8 + 8 = 16
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Multiply by 10
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Multiply by 5
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Division O Think multiplication when solving division problems.
O 24 6 = O 6 x __ = 24
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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