2ndGrade Session1 part2

							2nd Grade Math Academy:
Session # 1, part 2
   Goals to consider…..

     Think outside your comfort level
     Learning what we are asking our students to
      UNDERSTAND, not just DO.
     Collaborate with your peers
     Understand the “Mathematics” for student learning
     Work on ….. “Wrong Answers are NOT ALWAYS
      wrong. They provide a platform for discussion”
Collaboration Takes TEAMWORK

              Cup Stacking Activity
Objective: Participants will…
 work together in teams to accomplish a timed
  task.
 practice effective communication skills.
 reflect on one’s participation in a teamwork
  setting.
You got a “Minute” to “Win” it
               string



 Rubber band
Debrief:
    Was anyone frustrated at all during the activity? If so,
     how was it handled?
    Why is teamwork so important for this activity?
    Did any team come up with a strategy for working
     together as a team? If so, what was the strategy?
    Are you ever in a situation where you must use
     teamwork? Is it always easy for you? Why or why not?
    What are some skills needed to be good at teamwork?
    How did you contribute to your team? Did you give
     suggestions? Lead or follow? Encourage or cheer?
    How would you do the activity differently if you were
     asked to do it again?
    How does this activity relate to collaboration?
Mental Math
   Solve mentally

                66 + 18 =

                97 + 24 =

      Discuss your strategies with a
      neighbor, table, share
   Math in Perspective
2nd Grade Math Academy



        Trying to put the pieces of
         Math instruction together
Where do you think this is?
Does this view help at all?
How about now?
How about this view?
Any clearer now?
What was your perspective?

   When were you able to identify the location
    was the administration building?

   How did the different perspective views
    influence your thinking?

   How do you think this activity relates to
    instruction of mathematics?
    Getting the Whole Picture

 computation
 step-by-step  algorithms
 connections within concept
 applications in context
 connections to other topics and used within
  contexts of other problem types
Solve this problem:

 Ms. Smith and Ms. Johnson were
 watching kids playing outside. They
 counted 38 students in and around the
 climbing structure. They saw 25 students
 playing soccer on the field. How many
 students did they see?
     38              38                          38
    +25             +25                         +25

30 + 20 = 50    30 + 20 = 50            38 + 2 = 40
 8 + 5 = 13     50 + 8 = 58             40 + 20 = 60
50 + 13 = 63    58 + 5 = 63             60 + 3 = 63
                              1
           39                38
           40               +25
           41                63
            .
                    8 + 5 = 13    (write the 3, move the 10.)
            .       10 + 30 + 20 = 60
           63       (60 + 3 = 63)
   Heather had 49 different books on her shelf in her
    room. Her grandmother found 39 books in the attic
    and gave them to her. How many books does
    Heather have now?

   How does your new strategy compare to your
    original strategy?

   Compare your strategy to someone else's. What
    are the similarities and differences?
   How does this activity get to multiple levels of
    instruction?
       With your table, brainstorm some ideas. Be
        ready to share.
DON’T PANIC……

 The next set of slides are not 2nd
 grade TEKS, but with the “Big
 Picture” in mind, we are going to
 reflect and discuss why conceptual
 understanding is VITAL for
 mathematical success.
Continuing the conversation…
Multiplication
   There are 16 students that received a box of
    crayons. Each box of crayons has 18
    crayons. How many crayons are there?
                                       16
   Jackson used the tens and        x 18
                                      148
    ones strategy we learned
    with adding. Does it work 10 x 10 = 100
    with multiplication?         6 x 8 = 48
                                100 + 48 = 148
                            16 kids
                      10        +        6


                                      Missing
             10      100              part

18 crayons
              +
                  Missing
             8    part                  48
10 students each receiving 10 crayons = 10x10



10    10       10       10       10         10         10      10      10      10

+8    +8       +8       +8       +8         +8         +8      +8       +8      +8
                                                            Give the 10 students 8
                                                            more crayons = 10x8
 8         8        8        8         8          8

                                                            Give the 6 students 10
+10    +10      +10      +10          +10        +10
                                                            more crayons = 6x10
 6 students each receiving 8 crayons = 6x8
 If we hadn’t allowed time for exploration with
  addition, would this conversation be
  possible?
 Would students see a connection to their
  own methods to an algorithm?
 How does this tie into mathematics
  instruction?
Continuing the conversation…
Multiplying with Decimals
 Mr. Holms needs new carpet for one of his
  rooms. The room measures 11.1 meters by
  15. 3 meters. How much carpeting should
  Mr. Holms order?
                                   11.1
 Chad used this method to       x 15.3
  solve the problem. What           333
  strategy did he use?           + 5550
                               + 11100
                                 169.83
Chad wanted to draw a picture that matched his work to
show he was correct. He couldn’t figure out how to draw
it so he thought his strategy was wrong. What did he do?

                    15.3



11.1                                            11
                                             x 15
                                                55
                                             + 110
                                               165
Continuing the conversation…
Multiplying Polynomials
   Algebra (3x+5)(x+2) = 3x2 + 11x + 10

                 3x      +    5


        x       3x2          5x


        +

        2       6x           10
Putting it in Perspective
 Students need to see math instruction from
  many perspectives, making connections and
  working in context, from the very beginning
  and throughout their mathematical education.
 Students should be assessed at multiple
  levels and classroom assessments should
  reflect the instruction in the classroom.
  (example: written explanations, etc...)
Computation and Algorithms
Connections within Concepts
Context and Application
Connections to other concepts and used
within contexts of other problem types
Support for Levels of Instruction

 Built into our TEKS – Strands, Knowledge
  and Skills Statements, Student Expectations
 Built into our Bundles – Big Ideas and
  Essential Questions, Specificities, Resources
 Built into Assessments – TEMI-O, TEMI-PM,
  sample assessment items
Purpose for the Math Academy
   Help understand the “Math” behind the lessons

   Collaborate on “Best Practices”

   Integrate activities to best meet the needs of the
    students in our classes

   Get in all the information from the bundles, without
    losing time/instruction
What do we teach in   2nd   Grade?

             Paragraph
 Introductory
  Focal Points