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```							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.
 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
 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
   How does this activity relate to collaboration?
Mental Math
   Solve mentally

66 + 18 =

97 + 24 =

neighbor, table, share
Math in Perspective

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

   When were you able to identify the location

   How did the different perspective views

   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
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
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
   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

```
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