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BI 1 Gr2 Trainer Notes

VIEWS: 7 PAGES: 8

									                                                                Trainer Notes for
                                                              BIG IDEA 1 GRADE 2
  Duration of                                                      DAY 1 AM                                                Training Materials
   Activity/         Content
   Trainer
                                                             Process/Product (Script)                                        for Activities
    15 min            Opening               1.    Introductions, norms, etc.                                         PPT slides 1-2
                                            2.    Participants make a name tent. Fold 1 inch vertically. In that     White construction paper
                                                  fold write what you know about the new standards.
                                                  Fold in half. In one section, write the barriers that you may be
                                                  finding with the new standards. Write name on both sides of
                                                  tent.

      15 min    View Podcast for BI 1        1. What are Big Ideas? Brainstorm what participants know about          Big Idea video #1
                                                 the new standards. Discuss what they wrote in their name tents.     OH – Sense-Making: The Iceberg
                                                 How do new standards differ from old? (No more drive by             Model (Webb, Boswinkle, & Dekker)
                                                 teaching. Teaching for mastery, depth of understanding.)            PPT slides 3-9
                                            2. What is teaching for depth of understanding? Participants
                                                 come up with a group definition.
                                            3. View Podcast Big Idea #1
                                            4. Discuss the focus and rationale
                                            5. Display Iceberg model for teaching to depth.
                                            6. Summarize: children must be able to
                                                     a. make sense of the mathematics
                                                     b. explore informal strategies before being
                                                        introduced to more formal procedures
                                                     c. use a variety invented strategies, able to explain
                                                        procedure
                                            7. Have teachers look at Iceberg Model. Ask someone to interpret.
                                        When teaching Place Value to young children, what would you consider
                                        to be the TIP OF THE ICEBERG ( formal notations and strategies) and
                                        what would you expect to see below the surface (pre-formal and
                                        informal strategies)? Which helps teach to the depth of understanding
                                        that will lead to mastery? What would you consider “formal
                                        procedure”?

      30 min    Overview of Content          1.  Have participants open to any chapter planner from Big Idea         TE’s for chapters 1-3
                   in Big Idea 1                Have them find the benchmarks, objectives and essential              Chart paper
                                                question for lessons. Note that although the benchmark may           PPT slides 10-20
                                                be the same for many lessons, the objectives developed are
                                                different. Also note that children should be able to answer the
                                                essential question at the end of each lesson. (slides 10-12)
                                             2. Participants will examine “Teaching for Depth” component
                                                that appears in the beginning of each chapter. Note the
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                    information contained on this page. Also note the conceptual
                    development component that will determine whether
                    manipulatives, pictures or procedures will be used. (slide 13)
              3.     Discuss how this component appears for every lesson and
                    will provide the teachers with pedagogy, techniques and
                    lessons modeled by teachers to help develop “depth of
                    understanding.” (slide 14)
              4.     Break up into groups and assign one chapter (1, 2, or 3) to
                    each group.
              5.     Participants will jigsaw chapters to identify benchmarks and
                      overview of content within Big Idea 1.
              6.     Teachers will chart answers to questions on (slide 15)
                    regarding the chapter that they were assigned. Give each
                    group chart paper to do this.
              7.     In reviewing, they will identify benchmarks that are Big
                     Ideas and which are supporting. Then circle Big Idea
                     benchmarks in red and supporting benchmarks in blue.
              8.     Hang in room and reference during the rest of the day.
              9.     To recap, note that the overall focus of Big Idea 1 in grade 2
                      is place value..(slide 16)
              10.    Note that Big Idea 1 benchmarks appear in all three chapters
                    of Big Idea One. Note that chapter 1 focuses on two digit
                    numbers, chapter 2 focuses on three-digit numbers and
                    chapter 3 develops place value of four-digit numbers.
                    Discuss the difficulty that second graders may have with four-
                    digit numbers at this early point in the year. Keep in mind
                    that mastery MUST take place by the END of the year.
                    Discuss various ways to deal with this problem. (slide 17)
              11.    In addition to Big Ideas, discuss NGSSS’ supporting ideas
                    found in chapter 1. No less important than big ideas,
                    supporting ideas may serve to prepare students for concepts or
                    topics that will arise in later grades. Supporting Ideas may
                    contain grade-level appropriate math concepts that are not
                    included in the Big Ideas. Note that chapter 1 is the only
                    chapter that contains all three of these algebra-supporting
                    benchmarks. (slide 18)
              12.    Reference the Student Friendly benchmarks for these two
                    benchmarks that we will develop in the next slides. Student
                    Friendly Benchmarks are found on the Elementary Cab
                    Conference main page. These can be printed out and
                    displayed on board. They can be stored in a binder for future
                    use. Display Student Friendly Binder. (slides 19-20)


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      45 min   MA.2.A.1.2              1.    Big Idea 1 begins with chapter 1, reviewing concepts of place
                   Identify and name         value taught in grade 1 (slide 21)
               numbers through         2.    Have teachers turn to p. 1E in TE. Read and discuss Place
               thousands in terms of        Value. Lead to understanding that base-ten blocks can only
               place value and apply        be used if children understand the concept of 10. At this point
               this knowledge to            in the year, teachers may have to use the connecting cubes and
               expanded notation.           the ten-frame to build this understanding. Many children may
                                            not see the base-ten rod composed of ten units. They may just
                                            see it as one stick! (slide 22)
                                       3.    Each chapter begins with a game found in the student text.
                                            Three in a Row will review models for two-digit numbers.
                                            Teachers have taken two or three from students’ books, placed
                                            them in sheet protectors as instant centers! If you need to
                                            work with some students who do not understand the base-ten
                                            models, then those that do understand could play the game at a
                                            center or in their text book. (slide 23)
                                       4.    Demonstrate how iTools can be used to present the content
                                            of lesson 1.1 – 1.4 Understanding Place Value, Expanded
                                            Form, Different Forms of Numbers, Different Ways to Show
                                            Numbers. Children must use base ten blocks and workmats
                                            while teacher presents with iTools. If iTools can not be used,
                                            then the teacher should be using base ten models on elmo or
                                            overhead projector. (click on slide 24 to access iTools.)
                                       5.    Share additional resources that can be used to develop the
                                            foundational understanding of two-digit place value before
                                            moving on to three-digit numbers :
                                            Secret Code Cards: (slide 25) Found in manipulative kit.
                                            Have participants examine the cards that you have provided
                                            for them. Notice the pictorial representation on the back.
                                            Secret Code Activities are usually found in the TE page
                                            preceding the daily lesson. Have them do the activity on 9B of
                                            TE chapter 1. Brainstorm additional uses for the cards. Also
                                            note Enrichment Activities that can be used with ALL
                                            students. (slide 26)
                                             Grab and Go: (slides 27 & 28) Discuss activities and how to
                                            access the resources to put them together. Discuss some
                                            classroom management techniques: placing activity cards in
                                            page protectors with all materials needed to complete the task.
                                            Placing these in a binder when no longer in use to have for
                                            subsequent years.
                                            Florida Online Intervention (slide 29)skills 1-4 can be used
                                            to help remediate students without prerequisite skills. Have
                                            participants access.
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                                                              BREAK
      20 min   MA.2.A.4.2 – Classify     1.      Note that this benchmark is a supporting idea benchmark
               numbers as odd or                found in chapter 1 lesson 5. Because of Every Day Counts
               even and explain why.            calendar math exposure in first grade, many children may
                                                have already mastered classifying numbers as odd and even.
                                                This portion of the chapter may move along quickly.
                                                (slide 30)
                                         2.      Florida Online Intervention, Grade 2 skill 5 provides a
                                                concrete understanding of even and odd. Children should be
                                                working with connecting cubes. Volume can be turned down
                                                and used as a whole group, teacher directed lesson. It can
                                                also be used as an intervention for students who may need
                                                additional instruction. (slide 31)
                                         3.     Even Steven and Odd Todd will provide a literary connection
                                                to the concept of even and odd. Share with participants.
                                                Demonstrate charting the numbers that Even Steven loved
                                                and the numbers that Odd Todd loved and compare. (slide 32)
                                         4.      Grab and Go Activity 5 provides for an easy center activity
                                                 to be used by students while the teacher is re-teaching or
                                                 working with an intervention group. (slide 33)
      30 min   MA.2.A.4.1- Extend         1.     Children begin to explore number patterns in lessons 1.6 –
               number patterns to              1.9. There are two supporting idea benchmarks that are
               build a foundation for          developed in these lessons. (slides 34 & 35)
               understanding              2.     Have participants turn to and read the article “Using a
               multiples and factors –         Hundred Chart” found on p. 25A in the TE. This will provide
               for example, skip               them with the pedagogy behind the importance of number
               counting by 2’s, 5’s,           patterns and the use of the Hundred Chart. (slide 36)
               10’s.                      3.     Demonstrate skip counting using the animation feature of the
                                               Hundred Chart from the National Library of Virtual
                                               Manipulatives. Click on the chart to access. For teachers to
                                               access, google “ virtual manipulatives”. The National Library
                                               of Virtual Manipulatives is usually the first one to appear.
                                               Click on Number and Operations and then Hundred Chart.
                                               (slide 37)
                                          4.     Distribute the mini hundreds chart to the teachers. Model
                                               how the children could color in the patterns as you find them
                                               on the virtual hundreds chart. Students should discuss the
                                               patterns that they found for each. These can stay on their
                                               desks for future reference. With continued practice and use
                                               throughout the year, children will naturally develop the
                                               automaticity and cadence of skip counting that will help them
                                               with multiplication facts in grades 3 and 4. (slide 38)
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                                      5.  iTools Hundred Chart can also be used. Show participants
                                         how to change the chart from a zero start to starting with 1 by
                                         clicking on the “Setup”. (slide 39)
                                      6. Share Grab and Go Activity 1.6 that reinforces searching for
                                         patterns on the Hundred Chart and skip counting. Stress
                                         importance of children exploring patterns and not memorizing
                                         skip counting sequences. (slide 40)


      30 min   MA.2.A.4.3 –           1.     Have teachers turn to Chapter 1 p. 29A in their TE. Have
               Generalize numeric           them read “Using Diagrams to Show Patterns.” (slide 41)
               and non-numeric        2. Relate to skip counting and demonstrate misconception: “If
               patterns using words          children can skip count, they can solve problems using
               and tables.                  repeated addition.” Eg. XX XX XX XX XX
                                            Can children count by twos to find total number of X’S or do
                                            they have to count one at a time?
                                       3. Look at Share and Show on page 31. Teachers must
                                           understand that children must draw the picture and perhaps
                                           use their mini-skip counting hundreds charts that they colored
                                           previously to count up the totals for each. What they should
                                           not do is expect them to write an example or have them count
                                           by ones. This needs to be modeled in a teacher think aloud.
                                           Model it for the participants. (slides 42 & 43)
                                       4. Share additional Grab and Go resources that can be used
                                           provide extra practice in generalizing numeric and non-
                                           numeric patterns using words and tables. (slide 44)
                                       5. Lesson 1.8 has children extending number patterns on a table.
                                          Share reasons why children learn this skill in About the Math
                                          p. 33A in the TE. (slide 45)
                                      6. Examine the activity on p. 33. It has them draw pictures to tell
                                          the story. It does NOT, however demonstrate the transition to
                                          the table. (slide 46) It is important that the teachers do this with
                                          the children to help them make the connection between what
                                          was drawn and the table that appears on the very next page 34.
                                          (slide 47) Use their skip counting hundreds charts to help
                                          them.
                                      7. Teachers must provide the connection between drawings and
                                           the abstract table before Share and Show. Slides 48 – 51 will
                                           provide that transition.
                                      8. Share additional resources that can be used provide extra
                                          practice in generalizing numeric and non-numeric patterns
                                          using words and tables. (slide 52)
                                      9. If students continue to have difficulty with this concept, the
                                         Reteach Activity may help. Here, the children use connecting or
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                          unifix cubes to represent the multiple items for each unit. (slide
                          53)
                      10. Have teachers examine Lesson 1.9 to determine difficulties, if
                          they have not been taught to chart the change from one number
                          to the next. The tables used in the lessons do not begin with the
                          first number in the skip counting sequence. For example on p.
                          38 the first number is 12. In their previous experiences, they
                          knew what skip counting pattern to use because of the first
                          number. For number 1 on p. 38, children might think that the
                          pattern is skip counting by 12’s. (slide 55)
                      11. This must be presented developmentally, showing children how
                          to chart the change from one number to the next. Charting the
                          change will help children identify the skip-counting number and
                          then, they could use their hundreds chart to help them.
                          Children need to see that the numbers are growing by 4 each
                          time. They can look at the ”Fours” hundreds chart that they
                          created to help them figure out the missing elements on the
                          chart. (slides 56 & 57)



              LUNCH




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