Trainer Notes for
BIG IDEA 1 GRADE 2
Duration of DAY 1 AM Training Materials
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
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
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
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
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
Florida Online Intervention (slide 29)skills 1-4 can be used
to help remediate students without prerequisite skills. Have
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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.
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.
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
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
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)
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