VIEWS: 7 PAGES: 8 POSTED ON: 8/6/2011
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 Page 1 of 8 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) Page 2 of 8 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. Page 3 of 8 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) Page 4 of 8 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 Page 5 of 8 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 Page 6 of 8 Page 7 of 8 Page 8 of 8
"BI 1 Gr2 Trainer Notes"