Transcript BIG IDEA 2 - ElementaryMathematics

WELCOME TO BIG IDEA 2
GRADE 2
GROUP NORMS AND
HOUSEKEEPING
LOGISTICS:
Group Norms:
Rest Rooms
Phone Calls
Breaks
Lunch
Punctuality
Sharing
Participate
Listen with an open
mind
Ask questions
Work toward solutions
Limit side bars
MA.K.A.5.1.
Subject Area:
Mathematics
Grade Level:
Kindergarten
Body of Knowledge:
Algebra
Benchmark:
Represent quantities with
numbers up to 20, verbally, in
writing, and with manipulatives.
Big Idea/Supporting Ideas:
Demonstrate an
understanding of the
concept of time using
identifiers such as morning,
afternoon, day, week,
month, year, before/after,
and shorter/longer.
BIG IDEA 2:
Develop quick recall of
addition facts and related
subtraction facts and fluency
with multi-digit addition and
subtraction.
Time To Examine TE’s
Chapter Planner
Teaching For Depth
Time To Examine TE’s
• Look in the chapter planner. List the
benchmarks that are to be taught in this chapter.
• Note specific content that will be taught.
• Examine the “Teaching for Depth” component
that appears in the beginning of each chapter.
Share information that you think is essential.
• Review the chapter. List any content or
vocabulary that appears to be unfamiliar.
About the Math
(Teacher Edition)
BIG IDEA 2:
Develop quick recall of
addition facts and related
subtraction facts and
fluency with multi-digit
addition and subtraction.
BIG IDEA 2 BENCHMARKS FOR GRADE 2
MA.2.A.2.1
Recall basic addition and related subtraction facts.
MA.2.A.2.2
Add and subtract multi-digit whole numbers through three digits
with fluency by using a variety of strategies, including invented and
standard algorithms and explanations of those procedures.
MA.2.A.2.3
Estimate solutions to multi-digit addition and subtraction problems,
through three digits.
MA.2.A.2.4
Solve addition and subtraction problems that involve
measurement and geometry.
WHAT SUPPORTING IDEA
BENCHMARKS ARE INCLUDED IN BIG
IDEA 2 PORTION OF THE TEXT?
MA.2.A.4.4- Describe and apply equality
MA.2.A.4.5 – Recognize and state rules for functions that
use addition and subtraction
MA.2.A.6.1 – Solve problems that involve repeated addition
MA.2.A.2.1
Recall basic addition and related
subtraction facts.
How do we teach automaticity of facts???
NCTM ILLUMINATIONS PROVIDES
PRACTICE WITH ADDITION ON
TEN FRAME
MA.2.A.2.1
Recall basic addition and related
subtraction facts.
How do we teach the relationship between
addition and subtraction???
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Math Mountain Cards to Practice Part-Part-Whole
8
5
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Subtraction Situation: Take Away or Separation
This is the most easily recognized type of subtraction situation.
It involves having an initial amount and removing a specified quantity
from it to find what is left.
Persistent use of the word “take-away” leads to the
misunderstanding that this is the only subtraction situation.
It is important to use the word “minus” when reading a subtraction equation.
Read the equation 5 – 2 = 3 as “five minus two equals three”.
Mark had 8 marbles. He gave 3 marbles to his friend
Becky. How many marbles did Mark have left?
Subtraction Situation: Missing Addend or Part-Whole
In this type of subtraction situation, the entire amount and
quantity of one of the parts are known. The quantity of the
missing part needs to be found.
Mark needs 8 marbles to play a game. He has 5
marbles. How many more marbles does he need to
be able to play the game?
Mark had 8 marbles. He gave some to
Becky. He counted his marbles again.
Now he had 5. How many marbles did
Mark give to Becky?
Subtraction Situation: Comparison
This subtraction situation involves having two quantities and
finding the difference between these two quantities.
Mark has 8 marbles. Becky has 6 marbles. How many more marbles does
Mark have than Becky?
Mark has 8 marbles. Becky has 6 marbles. How many fewer marbles does
Becky have than Mark?
MA.2 A.4.4 –
Apply and Describe Equality
MA.2.A.4.4- Describe and apply equality
THE TEXT CAN ONLY PRESENT
EQUALITY PICTORIALLY! START
CONCRETELY!
REVIEW EQUALITY DURING
CALENDAR MATH
TODAY IS AUGUST 18. WHAT IS
ONE WAY TO REPRESENT 18?
WHAT IS ANOTHER WAY TO
REPRESENT THE NUMBER 18?
10 + 8 =
+
MA.2.A.4.5 – Recognize and state rules for
functions that use addition and subtraction
8
4
6
20
22
10
Function Tables
Input
Output
Rule:
Input
Output
Rule:
Assessing MA.2.A.4.5 – Recognize and state rules
for functions that use addition and subtraction
MA.2.A.6.1 – Solve problems that
involve repeated addition
MA.2.A.6.1 – Solve problems
that involve repeated addition
REVIEW REPEATED ADDITION
DURING CALENDAR MATH
How can we count the
total number of sides on
all of the triangles in the
first row?
3+3+3+3+3=
Assessing MA.2.A.6.1 Solve
problems that involve repeated
addition
BIG IDEA 2 BENCHMARKS FOR GRADE 2
MA.2.A.2.2
Add and subtract multi-digit whole numbers through three digits
with fluency by using a variety of strategies, including invented and
standard algorithms and explanations of those procedures.
MA.2.A.2.3
Estimate solutions to multi-digit addition and subtraction problems,
through three digits.
MA.2.A.2.4
Solve addition and subtraction problems that involve
measurement and geometry.
WHAT DOES RESEARCH SAY?
• Use of traditional algorithms is
the efficient way to complete
calculations.
• Rote learning of traditional paper &
pencil algorithms can actually
interfere with a child’s
development of number sense.
Charles and Lobato; Future Basics:
Developing Numerical Power; NCSM; 1998
•If the majority of a child’s time is
spent memorizing what he considers to
be nonsense, she or he soon abandons
altogether his or her efforts to make
sense of mathematics.
• Meaningful development of any
computational algorithm is possible only
when the algorithm evolves naturally
from one’s understandings of numbers,
number relationships and meaning of
operations.
Charles and Lobato; Future Basics:
Developing Numerical Power; NCSM; 1998
• Depth of understanding involves
the ability to work with numbers
flexibly and easily, not the ability
to perform the same procedure
over and over again.
• Children must be able to make sense
of the algorithm, explore informal
strategies before being introduced to
more formal algorithm, use a variety
of invented strategies, able to explain
procedure.
Juli K. Dixon; Transforming Teaching:
From Dissonance to Depth; NCSM
42nd Annual Conference, San Diego,
CA
Cognitive Dissonance
Cognitive dissonance is a psychological
phenomenon which refers to the discomfort felt at a
discrepancy between what you already know or
believe, and new information or interpretation. It
therefore occurs when there is a need to
accommodate new ideas, and it may be necessary
for it to develop so that we become "open" to them.
Juli K. Dixon; Transforming Teaching:
From Dissonance to Depth; NCSM 42nd
Annual Conference, San Diego, CA