Transcript MA.2.G.3.2

ING
Getting
Started
Number
Squares
For Grades K-8
• Three big ideas
• Supporting ideas (connections to other strands)
Review and feedback of new benchmarks: February - March, 2007
Approved by Florida State Board of Education, September 18, 2007
Now available at Website: http://www.fldoestem.org/page221.aspx
K
1st
2nd
3rd
4th
5th
# of Benchmarks
11 vs. 72
14 vs. 91
21 vs. 98
17 vs. 98
21 vs. 99
23 vs. 96
 Money is at grade 2
 Fractions are at grade 3 (Geometric parts of a whole in grade 2)
 Table and graphs are in grade 3
 Percents start in grade 4
 Ordered pair graphing (quadrant 1) is in grade 5
 Mean, median, mode, and range is moved to grade 6
 Probability moved to grade 7
MA.
2.
Subject
Grade
Level
A.
1.
1.
Body of
Big Idea/ Benchmark
Knowledge Supporting
Idea
A- Algebra
G- Geometry
K-8 MATHEMATICS STANDARDS
Grade 2
BIG IDEA 1: Develop an understanding of base-ten
numerations system and place-value concepts.
BENCHMARK
BENCHMARK
CODE
MA.2.A.1.1
MA.2.A.1.2
MA.2.A.1.3
Identify relationships between the digits and
their place values through the thousands,
including counting by tens and hundreds.
Identify and name numbers through thousands
in terms of place value and apply this
knowledge to expanded notation.
Compare and order multi-digit numbers through
the thousands.
BIG IDEA 2: Develop quick recall of addition facts and related
subtraction facts and fluency with multi-digit addition and
subtraction.
BENCHMARK
BENCHMARK
CODE
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 explanation 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.
BIG IDEA 3: Develop an understanding of linear
measurement and facility in measuring lengths.
BENCHMARK
BENCHMARK
CODE
MA.2.G.3.1 Use appropriate vocabulary to compare shapes
according to attributes and properties such as
number and length of sides, and number of
vertices.
MA.2.G.3.2 Compose and decompose plane and solid figures,
including making predictions about them, to
build an understanding of part-whole
relationships and properties of shapes.
MA.2.G.3.3 Apply the Transitive Property when comparing
lengths of objects.
MA.2.G.3.4 Estimate, select an appropriate tool, measure,
and/or compute lengths to solve problems.
SUPPORTING IDEAS
Algebra
BENCHMARK
CODE
BENCHMARK
MA.2.A.4.1 Extend number patterns to build a foundation for
understanding multipliers and factors – for
example, skip counting by 2’s, 5’s, 10’s.
MA.2.A.4.2 Classify numbers as odd or even and explain
why.
MA.2.A.4.3 Generalize numeric and non-numeric patterns
using words and tables.
MA.2.A.4.4 Describe and apply equality to solve problems,
such as in balancing situations.
MA.2.A.4.5 Recognize and state rules for functions that use
addition and subtraction.
SUPPORTING IDEAS
Geometry and Measurement
BENCHMARK
CODE
BENCHMARK
MA.2.G.5.1 Use geometric models to demonstrate the
relationships between wholes and their parts as
a foundation to fractions.
MA.2.G.5.2 Identify time to the nearest hour and half hour.
MA.2.G.5.3 Identify, combine, and compare values of
money in cents up to $1 and in dollars up to
$100, working with a single unit of currency.
MA.2.G.5.4 Measure weight/mass and capacity/volume of
objects. Include the use of appropriate unit of
measure and their abbreviations including cups,
pints, quarts, gallons, ounces (oz), pounds (lbs),
grams (g), kilograms (kg), milliliters (mL), and
liters (L).
SUPPORTING IDEAS
Number and Operations
BENCHMARK
CODE
MA.2.A.6.1
BENCHMARK
Solve problems that involve repeated
addition.
Setting the Stage for
Mathematics Instruction
Develop a mathematical
community of learners
Planning For Instruction
Encourage/develop:
Reflective student learning
Social interaction with others
Productive, mathematical discourse
The use of models or tools for learning
The use of the gathering area
Resources to help teachers
develop a deeper understanding in
setting the stage for mathematics
instruction:
Teaching Student –Centered Mathematics by
John Van de Walle
Classroom Discussions by Suzanne Chapin
Chapter 2- Tools of Classroom Talk
Chapter 9- Getting Started
Guidewalk
of
Math Curriculum
Guide
Layout-Format
2nd Grade 2008-2009 Mathematics Timeline
Week(s)
Dates
Content
1-4
August 19th - September 12th
Number Patterns, Odd/Even, Money
5 - 10
September 15th - October 24th
Addition/Subtraction Facts, Functions
11 - 12
October 27th - November 7th
Money
13 - 16
November 10th - December 12th
Place Value Through Hundreds
17 - 22
December 15th - February 6th
Add/Subtract Multi-Digit Numbers
23
February 9th - 13th
Time
24
February 17th - 20th
Geometry
25 - 26
February 23rd - March 6th
Place Value Through Thousands
27 - 30
March 9th - April 10th
Measurement
31 - 33
April 13th - May 1st
Add/Subtract w/ Geometry
34 - 35
May 4th - 15th
Add/Subtract w/ Multi-Digit Numbers
36 - 37
May 18th - June 2nd
Repeated Addition
March 9th - April 10th
Weeks 27 - 30
MA.2.G.3.1
Estimate and use standard units, including inches and centimeters, to partition and measure
lengths of objects.
MA.2.G.3.2
Describe the inverse relationship between the size of a unit and number of units needed to
measure a given object.
MA.2.G.3.3
Apply the Transitive Property when comparing lengths of objects.
MA.2.G.3.4
Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems.
MA.2.G.5.4
Measure weight/mass and capacity/volume of objects. Include the use of the appropriate unit of
measure and their abbreviations including cups, pints, quarts, gallons, ounces (oz),
pounds (lbs), grams (g), kilograms (kg), milliliters (mL), and liters (L).
Essential Content
MA.2.G.3.1
Measure and
compare common
objects using
metric and
customary units.
MA.2.G.3.2
Explore inverse
relationships
between size of a
unit and number
of units.
MA.2.G.3.3
The Transitive Property states:
If object A is longer than object B,
and object B is longer than object C,
then object A is longer than
object C.
Continue to build
the concept of
using personal
referents in order
to estimate length.
Example:
Suppose the
perimeter of a
room is lined with
one-foot rulers.
Now, suppose we
want to line the
room with
yardsticks instead
of rulers. How will
the number of
yardsticks
compare to the
number of rulers?
C
Example:
• The width of
a little
finger is
about 1 cm.
• The length
of a small
paper clip
is about 1 in.
B
A
Use nonstandard/standard methods
to compare objects according to their
lengths/heights.
MA.2.G.3.4
Estimate, select
an appropriate
tool, measure,
and/or compute
lengths to solve
problems.
MA.2.G.5.4
Measure
weight/mass and
capacity/volume
of objects. Include
the use of the
appropriate unit of
measure and their
abbreviations
including cups,
pints, quarts,
gallons, ounces
(oz), pounds (lbs),
grams (g),
kilograms (kg),
milliliters (mL),
and liters (L).
Develop these
concepts with
hands-on
experiences using
real-world tools.
Students should be able to explain and justify their reasoning both orally and in writing.
Resource Menu
Teaching Student-Centered Mathematics Gr. K-3 (Van de Walle)
• Ch. 8, pgs. 245-248 (read)
• Ch. 8, activities 8.17-8.20
About Teaching Mathematics K-8 (Marilyn Burns)
• Measurement (read overview)
• Foot Cut Out
• Book Measuring
Roads to Reasoning
Connect to NCTM Standards 2000
• Estimating Length pgs. 96-113
Super Source
• Base Ten Blocks K-2
Looking for Length pgs. 42-45
Harcourt
(Focus planning on pgs. A & B of each lesson, hands-on activities, and math games.)
• Ch. 22 - Lessons 22.3, 22.4, 22.6
• Ch. 23 - Lessons 23.2, 23.4, 23.5
• Ch. 24 - Lessons 24.1, 24.3, 24.5
Illuminations, http://illuminations.nctm.org/
• Measurement 3-5
Going Places
Judge and Jury
Magnificent Measurement
How Big Is Your Heart?
How Long? How Wide? How Tall? How Deep?
Harcourt Mega Math CDs
• Shapes Ahoy! CD
Made to Measure - Levels E-J
Math Solutions , http://www.mathsolutions.com/
Classroom Lessons
• 2-3
Estimating Length: Differentiating Within a Unit
Problem Solver
Select appropriate lessons
Groundworks
Select appropriate lessons
Resource Menu
Every Day Counts
Continue:
• Calendar
• Counting Tape and Hundred Chart
• Coin Counter- continue counting mixed coins; solve shopping problems;
also Guess My Coins problem solving activity in April
• Computations and Connections (’05 ed. users only)
March- explore multiplication as adding equal groups
April- explore division as sharing equally
• Daily Depositor (’98 ed. users only)
March- subtracting from quantities less
than 100 with regrouping (use straws and 4-9 Digit Cards)
April- explore sums to 18
• Clock (’98 ed. users only)
March- understand fractions of an hour in 15 min.
increments – quarter past, half past, quarter to (element ends)
• Graph
March- coin toss experiment
• Measurement
March- cups/pints/quarts; visualizing fourths and halves of
containers (’98 ed. users see T. Guide for May p. 96)
April- capacity in liters (’98 ed. users see T. Guide for Mar. p. 74);
(element ends)
Destination Math
Course I, Module 3, Unit 1,
Session 1: Length
Your
turn to
look
over the
guide!
Whew!
Let’s take a break!
15 minutes
Resource
Walk
A familiar piece:
Harcourt
A new way to
plan…………maybe
A & B pages
Let’s
Have
Fun!
8
8
8
83333
34
34
8
8
8
How do you know what
numbers are missing?
43
65
68
75
96
100’s Board
Puzzles
Teaching
Student-Centered
Mathematics
by John Van de Walle
Let’s look at:
 pages 287-288
 pages XIV to XXI
 pages 4-9
 pages 22-28
 correlation chart
Math Lesson Planning Template
Materials
Adapted from Classroom Discussions (Chapin, O’Connor, & Anderson) Chapter 10
Mathematical Goals/Objective(s): (What is the math?)
The Big Idea:
Mathematical Understanding(s)
Vocabulary:
Introduction: (How can I introduce this content?)
Discussion & Questions:
Talk Moves:
(What are we going to talk about and what talk moves am I going to use?)
Revoicing
Restating
Wait Time
Prompting
Adding on
Task/ Exploration & Format: (What are the students going to do, and how?)
Formats:
Whole class
Small Group
Partner talk
Wrap-up: (How am I going to debrief/bring closure to the lesson with the students?)
Anticipating Confusion: (What confusions may need to be cleared up through discussion?)
Next Steps and Extensions:
Websites:
Illuminations
Math Solutions
Every Day Counts
Calendar Math
Wrap-up