Transcript Or in our GoogleDoc so you can edit.

Welcome Back!
2nd Grade Planning
December 3, 2014
8:00 – 10:45 am
Survey Results
Focus on Instruction: A few
math experiences together, 1 indepth lesson, plan to co-teach
Integrate PUSD Units and Math
Expressions
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Navigate Math Expressions:
"Flip" the instruction
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4th Choice
Build Math Content Knowledge
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Survey Results: Current Curriculum
What ME unit will you be
teaching?
What math content will you
be teaching?
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Unit 2
Unit 3
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Addition within 100
Measurement & Geometry
Guiding Questions for Today
What are the 2nd grade CC content standards for
measurement & data and geometry?
What experiences does Math Expressions offer?
What experiences did the DILs provide in the PUSD Unit
3?
How might we integrate the experiences in the two
resources?
What other experiences should we add in?
T2 Geometry
Reason with shapes and their attributes.
CCSS.Math.Content.2.G.A.1
Recognize and draw shapes having specified
attributes, such as a given number of angles or a
given number of equal faces.1 Identify triangles,
quadrilaterals, pentagons, hexagons, and cubes.
T2 Measurement
Measure and estimate lengths in standard units.
CCSS.Math.Content.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools
such as rulers, yardsticks, meter sticks, and measuring tapes.
CCSS.Math.Content.2.MD.A.2
Measure the length of an object twice, using length units of different
lengths for the two measurements; describe how the two measurements
relate to the size of the unit chosen.
CCSS.Math.Content.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.
CCSS.Math.Content.2.MD.A.4
Measure to determine how much longer one object is than another,
expressing the length difference in terms of a standard length unit.
T2 Measurement
Relate addition and subtraction to length.
CCSS.Math.Content.2.MD.B.5
Use addition and subtraction within 100 to solve word problems
involving lengths that are given in the same units, e.g., by using
drawings (such as drawings of rulers) and equations with a
symbol for the unknown number to represent the problem.
CCSS.Math.Content.2.MD.B.6
Represent whole numbers as lengths from 0 on a number line
diagram with equally spaced points corresponding to the
numbers 0, 1, 2, ..., and represent whole-number sums and
differences within 100 on a number line diagram.
T2 Data
Represent and interpret data.
CCSS.Math.Content.2.MD.D.9
Generate measurement data by measuring lengths of several objects
to the nearest whole unit, or by making repeated measurements of
the same object. Show the measurements by making a line plot,
where the horizontal scale is marked off in whole-number units.
Chapter 3, Math Expressions
TE pages 279Q-279FF
Give yourself a brief tour of chapter 3.
• What do you notice?
• How would you characterize the experiences students
will get?
• What additional types of experiences should we think
about providing?
A Perspective on Textbooks:
An argument for professional decision making (Phil Daro)
• Each lesson is written for 5 different teacher “types” or
perspectives.
• A lesson was never intended to be taught in its entirety.
• Publishers anticipate you will use what fits into your perspective.
You know more than the publisher. Trust yourself to make informed
curriculum decisions.
PUSD Unit of Study
ME Chapter 3, Length and Shapes
Pathway:
• My Connect
• Math Central
• Units of Study
• 2nd Grade
• Unit 3
…Or in our GoogleDoc so you can edit.
With a Partner . . .
• Explore some of the measurement activities
offered in the PUSD unit.
• What standard is addressed each experience?
• What mathematical practices are the students
engaged in?
• How might it be integrated into your work with
Math Expressions?
• Add any useful notes to the unit.
Linear Measurement as a Model for
Addition and Subtraction
• Heights: Students, Animals, Famous Athletes . . .
• Jumping Distances
A Rich Task
Letters in Our Names
Reflections