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6th Grade Mathematics

2nd Grade Mathematics

Addition and Subtraction within 200

Addition and Subtraction Word Problems within 100

Unit III Curriculum Map:

January 26th 2017 – April 6th, 2017

Table of Contents

I.

Mathematics Mission Statement

p. 2

II.

Mathematical Teaching Practices

p. 3

III.

Mathematical Goal Setting

p. 4

IV.

Reasoning and Problem Solving

p. 6

V.

Mathematical Representations

p. 7

VI.

Mathematical Discourse

p. 9

VII.

Conceptual Understanding

p. 14

VIII.

Evidence of Student Thinking

p. 15

IX.

ELL and SPED Considerations

p. 16

X.

Second Grade Unit III NJSLS

p. 34

XI.

Eight Mathematical Practices

p. 34

XII.

Ideal Math Block

p. 37

XIII.

Math In Focus Lesson Structure

p. 38

XIX.

Ideal Math Block Planning Template

p. 41

XX.

Planning Calendar

p. 44

XXI.

Instructional and Assessment Framework

p. 46

XXII.

PLD Rubric

p. 50

XXIII.

Data Driven Instruction

p. 51

XXIV.

Math Portfolio Expectations

p. 54

Office of Mathematics Mission Statement

The Office of Mathematics exists to provide the students it serves with a mathematical ‘lens’-- allowing them to better access the world with improved decisiveness, precision, and dexterity; facilities attained as students develop a broad and deep understanding of mathematical content. Achieving this goal defines our work - ensuring that students are exposed to excellence via a rigorous, standards-driven mathematics curriculum, knowledgeable and effective teachers, and policies that enhance and support learning.

Office of Mathematics Objective

By the year 2021, Orange Public School students will demonstrate improved academic achievement as measured by a 25% increase in the number of students scoring at or above the district’s standard for proficient (college ready (9-12); on track for college and career (K-8)) in Mathematics.

Rigorous, Standards-Driven Mathematics Curriculum

The Grades K-8 mathematics curriculum was redesigned to strengthen students’ procedural skills and fluency while developing the foundational skills of mathematical reasoning and problem solving that are crucial to success in high school mathematics. Our curriculum maps are Unit Plans that are in alignment with the New Jersey Student Learning Standards for Mathematics.

Office of Mathematics Department Handbook

Research tells us that teacher knowledge is one of the biggest influences on classroom atmosphere and student achievement (Fennema & Franke, 1992). This is because of the daily tasks of teachers, interpreting someone else’s work, representing and forging links between ideas in multiple forms, developing alternative explanations, and choosing usable definitions. (Ball, 2003; Ball, et al., 2005; Hill & Ball, 2009). As such, the Office of Mathematics Department Handbook and Unit Plans were intentionally developed to facilitate the daily work of our teachers; providing the tools necessary for the alignment between curriculum, instruction, and assessment. These document helps to (1) communicate the shifts (explicit and implicit) in the New Jersey Student Learning Standards for elementary and secondary mathematics (2) set course expectations for each of our courses of study and (3) encourage teaching practices that promote student achievement. These resources are accessible through the Office of Mathematics website.

Curriculum Unit Plans

Designed to be utilized as a reference when making instructional and pedagogical decisions, Curriculum Unit Plans include but are not limited to standards to be addressed each unit, recommended instructional pacing, best practices, as well as an assessment framework.

Mathematical Teaching Practices

Mathematical Goal Setting:

· What are the math expectations for student learning?

· In what ways do these math goals focus the teacher’s interactions with students throughout the lesson?

Learning Goals should:

· Clearly state what students are to learn and understand about mathematics as the result of instruction.

· Be situated within learning progressions.

· Frame the decisions that teachers make during a lesson.

Example:

New Jersey Student Learning Standards:

2.OA.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

2.NBT.5

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2.NBT.9

Explain why addition and subtraction strategies work, using place value and the properties of operations.

Learning Goal(s):

Students will use multiple representations to solve multi-step addition and/or subtraction situations (2.OA.1) and explain the connection between various solution paths (2.NBT.5, 2.NBT.9).

Student Friendly Version:

We are learning to represent and solve word problems and explain how different representations match the story situation and the math operations.

Lesson Implementation:

As students reason through their selected solution paths, educators use of questioning facilitates the accomplishment of the identified math goal. Students’ level of understanding becomes evident in what they produce and are able to communicate. Students can also assess their level of goal attainment and that of their peers through the use of a student friendly rubric (MP3).

Student Name: __________________________________________Task: ______________________________School: ___________Teacher: ______________ Date: ___________

“I CAN…..”

STUDENT FRIENDLY RUBRIC

SCORE

…a start

1

…getting there

2

…that’s it

3

WOW!

4

Understand

I need help.

I need some help.

I do not need help.

I can help a classmate.

Solve

I am unable to use a strategy.

I can start to use a strategy.

I can solve it more than one way.

I can use more than one strategy and talk about how they get to the same answer.

Say

or

Write

I am unable to say or write.

I can write or say some of what I did.

I can write and talk about what I did.

I can write or talk about why I did it.

I can write and say what I did and why I did it.

Draw

or

Show

I am not able to draw or show my thinking.

I can draw, but not show my thinking;

or

I can show but not draw my thinking;

I can draw and show my thinking

I can draw, show and talk about my thinking.

Reasoning and Problem Solving Mathematical Tasks

The benefits of using formative performance tasks in the classroom instead of multiple choice, fill in the blank, or short answer questions have to do with their abilities to capture authentic samples of students' work that make thinking and reasoning visible. Educators’ ability to differentiate between low-level and high-level demand task is essential to ensure that evidence of student thinking is aligned and targeted to learning goals. The Mathematical Task Analysis Guide serves as a tool to assist educators in selecting and implementing tasks that promote reasoning and problem solving.

Use and Connection of Mathematical Representations

The Lesh Translation Model

Each oval in the model corresponds to one way to represent a mathematical idea.

Visual: When children draw pictures, the teacher can learn more about what they understand about a particular mathematical idea and can use the different pictures that children create to provoke a discussion about mathematical ideas. Constructing their own pictures can be a powerful learning experience for children because they must consider several aspects of mathematical ideas that are often assumed when pictures are pre-drawn for students.

Physical: The manipulatives representation refers to the unifix cubes, base-ten blocks, fraction circles, and the like, that a child might use to solve a problem. Because children can physically manipulate these objects, when used appropriately, they provide opportunities to compare relative sizes of objects, to identify patterns, as well as to put together representations of numbers in multiple ways.

Verbal: Traditionally, teachers often used the spoken language of mathematics but rarely gave students opportunities to grapple with it. Yet, when students do have opportunities to express their mathematical reasoning aloud, they may be able to make explicit some knowledge that was previously implicit for them.

Symbolic: Written symbols refer to both the mathematical symbols and the written words that are associated with them. For students, written symbols tend to be more abstract than the other representations. I tend to introduce symbols after students have had opportunities to make connections among the other representations, so that the students have multiple ways to connect the symbols to mathematical ideas, thus increasing the likelihood that the symbols will be comprehensible to students.

Contextual: A relevant situation can be any context that involves appropriate mathematical ideas and holds interest for children; it is often, but not necessarily, connected to a real-life situation.

The Lesh Translation Model: Importance of Connections

As important as the ovals are in this model, another feature of the model is even more important than the representations themselves: The arrows! The arrows are important because they represent the connections students make between the representations. When students make these connections, they may be better able to access information about a mathematical idea, because they have multiple ways to represent it and, thus, many points of access.

Individuals enhance or modify their knowledge by building on what they already know, so the greater the number of representations with which students have opportunities to engage, the more likely the teacher is to tap into a student’s prior knowledge. This “tapping in” can then be used to connect students’ experiences to those representations that are more abstract in nature (such as written symbols). Not all students have the same set of prior experiences and knowledge. Teachers can introduce multiple representations in a meaningful way so that students’ opportunities to grapple with mathematical ideas are greater than if their teachers used only one or two representations.

Concrete Pictorial Abstract (CPA) Instructional Approach

The CPA approach suggests that there are three steps necessary for pupils to develop understanding of a mathematical concept.

Concrete: “Doing Stage”: Physical manipulation of objects to solve math problems.

Pictorial: “Seeing Stage”: Use of imaged to represent objects when solving math problems.

Abstract: “Symbolic Stage”: Use of only numbers and symbols to solve math problems.

CPA is a gradual systematic approach. Each stage builds on to the previous stage. Reinforcement of concepts are achieved by going back and forth between these representations

Mathematical Discourse and Strategic Questioning

Discourse involves asking strategic questions that elicit from students both how a problem was solved and why a particular method was chosen. Students learn to critique their own and others' ideas and seek out efficient mathematical solutions.

While classroom discussions are nothing new, the theory behind classroom discourse stems from constructivist views of learning where knowledge is created internally through interaction with the environment. It also fits in with socio-cultural views on learning where students working together are able to reach new understandings that could not be achieved if they were working alone.

Underlying the use of discourse in the mathematics classroom is the idea that mathematics is primarily about reasoning not memorization. Mathematics is not about remembering and applying a set of procedures but about developing understanding and explaining the processes used to arrive at solutions.

Asking better questions can open new doors for students, promoting mathematical thinking and classroom discourse. Can the questions you're asking in the mathematics classroom be answered with a simple “yes” or “no,” or do they invite students to deepen their understanding?

To help you encourage deeper discussions, here are 100 questions to incorporate into your instruction by Dr. Gladis Kersaint, mathematics expert and advisor for Ready Mathematics.

Conceptual Understanding

Students demonstrate conceptual understanding in mathematics when they provide evidence that they can:

· recognize, label, and generate examples of concepts;

· use and interrelate models, diagrams, manipulatives, and varied representations of concepts;

· identify and apply principles; know and apply facts and definitions;

· compare, contrast, and integrate related concepts and principles; and

· recognize, interpret, and apply the signs, symbols, and terms used to represent concepts.

Conceptual understanding reflects a student's ability to reason in settings involving the careful application of concept definitions, relations, or representations of either.

Procedural Fluency

Procedural fluency is the ability to:

· apply procedures accurately, efficiently, and flexibly;

· to transfer procedures to different problems and contexts;

· to build or modify procedures from other procedures; and

· to recognize when one strategy or procedure is more appropriate to apply than another.

Procedural fluency is more than memorizing facts or procedures, and it is more than understanding and being able to use one procedure for a given situation. Procedural fluency builds on a foundation of conceptual understanding, strategic reasoning, and problem solving (NGA Center & CCSSO, 2010; NCTM, 2000, 2014). Research suggests that once students have memorized and practiced procedures that they do not understand, they have less motivation to understand their meaning or the reasoning behind them (Hiebert, 1999). Therefore, the development of students’ conceptual understanding of procedures should precede and coincide with instruction on procedures.

Math Fact Fluency: Automaticity

Students who possess math fact fluency can recall math facts with automaticity. Automaticity is the ability to do things without occupying the mind with the low-level details required, allowing it to become an automatic response pattern or habit. It is usually the result of learning, repetition, and practice.

K-2 Math Fact Fluency Expectation

K.OA.5 Add and Subtract within 5.

1.OA.6 Add and Subtract within 10.

2.OA.2 Add and Subtract within 20.

Math Fact Fluency: Fluent Use of Mathematical Strategies

First and second grade students are expected to solve addition and subtraction facts using a variety of strategies fluently.

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

Use strategies such as:

· counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);

· decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9);

· using the relationship between addition and subtraction; and

· creating equivalent but easier or known sums.

2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on:

· place value,

· properties of operations, and/or

· the relationship between addition and subtraction;

Evidence of Student Thinking

Effective classroom instruction and more importantly, improving student performance, can be accomplished when educators know how to elicit evidence of students’ understanding on a daily basis. Informal and formal methods of collecting evidence of student understanding enable educators to make positive instructional changes. An educators’ ability to understand the processes that students use helps them to adapt instruction allowing for student exposure to a multitude of instructional approaches, resulting in higher achievement. By highlighting student thinking and misconceptions, and eliciting information from more students, all teachers can collect more representative evidence and can therefore better plan instruction based on the current understanding of the entire class.

Mathematical Proficiency

To be mathematically proficient, a student must have:

• Conceptual understanding: comprehension of mathematical concepts, operations, and relations;

• Procedural fluency: skill in carrying out procedures flexibly, accurately, efficiently, and appropriately;

• Strategic competence: ability to formulate, represent, and solve mathematical problems;

• Adaptive reasoning: capacity for logical thought, reflection, explanation, and justification;

• Productive disposition: habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one's own efficacy.

Evidence should:

· Provide a window in student thinking;

· Help teachers to determine the extent to which students are reaching the math learning goals; and

· Be used to make instructional decisions during the lesson and to prepare for subsequent lessons.

English Language Learners (ELL) and Special Education (SPED) Considerations

In order to develop proficiency in the Standard for Mathematical Practice 3 (Construct Viable Arguments and Critique the Reasoning of Others) and Standard for Mathematical Practice 4 (Model with Mathematics), it is important to provide English Language Learners (ELLs) and Special Education Students with two levels of access to the tasks: language access and content access.

Language Access

In the tasks presented, we can distinguish between the vocabulary and the language functions needed to provide entry points to the math content. These vocabulary words and language functions must be explicitly taught to ensure comprehension of the tasks. Some ways this can be done are by using the following approaches:

1. Introduce the most essential vocabulary/language functions before beginning the tasks. Select words and concepts that are essential in each task.

Vocabulary Words:

· Tier I (Nonacademic language) Mostly social language; terms used regularly in everyday situations (e.g., small, orange, clock)

· Tier II (General academic language) Mostly academic language used regularly in school but not directly associated with mathematics (e.g., combine, describe, consequently), and academic language broadly associated with mathematics (e.g., number, angle, equation, average, product)

· Tier III (Math technical language) Academic language associated with specific math topics (e.g., perfect numbers, supplementary angles, quadratic equations, mode, median)

Language Functions:

· Pronounce each word for students and have them repeat after you.

· Introduce the vocabulary in a familiar and meaningful context and then again in a contentspecific setting.

· Math-specific examples include but are not limited to the following: explain, describe, inform, order, classify, analyze, infer, solve problems, define, generalize, interpret, hypothesize.

2. Use visuals when introducing new words and concepts.

· Provide experiences that help demonstrate the meaning of the vocabulary words (e.g., realia, pictures, photographs, and graphic organizers).

· Write key words on the board, and add gestures to help students interpret meaning.

· Have students create their own visuals to aid in their learning. For example, assign a few content-specific vocabulary words to each student, and ask them to write student-friendly definitions and draw pictures to show what the words mean.

3. Build background knowledge.

· Explicit links to previously taught lessons, tasks, or texts should be emphasized to activate prior knowledge.

· Review relevant vocabulary that has already been introduced, and highlight familiar words that have a new meaning.

· Access the knowledge that students bring from their native cultures.

4. Promote oral language development through cooperative learning groups.

· ELLs need ample opportunities to speak English and authentic reasons to use academic language.

· Working in small groups is especially beneficial because ELLs learn to negotiate the meanings of vocabulary words with their classmates.

5. Native Language Support

· Full proficiency in the native language leads to higher academic gains in English. Because general structural and functional characteristics of languages transfer, allowing second language learners to access content in the native language provides them with a way to construct meaning in English.

· In order to assist ELLs, the strategic use of the native language can be incorporated into English instruction as a support structure in order to clarify, build prior knowledge, extend comprehension, and bridge experiences. This can be integrated into a teacher’s instructional practices through technology, human resources (e.g., paraprofessionals, peers, and parents), native language materials, and flexible grouping.

6. Possible Sentences

Moore, D.W., & Moore, S.A. (1986). "Possible sentences." In Reading in the content areas: Improving classroom instruction. Dubuque, IA: Kendall/Hunt.

Possible Sentences is a pre-reading strategy that focuses on vocabulary building and student prediction prior to reading. In this strategy, teachers write the key words and phrases of a selected text on the chalkboard. Students are asked to:

• Define all of the terms

• Group the terms into related pairs

• Write sentences using these word pairs

Steps to Possible Sentences

1) Prior to the reading assignment, list all essential vocabulary words in the task on the board.

2) Working in pairs, ask students to define the words and select pairs of related words from the list.

3) Ask students to write sentences using each of the word pairs that they might expect to appear in the task, given its title and topic.

4) Select several students to write their possible sentences on the board.

5) Engage the students in a discussion of the appropriateness of the word pairing and the plausibility of each sentence as a possible sentence in the selection.

6) Have students read the task and test the accuracy of their predictions. Sentences that are not accurate should be revised.

7) Poll the class for common accurate and inaccurate predictions. Discuss possible explanations for the success or failure of these predictions.

8) Introduce students to sentence frames which reinforce sentence structure while enabling ELLs to participate in classroom and/or group discussion.

7. The Frayer Model

Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for testing the level of cognitive mastery. Madison, WI: Wisconsin Center for Education Research.

The Frayer Model is a graphic organizer used for word analysis and vocabulary building. It assists students in thinking about and describing the meaning of a word or concept by:

• Defining the term

• Describing its essential characteristics

• Providing examples of the idea

• Offering non-examples of the idea

Steps to the Frayer Model

1) Explain the Frayer Model graphic organizer to the class. Use a common word to demonstrate the various components of the form. Model the type and quality of desired answers when giving this example.

2) Select a list of key concepts from the task. Write this list on the chalkboard and review it with the class before students read the task.

3) Divide the class into student pairs. Assign each pair one of the key concepts and have them read the task carefully to define this concept. Have these groups complete the four-square organizer for this concept.

4) Ask the student pairs to share their conclusions with the entire class. Use these presentations to review the entire list of key concepts.

8. Semantic Webbing

Maddux, C. D., Johnson, D. L., & Willis, J. W. (1997). Educational computing: Learning with tomorrow's technologies. Boston: Allyn & Bacon.

Semantic Webbing builds a graphical representation of students' knowledge and perspectives about the key themes of a task before and after the learning experience. Semantic Webbing achieves three goals:

• Activating students' prior knowledge and experience

• Helping students organize both their prior knowledge and new information

• Allowing students to discover relationships between their prior and new knowledge

Steps to Semantic Webbing

1) Write a key word or phrase from the task on the board.

2) Have students think of as many words as they know that relate to this key idea. Write these words on the side on the chalkboard.

3) Ask students to group these words into logical categories and label each category with a descriptive title.

4) Encourage students to discuss/debate the choice of the category for each word.

5) Write the students' conclusions (the categories and their component words) on the chalkboard.

6) Have the students read the task in pairs and repeat the process above.

7) When they finish reading, have students add new words and categories related to the key idea.

Native Language Support:

Full proficiency in the native language leads to higher academic gains in English. Because general structural and functional characteristics of language transfer, allowing second language learners to access content in the native language provides them with a way to construct meaning in English. In order to assist ELLs, the strategic use of the native language can be incorporated into English instruction as a support structure to clarify, to build prior knowledge, to extend comprehension, and to bridge experiences. This can be integrated into a teacher’s instructional practice through the following: technology, human resources (e.g., paraprofessionals, peers, and parents), native language materials, and flexible grouping.

Content Access

When engaging ELL/SPED students in cognitively demanding tasks, teachers should consider which concepts the ELLs/SPEDs are likely to encounter when accessing mathematics and which of these pose the most challenges.

Teachers should consider what the student is required to know as well as be able to do.

What is the mathematics in the task?

What prior knowledge is required in order for ELL/SPED students to proceed?

In order to activate prior knowledge and prepare ELL/SPED for the demands of the tasks in the lesson, we suggest that they engage in a different but similar task prior to working on the selected performance assessment tasks, such as the following:

1. Use of Manipulatives

Provide ELL/SPED students with manipulatives when appropriate. While there are different types of manipulatives available commercially, teacher-made materials are recommended and encouraged. Manipulatives are always appropriate when introducing a concept regardless of the grade.

2. Graphic Organizers

Graphic organizers, such as Venn diagrams, Frayer Models, charts and/or tables, help ELLs/SPEDs understand relationships, recognize common attributes, and make associations with the concepts being discussed.

3. Use of Technology

Technology must be integrated whenever possible. Various software and internet-based programs can also be very beneficial, many of which are available in the ELLs’ native languages. Use of technology develops and reinforces basic skills.

4. Differentiated Instruction

While all students can benefit from differentiated instruction, it is crucial for teachers to identify the different learning modalities of their ELLs/SPEDs. Teachers and ELLs/SPEDs are collaborators in the learning process. Teachers must adjust content, process, and product in response to the readiness, interests, and learning profiles of their students. In order to create and promote the appropriate climate for ELLs/SPEDs to succeed, teachers need to know, engage, and assess the learner.

5. Assessment for Learning (AfL)

Whenever ELL/SPED students are engaged in tasks for the purpose of formative assessments, the strategies of Assessment for Learning (AfL) are highly recommended. AfL consists of five key strategies for effective formative assessment:

1) Clarifying, sharing and understanding goals for learning and criteria for success with learners

2) Engineer effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning

3) Providing feedback that moves learning forward

4) Activating students as owners of their own learning

5) Activating students as learning resources for one another

Scaffolding: A Tool to Accessibility

In order to be successful members of a rigorous academic environment, ELLs/SPED need scaffolds to help them access curriculum. These scaffolds are temporary, and the process of constructing them and then removing them when they are no longer needed is what makes them a valuable tool in the education of ELLs/SPEDs. The original definition of scaffolding comes from Jerome Bruner (1983), who defines scaffolding as “a process of setting up the situation to make the child’s entry easy and successful, and then gradually pulling back and handing the role to the child as he becomes skilled enough to manage it.” The scaffolds are placed purposefully to teach specific skills and language. Once students learn these skills and gain the needed linguistic and content knowledge, these scaffolds are no longer needed. Nevertheless, each child moves along his/her own continuum, and while one child may no longer need the scaffolds, some students may still depend on them. Thus, constant evaluation of the process is an inevitable

step in assuring that scaffolds are ujsed successfully.

The scaffolding types necessary for ELLs/SPEDs are modeling, activating and bridging prior knowledge and/or experiences, text representation, metacognitive development, contextualization, and building schema:

• Modeling: finished products of prior students’ work, teacher-created samples, sentence starters, writing frameworks, shared writing, etc.

• Activating and bridging prior knowledge and/or experiences: using graphic organizers, such as anticipatory guides, extended anticipatory guide, semantic maps, interviews, picture walk discussion protocols, think-pair-share, KWL, etc.

• Text representation: transforming a piece of writing into a pictorial representation, changing one genre into another, etc.

• Metacognitive development: self-assessment, think-aloud, asking clarifying questions, using a rubric for self evaluation, etc.

• Contextualization: metaphors, realia, pictures, audio and video clips, newspapers, magazines, etc.

• Building schema: bridging prior knowledge and experience to new concepts and ideas, etc.

NYC Department of Eduction, ELL Considerations for Common Core-Aligned Tasks in Mathematics

http://schools.nyc.gov/NR/rdonlyres/9E62A2F2-4C5C-4534-968B-5487A7BD3742/0/GeneralMathStrategiesforELLs_082811.pdf

Retrieved on December 5, 2016

K-2 CONCEPT MAP

Second Grade Unit II

In this Unit Students will:

2.OA.1:

· Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of:

· Adding to,

· Taking from,

· Putting Together,

· Taking Apart, and

· Comparing with unknowns in all positions

2.O.A.2:

· Fluently add and subtract within 20 using mental strategies:

· Count On/ Count Back

· Making Ten/Decomposing (Ten)

· Addition and Subtraction Relationship

· Doubles +/-

· Know from memory all sums of two one digit numbers.

2.NBT.1-9

· Extend their concept of numbers

· Gain knowledge of how to count, read, and write up to 1,000

· Use Base-ten blocks, place-value charts, and number lines to develop the association between the physical representation of the number, the number symbol, and the number word

· Compose and decompose numbers through place value, number bonds

· Apply place value in addition with and without regrouping in numbers up to 1000

· Use multiple strategies: concrete, pictorial and abstract representations.

Mathematical Practices

· Make sense of persevere in solving them.

· Reason abstractly and quantitatively.

· Construct viable arguments and critique the reasoning of others.

· Model with mathematics.

· Use appropriate mathematical tools.

· Attend to precision.

· Look for and make use of structure.

· Look for and express regularity in repeated reasoning.

New Jersey Student Learning Standards: Operations and Algebraic Thinking

2.OA.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Second Grade students extend their work with addition and subtraction word problems in two major ways. First, they represent and solve word problems within 100, building upon their previous work to 20. In addition, they represent and solve one and two-step word problems of all three types (Result Unknown, Change Unknown, Start Unknown). Please see Table 1 at end of document for examples of all problem types.

One-step word problems use one operation. Two-step word problems use two operations which may include the same operation or opposite operations.

Two-Step Problems: Because Second Graders are still developing proficiency with the most difficult subtypes (shaded in white in Table 1 at end of the glossary): Add To/Start Unknown; Take From/Start Unknown; Compare/Bigger Unknown; and Compare/Smaller Unknown, two-step problems do not involve these sub-types (Common Core Standards Writing Team, May 2011). Furthermore, most two-step problems should focus on single-digit addends since the primary focus of the standard is the problem-type.

New Jersey Student Learning Standards: Operations and Algebraic Thinking

2.OA.2

Fluently add and subtract within 20 using mental strategies.

By end of Grade 2, know from memory all sums of two one-digit numbers.

See standard 1.OA.6 for a list of mental strategies.

Building upon their work in First Grade, Second Graders use various addition and subtraction strategies in order to fluently add and subtract within 20:

1.OA.6 Mental Strategies

· Counting On/Counting Back

· Making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14)

· Decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9)

· Using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4)

· Creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12, 12 + 1 = 13

Second Graders internalize facts and develop fluency by repeatedly using strategies that make sense to them. When students are able to demonstrate fluency they are accurate, efficient, and flexible. Students must have efficient strategies in order to know sums from memory.

Research indicates that teachers can best support students’ memory of the sums of two one-digit numbers through varied experiences including making 10, breaking numbers apart, and working on mental strategies. These strategies replace the use of repetitive timed tests in which students try to memorize operations as if there were not any relationships among the various facts. When teachers teach facts for automaticity, rather than memorization, they encourage students to think about the relationships among the facts. (Fosnot & Dolk, 2001)

It is no accident that the standard says “know from memory” rather than “memorize”. The first describes an outcome, whereas the second might be seen as describing a method of achieving that outcome. So no, the standards are not dictating timed tests. (McCallum, October 2011)

New Jersey Student Learning Standards: Numbers and Operations in Base Ten

2.NBT.1

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.

Second Grade students extend their base-ten understanding to hundreds as they view 10 tens as a unit called a “hundred”. They use manipulative materials and pictorial representations to help make a connection between the written three-digit numbers and hundreds, tens, and ones.

Second Graders extend their work from first grade by applying the understanding that “100” is the same amount as 10 groups of ten as well as 100 ones. This lays the groundwork for the structure of the base-ten system in future grades.

Second Grade students build on the work of 2.NBT.2a. They explore the idea that numbers such as 100, 200, 300, etc., are groups of hundreds with zero tens and ones. Students can represent this with both groupable (cubes, links) and pregrouped (place value blocks) materials.

2.NBT.2

Count within 1000; skip-count by 5s, 10s, and 100s.

Second Grade students count within 1,000. Thus, students “count on” from any number and say the next few numbers that come afterwards.

Example: What are the next 3 numbers after 498? 499, 500, 501.

When you count back from 201, what are the first 3 numbers that you say? 200, 199, 198.

Second grade students also begin to work towards multiplication concepts as they skip count by 5s, by 10s, and by 100s. Although skip counting is not yet true multiplication because students don’t keep track of the number of groups they have counted, they can explain that when they count by 2s, 5s, and 10s they are counting groups of items with that amount in each group.

As teachers build on students’ work with skip counting by 10s in Kindergarten, they explore and discuss with students the patterns of numbers when they skip count. For example, while using a 100s board or number line, students learn that the ones digit alternates between 5 and 0 when skip counting by 5s. When students skip count by 100s, they learn that the hundreds digit is the only digit that changes and that it increases by one number.

2.NBT.3

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Second graders read, write and represent a number of objects with a written numeral (number form or standard form). These representations can include snap cubes, place value (base 10) blocks, pictorial representations or other concrete materials. Please be cognizant that when reading and writing whole numbers, the word “and” should not be used (e.g., 235 is stated and written as “two hundred thirty-five).

Expanded form (125 can be written as 100 + 20 + 5) is a valuable skill when students use place value strategies to add and subtract large numbers in 2.NBT.7.

2.NBT.4

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Second Grade students build on the work of 2.NBT.1 and 2.NBT.3 by examining the amount of hundreds, tens and ones in each number. When comparing numbers, students draw on the understanding that 1 hundred (the smallest three-digit number) is actually greater than any amount of tens and ones represented by a two-digit number. When students truly understand this concept, it makes sense that one would compare three-digit numbers by looking at the hundreds place first.

Students should have ample experiences communicating their comparisons in words before using symbols. Students were introduced to the symbols greater than (>), less than (<) and equal to (=) in First Grade and continue to use them in Second Grade with numbers within 1,000.

Example: Compare these two numbers. 452 __ 455

While students may have the skills to order more than 2 numbers, this Standard focuses on comparing two numbers and using reasoning about place value to support the use of the various symbols.

2.NBT.5

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

There are various strategies that Second Grade students understand and use when adding and subtracting within 100 (such as those listed in the standard). The standard algorithm of carrying or borrowing is neither an expectation nor a focus in Second Grade. Students use multiple strategies for addition and subtraction in Grades K-3. By the end of Third Grade students use a range of algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction to fluently add and subtract within 1000. Students are expected to fluently add and subtract multi-digit whole numbers using the standard algorithm by the end of Grade 4.

Example: 67 + 25 = __

Example: 63 – 32 = __

2.NBT.6

Add up to four two-digit numbers using strategies based on place value and properties of operations.

Second Grade students add a string of two-digit numbers (up to four numbers) by applying place value strategies and properties of operations.

Example: 43 + 34 + 57 + 24 = __

2.NBT.7

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Second graders extend the work from 2.NBT. to two 3-digit numbers. Students should have ample experiences using concrete materials and pictorial representations to support their work. This standard also references composing and decomposing a ten.

This work should include strategies such as making a 10, making a 100, breaking apart a 10, or creating an easier problem. The standard algorithm of carrying or borrowing is not an expectation in Second Grade. Students are not expected to add and subtract whole numbers using a standard algorithm until the end of Fourth Grade.

Example: 354 + 287 = __

2.NBT.8

Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100-900.

Second Grade students mentally add or subtract either 10 or 100 to any number between 100 and 900. As teachers provide ample experiences for students to work with pre-grouped objects and facilitate discussion, second graders realize that when one adds or subtracts 10 or 100 that only the tens place or the digit in the hundreds place changes by 1. As the teacher facilitates opportunities for patterns to emerge and be discussed, students notice the patterns and connect the digit change with the amount changed.

Opportunities to solve problems in which students cross hundreds are also provided once students have become comfortable adding and subtracting within the same hundred.

Example: Within the same hundred

What is 10 more than 218?

What is 241 – 10?

Example: Across hundreds

293 + 10 = ☐

What is 10 less than 206?

This standard focuses only on adding and subtracting 10 or 100. Multiples of 10 or multiples of 100 can be explored; however, the focus of this standard is to ensure that students are proficient with adding and subtracting 10 and 100 mentally.

2.NBT.9

Explain why addition and subtraction strategies work, using place value and the properties of operations.

Second graders explain why addition or subtraction strategies work as they apply their knowledge of place value and the properties of operations in their explanation. They may use drawings or objects to support their explanation.

Once students have had an opportunity to solve a problem, the teacher provides time for students to discuss their strategies and why they did or didn’t work.

Example: There are 36 birds in the park. 25 more birds arrive. How many birds are there? Solve the problem and show your work.

Eight Mathematical Practices

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.

1

Make sense of problems and persevere in solving them

Mathematically proficient students in Second Grade examine problems and tasks, can make sense of the meaning of the task and find an entry point or a way to start the task. Second Grade students also develop a foundation for problem solving strategies and become independently proficient on using those strategies to solve new tasks. In Second Grade, students’ work continues to use concrete manipulatives and pictorial representations as well as mental mathematics. Second Grade students also are expected to persevere while solving tasks; that is, if students reach a point in which they are stuck, they can reexamine the task in a different way and continue to solve the task. Lastly, mathematically proficient students complete a task by asking themselves the question, “Does my answer make sense?”

2

Reason abstractly and quantitatively

Mathematically proficient students in Second Grade make sense of quantities and relationships while solving tasks. This involves two processes- decontextualizing and contextualizing. In Second Grade, students represent situations by decontextualizing tasks into numbers and symbols. For example, in the task, “There are 25 children in the cafeteria and they are joined by 17 more children. How many students are in the cafeteria? ” Second Grade students translate that situation into an equation, such as: 25 + 17 = __ and then solve the problem. Students also contextualize situations during the problem solving process. For example, while solving the task above, students can refer to the context of the task to determine that they need to subtract 19 since 19 children leave. The processes of reasoning also other areas of mathematics such as determining the length of quantities when measuring with standard units.

3

Construct viable arguments and critique the reasoning of others

Mathematically proficient students in Second Grade accurately use definitions and previously established solutions to construct viable arguments about mathematics. During discussions about problem solving strategies, students constructively critique the strategies and reasoning of their classmates. For example, while solving 74 - 18, students may use a variety of strategies, and after working on the task, can discuss and critique each other’s reasoning and strategies, citing similarities and differences between strategies.

4

Model with mathematics

Mathematically proficient students in Second Grade model real-life mathematical situations with a number sentence or an equation, and check to make sure that their equation accurately matches the problem context. Second Grade students use concrete manipulatives and pictorial representations to provide further explanation of the equation. Likewise, Second Grade students are able to create an appropriate problem situation from an equation. For example, students are expected to create a story problem for the equation 43 + 17 = ___ such as “There were 43 gumballs in the machine. Tom poured in 17 more gumballs. How many gumballs are now in the machine?”

5

Use appropriate tools strategically

Mathematically proficient students in Second Grade have access to and use tools appropriately. These tools may include snap cubes, place value (base ten) blocks, hundreds number boards, number lines, rulers, and concrete geometric shapes (e.g., pattern blocks, 3-d solids).

Students also have experiences with educational technologies, such as calculators and virtual manipulatives, which support conceptual understanding and higher-order thinking skills.

During classroom instruction, students have access to various mathematical tools as well as paper, and determine which tools are the most appropriate to use. For example, while measuring the length of the hallway, students can explain why a yardstick is more appropriate to use than a ruler.

6

Attend to precision

Mathematically proficient students in Second Grade are precise in their communication, calculations, and measurements.

In all mathematical tasks, students in Second Grade communicate clearly, using grade-level appropriate vocabulary accurately as well as giving precise explanations and reasoning regarding their process of finding solutions.

For example, while measuring an object, care is taken to line up the tool correctly in order to get an accurate measurement. During tasks involving number sense, students consider if their answer is reasonable and check their work to ensure the accuracy of solutions.

7

Look for and make use of structure

Mathematically proficient students in Second Grade carefully look for patterns and structures in the number system and other areas of mathematics. For example, students notice number patterns within the tens place as they connect skip count by 10s off the decade to the corresponding numbers on a 100s chart. While working in the Numbers in Base Ten domain, students work with the idea that 10 ones equal a ten, and 10 tens equals 1 hundred.

In addition, Second Grade students also make use of structure when they work with subtraction as missing addend problems, such as 50- 33 = __ can be written as 33+ __ = 50 and can be thought of as,” How much more do I need to add to 33 to get to 50?”

8

Look for and express regularity in repeated reasoning

Mathematically proficient students in Second Grade begin to look for regularity in problem structures when solving mathematical tasks. For example, after solving two digit addition problems by decomposing numbers (33+ 25 = 30 + 20 + 3 +5), students may begin to generalize and frequently apply that strategy independently on future tasks.

Further, students begin to look for strategies to be more efficient in computations, including doubles strategies and making a ten.

Lastly, while solving all tasks, Second Grade students accurately check for the reasonableness of their solutions during and after completing the task.

Math In Focus Lesson Structure

LESSON STRUCTURE

RESOURCES

COMMENTS

Chapter Opener

Assessing Prior Knowledge

The Pre Test serves as a diagnostic test of readiness of the upcoming chapter

Teacher Materials

Quick Check

Pre-Test (Assessment Book)

Recall Prior Knowledge

Student Materials

Student Book (Quick Check); Copy of the Pre Test; Recall prior Knowledge

Recall Prior Knowledge (RPK) can take place just before the pre-tests are given and can take 1-2 days to front load prerequisite understanding

Quick Check can be done in concert with the RPK and used to repair student misunderstandings and vocabulary prior to the pre-test ; Students write Quick Check answers on a separate sheet of paper

Quick Check and the Pre Test can be done in the same block (See Anecdotal Checklist; Transition Guide)

Recall Prior Knowledge – Quick Check – Pre Test

Direct Involvement/Engagement

Teach/Learn

Students are directly involved in making sense, themselves, of the concepts – by interacting the tools, manipulatives, each other, and the questions

Teacher Edition

5-minute warm up

Teach; Anchor Task

Technology

Digi

Other

Fluency Practice

The Warm Up activates prior knowledge for each new lesson

Student Books are CLOSED; Big Book is used in Gr. K

Teacher led; Whole group

Students use concrete manipulatives to explore concepts

A few select parts of the task are explicitly shown, but the majority is addressed through the hands-on, constructivist approach and questioning

Teacher facilitates; Students find the solution

Guided Learning and Practice

Guided Learning

Teacher Edition

Learn

Technology

Digi

Student Book

Guided Learning Pages

Hands-on Activity

Students-already in pairs /small, homogenous ability groups; Teacher circulates between groups; Teacher, anecdotally, captures student thinking

Small Group w/Teacher circulating among groups

Revisit Concrete and Model Drawing; Reteach

Teacher spends majority of time with struggling learners; some time with on level, and less time with advanced groups

Games and Activities can be done at this time

Independent Practice

A formal formative

assessment

Teacher EditionLet’s Practice

Student BookLet’s Practice

Differentiation OptionsAll: WorkbookExtra Support: ReteachOn Level: Extra PracticeAdvanced: Enrichment

Let’s Practice determines readiness for Workbook and small group work and is used as formative assessment; Students not ready for the Workbook will use Reteach. The Workbook is continued as Independent Practice.

Manipulatives CAN be used as a communications tool as needed.

Completely Independent

On level/advance learners should finish all workbook pages.

Extending the Lesson

Math JournalProblem of the LessonInteractivitiesGames

Lesson Wrap Up

Problem of the Lesson

Homework (Workbook , Reteach, or Extra Practice)

Workbook or Extra Practice Homework is only assigned when students fully understand the concepts (as additional practice)

Reteach Homework (issued to struggling learners) should be checked the next day

End of Chapter Wrap Up

and Post Test

Teacher EditionChapter Review/TestPut on Your Thinking Cap

Student WorkbookPut on Your Thinking Cap

Assessment Book

Test Prep

Use Chapter Review/Test as “review” for the End of Chapter Test Prep. Put on your Thinking Cap prepares students for novel questions on the Test Prep; Test Prep is graded/scored.

The Chapter Review/Test can be completed

· Individually (e.g. for homework) then reviewed in class

· As a ‘mock test’ done in class and doesn’t count

· As a formal, in class review where teacher walks students through the questions

Test Prep is completely independent; scored/graded

Put on Your Thinking Cap (green border) serve as a capstone problem and are done just before the Test Prep and should be treated as Direct Engagement. By February, students should be doing the Put on Your Thinking Cap problems on their own

TRANSITION LESSON STRUCTURE (No more than 2 days)

· Driven by Pre-test results,

· Grade 2 – 5 Transitional Guide is located on ThinkCentral.com

· Looks different from the typical daily lesson

Transition Lesson – Day 1

Objective:

CPA Strategy/Materials

Ability Groupings/Pairs (by Name)

Task(s)/Text Resources

Activity/Description

IDEAL MATH BLOCK LESSON PLANNING TEMPLATE

CCSS & OBJ:(s)

Fluency:

2.OA.2

Strategy:

Tool(s):

Math In Focus/EnGageNY

Launch

Exploration

Independent Practice

Differentiation: Math Workstations

Small Group Instruction

Tech. Lab

Problem Solving Lab

CCSS:

2.OA.1

2.NBT.6

2.NBT.7

Fluency Lab

2.OA.2

2.NBT.5

2.NBT.8

Strategy:

Tool(s):

Math Journal

MP3: Construct viable arguments and critique the reasoning of others

Summary

Exit Ticket

Danielson Framework for Teaching: Domain 1: Planning Preparation

Lesson Planning Support Tool

______________________________________________________________________________________________________

Component 1A: Knowledge of Content and Pedagogy

Content

(Fluency Practice and Anchor Problem clearly outlined in lesson plans provide reinforcement of prerequisite knowledge/skills needed;

(Essentials question(s) and lesson objective(s) support learning of New Jersey Student Learning Standards grade level expectations;

Pedagogy

(Daily fluency practice is clearly outlined in lesson plans;

(Multiple strategies are evident within lesson plans;

(Mathematical tools outlined within lesson plans;

___________________________________________________________________________________________________________________________

Component 1B: Knowledge of Students

Intentional Student Grouping is evident within lesson plans:

Independent Practice: Which students will work on:

(MIF Re-Teach

(MIF Practice

(MIF Extra Practice

(MIF Enrichment

Math Workstations: Which students will work in:

(Fluency Lab

(Technology Lab

(Math Journal

(Problem Solving Lab

Component 1C: Setting Instructional Outcomes

(Lesson plan objectives are aligned to one or more New Jersey Student Standards for Learning;

(Connections made to previous learning;

(Outcomes: student artifacts are differentiated;

Component 1D: Demonstrating Knowledge of Resources

District Approved Programs: (Use Math In Focus/EnGageNY/Go Math resources are evident;

Technology: ( Technology used to help students understand the lesson objective is evident;

( Students use technology to gain an understanding of the lesson objective;

Supplemental Resources: ( Integration of additional materials evident (Math Workstations)

________________________________________________________________________________________________________________________

Component 1E: Designing Coherent Instruction

(Lesson Plans support CONCEPTUAL UNDERSTANDING;

(Lesson Plans show evidences of CONCRETE, PICTORIAL, and ABSTRACT representation;

(Alignment between OBJECTIVES, APPLICATION, and ASSESSMENT evident;

___________________________________________________________________________________________________________________________

Component 1F: Assessing Student Learning

Lesson Plans include: ( Focus Question/Essential Understanding

( Anchor Problem

( Checks for Understanding

( Demonstration of Learning (Exit Ticket)

Planning Calendar

January 2017

Monday

Tuesday

Wednesday

Thursday

Friday

2

3

MIF CH 3 TEST PREP

MIF CH 3 PERFORMANCE TASK

4

MIF CH 4

PRE-TEST

5

6

9

10

11

12

13

16

17

18

MIF CH 4 TEST PREP


19

20

23

24

25

26

27

30

MIF CH 10

PRE-TEST

31

February 2017

Monday

Tuesday

Wednesday

Thursday

Friday

1

2

3

6

7

8

9

10

13

MIF CH 10 TEST PREP


14

15

16

17

20

21

22

23

24

27

28

Planning Calendar

March 2017

Monday

Tuesday

Wednesday

Thursday

Friday

1

2

3

6

7

8

9

10

13

14

15

ENGAGENY Module 4

Mid-Module Assessment

16

ENGAGENY Module 4


17

20

21

22

23

24

27

28

29

30

31

April 2017

Monday

Tuesday

Wednesday

Thursday

Friday

3

4

5

6

7

ENGAGENY Module 4

End of Module Assessment

10

ENGAGENY Module 4


11

12

13

14

17

18

19

20

21

24

25

26

27

28

Second Grade Unit III

Instructional and Assessment Framework

Recommended

Activities

CCSS

Notes

January 30th, 2017

Math In Focus Ch. 10 Mental Math

Chapter Opener

Recall Prior Knowledge

Ch. 10 Pre-Test

2.NBT.5

2.NBT.6

2.NBT.72.NBT.8

2.NBT.9

2.OA.1

2.OA.2

January 31st, 2017

Math In Focus Ch. 10 Lesson 1

Meaning of Sum

February 1st, 2017


Mental Addition

February 2nd, 2017


Mental Addition

February 3rd, 2017


Meaning of Difference

February 6th, 2017


Mental Subtraction

February 7th, 2017


Mental Subtraction

February 8th, 2017


Rounding Numbers to Estimate

February 9th, 2017


Rounding Numbers to Estimate

February 10th, 2017

Math In Focus Ch. 10

Problem Solving: Put On Your Thinking Cap

Chapter Wrap Up

February 13th, 2017

Math In Focus Ch. 10 Test Prep

Math In Focus Ch. 10 Performance Task

February 14th, 2017

ENGAGENY Module 4 Lesson 1

Relate 1 more, 1 less, 10 more, and 10 less to addition and subtraction of 1 and 10.

2.OA.1

2.NBT.5

2.NBT.8

2.NBT.9

February 15th, 2017


Add and subtract multiples of 10 including counting on to subtract.

February 16th, 2017


Add and subtract multiples of 10 and some ones within 100.

February 17th, 2017


Add and subtract multiples of 10 and some ones within 100.

February 20th – 24th, 2017

Winter Break

February 27th 2017


Solve one- and two-step word problems within 100 using strategies based on place value.

February 28th 2017


Use manipulatives to represent the composition of 10 ones as 1 ten with two-digit addends.

2.OA.1

2.NBT.5

2.NBT.7

2.NBT.9

March 1st, 2017


Relate addition using manipulatives to a written vertical method.

March 2nd, 2017


Use math drawings to represent the composition and relate drawings to a written method.

March 3rd, 2017


Use math drawings to represent the composition when adding a two-digit to a three-digit addend.

March 6th , 2017


Use math drawings to represent the composition when adding a two-digit to a three-digit addend.

March 7th , 2017


Represent subtraction with and without the decomposition of 1 ten as 10 ones with manipulatives.

2.OA.1

2.NBT.5

2.NBT.7

2.NBT.9

March 8th , 2017


Relate manipulative representations to a written method.

March 9th, 2017


Use math drawings to represent subtraction with and without decomposition and relate drawings to a written method.

March 10th, 2017


Represent subtraction with and without the decomposition when there is a three-digit minuend.

March 13th, 2017


Represent subtraction with and without the decomposition when there is a three-digit minuend.

March 14th, 2017


Solve one- and two-step word problems within 100 using strategies based on place value.

March 15th , 2017

ENGAGENY Module 4


March 16th, 2017

ENGAGENY Module 4


March 17th, 2017


Use mental strategies to relate compositions of 10 tens as 1 hundred to 10 ones as 1 ten.

2.NBT.6

2.NBT.7

2.NBT.8

2.NBT.9

March 20th, 2017


Use manipulatives to represent additions with two compositions.

March 21st, 2017



March 22nd, 2017


Use math drawings to represent additions with up to two compositions and relate drawings to a written method.

March 23rd, 2017


Use math drawings to represent additions with up to two compositions and relate drawings to a written method.

March 24th, 2017


Solve additions with up to four addends with totals within 200 with and without two compositions of larger units.

March 27th, 2017


Use number bonds to break apart three-digit minuends and subtract from the hundred.

2.NBT.7

2.NBT.9

March 28th, 2017


Use manipulatives to represent subtraction with decompositions of 1 hundred as 10 tens and 1 ten as 10 ones

March 29th, 2017



March 30th, 2017


Use math drawings to represent subtraction with up to two decompositions and relate drawings to a written method.

March 31st, 2017


Subtract from 200 and from numbers with zeros in the tens place.

April 3rd , 2017


Subtract from 200 and from numbers with zeros in the tens place.

April 4th , 2017


Use and explain the totals below method using words, math drawings, and numbers.

2.OA.1

2.NBT.7

2.NBT.9

April 5th, 2017


Compare totals below to new groups below as written methods.

April 6th, 2017


Solve two-step word problems within 100.

END OF MP 3

April 7th, 2017

ENGAGENY Module 4


April 10th , 2017

ENGAGENY Module 4


Got It

Evidence shows that the student essentially has the target concept or big math idea.

Not There Yet

Student shows evidence of a major misunderstanding, incorrect concepts or procedure, or a failure to engage in the task.

PLD Level 5: 100%

Distinguished command

PLD Level 4: 89%

Strong Command

PLD Level 3: 79%

Moderate Command

PLD Level 2: 69%

Partial Command

PLD Level 1: 59%

Little Command

Student work shows distinguished levels of understanding of the mathematics.

Student constructs and communicates a complete response based on explanations/reasoning using the:

· Tools:

· Manipulatives

· Five Frame

· Ten Frame

· Number Line

· Part-Part-Whole Model

· Strategies:

· Drawings

· Counting All

· Count On/Back

· Skip Counting

· Making Ten

· Decomposing Number

· Precise use of math vocabulary

Response includes an efficient and logical progression of mathematical reasoning and understanding.

Student work shows strong levels of understanding of the mathematics.


· Tools:

· Manipulatives

· Five Frame

· Ten Frame

· Number Line


· Strategies:

· Drawings

· Counting All

· Count On/Back

· Skip Counting

· Making Ten



Response includes a logical progression of mathematical reasoning and understanding.

Student work shows moderate levels of understanding of the mathematics.


· Tools:

· Manipulatives

· Five Frame

· Ten Frame

· Number Line


· Strategies:

· Drawings

· Counting All

· Count On/Back

· Skip Counting

· Making Ten



Response includes a logical but incomplete progression of mathematical reasoning and understanding.

Contains minor errors.

Student work shows partial understanding of the mathematics.

Student constructs and communicates an incomplete response based on student’s attempts of explanations/ reasoning using the:

· Tools:

· Manipulatives

· Five Frame

· Ten Frame

· Number Line


· Strategies:

· Drawings

· Counting All

· Count On/Back

· Skip Counting

· Making Ten



Response includes an incomplete or illogical progression of mathematical reasoning and understanding.

Student work shows little understanding of the mathematics.

Student attempts to constructs and communicates a response using the:

· Tools:

· Manipulatives

· Five Frame

· Ten Frame

· Number Line


· Strategies:

· Drawings

· Counting All

· Count On/Back

· Skip Counting

· Making Ten



Response includes limited evidence of the progression of mathematical reasoning and understanding.

5 points

4 points

3 points

2 points

1 point

Second Grade PLD Rubric

DATA DRIVEN INSTRUCTION

Formative assessments inform instructional decisions. Taking inventories and assessments, observing reading and writing behaviors, studying work samples and listening to student talk are essential components of gathering data. When we take notes, ask questions in a student conference, lean in while a student is working or utilize a more formal assessment we are gathering data. Learning how to take the data and record it in a meaningful way is the beginning of the cycle.

Analysis of the data is an important step in the process. What is this data telling us? We must look for patterns, as well as compare the notes we have taken with work samples and other assessments. We need to decide what are the strengths and needs of individuals, small groups of students and the entire class. Sometimes it helps to work with others at your grade level to analyze the data.

Once we have analyzed our data and created our findings, it is time to make informed instructional decisions. These decisions are guided by the following questions:

· What mathematical practice(s) and strategies will I utilize to teach to these needs?

· What sort of grouping will allow for the best opportunity for the students to learn what it is I see as a need?

· Will I teach these strategies to the whole class, in a small guided group or in an individual conference?

· Which method and grouping will be the most effective and efficient? What specific objective(s) will I be teaching?

Answering these questions will help inform instructional decisions and will influence lesson planning.

Then we create our instructional plan for the unit/month/week/day and specific lessons.

It’s important now to reflect on what you have taught.

Did you observe evidence of student learning through your checks for understanding, and through direct application in student work?

What did you hear and see students doing in their reading and writing?

Now it is time to begin the analysis again.

Data Analysis Form

School: __________________

Teacher: __________________________ Date: _______________

Assessment: ____________________________________________

NJSLS: _____________________________________________________

GROUPS (STUDENT INITIALS)

SUPPORT PLAN

PROGRESS

MASTERED (86% - 100%):

DEVELOPING (67% - 85%):

INSECURE (51%-65%):

BEGINNING (0%-50%):

Student Conference Form SCHOOL: ______________________________________

TEACHER: __________________________

Student Name: __________________________________________________________________________

Date: ____________________________

NJSLS:

ACTIVITY OBSERVED:

OBSERVATION NOTES:

FEEDBACK GIVEN:

GOAL SET:

NEXT STEPS:

MATH PORTFOLIO EXPECTATIONS

The Student Assessment Portfolios for Mathematics are used as a means of documenting and evaluating students’ academic growth and development over time and in relation to the CCSS-M. Student Assessment Portfolios differ from student work folders in that they will contain tasks aligned specifically to the SGO focus. The September task entry(-ies) will reflect the prior year content and can serve as an additional baseline measure.

All tasks contained within the Student Assessment Portfolios are “practice forward” (closely aligned to the Standards for Mathematical Practice).

Four (4) or more additional tasks will be included in the Student Assessment Portfolios for Student Reflection and will be labeled as such.

In March – June, the months extending beyond the SGO window, tasks will shift from the SGO focus to a focus on the In-depth Opportunities for each grade.

K-2 General portfolio requirements

· As a part of last year’s end of year close-out process, we asked that student portfolios be ‘purged’; retaining a few artifacts and self-reflection documents that would transition with them to the next grade. In this current year, have students select 2-3 pieces of prior year’s work to file in the Student Assessment Portfolio.

· Tasks contained within the Student Assessment Portfolios are “practice forward” and denoted as “Individual”, “Partner/Group”, and “Individual w/Opportunity for Student Interviews.

· Each Student Assessment Portfolio should contain a “Task Log” that documents all tasks, standards, and rubric scores aligned to the performance level descriptors (PLDs).

· Student work should be attached to a completed rubric; teacher feedback on student work is expected.

· Students will have multiple opportunities to revisit certain standards. Teachers will capture each additional opportunity “as a new and separate score” in the task log and in Genesis.

· All Student Assessment Portfolio entries should be scored and recorded in Genesis as an Authentic Assessment grade (25%).

· All Student Assessment Portfolios must be clearly labeled, maintained for all students, inclusive of constructive teacher and student feedback and accessible for administrator review

MATHEMATICS PORTFOLIO: END OF YEAR REQUIREMENTS

At the start of the school year, you were provided with guidelines for helping students maintain their Mathematics Portfolios whereby students added artifacts that documented their growth and development over time. Included in the portfolio process was the opportunity for students to reflect on their thinking and evaluate what they feel constitutes “quality work.” As a part of the end of year closeout process, we are asking that you work with your students to help them ‘purge’ their current portfolios and retain the artifacts and self-reflection documents that will transition with them to the next grade.

Grades K-2

Purging and Next-Grade Transitioning

During the third (3rd) week of June, give students the opportunity to review and evaluate their portfolio to date; celebrating their progress and possibly setting goals for future growth. During this process, students will retain ALL of their current artifacts in their Mathematics Portfolios. The Student Profile Sheet from the end of year assessment should also be included in the student math portfolio. In the upcoming school year, after the new teacher has reviewed the portfolios, students will select 1-2 pieces to remain in the portfolio and take the rest home.

MATHEMATICIAN: ____________________________________________________SCHOOL: _______________________________TEACHER: _________________________________DATE: __________

MATH PORTFOLIO REFLECTION FORM

PORTFOLIO ARTIFACT: _________________________________________________________________________________________________

THIS IS AN EXAMPLE OF THE WORK THAT I AM MOST PROUD OF BECAUSE…..

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

THIS WORK ALSO SHOWS THAT I NEED TO WORK ON…

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ADDITION FACTS WITHIN 20

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

0+20

20+0

0+19

19+0

0+18

18+0

0+17

17+0

0+16

16+0

0+15

15+0

0+14

14+0

0+13

13+0

0+12

12+0

0+11

11+0

0+10

10 +0

0+9

9+0

0+8

8+0

0+7

7+0

0+6

6+0

0+5

5+0

0+4

4+0

0+3

3+0

0+2

2+0

0+1

1+0

0+0

1+19

19+1

1+18

18+1

1+17

17+1

1+16

16+1

1+15

15+1

1+1414+1

1+1313+1

1+12

12+1

1+11

11+1

1+10

10+1

1+9

9+1

1+8

8+1

1+7

7+1

1+6

6+1

1+5

5+1

1+4

4+1

1+3

3+1

1+2

2+1

1+1

2+18

18+2

2+17

17+2

2+16

16+2

2+15

15+2

2+14

14+2

2+13

13+2

2+1212+2

2+11

11+2

2+10

10+2

2+9

9+2

2+8

8+2

2+7

7+2

2+6

6+2

2+5

5+2

2+4

4+2

2+3

3+2

2+2

3+17

17+3

3+16

16+3

3+15

15+3

3+14

14+3

3+13

13+3

3+12

12+3

3+11

11+3

3+10

10+3

3+9

9+3

3+8

8+3

3+7

7+3

3+6

6+3

3+5

5+3

3+4

4+3

3+3

4+16

16+4

4+15

15+4

4+14

14+4

4+13

13+4

4+1212+4

4+11

11+4

4+10

10+4

4+9

9+4

4+8

8+4

4+7

7+4

4+6

6+4

4+5

5+4

4+4

5+15

15+5

5+1414+5

5+13

13+5

5+12

12+5

5+11

11+5

5+10

10+5

5+9

9+5

5+8

8+5

5+7

7+5

5+6

6+5

5+5

6+14

14+6

6+13

13+6

6+12

12+6

6+11

11+6

6+10

10+6

6+9

9+6

6+8

8+6

6+7

7+6

6+6

7+13

13+7

7+12

12+7

7+11

11+7

7+10

10+7

7+9

9+7

7+8

8+7

7+7

8+12

12+8

8+11

11+8

8+10

10+8

8+9

9+8

8+8

9+11

11+9

9+10

10+9

9+9

10+10

SUBTRACTION FACTS WITHIN 20

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

20-0

20-1

20-2

20-3

20-4

20-5

20-6

20-7

20-8

20-9

20-10

20-11

20-12

20-13

20-14

20-15

20-16

20-17

20-18

20-19

20-20

19-0

19-1

19-2

19-3

19-4

19-5

19-6

19-7

19-8

19-9

19-10

19-11

19-12

19-13

19-14

19-15

19-16

19-17

19-18

19-19

18-0

18-1

18-2

18-3

18-4

18-5

18-6

18-7

18-8

18-9

18-10

18-11

18-12

18-13

18-14

18-15

18-1 6

18-17

18-18

17-0

17-1

17-2

17-3

17-4

17-5

17-6

17-7

17-8

17-9

17-10

17-11

17-12

17-13

17-4

17-15

17-16

17-17

16-0

16-1

16-2

16-3

16-4

16-5

16-6

16-7

16-8

16-9

16-10

16-11

15-12

15-13

16-14

16-15

16-16

15-0

15-1

15-2

15-3

15-4

15-5

15-6

15-7

15-8

15-9

15-10

15-11

15-12

15-13

15-14

15-15

14-0

14-1

14-2

14-3

14-4

14-5

14-6

14-7

14-8

14-9

14-10

14-11

14-12

14-13

14-14

13-0

13-1

13-2

13-3

13-4

13-5

13-6

13-7

13-8

13-9

13-10

13-11

13-12

13-13

12-0

12-1

12-2

12-3

12-4

12-5

12-6

12-7

12-8

12-9

12-10

12-11

12-12

11-0

11-1

11-2

11-3

11-4

11-5

11-6

11-7

11-8

11-9

11-10

11-11

10-0

10-1

10-2

10-3

10-4

10-5

10-6

10-7

10-8

10-9

10-10

9-0

9-1

9-2

9-3

9-4

9-5

9-6

9-7

9-8

9-9

8-0

8-1

8-2

8-3

8-4

8-5

8-6

8-7

8-8

7-0

7-1

7-2

7-3

7-4

7-5

7-6

7-7

6-0

6-1

6-2

6-3

6-4

6-5

6-6

5-0

5-1

5-2

5-3

5-4

5-5

4-0

4-1

4-2

4-3

4-4

3-0

3-1

3-2

3-3

2-0

2-1

2-2

1-0

1-1

0-0

Partial Sums Method

OPEN NUMBER LINE

What exactly is an open number line?

Well, it’s a number line with no numbers or tick marks.

Open number lines are great models for working with place value or, in the case below, addition. The number line is a fantastic way to record the different strategies used by students. The three number lines below all show strategies for adding 37 + 48.

Number Line 1:

This student added the tens (30 + 40) and then the ones (7 + 8). The number line starts at 30 (the tens from the first number) and adds on the 4 tens from the second number, landing on 70. The student then added 7 + 8 to get 15 and added that to the 70 to get 85.

Number Line 2:

This student left 37 whole and added on the 4 tens from the second number. He then broke the 8 ones into 3 + 5 and used the 3 ones to make 80. Finally, he added on the remaining 5 ones.

Number Line 3:

This student took 3 of the 8 ones from the second number to get make a ten out of the 37 (37 + 3 = 40). Then, she jumped on the 4 tens to get to 80. Last, she added the remaining 5 ones.

Notice the number sense required for this type of math. Students have to be able to think flexibly about numbers, understand place value, and decompose numbers. This might be out of your comfort zone! If so, try some problems on your own. When you do this with your class, it is a good idea to anticipate the strategies students might use, so you’ll be ready to draw them.

Resources

Engage NY

http://www.engageny.org/video-library?f[0]=im_field_subject%3A19

Common Core Toolshttp://commoncoretools.me/http://www.ccsstoolbox.com/http://www.achievethecore.org/steal-these-tools

Achieve the Corehttp://achievethecore.org/dashboard/300/search/6/1/0/1/2/3/4/5/6/7/8/9/10/11/12

Manipulatives

http://nlvm.usu.edu/en/nav/vlibrary.htmlhttp://www.explorelearning.com/index.cfm?method=cResource.dspBrowseCorrelations&v=s&id=USA-000http://www.thinkingblocks.com/

Illustrative Math Project :http://illustrativemathematics.org/standards/k8

Inside Mathematics: http://www.insidemathematics.org/index.php/tools-for-teachers

Sample Balance Math Tasks: http://www.nottingham.ac.uk/~ttzedweb/MARS/tasks/

Georgia Department of Education:https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx

Gates Foundations Tasks:http://www.gatesfoundation.org/college-ready-education/Documents/supporting-instruction-cards-math.pdf

Minnesota STEM Teachers’ Center: http://www.scimathmn.org/stemtc/frameworks/721-proportional-relationships

Singapore Math