Tribal Schools

Tribal Schools2nd Grade: Grade Level MeetingMonday, August 20, 2012Pam HiltonKirkland GroupWelcomeTodays ScheduleIce Breaker3 2 1 3 things you enjoy!2 things you hope to accomplish this year!1 thing about yourself that others may not know that you do not mind sharing.Anticipatory Set: Partner time

DirectionsPick a balloonPop the balloon; follow the directions insideSolve the word problemsPlace solutions in order: greatest to least

Discuss key words & the importance of reading the question.48 Math Practices for all grade levels Make sense of problems & persevere in solving them Reason abstractly & quantitatively Construct viable arguments & critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

2.OA.1: Use addition & subtraction within 20 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (by using drawings, and equations with a symbol for the unknown number to represent the problemImportance of Content Vocabulary (CCSS vocabulary handout)Games with vocabulary words & meanings (concentration; matching; brown bag game, word drills)Interactive Word WallWord Problems: part of the daily routineInclude word problems in Center ActivitiesPlan activities where students reference the word wallTest with word problems that are similar to the CCSS samples2.OA.2 Fluently add and subtract within 20 using mental strategies. By the end of Gr. 2, know from memory all sums of two and one-digit numbers.Students who know their math facts are more successful at solving word problems and have the ability to extend and apply basic fact knowledge in any problem solving situation. Frawley, M.ED., 2011Strategies: counting on, making ten {8 + 6 = 8 + 2 + 4 = 10 + 4 = 14}, decomposing a number leading to a 10 {13 4 = 13 3 1 = 10 1 = 9}, using the relationship between addition and subtraction [inverse} and creating equivalent but easier or known sums by creating the known equivalent [adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13]Teach the strategies. (Test example) Provide fluency practice in games, centers, & assignments2.OA.2 CCSS Sample Assessment ItemLisa was solving the following word problem:Jill had $12 and spent $4 at the mall. How much money does Jill have left?Which equation explains a correct way for Lisa to solve this problem?Lisa knows that $12 - $4 = $9, so Jill has $9 leftLisa knows that $4 + $8 = $12, so Jill has $8 leftLisa knows that $12 - $8 = $4, so Jill has $4 leftLisa knows that $12 + $4 = $16, so Jill has $16 left

Identify a strategy that relates; a way to instruct students with this test item.82.OA.2 Fluency within 20 (after strategies have been instructed)T-Chart Activity (incorporates measurement as well; allows for differentiation) Complete as a whole group to model the activity; small group for group experience; independent practice3-Minute Daily DrillGames that provide fluency practiceEGG-Addition (pair-share activity) or EGG-SubtractionFlip-Up (groups or partners)Math Relay of Teacher-selected FactsFly Swat GameHundred Chart Addition/Subtraction

3-Minute Daily DrillAction oriented: no paper; no pencilEngagesFocus on hard-to-recall factsIncorporates properties: commutative & Inverse OperationsMay include Mental MathMay have an algebraic componentVisual 19 + 8 = ___Visual 28 + 9 = ___Visual 317 9 = ____Visual 417 8 = ___Visual 59 + b = 17 b = ___Visual 6 90 + 80Extending the Daily DrillEvery time a student writes their name on a paper during any subject in class, they write the problem of the day.Allow students to build the problem of the day with a manipulativeAllow students to create a word problem using the problem of the day facts5 new facts per weekRecycle difficult factsTimed tests to assess progress2.NBT.1 Understand that the 3 digits of a 3-digit number represent amounts of hundreds, tens, and ones, e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900, refer to 1, 2, 3, 4, 5, 6, 7, 8 or 9 hundreds (and 0 tens and 0 ones)Base Ten ManipulationsPlace Value Mat work with how do you know questions:Provide 8 cubes (ones/units) to each student. Ask them to write, then discuss the value of those units and explain how they know the correct answer.Provide 9 longs (tens) to each student. Repeat the process. Provide 5 flats (hundreds) to each student. Repeat the process.Provide a work mat with ones, tens, hundreds and ask the students to place the appropriate tool under each heading. Ask students to share the number they have created; write it; write it in expanded form.Provide practice time where students create numbers using the tool, say the number, write the number, write it in expanded form.

2.NBT.1 Practice for understandingNumber Drill & Build Activities (whole group or small group)*Students will need to use a recording sheet to share with teacher at the end of each activity.Using a deck of cards turn over 3 cards, build the number using base ten blocks, write it in expanded form or short word formUsing number cubes (dice) roll 3 times, build the number using the base ten blocks, write it in expanded form or short word formUsing spinnersspin 3 times, build the number using the base ten blocks, write it in expanded form or short word formFollow base ten block manipulation to Layering activities2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100sBean Bag Toss: oral counting practice as part of a daily routineClap & Listen or Clap, Stomp, & Listen: Each clap is worth 10 (or 100) what number did I make?Each clap is worth 10 (or 100) and each stomp is worth 5 what number did I make?2.NBT.3 read and write numbers to 1000 using base-ten numerals, number names, and expanded formBase Ten Manipulationsrepeat, repeat, repeatLayering activities in conjunction with Base Ten Blocks and AFTER Base Ten Block manipulationPatterns in numbersCenter Activities2.NBT.4 compare two 3-digit numbers based on meanings of the hundreds, tens, and ones digits, using < > and = symbols to record the results of comparisonsDot to dot comparisonBuild with Base Ten Blocks & Compare discuss the why one number is greater or less or equal to the otherWhats My Number? (Partner game) 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 subtractionHundreds Chart practice: adding powers of 10, subtracting 10sUse Base Ten Manipulative

2.MD.10 Draw a picture graph to represent a data set with up to 4 categories. Solve simple put-together and take-apart problems.Allow students to create their own data to graphUse information that has meaning to the students:Favorite pet/animalFavorite movieFavorite foodFavorite ice cream flavorFavorite subject in schoolModel with whole group: class graph using Skittles or M & Ms or multi-colored cerealModel sample questions for completed graphs.MS. OBJ. 1d Round up to three-digit whole numbers to the nearest hundreds.5 to 9: climbs the vine0 to 4: stays on the floorWhats My Number? (modified rules) play and round to the nearest hundred

Ms obj 2a Explain, analyze, and extend repeating and growing patternsPatterns with manipulativesTransfer manipulative patterns to number patternsTransfer manipulative patterns to word patternsMath Reasoning Whats really important?Solid Number Sense: the foundation for math success Number sense is a students overall understanding of numbers and their relationships.Number sense is The sun that all other MATH rotates around

K 2nd grades build a students MATH sense for the rest of his/her life!

HOW TO: building a solid number sense foundationDaily Routines with MathCalendar Counts: Everyday Math Counts ideasCounting the school days (visual & oral)Oral Counting Games Bean Bag TossCenter Activities (center tubs if limited room space)

CCSS Second Grade: Calendar Math2.NBT.1 ones, tens, & hundreds2.NBT.2 countingby 5s, 10s, 100sto 10002.OA.2 fluently + & - within twenty2.OA.3 odd or even2.MD.1 measurement2.MD.2 measurement using two units of different lengths2.MD.3 estimate lengths using units of in., ft., cm, & m2.MD.4 measure to determine difference in lengths using a standard length unit2.MD.7 tell & write time2.MD.8 money2.G.1 shapesCalendar Math: whole groupCount money (Money Song)- daily effort *Note: money isnt mentioned until 2nd grade; but most districts are including it in the kindergarten and first grade pacing guides.Make ones; makes tens & onesIncredible equationsE/LA Components: sentence structure, left to right reading, capitalization, punctuationYesterday was Sunday, August 19, 2012.Today is Monday, August 20, 2012.Tomorrow will be Tuesday, August 21, 2012.

Calendar Math: Independent TimeMark calendarsIdentify odd & evenColor even numbers yellow repetition/patternBuild the date with base ten blocksUse the calendar to count on or count back for visual practice; skip counting 2s, 5s, & 10s by the end of the month

Round Table DiscussionQuestions?Concerns?

Closure: Its the Little Things that Make a Big DifferenceThere was a man taking a morning walk on the beach. He saw that along with the morning tide came hundreds of starfish and when the tide receded, they were left behind and with the morning suns rays, they would die. The tide was fresh and the starfish were alive. The man took a few steps, picked one and threw it into the water. He did that repeatedly. Right behind him there was another person who couldn't understand what this man was doing. He caught up with him and asked, "What are you doing? There are hundreds of starfish. How many can you help? What difference does it make?" This man did not reply, took two more steps, picked up another one, threw it into the water, and said, "It makes a difference to this one."Charles Dutton: writer, Director, actor As long as its a young mind, theyre salvageable. At those tender ages, the mind is still pliable and can be shaped. Its not too late.