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Hueneme Elementary School District Staff Development Day #3 March 10, 2014

Hueneme Elementary School District Staff Development Day #3 March 10, 2014. CCSS Mathematic Units of Study Grade 2 Unit 4: Application of Base Ten. Introductions. Lisa Wallet Bard Maggie Taylor Beach/ Blackstock Conrad Saturnino Hathaway. Year at a Glance …. Unit 1: Place Value

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Hueneme Elementary School District Staff Development Day #3 March 10, 2014

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  1. Hueneme Elementary School DistrictStaff Development Day #3March 10, 2014 CCSS Mathematic Units of Study Grade 2 Unit 4: Application of Base Ten

  2. Introductions Lisa Wallet Bard Maggie Taylor Beach/Blackstock Conrad Saturnino Hathaway

  3. Year at a Glance….. • Unit 1: Place Value • Unit 2: Addition and Subtraction • Unit 3: Measurement • Unit 4: Application of Base Ten • Unit 5: Data and Graphs • Unit 6: Geometry

  4. Unit of Study: Title and Overview Overview In this unit students will: • continue to develop their understanding of and facility with addition and subtraction. • add up to 4 two-digit numbers. • use a variety of models (base ten blocks- ones, tens, and hundreds only; number lines; place value strategies; etc.) to add and subtract within one thousand. • become fluent with mentally adding or subtracting 10 or 100 to a given three-digit number. • demonstrate fluency with addition and subtraction in concrete and real-world applications. • understand the relationship between addition and subtraction (inverse operations). • represent three digit numbers with a variety of different models (base ten blocks- ones, tens, and hundreds only; number lines; place value strategies; etc.). • recognize and use place value to manipulate numbers. • continue to develop their understanding of, and facility with, money. • count with pennies, nickels, dimes, and dollar bills. • represent a money amount with words or digits and symbols (either cent or dollar signs). Title: Application of Base 10 Length: 21- 27 days

  5. Essential Standards Guaranteed: Taught and Assessed (Re-taught if necessary) 2.OA.1 (Operations and Algebraic Thinking) Use addition and subtraction within 100 to solve one and two-stepword 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.6 (Numbers and Operations in Base Ten) Add up to four two-digit numbers using strategies based on place value and properties of operations.

  6. Support Standards (Taught in conjunction with the Essential Standards) • 2.MD.8(Measurement and Data) • Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using dollar and cent symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? • 2.NBT.9 (Numbers and Operations in Base 10) • Explain why addition and subtraction strategies work using place value and the properties of operations. • 2.NBT.2. (Numbers and Operations in Base Ten) • Count within 1000; skip-count by 5s, 10s, and 100s. • 2.MD.7. (Measurement and Data) • Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

  7. Enduring Understandings and Essential Questions Enduring Understandings Essential Questions Questions based on the Enduring Understanding that teachers can use during instruction and assessment. What math strategies can I use to help me solve real world problems? What strategies will help me add numbers quickly and accurately? A statement about the concept behind the content that we want students to transfer to different learning experiences and subject areas. • The same number sentence (e.g. 12 - 4 = 8) can be associated with different concrete or real-world situations AND that different number sentences can be associated with the same concrete or real-world situation. • Problems can be solved in a variety of ways such as modeling, counting strategies, number facts, using concrete objects, pictures, number sentences, and words.

  8. Chapter 1 Days: @ 7- 9(Chapter = series of related lessons/tasks) Essential Standard Essential Questions What math strategies can I use to help me solve real world problems? What strategies will help me add numbers quickly and accurately? Learning Objectives (Unpacked Standards) Students will be able to use addition to solve one-step word problems. Students will be able to use subtraction to solve one-step word problems. Students will be able to use addition or subtraction to solve one-step word problems. 2.OA.1(Operations and Algebraic Thinking) Use addition and subtraction within 100 to solve one-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. Enduring Understandings • The same number sentence (e.g. 12 – 4 = 8) can be associated with different concrete or real-world situations AND that different number sentences can be associated with the same concrete or real-world situation. • Problems can be solved in a variety of ways such as modeling, counting strategies, number facts, using concrete objects, pictures, number sentences, and words.

  9. Chapter 2 Days: @ 7- 9 Essential Standard Essential Questions What math strategies can I use to help me solve real world problems? What strategies will help me add numbers quickly and accurately? Learning Objectives (Unpacked Standards) Students will be able to use addition to solve two-step word problems. Students will be able to use subtraction to solve two-step word problems. Students will be able to use addition or subtraction to solve two-step word problems. 2.OA.1 (Operations and Algebraic Thinking) Use addition and subtraction within 100 to solve 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. Enduring Understandings • The same number sentence (e.g. 12 – 4 = 8) can be associated with different concrete or real-world situations AND that different number sentences can be associated with the same concrete or real-world situation. • Problems can be solved in a variety of ways such as modeling, counting strategies, number facts, using concrete objects, pictures, number sentences, and words.

  10. Chapter 3Days: @ 7- 9 (Chapter = series of related lessons/tasks) Essential Standard Essential Question What strategies will help me add numbers quickly and accurately? Learning Objectives (Unpacked Standards) Students will add three two-digit numbers together. Students will add four two-digit numbers together. 2.NBT.6 (Numbers and Operations in Base 10): Add up to four two-digit numbers using strategies based on place value and properties of operations. Enduring Understanding • Problems can be solved in a variety of ways such as modeling, counting strategies, number facts, using concrete objects, pictures, number sentences, and words.

  11. Suggested Resources for Unit 4 Everyday Mathematics Chapter 1: 2.1, 4.1, 4.2, 4.6, 6.2, 6.4, 11.1 (money addition), 11.2 (money subtraction) Chapter 2: 3.6, 3.7, 3.8, 4.6, 6.4, 10.6 Chapter 3: 4.6, 4.8, 4.9, 6.1, 6.2, 6.4, 7.3, 10.11, 12.2 (Time) • Everyday Mathematics Online Math Routines • Math Wire • Howard County Literature (Fiction/Informational Text) Let’s Read Math (Book List) Writing Math Writing Journals Homework/Practice Sheets • K-5 Math Word Problem Practice Sheets • Math Worksheet Generator Online Lessons • Illustrative Mathematics • Better Lesson • Learn Zillion • Math Wire • Share My Lesson Videos/Interactive/Games • Problem Solving Decks (NC) • Math Playground (Games) • Math Chimp (Games) • Hooda Math (Games) • Open Ed Resources • Sophia’s Math Practice Videos • Mr. Almeida’s Math Videos Other • Common Core Concept Bank (APP) • Sushi Monster(APP) • Common Core Math and English Language Learners (Strategies) • Virtual Manipulatives • Internet for Classrooms

  12. Everyday Mathematics Chapter 1:  2.1, 4.1, 4.2, 4.6, 6.2, 6.4, 11.1 (money addition), 11.2 (money subtraction) Chapter 2: 3.6, 3.7, 3.8, 4.6, 6.4, 10.6Chapter 3: 4.6, 4.8, 4.9, 6.1, 6.2, 6.4, 7.3, 10.11, 12.2 (Time)Everyday Mathematics Onlinehttp://em-ccss.everydaymathonline.com/g_login.htmlMath Routineshttp://mathwire.com/routines/mrresources.html (Mathwire)https://grade2commoncoremath.wikispaces.hcpss.org/Routines (Howard County)Math Writing Journalshttps://grade2commoncoremath.wikispaces.hcpss.org/Math+Journals (Howard County)

  13. llustrative Mathematics • 2.MD, NBT Jamir's Penny Jar • 2.MD Susan's Choice • 2.MD Visiting the Arcade • 2.NBT Saving Money 1 • 2.MD Alexander, Who Used to be Rich Last Sunday • 2.MD Ordering Time • 2.OA, NBT Saving Money 2 • 2.OA A Pencil and a Sticker • Better Lesson • http://cc.betterlesson.com/common_core/browse/86/ccss-math-content-2-oa-a-1-use-addition-and-subtraction-within-100-to-solve-one-and-two-step-word-problems-involving-situations?from=domain_core_lesson_count (OA) • http://cc.betterlesson.com/common_core/browse/92/ccss-math-content-2-nbt-number-operations-in-base-ten?from=megamenu_domain (NBT) • Mathwire • http://mathwire.com/standards/numbop.html (Numbers and Operations in Base 10) • http://mathwire.com/standards/meas.html (Measurement and Data) • http://mathwire.com/literature/literature.html (Literature Connections) • http://mathwire.com/writing/writing1.html (Writing in Math)

  14. Assessment Formative Summative Teacher created/selected Measured Progress: Benchmarks Smarter Balanced Assessment (3-8) • Teacher created/selected • Measured Progress: Testlets

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