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Highlands 2 nd graders and Math at Home

Highlands 2 nd graders and Math at Home. Para ayudar los estudiantes de segundo grado en el hogar con matematicas. Unit Tests/ Prueba de unidad.

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Highlands 2 nd graders and Math at Home

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  1. Highlands 2nd graders and Math at Home Para ayudar los estudiantes de segundogrado en el hogar con matematicas

  2. Unit Tests/ Prueba de unidad • 2nd grade students at Highlands Elementary are 5 classes. At the end of each Unit, they are given a Unit test provided by the Cedar Hill School District. • Los estudiantes del segundogrado de Highlands son 5 clases. Cuandoterminamoscadaunidad, les danunaprueba del Districto Escolar de Cedar Hill.

  3. Results/ Resultados • The 2nd grade teachers take the results of the students Unit tests and we analyze it to see which SE’s or skills our students are low. • Las maestras de segundogradousanlos resultados de laspruebasparaanilizar y vercualdestrezas son bajas.

  4. Goal/Meta • We want our students to get 80% or higher on their Unit tests. When they do not, we come up with a plan to help them learn the skill they will need to succeed. This presentation is brought to our parents, so you can know what SE’s or skills our 2nd graders are low in Math and how you can help them at home.

  5. Metas de matematicas • Queremosquenuestrosestudiantesque marque por lo menos 80% o mas en suspruebas. Si el alumno no alcanzansuobjetivodiseñamos un plan individual paraquealcancensumeta. Estapresentacionson los padres parainformalescuales son lasdestrezasbajas y manerasquepuedanayudarlos en el hogar.

  6. Skills Assessment • Our students are low in three main areas- • Place Value- thousands, hundreds, tens, ones and compare/ contrast • Number Lines- Open number lines • Patterns- such as skip counting with numbers

  7. Evaluacion de lasDestrezas • Nuestrosestudiantes son bajos en 3 areas- • Valor de posicion- Usamos valor de posicionpararepresentar los numeros de diferentesformas- millares, centenas, decenas y unidades • Porej- 1 millar, 2 centenas, 3 decenas y 4 unidades 1,000+200+30+ 4= 1,234

  8. Evaluacion de lasDestrezas • Linea de numero / Linea cronologica- Usamos en forma de lineaparaordenar, contar y restar. Unalinea de numero “abierto” esalgoque los estudiantesnecesitanestudiar mas. • Patrones- Necesitanestudiar mas los patrones en las series, porej- 4,6,8,10,12

  9. Parents/padres • Today we will work on activities our parents can do at home with the students to help them. I will give you 2 activities for each skill and some materials to help you at home. • Hoy vamos a trabajaren actividadesque los padres puedanhaceren casa con los estudiantes. Voy a dar 2 actividadesporcadadestreza y materialesparaayudar en el hogar.

  10. Place Value/ Valor de Posicion • I have some place value charts , and you can make numbers from index cards and have students place them randomly. They should tell you the place value of each number. For example- 1,354 would be 1 thousand 3 hundreds 5 tens 4 ones 1,000 + 300+ 50+ 4 =1, 354 • Tengocartulinas de valor de posicion, y van a hacernumeros de lastarjetitas y los estudiantes van a ponerlas en differenteposiciones. Necesitandecir el valor de la posicion. Porejemplo- 1, 354 es 1 mil 3 centenas 5 decenas y 4 unidades 1,000 + 300 + 50+ 4 = 1, 354

  11. Place Value/ Valor de Posicion • Activity 2- You can roll a die and it lands on 6, roll it again and it lands on 2- The number is 62. How many tens? How many ones? Roll the die again. The number lands on 4. If we put it in front of the 62 what does the number change to? 462 If we put it in back of the 62 what does the number change to? 624 Now we can compare- Is 462 greater than > or less than< 624? Show your child the signs > and < to help reinforce identification

  12. Actividad 2- Tire un dado y tiene el numero 6. Tire otravez y tiene el numero 2. Ahora, tiene 62. Cuantasdecenas? Cuantosunidades? Tire el dado otravez. El numeroes 4. Ponga el 4 enfrente de 62- y se cambian- 462. Ponga el 4 patras del 62- y se cambian- 624. • Pregunta- Es 462 mas grandeque > / menosque < 624? Ayudan los estudiantes a aprender > mas grandeque y < menosque

  13. Number Lines/ Lineas “abiertas” • Put duct tape on the floor and with a black marker put negative and positive numbers 1 to 30. Give the students oral directions on moving on the number line (they are human counters) and have them identify where they stop. You can have them add and subtract on your number line you have created. • Activity 2- Get a yard stick and set it on the kitchen table with the salt and pepper shaker as your counters. Have students move them forward or backward and count/ subtract with them.

  14. Number Lines/ Lineas “abiertas” • Pongacinta en el piso y con un marcadorponganumeros 1 hasta 30, positivos y negativos. Con instrucciones oral los ninos van a mover en la lineacomofichas. Van a identificardondepararse. Los estudiantespuedansumar y restar en la linea. • Actividad 2- Necesitan un Yard Stick, como un baston, y pongaencima de la mesa en la cocina. Van a usar un salero y pimenterocomolasfichas. Los ninos van a mover adelante y haciaatrasmientrascontando / restando.

  15. Patterns/patrones • I have attached 100’s Charts from Kim Sutton that you are to take home. Use a coin or a button and practice skip counting with your children. They can skip count using 2’s, 3’s, 4’s, 5’s etc. You can given them a story, “Sara had 5 and counted 3 more- What number does she stop on with the button?” The answer is 8. • Incluyendoesunacartulina de 100 de Kim Sutton. Use con un centavo o con un boton y van a practicarcomocontar en serieusando 2’s, 3’s, 4’s, 5’s, etc. Puedandarunahistoria, “Sara tiene 5 y suma 3 mas- Quenumeroqueva a terminar con el boton? El numeroseria “8”.

  16. Patterns/patrones • Activity 2- You can draw on your side walk with the washable crayons a large Number Chart, from 1 to 30. Like “Hop Scotch” have your child jump only in the 2’s or only in the 3’s or only in the 4’s etc. • Actividad 2- Puedandibujar en suacera con un crayon lavable un Cartulina de Numeros GRANDES, de 1 hasta 30. Como “Hop Scotch” los ninosbrincansolamente en los 2’s o en los 3’s on en los 4’s etc.

  17. The activities provided are geared to engage the students, get them to have fun as they learn. It allows for all types of learning and gets them fully involved. We hope you will try these activities at home. Thanks for all you do. – The 2nd grade team of Highlands Elementary • Estasactividades son paracaptar la atencion de los estudiantes y paratener un tiempodivertidomientrasaprendiendo. Estasactividadespermittenportodostipos de aprendizaje y los estudiantes van a tenerparticipacion. Esperamosque van a tratarestasactividades. Gracias portodosquehacen.- El equipo de 2ndgrado de la escuelaprimaria Highlands

  18. Questions/Preguntas • Questions and Answers of Ms Snowton • Preguntas y Respuestas de Srta. Snowton

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