2nd Grade Mx Nov 09

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  • Teens, Tens, and Dimes 1:5 pg 28Break-Aparts 1:6 PG 37Introduce Math Mountains 1:6 pg 42Introduce Partner Houses 1:8 pg 52Red Count-On Cards 1:9 pg 60Yellow (+) and Orange (-) Count on Cards 1:10 pg 68 and 71Ways to Record Make a Ten Methods 1:12 pg 86Introduce Green Make a Ten Card 1:13 pg 92Introduce Blue make a Ten Card 1:15 pg 108Introduce Math Mountain Cards 1:16 pg 112Introduce Number Paths 1:17 pg 118 (Non-Essential)Introduce Number Line 1:17 pg 119 (Non-Essential)Define Equation & Introduce the Is Not Equal to Sign 1:18 pg 124, 125Introduce Squiggles (partners) 1:19 pg 134Greater Than/Less Than 1:21 pg 144
  • Properties of Squares, Rectangles, and Triangles 2:2 pg 174,175,176Perimeters of Squares and Rectangles 2:3 pg 180Perimeter of Triangle 2:4 pg 186Explore Angles 2:4 pg 188
  • Introduce Venn Diagram 3:4 pg 214Introduce Problems with not enough information 3:8 pg 240Introduce Problems with extra information 3:8 pg 242
  • Green Make-a-Ten Card 5:4 pg 333Red Count-On Cards 5:4 pg 336Show All Totals methods 5:10 pg 375Introduce New Groups Above method 5:11Introduce Sequences 5:17 pg 416Break Apart One Hundred 5:18 pg 424
  • Introduce Time and Clocks 6:1pg 446Elapsed Time 6:4 pg 470
  • Horizontal & Vertical Picture Graph 7:1 pg 489-490Introduce Key to Graph 7:2 pg 496Tally Marks 7:7 pg 522
  • Subtraction Methods pg 607J-607KFinding Unknown Partners 9:3 pg 620Using Dollars to Visualize Ungrouping and Rewriting a Hundred 9:3 pg 622Ungrouping – Subtraction 9:4 pg 630Introduce the Expanded Method 9:5 pg 635Subtract from 200 9:7 pg 650Subtract with Zeros 9:9 pg 664Introduce the Ungroup First Method 9:5 638
  • 2nd Grade Mx Nov 09

    1. 1. 2nd Grade Math Expressions<br />Tools & Strategies<br />Unit 1-7<br />Laura Chambless<br />SCC RESA<br />www.protopage.com/lchambless<br />Entrance Card <br /><ul><li> What I liked best about Math Expressions.
    2. 2. A challenge I am facing is …</li></li></ul><li>Agenda<br />Introduction<br />Read Entrance Cards<br /> Materials<br />Daily Routine Practice and Questions<br />Assessments<br />Overview of Units 1-7<br />Pacing Guide<br />
    3. 3. Materials<br />Note TE xvii <br />This page will let you know the Math Expressions materials and what to use if they did not come in your kit or where to make the copies<br />Only the * indicates what is unique<br />The rest of the manipulative contents are not specific to the program<br />3<br />
    4. 4. Daily Routines <br />Done at calendar time.<br />Tools<br />120 Chart<br />Finger Flashes<br />Money Flip Chart<br />Bottom of Money Flip Chart (Do we have a ten yet?)<br />Secret Code Cards<br />Number Path<br />Calendar Routine<br />Comparing 2-Digit Quantities (unit 3 & 4)<br />Math Mountains for 100 or 2-Digit Numbers (unit 5 & 6)<br />Telling Time (unit 7 & 8)<br />Quarters and Other Coins (unit 9 & 10)<br />Making Change and Counting Coins (unit 11 & 12)<br />2’s 3’s, and 4’s Count-Bys (unit 13 & 14)<br />Plan for First 90 Days of School<br />Pg. xxiii<br />
    5. 5. Using the 120 Poster<br />Student Leader 1 draws a new circle<br />Previous total 26: <br />I am adding 3. So, 26 plus 3 is 29. Do I have a new 10? –no<br />29 = 20 + 9<br /> Previous total 29<br />I am adding 3. So, 29 plus 3 is (circling the numbers) 30, 31, 32. Do I have a new ten? Yes! So I am going to erase all of the circles on these 20’s and cap the new 10 at the bottom<br />32 = 30 + 2<br />The focus is on the answer, the decade number, and ones <br />5<br />
    6. 6. 120 Poster Continued<br />Count to the New Total<br />Less than 20<br />Student Leader 1 leads the class and points to each number to reach the new total<br />After 20 - Finger Flashes<br />Student Leader 1 moves the pointer down each column by tens and ones <br />Children do the finger flashes in unison<br />10, 20, 30, 40, 50 freeze 51, 52<br />Focus remains on the answer, decade numbers, and ones<br />6<br />
    7. 7. 120 Poster Continued<br />Larger Numbers<br />Previous total was 112<br />I am adding 7. So, 112 plus 7 (circling the numbers as saying them) 113, 114, 115, 116, 117, 118, 119.<br />Do I have a new 10? No<br />(saying as writing) 119 = 110 + 9<br />Previous total was 119<br />I am adding 8. So, 119 plus 8 (circling the numbers as saying them) 120, 121, 122, 123, 124, 125, 126, 127.<br />Did I make a new 10? YES! I will cap off the ten<br />(saying as writing) 127 = 120 + 7<br />
    8. 8. Using the Money Flip Chart<br />Student Leader 2 removes 7 sticky note representing the addition of 7 penny<br /> Previous total 21 pennies<br />I am adding 7 pennies. Will I make a new 10? – no. 21 plus 7 is 28<br />Removing the sticky note and putting it in the rectangles at the bottom of the Money Flip Chart<br />We now have 8 ones so I’ll erase the 1 and write a 8<br />Write - 10 plus 10 plus 8 = 28<br />Say - That’s 2 tens and 8 ones equals 28<br />Write 21 + 8 in vertical form in the upper right corner of board<br />Write the new partner of 10 to the right of the sticky notes<br />The focus is on anchors of ten, ones, and the answer<br />The ten rectangles reinforces the anchor of 10 visually<br />8<br />
    9. 9. Money Flip Chart Continued<br />New Ten<br />Previous total 28 pennies<br />I am adding 7 pennies. Will I make a new 10? – Yes!<br />So I’ll flip over the cover on the next column so we can see the pennies.<br />28 plus 7 is 35 (take off the last sticky note). I have a new ten so I’ll write it below. <br />So, 28 plus 7 is 29, 30, 31, 32, 33, 34, 35 (touching as saying- leave finger on 35)<br />I need to cover the rest of the pennies. How many do I need to cover? 5<br />Write 5 below the 40 column<br />Write 10 + 10 + 10 + 5 = 35<br />Write 30 + 5 in vertical form in the upper right corner of board<br />Write the new partner of 10 to the right of the sticky notes<br />The focus is on anchors of ten, ones, and the answer<br />9<br />
    10. 10. Money Flip Chart Continued<br />If you end on a decade number<br />Next Day Student Leader 2<br />Flip over the next column of pennies and cover all the ten pennies with sticky notes with all children<br />Continue the routine – previous total 30 add 3<br />The focus is on anchors of tens, ones, and the answer<br />10<br />
    11. 11. Money Flip Chart Continued<br />Numbers over 100<br />The dollar bill cover is flipped to show dollar bills to the left of the coin strips<br />100 + 10 + 10 + 4 = 124<br />Coin Strips<br />In Cycles B and C (see blue box pg xxiii), dime Strips are flipped over to replace 10 pennies or 2 nickels and Nickel Strips are flipped over to replace 5 pennies.<br />Cycle A – Use pennies and dollars only<br />Cycle B – Use pennies, dimes, and dollars<br />Cycle C – Use pennies, nickels, dimes, and dollars<br />11<br />
    12. 12. Number Path<br />Number Path: Drawing circles and lines<br />Add same number as money & 120 poster. Circle number being added. Draw a line when 10’s are made. Leave it on display.<br />This part discontinued when the total exceeds 100.<br />Proof Drawings (Quick Tens and Ones & show 5-groups)<br />Erase old drawing and leave new total below (ready for next day).<br />Numbers over 100- Quick Hundreds (squares) are also used.<br />Focus is bridging the abstract representation to the pictorial representation<br />
    13. 13. Number Path<br />You may choose to drop the Money Routine during Units 9 and 11 in order to focus more on the coin counting routines for those units. If you do this, you can return to this routine again during Unit 13.<br />
    14. 14. Secret Code Cards<br />Show New Total<br />30 (show 30 card) plus 2 (show 2 card).<br />Class responds- 30 plus 2 makes (puts 2 card over the 0) 32.<br />New Total 30 (decade number)<br />30 now show the 30 card<br />Class responds 3 tens make 30<br />Focus is on the abstract decade numbers and ones.<br />
    15. 15. Questions<br />
    16. 16. Based upon NCTM’s Principles and Standards for School Mathematics (2000)<br />“Fluency refers to having efficient, accurate, and generalizable methods (algorithms) for computing that are based on well-understood properties and number relationships.”<br />NCTM, 2000, p. 144<br />It is the immediate access to a strategy that will get a student to a correct answer, not the immediate access to the answer…which is automaticity!<br />What is Computational Fluency?<br />
    17. 17. Quick Practice<br />Unit 1<br />Count to 20 – Number Flashes (1:3)<br />The Teen Machine (1:5)<br />Unknown Partner (1:8)<br />Stay or Go? (1:11)<br />Buy with a Dime (1:11)<br />Unknown Partner or Prairie Dog (1:8)<br />Equation Chains (1:18)<br />Addition Secret Code Card Race (1:20)<br />Parachute Drop, Subtraction, Totals ≤ 10 (1:19)<br />Unit 3<br />Class Make a Ten (3:3)<br />Parachute Drop-Teen Totals (3:7)<br />Unit 5<br />Count by 10 to 120 (5:1)<br />Ten to Ones Shift (5:2)<br />Teen Addition Flash (5:4)<br />Secret Code Card Addition Race (5:6)<br />Tens Talking (5:9)<br />Over a Hundred (5:10)<br />Trios (5:10)<br />Add Tens or Ones (5:10)<br />Unit 7<br /><ul><li>Addition Sprint (7:4)
    18. 18. Teen Subtraction Flash (7:5)
    19. 19. Make-a-Ten Cards Sub. (7:5)</li></ul>Unit 9<br /><ul><li>Teen Subtraction Flash (9:1)
    20. 20. Quarter Strings (9:2)
    21. 21. Dive the Deep (9:5)
    22. 22. Dollar Strings (9:6)
    23. 23. Money Strings (9:11)</li></li></ul><li>Unit Test<br />The teaching is much more robust than the assessment.<br />Please don’t skip activities and instruction just because they aren’t tested. <br />Children need to be exposed to these concepts frequently and over a long period of time before they truly begin to internalize them. <br />This internalization is the foundation for better understanding teen numbers and the addition and subtraction of single digit numbers.<br />18<br />
    24. 24. UNIT 1<br />Big Ideas<br />Explore Addition and Subtraction Concepts<br />Break-Apart Numbers ≤ 10<br />Add and Subtract Using 10<br />Relate Addition and Subtraction<br />Understand Equations and Inequalities<br />
    25. 25. Teaching<br /><ul><li>Strategies
    26. 26. Math Drawings
    27. 27. Break-Aparts
    28. 28. Count On to Find Total
    29. 29. Count On to Find Partner
    30. 30. Make a Ten
    31. 31. Squiggles (partners)
    32. 32. Greater/Less Than</li></ul>Tools<br />Fingers<br />Penny Strips and Coins<br />Math Mountains<br />Partner Houses<br />Secret Code Cards<br />Count on Strategies Cards<br />Red/Blue, Yellow/Orange, Green<br />Yellow & Blue Math Mountain Cards<br />Number Line<br />Non-Essential Lessons<br />17, 22, 23<br />Quick Quiz 5<br />
    33. 33. Unit 2<br />Big Ideas<br />Linear Measurement of 2-D Shapes<br />
    34. 34. Teaching<br /><ul><li> Strategies
    35. 35. Perimeters
    36. 36. Squares/Rectangles/Triangles</li></ul>Tools<br />25-cm Rulers<br />Base Ten Blocks<br />MathBoard<br />
    37. 37. Unit3<br />Big Ideas<br />Addition and Subtraction Situations<br />More Complex Situations<br />Mixed Practice and Writing Story Problems<br />
    38. 38. Teaching<br /><ul><li>Strategies
    39. 39. Change problem
    40. 40. Collection problem
    41. 41. Comparison problem
    42. 42. Hidden information</li></ul>Tools<br />Yellow/Orange Count on Cards<br />MathBoards<br />Counters<br />Non-Essential Lessons<br />2, 6, 8, 9, 10, 12, 13, 14<br />Quick Quiz<br />2,3<br />See Background Pg. 195J- 195P<br />
    43. 43. Unit 4<br />Non-Essential Unit<br />
    44. 44. Unit 5<br />Big Ideas<br />Use Place Value<br />Adding 2-Digit Numbers<br />Money, Sequences, and 100 Matrix<br />
    45. 45. Teaching<br />Tools<br />Math Drawings<br />Secret Code Cards<br />MathBoard<br />Count on Cards<br />Make-a-Ten Cards<br />Dime Strips<br />Dot Array<br />Dollar Bills<br /><ul><li>Strategies
    46. 46. Place Value Drawings
    47. 47. Decade numbers
    48. 48. 100-partners
    49. 49. 10-partners
    50. 50. Show All Totals methods
    51. 51. New Groups Above method
    52. 52. New Groups Below method
    53. 53. Break Apart One Hundred</li></ul>See page 375, 376<br />See page 424<br />Non Essential Lessons<br />7, 8, 13,19, 20<br />Quick Quiz 3<br />
    54. 54. Unit 6<br />Big Ideas<br />Time<br />
    55. 55. Teaching<br />Tools<br />Demo Clock<br /><ul><li>Strategies
    56. 56. Hour & Minutes
    57. 57. Timeline</li></ul>See pg 472 Elapsed Time<br />Non-Essential Lessons<br />5<br />
    58. 58. Unit 7<br />Big Ideas<br />Picture Graphs and Comparing<br />Tables, Data, and Picture Graphs<br />
    59. 59. Teaching<br />Tools<br />Picture Graphs<br />Tables<br />Coins<br />Green Make-a-Ten Cards<br />Blue Make-a-Ten Cards<br /><ul><li>Strategies
    60. 60. Using Comparison Language</li></ul>Non-Essential Lessons<br />8 – 16<br />Quick Quiz 2<br />
    61. 61. Unit 8<br />Non-Essential Unit<br />
    62. 62. Unit 9<br />Big Ideas<br />Quarters and dollars<br />Multi-Digit Subtraction Strategies<br />Relating Addition and Subtractions Strategies<br />
    63. 63. Teaching<br />Tools<br />Real or Play Money<br />Secret Code Cards<br />MathBoard Materials<br />Base Ten Blocks<br />Dollar Equivalents <br /><ul><li>Strategies
    64. 64. Subtraction Methods
    65. 65. Boxes, Sticks, & Circles
    66. 66. Expanded Method
    67. 67. Secret Code Cards
    68. 68. Ungroup First
    69. 69. Add Up
    70. 70. Math Mountains</li></ul>Subtraction Methods pg 607J-607K<br />See pg 620<br />See pg 630<br />See Expanded Method pg 637<br />Non-Essential Lessons<br />10, 15, 16, 17<br />Quick Quiz 3<br />
    71. 71. Call or email with any questions<br />Laura Chambless<br />810-455-4005<br />chambless.laura@sccresa.org<br />www.protopage.com/lchambless<br />

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