2nd Grade Agenda & Goals • Update the Training & Implementa7on Plan • Iden7fy strategies for math learning diﬃcul7es • Explore 2nd Grade content, pedagogy, and pacing in Math in Focus • Transi7oning students next year
Math Learning Diﬃcul7es 1. ESTIMATE how many of your students demonstrate each math learning diﬃculty 2. DISCUSS which learning diﬃcul7es do you see most oIen?
Strategies for Math Learning Diﬃcul7es ✭ the strategies that you associate with Singapore Math
Pedagogy: C-‐P-‐A Jerome Bruner’s research proved that instruc7onal strategies build understanding for students when they move from… • Concrete (manipula7ves) to • Pictorial (visual models or drawings) to • Abstract representa7ons (numbers, symbols)
Pedagogy: Rela7onal Understanding Richard Skemp’s research proved that for long term learning to occur rela(onal understanding is more successful than instrumental learning. Rela(onal Understanding Instrumental Understanding Conceptual Procedural WHY before HOW How One to One Correspondence Oral Coun7ng Quan77es and Values Wri7ng numbers, Spelling numbers Each piece RELATES to all others Isolated steps or steps without meaning Reading with understanding Phone7c or word calling
Pedagogy: Perceptual Variability Zoltan Diene’s research proved that children gain the most conceptual understanding when they are exposed to a concept through a variety of materials or experiences. Perceptual Variability ? z! ;! p! /! " q!
Reﬂec7ng On Pedagogy Select one strategy for addressing math learning diﬃcul7es. Discuss how it connects to Singapore Math Pedagogy… v Concrete-‐Pictorial-‐Abstract (Bruner) v Rela7onal Understanding (Skemp) v Mul7ple Representa7ons (Dienes)
Place Value Strips 1. Find a partner to compose one of these numbers: 61 42 23 14 35 56 2. With your partner say these about your number: a. ____ tens and ____ ones make _____ b._____ + _____ = _______
Place Value Strips 3. Find another pair to add these numbers mentally: 61 + 35 = 42 + 23 = 56 + 14 = 4. Use the hundreds around the room (and a partner) to make these numbers… 142 361 523 614 435 256
Place Value Strips 5. Come to the front of the room and put the 3-‐digit numbers in order from least to greatest. 6. Find another pair to add these numbers mentally: 256 + 361 = 523 + 142 = 435 + 614 =
Grade 2 Math in FocusChap. 1: Numbers to 1,000 11 Days SeptemberChap. 2: Addition up to 1,000 7 Days September-OctoberChap. 3: Subtraction up to 1,000 8 Days October Chap. 4: Using Bar Modeling: Addition and Subtraction 10 Days October Chap. 5: Multiplication and Division 8 Days November Chap. 6: Multiplication Tables of 2, 5, and 10 12 Days November-DecemberChap. 7: Metric Measurement of Length 9 Days DecemberChap. 8: Mass 8 Days JanuaryChap. 9: Volume 8 Days JanuaryChap. 10: Mental Math and Estimation 11 Days January-FebChap. 11: Money 8 Days February Chap. 12: Fractions 6 Days MarchChap. 13: Customary Measurement of Length 8 Days MarchChap. 14: Time 8 Days March-AprilChap. 15: Multiplication Tables of 3 and 4 10 Days AprilChap. 16: Using Bar Modeling: Multiplication and Division 7 Days AprilChap. 17: Picture Graphs 6 Days MayChap. 18: Lines and Surfaces 5 Days MayChap. 19:Shapes and Patterns 9 Days June 159