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Blake Grade 2
The document discusses a Grade 2 math institute that will focus on place value using concrete and pictorial representations. It provides several case studies on topics like subtraction across zeros, fractions, and problem solving. The lessons follow a basic format of an anchor task, guided practice, and independent practice. Key learning theories that will be drawn from include those from Piaget, Bruner, Dienes, Vygotsky, and Skemp. Bruner's CPA approach and Skemp's classifications of understanding will be particularly relevant for using different representations to build conceptual and relational understanding.
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Blake Grade 2
- 1. BLAKEINSTITUTE2015 | Grade2 Institute on TUESDAY Did you know that in the Greek world, Tuesday is considered an unlucky day but in Judaism, Tuesday is considered a particularly lucky day? In the Thai calendar, the color associated with Tuesday is pink and in a song, “Tuesday's child is full of grace". banhar.yeap@pathlight.org.sg | www.banhar.blogspot.com Place Value We will use the idea of nouns and adjectives to help us understand the notion of place value and see how the idea extends to other topics such as fractions, measurements and algebra. Bruner’s idea on representation (CPA Approach) classifies representations as enactive, iconic or symbolic. Students use concrete experiences and pictorial representations to understand abstract ideas. Case Study A | Share between 4 friends. They all get the same amount.
- 2. Case Study B| In Math in Focus, the anchor task for Subtraction Across Zeros is 200 – 18. The concrete material used are the base ten blocks. In Guided Learning, students practice the following: 300 – 72 500 – 267 100 – 98 600 – 308 Dan had 200 baseball cards. He gave away 24 baseball cards. How many baseball cards had he left? Baker Anne has 300 cookie cutters. 127 cookie cutters are in the shape of bunnies. How many cookie cutters are not in the shape of bunnies?
- 3. Lesson for BasicConcept and Skill Development Case Study C | Keming Primary School | Singapore
- 4. Journal Journal June 2015 Title Problem __________________________________________________________________ Lesson for Practice Case Study D | Use the given digits to make two double numbers and subtract the smaller number from the greater number.
- 5. Case Study E| Learning Outcome To solve a problem that involves addition within 40 Anchor Task using consecutive 1-digit numbers so that vertical sum equals horizontal sum number cut-outs template Assessment Runway Indicator if they are able to add two single-digit numbers Target Indicator if they are able to obtain at least solution Observation Support … … … … … … … … … … Challenge Lesson for Problem Solving Case Study F | Four children share 3 bags of red apples and 4 bags of green apples equally.
- 7. Problem 1 Anna baked18 cupcakes. Ben baked 24 cupcakes. How many cupcakes did they bake altogether? Problem 2 Cheryl is 8 years older than David. The sum of their ages is 24 years. How old is Cheryl? Problem 3 Emma has $3 more than Fiona. Together, they have $24. How much does Fiona have? Problem 4 Gary has 3 times as many cookies as Holly. Together they have 24 cookies. How many cookies does Gary have? Problem 5 Ian has $89 more than Jenny. Ian has $300. How much does Jenny have?
- 8. Problem 6 Kim has$89 more than Ling. Ling has $285. How much does Kim have? Basic Lesson Format Anchor Task – Explore, Structure, Journal, Reflect Guided Practice Independent Practice Bruner’s idea on representation (CPA Approach) classifies representations as enactive, iconic or symbolic. Students use concrete experiences and pictorial representations to understand abstract ideas. Skemp classified understandings in mathematics into three types – instrumental, relational and conventional understanding. Key Theories 1. Piaget 2. Bruner 3. Dienes 4. Vygotsky 5. Skemp