BrisasAugust 12, 2014

~6:45 – 7:15

~MPR

MATH AND MO(O)RE2ND GRADE CURRICULUM NIGHT

ARE THERE THINGS YOU WANT TO KNOW ABOUT

2ND GRADE MATH BUT WERE AFRAID TO ASK?

PLEASE STAY FOR THE MATH PRESENTATION

ON TUESDAY .

PRESENTED BY: LAURA MOORE

MATH COACH

http://www.azed.gov/azccrs/

WHAT IS COMMON CORE READINESS

STANDARDS (CCRS)?

http://www.corestandards.org/

Procedural

“Action sequences for solving problems.” Ritt le -Johnson & Wagner (1999)

“Like a toolbox, i t includes facts, ski l ls , procedures, algorithms or methods.” Barr , Doyle et . e l . (2003)

“Learning that involves only memoriz ing operat ions with no understanding of underlying meanings.” Arslan (2010)

Conceptual

“ Ideas, relat ionships,

connect ions , or having a ‘sense’

of something.” Barr , Doyle et . e l . (2003)

“Learning that involves

understanding and interpret ing

concepts and the relat ions

between concepts.” Arslan (2010)

“To know why something happens

in a par ticular way.” Hiebert and Lefevre (1986)

DEEP UNDERSTANDING? PROCEDURAL VS. CONCEPTUAL

Procedural

4

67

X 7

469

If you sleep for 8 hours each day, what percentage of the day is spent sleeping?

Conceptual

67 x 7 =

This is how Ji l l star ted to solve the

problem.

60 x 7 = 420

x 7 =

What number needs to go in the box

in order to continue solving the

problem? Why?

Is i t reasonable to state that

many people sleep for 30% of the

day? Why or why not?

PROCEDURAL VS. CONCEPTUAL

Algorithm - a step-by-step procedure for solving a problem

“Carrying” in addition – 4th Grade

“Borrowing” in subtraction – 4th Grade

“Carrying “ in multiplication – 5th Grade

Long division (DMSB) – 6th Grade

Strategies – build to an understanding of the operations used in solving problems

* “REGROUPING” those ones, tens, hundreds,etc…

K – 2nd – Building UNDERSTANDING!

ALGORITHM VS. STRATEGIES

The algorithm strips all meaning from the numbers.

FOR EXAMPLE in this subtraction problem2 1 1

31

- 12

19

This problem is no longer viewed by the student as a number

close to 30 and a number close to 10 so my answer should be

somewhere around 20 (A METHOD FOR CHECKING FINAL

RESONSE FOR RESONABLENESS). It strips all meaning from the

problem and creates mindless follower of procedures rather

than the ability to think through problems and make sure their

exact answer is reasonable!

EXAMPLE: ALGORITHM

VIDEO

https://www.youtube.com/watch?feature=p

layer_detailpage&v=CACQmiaU6CU#t=2

Direct Modeling

ADDITION STRATEGIES

Counting on

ADDITION STRATEGIES

Adding by Place Value

ADDITION STRATEGIES

Adding by Place Value, con’t

ADDITION STRATEGIES

Incremental Adding

48 + 37

48 + 10 = 58

58 + 10 = 68

68 + 10 = 78

78 + 2 = 80

80 + 5 = 85

ADDITION STRATEGIES

Make a Friendly Number, Round and Adjust

237 + 98 = 2

235 + 100 = 335

ADDITION STRATEGIES

Direct Modeling

SUBTRACTION STRATEGIES

Counting Back Using a Number Line

SUBTRACTION STRATEGIES

Adding Up (from smaller number to larger number)

81 – 37

37 + 3 = 40

40 + 40 = 80

80 + 1 = 81

3 + 40 + 1 = 44

Can also be shown on a number line.

SUBTRACTION STRATEGIES

Incremental Subtracting

81 – 37

81 – 10 = 71

71 – 10 = 61

61 – 10 = 51

51 – 1 = 50

50 – 6 = 44

SUBTRACTION STRATEGIES

Subtracting by Place Value

SUBTRACTION STRATEGIES

COMMON ADDITION AND SUBTRACTION

SITUATIONSNational Research Council (2009, pp. 32, 33)

Dreambox can be accessed at home

HOW CAN I SUPPORT MY CHILD IN

MATH?

Ask questions when your child gets stuck.

How would you describe the problem in your own words?

What do you know from the problem?

What do you want to find out?

Would it help to create a diagram? Draw a picture? Make a table?

What did classmates try when solving these problems?

HOW CAN I SUPPORT MY CHILD IN

MATH?

Ask questions, even after an answer has been given.

How did you get your answer?

Does your answer seem reasonable?

Does that make sense?

Why is that true?

How would you prove that?

Can you think of another strategy that might have worked?

Is there a more efficient strategy?

Do you think this may work with other numbers?

Do you see a pattern? Can you explain the pattern?

HOW CAN I SUPPORT MY CHILD IN

MATH?

http://www.kyrene.org/Page/2770

PARENT RESOURCES

http://www.azed.gov/standards-practices/mathematics -

standards/

PARENT RESOURCES

PARENT RESOURCES