Eureka Math Parent Workshop Second Grade Presented By: Ms. Vereen Instructional Lead Teacher

What’s Your Child Learning in Second Grade Mathematics? In grade two, students will extend their understanding of place value to the hundreds place. They will use this place value understanding to solve word problems, including those involving length and other units of measure. Students will continue to work on their addition and subtraction skills, quickly and accurately adding and subtracting numbers up through 20 and also working with numbers up through 100. They will also build a foundation for understanding fractions by working with shapes and geometry. Activities in these areas will include: Quickly and accurately adding numbers together that total up to 20 or less or subtracting from numbers up through 20 • Solving one- or two-step word problems by adding or subtracting numbers up through 100

What’s Your Child Learning in Second Grade Mathematics? Understanding what the different digits mean in a three-digit number Adding and subtracting three digit numbers Measuring lengths of objects in standard units such as inches and centimeters Solving addition and subtraction word problems involving length Solving problems involving money Breaking up a rectangle into same-size squares Dividing circles and rectangles into halves, thirds, or fourths Solving addition, subtraction, and comparison word problems using information presented in a bar graph Writing equations to represent addition of equal numbers

Problem Solving Skills & Strategies First Grade Second Grade Third Grade Solve word problems by adding or subtracting numbers up through 20 Solve one- and two-step word problems by adding or subtracting numbers up through 100 Solve two-step word problems by adding, subtracting, multiplying, or dividing numbers up through 100

Problem Solving Skills & Strategies Students in grade two will use diagrams such as this one to think through and solve one- and two-step word problems. Julie has 35 books. Julie has 10 more books than Lucy. How many books does Lucy have? How many books do they have together? Step 1: If Lucy has 10 less books than Julie, students first need to figure out what 10 less than 35 is. 35 books – 10 books = 25 books

Problem Solving Skills & Strategies Step 2: Students then have to add the number of books Julie has to the number of books Lucy has. 35 books + 25 books = 60 books

Place Value Skills & Strategies First Grade Second Grade Third Grade -Understand that 10 can be thought of as a bundle of ten ones—called a “ten” -Understand that the two digits of a two-digit number represent amounts of tens and ones (place value) -Add and subtract numbers through 100 using what students have learned about place value -Understand that 100 can be thought of as a bundle of ten tens—called a “hundred” -Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (place value) -Add and subtract numbers through 1000 using what students have learned about place value -Use place value understanding to round whole numbers to the nearest 10 or 100 -Quickly and accurately add and subtract numbers through 1000 -Use place value understanding to multiply and divide numbers up through 100 -Multiply one-digit whole numbers by multiples of 10 between 10 and 90. For example, 9×80 or 5×60

Place Value Skills & Strategies Students learn that 250 = 2 hundreds and 5 tens, 25 tens, or 250 ones. Students apply their understanding that 5 tens + 5 tens = 10 tens, or 1 hundred, that can then be added to the hundreds place.

What is Eureka Math? Math? A curriculum that connects math to the real world in ways that take the fear out of math and build student confidence. A presentation of math in a logical progression from Kindergarten through 12th grade. An approach that allows teachers to know what incoming students have already learned, as well as, ensures that students are prepared for what comes next.

What is Eureka Math? A way to dramatically reduce gaps in student learning, instill persistence in problem solving, and prepare students to understand advanced math. A cohesive method to the ultimate goal: students who are not merely literate, but fluent, in mathematics. A methodology that is unfamiliar to those of us who grew up memorizing math facts and formulas, Eureka teaches mathematics as a story to build students’ knowledge logically and thoroughly to achieve deep understanding.

Components of a Lesson: Lesson Study Components of a Lesson: Fluency Practice Application Problem Concept Development Student Debrief

Lesson Study: Fluency Practice Daily, substantial, sustained, and supported by the lesson structure 8-12 minutes of easy-to-administer activities Energetic activities that allow students to see measureable progress Promotes automaticity – allows students to reserve their cognitive energy for higher-level thinking Support conceptual understanding and application as well as the mathematical practices (CLICK TO ADVANCE to BULLETs Every lesson starts w/ fluency Time to practice & review – daily basis (we all know that students who don’t have their basic facts down use a lot of their energy before they’ve even gotten to the heart of a problem – we want to free up their brains. ) (CLICK TO ADVANCE THIRD BULLET) The fluency activities in A Story of Units are generally daily, high-paced and energetic, getting students’ adrenaline flowing, and creating daily opportunities to celebrate improvement. From the beginning of the year, students see their accuracy and speed measurably increase both as individuals and as a class. Like opening a basketball practice with team drills and exercises, both personal and group improvements are exciting and prepare the players for the application in the game setting. (CLICK TO ADVANCE FOURTH BULLET) Fluency promotes automaticity, a critical capacity that allows students to reserve their cognitive resources for higher-level thinking. (CLICK TO ADVANCE FIFTH BULLET) By encouraging students to recognize patterns and make connections within the lessons, the fluency exercises in A Story of Units support the other two components of rigor as well as the Standards for Mathematical Practice.

Lesson Study: Fluency Practice Fluency activities serve a variety of purposes: Maintenance: Staying sharp on previously learned skills Preparation: Targeted practice for the current lesson Anticipation: Building skills to prepare students for the in-depth work of future lessons In fluency work, all students are actively engaged with familiar content. This provides a daily opportunity for continuous improvement and individual success.

Lesson Study: Application Problems Application problems are either after the fluency exercises and before the conceptual development or after the conceptual development and before the student debrief Application problems are commonly 7-12 minutes The Read, Draw, Write (RDW) process is modeled and encouraged through daily problem solving Application problems can be powerful formative assessments Students problem solve independently, choosing appropriate strategies and skills, even when not prompted by their teacher

Lesson Study: Concept Development Constitutes the major portion of instruction and generally comprises at least 20 minutes of the total lesson time.  Builds toward new learning through intentional sequencing within the lesson and across the module. Often utilizes the deliberate progression from concrete to pictorial to abstract, which compliments and supports an increasingly complex understanding of concepts. Accompanied by thoughtfully sequenced problem sets and reproducible student sheets.

Lesson Study: Student Debrief Encourages students to articulate the focus of the lesson and the learning that has occurred. Promotes mathematical conversation with and among students. Allows student work to be shared and analyzed. Closes the lesson with daily informal assessment known as Exit Tickets. Language Journal entry Exit ticket Most important – stdts held accountable, teachers get valuable feeback Tchrs can use exit tkt responses to plan could be refresher the next morning if not enough time, or repeat exact question again to see if stdts remember Did you learn what we meant for you to? You can change numbers and repeat questions… Like the other lesson components, the Student Debrief section includes sample dialogue or suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience.  The purpose of these talking points is to guide teachers’ planning for eliciting the level of student thinking necessary to achieve this.  Rather than ask all of the questions provided, teachers should use those that resonate most as they consider what will best support students in reaching self-articulation of the focus from the lesson’s multiple perspectives. Rather than stating the objective of the lesson at its beginning, we wait until the dynamic action of the lesson has taken place.  Students then reflect back on it to analyze the learning that occurred, articulate the focus of the lesson, and make connections between parts of the lesson, concepts, strategies, and tools on their own.  We recognize or introduce key vocabulary by helping students appropriately name the learning they describe. Sharing and analyzing high quality work gives teachers the opportunity to model and then demand authentic student work and dialogue. Conversation constitutes a primary medium through which learning occurs in the Student Debrief.  Teachers can prepare students by establishing routines for talking early in the year.  For example, “pair-sharing” is an invaluable structure to build for this and other components of the lesson.  During the debrief, teachers should circulate as students share, noting which partnerships are bearing fruit, and which need support.  They might join struggling communicators for a moment to give them sentence stems.  Regardless of the scaffolding techniques that a teacher decides to use, all students should emerge clear enough on the lesson’s focus to either give a good example or make a statement about it. “Exit Tickets” close the Student Debrief component of each lesson.  These short, formative assessments are meant to provide quick glimpses of the day’s major learning for students and teachers.  Through this routine, students grow accustomed to showing accountability for each day’s learning and produce valuable data for the teacher that becomes an indispensable planning tool.

Helping Your Child Learn Outside of School Play math games with your child. For example, “I’m thinking of a number. It has 5 tens, 3 hundreds, and 4 ones. What is the number? 354.” Or, using a deck of cards, deal two cards and ask your child to add the two numbers. You can also identify a target number and ask your child to either add or subtract to obtain that target number (use a target of 20 or less). Have your child explain the relationship between different numbers without counting. For example, 147 is 47 more than 100 and three less than 150. Encourage your child to stick with it whenever a problem seems difficult. This will help your child see that everyone can learn math. Praise your child when he or she makes an effort and share in the excitement when he or she solves a problem or understands something for the first time.

Partnering with Your Child’s Teacher Don’t be afraid to reach out to your child’s teacher—you are an important part of your child’s education. Ask to see a sample of your child’s work or bring a sample with you. Ask the teacher questions like: Is my child at the level where he/she should be at this point of the school year? Where is my child excelling? What do you think is giving my child the most trouble? How can I help my child improve in this area? What can I do to help my child with upcoming work?