Engaging Students in Learning Mathematics Grade 2 Session 3 Pam Hutchison March 10, 2015

AGENDA Logic Problems Mindset Revisited Critical Areas Planning Overview of Chapter 8 Quick discussion of Daily Math Continue planning

Flowerpots How many flowers does each person have in all?

Team Travel The 57 players on four soccer teams traveled to a soccer tournament in Plainville. Each car carrying the members of the same team had the same number of players in it.  The 15 players on the Barracudas rode three to a car. The Sharks and the Dolphins had three fewer players on each team than the Barracudas had. In an odd number of cars, the Sharks had one more player in each car than the Dolphins. The Stingrays had six players per car. In all, how many cars did the soccer players take to the tournament?

Mindset

In 1978, Stanford psychologist Carol Dweck made a profound discovery: children who believed their intelligence could grow did better in school, and better in life. She called this basic belief about intelligence “mindset.” In 2016, Carol Dweck’s lab at Stanford, PERTS, partnered with ClassDojo to bring this important lesson to classrooms everywhere through a five episode video series.

Episode 1 In Episode 1, “A Secret about the Brain,” Mojo learns a secret from his friend, Katie, that changes how he thinks about learning!

Episode 1 Discussion Guide Why does Mojo want to leave school? Can you sometimes relate to how Mojo is feeling? What does Katie say to Mojo to convince him not to leave? Do you think Mojo can become smarter? Why or why not? What subject do you feel frustrated by sometimes? Can you see yourself becoming smarter in that subject? How?

Resources Each of the 5 episodes includes: Video Discussion guide Take-home questions

Episode 1 Take-home Questions We’re watching a video series about how students can develop a growth mindset! Watch it at: www.classdojo.com/BigIdeas, and ask your child these questions tonight. What was the biggest challenge you faced today? (Ask your child, and then have them ask the question back!) How can you and I think about these challenges in a new way? What can we do differently tomorrow if we face similar challenges?

In Episode 2, “The Magic of Mistakes,” Mojo learns an important lesson from Katie about what mistakes really do for the brain. In Episode 3, “The Power of Yet,” Katie realizes she can learn new things, too, and that she can ask others for help! In Episode 4, “The World of Neurons,” Mojo and Katie learn that challenging things help their brains grow stronger. In Episode 5, “Little by Little,” Mojo and Katie embark on their greatest challenge yet - but still face a setback.

Critical Areas

Critical Areas In Grade 2, instructional time should focus on four critical areas:  extending understanding of base-ten notation; building fluency with addition and subtraction; using standard units of measure; and describing and analyzing shapes.

Critical Areas Which of these areas have you taught in depth? Which of these areas have you taught in part but there may still be some gaps? Which of these areas have you not yet taught?

GO Math!

Planning a Chapter Chapter 8

Embed in Daily Math Chapter 7: If you have been doing money as part of Daily Math, you should be able to skip lessons 1 and 2 and probably 3. If not, you need to teach the lessons but they will not master these concepts unless you embed a lot of ongoing review n DM You need to do 7.4-7.6 and continue practice in DM

Embed in Daily Math Chapter 8: Again, what you can embed in DM vs teach depends on what experiences your students have with number lines If you have been using number lines as addition and subtraction strategies, the problems in lesson 8.5 can simply be added to DM as a part of your word problems and addition/subtraction practice.

Embed in Daily Math Chapter 9: Again, if you have been using number lines, problems in lesson 9.4 can be added to DM as a part of your word problems and addition/subtraction practice. Connect metric measurement estimation to customary estimation A cm is smaller than an inch (it takes more than 2 cm to make 1 inch) It takes a little over 3 feet to make a meter

Embed in Daily Math Chapter 10: First, do Chapter 11 before Chapter 10 To embed gathering data, making graphs, and analyzing graphs, do a graph a week Day 1 Collect data, make graph, answer simple questions Rest of week – Daily Math: Ask and answer questions about the data/graph Picture graphs, Bar Graphs, Tally Charts

Embed in Daily Math Chapter 11: Shapes Change order of lessons Do 2-dimensional shapes first Then do 3-dimensional shapes Students should be fairly familiar with the names of the shapes and basic attributes Spend a day reviewing the basic shapes Play “Guess My Shape” Partner “Guess My Shape” Identify Attributes

Cube

Rectangular Prism

Cylinder

Cone

Sphere

Name that Shape I have 1 flat side and 1 curved surface. My flat face is circular. My curved surface makes a sharp point. I don’t have sides. I look like a party hat! What am I?

Name that Shape I am a solid 3D shape that is perfectly round. I don’t have flat faces and I don’t have straight edges.   What am I?

Name that Shape I have 6 flat faces and 8 corners. All my sides are the same.   What am I?

Name that Shape I have 2 flat surfaces and 1 curved surface. My flat surfaces are circular. I don’t have any sides or corners.   What am I?

Embed in Daily Math Chapter 11: Fractions Halves, thirds, and fourths Introduce/review halves (3rds, 4ths) Equal parts Share pictures (shapes0 Show students pictures (some are halves, some are not) Have them state whether the picture shows halves and explain why or why not Have students split a shape in halves