1. 2 nd Grade Math Briefing Brought to you by your 2 nd grade Math Leaders: Bonnie Vickers, Karrin Mayer, Jeanie Mowery, and Mandi Sawyer

2. Goals for this session  Get an overview of the Common Core State Standards and what that means for us.  Understand the components of the Pacing Guide and Appendix.  Be able to access resources such as Pearsonsuccessnet.com and the Instruction Portal  Understand the timing and instructions for giving the Common Assessments  Please place questions in the Parking Lot and we will answer them throughout the session.

3. Common Core State Standards (CCSS) Four Critical Areas in 2 nd grade 1.Extending understanding of base-ten notation. 2.Building fluency with addition and subtraction. 3.Using standard units of measure. 4.Describing and analyzing shapes.

4. Critical Areas Questions 1.What are you comfortable teaching? 2.What is new to 2 nd grade? 3.Are you concerned about teaching any area? 4.What did you notice that we are no longer focusing on in 2 nd grade?

5. Exploring Critical Areas 1.Identify at least one or two important mathematical concepts within this critical area. 2.What do students need to learn prior to these concepts? 3.How do these concepts support learning in later grades?

6. Content NEW to 2 nd Grade in CCSS 2.G.2 – Partition a rectangle into rows and columns of same-size squares and count to find the total. 2.G.3 – Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and and describe the whole as two halves, three thirds, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. 2.MD.4 – Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.5 – Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, eg., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.9 – Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.= 2.MD.10 – Draw a picture graph and a bar graph (with single-unit scale) to represent a datra set with up to four categories. Solve simple put-together, take apart, and compare problems using information presented in a bar graph 2.NBT.6 – Add up to four two-digit numbers sing strategies based on place value and properties of operations. 2.NBT.8 – Mentally add 10 or 100 to a given number 100 – 900, and mentally subtract 10 or 100 from a given number 100 – 900. 2. NBT.9 – Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects) 2.OA.3 – Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

7. Domains and Clusters for 2 nd grade In addition to the Critical Areas, the Domains and Clusters give an overview of 2 nd grade. This paper could be posted in your room or shared with parents at back to school night and/or conferences.

8. Goals for this session Get an overview of the Common Core State Standards and what that means for us.  Understand the components of the Pacing Guide and Appendix.  Be able to access resources such as Pearsonsuccessnet.com and the Instruction Portal  Understand the timing and instructions for giving the Common Assessments  Please place questions in the Parking Lot and we will answer them throughout the session.

9. Pacing Guide Teaches Investigations IN ORDER by units. Scaffolding of skills in the proficiency by units. Proficiency by unit is where students should be by the end of that unit. Common Core State Standards emphasize that students show their understanding. They need to demonstrate their learning. We need to spend more time on money because it is not in the 1 st grade Common Core State Standards.

10. Pacing Guide Structure Top Row = Domain, Unit, and Time of year Columns – Time allowed and Investigations Unit as well as other resources – Cluster/Standard – Mathematical Practices – Proficiency by Unit – Vocabulary

11. Formative Assessment Time Complete the worksheet to see how well you understand the structure of the pacing guide and appendix.

12. Goals for this session Get an overview of the Common Core State Standards and what that means for us. Understand the components of the Pacing Guide and Appendix.  Be able to access resources such as Pearsonsuccessnet.com and the Instruction Portal  Understand the timing and instructions for giving the Common Assessments  Please place questions in the Parking Lot and we will answer them throughout the session.

13. Accessing Resources Investigation has additional lessons ONLINE – These additional lessons are critical to teaching the Common Core State Standards (CCSS) – The authors wrote these lessons to target the Common Core State Standards that were not already addressed in Investigations – They are accessed at Pearsonsuccessnet.com – The hard copy is being purchased and will be available as soon as possible. They will be delivered to your building.

14. Pearsonsuccessnet.com Access Code is on pacing guide page 2

15. Black-line masters can be printed from here For current materials that is game boards and letters home For additional lessons that includes the worksheets, as well as game boards and letters home.

16. GAPS Instruction Portal 1 Departments & Services 2 Curriculum & Instruction 3 Instruction Portal

17. GAPS Instruction Portal Can print other grade levels pacing guides and appendices Assessments and Answer Keys Many other resources Including link to Pearsonsuccessnet

18. Acquiring and Maintaining Skills

19. Balanced Math Lisa will be talking about this at length in the next session. Save all your hard questions for them ;-)

20. Goals for this session Get an overview of the Common Core State Standards and what that means for us. Understand the components of the Pacing Guide and Appendix. Be able to access resources such as Pearsonsuccessnet.com and the Instruction Portal  Understand the timing and instructions for giving the Common Assessments  Please place questions in the Parking Lot and we will answer them throughout the session.

21. District Summative Assessments We have shifted from trimester tests to multiple unit tests which are shorter and more frequent. They are designed in chunks of learning to the proficiency by unit. Post tests – Tests are NOT to be sent home

22. District Summative Assessment Data dues dates (not testing windows) – Optimally give test 3-5 days before data due date Data will be entered in Pinnacle – Don’t stress about this now, there will be a work session before the first data due date for people needing help – Default is test grades will not affect student grades (can be changed by teacher so it does affect student grades)

23. Goals for this session Get an overview of the Common Core State Standards and what that means for us. Understand the components of the Pacing Guide and Appendix. Be able to access resources such as Pearsonsuccessnet.com and the Instruction Portal Understand the timing and instructions for giving the Common Assessments  All unanswered questions in the parking lot will be given to Lisa for the next session.