1. Welcome Back! 2nd Grade Planning
December 3, 2014
8:00 – 10:45 am

2. Survey Results

3. Survey Results: Current Curriculum

4. Guiding Questions for Today
What are the 2nd grade CC content standards for measurement & data and geometry? What experiences does Math Expressions offer? What experiences did the DILs provide in the PUSD Unit 3?
How might we integrate the experiences in the two resources?
What other experiences should we add in?

5. T2 Geometry
Reason with shapes and their attributes. CCSS.Math.Content.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
The sharing cookies problem – The Doorbell Rang

6. T2 Measurement Measure and estimate lengths in standard units.
CCSS.Math.Content.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
CCSS.Math.Content.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
CCSS.Math.Content.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
CCSS.Math.Content.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Fraction strips and number lines.

7. T2 Measurement
Relate addition and subtraction to length. CCSS.Math.Content.2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. CCSS.Math.Content.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

8. T2 Data
Represent and interpret data. CCSS.Math.Content.2.MD.D.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.

9. Chapter 3, Math Expressions TE pages 279Q-279FF
Give yourself a brief tour of chapter 3.
What do you notice?
How would you characterize the experiences students will get?
What additional types of experiences should we think about providing?

10. A Perspective on Textbooks: An argument for professional decision making (Phil Daro)
Each lesson is written for 5 different teacher “types” or perspectives.
A lesson was never intended to be taught in its entirety.
Publishers anticipate you will use what fits into your perspective.
You know more than the publisher. Trust yourself to make informed curriculum decisions.

11. PUSD Unit of Study ME Chapter 3, Length and Shapes
Pathway:
My Connect
Math Central
Units of Study
2nd Grade
Unit 3
…Or in our GoogleDoc so you can edit.
Have everyone access the unit. Also, make sure at least half the participants can access the google doc with the Word version of the unit.

12. With a Partner . . .
Explore some of the measurement activities offered in the PUSD unit.
What standard is addressed each experience?
What mathematical practices are the students engaged in?
How might it be integrated into your work with Math Expressions?
Add any useful notes to the unit.

13. Linear Measurement as a Model for Addition and Subtraction
Heights: Students, Animals, Famous Athletes . . .
Jumping Distances

14. A Rich Task
Letters in Our Names

15. Reflections