1. WELCOME TO BIG IDEA 2 GRADE 2

2. GROUP NORMS AND HOUSEKEEPING LOGISTICS: Phone Calls Rest Rooms Breaks Lunch Punctuality Sharing Group Norms: Participate Listen with an open mind Ask questions Work toward solutions Limit side bars

4. MA.K.A.5.1. Grade Level: Kindergarten Benchmark: Represent quantities with numbers up to 20, verbally, in writing, and with manipulatives. Body of Knowledge: Algebra Big Idea/Supporting Ideas: Demonstrate an understanding of the concept of time using identifiers such as morning, afternoon, day, week, month, year, before/after, and shorter/longer. Subject Area: Mathematics

6. BIG IDEA 2: Develop quick recall of addition facts and related subtraction facts and fluency with multi-digit addition and subtraction.

12. Time To Examine TE’s

13. Chapter Planner

14. Teaching For Depth

15. Time To Examine TE’s Look in the chapter planner. List the benchmarks that are to be taught in this chapter. Note specific content that will be taught. Review the chapter. List any content or vocabulary that appears to be unfamiliar. Examine the “Teaching for Depth” component that appears in the beginning of each chapter. Share information that you think is essential.

16. About the Math (Teacher Edition)

17. BIG IDEA 2: Develop quick recall of addition facts and related subtraction facts and fluency with multi-digit addition and subtraction.

18. MA.2.A.2.1 Recall basic addition and related subtraction facts. BIG IDEA 2 BENCHMARKS FOR GRADE 2 MA.2.A.2.2 Add and subtract multi-digit whole numbers through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanations of those procedures. MA.2.A.2.3 Estimate solutions to multi-digit addition and subtraction problems, through three digits. MA.2.A.2.4 Solve addition and subtraction problems that involve measurement and geometry.

19. WHAT SUPPORTING IDEA BENCHMARKS ARE INCLUDED IN BIG IDEA 2 PORTION OF THE TEXT? MA.2.A.4.4- Describe and apply equality MA.2.A.4.5 – Recognize and state rules for functions that use addition and subtraction MA.2.A.6.1 – Solve problems that involve repeated addition

21. MA.2.A.2.1 Recall basic addition and related subtraction facts. How do we teach automaticity of facts???

25. NCTM ILLUMINATIONS PROVIDES PRACTICE WITH ADDITION ON TEN FRAME

26. MA.2.A.2.1 Recall basic addition and related subtraction facts. How do we teach the relationship between addition and subtraction???

29. + _ _

33. Math Mountain Cards to Practice Part-Part-Whole + 5 8 _ _

34. + _ _

35. Subtraction Situation: Take Away or Separation This is the most easily recognized type of subtraction situation. It involves having an initial amount and removing a specified quantity from it to find what is left. Persistent use of the word “take-away” leads to the misunderstanding that this is the only subtraction situation. It is important to use the word “minus” when reading a subtraction equation. Read the equation 5 – 2 = 3 as “five minus two equals three”. Mark had 8 marbles. He gave 3 marbles to his friend Becky. How many marbles did Mark have left?

36. In this type of subtraction situation, the entire amount and quantity of one of the parts are known. The quantity of the missing part needs to be found. Mark needs 8 marbles to play a game. He has 5 marbles. How many more marbles does he need to be able to play the game? Mark had 8 marbles. He gave some to Becky. He counted his marbles again. Now he had 5. How many marbles did Mark give to Becky? Subtraction Situation: Missing Addend or Part-Whole

37. Subtraction Situation: Comparison This subtraction situation involves having two quantities and finding the difference between these two quantities. Mark has 8 marbles. Becky has 6 marbles. How many more marbles does Mark have than Becky? Mark has 8 marbles. Becky has 6 marbles. How many fewer marbles does Becky have than Mark?

38. MA.2 A.4.4 – Apply and Describe Equality

40. MA.2.A.4.4- Describe and apply equality THE TEXT CAN ONLY PRESENT EQUALITY PICTORIALLY! START CONCRETELY!

44. REVIEW EQUALITY DURING CALENDAR MATH TODAY IS AUGUST 18. WHAT IS ONE WAY TO REPRESENT 18? WHAT IS ANOTHER WAY TO REPRESENT THE NUMBER 18? 10 + 8 = +

45. MA.2.A.4.5 – Recognize and state rules for functions that use addition and subtraction

50. 4 6 8 10 20 22

52. Input Output Function Tables Rule:

53. InputOutput Rule:

54. Assessing MA.2.A.4.5 – Recognize and state rules for functions that use addition and subtraction

55. MA.2.A.6.1 – Solve problems that involve repeated addition

56. MA.2.A.6.1 – Solve problems that involve repeated addition

58. REVIEW REPEATED ADDITION DURING CALENDAR MATH How can we count the total number of sides on all of the triangles in the first row? 3 + 3 + 3 + 3 + 3 =

60. Assessing MA.2.A.6.1 Solve problems that involve repeated addition

61. BIG IDEA 2 BENCHMARKS FOR GRADE 2 MA.2.A.2.2 Add and subtract multi-digit whole numbers through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanations of those procedures. MA.2.A.2.3 Estimate solutions to multi-digit addition and subtraction problems, through three digits. MA.2.A.2.4 Solve addition and subtraction problems that involve measurement and geometry.

63. WHAT DOES RESEARCH SAY? Use of traditional algorithms is the efficient way to complete calculations. Rote learning of traditional paper & pencil algorithms can actually interfere with a child’s development of number sense. Charles and Lobato; Future Basics: Developing Numerical Power; NCSM; 1998

64. If the majority of a child’s time is spent memorizing what he considers to be nonsense, she or he soon abandons altogether his or her efforts to make sense of mathematics. Meaningful development of any computational algorithm is possible only when the algorithm evolves naturally from one’s understandings of numbers, number relationships and meaning of operations. Charles and Lobato; Future Basics: Developing Numerical Power; NCSM; 1998

65. Depth of understanding involves the ability to work with numbers flexibly and easily, not the ability to perform the same procedure over and over again. Children must be able to make sense of the algorithm, explore informal strategies before being introduced to more formal algorithm, use a variety of invented strategies, able to explain procedure. Juli K. Dixon; Transforming Teaching: From Dissonance to Depth; NCSM 42nd Annual Conference, San Diego, CA

66. Cognitive Dissonance Cognitive dissonance is a psychological phenomenon which refers to the discomfort felt at a discrepancy between what you already know or believe, and new information or interpretation. It therefore occurs when there is a need to accommodate new ideas, and it may be necessary for it to develop so that we become "open" to them. Juli K. Dixon; Transforming Teaching: From Dissonance to Depth; NCSM 42nd Annual Conference, San Diego, CA