Common Core Standards for Mathematics Grade 2 Training – August 2012

By PresenterMedia.com

Office of Academics and TransformationDivision of Mathematics and Science

Norms

Listen to others.

Engage with the ideas presented.

Ask questions.

Reflect on relevance to you.

Next, set your learning into action.

Math is fun…

COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) &

NATIONAL GOVERNORS ASSOCIATION CENTER FOR BEST PRACTICES

(NGA CENTER)JUNE 2010

Why is this important?

Each state has its own process for developing, adopting, and implementing s tandards . As a result, wha t s tudents a re expected to lea rn can vary wide ly from s ta te to s ta te .All s tudents mus t be prepared to compete with not only the ir American peers in the next s ta te , but with s tudents from around the world

Common Core DevelopmentAs of now, most states have officially

adopted the CCSSFina l S tandards re leased June 2, 2010, a twww.corestandards.orgAdoption required for Race to the Top fundsFlorida adopted CCSS in July of 2010

Common Core Mission Statement

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Benefits for States and Districts

Allows collaborative professional development based on bes t practicesAllows deve lopment of common assessments and other toolsEnables comparison of policies and achievement across s ta tes and dis trictsCrea tes potentia l for collaborative groups to ge t more economical mileage for: Curriculum deve lopment, assessment, and

profess iona l deve lopment

Characteristics Fewer and more rigorous standards Aligned with college and ca reer

expecta tions Inte rna tiona lly benchmarked Rigorous content and applica tion of

higher-order skills Builds on s trengths and lessons of

current s ta te s tandards Research based

Intent of the Common Core

The same goals for all students Coherence Focus Clarity and Specificity

Eight Mathematical

Practices

1. Make sense of problems and persevere in solving them.

2. Reason abs tractly and quantita tive ly.3. Cons truct viable a rguments and critique the reasoning

of others .4. Model with mathematics .5. Use appropria te tools s tra tegica lly.6. Attend to precis ion.7. Look for and make use of s tructure .8. Look for and express regularity in repea ted reasoning.

What does a teacher need to do to ensure the implementation of:

Content standards? Practice standards?

Design and

Organization

Focal points at each grade level

Each grade level addresses specific “critical areas”

In grade 2, instructional time should focus on four critical areas:

(1) Extending understanding of base-tennotation;

(2) Building fluency with addition and subtraction;

(3) Using standard units of measure; and (4) Describing and analyzing shapes.

New Florida Coding for CCSSM:

MACC.2.OA.1.1

Math Common Core

Grade level

Domain

Cluster

Standard

http://www.fldoe.org/bii/

K-5 Content Domains, CCSSM

Common Core Leadership in Mathematics Project

ConclusionThe Promise of Standards:

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

CCSSM Videohttps://www.teachingchannel.org/videos/common

-core-state-standards-for-math

Questions to Consider• What is the purpose of the standards for

mathematical practice? How should these be integrated with the content?

• How will teaching fewer "topics" in each grade change your planning?

• What does Dr. Daro say is the solution to closing the achievement gap? How will the standards help?

LET’S DIG DEEPER!

Common Core State Standards

Make Sense and Persevere in Solving Problems.

• Mathematically proficient students in Second Grade examine problems and tasks, can make sense of the meaning of the task and find an entry point or a way to start the task.

• Second Grade students also develop a foundation for problemsolving strategies and become independently proficient on using those strategies to solve new tasks.

• In Second Grade, students’ work continues to use concrete manipulatives and pictorial representations as well as mental mathematics.

• Second Grade students also are expected to persevere while solving tasks; that is, if students reach a point in which they are stuck, they can reexamine the task in a different way and continue to solve the task.

• Lastly, mathematically proficient students complete a task by asking themselves the question, “Does my answer make sense?”

Model with mathematics.

• Mathematically proficient students in Second Grade model real-life mathematical situations with a number sentence or an equation, and check to make sure that their equation accurately matches the problem context.

• Second Grade students use concrete manipulatives and pictorial representations to provide further explanation of the equation.

• Second Grade students are able to create an appropriate problem situation from an equation.

• For example, students are expected to create a story problem for the equation 43 + 17 = ___ such as “There were 43 gumballs in the machine. Tom poured in 17 more gumballs. How many gumballs are now in the machine?”

DOMAIN: OPERATIONS AND ALGEBRAIC

THINKING(2.OA)

CLUSTER STANDARD1. Represent and

solve problems involving addition and subtraction.

1. Use addition and subtraction within 100 to solve one-and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

2. Add and subtract within 20.

2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

3. Work with equal groups of objects to gain foundations for multiplication.

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.

4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

MACC.2.OA Operations in Algebraic Thinking

DOMAIN: NUMBER AND OPERATIONS IN BASE

TEN(2.NBT)

CLUSTER STANDARD1. Understand place

value.1. Understand that the three digits of a three-digit number

represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

a. 100 can be thought of as a bundle of ten tens — called a“hundred.”

b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

2. Count within 1000; skip-count by 5s, 10s, and 100s.

3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

MACC.2.NBT Number and Operations in Base Ten

CLUSTER STANDARD2. Use place value

understanding and properties of operations to addand subtract.

5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

6. Add up to four two-digit numbers using strategies based on place value and properties of operations.

7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

9. Explain why addition and subtraction strategies work, using place value and the properties of operations.

MACC.2.NBT Number and Operations in Base Ten

DOMAIN: MEASUREMENT AND DATA

(2.MD)

CLUSTER STANDARD3. Work with time and

money.7. Tell and write time from analog and digital clocks to the

nearest five minutes, using a.m. and p.m.

8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

4. Represent and interpret data.

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.

10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph.

CLUSTER STANDARD1. Measure and

estimate lengths in standard units.

1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

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.

3. Estimate lengths using units of inches, feet, centimeters, and meters.

4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

2. Relate addition and subtraction to length.

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.

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 numberline diagram.

DOMAIN: GEOMETRY

(2.G)

CLUSTER STANDARD1. Reason with shapes

and their attributes.1. Recognize and draw shapes having specified attributes,

such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

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 describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Excellent Resources for Common Core Activities

http://www.corestandards.org/http://mathwire.com/http://illuminations.nctm.org/http://www.k-5mathteachingresources.com/http://illustrativemathematics.org/

MATHEMATICS INSTRUCTIONAL BLOCK

__Minutes ENGAGE∗ Connection to prior learning/knowledge∗ Essential Question

__ Minutes TEACH AND TALKExploration/Direct Instruction/Guided Practice∗ Listen and Draw (Grades K-2)∗ Unlock the Problem (Grades 3-5)

__ Minutes PRACTICEGuided Practice/Independent Practice/Evaluation∗ Quick Check Intervention: Share and Show (Guided Practice); do only the two check marked problems∗ Differentiated Instruction: On Your Own (Independent Practice); selected problems for at-level students Online Florida Intervention; Tier 1 students Teacher-led group; core-resources – Re-teach/Strategic/Intensive Intervention

for Tier 2 and 3 students∗ Whole Class Problem Solving H.O.T. Problems Test Prep

__ Minutes SUMMARIZEHave students communicate mathematical ideas by discussing, drawing, or writing the answer to the Essential Question

Pacing Guides 2012-2013

What is New?

Beatriz ZarraluquiAdministrative Director Division of Mathematics and Sciencebzarraluqui@dadeschools.net305-995-1939

Maria Teresa Diaz-GonzalezDistrict Instructional Supervisor (Mathematics)mtdiaz@dadeschools.net305-995-2763

Maria Jose CampitelliDistrict Curriculum Support Specialist (Mathematics)mcampitelli@dadeschools.net305-995-2927

Isis CasaresDistrict Curriculum Support Specialist (Mathematics)isis17casares@dadeschools.net

Ilia MolinaDistrict Curriculum Support Specialist (Mathematics)iliaperez@dadeschools.net