Second Grade Parent Math Information Information gathered by 2 nd - - PowerPoint PPT Presentation

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Second Grade Parent Math Information

Information gathered by 2nd Grade Teachers (all trained Cognitively Guided Instruction teachers) 

Common Core National Math Standards

(College and Career Readiness Standards)

v 2010 Arizona Math Standards v Kyrene Math Standards

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http://www.azed.gov/azcommoncore/families/ Your child is learning:

Times have changed…

Today’s students must master advanced skills in mathematics, science, and technology to stay on track for college and for promising

• careers. Mathematics teaches ways
• f thinking that are essential to

work and civic life.

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*Students who take algebra and geometry go on to college at much higher rates than those who do not (83% vs. 36%). *Most four-year colleges require three to four years each of high school math and science for admission. *Almost 90% of all new jobs require math skills beyond the high school level

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Second Grade- Five Domains

Operations and Algebraic Thinking Numbers in Base Ten Geometry Measurement and Data Mathematical Practices

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Mathematical Practices

• 1. Make sense of problems and persevere in solving them.
• 2. Reason abstractly and quantitatively.
• 3. Construct viable arguments and critique the reasoning of
• thers.
• 4. Model with mathematics.
• 5. Use appropriate tools strategically.
• 6. Attend to precision.
• 7. Look for and make use of structure.
• 8. Look for and express regularity in repeated reasoning.

We teach problem solving to help improve:

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Your child using mathematical procedures in the classroom…

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Your child using mathematical procedures in the classroom…

8 Common Addition and Subtraction Situations

Result Unknown Change Unknown Start Unknown Add to

Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now? 2 + 3 = ? Two bunnies were sitting

• n the grass. Some more

bunnies hopped there. Then there were five

• bunnies. How many

bunnies hopped over to the first two? 2 + ? = 5 Some bunnies were sitting

• n the grass. Three more

bunnies hopped there. Then there were five

• bunnies. How many

bunnies were on the grass before? ? + 3 = 5

Taken from

Five apples were on the

• table. I ate two apples.

How many apples are on the table now? 5 – 2 = ? Five apples were on the

• table. I ate some apples.

Then there were three

• apples. How many

apples did I eat? 5 – ? = 3 Some apples were on the

• table. I ate two apples.

Then there were three

• apples. How many apples

were on the table before? ? – 2 = 3

Put Together/ Take Apart2 Total Unknown Addend Unknown

Both Addends Unknown1 Three red apples and two green apples are on the table. How many apples are on the table? 3 + 2 = ? Five apples are on the table. Three are red and the rest are green. How many apples are green? 3 + ? = 5, 5 – 3 = ? Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 = 4 + 1 5 = 2 + 3, 5 = 3 + 2

Compare3 Difference Unknown Bigger Unknown Smaller Unknown

(“How many more?” version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? (“How many fewer?” version): Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie? 2 + ? = 5, 5 – 2 = ? (Version with “more”): Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have? (Version with “fewer”): Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have? 2 + 3 = ?, 3 + 2 = ? (Version with “more”): Julie has three more apples than Lucy. Julie has five

• apples. How many apples

does Lucy have? (Version with “fewer”): Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have? 5 – 3 = ?, ? + 3 = 5

Your child is expected to know how to solve 12 different types of problems.

Operations and Algebraic Thinking

Mental Math Strategies through 20

*Plus 0 9+0=9 *Counting On/Counting Back

7+2~ 7, 8, 9; 12-3~ 12, 11, 10, 9

*Counting Up to Subtract

14-9~ 9… 10,11,12,13,14…answer is 5

*Doubles 7+7= 14 ~ Doubles Plus 1 7+8= 7+7+1 *Commutative Property 9+6= 6+9 9+6=15 so 6+9=15 *Relationship Between Addition and Subtraction 8+4=12 so 12-8+4 *Making 10 8+6= 8+2+4= 10+4= 14 *Decomposing a Number Leading to a Ten 13-4= 13-3-1= 10-1=9

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Your child needs to memorize basic facts.

Lucy had 39 stickers and her mom gave her 24 more

• stickers. How many stickers does Lucy have now?

(Solve and show your work)

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. Traditional Algorithm is not taught until 3rd grade

Here are some common mistakes that students make, and that test-makers take advantage of…  29 + 14 1 29 29 29 +14 +14 +14 43 313 16 (correct) (incorrect- failed to “carry the “one”

• r added all the numbers together)

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Direct Modeling

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Base 10

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100’s Chart

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Open Number Lines

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Number Strings (Decomposing)

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Adding in Chunks (Incrementing)

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Compensation

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Subtraction

Lucy had 54 stickers and she gave her mom 29 of

• them. How many stickers does Lucy have now?

*Students will often use related addition strategies when solving subtraction strategies (29 + __ = 54)

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common mistakes…

34-19= __

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2 14 34 34

• 19 -19

15 25 (correct) (incorrect- subtracted from the bottom up in the ones place)

Direct Model

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Base 10

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Hundreds Chart

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Open Number Line

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Number Strings (Decomposing)

(leaving first number whole, decomposing second number)

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Incrementing

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Compensating

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Sample 2nd grade test question…

In the question, “There were 67 boys ad 54 girls

• n the playground. How many kids were on the

playground?” a second grade student started with 60 + 50 =110. What will they do next?

• a. 60 + 4
• c. 7 + 4= 11
• b. 60 + 11
• d. 50 + 7

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Another Second grade sample question…

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Sample 3rd grade test question…

Fill in the blanks below with whole numbers greater than 1 that will make the number sentences true.

• 1. 63 ÷ ___ = 7
• 2. 63 = 21 × ___
• 3. 21 = ___ × 7
• 4. 7 × (___ × ___ ) = 21 × 7
• 5. (21 × 3) ÷ ___ = 7

Part B: If the product of two whole numbers greater than 1 is 63, what could the two whole numbers be? _______, ________

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Helping Your Child at Home

RELAX!  Be Patient 

*You are a “guide” - don’t take over for your child *Believe that your child can be successful *Expect your child to work hard to learn mathematics *Always show all your work- have your child explain the problem and his thinking out loud *Talk about why solutions are correct and incorrect *Help your child connect math with daily life *Be supportive of methods your child shares from school

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(feel free to e-mail your child’s teacher if you have any questions)

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Thank you for reading!!