Hi Families,
I know the math is a little different than you and I are used
to...this makes it harder to help your child when they come home and have
homework. The boys and girls are starting to pick up the ideas. The
lessons do build on each other and we do move faster than I think the children
are used to.
Math homework is important, I would keep each module (fancy way for
saying chapter) together so you can review with your child anything he/she
struggled on.
Math assessments are not just about getting the right
answer anymore. The students must also show the strategy the test is
asking for to get full credit.
One of our second grade teachers located some videos on each of our
math lessons. (WOOHOO!)
I have only watched the first one, but I think they will help you
and could be a good review for your child in the evening (if needed).
Here are the videos.
Check out these awesome videos to help explain the Engage NY
Modules.
To provide additional support
to parents we have developed a new resource, “The Elementary Math Parent Homework Helpline.”
This will begin on Tuesday, November 3rd and continue on
Tuesday and Thursday nights. Certified teachers will be available
to assist families in solving problems and discussing mathematical questions
and issues that their children are learning in class. Parents can call in
or join a collaborative online space from 6:00 p.m. – 8:00 p.m. in order to access assistance. Please share the
following link with parents: http://dcps.duvalschools.org/Page/17877.
This is where they can access the online link to the whiteboard space should
they have access to a computer. Alternatively, parents can also call in by telephone:
(571)-392-7703 PIN: 731 439 616 412. We hope that this will prove to be a
valuable resource for parents and students to support our teachers’ efforts in
the classroom.
Dig Deep with Quality Questions and Prompts
Questions
and prompts to help students make sense of mathematics:
- Did anyone get the same answer in a different way?
- Did anyone get a different answer? How did you get your answer?
- What do you think helped you decide how to get your answer?
- Tell us what you were thinking.
Questions
and prompts to foster predicting, inventing, and problem-solving:
- What would happen if …?
- Is there a pattern? Describe it. / Why not?
- What decisions can you make form this pattern?
- What is the same or different about your two ways of doing this? (This question could refer to two ways by the same student or by two different students.)
- What do you think will happen next? How do you know?
- Can you change something to make it come out differently? What? Why do you think that works?
- Will it be the same if we use different numbers? Why or why not?
Questions
and prompts to encourage children to rely more on themselves:
- Does it make sense to you? Why or why not?
- What would seem more reasonable to you? Why?
- How can you check to see for yourself?
- What do you think that you should do next?
- How do you think that I should find out?
- What do you want me to do next?
- Please explain your strategy/solution to the class.
- What other strategies could you use to solve the problem, since this method is not working?
Questions
and prompts to foster reasoning:
- Will what you did always work that way? How do you know?
- How could this be done in a quicker way?
- What other numbers will work?
- Are there some numbers for which that will not work? How do you know?
- Write a new problem that is different in some ways but the same in others.
- What is the largest number you can think of that will work? The smallest?
- Why do you want to change your answer?
Questions
and prompts to help students connect and apply mathematics:
- How does this relate to ___________________ ?
- Have you ever solved a problem like this before?
- Write a story problem that uses this kind of mathematics.
- How does this relate to what we did in Science (or other subjects) the other day?
- What would you measure it with? Why?
- How do you think a ______________ (occupation) would use this mathematics?
- How have you or your family members used ___________________ in your everyday lives?
- Choose a math tool (manipulatives) and use it to show me how you solved the problem. Do you think that other materials would work better?
Adapted from Teaching Children
Mathematics, Volume 4, No. 9, May 1998.
Questions To Help Your Students Reason, Make Connections and Communicate Mathematically
Mathematical reasoning develops in classrooms where students are encouraged to put forth their own ideas for examination.
Questions That Encourage
Mathematical Reasoning:
< Does your answer seem reasonable? Why?
< As you were working, did things make sense?
< Does your answer fit between your ceiling and floor numbers?
< Why do you think it is true?
< Do you think this always works? How do you know?
< Will it be the same if we use different numbers?
< Why did you decide to use that strategy?
< Explain why your answer makes sense.
< Can you change something to make it come out different?
< How do you prove that?
Communication should include sharing thinking, asking questions, and explaining and justifying ideas both orally and in writing.
Questions That Encourage
Mathematical Communication:
< Can you explain what you have done so far?
< Can you explain your thinking using mathematical vocabulary?
< Can you give another example where this will work?
< Tell your partner how you will solve the problem.
< Be prepared to tell the children in your group your method for solving the problem.
< Tell the class why you know you are right.
< Would it help to draw a picture or make a model?
< To help explain your solution, complete the sentences using words from the word box.
Connecting mathematical ideas includes linking new ideas to related ideas considered previously both inside and outside of the field of mathematics.
Questions That Encourage
Making Mathematical Connections:
< Have you ever solved a problem like this before? How did you solve it?
< How does this relate to what we talked about yesterday? In science? In our story?
< What do you already know that will help you solve this?
< What’s another way to solve the problem?
< Write a multiplication equation and an addition equation that could both be used to solve the problem.
< What things in your house have these shapes?
< Can you give me an example of.....?
Common Core Standards ~ 2nd Grade Math
Monthly Mapping
SEPTEMBER
2.0A.2
Add and subtract within 20.
2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.
2.OA.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.
2.NBT.1
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.NBT.8
Use place value understanding and properties of operations to add
and subtract.
8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
OCTOBER
2.OA.1
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.OA.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.
2.OA.4
Work with equal groups of objects to gain foundations for
multiplication.
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.
2.NBT.5
2.NBT.6
Use place value understanding and properties of operations to add
and 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.
NOVEMBER & DECEMBER
2.OA.1
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.NBT.5
2.NBT.6
Use place value understanding and properties of operations to add
and 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.
JANUARY
2.MD.7
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?
FEBRUARY & MARCH
2.NBT.1
2.NBT.2
2.NBT.3
2.NBT.4
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.
2.NBT.7
2.NBT.8
2.NBT.9
Use place value understanding and properties of operations to add and subtract.
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.
APRIL
2.MD.1
2.MD.2
2.MD.3
2.MD.4
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.MD.5
2.MD.6
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 number line diagram.
2.MD.9
2.MD.10
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 problems4 using information presented in a bar graph.
MAY
2.G.1
2.G.2
2.G.3
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.5 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.
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