1. CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
Second Grade
Unit 1: Extending Base Ten Understanding
May 3, 2012
Session will be begin at 3:15 pm
While you are waiting, please do the following:
Configure your microphone and speakers by going to:
Tools – Audio – Audio setup wizard
Document downloads:
When you are prompted to download a document, please choose or
create the folder to which the document should be saved, so that you
may retrieve it later.

2. Clearing up confusion
• This webinar focuses on CCGPS content specific to one grade level
and one unit within that grade.
• For information about CCGPS across a single grade span, please
access the list of recorded GPB sessions on Georgiastandards.org.
• For information about the Standards for Mathematical
Practice, please access the list of recorded Blackboard sessions from
Fall 2011 on GeorgiaStandards.org.
• CCGPS is taught and assessed from 2012-2013 and beyond.
• A list of resources will be provided at the end of this webinar and
this list has also been included in your document downloads.

3. CCGPS Mathematics
Unit-by-Unit Grade Level Webinar
Grade Two
Unit 1: Extending Base Ten Understanding
May 3, 2012
Turtle Gunn Toms– tgunn@doe.k12.ga.us
Elementary Mathematics Specialist
These materials are for nonprofit educational
purposes only. Any other use may constitute
copyright infringement.

4. Welcome!
• Thank you for taking the time to join us in this
discussion of Unit 1.
• At the end of today’s session you should have at least 3
takeaways:
 The big idea of Unit 1
 Something to think about… food for thought
 How might I prepare for the start of school next year?
 What is my conceptual understanding of the material in this unit?
 a list of resources and support available for CCGPS
mathematics

5. • Please provide feedback at the end of today’s session.
Feedback helps us all to become better teachers and
learners.
Feedback helps as we develop the remaining unit-by-unit
webinars.
Please visit http://ccgpsmathematicsK-5.wikispaces.com/
to share your feedback. This is our “baby”wiki!
• After reviewing the remaining units, please contact us
with content area focus/format suggestions for future
webinars. Wiki, anyone?
Turtle Gunn Toms– tgunn@doe.k12.ga.us
Elementary Mathematics Specialist

6. Welcome!
• For today’s session:
Did you read the Second Grade mathematics
CCGPS?
 Did you read Second Grade Unit One?
 Make sure you download and save the documents
from this session.
Ask questions and share resources/ideas for the
common good.
Join the K-5 wiki. If you are wondering what a wiki
is, we’ll discuss this near the end of the session.

7. Remember, Turtle, give someone a fish
and they eat for a day.
Teach them to fish and
they’ll have no further use for you.

8. Activate your Brain
When you think of 7, what do you see?
When you think of 27, what do you see?
How about 127?
How about 1,027?
How about 1,000,027?
1,000,000,027?

9. Activate your Brain
What numbers less than 100 make eight
when the digits are added together?
(example 17 is a solution because 1+7=8)
Write to help explain your best thinking
using words, numbers, or pictures.

10. What’s the big idea?
Developing deep understanding of quantity,
relationships among numbers, and representation
of number, specifically as they relate to place
value, addition and subtraction, and the
emergent understanding of multiplication.

11. Navigating a Unit
Overview
Standards
Enduring Understandings
Essential Questions
Concepts and Skills to Maintain
Selected Terms and Symbols
Strategies for Teaching and Learning
Common Misconceptions
Evidence of Learning
Tasks

12. New to the Frameworks?
• Enduring Understandings
• Essential Questions
• Common Misconceptions
• Overview

13. Navigating a Unit
What’s Different/What’s the Same?
SMP’s (analyzing, estimating, reasoning, describing
patterns, defending, discussing, peer feedback, contentious
discourse,
modeling, etc.)
Grade Level Overview
Collaborative skills (How collaborative are
your collaborative activities?)
Productive Struggle
Journaling/Notebook
Development of own understanding
(yours and students’)
The regular use of routines is important to the development of
students’ number sense, flexibility, fluency, collaborative skills and
communication.

14. Brand Spanking New!

16. Navigating a Unit
Classroom Routines and Rituals
http://www.edutopia.org/math-social-activity-
cooperative-learning-video
http://www.edutopia.org/math-social-activity-sel
http://www.youtube.com/user/responsiveclassroom/vi
deos
http://www.responsiveclassroom.org/category/categor
y/first-weeks-school

17. Navigating a Unit
Journaling/Math Workshop
•Downloaded article from Marilyn Burns
•http://mrsshannonsclass.weebly.com/guided-math.html
Sense making
•Downloaded article from NCTM
•http://www.youtube.com/user/mitcccnyorg?feature=watch

18. Navigating a Unit
Mathematical Community of Learners-
http://www.insidemathematics.org/index.php/video-tours-of-
inside-mathematics/classroom-teachers/157-teachers-reflect-
mathematics-teaching-practices

19. “Remember that we all climb the hills differently. We take
different paths, different steps, and different journeys. We
each reach landmarks in different ways and at different times.
If we push or pull children up the hill and make them practice
our steps, our ways, or, worse yet, drop them by helicopter at
points of the journey without the climb of getting there, we
may get them up the mountain - but they won’t own it. They
may reach the vista, but they won’t feel empowered by the
climb. They won’t take on the next hill in the journey. And
most important, they won’t have learned how to climb, how
to mathematize their own lived worlds. If, however, we
support their steps, work with them as young
mathematicians, the climbs and the vistas and the joys of the
journey will be theirs forever” C. Fosnot

20. What’s the big idea?
Developing deep understanding of
quantity, relationships among numbers, and
representation of number, specifically as they
relate to place value, addition and
subtraction, and the emergent understanding of
multiplication.

21. What do Second Grade students bring?
What are they connecting to later?
From 1- Later-
• Fluent addition and subtraction to 10. • Deep understanding of addition and
This means students have developed strategies subtraction.
and have solved different problem types. • Useful place value understanding.
• Foundational place value understanding. • Understanding of defining attributes about
This means students have a conceptual shape, comparison of shape.
understanding. • Foundational fractional relationships.
• Foundational ideas about shape and • Continuation of fluency/algebraic thinking.
position in space. • Measurement/addition/subtraction
• Ability to compare and catagorize. relationships
• Understanding of quantities to 120. • Data analysis
• Measurement as unit iteration
• Transitive property

22. What’s Different in Second Grade?
Operations and Algebraic Thinking
• One- and two-step word problems within 100
• Fluently + and – within 20 w/mental strategies
• Know from memory sums of two one digit numbers to 18
• Odd and even (to 20)
Number and Operations in Base Ten
• Fluently add and subtract within 100 using strategies, explaining strategies, and
relating to written method.
• Skip count forward and backward by 5, 10, 100 to 1000 instead of to 100
• Add up to four 2-digit numbers using strategies
• Add and subtract within 1000 using concrete models or drawings, and
strategies
• Add and subtract multiples of 10 and 100 to 900.
• Write an equation to express total as sum of addends (foundation of
multiplication)

23. Critical Areas
In Second Grade, instructional time should focus on
four critical areas:
• Extending understanding of base-ten notation
• Building fluency with addition and subtraction
• Using standard units of measure
• Describing and analyzing shapes

24. What is no longer in Second Grade ?
• Regrouping without understanding
• Multiplication table
• ≠
• Seconds in minute, minutes in hour, hours in day
• Representations of numbers over 1000
• Making change, mixing coins and currency
• Temperature (this is science)
• Rectangle and square
• Cutting 3-D shapes
• Calendar (this is social studies)

25. Tools for Teaching Number Sense
• Subitization
• Comparison
• Counting
• One- to- one correspondence
• Cardinality
This is from Kindergarten Unit 1
• Hierarchical Inclusion
• Number Conservation  Dot Cards/TenFrames
 Number Cubes
• Spatial Relationship
 Dominoes
• One and Two More or Less  Cups
• Understanding Anchors  Collections
• Part/Part Whole Relationships  Rekenrek

26. Developing Number Sense
How do you know what they know?
• First, do no harm:
http://www.youtube.com/watch?v=I9jaJREEAI&feature=channel
&list=UL
http://www.youtube.com/watch?v=nK63kRN5xPo&feature=rel
mfu
• Determine strategies:
http://www.youtube.com/watch?v=yYdjCjEsdSw&feature=chan
nel&list=UL
Thanks, Gatorgyrl82!
http://www.youtube.com/user/Gatorgyrl82?feature=watch

27. Coherence and Focus – Unit 1
What are students coming with?

28. Coherence and Focus – Unit 1
What foundation will have been built?
Where does this understanding lead incoming students?

29. Coherence and Focus – Unit 1
What foundation is being built?
Where does this understanding lead students?

30. Coherence and Focus – Unit 1
View across grade bands
• K-6th
Operations with whole numbers and fractions.
Numbers and their opposites.
• 8th-12th
Everything!

31. Coherence and Focus – Unit 1
What foundation is being built?
Where does this understanding lead students?
http://www.k-5mathteachingresources.com/2nd-grade-math-journals.html

32. Examples & Explanations
Downloads:
•Dot cards and ten frames packet
•Rekenrek packet
•http://gradekcommoncoremath.hcpss.wik
ispaces.net/Rekenreks
•http://www.youtube.com/watch?v=jcmEL
kgrJ_g&list=UUcBRC4oQCDKnO9phCKcSSZ
Q&index=1&feature=plcp

33. Examples and Explanations
Groupable Materials

34. Examples & Explanations

35. Examples & Explanations

36. Examples & Explanations
Journaling Revisited:

37. Examples & Explanations
Standards:
http://secc.sedl.org/common_core_videos/
Videos for teachers explaining standards- so far:
2.NBT.7, with more to come.
Tools:
http://www.dpi.state.nc.us/docs/acre/standards/co
mmon-core-tools/unpacking/math/2nd.pdf
Unpacked standards from NC

38. Assessment
How might it look?
Examples of how balanced assessments can be
assembled.
http://map.mathshell.org/materials/tests.php
The target audience for these sample assessments :
1. teachers who have already begun work with
mathematical practice standards
2. designers of future CCSSM-aligned assessments
http://map.mathshell.org/materials/pd.php
(while you are at it, have a look at their Professional Learning!)

39. Assessment
How could it look?
http://nzmaths.co.nz/mathematics-assessment

40. What should we do first?
• Read the Grade Level Overview
• Read the unit, and discuss with your
colleagues.
• Complete the culminating task with your
team. Now you know where you are
going, what you need, where your students
will end up.
What do you notice? What do you wonder?
Share your thoughts on the wiki.

41. Resource List
The following list is provided as a sample of
available resources and is for informational
purposes only. It is your responsibility to
investigate them to determine their value and
appropriateness for your district. GaDOE does
not endorse or recommend the purchase of or
use of any particular resource.

42. What in the world is a wiki?
http://ccgpsmathematicsk-5.wikispaces.com/2nd+Grade

43. Resources
• Common Core Resources
 SEDL videos - https://www.georgiastandards.org/Common-
Core/Pages/Math.aspx or http://secc.sedl.org/common_core_videos/
 Illustrative Mathematics - http://www.illustrativemathematics.org/
 Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/
 Arizona DOE - http://www.azed.gov/standards-practices/mathematics-
standards/
 Ohio DOE –http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEP
rimary.aspx?page=2&TopicRelationID=1704
Inside Mathematics- http://www.insidemathematics.org/
 Common Core Standards - http://www.corestandards.org/
 Tools for the Common Core Standards - http://commoncoretools.me/
 Phil Daro talks about the Common Core Mathematics Standards -
http://serpmedia.org/daro-talks/index.html

44. Resources
• Books
 Van De Walle and Lovin, Teaching Student-Centered
Mathematics, K-3
 Fosnot and Dolk, Young Mathematicians at Work
 Wright, et al, Teaching Number in the Classroom
 Wright, et al, Teaching Number-Advancing children’s skills
and Strategies
 Wright, et al, Developing Number Knowledge
 Parrish, Number Talks
 Shumway, Number Sense Routines (preview!)
 Wedekind, Math Exchanges (preview!)

45. Resources
• Professional Learning Resources
 Inside Mathematics- http://www.insidemathematics.org/
 Edutopia – http://www.edutopia.org
 Teaching Channel - http://www.teachingchannel.org
Annenberg Learner - http://www.learner.org/resources/series32.html
• Assessment Resources
 MARS - http://www.nottingham.ac.uk/~ttzedweb/MARS/
 MAP - http://www.map.mathshell.org.uk/materials/index.php
 PARCC - http://www.parcconline.org/parcc-states
•Start of School- Parents
http://www.youtube.com/watch?v=Vvk4-evBS-8&feature=plcp
(how to support your school and teacher)

46. Phil Daro says:
it’s just the easy part to design and write something down.
The hard part comes… with putting them to work.
And the users have ultimate control over how they’re used.
So no matter how well designed the tool is – the user has control.
And there you see my granddaughter Sadie
using a well-designed crayon.
So , … if all people do, is take out their
old state standards, toss them out, and replace these
common core state standards into those old boxes
NOTHING IS REALLY GOING TO CHANGE
We designed these as a platform for new kinds of instructional systems
We didn’t design these to be thrown into the old boxes.
The old boxes in fact, are the infrastructure for making things a mile wide, inch
deep.

47. As you start your day tomorrow…
Who dares to teach must never cease to learn ~ John Cotton Dana
http://www.youtube.com/watch?v=JEa0xpWi7C4

48. Thank You!
Please visit http://ccgpsmathematicsK-5.wikispaces.com/ to provide us
with your feedback!
Join our listserve:
join-mathematics-k-5@list.doe.k12.ga.us
Turtle Gunn Toms
Program Specialist (K-5)
tgunn@doe.k12.ga.us
These materials are for nonprofit educational purposes
only. Any other use may constitute copyright infringement.
follow@turtletoms
(yep, I’m tweeting math resources in a very informal manner)