1. 2nd
Grade
Agenda
&
Goals
• Update
the
Training
&
Implementa7on
Plan
• Iden7fy
strategies
for
math
learning
difficul7es
• Explore
2nd
Grade
content,
pedagogy,
and
pacing
in
Math
in
Focus
• Transi7oning
students
next
year

2. Math
Learning
Difficul7es
1. ESTIMATE
how
many
of
your
students
demonstrate
each
math
learning
difficulty
2. DISCUSS
which
learning
difficul7es
do
you
see
most
oIen?

3. Strategies
for
Math
Learning
Difficul7es
✭ the
strategies
that
you
associate
with
Singapore
Math

4. Pedagogy:
C-­‐P-­‐A
Jerome
Bruner’s
research
proved
that
instruc7onal
strategies
build
understanding
for
students
when
they
move
from…
• Concrete
(manipula7ves)
to
• Pictorial
(visual
models
or
drawings)
to
• Abstract
representa7ons
(numbers,
symbols)

5. Pedagogy:
Rela7onal
Understanding
Richard
Skemp’s
research
proved
that
for
long
term
learning
to
occur
rela(onal
understanding
is
more
successful
than
instrumental
learning.
Rela(onal
Understanding
Instrumental
Understanding
Conceptual
Procedural
WHY
before
HOW
How
One
to
One
Correspondence
Oral
Coun7ng
Quan77es
and
Values
Wri7ng
numbers,
Spelling
numbers
Each
piece
RELATES
to
all
others
Isolated
steps
or
steps
without
meaning
Reading
with
understanding
Phone7c
or
word
calling

6. Pedagogy:
Perceptual
Variability
Zoltan
Diene’s
research
proved
that
children
gain
the
most
conceptual
understanding
when
they
are
exposed
to
a
concept
through
a
variety
of
materials
or
experiences.
Perceptual
Variability
?
z! ;!
p! /!
"
q!

7. Reflec7ng
On
Pedagogy
Select
one
strategy
for
addressing
math
learning
difficul7es.
Discuss
how
it
connects
to
Singapore
Math
Pedagogy…
v Concrete-­‐Pictorial-­‐Abstract
(Bruner)
v Rela7onal
Understanding
(Skemp)
v Mul7ple
Representa7ons
(Dienes)

8. Place
Value
Strips
1.
Find
a
partner
to
compose
one
of
these
numbers:
61
42
23
14
35
56
2.
With
your
partner
say
these
about
your
number:
a.
____
tens
and
____
ones
make
_____
b._____
+
_____
=
_______

9. Place
Value
Strips
3.
Find
another
pair
to
add
these
numbers
mentally:
61
+
35
=
42
+
23
=
56
+
14
=
4. Use
the
hundreds
around
the
room
(and
a
partner)
to
make
these
numbers…
142
361
523
614
435
256

10. Place
Value
Strips
5. Come
to
the
front
of
the
room
and
put
the
3-­‐digit
numbers
in
order
from
least
to
greatest.
6.
Find
another
pair
to
add
these
numbers
mentally:
256
+
361
=
523
+
142
=
435
+
614
=

11. Grade 2 Math in Focus
Chap. 1: Numbers to 1,000
11 Days
September
Chap. 2: Addition up to 1,000
7 Days
September-October
Chap. 3: Subtraction up to 1,000
8 Days
October
Chap. 4: Using Bar Modeling: Addition and Subtraction
10 Days
October
Chap. 5: Multiplication and Division
8 Days
November
Chap. 6: Multiplication Tables of 2, 5, and 10
12 Days
November-December
Chap. 7: Metric Measurement of Length
9 Days
December
Chap. 8: Mass
8 Days
January
Chap. 9: Volume
8 Days
January
Chap. 10: Mental Math and Estimation
11 Days
January-Feb
Chap. 11: Money
8 Days
February
Chap. 12: Fractions
6 Days
March
Chap. 13: Customary Measurement of Length
8 Days
March
Chap. 14: Time
8 Days
March-April
Chap. 15: Multiplication Tables of 3 and 4
10 Days
April
Chap. 16: Using Bar Modeling: Multiplication and Division
7 Days
April
Chap. 17: Picture Graphs
6 Days
May
Chap. 18: Lines and Surfaces
5 Days
May
Chap. 19:Shapes and Patterns
9 Days
June
159

12. Numbers
to
1000

13. Chap.
1:
Numbers
to
1000

14. Chap.
1:
Numbers
to
1000

15. Chap.
1:
Numbers
to
1000

16. Chap.
1:
Numbers
to
1000

17. Chap.
1:
Numbers
to
1000

18. Chap.
1:
Numbers
to
1000

19. Chap.
1:
Numbers
to
1000

20. Filling
in
Grade
1
Numbers
to
10
Grade
1
Resources
Reteach
Workbook
Extra
Prac7ce
Enrichment
Chapters
Chap.
2
Number
Bonds
Chap.
3
Addi7on
Facts
to
10
Chap.
4
Subtrac7on
Facts
to
10
IMI Tasks
Facts for Homework

21. Filling
in
Grade
1
Numbers
to
20

22. Filling
in
Grade
1
Numbers
to
20
Grade
1
Chap.
7:
Numbers
to
20
Chap.
8
Facts
to
20

23. Number Balance Break!
Yes, there’s an app
for that.

24. Filling
in
Grade
1
Place
Value
Grade
1
Chap.
Numbers
to
40
Chap.
Numbers
to
100
IMI: Building Bundles and Ten Rods + Ones
Homework: Pictures of Base Ten Blocks
Take Home Place Value Strips

25. Chap.
2:
Addi7on
up
to
1000

26. Chap.
2:
Addi7on
up
to
1000

27. Chap.
2:
Addi7on
up
to
1000

28. Chap.
2:
Addi7on
up
to
1000

29. Review
Grade
1
Chap.
13
Addi7on
&
Subtrac7on
to
40
Chap.
17
Addi7on
&
Subtrac7on
to
100
Addi(on
Subtrac(on
No
Regrouping
No
Regrouping
Add
ones
(2
digit
+1
digit)
Subtract
ones
(2
digit
-­‐1
digit)
Add
10,
20,
30,
etc
Subtract
10,
20,
30,
etc
Add
2
digit
+
2
digit
Subtract
2
digit
-­‐
2
digit
Regrouping
Regrouping
Regroup
Ones
(2
digit
+1
digit)
Regroup
Ones
(2
digit
-­‐1
digit)
Regroup
Ones
(2
digit
+
2
digit)
Regroup
Ones
(2
digit
-­‐
2
digit)

30. Chap.
2:
Addi7on
up
to
1000

31. Chap.
2:
Addi7on
up
to
1000

32. Chap.
2:
Addi7on
up
to
1000

33. Chap.
2:
Addi7on
up
to
1000

34. Chap.
3:
Subtrac7on
up
to
1000

35. Chap.
3:
Subtrac7on
up
to
1000

36. Chap.
3:
Subtrac7on
up
to
1000

37. Chap.
3:
Subtrac7on
up
to
1000

38. Chap.
3:
Subtrac7on
up
to
1000

39. Review
Grade
1
Chap.
13
Addi7on
&
Subtrac7on
to
40
Chap.
17
Addi7on
&
Subtrac7on
to
100
Addi(on
Subtrac(on
No
Regrouping
No
Regrouping
Add
ones
(2
digit
+1
digit)
Subtract
ones
(2
digit
-­‐1
digit)
Add
10,
20,
30,
etc
Subtract
10,
20,
30,
etc
Add
2
digit
+
2
digit
Subtract
2
digit
-­‐
2
digit
Regrouping
Regrouping
Regroup
Ones
(2
digit
+1
digit)
Regroup
Ones
(2
digit
-­‐1
digit)
Regroup
Ones
(2
digit
+
2
digit)
Regroup
Ones
(2
digit
-­‐
2
digit)

40. Review
Grade
1

41. Chap.
3:
Subtrac7on
up
to
1000

42. Chap.
3:
Subtrac7on
up
to
1000

43. Chap.
3:
Subtrac7on
up
to
1000

44. Chap.
3:
Subtrac7on
up
to
1000

45. Chap.
4:
Bar
Models

46. Chap.
4:
Bar
Models

47. Chap.
4:
Bar
Models

48. Chap.
4:
Bar
Models

49. Chap.
4:
Bar
Models

50. Chap.
4:
Bar
Models

51. Chap.
4:
Bar
Models

52. Chap.
4:
Bar
Models

53. Chap.
4:
Bar
Models

54. Chap.
4:
Bar
Models

55. Chap.
4:
Bar
Models

56. Chap.
4:
Bar
Models