NCDPI -- AIG Instructional Resource: Background Information

Date Submitted:
May 11, 2012
Resource Title:
Explanations Simply Stated
Subject Area/Grade Level (s):
Grade 2 / Time Frame
2-3 class periods
Common Core/Essential Standard Addressed:
NUMBER AND OPERATIONS IN BASE TEN
Use place value understanding and properties of operations to add and subtract.
2NBT.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.
Mathematical Practices
1.  Make sense of problems and preserve in solving them.
3.  Construct viable arguments and critique the reasoning of others.
4.  Model with mathematics
5.  Use appropriate tools strategically.
6. Attend to precision.
Additional Standards Addressed:
2.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).
ELA2SL.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Brief Description of Lesson/Task/Activity:
Students should be quite used to explaining their thinking and the strategies they are using with two-digit numbers. For this standard have students choose a problem with sums or minuends up to 1000. Examples: 354 + 576 = ___ or 972 – 468 = ___.
Have students choose a way to represent their solution, could be with a numberline drawing or a set of place value blocks.
Explain to students that they will video each other presenting their solutions. If the school or teacher regularly posts student work on the teacher or school website, explain to students that their work will be posted so that others may listen to their strategies.
Depending on how comfortable this particular group of students is with making videos, the teacher may want to demonstrate a solution and have a student video her/him.
Watch the videos in a small group first and have students practice making comments such as “I like how you showed breaking a ten into ones so that you could subtract the 8” or I had trouble hearing what you said about combining numbers at the end. Could we video that again?
Type of Differentiation for AIGs (include all that apply)
x Enrichment Extension Acceleration
Adaptations for AIGs
x Content- focus on process and skills; variety x Process- encourage active learning, cite evidence of reasoning x Product– real audiences
Explanation of How Resource is Appropriate for AIGs
This product is for a real audience. There is more need for attention to detail and clear explanation. (Mathematical Practice 6.Attend to Precision.) Students will have to evaluate the best strategy to showcase on their video. They will have opportunities to build social and leadership skills.
Needed Resources/Materials
Base ten blocks or other models
White boards and markers or chart paper or poster board
Flip cams or other video cameras
If the teacher is not familiar with using the flip cam, a media specialist or technology teacher may be a needed resource
Sources (all sources must be cited)
http://www.commoncraft.com/video/podcasting
TEACHER NOTES
Whenever I need to understand how to use some new technology tool I usually go to commoncraft.com for their “in plain English” explanations. Check out their video above on podcasting. They use simple drawings in their videos. I like using a similar method with students for showing their work. Sometimes projects and presentations become more about the elaborate pictures and decorations and this helps to focus on the information. If this lesson is successful, students will want to video other explanations throughout the year. If you have a webpage, you can post these explanations and students will use them. It may help parents understand that students are not expected to use standard algorithms until fourth grade. Your AIG students will become good at this process and can help other students in the class do this too.

NCDPI AIG Curriculum Resource Outline

Describe processes, steps, and materials needed at each stage of the lesson/activity.

STAGE ONE: Engage
  Hook
  Prior knowledge
  Instructional input
  Modeling
Description:
We have been working on using strategies to solve and explain addition and subtraction problems. First I am going to model a sample of this and I will let one of you use this flipcam to video what I say and do. Let’s look at the problem 253 + 188 = ____.
I am going to use place value blocks and a place value mat. Watch as I lay out 2 hundreds squares, five tens and 3 ones on the mat. Now I will lay out 1 hundred, 8 tens and 8 ones below the first number on the mat. First I will add the ones. I have 11. Then I will add the tens. I have 130. Now I will add the hundreds. I have 300. Now I will use the whiteboard (demonstrate) and add 300 + 130 + 11 = 441. (You can stop the video).
Let’s look at my video. What do you like? (Students respond). What should I change or what do you have questions about? (Students give suggestions.) You said that I didn’t explain how I combined 300 + 130 + 11 =441. I will explain that. Video as I explain. I used what I know about place value to add 300 and 130 to get 430. 430 plus 10 is 440 and 1 more is 441. (Stop the video). Did that work better? Now it is your turn.
STAGE TWO: ELABORATE
  Guided and independent practice
  Guiding questions
Description:
Have some addition and subtraction problems written on index cards and distribute to students. Each student takes a few minutes to decide on a strategy and solve the problem. The students practice their solutions with each other and tell what they like and what could improve. The teacher listens and watches as students finish their solutions. The teacher takes the flipcam (even better if there are two or three) to a pair and assists them as they film each other. After all students have had a chance to record their work, view the work together as a group. Discuss and plan to re-video some of the solutions if necessary. If possible, post this work on a school website, wiki or blog for others to see and comment on.
STAGE THREE: EVALUATE
  Assessment
Description:
Self –assessment and peer assessment is built in to this activity. The teacher will have a permanent record of a student’s thinking that can be part of a portfolio assessment. The student should be able to use and explain a strategy for adding or subtracting numbers within 1000.
TEACHER NOTES: