Understanding Common Core Math

Here is a link to a video I found that speaks to the shift in math instruction through the Common Core Standards.

http://achievethecore.org/shifts-mathematics

A little information on second grade math  (Please let me know if you have more questions about how we approach math problems)


 Students should have ample experiences to use concrete materials (place value blocks) and pictorial representations to support their work. This standard also references composing and decomposing a ten. This work should include strategies such as making a 10, making a 100, breaking apart a 10, or creating an easier problem. While the standard (traditional) algorithm could be used here, students’ experiences should extend beyond only working with the algorithm. There is a strong connection between this standard and place value understanding with addition and subtraction of smaller numbers. Students may use concrete models or drawings to support their addition or subtraction of larger numbers. Strategies are similar to those stated in 2.NBT.5, as students extend their learning to include greater place values moving from tens to hundreds to thousands. Interactive whiteboards and document cameras may also be used to model and justify student thinking. Students use number lines, base ten blocks, etc. to show, solve and explain reasoning. Explanation of thinking is a critical component of this standard.



Example: 354 + 287 = Student 1 Uses a number line.
 “I started at 354 and jumped 200. I landed on 554. I then made 8 jumps of 10 and landed on 634. I then jumped 7 and landed on 641.”

A great video on using the open number line

http://www.showme.com/sh/?h=BhO20g4

 Student 2 Uses base ten blocks & mat.
“I broke all of the numbers up by place using a place value chart. I first added the ones (4+7), then the tens (50+80) and then the hundreds200=500) I then combined my answers: 500+130=630. 630+11=641”.

A great video on using partial sums

http://www.showme.com/sh/?h=N6mvho0

Student 3 Uses place value blocks.
 “I made a pile of 354. I then added 287. That gave me 5 hundreds, 13 tens and 11 ones. I noticed that I could trade some pieces. I had 11 ones, and traded 10 ones for a ten. I then had 14 tens, so I traded 10 tens for a hundred and ended up with 6 hundreds, 4 tens and 1 one