Unit Plan Overview

Unit: Second Grade Math - Number & Operations in Base Ten Stage 1- Desired Results Connections to Context: The students have been learning about numbers and operations in base ten this semester. The goal is students becoming fluent with addition and subtraction. Most students perform addition and subtraction using their fingers. It is important to make them realize throughout this unit that there are more effective and efficient ways to add and subtract numbers than counting fingers. This unit will introduce those addition and subtraction strategies and encourage students to use them. It is an essential skill to learn how to add and subtract fluently for their daily lives. Established Goals CCSS.Math.Content.2.NBT.A.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. CCSS.Math.Content.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. MCC.2.OA.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. MCC.2.OA.2 Fluently add and subtract
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Transfer Students will be able to independently use their learning to Recognize how the digits 0-9 are used in our place value system to create numbers and manipulate amounts. Use estimation, pictures, and manipulatives to solve addition and subtraction computation as well as story problems. Develop strategies for mental math as well as solving story problems. Meaning UNDERSTANDINGS Students will understand that

ESSENTIAL QUESTIONS Students will keep considering

When one quantity is joined or added on to another quantity, the result is greater than or equal to the initial quantity. When one quantity is removed from another quantity, the result is less than or equal to the initial quantity. When one quantity is compared to another quantity, the initial quantity is either equal to, greater than, or less than the second quantity. Reasonableness of addition and subtraction problems may be determined by using estimation. Problems and solutions can use various representations, including concrete objects, pictures, number sentences, and words.

How can we use skip counting to help us solve problems (addition and subtraction)? How can estimation strategies help us build our addition skills? When will estimating be helpful to us? How do we use addition to tell number stories? How is it that a number chart and/or number line help me model how I combine and compare numbers? What is a number sentence and how can I use it to solve word problems?

Students will know

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Students will be skilled at Students will exhibit

How to estimate number to its nearest multiple of ten. How to use mathematical terms such as Estimate, Greater than, Equal to, and Less than. How to represent two-digit numbers using different manipulatives.

Determining which multiple of ten a given number is nearest. Expressing and constructing a number sentence based on story problem. Understanding and comparing two two-digit numbers.

Enthusiasm toward learning and an active participation throughout the class Collaboration with their partners during class activities. Self-reflection during class discussions and activities.

within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. MCC.2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Evaluative Criteria Worksheet (For every lesson, there is a worksheet or activity sheet that students have to complete.) Participation (This is the biggest part of the assessments for this unit. Students will be evaluated on how actively they participate in classroom discussions.) Use of mathematical concepts (Students will be evaluated on how frequently and appropriately they use the mathematical terms.) Teamwork/Cooperation (Three of the lessons in this unit plan have a group activity. Students are expected to give each other meaningful feedback.) Stage 2- Evidence Students will show their learning by PERFORMANCE TASK(S):

Describing and explaining their own strategies they used for addition and subtraction. Establishing and developing their knowledge about two-digit addition and subtraction from class activities. Using appropriate tools strategically and solving mathematic problems using manipulatives. Participating class discussions and actively engaging in number talks. Completing a worksheet or task for each lesson.

OTHER EVIDENCE:

Using their understanding of mathematical terms during activities or class discussions. Constructing viable arguments and critique the reasoning of others.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan Pre-assessment- due ________ The students will be pre-assessed during Number Talks or small discussions in the beginning of the lesson. Their active participation in asking thought-provoking questions and sharing ideas or strategies will be emphasized.
Acquisition The students will acquire mathematical skills, such as finding the nearest multiple of ten; transferring a story problem into a number sentence; determining whether a number is less than, greater than, or equal to the other; and performing two-digit addition and subtraction. Meaning The students will understand the meaning of mathematical concepts that are discussed in class and be able to describe them in their own words. Transfer The students will transfer their knowledge to practice by using/applying acquired skills and strategies as they solve problems.

Progress Monitoring Learning Events Student success at transfer, meaning, and acquisition depends upon their participation in these learning events Lesson 1 - Using descriptive words, such as more/less, even/odd, and add/subtract during the activity. - Applying their knowledge of number riddles and creating them on their own. * Gathering in a circle and play riddle games. * Sharing their thoughts about the lesson with their partners at the end of the class. * Using a number chart, number line, fingers, or any other ways they are comfortable with to express and identify the unknown number of the riddle. o Choosing/making a decision whether to answer all or some of the questions from the worksheet. o Working with their partners during the activity. o Reflecting on their works by sharing them with their partner and class. Lesson 2 - Using a number-based story to express a number sentence. * Demonstrating number-based story by drawing. * Putting their finger(s) on their chin to show how many answers they have. * Choosing a manipulative they want to use. o Working with their partners during the activity. o Reflecting on their works by sharing them with their partner and class. Lesson 3 - Using 0-100 number line to visualize number placement. - Using different strategies to determine which closest multiple of ten any given number is the nearest. * Demonstrating exercise questions in development stage. * Verbally expressing their strategies they used to their peers. o Choosing/making a decision whether to do optional questions. o Completing the worksheet up to question #12. o Reflecting on their works by sharing them with their partner and class. Lesson 4
(How will you monitor students progress toward acquisition, meaning, and transfer during lesson events?) I will be looking for students answer and listening to their explanation and use of terms that we learned during class discussions. I will be checking for their understanding as I walk around class to help them completing a worksheet or activity recording sheet. (How will students monitor their own progress toward acquisition, meaning, and transfer?) The students will share their ideas during class discussions with their partners and give one another feedback on their work during class activities. The students will monitor their own progress and check their own understanding as they ask questions and work on worksheet. (What are potential rough spots and student misunderstandings?) Lesson 1: The students may find it difficult to understand the meaning of ~ groups of ~ Lesson 2: The students may find it difficult to understand why we round up 5. Lesson 3: The students may struggle when the result of two-digit addition goes over 100. (e.g. 60+60) Lesson 4: The students may find it

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

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Playing a game in which they have to find the nearest multiple of ten of a given number. Applying skills and strategies on finding the nearest multiples of ten throughout the class. Gathering in front of the screen, getting paired up to play the game. Interacting with their partners during the activity. Monitoring their progress as they play the game. Choosing to use a number chart and/or number line sheet. Taking turns when playing the game. (They have to wait and help their partner until they get their turn.) Reflecting on their estimation based on the comments from their partner.

difficult to formulate a number sentence in which the start is unknown. Lesson 5: Many students are weak at addition, so they may find it difficult to subtract two-digit number from a hundred or another two-digit number. (How will students get the feedback they need?)

Lesson 5 - Using base ten blocks as a visual representation of numbers. - Applying their knowledge of basic addition and subtraction to find the sum (total) or difference. * Working in pairs and sharing their ideas to the class during class discussion. * Actively participating in lesson activity by raising questions and answering them. o Making a decision to choose either building to/busting 100 or building to/busting 50. o Playing their assigned roles throughout the activity. o Reflecting their understanding of the topic through class discussion.
(Star the multiple means of representation; underline the multiple means of action and expression; circle the multiple means of engagement.)

The students will get verbal feedback from the teacher and their peers. The students will also get written feedback from the teacher on their worksheets.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum