Title of Unit Place value Grade 2

Level

Developed By Manisha Singh Time 6 days

Frame

Identify Desired Results (Stage 1)

Established Goals:

This unit of study is about learning and understanding the concept of place value. Students are taught that
a two-digit number is composed of tens and ones. This reflects a shift in their thinking from viewing
numbers as single units ("ones") to a bundle of units. The unit integrates cross-curricular subject areas
such as art education and physical education with the primary focus being mathematics.

BIG IDEAS:

Mathematics:

Development of computational fluency in addition, and subtraction with numbers to 100 requires an
understanding of place value.

Arts Education:

Dance, drama, music, and visual arts are each unique language for creating and communicating.

Physical Education:

Learning how to participate and move our bodies in different physical activities helps us develop physical
literacy.

Rationale:

The concept of Place Value is one of the key concepts in mathematics curriculum and understanding place
value (or not understanding it) will follow students through their mathematics journey. It is essential that
students understand the meaning of a number. For example, in the number 635, the 6 represents 600. By
presenting this subject in a multitude of ways (keeping in mind the multiple intelligences and various
learning theories), the chances of the student being able to absorb the material increases.

Essential Questions): What drives the learning?

• What is place value?

• Why is understanding place value important?

• What are the different ways a number can be broken apart and put back together?
Students will be able to: (Competencies) Students will: (content)

• Develop, demonstrate, and apply • Demonstrate an understanding of 10s

mathematical understanding through play, and 1s
inquiry, and problem solving
• Demonstrate an understanding of the
• Communicate mathematical thinking in many relationship between digit places and
ways. their value, to 99 (e.g., the digit 4 in 49
has the value of 40)
• Visualize to explore mathematical concepts.
• Decompose two-digit numbers into 10s
and 1s.

Assessment Evidence (Stage 2)

Performance Tasks and / or culminating tasks: Other Evidence: formative and summative

• Participation in activities which help reinforce • Students will be assessed by observation

the concept of place value.
• Completion of math worksheet which will
represent the students’ understanding Place
Value.
notes, anecdotal notes, oral questioning/
conferencing with students during or at
the end of a lesson, participation in
group activities (such as whiteboard
number writing), and completion of
worksheets.

Key Criteria: demonstrate an understanding of place value, demonstrate an understanding of the

decomposition of a number, full completion of worksheet.

Learning Plan (Stage 3)

Where are your students headed? Where
have they been? How will you make sure
the students know where they are going?
• Students are headed towards an understanding of
Place Value.
• Students have been gaining confidence in number
concepts of counting by skip-counting by 2, 5, and
10, by using different starting points, increasing and
decreasing (forward and backward). Can arrange and
recognize numbers to 100.

• Students will be assessed for understanding through

discussion as concepts and instructions are
introduced.
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea and
questions in the unit? How will you equip
them with needed skills and knowledge?
How will you cause students to reflect
and rethink? How will you guide them in
rehearsing, revising, and refining their
work?
How will you help students to exhibit and
self-evaluate their growing skills,
knowledge, and understanding
throughout the unit?
How will you tailor and otherwise
personalize the learning plan to optimize
the engagement and effectiveness of ALL
students, without compromising the goals
of the unit?
How will you organize and sequence the
learning activities to optimize the
engagement and achievement of ALL
students?
• I will hook students by showing engaging video about
place value.
• The participation by students in experiential activities
as well as completion of worksheet will connect
students to the big idea for the unit.
• I will equip them with needed skills and knowledge
and starting with guided support for skills they have
not yet acquired or mastered.
• Students will be encouraged to participate in the
variety of activities that solidify their understanding
of Place Value. They will be encouraged to work in
partners and given opportunity for peer reviewing,
before they complete a work sheet individually.
• Students will be asked to read their written work to a
teacher or Education Assistant.
• Students will be asked to share their successes
during closure for the lessons.
• Students will complete a self-assessment (co-created
with the students on the first day of the unit) at the
end of the unit.
• The unit incorporates a multitude of ways to present
the concept to touch learners of multiple
intelligences. These activities have been created/
used based on various learning theories to optimize
engagement and learning for all students.
• Scribing help will be provided for students who may
need it.
• I will begin with the unit with a relatively simple
lesson that is engaging and fun in order not to
overwhelm them with the expectations for the entire
unit, and then they will progress to the more
challenging tasks.