Interdisciplinary UbD Unit Plan Format

Unit Plan Overview

Teacher(s): Time Frame (Days, Periods, etc.)
Mrs. Sasha Hartman, Laura Parker days 6
Unit Title: Grade Level: 2nd grade
Analyzing and Utilizing Strategies for Adding
and Subtracting numbers within 100

Subject/Topic Areas:
Subject Area Involved Main Topics Rationale
Language Arts Reading and To use fiction and nonfiction text to increase
comprehending text to familiarity and comfort with math concepts.
introduce math topics.
Mathematics Adding and Subtracting Adding and Subtracting is a fundamentally
two-digit numbers important aspect of number sense which most
people put to use in daily life
Unit Standards: (CCSS & Professional Standards)

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.

CCSS.ELA-LITERACY.RL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the grades
2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.RI.2.10
By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as
needed at the high end of the range.

Unit Goals: (Unit goals vs. Lesson objectives)

Teach the ability to analyze and use different strategies to fluently add and subtract within 100.

Essential (Critical) Questions:

Why would you use place value to help you solve addition and subtraction of 2 digit numbers
within 100?

Why would you use expanded form to solve two digit addition and subtraction equations within
100?
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Why would you need to decompose larger numbers into smaller numbers to add or subtract?

How can utilizing number sense develop strategies for adding and subtracting?

Map: the Critical Content (Scope and Sequence)

A full and broad concept of number sense, addition, and subtraction is achieved through lessons in place
value using a place-value chart, the use of expanded form, and decomposing as different strategies that
lead students to conceptualize number sense as a part of adding and subtracting.

Students will expand upon their knowledge of adding and subtracting single-digit numbers to
include the addition and subtraction of two-digit numbers.

Lesson 1​- ​Teaching two digit addition within 100 using a place value chart.
Standards addressed:
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.

CCSS.ELA-LITERACY.RI.2.10
By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as
needed at the high end of the range.

Mathematical Practices addressed:

Using appropriate tools strategically; Attend to precision; Look for and make use of structure; Look for
and express regularity in repeated reasoning; Make sense of problems and persevere in solving them;
Reason abstractly and quantitatively; Model with mathematics.

Anticipatory set: ​ Teacher will have students listen to the non-fiction text from the website getepic.com
What’s the Place Value​. This will review the place value concepts previously taught and introduce
students to the strategy of modeling numbers on a place value chart and using the model to add two digit
addition.

Direct Instruction: ​Teacher will show students an anchor chart showing the strategy of modeling
numbers on a place value chart to add them together and then rewrite in standard form. After directly
teaching the strategy the teacher will have students get individual place value charts in plastic sleeves to
use a whiteboards, whiteboard markers and erasers. The teacher will then model drawing numbers on a

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place value chart with the students and how to then add the models together and rewrite into standard
form. Use example below.

Guided Practice:​ The teacher will then do several with the students together. During this time the
teacher will be assessing the students for understanding by observing them. After doing several together
the teacher will give the students several to do independently on the whiteboards, showing her their
work . The teacher will use this as a formative assessment. If needed teacher will reteach.

Independent Practice:​ Teacher will then ask students to return whiteboards, markers and erasers to
supply cabinet and instruct them to retrieve their chromebooks and go to Google classroom(students are
familiar with how to do this) On Google classroom there will be a link to an online manipulative that will
allow students to add using place value models. This is the link.
https://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/common/itools_int_978054758499
7_/basetenblocks.html
Teacher will give the students a group of two digit addition problems to solve using the online
manipulatives. Teacher will walk around and monitor and assist as needed.

Assessment:​ For a formative assessment the teacher will have created an assessment on Google forms
the students will be offered the option of using a whiteboard or the online manipulative to solve. The
google form will automatically be graded by the program.

Lesson 2​-​ Teaching subtraction within 100 using a place value chart.

This lesson will be taught in this unit using the same principles of place value and through the use
of manipulatives and modeling ones, and tens on a place value chart as was done in lesson 1.

Lesson 3 - Teaching addition without regrouping, using expanded form.

Standards addressed:
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.

CCSS.ELA-LITERACY.RL.2.10

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By the end of the year, read and comprehend literature, including stories and poetry, in the grades
2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Mathematical Practices addressed
Using appropriate tools strategically; Attend to precision; Look for and make use of structure; Look for
and express regularity in repeated reasoning; Make sense of problems and persevere in solving them;
Reason abstractly and quantitatively; Model with mathematics.

The students will watch video on converting numbers from standard form to expanded form​:
https://youtu.be/4AF7xj7pmWc​ ​at home as part of a flipped classroom design. If technology
unavailable to students. They will be offered technology in class to view video.

Anticipatory set:​ Teacher will read the fiction book​ Mission: Addition ​by Loreen Leedy
The teacher will point out that the students in the text used different strategies to solve the math
problems in their mission. She will explain to the students that they are going to be learning different
strategies to solve addition and subtraction of two-digit numbers within 100. The teacher will read the
learning target to the students and then have students chorally read the learning target with her.

Direct Instruction:​ Teacher will direct students in a note demonstrating the steps to adding using
expanded form. The teacher will directly teach each step of the strategy. Using the example of the note
below.

Teacher will do several problems on board while speaking out loud the steps they are doing.

Guided Practice:​ The teacher will then do several with the students together. During this time the
teacher will be assessing the students for understanding by observing them. After doing several together
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the teacher will give the students several to do independently on the whiteboards, showing her their
work . The teacher will use this as a formative assessment. If needed teacher will reteach.

Independent Practice:​ Teacher will direct students to partner up into their A&B partners. This is posted
in classroom. Teacher will randomly had out index cards that have two digit addition within 100
problems on them. Teacher will direct students to work together with their partners to solve the
problems using expanded form. teacher will walk around room and monitor and reteach as necessary.

Assessment: ​Teacher will then have students go back to their own desks and solve five two-digit
addition using the strategy just taught. Teacher will ask students to show work to determine if the
students are mastering and are comfortable with the strategy. This will be used as a formative
assessment.

Lesson 4- Teaching subtraction without regrouping, using expanded form.

Standards addressed:

Mathematical practices:​ Using appropriate tools strategically; Attend to precision; Look for and make
use of structure; Look for and express regularity in repeated reasoning; Make sense of problems and
persevere in solving them; Reason abstractly and quantitatively; Construct viable arguments and critique
the reasoning of others; Model with mathematics.

Pre-assessment: ​As a follow-up to lesson 3, students will do a Kahoot game testing their understanding
of expanded form and using expanded form to add.

Anticipatory set: ​Teacher will bring students to the math rug with their whiteboards and math
notebooks, and show them an expanded form visual consisting of a strip of construction paper that
expands/contracts to show expanded and standard form, reminding them of the previous day’s lesson.

Modeled lesson: ​Students will watch as teacher makes a connection between place value, learned in
lessons 1 and 2, and expanded form. Teacher will write out standard number and convert it to expanded
form with base-10 units showing each digit, connecting it to its place value. Then a number will be
subtracted from this first number by converting it to expanded form and then crossing off tens and ones
units as necessary.

Guided practice​: Students will be given a new 2-digit subtraction problem and follow a step-by-step
procedure of showing the numbers in expanded form, representing the value of each digit using models,
and crossing out the correct number of tens and ones according to the problem. Each step will be shared
with a partner and checked by the teacher. The teacher will ask for volunteers and have the students
help solve each step the problem as a group, justifying their reasoning. The same process will be
repeated with the following word problem:
“It is Sophie’s birthday and her mother brought cupcakes. There are 24 students in the class, 1 teacher, and
1 aide. There are three packages of 12 cupcakes. If everyone gets 1 cupcake, how many will be left over to
share with another class?”
Students will describe each step of this process so that teacher can create an anchor chart for students to
copy into their math notebooks.
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Independent practice​: Students will return to their seats and solve a simple word problem, using the
anchor chart in their notebooks if needed, and both physical manipulatives and digital manipulatives
from the following website: ​https://apps.mathlearningcenter.org/number-pieces/
The answer will then be checked by the teacher, and reteaching will be done as necessary. Student will
then do three more problems in a quiz for a final grade.

Assessment​: There will be three types of assessment: Diagnostic, in the form of a Kahoot game;
Formative in the whiteboard work during guided practice; Summative, in the end of lesson quiz.

Scaffolding: Physical and digital manipulatives and models will be provided for students as an aide in

Lesson 5 - Common Core problem-based lesson- teaching addition and subtraction using
decomposing/ or splitting tens and ones. .

Mathematical practices: Using appropriate tools strategically; Attend to precision; Look for and
make use of structure; Look for and express regularity in repeated reasoning; Make sense of
problems and persevere in solving them; Reason abstractly and quantitatively; Construct viable
arguments and critique the reasoning of others; Model with mathematics.

Anticipatory set: ​Students will watch decomposing numbers ​video.

After watching the video, students are asked to turn to their A/B partners and discuss what they think it
means to decompose a number.

Modeled lesson​: The objective of this lesson is for students to learn to use decomposing as a strategy for
adding and subtracting numbers. Students will come, with their whiteboards and math notebooks, to the
math rug and help talk the teacher through decomposing two-digit numbers. The students will direct the
teacher in drawing or placing base-ten models under the decomposed numbers. The same number will
first be added, then subtracted (by teacher) by combining or crossing off base ten units, then
re-composing the resulting numbers.

Guided practice​: Teacher will present the following word problem:

“Louisa and Andrew decide to play with legos. Louisa’s set has 55 pieces, and Andrew’s set has 42 pieces.
How many legos do they have in all? If they give 20 pieces away to their friend Judith, how many will be
left?”
The teacher will guide students through the problem by asking them to sort through the information and
identify the important numbers and words, decide how many questions there are, and recognize the
words that tell which operation, addition or subtraction, needs to be used. Then, the same process from
the modeled lesson will be used to set up and solve each problem. Students will work on their
whiteboards with one or two partners. Each step will be discussed in small groups and as a whole class,
with assistance of the teacher. At the end of the problem, students will describe each step, and teacher
will use this to create an anchor chart for reference. Students will copy down the chart in their math
notebooks.

Independent practice: ​Students will work independently to solve an addition and subtraction problem
that leads them to a specific group of four. Each group will then have to work together to solve a math
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riddle to lead them to the next leg of a scavenger hunt. The scavenger hunt will culminate the following
day.

Assessment:​ Formative assessment will be occurring throughout guided practice, with students
demonstrating their understanding of the decomposing strategy by showing their work on the
whiteboards. Summative assessment will occur as students solve their problems and end up in the
correct scavenger hunt group.

Strategy Review:

Teacher will review all strategies taught during unit. Using the math board (What’s Your Strategy?) to
reference the anchor charts and notes form each lesson. See image below:

Summative assessment:

Teacher will give out a summative assessment of 5 two -digit addition(one being a real-world problem
based word problem) and 5 two-digit subtraction problems(one being a real-world problems based word
problem) within 100. Students will need to analyze each problem and decide which strategy taught in the
unit they want to use and then apply the specific strategy to each problem showing their work. Students
are given the instruction they can use any strategy taught to them to solve the problems.

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Using flipgrid, students will group together by preferred strategy and create a video about why they like
their chosen strategy. Then the group will respond to one other group.

Introduction of adding/subtracting algorithm

Students will listen as teacher reads ​Shark Swimathon​ by Stuart J. Murphy to introduce the idea of the
standard algorithm for addition and subtraction. This will transition into the next unit.

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Analyze for Learning Difficulties:

ELL students​: Assistance with vocabulary;, extra time and opportunity to process math procedures;
partner work with discussion of procedures for extra English language development

Students with learning difficulties​: Extra visual and aural support; scaffolding through manipulatives
and clearly connected procedural steps Extra time and chunking of assignments as needed.

_________________________________________________________________________________________________________________________
Reach Enhancement Decisions:

ELL students​: Introduction of pertinent vocabulary, anchor charts, pictures, manipulatives, and
small-group reteaching and intensive work will provide educational support.:

Students with learning difficulties​: Visuals provided through models and manipulatives; altered
assignments; recordings of modeled lessons; quiet space for students with ADHD; peer learning groups

_________________________________________________________________________________________________________________________
Teach Strategically (Instructional Strategies):
Gradual release of Responsibility
Cognitive Guided Instruction
Collaborative learning groups

Resources, Materials & Technology used by students in this unit plan:

​ y Loreen Leedy
Mission: Addition b

​Shark Swimathon​ by Stuart J. Murphy

​ y Shirley Duke
What’s the Place Value b

Place value mats/ whiteboards

Whiteboard markers
Whiteboard erasers

Chromebooks or tablets.

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​Base ten online manipulative

Video for lesson 3

Alternative base-ten manipulatives

Decomposing numbers video