Morgan Wolff

TE 801
10/10/15

Math Unit Plan

Section 1:
Big Ideas:
The big idea for my unit lesson is, flexible methods of addition involve talking apart (decomposing) and combining (composing)
numbers in a wide variety of ways (Van de Walle, p. 203). During this unit students will be building on their knowledge of place
value and strategies such as making a 10 that they have learned from previous units. Place value is a concept that is an important
concept for students to possess because my unit will teach students how to regroup; if students understand their place values tens and
ones they will be able to successfully solve 2-digit addition problems. Strategies such as counting on to make a 10 or adding 10s to
get from one number to another will help students solve these problems mentally (p. 213). Flexible mental strategies for solving these
problems are becoming the way students should be taught about adding and subtracting; the memorization of algorithms is
disappearing from schooling. These methods will help my students move forward in solving 2-digit addition and then move towards 2digit subtraction in the next unit.
Importance/Relevance:
Students need to understand the foundational skills of adding 2-digit numbers before they can move onto subtracting 2-digit numbers.
Having students work on this skill first will set them up for knowing how to borrow when it comes to subtraction in the next unit.
Borrowing is a major concept in 2nd grade; the time we spent on place value in the beginning of the year will play a vital role to the
mathematical learning my students do all year.
Common Core Standards:
2.OA.A.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.
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.

2.NBT.B.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.
2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations
Standard for Mathematical Practice:
CCSS.MATH.PRACTICE.MP4 Model with Mathematics:
I chose this mathematical practice because in my unit representing numbers in the form of a model is present in some aspect in each
lesson. Students have been exposed to many different types of models thus far in this curriculum. I can see that it will continue to aid
my students in problem solving throughout my unit.

Section 3: Formative Assessments

Part A
I will utilize a journal writing as one of my formative assessment strategies throughout my unit.
Students will see a prompt on the front board and have to respond to the prompt in their math
journals. Another formative assessment strategy I will utilize is whiteboards. These will be utilized for
a review of previous lesson topics or to launch a new way to look at 2-digit addition i.e. regrouping.

To keep track of individual student growth throughout this unit I will use a checklist. Students will be
monitored on the problems on the workbook pages with a check mark next to them; if they get the
problem right they will get a (+) and if they get it wrong they will get a (-). This check system will
also be used when doing the formative whiteboard assessments at the beginning of the lesson to
review previous taught material. To document what students learn from other I will have a class list
with everyones name on one side and a blank column on the other. If I notice students helping one
another I will put their names next to each other on the chart and find out what they learned.

One of the summative assessments that I am required to use is the Show What You Know page in the
students math book. This assessment shows us teachers what our students know coming into the
unit before any teaching is done. It helps us assess how much background knowledge they have
about the unit topic. Another summative assessment I will use is the Mid-Chapter Checkpoint. This
occurs about half way through the unit and will check how students understand the material thus far

in the unit. It will show any misconceptions that still remain. The last summative assessment that will
be utilized in my lesson will be the chapter test. This test will be given after students have learned all
they can about the unit on 2-digit addition.

In order to get my students ready for these types of assessments I will need to explicitly teach each
strategy for adding 2-digit numbers. Go Math shows children a variety of flexible strategies for
solving problems and students are expected to use all of them on these assessments. Luckily, Go
Math uses a lot of modeling and discussion questions to help guide students towards the goals of
each lesson. It will be my job to give a variety of examples as well as different ways to represent 2digit addition, such as drawing a model, using cubes, or mentally using place value. Students should
be familiar with all of these ways of representing a 2-digit addition problem because even if it is not
the way in which they solve these problems, the assessments will ask students to write a problem a
specific way. Lastly, I will need to make sure my students know to just do their best on these
assessments!

Section 4: Meeting the Needs of Diverse Learners

In order to meet the needs of diverse students in my classroom I will first use open-ended questions. This
strategy will allow me to see students thinking as they explain how they reached a particular their solution.
Another way I plan on differentiating during this unit is to allow students to show how they solved the
problem in whatever makes sense to them, whether it be through a model, mental thinking, or breaking
the numbers down into simpler addition problems. This type of differentiation will be used when my
students are using the whiteboards as a formative assessment. The last way I plan on differentiating this
unit will be done when my students split up into our three groups based on level of understanding of the
material. Struggling students are placed into one group and work with my mentor teacher. These students
can receive differentiation by not having to finish all of the problems in the on your own section of the
math book, only selecting a sample of the problems for them to complete. The second group consists of
students who may need additional support but can typically work through most problems independently.
These students either receive differentiation in terms of cutting down on the number of problems they
need to complete or they receive a challenge worksheet which is the enrich worksheet Go Math provides
us for each lesson. The final group contains students who can all work through the problems on their own
with possible assistance. The differentiation these students receive is the enrich worksheet after they finish
the workbook practice problems.

Section 5: Projected Sequence of Lessons with First Three Detailed Lessons

Projected Sequence of Lessons

Date (Week 1)
Learning Target

11/16
11/9
Students will work
together to compete
an addition task.
They will be
responsible for their
portion of the task as
well as the final
product, which they
will have to work
together to complete.

11/17
11/10
Students will be
able to find a sum
by breaking apart
a 1-digit addend to
make a 2-digit
addend a multiple
of 10.

11/18
11/11
Students will be
able to use
compensation to
develop flexible
thinking for 2-digit
addition.

11/12
11/19
Students will be
able to apply
place-value
concepts when
using a breakapart strategy for
2-digit addition.

11/13
11/20
Students will be able
to model 2-digit
addition with
regrouping.

Lesson Overview Students will work

together in groups of
4 to complete an
addition task.

Fluency Builder:
Mental math
problems-find the
missing addend to
make a ten:
3+____= 10
5+____= 10
8+____= 10
4+____= 10
7+____= 10

Daily Routines:
-What is the value
of the digit 2 in
23?
-What is the value
of the digit 3 in
23?

Daily Routines:
Show the
number 9 in
three different
ways.
(ex. 8+1, 10-1)

Daily Routines:
Number of the day28
28+_____= 30
28+_____= 40
28+_____= 50
28+_____= 60

Essential
Question:
How does
breaking apart a
number make it
easier to add?
Whole Group:
(Engage/Explore)
Listen and Draw
and Share and
Show: pg. 237-238

Essential
Question:
How can you
make an addend
a ten to help
solve an addition
problem?
Whole Group:
(Engage/Explore)
Listen and Draw
and Share and
Show: pg. 243244

Essential
Question:
How do you
break apart
addends to add
tens and then
add ones?

Talk about the

vocabulary word
regroup
Essential Question:
When do you
regroup in addition?

Whole Group:
(Engage/Explore
) Listen and
Draw and Share
and Show: pg.
249-250

Whole Group:
(Engage/Explore)
Listen and Draw and
Share and Show:
pg. 255-256

Small Groups:
Math pages: pg.
238-239 #3-11

Small Groups:
Math pages: pg.
244-245 #2-6

Small Groups:
Math pages: pg.
250-251 #2-6

Small Groups:
Math pages: pg.
256-257 #2-9

Whole Group:
Math on the Spot
video pg. 239 #12

Whole Group:
Math on the Spot
video pg. 245 #7

Whole Group:
Math on the Spot
video pg. 257 #10

Discussion/WrapUp:
Evaluation/Formati
ve Assessment

Discussion/WrapUp:
Evaluation/Forma
tive Assessment

Whole Group:
Math on the
Spot video pg.
251 #7
Discussion/Wrap
-Up:
Evaluation/Form
ative

Discussion/WrapUp:
Evaluation/Formativ
e Assessment