UNIT AND LESSON PLAN MATTHEW CARROLL Second Grade Math Numbers and Operation/ Algebraic Concepts.

UNIT AND LESSON PLANMATTHEW CARROLL

Second Grade MathNumbers and Operation/ Algebraic Concepts

State Standards

CC.2.1.2.B.1 Use place value concepts to represent amounts of tens and

ones and to compare three digit numbers. CC.2.1.2.B.2

Use place value concepts to read, write, and skip count to 1000. CC.2.1.2.B.3

Use place value understanding and properties of operations to add and subtract within 1000.

C.C.2.2.2.A.2 Use mental strategies to add and subtract within 20.

C.C.2.2.2.A.3 Work with equal groups of objects to gain foundations for

multiplication.

Attributes

Twenty Day Unit One 50 minute lesson plan

Classroom Description 13 Students

7 Female One student with hearing impairment

6 Male

Unit Objectives

To count to 1000

To differentiate between ones, tens, and hundreds

To solve addition and subtraction problems within 20 mentally

To solve addition and subtraction problems within 1000

To breakdown large numbers into ones, tens, and hundreds

To combine items into groups of equal size

• CC.2.1.2.B.1• Use place value concepts to represent amounts

of tens and ones and to compare three digit numbers.

• CC.2.1.2.B.2 • Use place value concepts to read, write, and skip

count to 1000.

Unit Summary

Week One

Major Concepts

Assess student’s prior knowledge of place value

Introduce the concept of place value up to the hundreds

Demonstrate how to breakdown three digit numbers into smaller chunks

Teach how to count to 1000Utilize “Hundreds Tens Ones” charts to

monitor student’s progress and understanding

Activities

Using Base Ten Blocks to show number values and reinforce concept of place value

Hand Gesture Activity Students will raise their hands to represent place

values when prompted One Hand raised with pointer finger up represents ONES Both hands up with all fingers up represents TENS Both hands up with closed fists represents HUNDREDS

How Much is a Million? by David M. Schwartz Helps students visualize how large 1000 is

Activities

Use “Hundreds Tens Ones” chart to write the place values of prompted numbers

Complete a Digit Value worksheet to reinforce place value concepts

Multiple Representation Activity Use three dice to three-digit numbers. Show numbers

in written standard form and using base blocks.

• CC.2.1.2.B.2• Use place value concepts to read, write, and

skip count to 1000.

• CC.2.1.2.B.3 • Use place value understanding and properties

of operations to add and subtract within 1000.

Unit Summary

Week Two

Major Concepts

Counting to 1000 in multiple waysAdding and Subtracting three-digit numbersReinforcing operation skillsContinued emphasis on place value concepts

Activities

Skip-Counting to 1000 using multiples of 5 (10, 25, 50, 100, 200, 500)

Finish reading How Much is a Million? by David M. Schwartz Helps students visualize how large 1000 is

Demonstrate how to add and subtract three-digit numbers on whiteboards Emphasize how to carry and borrow properly

Addition and Subtraction worksheets

Wrap-Up Activity

Creating a Number Chain We will pick five combinations of two 3-digit numbers that

add up to 1000. Students will use different colored construction paper

(ones is orange, tens is blue, hundreds is green) to make the correct number of strips for each number’s place value.

I will make signs for the two numbers (425 + 575) and we will connect the chains to the signs and hang them in the room.

I will tell students that they will be having a small quiz next Wednesday.

• CC.2.1.2.B.3• Use place value understanding and properties

of operations to add and subtract within 1000.

• CC.2.2.2.A.2• Use mental strategies to add and subtract within

20.

Unit Summary

Week Three

Major Concepts

Mental Addition and Subtraction of numbers within 20

Reinforcement of place value concepts

Activities

Quiz Formative assessment to monitor student’s progress

on mental addition and subtractionAddition and Subtraction Flashcards

Work with a partner and quiz each otherNumber Line Activity

Students will be presented with a basic operation problem. They will demonstrate their ability to solve the problem

in their head using their movement up and down the number line on the floor.

Wrap-Up Activity

Find Your Match! Students will be given number tags (like a name tag)

that have three digit numbers on them. They must then find the student that adds up to 1000

with their number They can check their math either by writing it on their

whiteboards at their desk or using base ten blocks.

I will also inform students that they have a test next Friday.

• CC.2.2.2.A.2• Use mental strategies to add and subtract

within 20.

• CC.2.2.2.A.3• Work with equal groups of objects to gain

foundations for multiplication.

Unit Summary

Week Four

Major Concepts

Reinforce mental addition and subtraction

Demonstrate how to group like items equally

Review other material from unit for summative assessment

Activities

Summative AssessmentDemonstrate how to break down numbers

into equal groups John has 20 apples and four bags. He can put 5 apples

in a bag. Equal Grouping worksheet

Equal Grouping Activity

16 plastic containers and 100 small, fun erasers. 3-4 students per groupEach group will get twenty-five erasers and four

containers. Students must distribute erasers equally into the

number of containers allowed for that problem.The students can then pick a favorite eraser to

keep. I will then remind students about the test on

Friday.

STANDARD COVERED• CC.2 .1 .2 .B.1

Use place value concepts to represent amounts of tens and ones and to compare three digit numbers.

Daily Lesson Plan Summary

GOAL FOR UNDERSTANDING Differentiating between place values of

hundreds, tens, and ones.

Student Behaviors Criteria for Evaluation

Use hand signals of just the pointer finger on one hand, all fingers up on both hands or both closed fists up to represent one, ten, and one hundred respectively.

Use base blocks to represent present three digit numbers.

  Write numerals in Hundreds

Tens Ones (HTO) worksheet to correctly represent the presented number

Correct hand signal used.

Correct display of base blocks.

The numerals written are in the correct spaces for their place value.

Instructional Elements

Introduction Time

I will begin the lesson by asking students what place value is.

I will prompt them, asking “What is in the ones place of sixteen?” or something similar.

Once students understand place value as the value of the numeral in each place of the whole number, I will introduce Hundreds.

5 Minutes

Introduction/Motivation/Prior Knowledge

Activity One Time

I will use large base ten blocks to help show students the difference in value of one, ten, and one hundred.

I will combine multiple base blocks to represent three digit numbers, explaining to the students the number of the each block type in the whole display represents the place value. For example, 347 would have 3

hundreds blocks, 4 tens blocks, and 7 ones blocks.

I will break down each number, and add or subtract base blocks to make new numbers.

10 Minutes

Developmental Activities

Activity Two Time

I will then instruct students of the hand signals they will be using for the next activity.

When asked about the ones place value, the students will raise one pointer finger. When asked about the tens, they will raise both hands with all fingers up. When asked about the hundreds place value, they will raise both hands with closed fists.

A sample question for the number 524 could be, “What does the 2 represent?” I would hold up two tens blocks, and the students would raise both hands with all fingers up.

10 Minutes

Developmental Activities

Assessment One Time

Students will then use their own base blocks to represent numbers that I will write on the whiteboard.

I will also say the number aloud and emphasize each place value.

I will have each student raise their hand once they have represented the number.

I will walk around and check each one, moving on to the next number once everyone is finished.

10 Minutes

Assessment

Assessment Two Time

I will then pass out HTO worksheets for each student. This will help them practice

writing numbers as well as identifying place value.

I will say three digit numbers aloud and the students will write down the number with the correct numeral place values on their sheet. I will mark them during my

closure.

10 Minutes

Assessment

Closing Thoughts Time

I will ask the students what place value is, while marking their HTO sheets.

I will also ask a few questions allowing for students to raise their hands and answer.

For example, “What is the tens value of 465?”. A student would answer “6”.

5 Minutes

Closure

Follow-Up/Materials/Differentiation

Follow Up Continued use of HTO worksheet with number prompts, begin

addition and subtraction of three-digit numbers Materials

Base Blocks, Hundreds Tens Ones Worksheet Differentiation

I will make sure that the student with the hearing impairment has her hearing aid on and my microphone is on as well.

References and Full Materials

Materials

ProjectorWorksheets/quizzes/

assessmentsWhiteboardsWhiteboard markersWhiteboard erasersBase ten blocksCrayonsHow Much is a

Million? by David M. Schwartz

Construction paper ScissorsStaplerPoster boardMarkersFlashcards - addition

and subtraction between 1-20

Number tagsBlocks16 plastic containers100 erasers

References

Pennsylvania Department of Education (2012). Standards. Standards Aligned System. Retrieved from http://www.pdesas.org/

Schwartz, D.M. (2004) How much is a million?. HarperCollins.Super Teacher Worksheets (2014). Underlined digit (3-digit). Place Value Worksheets. Retrieved from https://www.superteacherworksheets.com/place-value.htmlTeacher Vision (2014). Explore making equal groups. Multiplication.

Retrieved from https://www.teachervision.com/multiplication/printable/31817.htmlTeacher Vision (2014). Add three digit numbers. Addition. Retrieved

from https://www.teachervision.com/addition/printable/31769.html

Teacher Vision (2014). Subtract three digit numbers. Subtraction. Retrieved from https://www.teachervision.com/subtraction/printable/

31771.html