Haley Hoffman

Addition up to 1,000

Mathematics

2nd Grade

8-Day Unit

Fall 2013

Curriculum Instruction: Elementary School

Dr. Ava Busiek, Houston Baptist University

Math in Focus textbook: Marshall Cavendish

Rational

During this unit, the second grade students will be required to use

their former knowledge of basic math facts to add and then eventually

subtract. They will add up to four two-digit numbers by using mental

strategies, such as place value and the properties of operations.

Students will learn how to solve one-step and sometimes multi-step

addition word problems within 1000, and be required to give a solution

sentence as their answer.

It is eminent that students learn the basics of mathematics at an

early age because each lesson, unit, and year builds off each other. In

order to understand a more difficult concept you must have excelled at

the previous lesson or unit. The basics of addition are involved in

numerous concepts that the students are required to know, such as

science and more challenging math later on.

Once again it is substantial that students grasp the basics of

mathematics when they are younger, so that they can achieve at high

levels of success later in life. The concept of addition is frequently used

in our everyday life starting at a young age. Students will use it when

they are comparing a number of items and when they have to count

change, and then will have to use it in more difficult scenarios when

they are older. Mathematics is the one subject that continually builds off

each other each year, and it is essential to understand all the concepts of

mathematics when students go off into the real world.

Goals

1. TSW understand the basic strategies of addition.

2. TSW learn how to add up to the 1000s place.

3. TSW learn how to solve one-step and multi-step word problems.

4. TSW understand how to add using place value.

5. TSW learn how to add numbers with and without regrouping.

6. TSW learn and understand the basic mathematical vocabulary.

Objectives

1. TSW add three-digit numbers without regrouping.

2. TSW use their prior knowledge on applying place value to

addition up to 100.

3. TSW model their problem using base-ten blocks and place

value charts.

4. TSW solve real world problems.

5. TSW add numbers with regrouping in the ones place.

6. TSW play a hands-on regrouping activity game.

7. TSW add numbers with regrouping in the tens place.

8. TSW use manipulatives to solve their word problems.

9. TSW add numbers with regrouping in the ones and/or tens-

place.

10. TSW grow in their learning on addition with regrouping.

11. TSW become more prepared for their addition up to 1,000

unit test.

12. TSW obtain individual time to work on addition with

regrouping problems.

13. TSW review in depth for their addition up to 1,000 unit test.

Title Activities Objectives TEKS Resources

Introduction to Addition up to 1,000

I will assess the student’s prior knowledge by writing some familiar addition problems on the board (daily review when they walk in)

Go over the basic vocabulary of this chapter with them.

We will come together on the floor with white boards and markers, and start learning three-digit addition problems.

TSW add three-digit numbers without regrouping.

TSW use their prior knowledge on applying place value to addition up to 100.

2.1A2.1B2.3A2.3B2.3C

White boards, dry-erase markers, erasers, place value chart, and base-ten blocks.

Addition without

Regrouping

They will start off class with a daily review.

We will come together on the floor with white boards, and I will give them simple three-digit addition and then begin word problems.

Then they will work on pages out of their workbooks.

TSW add up to three-digit addition problems without regrouping.

TSW model their problem using base-ten blocks and place value charts.

2.1A2.1B2.3A2.3B2.3C2.12D

White boards, dry-erasers, erasers, place- value chart, and base-ten blocks.

Addition without

Regrouping

They will start off class with their daily review.

We will come together on the floor with white boards and markers, and I will create word problems for us to work together.

I will write a problem, show the work, and solve one of the problems on poster paper as a graphic organizer for the students to look at.

TSW add up to three-digit addition problems without regrouping.

TSW model their problem using base-ten blocks and place value charts.

TSW solve real world problems.

2.1A2.1B2.3A2.3B2.3C2.12D

White boards, dry-erase markers, erasers, place-value chart, base-ten blocks, and poster paper.

Day Title Activities Objectives TEKS

4Addition with

Regrouping in the Ones

They will do their daily review. We will come together on the floor

and work on white boards to lean regrouping in the ones place.

They will get in groups of 3 or 4 and play the “Make a Hundred” game.

TSW add numbers with regrouping in the ones place.

TSW play a hands-on regrouping activity game.

TSW solve real world problems.

2.1A2.1B2.3A2.3B2.3C2.12D

5Addition with

Regrouping in the Tens

They will do their daily review. We will come together on the floor

and work on white boards to learn regrouping in the tens place.

The student will do pages out of their workbooks, and I will check to make sure they understand the material.

TSW add numbers with regrouping in the tens place.

TSW solve real world problems.

TSW use manipulatives to solve their word problems.

2.1A2.1B2.3A2.3B2.3C2.12D

6Addition with

Regrouping in the Ones

and Tens

They will do their daily review. We will come together on the floor

and work on white boards to work on regrouping problems in the ones place, tens place, or both.

They will get in groups of 2 to 4 and play “Go for the Greatest” game.

TSW add numbers by regrouping in the ones and/or tens place.

TSW play a hands-on activity game.

TSW solve real world problems.

2.1A2.1B2.3A2.3B2.3C2.12A2.12C2.12D

Day

Title Activities Objectives TEKS

7Addition

with Regrouping in the Ones

and Tens

They will do their daily review. We will come together on the floor

and work on white boards, and do more thorough word problems of regrouping in ones and tens.

They will start working on their unit review out of their workbooks, and I will continually check each student’s work.

TSW use manipulatives to solve their real world problems.

TSW grow in their learning on addition with regrouping.

TSW become more prepared for their addition up to 1,000 unit test.

2.1A2.1B2.3A2.3B2.3C2.12A2.12C2.12D

8

Review for Addition up

to 1,000

I will take a small group of students that need extra help in order to do well on the unit test.

The other students will get with a partner and will work on problems that I put on the board, and each student will have their own white board, markers, and base-ten blocks.

TSW use manipulatives to solve their real world problems.

TSW obtain individual time to work on addition with regrouping problems.

TSW review in depth for their addition unit test.

2.1A2.1B2.3A2.3B2.3C2.12A2.12C2.12D

Day

Title Activities Objectives TEKS

9 Unit Test

The students will take a test over all of the content that they learned I presented to them in this unit.

TSW show me everything they learned and now know by completing this test.

2.1A2.1B2.3A2.3B2.3C2.12A2.12C2.12D

Initiating Activities

To begin this unit I will have my students’ recall their prior knowledge

on their fact families, addition with and without regrouping up to 100,

and adding three one-digit numbers. By doing this I will have the

students complete a short, ungraded quiz, that will contain prior

knowledge addition problems, as well as a one or two problems that the

students will see in this new unit. I would do that to see what students

of mine can use their prior knowledge to solve an equation that they

have yet to see.

Culminating Activities

To conclude this unit I will assess my students by administering a unit

test over this material. Two days before the test I will have my students

do the unit review, and then the day before I will pull a group of

students aside that are in need of individual help. I want to make sure I

check all of my students work throughout the unit, so that I can be sure

to give them the help they need to do well on their unit test. This unit

test will show me how well or not each student did with learning this

unit’s material.

Houston Baptist UniversitySchool of Education and Behavioral Science

Lesson Plan Format______________________________________________________

Subject: Mathematics Grade Level: 2nd Time Estimate: 30-45 minutes

Unit: Addition up to 1,000 Topic: Addition with regrouping in the ones“Make A Hundred” game

TEKS: 2.1A, 2,1B, 2.3A, 2.3B, 2.3C, 2.12D

Goal(s): TSW understand how to add using regrouping. TSW learn how solve real world word problems. TSW understand how to use a place value chart and base-ten blocks.

Objective(s): TSW add using regrouping in the ones place.TSW play a hands-on regrouping activity game.TSW model their addition problem with base-ten blocks.TSW solve word problems.

Materials/Resources/Technology needs: white boards, dry-erase markers, eraser, place value chart, base-ten blocks, two ten-sided dice (per group), and base-ten cutouts.

________________________________________________________________

Instructional ProceduresFocusing Event: Before the hands-on activity I will have the students

complete a daily review, and we will work together on the white boards to get their brains going.

Teaching/ Learning Procedures: 1. After the daily review and white board work I will explain the game to the

students, and make sure they understand the rules and everything about the game.2. The students will get into groups of three or four.3. One student will act as the banker, and this child receives 20 unit blocks

and nine ten-rods for each player, and then a one hundred square for the group.4. The students will take turns rolling the two dice and will add the two

numbers together shown on the dye. 5. Children should exchange 10 unit blocks for a ten-rod from the banker.6. Continue the game until one child gets 10 ten-rods, and the first student to

do so is the winner.

Formative Check (ongoing or specific): I will walk around the classroom to make sure the students are playing the game right and are understanding the basic rules and concepts of addition with regrouping.

Reteach (alternative used as needed): If some of the students did not learn or understand how to add with regrouping, then I will pull those students aside with me one day and work with them one-on-one. If the whole class did not understand the game or learn more about adding with regrouping, then I will have the whole class sit with me on the floor and we will work out problems on the white boards.

Closure: First to end the activity I will have each group tell me who the winner was. Then I will roll two dice myself in front of the whole class, and they will have to add my two numbers that I rolled to be done with this activity.

Assessment/Summative Evaluation: I will administer a unit test over addition up 1,000.

________________________________________________________________Modifications/Notes: ESL/SE: I could have these students be in a group together, and just have them work the problems and not worry about the banker rules. GT: I could have these students roll two dice, write the numbers down, and the roll another dice and have them add three numbers together to make it more difficult.

Houston Baptist UniversitySchool of Education and Behavioral Science

Lesson Plan Format______________________________________________________

Subject: Mathematics Grade Level: 2nd Time Estimate: 30-45 minutes

Unit: Addition up to 1,000 Topic: Addition with regrouping in the ones and tens place, “Go for the Greatest” game

TEKS: 2.1A, 2.1B, 2.3A, 2.3B, 2.3C, 2.12A, 2.12C, 2.12D

Goal(s): TSW learn more in depth about addition with regrouping. TSW learn how to apply addition into solving word problems.

Objective(s): TSW add numbers with regrouping in the ones and tens place.TSW play an addition hands on activity game.TSW solve real world word problems.

Materials/Resources/Technology needs: white boards, dry-erase markers, erasers, base-ten blocks, place value chart, and number cards labeled zero-nine.

________________________________________________________________

Instructional ProceduresFocusing Event: I will start off class with them completing their daily review,

and then we will come together on the floor and work on white boards. They will be reviewing addition with regrouping in the ones place, tens place, and then both.

Teaching/ Learning Procedures:

1. I will first explain the activity to the students, and they will get into groups of two to four in each.

2. Each group will have cards labeled from zero-nine, and then each student will pick six cards and make as many three-digit numbers as they can.

3. Then they will pick two of those numbers to add together, and keeping in mind they want to make the greatest number possible with those numbers they picked.

4. The student with the greatest number wins. They will keep tallies of how many times they win, and when the class is over the student with the most tallies wins.

Formative Check(ongoing or specific): I will be sure to walk around the classroom to make sure the students are playing the game fair and correctly, and to answer any mathematical questions they may have.

Reteach (alternative used as needed): The day after this activity I have planned for the students to work on their review in their work books, and if some of the students did not do well with this game I could work with them individually while the rest of the students are working on the review.

Closure: To end this activity I will have the students tell me who won in their groups, and then each student will recite to me their addition problem that made the greatest number.

Assessment/Summative Evaluation: I will administer a unit test over addition up to 1,000.

________________________________________________________________Modifications/Notes: ESL/SE: I could have these students be in pairs or in a group together, which I will monitor more closely than the other groups. Then I would have them choose three or four cards instead of six, and then they could make up as many numbers and solve.GT: I could have these students pick two numbers that would make the smallest number as well as the greatest number. I could also have them try a subtraction problem “for fun”, and see how well they do with that.

Houston Baptist UniversitySchool of Education and Behavioral Science

Lesson Plan Format______________________________________________________

Subject: Mathematics Grade Level: 2nd Time Estimate: 30-45 minutes

Unit: Addition up to 1,000 Topic: Addition without regrouping

TEKS: 2.1A, 2.1B, 2.3A, 2.3B, 2.3C, 2.12D

Goal(s): TSW learn how to information from a graphic organizer and apply it to their work.

TSW learn how to add without regrouping. TSW understand the basics of addition concepts.

Objective(s): TSW add up to three-digit number without regrouping.TSW model their problems using base-ten blocks and place value charts.TSW solve real world word problems.

Materials/Resources/Technology needs: white boards, dry-erase markers, erasers, base-ten blocks, place value charts, poster paper, and markers.

________________________________________________________________

Instructional ProceduresFocusing Event: I will start off the class by having the students complete their

daily review, and then go over it with them thoroughly to review them for the day’s math lesson.

Teaching/ Learning Procedures: 1. We will come together on the floor and I will write an addition problem on

the floor, and we will talk about it and solve it together. 2. They will complete these problems on white boards with dry-erase

markers, and use their base-ten blocks and place value charts to help them.3. I will create a graphic organizer with them right then, and write one of the

problems we worked on onto the poster paper. 4. I will show all the work required for the problem, and write down the

steps the students need to keep in mind when working on problems on their own.5. I will hang up this graphic organizer in the classroom, so that the students

can use this as a helpful tool throughout this unit and the year.

Formative Check(ongoing or specific): OngoingReteach (alternative used as needed): If there are students that did not

understand the material this day, then I will gather a small group together to work with them more thoroughly. If majority of the students do not understand the material, then we will work in depth on more problems on the floor together with white boards.

Closure: I will have the students work on pages out of their workbook, and I will take it up to see where their knowledge is at but not for a grade.

Assessment/Summative Evaluation: I will administer a unit test over addition up to 1,000.

________________________________________________________________Modifications/Notes: ESL/SE: These students will still be working on the floor with the rest of the class, but afterwards I would probably work with them individually for a few minutes to make sure they are understanding everything. GT: When these students are done with their workbook pages I could give them extra problems to work on, and make them a little more challenging.