step 1: unit content map topic: addition & subtraction ... · pdf...

Banks County School System Learning Focus Unit

Donna Reed -Curriculum and Instruction Banks County Schools

1

Step 1: Unit Content Map **Steps 4,6,7,8 list examples to use for the Lesson Planning Form. You will complete these steps on the Acquisition Lesson Planning Form.

Topic: Addition & Subtraction Grade(s): 2nd

Key Learning(s): Addition and Subtraction is used in everyday life.

Unit Essential Question(s): How do we use addition and subtraction in everyday life?

Instructional Tools: base ten blocks, unifix cubes, jars of items to estimate, place value chart, subtraction poem (see attached), white boards, flying saucers, dotted dice

Concept: Addition and Subtraction Review

Concept: Properties and Relationships

Concept: Subtraction and Addition

Lesson Essential Questions: How do I use fact families to help me solve math problems? How do I use skip counting? How can I make a ten to help me add?

Lesson Essential Questions: How can I use basic properties of addition to solve problems and how do they relate? How can estimation make it easier to add or subtract in my head?

Lesson Essential Questions: How do you add with regrouping? How do you set up a subtraction problem? How do you subtract with regrouping? How do you check subtraction with addition?



2

Vocabulary: regrouping, renaming, borrowing, carry, sum, difference, addend, solution, doubles, make a ten, count on, count back, skip counting, fact families, doubles plus/minus one, subtrahend, minus, plus, equals, equal to, equivalent, tally marks, horizontal and vertical problems

Vocabulary: commutative, associative, identity, properties, inverse relation, zero property, estimating

Vocabulary: regrouping, renaming, borrowing, carry, sum, difference, addend, solution, doubles, make a ten, count on, count back, doubles, plus/minus one, subtrahend, minus, plus, equals, equal to, equivalent, tally marks, horizontal and vertical problems

Additional Info:

Step 2: Culminating Activity Essential Question (EQ) of the Culminating Activity: What are the strategies for finding sums and differences?

Paragraph Description of the Culminating Activity: The students will choose an activity from the Bingo Board, which demonstrates mastery of addition and subtraction.



3

Steps/Task Analysis of Culminating Activity: The teacher will demonstrate how to use the Bingo Board to guide the students through the steps of choosing an activity to demonstrate mastery. After going over several examples students will choose the activity which best suits their learning style. After the students choose an activity from the Bingo Board they will begin working on the chosen activity to demonstrate mastery. If the students complete the activities incorrectly they will be asked to rethink the problem. If students master activity, they have the option to choose a second activity. **Depending on the activity chosen students may work independently, in pairs, or in no more than groups of four. (See Bingo Board for minimum numbers needed)



4

Step 3: Culminating Activity/Project Rubric 1 Scale Criteria 4 3 2 1

Addition problems with regrouping

Completed all addition problems with regrouping correctly

90% correct 80% correct 70% or less correct

Subtraction problems with regrouping

Completed all subtraction problems with regrouping

correctly 90% correct 80% correct 70% or less correct



5

Step 4: Student Assessments Plan for how students will indicate learning and understanding of the concepts in the unit. How will you assess learning? Possibilities/Options to use with the Acquisition Lesson Planning Form. Short AnswerTest/Quiz Student logs/journals Lab activities Writing Assignment Models/exhibits Informal/Formal Observations Projects Student self assessment Matching Quiz/Test Oral Presentations reflections True/False Quiz/Test Teacher/Student Conferences Illustrations Student Products Observation of student (checklist) Oral Questioning Peer reviews

Graphic Organizers Multiple Tests Peer response groups Written process descriptors Demonstration of skill Multi Step Projects Short Answer Sentences Concept Maps Diagrams Presentations Athletic Skills Flowcharts Debates Centers Dramatizations WebQuests Computer applications Other:


-Curriculum and Instruction Banks County Schools

6 Donna Reed

Step 5: Launch Activities Develops student interest and links prior knowledge. Possibilites/Options: Hook and Link Exploration or Experience Short story Recall Role Play simulation KWL chart Making a connection with prior knowledge Video clip, music, literature Wordsplash Game website Anticipation/Prediction Guide Humor or Mystery Picture, Diagram, Art sample Brainstorm Web

Launch Activity for the unit: Flying Saucers Explanation: First the teacher prepares a set of paper plates with sticky dots to represent numbers from zero to eighteen in random arrangements. Each child is given one plate and asked to stand back to back with another student. The teacher tells the class that they are in spaceships and their spaceships will be taking off and landing in a new location. The teacher must explain that the spaceships are quiet they are not allowed to talk. They do not collide and spaceships must be held with both hands. The teacher then will say “spaceships take off” and students will navigate throughout the room until teacher says “land”. As students land they partner up standing back to back. When the teacher gives the command, students turn and face one another and add or subtract number of sticky dots on their plates. Teacher will call on various groups to give the addition or subtraction sentence that describes their saucers. Before moving on there must be an agreement on the answer. **If there are an odd number of students in the class three children may be allowed in a group. Step 6: Acquisition Lessons Plan the acquisition lessons you need for your Learning Unit. You must have at least one lesson for each of your essential questions in your Content Map. Possibilities/Options of Graphic Organizers to use with the Attached Acquisition Lesson Planning Form. All templates are found in the Resource Portal under LFS

Cause and Effect Describing an Event Character Maps Fish Bone Descriptive Organizer Story Worm Flow Chart Details=Main Idea Matrix Cycle Graph Story Map Web Diagram



7

Compare/Contrast Story Pyramid 5W Model Word Problems Justify Your Answer Organizational Organizer Problem/Solution Skillful Decision Making Prediction Model Constructing Support Inductive Reasoning Analyzing Perspectives Other:

Possibilities/Options of Summarizing Strategies to use with the Attached Acquisition Lesson Planning Form

KWL Chart 3-2-1 Learning Logs Ticket out the Door Key Word Draw a Picture Physically Demonstrate Create Organizer Reflection Questions Inner/Outer Circles The Important Thing 3-2-1 Study Cards Plus/Minus/Intriguing Other:

Step 7: Extending Thinking Activities Summary Have extending activities or lessons for most important concepts/skills: Possibilities/Options to use with the Acquisition Lesson Planning Form Cause/Effect Compare/Contrast Constructing Support Justification Induction Deduction Error Analysis Abstracting Analyzing Perspectives Classifying Example to Idea Idea to example Evaluation Writing Prompts Classify Other:

Step 8: Differentiating the Unit What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students? Possibilities/Options to use with the Acquisition Lesson Planning Form:



8

Cooperative Learning Groups Spell check/grammar check illustrations Word Processing Application Task item rubrics KWL charts Dictation to a tape/recording Teacher prepared format Provide sample work before lessons Demonstrate/role play Separate Task into smaller parts debates Oral response Individual or small group testing Proofreading checklist Multimedia presentation Story starters Word bank/word wall Graphic organizers Sentence starters Matrix usage Extended time on task outlines Note taking assistance Word prediction software Tape recorded essays or oral presentations Provide students with word bank for tests Voice output software Computers/laptops Abbreviate assignments Assistive Technology Dictionaries Visual presentations Other:

Step 9: Resources and Materials for Learning Unit List books, websites, and other materials needed for the unit



9

Acquisition Lesson Planning Form(s) Plan for the Concept, Topic, or Skill – Not for the Day

Resources Resources

Marilyn Burns Addition/Subtraction Replacement Unit, Instructional Games: Place Value, Flying Saucers, Build a Giraffe Neck, Triangle Math Cards (see attached)

Bingo Board

Dominoes, miscellaneous manipulatives

SRA Real Math

Subtraction Poem, More, White Boards, Dice

Hundreds Chart/Addition chart

www.glc.k12.ga.us

Commutative property game numbers/symbols

Commutative property/zero property worksheets

Ware County School System

Created By: Second Grade

Essential Question: How can estimation make it easier to add or subtract in my head?



10

Activating Strategies: (Learners Mentally Active)

Begin the lesson by showing the students the jar full of marshmallows. Have students observe the jar of marshmallows and estimate how many are in the jar. The students will write their estimation on a piece of paper along with their name. Whoever is closest to the exact amount gets the jar of marshmallows.

Acceleration/Previewing: (Key Vocabulary)

Have students brainstorm words that mean the same as estimate (about, nearly, close to, approximately).

Teaching Strategies: (Collaborative Pairs;

Distributed Guided Practice; Distributed Summarizing;

Graphic Organizers)

• Distributed Guided Practice: Explain how to estimate. Write the tens on the board for students to see (0,10,20,30,40,50,60,70,80,90,100). Give a two digit number (Given Number). Have the students tell the teacher which two tens this Given Number is between. Explain to them that if the number in the ones place of the Given Number is the number 5 or greater (6,7,8,9) they should round the number up to the higher ten. If the number in the ones place of the Given Number is lower than 5 (4,3,2,1) they should round it to the lower ten. If the number is already a ten, you keep it like it is.

• Develop a number line on the classroom floor. A “little birdie” (the teacher) will provide the “seed” (the number on paper) that needs to be estimated.

• Have the students put two, small, plastic flower pots on the two tens that the “seed” is between. • Have the students use their estimation skills to decide where to drop the “seed”. • Repeat the activity to allow each child an opportunity to estimate.

Distributed Guided Practice/ Summarizing Prompts:

(Prompts Designed to Initiate Periodic Practice or

Summarizing)

• Give the students a set of addition problems to work on paper. They will have to estimate each addend and find the sum of the estimated addends (26+51 to 30+50 = 80)

• Optional: If available, have the students work on a computer program that deals with estimation.

Summarizing Strategies: (Learners Summarize &

Answer Essential Question)

Ticket Out The Door: As the students are going out the door, hold up a 2-digit number and have them estimate it for you.



11

Differentiating the Unit:

Acquisition Lesson Planning Form

Plan for the Concept, Topic, or Skill – Not for the Day


Essential Question: How do you add with regrouping?


• Give each student a piece of paper and pencil. • The teacher will read aloud the poem, Band-Aids from Where the Sidewalk Ends, by Shel

Silverstein. While the teacher reads the poem, the students will add how many band-aids there are. After reading the story, the teacher will ask for the students to share their answers. The teacher will show the students how to get the correct answer, which is by regrouping. The student with the closest or exact answer will receive a box of band-aids. (35+35=70)


Introduce Vocabulary (addend, sum, place value, addition, regrouping, key addition words). Make a list with definitions of each and examples.



Graphic Organizers)

1. Review Place Value to the hundreds. 2. Review the value of the Base Ten Blocks (ones, tens, hundreds). Discuss the characteristics of each. 3. Using Base Ten Blocks and Place Mats, have students in collaborative pairs show given numbers

using their tens and ones Base Ten Blocks. 4. Show examples of regrouping ones to tens using the Base Ten Blocks. Also show written examples

of regrouping on the board.


5. Hand out white boards to each pair of students. The teacher will call out two 2-digit numbers. One person in the collaborative pair will form the numbers on the Place Mats using Base Ten Blocks. The student with the white board will write each addend as digits with regrouping, and find the sum.

School System Learning Focus Unit

5. Hand out white boards to each pair of students. The teacher will call out two 2-digit numbers. One person in the collaborative pair will form the numbers on the Place Mats using Base Ten Blocks. The student with the white board will write each addend as digits with regrouping, and find the sum.


12


12

6. The two partners will compare answers. 6. The two partners will compare answers. 7. Repeat steps 3-5 with regrouping tens to hundreds. 7. Repeat steps 3-5 with regrouping tens to hundreds. 8. Repeat steps 3-5 with regrouping ones to tens and tens to hundreds. 8. Repeat steps 3-5 with regrouping ones to tens and tens to hundreds.



Summarizing)

After each new regrouping activity, the students will complete an addition with regrouping worksheet using the Base Ten Blocks if needed. The teacher will circulate and provide assistance if needed.



Since this lesson will take several days, after each new regrouping lesson (lesson about regrouping ones to tens, lesson about regrouping tens to hundreds, and lesson about regrouping ones to tens and tens to hundreds), the students will develop a regrouping problem for their partner to apply the learned concepts.







13

Essential Question: How do you set up a subtraction problem?


Have students choose a 2-digit number or 3-digit number (written on an index card) out of a bag. Have the students hang the numbers vertically on a wall. The lowest number will be closest to the floor. Point out to the students that the largest numbers on the wall are on top just like when you subtract.


Introduce Vocabulary (difference, subtraction, place value, key words, regrouping). Make a list with definitions and examples of each.



Graphic Organizers)

• Using white boards, the students will practice setting up subtraction problems. • The teacher will show the students two numbers at one time. • They will set up the subtraction problem correctly on the white boards until mastery has been

reached.



Summarizing)

• Students will be given a page with numbers ranging from tens to hundreds. • They will develop 15 subtraction problems using the given list of numbers, setting up each subtraction

problem correctly. • They may only use each number once. • They will not be asked to find the difference at this time.



The students will answer the EQ.




14




Essential Question: How do you subtract with regrouping?


• Review with the students, that in subtraction, the largest number must be on top. Once you make sure the largest number is on top, look in the ones column. If the top number in the ones column is smaller than the bottom number in the ones column, then you have to regroup and make the top number in the ones column large enough to subtract that bottom number from it.

• Teach students the addition/subtraction poem More on Top no need to Stop, More on Floor go next Door to get Ten More (see attached)

• Using net and ribbon, make about seven to ten packets – each holding 10 Gold Fish. You will need a small glass bowl to hold the gold fish representing the ones.

• Write the following problem on the board: 54 -28

• You will represent this top number (54) of this problem using Gold Fish crackers. • Five of the packets of 10 Gold Fish crackers will represent the 5 tens. • Four single Gold Fish crackers in a glass bowl will represent the 4 ones. • Show how you would take one packet of ten and add it to the 4 ones, making the 4 ones 14 ones.

(Undo the packet of ten and add each Gold Fish to the glass bowl individually). • You will now have 4 tens (4 packets of Gold Fish crackers) and 14 ones (single Gold Fish crackers).

Now you are able to subtract. Take two packets of Gold Fish crackers and eight single Gold Fish crackers away, leaving you with 26 Gold Fish crackers.

• Repeat with the following subtraction problems: 30-12 = ?, 46-19 = ?, etc. • Work each problem on the board.


Review Vocabulary

Banks County Sc

• Show examples of subtraction with regrouping by using Unifix Cubes.

hool System Learning Focus Unit


15



Graphic Organizers)

• Represent the top number of this subtraction problem using Unifix Cubes 83 -54

• Use 8 sets of ten Unifix Cubes and 3 single Unifix Cubes. To make the 3 in the ones place large enough to subtract 4, you have to regroup.

• Take 10 of the Unifix Cubes from 8 in the tens column leaving 7 tens and now making 3 ones into 13 ones and large enough to take 4 away. Now solve.

• In collaborative pairs, the students will use the Unifix Cubes and the white boards to regroup. • The teacher will call out two numbers. Together the pairs of students will decide how to set up the

subtraction problem. They will use the Unifix Cubes to help solve the problem. They will also show each step of regrouping on the white boards. Repeat several times.

• To teach subtraction with regrouping, of 3-digit numbers, use the Base Ten Blocks and repeat the steps above.



Summarizing)

After each new subtraction with regrouping activity (subtracting 2-digit numbers from 2-digit numbers, subtracting 2-digit numbers from 3-digit numbers, and 3-digit numbers from 3 digit numbers), students will complete a subtraction with regrouping worksheet using manipulatives if needed.



• The Problem and the Hat: The teacher will develop subtraction with regrouping problems and put them in a hat. The students will pull a problem out of the hat and find the difference.

• The Problem and the Hat: The students will develop a subtraction problem with regrouping and put it in the hat for a peer to solve.




16

Acquisition Lesson Planning Form Plan for the Concept, Topic, or Skill – Not for the Day


Essential Question: How do you check subtraction using addition?


• The teacher will dress up like a Magician (hat, black cape, wand). • The teacher will inform the students that today she is going to show them how to do a special magic

trick. Done correctly, this trick will make sure that you get all of your subtraction problems correct! • Write a 2-digit number minus a 2-digit number without regrouping on the board. Together, with the

class, work the problem. • Cover up the top number with a sentence strip. • Set up the problem to check and explain each step. • Once you find the sum, wave your magic wand and take the sentence strip off, showing them that if

the sum from the bottom two numbers is the same as the top number, your answer is correct. • Show examples of how you would check subtraction problems that would require you to regroup.


Review all vocabulary.



Graphic Organizers)

• Pass the Board Game: In groups of four, have… Student #1 – Write the given subtraction problem with regrouping on the white board (pass the board) Student #2 – Show steps of regrouping (pass the board) Student #3 – Find the difference (pass the board) Student #4 – Be the magician and check the subtraction problem (Alternate so that each student in the group can be the Magician.)

9. Have them work a 2-digit number minus a 2-digit number with regrouping, 3-digit number minus a 2-digit number with regrouping and 3-digit minus a 3-digit number with regrouping.



17



Summarizing)

Students will complete worksheets covering this concept.



Students will answer EQ.





Essential Question: How do I use fact families to help me solve math problems?


• Read the book Math Fables. • While teacher is reading the book, students will use unifix cubes of two different colors to fiqure out

the combinations for a given number (ex. 11 would be 9+2 or 2+9) Acceleration/Previewing:

(Key Vocabulary) Introduce Vocabulary (commutative, fact families, addends, sum, difference, subtrahend). Make a list with definitions of each and examples.



18



Graphic Organizers)

Students work in collaborative pairs to complete the Number Families center. They will then record the number facts for each family on the answer form.



Summarizing)

The students will choose a number family from a basket and using the white boards they will complete two addition and subtraction facts for the family chosen.



Use ticket out the door. Students will write or tell teacher one of the number facts that goes with the family she/he has chosen.





Essential Question: How do I use skip counting?



19


• See Marilyn Burns 100th Day Worries activity.


Introduce Vocabulary (skip counting, multiples). Make a list with definitions of each and examples.



Graphic Organizers)

Give students 1-100 number chart. Have the students color blue the multiples of 2, circle the multiples of 3, square the multiples of 5, triangle the multiples of 4, color in red the multiples of 10. Students work in pairs using news print and colored squares to make 10 ways to get to 100. Each pair develops one way. For additional resources see Number Wonders by Catherine Jones Kuhns (Mrs. Hawks)



Summarizing)

Give students worksheet with missing multiples.



Draw a picture to represent skip counting.





20



Essential Question: How can I make a ten to help me add?


• Play Memory Game from Second Grade Math by Marilyn Burns, page 51 • Introduce Make a Ten with a Friend. • Invite two children to help you demonstrate how to find 8+6 using this strategy. Have the first friend

show eight fingers, have the second friend show six fingers. Have the friend showing six fingers give some fingers to the first friend with eight fingers make a ten. Help the children position their hands so the 10 fingers are a group.


Introduce Vocabulary (make a ten, count on, count back). Make a list with definitions of each and examples.



Graphic Organizers)

Students will work in collaborative pairs and come up with different ways to make a 10. They will then share their examples with the class.



Summarizing)

Teacher will place problems on the board and students will use their whiteboards to make 10’s in order to solve the problems.



Have students write a funny addition story making tens then have a classmate solve the problem.



21


Acquisition Lesson Planning Form Plan for the Concept, Topic, or Skill – Not for the Day


Essential Question: How can I use basic properties of addition to solve problems and how do they relate?


• Play Addition Crossing game. Student pairs will need an addition table. • Players role a 0-5 number cube. The person who roles the greater number choses his or her color of

crayon and is followed by the second player. Take turns rolling any two cubes. Color either square that shows the sum of the addition fact you rolled. (ex. If you roll 3 & 8, you can color the square showing the sum of 3+8 or 8+3) The first player to make a continuous path from one side to the opposite side is the winner. The path can go up, down, forward, backward, or diagonally as long as all the squares are touching each other. This is an example of Commutative Property (see Real Math pg 47-48


Introduce Vocabulary (Commutative Property, Associative Property, Zero Property, inverse relation). Make a list with definitions of each and examples.



Graphic Organizers)

• Provide students with materials for the Students Switch game. Have a student choose one number card between 0- 9. That student chooses four more students to stand with them on one side of the room. A second student chooses a different number card between 0 and 9. That student chooses three more students to stand together on the same side of the room but not with the first group. Teacher asks, “Everyone, how many students are in the first set?” Student holds up the card five. Teacher asks, “ How many students in the second set?” Student holds up the card four. Teacher asks, ”What sign is needed to put these groups together? What other sign are we missing? What else is missing? Hand the +, =, and 9 to three students. They will get in the line. Teacher says, “ Everyone read the sentence aloud.” 5+4=9 One student writes the number

Banks County School System

sentence on the board. ( see attached game numbers and symbols)

Learning Focus Unit


22

• Tell the class that they will learn new math concepts today: the commutative property of addition and the zero property in addition. (Write on the board: commutative property and zero property.) Tell students the commutative property of addition means that you can change the order of the numbers to be added and still get the same answer. Changing the order of the numbers to be added does not change the answer. Remind them that the commutative property has the letter o in it and this letter o should remind them that the commutative property has to do with order. (O in order, o in commutative.) The zero property of addition means that you can add zero to a number and the number remains the same. Adding zero to a number does not change the number. Give several examples on the board. (5+0=5, 0+9=9, etc.)

Distributed Guided Practice/

Summarizing Prompts: (Prompts Designed to Initiate

Periodic Practice or Summarizing)

Give students worksheet that shows understanding of commutative property of addition. (see attached) Got These Properties worksheet (see attached)



Draw a picture to represent the commutative property and the zero property of addition.


step 1: unit content map topic: addition & subtraction ... · pdf...

Documents