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**Second Grade Math Numbers and Operation/ Algebraic Concepts**

Unit and Lesson Plan Matthew Carroll

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**State Standards CC.2.1.2.B.1 CC.2.1.2.B.2 CC.2.1.2.B.3 C.C.2.2.2.A.2**

Use place value concepts to represent amounts of tens and ones and to compare three digit numbers. CC B.2 Use place value concepts to read, write, and skip count to 1000. CC B.3 Use place value understanding and properties of operations to add and subtract within 1000. C.C A.2 Use mental strategies to add and subtract within 20. C.C A.3 Work with equal groups of objects to gain foundations for multiplication.

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**Attributes Twenty Day Unit Classroom Description**

One 50 minute lesson plan Classroom Description 13 Students 7 Female One student with hearing impairment 6 Male

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**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

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**Week One Unit Summary CC.2.1.2.B.1 CC.2.1.2.B.2**

Use place value concepts to represent amounts of tens and ones and to compare three digit numbers. CC B.2 Use place value concepts to read, write, and skip count to 1000.

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**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 1000 Utilize “Hundreds Tens Ones” charts to monitor student’s progress and understanding

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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

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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.

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**Week Two Unit Summary CC.2.1.2.B.2 CC.2.1.2.B.3**

Use place value concepts to read, write, and skip count to 1000. CC B.3 Use place value understanding and properties of operations to add and subtract within 1000.

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**Major Concepts Counting to 1000 in multiple ways**

Adding and Subtracting three-digit numbers Reinforcing operation skills Continued emphasis on place value concepts

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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

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**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 ( ) 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.

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**Week Three Unit Summary CC.2.1.2.B.3 CC.2.2.2.A.2**

Use place value understanding and properties of operations to add and subtract within 1000. CC A.2 Use mental strategies to add and subtract within 20.

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**Major Concepts Mental Addition and Subtraction of numbers within 20**

Reinforcement of place value concepts

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**Activities Quiz Addition and Subtraction Flashcards**

Formative assessment to monitor student’s progress on mental addition and subtraction Addition and Subtraction Flashcards Work with a partner and quiz each other Number 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.

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**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.

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**Week Four Unit Summary CC.2.2.2.A.2 CC.2.2.2.A.3**

Use mental strategies to add and subtract within 20. CC A.3 Work with equal groups of objects to gain foundations for multiplication.

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**Major Concepts Reinforce mental addition and subtraction**

Demonstrate how to group like items equally Review other material from unit for summative assessment

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**Activities Summative Assessment**

Demonstrate 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

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**Equal Grouping Activity**

16 plastic containers and 100 small, fun erasers. 3-4 students per group Each 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.

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**Daily Lesson Plan Summary**

Standard covered CC B.1 Use place value concepts to represent amounts of tens and ones and to compare three digit numbers. Goal for understanding Differentiating between place values of hundreds, tens, and ones.

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**Instructional Elements**

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.

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**Introduction/Motivation/Prior Knowledge**

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

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**Developmental Activities**

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

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**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

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**Assessment 10 Minutes 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

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**Assessment 10 Minutes 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

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Closure 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

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**Follow-Up/Materials/Differentiation**

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.

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**References and Full Materials**

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**Materials Projector Worksheets/quizzes/assessments Whiteboards**

Whiteboard markers Whiteboard erasers Base ten blocks Crayons How Much is a Million? by David M. Schwartz Construction paper Scissors Stapler Poster board Markers Flashcards - addition and subtraction between 1-20 Number tags Blocks 16 plastic containers 100 erasers

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References Pennsylvania Department of Education (2012). Standards. Standards Aligned System. Retrieved from Schwartz, D.M. (2004) How much is a million?. HarperCollins. Super Teacher Worksheets (2014). Underlined digit (3-digit). Place Value Worksheets. Retrieved from Teacher Vision (2014). Explore making equal groups. Multiplication. Retrieved from Teacher Vision (2014). Add three digit numbers. Addition. Retrieved from /31769.html Teacher Vision (2014). Subtract three digit numbers. Subtraction. Retrieved from html

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