Presentation on theme: "Second Grade Math Numbers and Operation/ Algebraic Concepts"— Presentation transcript:
1 Second Grade Math Numbers and Operation/ Algebraic Concepts Unit and Lesson PlanMatthew Carroll
2 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.2Use place value concepts to read, write, and skip count to 1000.CC B.3Use place value understanding and properties of operations to add and subtract within 1000.C.C A.2Use mental strategies to add and subtract within 20.C.C A.3Work with equal groups of objects to gain foundations for multiplication.
3 Attributes Twenty Day Unit Classroom Description One 50 minute lesson planClassroom Description13 Students7 FemaleOne student with hearing impairment6 Male
4 Unit Objectives To count to 1000 To differentiate between ones, tens, and hundredsTo solve addition and subtraction problems within 20 mentallyTo solve addition and subtraction problems within 1000To breakdown large numbers into ones, tens, and hundredsTo combine items into groups of equal size
5 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.2Use place value concepts to read, write, and skip count to 1000.
6 Major Concepts Assess student’s prior knowledge of place value Introduce the concept of place value up to the hundredsDemonstrate how to breakdown three digit numbers into smaller chunksTeach how to count to 1000Utilize “Hundreds Tens Ones” charts to monitor student’s progress and understanding
7 ActivitiesUsing Base Ten Blocks to show number values and reinforce concept of place valueHand Gesture ActivityStudents will raise their hands to represent place values when promptedOne Hand raised with pointer finger up represents ONESBoth hands up with all fingers up represents TENSBoth hands up with closed fists represents HUNDREDSHow Much is a Million? by David M. SchwartzHelps students visualize how large 1000 is
8 ActivitiesUse “Hundreds Tens Ones” chart to write the place values of prompted numbersComplete a Digit Value worksheet to reinforce place value conceptsMultiple Representation ActivityUse three dice to three-digit numbers. Show numbers in written standard form and using base blocks.
9 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.3Use place value understanding and properties of operations to add and subtract within 1000.
10 Major Concepts Counting to 1000 in multiple ways Adding and Subtracting three-digit numbersReinforcing operation skillsContinued emphasis on place value concepts
11 ActivitiesSkip-Counting to 1000 using multiples of 5 (10, 25, 50, 100, 200, 500)Finish reading How Much is a Million? by David M. SchwartzHelps students visualize how large 1000 isDemonstrate how to add and subtract three-digit numbers on whiteboardsEmphasize how to carry and borrow properlyAddition and Subtraction worksheets
12 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.
13 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.2Use mental strategies to add and subtract within 20.
14 Major Concepts Mental Addition and Subtraction of numbers within 20 Reinforcement of place value concepts
15 Activities Quiz Addition and Subtraction Flashcards Formative assessment to monitor student’s progress on mental addition and subtractionAddition and Subtraction FlashcardsWork with a partner and quiz each otherNumber Line ActivityStudents 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.
16 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 numberThey 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.
17 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.3Work with equal groups of objects to gain foundations for multiplication.
18 Major Concepts Reinforce mental addition and subtraction Demonstrate how to group like items equallyReview other material from unit for summative assessment
19 Activities Summative Assessment Demonstrate how to break down numbers into equal groupsJohn has 20 apples and four bags. He can put 5 apples in a bag.Equal Grouping worksheet
20 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.
21 Daily Lesson Plan Summary Standard coveredCC B.1Use place value concepts to represent amounts of tens and ones and to compare three digit numbers.Goal for understandingDifferentiating between place values of hundreds, tens, and ones.
22 Instructional Elements Student BehaviorsCriteria for EvaluationUse 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 numberCorrect hand signal used.Correct display of base blocks.The numerals written are in the correct spaces for their place value.
23 Introduction/Motivation/Prior Knowledge TimeI 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
24 Developmental Activities Activity OneTimeI 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
25 Developmental Activities Activity TwoTimeI 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
26 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
27 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
28 ClosureClosing ThoughtsTimeI 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
29 Follow-Up/Materials/Differentiation Continued use of HTO worksheet with number prompts, begin addition and subtraction of three-digit numbersMaterialsBase Blocks, Hundreds Tens Ones WorksheetDifferentiationI will make sure that the student with the hearing impairment has her hearing aid on and my microphone is on as well.
31 Materials Projector Worksheets/quizzes/assessments Whiteboards Whiteboard markersWhiteboard erasersBase ten blocksCrayonsHow Much is a Million? by David M. SchwartzConstruction paper ScissorsStaplerPoster boardMarkersFlashcards - addition and subtraction between 1-20Number tagsBlocks16 plastic containers100 erasers
32 ReferencesPennsylvania Department of Education (2012). Standards. Standards Aligned System. Retrieved fromSchwartz, D.M. (2004) How much is a million?. HarperCollins.Super Teacher Worksheets (2014). Underlined digit (3-digit). Place Value Worksheets. Retrieved fromTeacher Vision (2014). Explore making equal groups. Multiplication. Retrieved fromTeacher Vision (2014). Add three digit numbers. Addition. Retrieved from/31769.htmlTeacher Vision (2014). Subtract three digit numbers. Subtraction. Retrieved from html