# Unit Title: Length of Unit: Grade/Teacher:

```Unit Title: Understanding Addition &amp; Subtraction
Unit Assessment Date: August 22, 2014
Length of Unit: 10 days
August 11th-22nd, 2014
Unit Standards: What standards will I explicitly teach and intentionally
assess?
2.OA.1 Use addition &amp; subtraction within 100 to solve one and two step word problems
involving situations of adding two, taking from, putting together, taking apart, and
comparing with unknown and all positions, e.g., by using drawings and equations with
a symbol for the unknown number to solve the problem.
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value,
properties of operation and/or the relationship between addition and subtraction.
21st Century Skills/ Mathematical Practices —How can I provide opportunities
for my students to collaborate, communicate, think critically, and be creative?
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning
Materials and Resources Needed:—Other than Envisions, what other
materials and resources will be utilized during unit instruction? (Be sure to
incorporate mathematical vocabulary during instruction.)


Reteaching, enrichment and practice pages based on students’ needs (should
be used in conjunction with manipulatives)
Story Problem Game (Kentucky Numeracy Website)
Essential Question(s) — What BIG Questions will guide student learning?
 What do good mathematicians do?
 How can different strategies be helpful when solving problems?
Program Review Connection:
Writing/Communication: Writing to explain; Create own problem
Practical Living/Career Studies:
Arts &amp; Humanities:
Primary:
D
A
Y
Student-Friendly Targets—
What do I want students to know and be able to do?
Instructional Sequence—
What lessons will lead to mastery of the targets?
Formative/Summative
Assessment—How will students
demonstrate progress or mastery
of learning targets?
1
I can represent addition word problem using objects, drawing
and equations. (I can write a number sentence to show how
two parts make a whole). 2.OA.1
Observation of student strategies
during small group
Quick Check 1-1
2
I can represent addition word problem using objects, drawing
and equations. (I can join parts to make a whole). 2.OA.1
Whole Group: Discuss target. Problem Based Interactive
Learning (pg. 3) Introduce problem, model &amp; use vocabulary;
group activity
Small Groups: Visual Learning &amp; Assess; Problem Solving
Centers: Practice with 1st grade skills (+/- to 20)
Whole Group: Review Target, Quick Check, Self-Assess
Whole Group: Discuss target. Problem Based Interactive
Learning (pg. 7) Introduce problem, model &amp; use vocabulary;
group activity
Observation of student strategies
during small group
Quick Check 1-2
McBrayer Elementary
Math Unit Planning Guide
3
I can represent subtraction word problems using objects,
drawings, and equations to find the missing part of a whole (I
can write subtraction sentences to show the whole and the
parts). 2.OA.1
4
I can represent subtraction word problems using objects,
drawings, and equations to find the missing part of a whole (I
can write subtraction sentences to solve problems about
separating one part from the whole) 2.OA.1
5
I can represent addition word problem using objects, drawing
and equations. (I can write a number sentence to show how
two parts make a whole). 2.OA.1
I can represent subtraction word problems using objects,
drawings, and equations to find the missing part of a whole (I
can write subtraction sentences to solve problems about
separating one part from the whole) 2.OA.1
I can represent subtraction word problems using objects,
drawings, and equations to find the missing part of a whole (I
can write subtraction sentences to solve problems about
comparing numbers) 2.OA.1
6
7
I can fluently add and subtract using strategies based on the
relationship between addition and subtraction (2NBT.5)
I can write addition and subtraction number sentences to
show a whole and its parts (2.OA.1)
8
I can represent subtraction word problems using objects,
drawings, and equations to find the missing part of a whole (I
can use counters to decide whether to add or subtract to
solve a story problem.) 2.OA.1
9
10
Small Groups: Visual Learning; Problem Solving
Centers: Practice with 1st grade skills (+/- to 20)
Whole Group: Discuss target. Problem Based Interactive
Learning (pg. 11) Introduce problem, model &amp; use vocabulary;
group activity
Small Groups: Visual Learning &amp; Assess; Problem Solving
Centers: Common Core Review 1-1
Whole Group: Review Target, Quick Check, Self-Assess
Whole Group: Discuss target. Problem Based Interactive
Learning (pg. 15) Introduce problem, model &amp; use vocabulary;
group activity
Small Groups: Visual Learning &amp; Assess; Problem Solving
Centers: Common Core Review 1-2
Whole Group: Review Target, Quick Check, Self-Assess
Whole Group: Review, Reteach, Extend, Assess
Small Groups: Reteaching Groups Based on Quick Checks &amp;
Observation (Differentiated Instruction)
Centers: Common Core Review 1-3 or 1-4
Whole Group: Discuss target. Connecting Addition &amp;
Subtraction (pg. 23) Introduce problem, model &amp; use vocabulary;
group activity
Small Groups: Visual Learning; Problem Solving
Centers: Common Core Review 1-5; Games with fact families
Whole Group: Review Target, Quick Check, Self-Assess
Whole Group: Discuss target. Stories About Comparing (pg. 19)
Introduce problem, model &amp; use vocabulary; group activity
Small Groups: Visual Learning; Problem Solving
Centers: Common Core Review 1-6; Games with fact families
Whole Group: Review Target, Quick Check, Self-Assess
Whole Group: Discuss target. Stories About Comparing (pg. 19)
Introduce problem, model &amp; use vocabulary; group activity
Small Groups: Visual Learning; Problem Solving
Centers: Common Core Review 1-7; Games with fact families
Whole Group: Review Target, Quick Check, Self-Assess
Review Games; Can do unit assessment in small groups
 Reteaching &amp; Extensions
 Clear up Misconceptions
Observation of student strategies
during small group
Quick Check 1-3
Observation of student strategies
during small group
Quick Check 1-4
Writing to Explain from Samples in
Lessons 1-4 (PR- Writing)
Observation of Student Strategies
during small group
Quick Check 1-5
Observation of Student Strategies
during small group
Quick Check 1-6
Observation of Student Strategies
during small group
Quick Check 1-7
Unit Assessment
McBrayer Elementary
Math Unit Planning Guide
Learning
Target
Assessed
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Summative/Common Assessment Overview
Number of Multiple Choice Questions
Numbers of Extended Response (OR)
1
4
2
5
6
3
7
(See Below)
Extended Response: Use Performance Task on student assessment
Rubric: (see scoring rubric on page 34 of Teacher’s Edition)
McBrayer Elementary
Math Unit Planning Guide
```