Unit Title: Subtraction Strategies
Unit Assessment Date:
Unit Standards: What standards will I explicitly teach and intentionally
assess?
2.OA.1 Use addition and subtraction within 100 to solve one- and two step word
problems involving situations of adding to, taking from, putting together, taking apart,
and comparing, with unknowns in all positions, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem.
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction.
2.NBT.9 Explain why addition and subtraction strategies work, using place value and
the properties of operations
2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2,
know from memory all sums of two one-digit numbers.
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.
Day(s)
1
Grade/Teacher: 2nd grade
Length of Unit: 9 Days
Materials and Resources Needed:—Other than Envisions, what other
materials and resources will be utilized during unit instruction?


Reteaching, enrichment and practice pages based on students’ needs (should
be used in conjunction with manipulatives)
Number cubes, connecting cubes, number cards (o-20), subtraction fact cards,
two-color counters, Double ten-frame
Essential Question(s) — What BIG Questions will guide student learning?
 What do good mathematicians do?
 What are some ways to think about addition and subtraction?
 How can different strategies be helpful when solving problems?
Program Review Connection:
Writing/Communication: Writing to explain
Practical Living/Career Studies:
Arts & Humanities:
Primary:
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 toward or
mastery of learning targets?
I can learn and use a strategy for subtracting 0, 1,
and 2 from greater numbers.
Whole Group: Discuss target. Problem Based
Interactive Learning (page 71). Pose a problem, model
and use vocabulary; group activity
Small Group: Guided Practice
Centers: Independent Practice page, game from
differentiated instruction, technology, fluency center
(part-part whole cards, dice, etc.), review center
Observation of student strategies during small group
Look for Ideas: Mastery of subtracting 0, 1, and 2 from
a number.
Quick Check 3-1
McBrayer Elementary
Math Unit Planning Guide
2
I can use addition doubles facts to subtract.
3
I can use addition facts to subtract.
4
I can use addition facts to 18 to help me subtract.
5
I can use the “make-10” strategy to subtract.
6
I can solve two-question story problems by using
the answer to one question to solve another
equation.
Whole Group: Review target, Quick Check, Self-Assess
Whole Group: Discuss target. Problem Based
Interactive Learning (page 75). Pose a problem, model
and use vocabulary; group activity
Small Group: Guided Practice
Centers: Independent Practice page, game from
differentiated instruction, technology, fluency center
(part-part whole cards, dice, etc.), review center
Whole Group: Review target, Quick Check, Self-Assess
Whole Group: Discuss target. Problem Based
Interactive Learning (page 79). Pose a problem, model
and use vocabulary; group activity
Small Group: Guided Practice
Centers: Independent Practice page, game from
differentiated instruction, technology, fluency center
(part-part whole cards, dice, etc.), review center
Whole Group: Review target, Quick Check, Self-Assess
Whole Group: Discuss target. Problem Based
Interactive Learning (page 83). Pose a problem, model
and use vocabulary; group activity
Small Group: Guided Practice
Centers: Independent Practice page, game from
differentiated instruction, technology, fluency center
(part-part whole cards, dice, etc.), review center
Whole Group: Review target, Quick Check, Self-Assess
Whole Group: Discuss target. Problem Based
Interactive Learning (page 87). Pose a problem, model
and use vocabulary; group activity
Small Group: Guided Practice
Centers: Independent Practice page, game from
differentiated instruction, technology, fluency center
(part-part whole cards, dice, etc.), review center
Whole Group: Review target, Quick Check, Self-Assess
Whole Group: Discuss target. Problem Based
Interactive Learning (page 91). Pose a problem, model
and use vocabulary; group activity
Small Group: Guided Practice
Centers: Independent Practice page, game from
differentiated instruction, technology, fluency center
(part-part whole cards, dice, etc.), review center
Whole Group: Review target, Quick Check, Self-Assess
Observation of student strategies during small group
Look for Ideas: Mastery of using addition doubltes
facts to subtract.
Quick Check 3-2
Observation of student strategies during small group
Look for Ideas: Mastery subtracting using related
addition facts to 10.
Quick Check 3-3
Observation of student strategies during small group
Look for Ideas: Mastery subtracting using related
addition facts to 18.
Quick Check 3-4
Observation of student strategies during small group
Look for Ideas: Mastery of using the make -10 strategy
to subtract.
Quick Check 3-5
Observation of student strategies during small group
Look for Ideas: Mastery solving two question problems.
Quick Check 3-6
McBrayer Elementary
Math Unit Planning Guide
7
8
9
Review, Reteach and Enrich
Review, Reteach and Enrich
(All Targets from Topic 3)
(All Targets from Topic 3)
(All Targets from Topic 3)
Learning
Target
Assessed
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Review Games; Can do unit assessment in small
groups
 Reteaching & Extensions
 Clear up Misconceptions
Unit Assessment
Summative/Common Assessment Overview
Multiple Choice Question Assessing Target
Number of Short Answer Questions
Numbers of Extended Response (OR)
4
2
1
3
5,6
7
Performance Task
(See Rubric on Page 98 of Teacher’s Guide)
McBrayer Elementary
Math Unit Planning Guide