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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