UNIT GRID PLAN: Mathematics Intern: Erica Root Grade Le%e&: $nd Lesson Num,er

*enchmar+s: Michigan Curriculum Framework Benchmarks and/or district curriculum benchmarks

Theme/Topic: Measurement, Adding !, "ums o# $ "choo&: 'o&ton E&ementar( Lesson -$

CCSS.Math.Content.2.MD.D.9 Generate measurement data by measuring lengths o se!eral ob"ects to the nearest whole unit# or by making re$eated measurements o the same ob"ect. Show the measurements by making a line $lot# where the hori%ontal scale is marked o in whole&number units .

Mentor)Teacher: Angie *ruec+ Lesson -.

CCSS.Math.Content.2.'B(.B.) *dd u$ to our two&digit numbers using strategies based on $lace !alue and $ro$erties o o$erations

Lesson -/
CCSS.Math.Content.2.+*.B.2 Fluently add and subtract within 2, using mental strategies.2 By end o Grade 2# know rom memory all sums o two one&digit numbers.

0I can add ! to a t3o) digit num,er12

0I can measure to the nearest inch12

Acti%ities integrated 3ith other discip&ines: -denti y sub"ect area and benchmarks . M*(/0 SC-1'C10 2*'G3*G1 *4(S0 S+C-*2 S(3D-1S0 3'-F-1D *4(S0 Materia&s: 5hat materials# su$$lies# books# handouts# etc.# do you need to com$lete the lesson6

0I can ma+e sums o# $12 2anguage *rts0

CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding. Reading!interpreting story pro"le#s$

2anguage *rts0
CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding. Reading!interpreting story pro"le#s$

2anguage *rts0
CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding. Reading!interpreting story pro"le#s$

2esson 5orksheet 78 4uler# yardstick# measuring ta$e or teacher 4ulers or all students Blue# yellow# and red crayons or all students Scra$ $a$er ;- want you to think back to the inch tiles we used recently. 1ach tile is one inch long. /ow many o those tiles do you think can line u$ side&by&side to make one oot <ruler=6 Can you e9$lain why you think that6> (he students will0 3nderstand that length is how long an ob"ect is. Dnow how to measure the length o an ob"ect using inches. Dnow how to measure to the nearest inch. 'ew conce$t0 Measuring in inches and rounding to the nearest unit. Model how to measure length in inches and how to measure to the nearest inch. +bser!ation throughout lesson. 2istening or a$$ro$riate res$onses or ob"ects to measure. Guided $ractice measuring length o 5orksheet 78.

2esson 5orksheet 77 Smartboard Students will use whiteboards and dry erase markers 19tension worksheet ;5e?!e been $racticing adding @, to some numbers like in these $roblems0 @,A2,# 7,A@,# B,A@, 2et?s sol!e these together.> 30, 50, 90 ;/ow do you know6> (he students will0 3nderstand what a two&digit number is. Dnow how to add @, to any two&digit number.

2esson 5orksheet 7: Smartboard Students will use whiteboards and dry erase markers Deck o cards or each grou$ o 7 students Clay ;Making @,> game as a whole grou$/teacher& led.

Anticipator( "et Acti%it(: /ow will you ta$ $rior knowledge# moti!ate student interest# set the conte9t or the lesson6

4,5ecti%e 6 Purpose: 5hat do you want the students to learn and be able to do as a result o your instruction6

(he students will0 3nderstand what ;sum> is. Dnow how to ind sums o @2.

Input 6 Mode&ing Acti%ities: 5hat will you be teaching . what in ormation are you $resenting6 /ow will you model the skills/conce$ts you are teaching6

'ew conce$t0 *dding @, to a two&digit number# and strategies to do so. <*dding one to the tens $lace !alue o the two&digit number=. +bser!ation throughout lesson. 2istening to student res$onses during whole grou$ discussions. Guided $ractice adding @, to two&digit numbers.

7hec+ing #or Understanding: /ow will you check students? learning se!eral times during in$ut and modeling6

'ew conce$t0 Finding sums o @2. Model math sentences and $rocess thinking aloud. *lso model ;turn& around acts.> <commutati!e $ro$erty= +bser!ation throughout lesson. 4eading students? answers on white boards. Guided $ractice inding sums o @2.

Guided Practice Acti%it(: /ow will you guide students in their $ractice o the skills/conce$ts you are teaching6

;5hat are some tools that we can use to tell us how long an ob"ect is6> .using inches Ruler, yardstick, measuring tape, etc. -deas to co!er0 ;/ow many inches are in one oot6 5hich side o the ruler measures inches6 /ow do you know that6> ;5ho can think o something in the classroom to measure with a ruler6 Dee$ in mind that it should be @2 inches or less.> Wait for a student response and hold up the object. ;2et me demonstrate how to measure length in inches. - $ut the inch side o my ruler ne9t to the bottom edge o <the ob"ect=.- will $ut the beginning o the ruler at the le t end o the ob"ect. 'ow - read the number below the right end o the ob"ect. (he <ob"ect= is EEE inches long.> Ask for abbre iation of inches and !rite" inches # in." on the board. -ntroduce a yardstick. ;/ow many inches are in a yardstick6 /ow do you know6> 3$in. ;5hich ob"ects would be easier to measure with a yardstick6> %easure the object in inches. &emonstrate !hat it means to measure to the nearest inch. Repeat process for measuring tape. &istribute Worksheet '3 ;(urn your $a$er hori%ontally <model= and lets use our rulers to measure the length o the $a$er. /ow long is the $a$er6> (( inches Guided $ractice0

;(oday we will learn how to add @, to any two&digit number. 5ho can remind us what a two&digit number is6> )all on students for response. Write *+,(0 on the board. ;- we use a hundreds chart and locate the number 2F# how can we add @, it6> -tart at *+ and count up (0. Ans!er is 3+. 4e$eat or )7A@,# and 72A@,# and answer as a whole grou$. ;5hat ha$$ens when we add @, to a two&digit number6 2ook at our work to hel$ you answer the Guestion.> .he tens digit becomes ( more and the ones/ digit stays the same. Guided $ractice0 Write the follo!ing problems on the board0 +5,(0# 59,(0# 13,(0# 3(,(0# 2a e students !ork independently by sol ing problems on their !hite boards. Re ie! ans!ers as !hole group. &iscuss any noticing/s3obser ations that the students may ha e. ;5hich digit tells us the number o tens6> ;5hich digit tells us the number o ones6>

;5e?!e been working a lot with sums o @, and @@# and today we?re going to introduce sums o @2.> Write the follo!ing on the board0 4 , 4 # (* 4 , 4 # (* 4 , 4 # (* 4 , 4 # (* Ask students to complete the problems !ith adding facts 9, 3, and $. 5f students need a hint, let them kno! that t!o addition problems are doubles3turn6around facts. ;*re there any other addition acts that ha!e the sum o @26 5hat are they6> 5,+, *,(0, ',1 &iscuss !ith the !hole group for assurance. ;/ow could we $ro!e that the sum is @26> Clay the ;Making @2?s> card game in small grou$s. Four students/grou$.

Measure line segment *B together. 5rite answer. Measure and answer the remaining line segments. 4e!iew HobliGue lines? and identi y segments that are obliGue <CD and G/=. (race obliGue lines in yellow crayon. 4e!iew Hhori%ontal lines? and trace in red crayon. 4e!iew H!ertical lines? and trace in blue crayon.
Independent Practice Acti%it(: 5hat will students work on inde$endently6 7&osure Acti%it(: /ow will you draw the lesson to a close# re ie! objecti e o the lesson# and transition to the ne9t6 Assessment Acti%it(: 5hat and how will you assess what they learn6

Students will work on the backside o 2esson 5orksheet 78. ;5ho would like to share something they learned in math today6> Collect and correct 2esson 5orksheet 78. 2ook or $roblems that many students struggled with to re!iew the ne9t day. Students with e9ce$tionalities may draw a $erson using only obliGue# hori%ontal# and !ertical lines. (he lines must be color&coded as in the lesson. Students who do not master the ob"ecti!e will be met with one&on&one or a mini&con erence where they will ocus on the main conce$t.

Students will work on the backside o 2esson 5orksheet 77. ;5ho would like to share something they learned in math today6> Collect and correct 2esson 5orksheet 78. 2ook or $roblems that many students struggled with to re!iew the ne9t day. Students with e9ce$tionalities may be gi!en an e9tension worksheet or $ractice adding @@ to two digit numbers. <-ntroduce new strategy o adding @, A @ to a two&digit number. Students who do not master the ob"ecti!e will be met with one&on&one or a mini&con erence where they will ocus on the main conce$t. (he teacher/aide/!olunteer will# ideally# circulate the room and $ro!ided one&on& one hel$ to those who are struggling to master the conce$t# and with those who may need encouragement to remain ocused during the lesson.

Students will work on the backside o 2esson 5orksheet 7:. ;5ho would like to share something they learned in math today6> Collect and correct 2esson 5orksheet 78. 2ook or $roblems that many students struggled with to re!iew the ne9t day. Students with e9ce$tionalities may write word $roblems with sums o @2 or a challenge. Students who do not master the ob"ecti!e will be met with one&on&one or a mini&con erence where they will ocus on the main conce$t.

Accommodations: 5hat modi ications are needed or my students with e9ce$tionalities6 /ow will you accommodate those who do not master the ob"ecti!e6

Teacher/Aide/8o&unteer: 5hat do you want the *ide and/or Iolunteer to do during the lesson6

(he teacher/aide/!olunteer will# ideally# circulate the room and $ro!ided one&on& one hel$ to those who are struggling to master the conce$t# and with those who may need encouragement to remain ocused during the lesson.

(he teacher/aide/!olunteer will# ideally# circulate the room and $ro!ided one& on&one hel$ to those who are struggling to master the conce$t# and with those who may need encouragement to remain ocused during the lesson.

Monday0 2esson @and Cre&assessment (uesday0 2esson 2 5ednesday0 2esson 8 (hursday0 2esson 7 Friday0 2esson : and Cost&assessment

UNIT GRID PLAN: Mathematics Intern: Erica Root Grade Le%e&: $nd Lesson Num,er
*enchmar+s: Michigan Curriculum Framework Benchmarks and/or district curriculum benchmarks

Theme/Topic: Measurement, Adding !, "ums o# $ "choo&: 'o&ton E&ementar( Mentor)Teacher: Angie *ruec+ Lesson -9 Assessment

Lesson - Assessment

CCSS.Math.Content.2.G.*.8 Cartition circles and rectangles into two# three# or our eGual shares# describe the shares using the words hal!es# thirds# hal o # a third o # etc.# and describe the whole as two hal!es# three thirds# our ourths. 4ecogni%e that eGual shares o identical wholes need not ha!e the same sha$e.

CCSS.Math.Content.2.G.*.8 Cartition circles and rectangles into two# three# or our eGual shares# describe the shares using the words hal!es# thirds# hal o # a third o # etc.# and describe the whole as two hal!es# three thirds# our ourths. 4ecogni%e that eGual shares o identical wholes need not ha!e the same sha$e.

0I can trade pennies #or dimes12

0I can identi#( )cup and :)cup measuring cups, ta,&espoons, teaspoons, and :)teaspoons, and read a recipe12 2anguage *rts0
CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding. Reading!interpreting story pro"le#s$

Acti%ities integrated 3ith other discip&ines: -denti y sub"ect area and benchmarks . M*(/0 SC-1'C10 2*'G3*G1 *4(S0 S+C-*2 S(3D-1S0 3'-F-1D *4(S0 Materia&s: 5hat materials# su$$lies# books# handouts# etc.# do you need to com$lete the lesson6

2anguage *rts0
CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding. Reading!interpreting story pro"le#s$

Anticipator( "et Acti%it(: /ow will you ta$ $rior knowledge# moti!ate student interest# set the conte9t or the lesson6

4,5ecti%e 6 Purpose: 5hat do you want the students to learn and be able to do as a result o your instruction6 Input 6 Mode&ing Acti%ities: 5hat will you be teaching . what in ormation are you $resenting6 /ow will you model the skills/conce$ts you are teaching6

Cre&assessment 4ead *loud book 5ork Mat 2B 5orksheet Cu$ with $ennies and dimes or each student 5orksheet 72 4ead *loud *sk students how much each coin is worth <$enny# nickel# dime# and Guarter=. 4e!iew the si%e com$arison o coins as a whole class to recall $re!iously learned in ormation. (he students will0 3nderstand how much each coin is worth <$enny# nickel# dime# and Guarter=. Be able to trade@, $ennies or a dime. 'ew conce$t0 (he idea that ten $ennies can be traded in or one dime. Making change re$resentations with the least amount o coins $ossible. (hese ideas will be modeled throughout instruction. +bser!ation throughout lesson. 2istening or a$$ro$riate res$onses or worth o coins and to see how they may be interchanged to re$resent the same amount. 7ass out Work %at *1 and e8plain that !e !ill be !orking !ith trading pennies for dimes. ;Make @7 cents using $ennies. /ow

Cost&assessment 4ead *loud book Chart 7:&2 Measuring set o dry cu$# liGuid cu$# and s$oons. 4ead *loud *sk students to share about times when they read/ ollowed reci$es.

(he students will0 -denti y @&cu$ and J&cu$ measuring cu$s# tables$oons# teas$oons# and J& teas$oons. 3nderstand how to read a reci$e. 'ew conce$t0 3nderstanding the tools used to carry out reci$es when working with measurements. 3nderstanding that reci$es should be used e9actly as $osted in order to get desired results. +bser!ation throughout lesson. 2istening to student res$onses when orally identi ying measuring tools.

7hec+ing #or Understanding: /ow will you check students? learning se!eral times during in$ut and modeling6

Guided Practice Acti%it(: /ow will you guide students in their $ractice o the skills/conce$ts you are teaching6

;5ho can tell me what a reci$e is6> 9ist of ingredients and directions for making something. Read the recipe together aloud as a class.

many $ennies can we trade in or one dime6 5hat coins do we ha!e a ter doing this6> ( dime, ' pennies 4e!iew conce$t o coins worth and the idea o ;trading in> coins. Repeat process for (1, (*, and *0 pennies as a !hole class. 7ractice !riting each in this format0 444 pennies # 44 dimes ,44 pennies ;5hen doing this same $rocess or :2 cents# which digit re$resents the number o dimes6 5hich digit re$resents the number o $ennies6> Cractice with amounts o 27# 8,# F9# @F# and 7). When placing coins back in cups, count by (0/s and (/s as a !hole class to re ie! skip counting. As a !hole, !ork through Worksheet '* :side A;.
Independent Practice Acti%it(: 5hat will students work on inde$endently6 7&osure Acti%it(: /ow will you draw the lesson to a close# re ie! objecti e o the lesson# and transition to the ne9t6 Assessment Acti%it(: 5hat and how will you assess what they learn6 Accommodations: 5hat modi ications are needed or my students with e9ce$tionalities6 /ow will you accommodate those who do not master the ob"ecti!e6

5ntroduce the idea that ingredients are the things needed to make the recipe and that the numbers and spoon3cup si<es are the tools needed to measure the ingredients. ;5hich ingredients are needed to make this reci$e6 /ow will we know how much o each ingredient is needed to make the reci$e6> -ho! students a dry measure cup, a li=uid measure cup, and measuring spoons. Ask class if each tool !ill need to be used in the recipe :do not need the li=uid measuring cup;. ;5hich ingredients will we use the dry measuring cu$ or6 5hich ingredients will we use or the measuring s$oons6> &iscuss all ingredients and !hich tool !ill be needed to measure appropriately. 5ntroduce abbre iations that may be seen for measuring tools, i.e. tsp.

Students will work on the backside o 2esson 5orksheet 72. ;5ho would like to share something they learned in math today6> Collect and correct 2esson 5orksheet 78 and the $re&assessment. Students with e9ce$tionalities may be gi!en more $roblems to $ose as a challenge to $ractice with. Students who do not master the ob"ecti!e will be met with one&on&one or a mini& con erence where they will ocus on the main conce$t. (he teacher/aide/!olunteer will# ideally# circulate the room and $ro!ided one&on& one hel$ to those who are struggling to master the conce$t# and with those who may need encouragement to remain ocused during the lesson.

Students will $ractice inter$reting reci$es and the characteristics o reci$es. <listed ormat= ;5ho would like to share something they learned in math today6> Collect and correct the $ost&assessment. Students with e9ce$tionalities may create their own reci$es using the a$$ro$riate ormat and labels or tools. Students who do not master the ob"ecti!e will be met with one&on&one or a mini& con erence where they will ocus on the main conce$t. (he teacher/aide/!olunteer will# ideally# circulate the room and $ro!ided one&on& one hel$ to those who are struggling to master the conce$t# and with those who may need encouragement to remain ocused during the lesson.

Teacher/Aide/8o&unteer: 5hat do you want the *ide and/or Iolunteer to do during the lesson6