Grace

McDavid
PLT II: Math and Science

Comprehensive Unit Format Evidence 3

Introduction

This unit plan includes 10 thirty-minute lessons for nine days of instruction for a 2nd grade math unit. This
unit also includes a diagnostic and summative assessment, administered the week prior to the start of the
unit and the day after the unit ended, respectively.

Rationale

Key Issues:
The key influence of the design of this unit came from a combination of the Curriculum Pacing Guide for
2nd grade in the Alamance Burlington School system for the 2015-2016 school year, and the student diversity
of the class. The class was made up of 13 students; 8 boys and 5 girls, and the racial breakdown of the class
included two African American students, two white students, and 9 Hispanic students. Of the 9 Hispanic
students, the ESL teacher saw 7 for one hour each day. Hillcrest Elementary School is a Title I school in the
Alamance Burlington School System. The racial make up of the school is approximately one-third White, one-
third African American and one-third Hispanic. The breakdown of my classroom is very different than that of
the school. That is because this class is comprised of a targeted group of students. All 13 students are below
grade level in both math and reading. After speaking with my cooperating teacher, I decided to take both the
student ability and the pacing guide into account when creating the content for the unit. Based on the results
from the diagnostic assessment, I decided to focus on the 1st grade standard 1.NBT.B.2 Understand that the
two digits of a two-digit number represent amounts of tens and ones and the 2nd grade standard 2.NBT.A.2
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Big Idea:
In planning this unit, I wanted my students to eventually be able to represent numbers in various formats,
including picture form, expanded form, and word form. Prior to the unit starting, my cooperating teacher
had introduced students to representing numbers using tens sticks and ones blocks, a skill I wove throughout
my unit. My cooperating teacher also introduced place and value to the students during whole group
instruction. Since place and value are such foundational skills required to write numbers in these various
forms, I wanted to make sure that all students had this knowledge. I spent the first three lessons of my unit
reinforcing what my cooperating teacher was instructing the whole class will a small differentiated group of
students who were having the most difficulty with it. In each of the whole group lessons I included place and
value review or practice to make sure students were fluently able to identify the place and value of digits in a
two-digit number.

Specific content, skills, dispositions, and differentiation:
The students in my class are all individual in their mathematical needs. Even though there are only 13
students, they really need as much small group instruction as possible. The specific content I focused on was
place value, and in particular different forms to read and write numbers. However, before beginning, I had to
make sure that all students had a strong foundation of what place and value meant. I decided to structure
my unit to include five whole group and five small group lessons. Four of the small group lessons were taught
prior to the whole group lessons, three of which comprised of the lowest ability students honing in on their

Grace McDavid
PLT II: Math and Science
understanding of place and value. This was happening while my cooperating teacher was teaching place and
value during whole group instruction, and I was reinforcing it in small group. The fourth small group lesson
was taught to the highest ability students, and it was to introduce expanded form.
Five whole group lessons preceded the final small group lesson, again containing the lowest students to
reinforce place and value once again before taking the summative assessment. Within whole group lessons I
had accommodations for certain students based on their specific needs. When I had students writing during
exit tickets, I had Corey orally tell me his answers and I wrote them down. During lesson 9, I had Corey, Isidro
and Ana work on guided riddles written with me instead of working independently on them.
I created lessons with not only the ability of my students in mind, but the types of learners they are. Most
of my students are not auditory learners, so I refrained from overloading them with this. Instead, I focused
my lessons on having students kinesthetically and visually process the information. During a majority of my
lessons, students would bring base ten blocks and place value cards (secret code cards) to the carpet or table
and could use either to aide them in the lesson. If students were more visual learners, they gravitated
towards the cards, while my kinesthetic learners preferred to use the blocks.
I believe that my students have the ability to become 21st century learners, and I focused on skills related
to students becoming critical thinkers and problem solvers. During each lesson, I prompted students to work
within the critical thinking and problem-solving strand of the Framework for 21st Century Learning, in
particular the make judgments and decisions portion. In each one of my lessons, students were required to
interpret information and draw conclusions and reflect critically on learning experiences and processes. My
hope was that for my students to think about math less procedurally and more conceptually and fluently.

Content integration:
The content that this unit was related to, along with math, was ELA. The ELA standards focused on were
part of the Speaking and Listening strand, specifically the comprehension and collaboration portion. Students
were expected to listen and respond to their peers comments, building on each other, and asking for
clarification if questions were to arise. This content area was vital to the math content, as students were
using the skills from the ELA to aide their understanding of place value.

Global Awareness:
This unit related to global awareness as students were learning to work with their peers, many of whom
were different differed in native languages, culture, and lifestyle. In order for the students to be able to work
well with students who are different from them, they will have to exhibit the skills recognized in the ELA
Speaking and Listening standards. To build a community within the classroom, students have to talk, bounce
ideas and thoughts off each other, particularly building on conversation and linking topics.

Technology:
Throughout the unit technology was used to enhance student learning. The main form of technology used
was the document camera, which I used throughout all of the lessons. Since my students were visual and
kinesthetic learners, I used the document camera to aide the visual learners. By having the documents
available on the big screen, I was able to post examples for students to follow, show the homework, and
problems we were working on together.

Grace McDavid
PLT II: Math and Science

Standards (3a.1)
Math Common Core State Standards:
1.NBT.B.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.
1.NBT.B.2.A: 10 can be thought of as a bundle of ten onescalled a ten
1.NBT.B.2.B: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones
2.NVT.A.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form

English Language Arts Common Core Standards
ELA-Literacy.SL.2.1.B Build on others talk in conversation by linking their comments to the remarks of others
ELA-Literacy.SL.2.1.C Ask for clarification and further explanation as needed about the topics and texts under
discussion
ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media
ELA-Literacy.SL.2.3 Ask and answer questions about what a speakers says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue

Technology Essential Standards
2.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording,
online collaboration tools, etc.).

Title
Using place value to read and write numbers in various formats

Essential Understanding (big idea of unit) (3c.2) (3d.1)
The essential understanding that this unit explored was different ways to represent numbers. Throughout
the ten-lesson unit, my students were able to write numbers into word, expanded, and picture form, as well
as being able to identify numbers written in these formats. While number expression was the overarching
theme of the unit, students needed to have a solid foundation regarding place and value in order to
successfully write and identify numbers.
The hope was that at the end of the unit students would be able to recognize the place and value of digits
in a number fluently while also using this information to write or identify numbers in word, expanded, and
picture form. The goal was to have students view numbers in a different way than they typically see them
every day in standard form. Building number sense and viewing numbers more abstractly is something that
students will need as they progress through the early grades and throughout their time in school.
This unit revolves around building 21st Century skills with the students. In our unit, students had to think
creatively. During one lesson, students created and wrote their own riddles about a two-digit number of their
choosing. They had the option to follow the prompt or they could have thought more creatively and added
more to it. As the Framework for 21st Century Learning says, incorporate group input and feedback into the
work was very important during this unit. During small group lessons students would share ideas and I
would ask their peers to respond. Students had to not only share with each other, but give and take

Grace McDavid
PLT II: Math and Science
feedback. This unit also took critical thinking and problem solving into account. Students were constantly
solving problems that forced them to synthesize and make connections between new and old content.
Another strand from the 21st century skills we focused on in this unit was communication. Students were
held accountable to listen to gain information, whether it was from me or while sharing ideas with a peer.
Finally, the students had to articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills on a daily basis. Students often had written reflections for their exit tickets, but even if
the student wasnt able to write down what they wanted to say, they had to tell me orally and I wrote it
down. No matter the ability of their writing, all students in my class would be able to effectively share their
ideas.

Knowledge (content) (3c.1) (3d.1)

Students will know
Key Facts:
Value is the worth of a digit
Where a digit sits is called the place
In a teen number, the 1 is in the tens place, while the second digit is in the ones
In a number in the twenties, the 2 is in the tens place, while the second digit is in the ones
Concepts:
A ten is a group of ten ones
Expanded form is a way to write a number taking the value of the tens place plus the value of the
ones place
Numbers can be written in multiple formats (expanded, word, standard, and picture) but still mean
the same number
Numbers that look visually similar do not have the same place and value
Information about numbers can come in different forms, i.e. riddles
Bodies of Knowledge:
Place value is the building block for the base ten number system

Skills (3d.1)

Remember
Students will be able to identify the place of the digits in teen numbers.
Students will be able to identify the place of the digits in numbers in the twenties.
Students will be able to identify the value of the digits in a two-digit number.
Students will be able to identify the place of digits in a two-digit number.
Students will be able to identify and recognize numbers in multiple formats (expanded, word, standard, and
picture).

Understand
Students will be able to explain place in two-digit numbers.
Students will be able to explain value in two-digit numbers.

Grace McDavid
PLT II: Math and Science
Students will be able to explain how to write a number in expanded form.

Apply
Students will be able to construct numbers in standard, expanded, and picture form.
Students will be able to show numbers in expanded form.

Analyze
Students will be able to distinguish the place and value of digits in visually confusing pairs.
Students will be able to visually represent numbers using ten sticks and ones blocks.
Students will be able to determine the standard form of a number based off of other formats.
Students will be able to distinguish between standard and expanded form.

Evaluate
Students will be able to summarize their learning in this lesson to a peer.
Students will be able to assess peers riddles based on the accuracy of the clues given.

Create
Students will be able to originate riddles about numbers, giving clues about the place and value.

Dispositions (attitudes, values)

Feedback: Throughout this unit, students had to share their thinking with a peer. In order for the students to
reach the end goal, they not only have to be able to explain their thinking with a classmate, but they have to
engage in dialogue to assess and give feedback to each other. Students need to take this time to fully engage
with each other, instead of merely giving their opinion or explanation and nothing more. Students need to
challenge and ask questions of each other to make sure everyone fully understands the material.

Perseverance: Students need to persevere through the difficulties they may be having with the math
content. The students need to use resources available around the room or any of the manipulatives that they
keep in their desk. Instead of asking for help, students need to learn to work through all possible options
before coming to the teacher to ask.

Lesson Plan Objectives (4c.1) (4d.1) (4e.1) (4f.1) (5c.1)

Lesson 1
Learning Outcomes:
The students will understand that a group of ten is called a ten.
The students will understand that the place of the 1 in a teen number is ten, while the place of the
remainder is ones.
The students will be able to visually represent numbers using ten sticks and ones blocks.
The students will be able to identify the place of the digits in teen numbers. Students will be able to
summarize their learning in this lesson to a peer.

I Can Statement:

Grace McDavid
PLT II: Math and Science
I can use objects to show the place of numbers.

Lesson 2
Learning Outcomes:
The students will understand that a group of ten is called a ten.
The students will understand that the place of the 2 in a 20s number is the tens, while the
remainder is in the ones place.
The students will be able to visually represent numbers using ten sticks and ones blocks
The students will be able to tell the place of the digits in numbers in the twenties
Students will be able to summarize their learning in this lesson to a peer

I Can Statement:
I can use objects to show the place of numbers.

Lesson 3
Learning Outcomes:
The students will understand that the value of a digit is how much it is worth
The students will understand that the place and value of a number is not the same
The students will be able to identify the value of digits in a number
Students will be able to explain value in two-digit numbers
Students will be able to explain place in two-digit numbers

I Can Statement:
I can identify the value of a two-digit number.

Lesson 4
Learning Outcomes:
The students will understand that expanded form is a number broken down into the value of its tens
plus its ones.
The students will be able to show numbers in expanded form
Students will be able to summarize their learning in this lesson to a peer

I can Statement:
I can write numbers in expanded form.

Lesson 5
Learning Outcomes:
Students will understand that expanded form is written as the tens plus the ones
Students will be able to distinguish between standard and expanded form
Students will be able to explain how to write a number in expanded form
Students will be able to show numbers in expanded form

I Can Statement:

Grace McDavid
PLT II: Math and Science
I can write numbers in expanded form.

Lesson 6
Learning Outcomes:
Students will understand that expanded form is written as the value of the tens plus the value of the
ones
Students will be able to distinguish between standard and expanded form.
Students will be able to write numbers in expanded form
Students will be able to construct numbers in standard, expanded, and picture form

I Can Statements:
I can write numbers in expanded form.

Lesson 7
Learning Outcomes:
The students will understand that numbers can be written in multiple formats (expanded, written,
standard, and picture form)
Students will be able to identify and recognize numbers in multiple formats (expanded, word,
standard, and picture form)
Students will be able to determine the standard form of a number based off of other formats

I Can Statement:
I can read numbers in standard form, expanded form, picture form, and word form.

Lesson 8
Learning Outcomes:
Students will understand that numbers can be written in multiple forms
Students will understand that numbers that look visually similar do not have the same place and value
Students will be able to identify numbers written in various formats
Students will be ale to distinguish the place and value of digits in visually confusing pairs

I Can Statement:
I can identify the place and value of confusing numbers.

Lesson 9
Learning Outcomes:
The students will understand that information about numbers can come in a variety of forms
They will understand that in a riddle, you have to give enough clues so someone will guess what the
riddle is about
The students will be able to originate riddles about numbers, giving clues about the place and value
Students will be able to assess peers riddles based on the accuracy of clues given

I Can Statement:

Grace McDavid
PLT II: Math and Science
I can write riddles about the place and value of a number.

Lesson 10
Learning Outcomes:
Students will understand that the value of a digit is how much it is worth
Students will understand that the place and value of a number is not the same
Students will understand the place of a digit is the ones or tens place
Students will be able to identify the value of digits in a number
Students will be able to identify the place of digits in a number

I Can Statement:
I can identify the place and value of a two-digit number

Differentiation: (2b.3) (2d.1) (4a.2) (4b.1)
Lesson 1
Multiple Entry Points:
o Kinesthetic learners: Working with blocks will help my kinesthetic learners be able to
physically make tens and ones so they can understand what this concept means.
o Visual learners: By having the tens and ones mat, my visual learners will be able to clearly
break see the difference between tens and ones.
These students are in a differentiated small group based on their ability to recognize place and value.
They are receiving extra instruction to help them grow their knowledge of place and value.
Lesson 2
Multiple Entry Points:
o Kinesthetic learners: Working with blocks will help my kinesthetic learners be able to
physically make tens and ones so they can understand what this concept means.
o Visual learners: By having the tens and ones mat, my visual learners will be able to clearly
break see the difference between tens and ones.
These students are in a differentiated small group based on their ability to recognize place and value.
They are receiving extra instruction to help them grow their knowledge of place and value.
Lesson 3
The students are differentiated in a small group of 4 based on their learning needs during whole
group
The students were having difficulties with place and value so they were put in a small group to
receive intense instruction
Universal Design for Learning 5.3 Build fluencies with graduated levels of support for practice and
performance
The students will be practicing place and value over and over until it becomes fluent and natural for
them
Universal Design for Learning 9.3 Develop self-assessment and reflection
o The students will assess the answers of their peers, and in doing so, also assess their own
thinking
Multiple Entry Points:

Grace McDavid
PLT II: Math and Science
o Kinesthetic learners: Working with blocks will help my kinesthetic learners be able to
physically make tens and ones so they can understand what this concept means.
o Visual learners: By having the tens and ones mat, my visual learners will be able to clearly
break see the difference between tens and ones.

Lesson 4
Universal Design for Learning 3.2 Highlight patterns, critical features, big ideas, and relationships
o Students will understand that the relationship between place value and expanded form is
taking the value of the places to add together
The learners in this small group are able to grasp the meaning of place and value and I am aiming to
challenge them with expanded form.
Lesson 5
Universal Design for Learning 2.1 Clarify vocabulary and symbols and 3.1 Activate or supply
background knowledge
o Since most of the students in the class come from Spanish speaking families, Im aware that
many students may not be aware of what expanded means. I will show a visual (the balloon)
to make sure the background knowledge of the students wont impede on their understanding
of expanded form
Accommodations
o I will have Corey verbally tell me his answer and I will write it down so he does not get stuck
with the written component

Lesson 6
The students will be able to use either the drawing or the standard form number to write the
expanded form
o They are able to use the strategy that works best for them and their learning style
Universal Design for Learning 5.3 Build fluencies with graduated levels of support for practice and
performance
o Students will have practice with writing numbers in expanded form, repeated questions to
build fluency
I will model for students, as well as having explicit directions on the page, to make sure all students
are able to grasp the directions
Lesson 7
Students are able to see the numbers written in different ways, which all may be better for different
students. Some may be more visual, while others like the standard form, etc.
Writing numbers in written form was introduced to the students during small group with the
cooperating teacher, so I will be sure to give those cards to the students who were able to grasp that
concept well
o I will also tell students that if they arent sure what number they have written, they can look
up at the chart, which has all numbers written in word form
Accommodations
o Corey has a very hard time reading, so I am not going to let that bog down his math
performance. I will give him a number written in picture form
Lesson 8

Grace McDavid
PLT II: Math and Science

I will be deliberate in the numbers I give to my students

o I will give most 3 of the groups only 3 ways to write the number, but I will give the 4th group
all 4 types because they are able to read the written form more easily than the other groups
I will plan my exit tickets so that each students is different and they are hitting on what I think the
student needs help the most with
I will allow the students to move around and physically group themselves into numbers, which will
be helpful for those students who are more kinesthetic than the others

Lesson 9
Riddle writing allows for students of all different levels to write at their own level. Some students may
be able to write riddles with more information, while others may only be able to refer to the place
and value. They are tailoring the riddles to their own understanding
Accommodations
o Ana, Corey and Isidro will most likely have a hard time with this, so I will require them to
complete two examples, one guided with me and one on their own.
These students are the ones who are still having trouble with place and value
Lesson 10
This small group is comprised of students who are all having difficulties with place and value so I
decided to work on this before giving the summative the following day
Universal Design for Learning 1.3 Offer alternatives for visual information
o Students are able to use various visual representatives, including the secret code cards and
base ten blocks
I have planned with these learners in mind because I know that they all prefer to use different
methods
o Corey likes the base ten blocks while Ana prefers the secret code cards
o I have given them the opportunity to use the materials they each feel comfortable with
I will access multiple intelligences by allowing the students to physically represent place with their
own bodies for those kinesthetic learners or using manipulatives if are more visual learners

Assessment (This will be completed for Evidence 5 Assessment Plan):