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    Number Sense and Place Value We Sara Houser Saginaw Valley State University Fall 2017 Table of Contents Introduction Letter Community and Classroom Information Standards and Content Objectives Prior Knowledge Analysis Pre-Assessment Answer Key Anticipated Lesson Outline Collected Materials List and Resources Individual Lessons, Reflections, and Sample Student Work Evidence of Communication with Caregivers Planned Post-Assessment Unit Reflection and Recommendations ‘Supporting Data/ Gradebook Introduction Dear teacher, ‘This unit binder is focused on mathematics content: specifically, on number sense and place value for second grade students. The unit was developed with reference to the required schoo and district mathematics curriculum materials (the school at which this unit was taught utilizes the GoMath mathematics materials and curriculum guidelines), although some variation was used in the creation of materials, and a number of adaptations and scaffolding measures were included because of the needs of the students in the classtoom (all of whom are ESL students). This binder is divided into three sections: the planning document, the lessons, and the final reflection. The planning document includes the following: information on the classroom and the community; the standards and content objectives for the unit's 5 lessons; and a pre-test, answer key, and prior knowledge assessment based on the students’ pre-test scores. Included in the second section of the unit are an anticipated lesson outline, and five lessons, of which four were taught in the host classroom, Due to numerous setbacks, the unit was started later than initially planned, which prevented the fifth lesson from being taught, All lessons included in this binder come complete with sample pages, answer keys, and samples of students’ in-class work. The final section of this binder includes evidence of caregiver communication, the gradebook from this unit, and the unit reflection and recommendations for further teac! hing. Thank you and happy teaching! Sara Houser Student Teacher ~ Saginaw Valley State University Community and Classroom Information Burton Elementary and Middle School, a Title I school, is situated in the inner city of Grand Rapids, just a ten minute drive from the downtown area. The surrounding community is a mix of Hispanie/Latino and American families. Many of the local businesses advertise in both Spanish and English on their outdoor signs and billboards because so much of the population speaks English, Spanish, or both. The schoo! houses several ESL transitional and native language (Spanish) classes at the elementary level to help these students and their families learn both languages, and any papers sent home or published by the school for parents are done bilingually in order to ensure all parents and students are able to access school information and events, The school also has a number of interesting policies that affect the school community, including a required uniform and an attendance challenge (to have less than 5 days absent per child per Year). Parents and students are highly encouraged to follow both of these policies in order to help the students be present and focused during school hours. ‘The community appears to be mostly middle class, based on the surrounding neighborhood (the size of homes, number of homes, type of cars, the way the children and families are dressed, how students get to school, ete.). Many of the families walk their students to school each day, some ride the bus, and fewer are dropped off by their parents in cars. The students all receive free breakfast if they wish to, but not all families choose to have their children eat at school in the morning. As of last year, 457 of the 490 students in the elementary school received free lunch, 16 received reduced-price lunch, and 17 were not eligible, suggesting that while the surrounding neighborhood seems well-off the students who attend this school, and their parents, may not be. Ms. Bravo's class, in particular, has 20 students. Ten of the students are boys and the other ten are girls. They are all about 7-8 years old. The students are all native speakers of Spanish; as such, this classroom is considered an ESL. transitional classroom: the students are beginning to learn their content bilingually, with heavy emphasis on learning academic and social English. Many of the students are already adept in their basic interpersonal communication skills (BICS), but they are only beginning to develop their cognitive academic communication proficiency (CALP). Currently there are no students in the class that have IEPs; however, there are a number of students who currently receive reading and language intervention via Lexia CoreS and individual teacher assistance, but the number of students who are to receive specific intervention via TRIP is yet to be determined as DIBELS Deep testing has not yet concluded. The students all seem to be meeting developmental milestones in terms of reading and writing ability for their age-group and bilingual status, except for one student who struggles in both and is currently being evaluated for continuation of speech therapy. Outside of individual student personalities and preferences, there is no other relevant information needed to plan instruction for these students. Standards 2.NBT.A.1a: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, ad ones; e.g. 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of 10 tens — called a hundred. 2. NBT.A. 1b; Understand that the three digits of a three digit number represent amounts of hundreds, tens, and ones; e.g. 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to 1, 2,3, 4, 5, 6, 7, 8, or 9 hundreds (and 0 tens and 0) ones). 2.NBT.A.2: Count within 1000; skip-count by Ss, 10s, and 100s. 2.NBI-.A.3: Read and write numbers to 1000 using base-ten numerals. 2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using <, >, or =, symbols to record the results of the comparison, 2.NBT.B.8: Mentally add a ten or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Mathematical Practi MPI: Make sense of problems and persevere in solving them. MP2; Reason abstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with mathematics. MPS: Use appropriate tools strategically. MP6: Attend to precision. MP7: Look for and make use of structure. MP8: Look for and express regularity in repeated reasoning, Prior Knowledge Analysis The students’ prior knowledge regarding the mathematics content covered in this unit (and in the rest of the chapter which this unit does not cover) was determined from a twelve question pretest. Because the pretest questions ofien included multiple parts, the test was worth a total of 28 points. The pretest was pulled from the curriculum materials provided by the school/district, instead of being developed by hand, for a number of reasons: frst, the students are familiar with this type and format of tests, rom their previous mathematics chapter tests and pre-tests, Secondly, this test address all of the content and curriculum standards which students will be measured on throughout the course of the unit, so it provided a better understanding of where the students currently are with this content, Finally, this pretest was chosen out of convenience in erms of both accessibility for creation and printing, but also in terms of the accessibility for all students; this pretest was easily adapted using visual display via the document camera and Projector, color-coding to highlight important aspects of each problem, and repetitive readings Out loud such that all students would be able to follow along and give their best effort. Additionally, students were allowed to cross out any problems that they simply did not know what to do with, as is common practice in the host classroom with pretesting situations. This pretest will serve as the post-test at the end of the ‘unit, as well, to accurately determine the students’ learning and growth in this content area, when itis finished. The pretest with the color- coding that was provided for students, as well as the answer key are included next in this binder. The students’ scores from the pretest were recorded in a running gradebook in Microsoft excel and the ranges and averages were determined using the mathematic functions within the program. The students’ scores ranged from 7% to 75%, with a class average of 40%, The median score was 41% and exacily half of the class scored higher than this. Delving into specific questions, the students really seemed to struggle with questions 2, 3, 7, 9, and 10 (see attached test and answer key). Only two students answered question 2, which was focused on being able to count up by tens from a given number. Twelve students got the first part of question three, which was focused on being able to add and subtract by even hundreds and tens, correct, but no fone got the second or third parts of the question right. While quite a few attempted number 7, ‘which was focused on grouping tens as hundreds, drawing a model, and subtracting based on the model, no one answered it correctly. Only one student answered number 9, which was focused on being able to model hundreds, tens, and ones for a given number answered somewhat correctly; however, this student used only hundreds and ones to show the answer, instead of hundreds, tens, and ones. Nine students received only partial credit for number 10 and only one student received the full points for this question, Many other ‘questions were answer wrong by Students with no discernable pattern or regularity among the whole class, but it is clear that the majority of the students do not yet have a firm grasp on any of the majority of this content, There are a few students who will likely need additional scaffolding and teacher assistance during this unit, and there are at least three students who will likely need an additional challenge as the unit progresses because they already seem to understand some of the content, These students have been noted and will be addressed in the adaptations, accommodations, and modifications section of each lesson plan included in this unit. Elementary Daily Lesson Plan Subject/Focus: Mathematics (2.1 Group Tens as Hundreds) Standards: cess; 2.NBT.A. 1a: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, ad ones; e.g. 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of 10 tens — called a hundred. 2. NBI.A.1b: Understand that the three digits of a three digit number represent amounts of hundreds, tens, and ones; ¢.g. 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to 1, 2, 3,4, 5, 6, 7, 8, or 9 hundreds (and 0 tens and 0 ones). MPs: MP4: Model with mathematics. MP6: Attend to precision. ‘MPT: Look for and make use of structure. ‘MP8: Look for and express regularity in repeated reasoning, Objectives: Content: Students will compose groups of tens into hundreds, and decompose hundreds back into tens. Language: Students will write and narrate how to group tens into hundreds. Materials/Resources: Whiteboard and markers (teacher use) iPads and Pieces Basic app separating folders (for testing) copies of p. 77 (homework) copies of p. 80 (lesson check) Resourees: Houghton Mifflin Harcourt. (2015). GoMath teacher edition: Chapter 2. United States: Author. Key Vocabulary: digit (a number in any given place in a number; between 0 and 9) hundreds (the place value that represents 100, 200, 300....up to 900) tens (the place value that represents 10, 20, 30...up to 90) ‘ones(the place value that shows 1, 2, 3...up to 9). thousand (the place value that shows 1000, 2000, 3000...up to 9,000) Introduction/Anticipatory Set: If there is not enough time for the story problem, but there is some sponge time, allow the students to work in Prodigy on their iPads to review this and other concepts). Independent Praetice/Homework: Students will be given review homework from the corresponding pages in their textbooks for this lesson: p. 77 (questions 5, 6, and 7). Assessment: Students will be informally assessed with regard to their prior knowledge during the anticipatory set (counting as a whole group, or solo, by Is, 10s, and 100s). Students will be formally assessed on their understanding of the content and their ability to write and talk about it through the screenshots submitted of the number 400, through the lesson check given at the end of the lesson, and through the homework when it is returned the next day. Adaptations/Accommodations/Modifications: This lesson is focused on scaffolding so that all students (who are all ESL) are able to understand and work with the content. Any vocabulary is discussed, explained, reviewed, visually posted on the vocabulary wall, and repeated throughout the lesson. When call-and-response tacties are used, or answers are given, students will be continuously encouraged to use the necessary vocabulary words. The use of Pieces Basic means less reading and writing is required of students, which gives all students in the class access to what we are learning, despite lower proficiencies in English reading from some students. Additionally, the color-coding of the lesson check, and of the Pieces Basie pieces (into 1s, 10s, and 100s) will aide students in following along, seeing patterns, understanding what is asked of them, and working independently, The homework is adapted so that students do not have to decode and complete the story problem independently at home. Highlight is used to emphasize what is expected on the homework (see attached samples). The use of group work leading into independent work will also be beneficial for the students as they move toward higher understanding of the content. Finally, an additional challenge was included (see above) for those students who were done early or not challenged enough by the smaller sets of tens with which we were working, Reflection: 10-11-17 content and in the assessment of student \eacning. The i ic oe * 4 I becouse we ace working si i; ct them + On their oun. This means that for put _tnems tngedtes 2 - -Gnd_the other tuo were the cooly im the Class to miss 4H + n+) on tent 4 4 4 move on. As for the homework, the sHudents really Struggied overall —the class overage was 49% ~ but I believe this wos due to a lack of clear explanaticn and scaffolding on the homework, net a lack of content understanding ; either woy, 1+ w all the more reason +o really fecus on assessing this knowledge during the beginning of the next lesson. © Write how many tens. Circle groups of 10 tens. Write how many hundreds. Write the number. * © THRUHUEL LMU LALA ~ TENUTHED LUE LUAU © * TAOUNEODE VUHAOOUL UUHAALL TT EHNUUENEALUUUAEEL LUA é : I £8, GREEN) wally has 400 cords. | s. eB i I i t z How many stacks of 10 cards can he make? : tens ———_ hundreds tens hundreds tens hundreds stacks of 10 cards seventy-seven 77 a ae | ® Ow Write ts Hw a many tens. Circle groups of 10 tens. Write how many hundreds. Write the number. 1 hundreds | 100 —[e0_ tens —G _ hundreds LO 40 tens q hundreds —~F00__ 2g, GAME) Wally has 400 cards, ® | © § | Howmany stacks of 10 cards | | i can he make? | | : | —4O _ stacks of 10 cards Chapter 2 ¢ Lesson | seventy-seven 77 *” € Lesson Check ansaszncaw 2 |. Mai has 40 tens. Write how #) 2. There are 80. tens. Write how © many hundreds. Write the many hundreds. Write the number. hundreds. hundreds. number word CO — hans bic - Mus ber ® Spiral Review aoscs:nerazineray 3. Write the number equalto 4) 4. Count by fives. 5 tens and 13 ones. 5,10, 15 { — | 45. Carlos has{gB pencils. What 6. Circle the sum that is an even is the value of the digit 5 in number. this number? 80 eighty Answer ey = Lesson Check onsias 2x 2 |. Mai has 40 tens. Write how (#9) 2. There are 80 tens. Write how many hundreds. Write the many hundreds. Write the number. number. 4 hundred -& hundred 400 -¥00 ® Spiral Review coxcs:az2a5 ® 3. Write the number equal to ()) 4. Count by fives. @ 5S tens and 13 ones. 5.10.15 GS _ 2Q, a5, 30, 35 5. Carlos has 58 pencils. What “! 6. Circle the sum that is an even is the value of the digit 5 in number, this number? 243-5 5+ 6=I1 50 8 + 7H 5 FoRMone paacrice ‘GO 19 THE 80 cighty ‘Sample Student Work Most students submitted the correct solution, such as is shown in the image to || the left, and the image below. Hl ~ This student submitted their work =. incorrectly. There were about three other students who displayed their solution similarly. Elementary Daily Lesson Plan Subject/Focus: Mathematics (2.2 Exploring 3-Digit Numbers) (Tuesday) Standards: ce 2.NBT.A.1a: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g. 706 equals 7 hundreds, 0 tens, and 6 ones. MPs; MP1: Make sense of problems and persevere in solving them. MP3: Construct viable arguments and critique the reasoning of others. MP7: Look for and make use of structure. MPS: Look for and express regularity in repeated reasoning. Objectives: Content: Students will write 3-digit numbers that are represented by groups of tens. Language: Students will name numbers based on their place value (i.c., 440 = Four hundred and forty). Materials/Resources: Whiteboards and markers iPads and Pieces Basic app copies of p. 82 (homework) Resources: Houghton Mifflin Harcourt, (2015). GoMath teacher edition: Chapter 2. United States: Author, Key Vocabulary: digit (a number in any given place in a number; between 0 and 9) hundreds (the place value that represents 100, 200, 300....up to 900) tens (the place value that represents 10, 20, 30...up to 90) ones(the place value that shows 1, 2, 3...up to 9), thousand (the place value that shows 1000, 2000, 3000...up to 9,000) Introduction/Anticipatory Set: Bring students to the carpet after taking afternoon attendance. Pose the problem of the day to them on the white board to assess prior knowledge: draw 80 tens on the board and ask the students to think-pair share about how many groups of 10 tens they can make, Discuss how this representation actually shows 80 tens. Then, give each student a piece of paper that shows the number 10 (see attached). Have students group themselves to make different numbers between 100 and 200 (i.e., 110, 120, 130, 140, ete.) Count how many tens are left out of the total 200 possible cach time. Finally, show 34 tens on the board. Ask the students how many groups of 10 tens they can make (3) and how many are left over (4). Work together to show how this makes 300 and 40 left over. Ask the students the essential question: How do you write a 3-digit number for a group of tens? (Write it in the board as you ask it, and leave it here for the remainder of the lesson). Briefly break down this question into its important vocabulary. Main Lesson: Open up Pieces Basic on the students iPads and ask them to show 45 tens (this will take a significant amount of time). Ask guiding questions to determine the number of hundreds in this number (4), how many tens are left over (5), and how we can trade out the groups of tens for hundreds. Have the students mimic you this first time, as you trade out the groups of ten for hundreds until you have the number 450. Finally, have the students work independently to show the 38 tens, group them, tum them into 100s, and write the final number (380). Ask the students to write their names, screenshot the image of this, and airdrop them to the teacher's iPad (#27). Help students who need it, and challenge students who submit to you to try the same thing with 61 tens on their whiteboards at the carpet (work until all students are at the carpet). Closure: Once all students are at the carpet, work together on the following story problem (draw it on the board): There ate 16 boxes of eandy ready. Each box has 10 pieces of candy. How many pieces of candy are there in all the boxes? Have the students think-pair-share, and do a quick number talk to find the right answer. Independent Praetice/Homework: Students will be given review homework from the corresponding pages in theit textbooks for this lesson: p. 82. The homework provides a model for students at the top and will be explained to the students before they take it home for the evening, Assessment: Students will be informally assessed with regard to their prior knowledge during the anticipatory set (problem of the day is similar to the previous lesson’s homework). Students will be formally assessed on their understanding of the content and their ability to write and talk about it through the screenshots submitted of 38 tens (380), and ‘through the homework when it is returned the next day. Adaptations/Accommodations/Modifications: ‘This lesson is focused on scaffolding so that all students (who are all ESL) are able to understand and work with the content. Any vocabulary is discussed, explained, reviewed, visually posted on the vocabulary wall, and repeated throughout the lesson. When call-and-response tactics are used, or answers are given, students will be continuously encouraged to use the necessary vocabulary words. The use of Pieces Basic means less reading and writing is required of students, which gives all students in the class access to what we are learning, despite lower proficiencies in English reading from some students. Additionally, the color-coding of the lesson check, and of the Pieces Basic pieces (into 10s and 100s) will aide students in following along, sceing patterns, understanding what is asked of them, and working independently. The homework is adapted so that students do not have to decode and complete the story problem independently at home. Highlight is used to emphasize what is expected on the homework (sce attached samples). The use of group work leading into independent work will also be beneficial for the students as they move toward higher understanding of the content. Finally, an additional challenge was included (see above) for those students who were done early ‘or not challenged enough by the smaller sets of tens with which we were working Reflection: 10-18-17 ad Sueprised by hors quickly my students Figured at (+ ae ~ kL : To. “ : ad 4) i, 1! \ end + i + ° CIEE What number is shown with || tens? WT | @ Inthe number 110, there is a | in the hundreds place and q | in the tens place. @ Circle tens to make | hundred. Write the number in different ways, “WME = 2. “WME HEM

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