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Unit Planning Organizer

Subject: Math Grade: 2/3 (Blended Curriculum)

Unit/Topic: Subtraction (followed by 1 week of adding and subtracting)

Unit Duration: 4 weeks (January 7- 31

1. Unit Overview
This unit continues to teach students number sense as it introduces subtraction.
Using math centers, class activities and independent practice, students will have
an array of math experiences to learn and practice subtraction (and reinforce
their knowledge of addition in the last week).

As this unit falls at the very start of my teaching internship, the first two days are
designated to introducing myself and allowing students to warm up to me,
meanwhile giving me an opportunity to gauge and formality assess my students’
confidence (and interest!) in math.

Literacy integration introduces the idea of subtraction, followed by a brief

worksheet exercise, and then onto stations for a week. There are 3 rotations of
BUILD math centers, which consists of 5 centers. The first two rotations focus on
subtraction, and the

2. “I Can” Statements
Grade 2
• I can count, describe, and represent numbers 1-100
• I can compare and order numbers 1-100
• I can estimate quantities to 100
• I can illustrate the meaning of a number’s place value up to 100
• I can explain the impact of adding or subtracting 0 from any number
• I can add and subtract with answers up to 100
• I can use my mental math to add and subtract up to 18
Grade 3
• I can illustrate the meaning of a number’s place value up to 1000
• I can use my mental math for adding and subtracting two 2-digit numbers
• I can use my estimating strategies to predict sums and differences of two 2-digit
numbers when problem solving
• I can add and subtract numbers with answers to 1000 (1, 2 and 3-digit numbers)
• I can use my mental math to add and subtract up to 18
3. Grade 2 Learning Outcomes
General Learning Outcome: Develop Number Sense
SLO 4: represent and describe numbers to 100, concretely, pictorially, and symbolically
SLO 5: compare and order numbers up to 100
SLO 6: estimate quantities to 100, using referents
SLO 7: illustrate, concretely and pictorially, the meaning of place value for numerals to
100
SLO 8: demonstrate and explain the effect of adding zero to, or subtract zero from, any
number
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SLO 9: demonstrate an understanding of addition (limited to 1- and 2- digit numerals)
with answers to 100 and the corresponding subtraction by:
• Using personal strategies for adding and subtracting with and without the support
of manipulatives
• Creating and solving problems that involve addition and subtraction
• Using the commutive property of addition (the order in which numbers are added
does not affect the sum
• Explaining that the order in which numbers are subtracted may affect the
difference
SLO 10: apply mental mathematics strategies for basic addition facts and related
subtraction facts to 18.

Number Sense: an intuitive understanding of numbers, their magnitude, relationships,

and how they are affected by operation

4. Grade 3 Learning Outcomes

General Learning Outcome: Develop Number Sense
SLO 5: Illustrate, concretely and pictorially, the meaning of place value for numerals to
1000.
SLO 6: Describe and apply mental mathematics strategies for adding two 2-digit
numerals
SLO 7: Describe and apply mental mathematics strategies for subtracting two 2-digit
numerals.
SLO 8: Apply estimation strategies to predict sums and differences of two 2-digit
numerals in a problem-solving context
SLO 9: Demonstrate an understanding of addition and subtraction of numbers with
answers to 1000 (limited to 1-, 2- and 3-digit numerals), concretely, pictorially and
symbolically, by:

• using personal strategies for adding and subtracting with and without the
support of manipulatives
• creating and solving problems in context that involve addition and subtraction
of numbers.

SLO 10: Apply mental mathematics strategies and number properties in order to
understand and recall basic addition facts and related subtraction facts to 18.
5. Essential Resources
• Student whiteboards
• table centers (some are supplied by TA, orchestrated by IT) table centers (some
are supplied by TA, orchestrated by IT) (BUILD) See section #7
Center Rotation #1: introduction to subtraction
Center Rotation #2: expanding on subtraction
• Mathletics on the computers
• Smartboard – notebook app
• Textbook (Math: Make Sense)
• Book: Math Fables by Greg Tang
• AB Program of Studies
• Addition and subtraction games
• Human Number Line
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Supplies needed for Centers:
-clear sleeves
-storymat print outs (requires clear sleeves)
-erasable markers
-dice (small and jumbo)
-game board print outs (lego center) (requires clear sleeves)
-homemade playdough
-playdough smash placemats (requires clear sleeves)
-question cards (like 50 subtraction, 40 addition)
-2-3 card decks
-clothespins/ Alligator clips
-clothespins activity MC cards (requires clear sleeves???)
-decomposition print outs (requires clear sleeves)
6. Possible Learning Activities
Introductory Activities for Pre-assessment:
• Counting game (pass the ball around) – this activity can help me gauge which
students are more confident with numbers, or perhaps which students enjoy
math more (counting in 2s, 3s, 5s, 10s,) I can also scaffold this to math trivia
questions, and students who want to try answering can catch the ball. This will
act as a good brain warm up post-Christmas break!
• Read Math Fables (once before and once at end of unit to see if students could
pick up on it better)
• Read How Many Birds Flew Away (once before and once at end of unit to see if
students could pick up on it better)
• Jet ski addition game on smartboard
•
Unit Learning Activities (Formative):
-introduce anchor chart for the unit
-math centers (BUILD) One center per day (Travel in groups), finish the center
rotation in a week

Math center activity ideas:

-deck or cards war (2 player)
-board game
-dice race
-playdough smash
-math clips (kind of like MC)
-match word problems with number problem

-human number line

-smartboard warm up activity: island chase subtraction
-word problem ideas for smartboard
-word problems: story mats
-math pocket chart (as a class)
-decomposition
-Relating addition with subtraction
-Word problems, more

Culminating Activities (Summative):

-build your own anchor chart
-Class “escape room” – Pirate Ship edition with addition/ subtraction question &
answer as the key to getting out (in the form of math centers)
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7. Unit Center Activities:

I will run two center rotations to give students a hands-on experience with subtraction
using the BUILD method:
Build (hands on)
U and me (student teacher interviews/ small groups)
Interactive (iPads or computers – Mathletics)
Literacy (math world problems)
Deck or dice (practice base facts)

The centers, along with materials required, for each rotation are as follows:

Center Rotation #1: introduction to subtraction

Center Rotation #1 Booklet
Build: ???
U and me: playdough smash (homemade playdough, cleaning supplies, laminated**
question cards)
Interactive: Mathletics
Literacy: Story mats (picture printouts, laminated or in clear sleeve, counters/
manipulatives
Deck or dice: dice roll race (laminated “game board” placemat, dice)

Center Rotation #2: expanding on subtraction

Center Rotation #2 Booklet
Build: Lego Addiction and subtraction game (game board/ placemat print out + laminate,
Lego, instructions in booklet)
U and me: Subtraction multiple choice (Print outs with 3 possible answers each,
clothespins/ alligator clips) Teacher will observe and assist students as they answer
Interactive: Mathletics
Literacy: Match the word problem with the number problem (print outs of word problems
and corresponding answers) (like gold fish)
Deck or dice: deck cards war (deck of cards, instructions in booklet)

Center Rotation #3: Adding and subtracting

Build: undetermined until I know exactly what materials are available to me in the
classroom (backup: lego)
U and me: decomposition of a number – small groups with teacher. Students will be
given two numbers, and have to add/ subtract to figure out what the third fitting number
is (markers, counters, print outs and sleeves)
Interactive: Mathletics
Literacy: Storyboards with adding and subtraction word problems
Deck or dice: Roll It, Add it! Game – page in work booklets. Roll the dice and use the
numbers to fill in your equations, then answer the equations
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8. Differentiation and Accommodation

-teacher student interviews allows me to check-in with current student needs and better
direct learning/ identify themes and preferences and which methods of instruction suit
their ability
-incorporate multiple learning modes in each lesson: visual, tactile, auditory, kinesthetic.
Having a variety will increase the likelihood that a lesson can be effective/ valuable in
some way to a student
-math journals/ self-assessments: encourage students to use their metacognition and
encourage them to know their challenges and face them in the next class
Accommodation ideas:
-use audio recordings instead of text
-work with fewer items per page
-write and present instructions orally
-give outline of a lesson
-make a table of “math facts” (KWL: What do I know? Student empowerment,
continuously add to it, build confidence)
-different types of chairs are available in the class
-give more time to process oral directions or complete work (Draiden)
-give frequent breaks
-answer fewer questions (preserve sampling validity tho*)
-Grade 2s can learn and do Gr3 work but must be assessed based on Gr2 outcomes
-Gr3s may need the scaffolding of the Gr2 level questions first, but help build them up to
the Gr3 outcomes because you have to assess them using them

9. Rationale:

This unit will be kicked off with a growth-mindset reminder. On day two, I will use the last
10 minutes or so to gather with the children on the carpet and discuss what it means to
have a growth mindset. I will use myself as an example of someone who never
considered themselves “a math person”, and our brain’s plasticity means that with
determination and hardwork, we can all feel confident with our math skills. Have a
growth mindset encourages and challenges students to be aware of the their learning
and thinking (metacognition), and will be used as a check-in factor during student self-
assessment and reflection.

I decided to use a mix of math centers and classroom “community” activities to shake
things up – I love the independence, responsibility and autonomy of math centers, but
tossing in some class activities will aid in me seeing where the class is as a whole, and
further direct my teaching for future lessons (formative assessment through
observation).

I have planned formal culminating tasks as a method for summative evaluation at the
end of the unit. The “Pirate Ship Escape Room” activity uses a fun challenge and center
work as an opportunity for students to demonstrate their understanding.

A secondary evaluation will be carried out in the last week (during addition and
subtraction stations), where students will create their own “I Can” anchor charts to A)
check their understanding of our unit and B) give the students a sense of
accomplishment with what they are learned since the start of the unit. This also gives
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them another chance to see where they may require some more attention our practice,
with 2-3 more centers worth of time to try (for the remainder of the week/ unit).

Lesson Date
Learning Objective Duration of class
Introduction of
teacher
Student game and
name tag activity
Brain plasticity mini
lesson (Growth
mindset)
Pre-Assessment of Jan 8
Prior Knowledge 1.5 hr
Classroom Climate
Book Activity
Students will improve
their listening skills.
Students will build
classroom community.
Introduction to
Subtraction
Centers
I can add and subtract 1-
and 2-digit numbers
Schedule
Outcomes
WEEK 1 (Subtraction)
Jan 7 n/a
1 hr
(Number of the day: SLO
4: represent and describe
numbers to 100,
concretely, pictorially,
and symbolically)
GLO: Develop Number
Sense
SLO 4: represent and
describe numbers to 100,
concretely, pictorially,
and symbolically
SLO 5: compare and order
numbers up to 100
Jan 9 (Number of the day: SLO
1 hr 4: represent and describe
numbers to 100,
concretely, pictorially,
and symbolically)
GLO: Develop Number
Sense
Gr2
SLO 9: demonstrate an
understanding of addition
(limited to 1- and 2- digit
Procedure Assessment
Materials
Teacher PP (Intro to Mrs. Martinez) n/a
Get-to-know-me Guessing Game
Student name tag
Brain elasticity mini lesson
-Number of the day: 32 Formative
-“Low stakes” math games on class assessment
carpet (ball pass + counting, ball (observation)
pass + math trivia) -Buzz of students’
-Jet ski addition review game interest and
(smartboard class activity) confidence
-Book: The Invisible Boy with number
I will read this book as part of my sense,
classroom climate structure counting,
plan. This book teachers adding
students about kindness, (sponge time:
and gives a neat Self-
opportunity for students to assessment)
create a classroom symbol
for the values they learn in
the book.
-sponge time: student self-eval/
reflection
1) # of the day: 110 (carpet) Formative
2) How to subtract – greater observation
number comes first (desks)
3) Life size tens frame
(middle of classroom)
Transition: jet ski
subtraction to get to centers
Math centers (30min) – B.U.I.L.D

Book and Centers Jan 10
2 30mins
I can add and subtract 1-
and 2-digit numbers
I can use my mental
math for basic addition
and subtraction (up to
18)
7
numerals) with answers
to 100 and the
corresponding
subtraction
SLO 10: apply mental
mathematics strategies
for basic addition facts
and related subtraction
facts to 18.
Gr 3
SLO 9: Demonstrate an
understanding of addition
and subtraction of
numbers with answers to
1000 (limited to 1-, 2- and
3-digit numerals),
concretely, pictorially and
symbolically
SLO 10: Apply mental
mathematics strategies
and number properties in
order to understand and
recall basic addition facts
and related subtraction
facts to 18.
(Number of the day: SLO --Number of the day: 42 Centers
4: represent and describe -Centers Observation:
numbers to 100, Formative
concretely, pictorially, observation
and symbolically) Read: How many Birds Flew Away during student-
GLO: Develop Number teacher interviews
Sense Summative
Gr2 Center Rotation #1: introduction to checklist of their
SLO 9: demonstrate an subtraction answers in
understanding of addition Center Rotation #1 Booklet booklet (See UAP
(limited to 1- and 2- digit Build: ???
for more)
U and me: playdough smash
numerals) with answers
(homemade playdough, cleaning supplies,
to 100 and the laminated** question cards)
corresponding Interactive: Mathletics
subtraction Literacy: Story mats (picture printouts,
SLO 10: apply mental laminated or in freezer Ziploc bag,
mathematics strategies counters/ manipulatives
Deck or dice: dice roll race (laminated
for basic addition facts “game board” placemat, dice)
and related subtraction
facts to 18.
Gr 3
SLO 9: Demonstrate an
understanding of addition
and subtraction of
numbers with answers to
1000 (limited to 1-, 2- and
3-digit numerals),
concretely, pictorially and
symbolically
SLO 10: Apply mental
mathematics strategies

Class whiteboard Jan 14
activity with jetski 1 hr
race on smartboard
Centers (1 30min)
Centers (2 30 min)s Jan 15
Human Number Line 1.5 hr
Word problems class Jan 16
activity 1 hr
Centers (1 30min)
and number properties in
order to understand and
recall basic addition facts
and related subtraction
facts to 18.
WEEK 2 (Subtraction)
(Number of the day: SLO
4: represent and describe
numbers to 100,
concretely, pictorially,
and symbolically)
(Number of the day: SLO
4: represent and describe
numbers to 100,
concretely, pictorially,
and symbolically)
(Number of the day: SLO
4: represent and describe
numbers to 100,
concretely, pictorially,
and symbolically)
8
-Number of the day: 79 Centers
Center Rotation #1: introduction to Observation:
subtraction Formative
Center Rotation #1 Booklet observation
Build: ??? during student-
U and me: playdough smash
teacher interviews
(homemade playdough, cleaning supplies,
laminated** question cards) Summative
Interactive: Mathletics checklist of their
Literacy: Story mats (picture printouts, answers in
laminated or in freezer Ziploc bag, booklet (See UAP
counters/ manipulatives for more
Deck or dice: dice roll race (laminated
“game board” placemat, dice)
-Number of the day: 902 Centers
Center Rotation #1: introduction to Observation:
subtraction Formative
Center Rotation #1 Booklet observation
Build: ??? during student-
U and me: playdough smash
teacher interviews
(homemade playdough, cleaning supplies,
laminated** question cards) Summative
Interactive: Mathletics checklist of their
Literacy: Story mats (picture printouts, answers in
laminated or in freezer Ziploc bag, booklet (See UAP
counters/ manipulatives for more
Deck or dice: dice roll race (laminated
“game board” placemat, dice)
-Number of the day: 498 Centers
Observation:
Center Rotation #2: expanding on Formative
observation
subtraction
Center Rotation #2 Booklet during student-
Build: Lego Addiction and subtraction teacher interviews
game (game board/ placemat print out + Summative
laminate, Lego, instructions in booklet)
U and me: Subtraction multiple choice
checklist of their
(Print outs with 3 possible answers each, answers in
clothespins/ alligator clips) Teacher will booklet (See UAP
observe and assist students as they for more
answer
Interactive: Mathletics
Literacy: Match the word problem with the
number problem (print outs of word
problems and corresponding answers) (like
gold fish)
Deck or dice: deck cards war (deck of
cards, instructions in booklet)
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Centers (2 30 mins) Jan 17 (Number of the day: SLO -Number of the day: 3700 Centers
2 30 mins 4: represent and describe Observation:
numbers to 100, Formative
concretely, pictorially, observation
Center Rotation #2: expanding on
and symbolically) subtraction during student-
Center Rotation #2 Booklet teacher interviews
Build: Lego Addiction and subtraction Summative
game (game board/ placemat print out + checklist of their
laminate, Lego, instructions in booklet) answers in
U and me: Subtraction multiple choice
booklet (See UAP
(Print outs with 3 possible answers each,
clothespins/ alligator clips) Teacher will for more
observe and assist students as they
answer
Interactive: Mathletics
Literacy: Match the word problem with the
number problem (print outs of word
problems and corresponding answers) (like
gold fish)
Deck or dice: deck cards war (deck of
cards, instructions in booklet)

WEEK 3
Centers (2 30 mins) Jan 21 (Number of the day: SLO -Number of the day: 173 Centers
1 hr 4: represent and describe Observation:
numbers to 100, Center Rotation #2: expanding on Formative
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concretely, pictorially, subtraction observation
and symbolically) Center Rotation #2 Booklet during student-
Build: Lego Addiction and subtraction
teacher interviews
game (game board/ placemat print out +
laminate, Lego, instructions in booklet) Summative
U and me: Subtraction multiple choice checklist of their
(Print outs with 3 possible answers each, answers in
clothespins/ alligator clips) Teacher will booklet (See UAP
observe and assist students as they for more
answer
Interactive: Mathletics
Literacy: Match the word problem with the
number problem (print outs of word
problems and corresponding answers) (like
gold fish)
Deck or dice: deck cards war (deck of
cards, instructions in booklet)

Centers (1 30min) Jan 22 (Number of the day: SLO -Number of the day: 821 Centers
Introduction and set 1.5 hr 4: represent and describe Observation:
numbers to 100, Formative
up of Pirate Ship concretely, pictorially,
*Sponge day for any centers not observation
Escape Room and symbolically) completed* during student-
OR… teacher interviews
Worksheets: practice Summative
checklist of their
answers in
Introduce how the escape room booklet (See UAP
will work so that we can use the for more
full hour to complete it on Jan23
Pirate ship Escape Jan 23 (Number of the day: SLO -Number of the day: 2822 Summative
Room Culminating 1 hr 4: represent and describe During recess, set up the escape (Observation
numbers to 100,
Activity concretely, pictorially,
room and submitted
and symbolically) Students will have a workpage to booklets)
navigate through the room and
answer questions to “unlock”
themselves
Prize – movie during the last 30 min period
on Thursday, Jan 31! (next Thursday)
Addition and Jan 24 (Number of the day: SLO -Number of the day: 51
Subtraction Centers 2 30mins 4: represent and describe Build: undetermined until I know exactly
numbers to 100, what materials are available to me in the
concretely, pictorially, classroom (backup: lego)
SUBSTITUTE TEACHER PLAN U and me: decomposition of a number –
and symbolically)
small groups with teacher. Students will be
given two numbers, and have to add/
subtract to figure out what the third fitting
number is (markers, counters, print outs
and sleeves)
Interactive: Mathletics
Literacy: Storyboards with adding and
subtraction word problems
Deck or dice: Roll It, Add it! Game – page
in work booklets. Roll the dice and use the
numbers to fill in your equations, then
answer the equations
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WEEK 4
(Adding and Subtracting)

Addition and Jan 28 (Number of the day: SLO -Number of the day: 682 Centers
Subtraction Centers 1 hr 4: represent and describe Observation:
numbers to 100, Build: undetermined until I know exactly Formative
concretely, pictorially, and what materials are available to me in the observation
symbolically) classroom (backup: lego) during student-
U and me: decomposition of a number – teacher interviews
small groups with teacher. Students will be Summative
given two numbers, and have to add/
subtract to figure out what the third fitting
checklist of their
number is (markers, counters, print outs answers in
and sleeves) booklet (See UAP
Interactive: Mathletics for more
Literacy: Storyboards with adding and
subtraction word problems
Deck or dice: Roll It, Add it! Game – page
in work booklets. Roll the dice and use the
numbers to fill in your equations, then
answer the equations

Student Anchor Jan 29 (Number of the day: SLO -Number of the day: 0 -self-eval
Chart – celebration 1.5 hr 4: represent and describe -students will create their own
numbers to 100,
of learning` concretely, pictorially, and
version of our unit anchor chart to
symbolically) demonstrate their learning,
reflection where they may require
more practice, and to celebrate
what they learned in the unit!
Addition and Jan 30 (Number of the day: SLO -Number of the day: 3000 Centers
Subtraction Centers 1 hr 4: represent and describe Observation:
numbers to 100, Build: undetermined until I know exactly Formative
concretely, pictorially, and what materials are available to me in the observation
symbolically) classroom (backup: lego) during student-
U and me: decomposition of a number – teacher interviews
small groups with teacher. Students will be Summative
given two numbers, and have to add/
subtract to figure out what the third fitting
checklist of their
number is (markers, counters, print outs answers in
and sleeves) booklet (See UAP
Interactive: Mathletics for more
Literacy: Storyboards with adding and
subtraction word problems
Deck or dice: Roll It, Add it! Game – page
in work booklets. Roll the dice and use the
numbers to fill in your equations, then
answer the equations

Addition and Jan 31 (Number of the day: SLO -Number of the day: 569 Summative
Subtraction Centers 2 30 min 4: represent and describe Students will complete their last (Observation
numbers to 100,
concretely, pictorially, and
center (30min) and submitted
symbolically) The second period of math will be booklets)
a addition/ subtraction video as a
reward for completing the unit!
Math related or veggie tales