Unit Plan PT 1

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Education Studies Department
Unit Plan
Jonesy McGregor
EDS 487: Student Teaching
2nd grade – Math
Updated on November 20, 2022
Note: This lesson plan format and planning guide is based on the Culturally Responsive Instruction Observation Protocol (CRIOP) framework.
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Table of Contents
Unit Plan.......................................................................................................................................................................... 1
.Big Ideas......................................................................................................................................................................... 3
Content Standards............................................................................................................................................................3
Unit Plan Learning Objectives.........................................................................................................................................3
Instructional Context (school, classroom, student, and academic)...................................................................................4
Funds of Knowledge and Accommodations.....................................................................................................................4
Assessment Plan...............................................................................................................................................................5
Instructional Design (Individual Lesson Plans)................................................................................................................8
Day 1................................................................................................................................................................. 10
Day 2................................................................................................................................................................. 13
Day 3................................................................................................................................................................. 16
Day 4................................................................................................................................................................. 21
Day 5................................................................................................................................................................. 25
Day 6................................................................................................................................................................. 29
Day 7................................................................................................................................................................. 32
Day 8................................................................................................................................................................. 36
Day 9................................................................................................................................................................. 39
Day 10...............................................................................................................................................................42
Appendix A..................................................................................................................................................................... 44
Appendix B..................................................................................................................................................................... 47
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1. Big Ideas/ Essential questions
Big ideas
● Using math strategies

This big idea is important within this unit plan because the students will be
using mental strategies every day during the warm up. It is important for
students to learn how they can use a mental strategy when solving
different problems so they can use them in future problems and apply
them in real life situations.
● Fluently adding and subtracting

Addition and subtraction are big components in 2nd grade, the students will
be adding and subtracting using number models, number stories, and using
manipulatives throughout this lesson. Adding and subtracting fluently is
important for students so they will excel in future math scenarios, and also
in daily life activities such as money and time.
● Communitive property
This big idea is important in this unit because the students will be working
on the communitive property in multiple lessons. The communitive property
allows students to understand that an addition problem can be solved with
whichever number in the front. The students are familiar with this, but I will
be introducing how it does not work for subtraction. This is important for
students so they can better understand when the communitive property can
be used and when it cannot be used.
● Creating number models from a number story
This big idea is essential because the students will be looking at number stories daily during
math. Creating number models from the number stories means that the students have to find
what they need to solve in order to complete the story. When they find the components, they
can easily make a number model and solve the problem.
2. Content Standards
 KY.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, by using drawings and equations with a symbol for the unknown
number to represent the problem
 KY.2.OA.2 Fluently add and subtract within 20 using mental strategies.
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 KY.2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of
members; write an equation to express an even number as a sum of two equal addends
 KY.2.NBT.7 Add and subtract within 1000. a. Represent and solve addition and subtraction
problems using… • concrete models or drawings;
Language standard
KY.2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names and
expanded form.
3. Unit Plan Learning Objectives

Content objectives
 Students will be able to use addition and subtraction within 100 to solve word problems involving
adding, subtracting, putting together, and taking apart.
 Students will be able to fluently add and subtract within 20 using mental strategies
 Students will be able to determine whether a group of objects is even or odd, and write a number
model to express it
 Students will be able to count forwards and backwards within 1000, and skip count by 5s and 10s.
 Students will be able to add and subtraction within 1000 by representing and solving addition and
subtraction problems using concrete models and/or drawings
Language objective
 Students will be able to read and write numbers
- Using number names
- Doubles facts
- Helper doubles fact
4. Instructional Context (school, classroom, student, and academic)

 School Context– Berea Community Elementary School is located in the small, rural town of
Berea, Kentucky. The student body consists of around 554 students with 49% identifying as
female and 51% identifying as male. The school’s racial demographics are 84.8% White, 7%
Hispanic, 4.6% multi-racial, 3.3% African American, and 0.4% Asian. Out of the student
population, 44% qualify for free or reduced lunch. Within the schools population, 1.8% of
students are learning English. As for academic testing, 39% of students tested at proficient math
levels and 48% of students tested at proficient reading levels. At Berea Community Elementary,
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there is a 14:1 student to teacher ratio with 86.5% of the teachers having three or more years of
experience.
 Classroom Context – The classroom is arranged with the desks facing each other in groups of 4 or
5 – there are 3 groups of 4 and 2 groups of 5. Each student has a pencil box with markers,
crayons, pencils, glue sticks, and scissors. There is some flexible seating available. There is a
Chromebook cart for this classroom (but it is shared with another 2nd grade class) and they are
used primarily for I-ready. The students have math journals and a math folder in their desk. The
journal is the everyday math student journal, and the folder is for students to put unfinished work
in to finish during morning work time. There is a tray with four open slots, each slot represents a
subject (reading/writing, science/social studies, math, and morning work). The students put any
completed work in the allotted slot when they are ready for it to be checked. There are many
different math manipulatives in the classroom that will be utilized throughout this lesson. There
are number grids on the walls, and numbers 1-20 at the top of the wall with the numbers and dots
representing that number. There is a smarty board in the classroom, students are able to go to the
smarty board when they answer questions, and if a student is following expectations they are able
to go to the smarty board. Another way is if they get an 80% or higher on an I-Ready lesson. The
smarty board looks like a bingo sheet, once it is full, I will roll two dice and whichever name it
lands on can choose to go to the prize box, or get a sticker. There is a classroom library in the
corner, this is also where a treehouse is which is used for students if they need a moment to calm
down and come back to class when they are ready. This classroom has a smart board which will
be utilized for any slides, go-noodles, quick looks, and number stories. We often use CHAMPS in
the classroom to set expectations.
CHAMPS:
C-Conversation
H-Help
A-Activity
M-Movement
P-Participation
S-Success
● Student Contexts – This classroom has twenty-two students: 10 girls and 12 boys. Most of
the students are Caucasian, there is one student that is African American, and one student
with Asian descent. Three students go to intervention for math for 30 minutes every day during
the math block. This unit is being taught near the beginning of the school year, there is a lot of
review work for math throughout this unit. Some of the students have expressed that they think
they are not good at math. Because of this I am working on making math fun and engaging to
help these students see that they can do math and that math can be fun. There are six students
with IEPs, and there is one student with a 504 plan. The student with a 504 plan has sensory
needs, there is a band placed at the bottom of his desk so that he is able to fidget with his feet
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without distracting other students. The students with an IEP that require double time or a
reader/scribe are able to work with me during assignments at the teacher table. Each student has
been given a number in the class, they know their numbers are able to use them in different ways
throughout the day. Their numbers will assist me in data during assessments.
 Academic Context – I have been implementing Everyday Mathematics during the math block.
This block is 70 minutes, and is used primarily for math. The students are able to count by 1s, 5s,
10s, and 20s. The students have been introduced to subtraction, and most have mastered it. They
have also mastered greater than, less than, and equal to. The students have also mastered using a
number line as a strategy. The students have been introduced to different mental strategies to find
the sum of problems, and they have been introduced to number names. Each student is familiar
with I-Ready math and will be using it during this unit. Each student has a math journal in their
desk that they will be working in. Berea Community is trying to implement I-Ready more to
better assist students where they need it, so I will be trying to implement at least 15 minutes of I-
Ready math each day. The math block is right after lunch so most of the students have to use the
bathroom. I turn on a storyline online book (usually 5-7 minutes) and I send the students to the
bathroom 2 boys and 2 girls at a time. The students are also encouraged to fill up their water
bottles during this time.
5. Funds of Knowledge and Accommodations.

 Students will have funds of knowledge with money, specifically dollar bills and coins, from daily
encounters with money, and from previous lessons.
 Students have background knowledge with counting fluently from 1st grade.
 Students will have background and cultural knowledge with some of the activities within this
lesson (dominoes, card games, money, doubles, frames and arrows).
 For the students with an IEP, they have paraprofessionals that work with them daily.
 All lessons are planned with the intentions of creating an inclusive classroom. Everything will be
displayed on the screen, and I will read everything that the students are reading aloud to them.
Every math problem will be modeled for the students prior to independent work. There are
number grids posted in the classroom, and all students have access to a laminated number grid
that they can write on with an expo marker and use counters to better visualize the math problem.
 The student that requires a scribe will be encouraged to use the resources around the room that
show all numbers is number form, number name form, and in dots. My cooperating teacher will
assist this student with anything else they might need scribed throughout this unit.
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 The student with sensory needs will be able to move around as needed, and they have noise
canceling headphones, and some sensory tools at their desk.
 All students are allowed to use the treehouse as needed, there is a timer in there so they can set it
for however long they need before coming back to classwork. The students with IEP’s have an
allotted time for the treehouse, if they need more time they can have it as needed.
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6. Assessment Plan
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

one The assessment for The assessment for There will be no The students will I will be using a
this lesson is a page this lesson will be formative be creating a clipboard
in their math an exit slip – the assessment today subtraction assessment while
journals, the students will write because lesson 2 number story in the students are
students will be
the addends and and 3 are lesson 2 and playing the
creating number
stories and number
sum for the combined making revisions games
models.
problem: 6 + 3. lessons. The to it in this lesson.
assessment will
Objective: be in lesson 3.
Students will be able Objective: Objectives: Objectives:
to use addition and Students will be able to Students will be able to Students will be able
subtraction within add and subtraction use addition and to fluently add and
100 to solve word subtraction within 100 to subtract within 20
within 1000 by solve word problems
problems involving using mental
adding, subtracting, representing and solving involving adding,
strategies
putting together, and subtracting, putting
addition and subtraction
taking apart together, and taking
problems using concrete apart. Students will be able
models and/or drawings to determine
Students will be able to whether a group of
fluently add and subtract objects is even or
within 20 using mental odd, and write a
strategies number model to
express it
Standard: Standard: 2.OA.1, Standards:

Standards: 2.OA.1 KY.2.NBT.7 2.OA.2 2.OA.2, 2.OA.3
Journal p. 27 Exit slip Math page Clipboard
Week Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10
two For this lesson I In this lesson the The assessment For this Today will be
will be using a assessment will be for this lesson assessment the the summative
clipboard on chart paper, the will be on a students will be assessment, the
assessment to students will be record sheet completing a students will
observe if the given a sticky note while the worksheet in their complete a self-
students are and they will write students are math journals assessment over
identifying even their name on the playing name using a number the areas we
and odd numbers back and write a that number, this grid, a number have been
and if they are number name for will allow me to line, or counters. working on, and
making the 14 on it. see if the This assessment is then they will
number models students are able a pre-assessment complete a
correctly to use more than for unit 3. summative
Objective: two cards, more assessment for
Objective: Students will be than one Objecitve: this unit.
Students will be able able to fluently add operation, or Students will be
to fluently add and and subtract within both. Objectives:
subtract within 20 20 using mental able to skip count All objectives
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using mental strategies Objective: by 5s and 10s. from lessons 1-8

strategies Students will be
able to add
Students will be able numbers
to determine whether together to
a group of objects is make a target
even or odd, and write number.
a number model to Standards:
express it 2.NBT.2.
Standards: Journal p. 42
Standards: 2OA.2,
2.OA.2, 2.OA.3 Standards:
2.NBT.3
2.OA.2, 2.NBT.3
Evens and Odds
game
Sticky note Test
Record sheet
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7. Instructional Design (Individual Lesson Plans)

Day 1 Day 2 Day 3 Day 4 Day 5
Week  Warm up  Warm up  Warm up  Warm up  Warm up
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 Quick look  Counting money  Number  Review of Centers
strategies  Exchange game stories subtraction  Using tools
 Double  Journal 17 & 18  Journal  Number to add
helper facts stories  Sorting
 Assessment  Assessment dominoes
 Exchange  Math  Geoboards
game journal
 Math journal
Week Day 6 Day 7 Day 8 Day 9 Day 10

2
 Warm up  Warm up
 Warm up Warm up  Self-
 Doubles  Number names
 Review name Number rules assessment
facts: even  Name collection
collection box Frames and  Test
or odd box
 I-Ready arrows  I-ready if
 Journal  Journal
 Name that Journal finish early
 Even and  I-Ready number game I-Ready
odds game
 Journal
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Berea College Education Studies
Lesson Plan Format
This unit plan is intended to help students grow in math. Every lesson there will be a new skill presented, but
all skills will be continued to be worked on throughout the unit. This unit is taught early on in the school
year, so most of the skills are review from first grade. This unit has several different games to show students
that math is more than just problems in a book. This unit also incorporates many manipulatives to allow
students to work out problems using many different strategies that will soon grow to be mental strategies.
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Planning – Day 1
Content Standard/s
KY.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems
unknowns in all positions, by using drawings and equations with a symbol for the unknown number
to represent the problem
Language Standard/s
KY.2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names and expanded
form.
Content Objective(s)
Students will be able to use addition and subtraction within 100 to solve word problems involving
Language Objective(s)
Students will be able to read and write numbers using helper double facts.
Materials
 Quick look cards (on everyday math website)
 Math journal
 Storyline online
 Math challenges
 Doubles video: https://youtu.be/NDqbCfplYrg
 Play money (thirty 1s. five 10s, two 20s, one 100 per group)
 Dice (1 per group)
Key Vocabulary
 Near doubles
 Helper fact
Implementation Phase
Instruction (60-70 minutes)
Pre-instruction (5 minutes)
Storyline online for bathroom and water breaks
Warm-up (10 minutes)

The lesson will start out with some number stories that I will display on the smart board from the
everyday mathematics website for this specific lesson. I will also show the students some quick look
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cards (5 or 6) and the students will talk about the strategy they used to solve the quick looks with their
table, and then we will whole group share.
Example of quick look:
We will go over I Can statement so students are aware of what they are learning for the day
- I can identify and write a doubles fact
Mini Lesson (15 minutes)

We are focusing on near doubles during this lesson. I will start by going over vocabulary words and
review what a double is, and how a double can help us solve addition problems. Then I will play the
doubles video, then I will model the following doubles and ask “what double is near these numbers?”
- 6+7
- 9+8
Then I will model how the double 6 +6 is 1 less than 6 + 7, so if 6 + 6 = 12 we can tell that 6 + 7 will
be 1 more than 12. The students will work out 9 + 8 with their partners, then we will whole group
share answers.
Brain break (3-5 minutes)

The brain break will depend on the students. I will assess if I think the students would better benefit
from a dance go-noodle, a breathing go-noodle, a 2 minute game in the class, or to walk around the
circle
Independent work (15 minutes)

The students will independently work in their math journals (page 26 and 27) to work on helper
doubles facts
*this will be the assessment for today
*students that are struggling will come to the teacher table and be given manipulatives to have a
visual aid for doubles
When a student is done, they will raise their hand so I can check their work and they can start doing a
math challenge.
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Exchange game (15 minutes)

Students will play the exchange game in small groups to practice making exchanges between ten $1
bills and one $10 bill and between ten $10 and one $100 (some groups will not be given the ten $10
and one $100 because they need to focus on exchanging smaller bills). The children will be
encouraged to verbalize their exchanges as they are making them. After about 12 minutes we will stop
playing and have whole group discussion.
- “How did you and your partner or group work together?”
- “What math did you use in this game?”
Game instructions:
The students will be in small groups, there will be a “bank” with all the bills in it, each student will
take turns rolling a dice, and whatever number it rolls on is how many ones they can take from the
bank. Once they have enough $1s, they are able to make exchanges with the bank.
After discussion, the students will put away their materials and clean up the floor and line up for recess.
Cultural Considerations –
o Students have funds of knowledge with money from prior lessons, but also from the real
world.
o Cultural knowledge will be present in this lesson when the students demonstrate the different
helper doubles facts they use, and when they are playing the exchange game with money.
o Students with IEPs will be working with either me or my cooperating teacher during the
exchange game.
o Any students that finish their journal work early will be given a math challenge.
o Students will be sharing their thoughts with the class and with one another, this will allow
students to hear their peer’s perspectives.
Discourse Considerations –
o Students will be working with a partner for the game
o Students will be sharing their mental strategies during whole-group and small-group work.
Vocabulary Considerations –
The vocabulary words doubles and helper fact have been mentioned before in the classroom, but they
are relatively new terms. I will go over them during the mini lesson, and the students will see the
words in their math journals, and will be using these terms in their discussions.
Assessment Considerations –
Formative
o Students will be assessed in their math journals.
Summative
o There is no summative assessment for this lesson plan.
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Post-Instruction
 Reflection
This was my first experience with teaching math. One major thing I learned is that there
are a lot of math activities that go into one math lesson, with only one or two things being
the main focus. Students need the repetition of continuing to do the other things related to
math that they are learning. One thing I would change is my mindset about noise in the
classroom. From this lesson I have realized that noise can mean the students are working
together and learning as a whole.
 Results –
- All students met the objective of fluently adding and subtracting, and reading and
writing numbers using doubles facts. When the students finished working in their math
journals, they would raise their hand and I would check their work. I wrote on a
clipboard what students did not demonstrate mastery. I put all this information into a
data chart.
 I champed out expectations for math at the beginning of the lesson, and a few times
in the lesson.
 The formative assessment was effective for this lesson. Their math journal pages
allowed me to see if they were able to identify a double helper fact, and if they
could explain it. I was able to see that most of the students demonstrated mastery,
and the rest demonstrated understanding but were not able to explain it.
 Students were able to incorporate their backgrounds while playing the exchange
game based on their experience with money.
 Students were engaged for the doubles part of this lesson, the video promoted the
engagement. Some students began to lose engagement when playing the exchange
game.
 Most of the students work efficiently with one another, but some did not. One way
I will promote more student collaboration is going over expectations for working in
groups.
 All students demonstrated their voice during partner share and during the exchange
game
Planning – Day 2
Content Standard/s
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2.NBT.7 Add and subtract within 1000. a. Represent and solve addition and subtraction problems
using… • concrete models or drawings;
Language Standard/s
form.
Students will be able to add and subtraction within 1000 by representing and solving addition and
Students will be able to read and write numbers.
Materials
 Exit slip (1 per student)
 Math challenges
 Turn around rule video : https://www.youtube.com/watch?v=EAOIn8e8Pqc
 Quick looks on everyday math website
 Dominoes (20 per table)
 Domino on small whiteboard (for example)
Key Vocabulary
- Turn around rule
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Warm-up/review (10 minutes)

We will start out by reviewing doubles, I will write a problem on the board and the students will
discuss with their table how to use near doubles facts to solve the problem. We will do some quick
looks and they will discuss strategies with one another.
We will go over the I Can statement so students will know what they are learning today
- I can use the turn-around rule when adding
Mini-lesson (20 minutes)
Today the focus is on the turnaround rule (communitive property). I will start by playing the video of
the turnaround rule with dominoes. Then I will write the problem 3 + 4 on the board and the students
will discuss with their partner if the turnaround rule will work for this problem and explain why it
works. After they discus we will have a whole group discussion and I will model using a domino how
the turnaround rule works.
The students will be given dominoes (20 at each table) and scrap paper and they will write out as
many dominos as they can (either in domino from or number form) using the dominoes on their table.

circle
Independent work 25 minutes)

Students will work in their journals to have more practice with adding and using the turnaround rule.
Once they finish they will get on I-Ready math.
Exit slip (3 minutes)

The students will be given an exit slip, they will write out a turnaround rule on it using dominoes and
numbers.
*this will be the assessment
o Students have funds of knowledge with dominoes from using them previously in the
classroom.
o Cultural knowledge will be present in this lesson when the students discuss different times
they have used the turnaround rule outside of school
o Students with IEPs that need assistance with journal work will work at the teacher table with
me.
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o Students will be sharing their strategies during whole-group and small group work
o Students are encouraged to create their own turn around rule, they are able to discuss this with
the other students at their tables.
The vocabulary word turn around rule was introduced in 1st grade, but we will go over it as a class in
the beginning of the lesson as review.
Formative
o Students will be assessed using an exit slip. The exit slip will allow me to see how the
students use models to solve addition problems, and how they write the numbers.
Summative
Other (formative and/or summative)

o I will be listening to student conversations as they are discussing with their tables.
Post-Instruction
 Reflection –
I learned from this lesson that modeling examples works really well with these students. I
would maybe change when I did the exit slip. I think it might’ve been better to do when
we finished the mini lesson instead of at the end of the lesson.
 Results –
- Some students demonstrated mastery, and the rest demonstrated understanding but not
yet mastery. The students were all able to add and subtract, and they were able to show
a turn-around rule but were not able to fully explain it. all students demonstrated
reading and writing numbers. I used an exit slip to attain this information, and put it
into the data chart for formative assessments.
 I CHAMPed out expectations for students to follow.

 The formative assessment allowed me to see what students need more support with
explaining the turn-around rule
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 Students were able to bring in any background information during whole group and
partner discussions pertaining to dominoes.
 All students were engaged in this lesson, I think having dominoes on their tables as
manipulatives promoted that engagement.
 There was not much small group collaboration today, the students did communicate
efficiently with one another during partner share.
Planning – Day 3
Content Standard/s
 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, by using drawings and equations with a symbol for the unknown number to represent
the problem
 2.OA.2 Fluently add and subtract within 20 using mental strategies.

Language Standard/s
form.
Materials
 Math journal
 Math challenges
 Number stories on everyday math website
 Timer
 Math page 38 (1 per student)
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Key Vocabulary
- Turn around rule
- Number story

We will start out doing number stories on the everyday math website (example: Logan has 4 red
tomatoes and 8 yellow tomatoes. How many tomatoes does he have in all?). We will do three
different number stories, after each number story, the students will discuss the answer and how they
got that answer, then they will tell me the different strategies they used and I will write them on the
white board. We will also review making number models from number stories.
- I can learn how to use the turn-around rule in subtracting
Mini-lesson (5 minutes)
Today the focus is on the turnaround rule (communitive property), but for subtraction. I will ask the
students to show me a 1 if they understand turnaround rule, and a 2 if they to review it for a couple
minutes. If any students show a 2 then we will review it, if multiple students show a 2 then we will
watch the video again as a refresher. Then we will review subtraction. I will let the students know that
today we are exploring in math to see if the turnaround rule works for subtraction too.
Partner work (10 minutes)

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Students will work with a partner in their journals (p. 31) working on number stories. The students
will be reminded to use a number model when they are solving their problems.
Brain break (3 minutes)

- Go Noodle
Independent work (15 minutes/15 minutes)

The class will split up and work on different things at this time.
- Half the class will get on I-Ready math for 15 minutes
- The other half of the class will work on math page 38
After 15 minutes, the students will switch. There will be a timer on the screen as a visual aid, the
timer alarm goes off for 1 minute and the students will be reminded that at the end of the 1 minute
they should be at the next area.
o Students have funds of knowledge with turnaround rule from previous lessons, and
subtraction from previous lessons.
o Cultural knowledge will be present in this lesson when the students discussions.
o Students will be creating a subtraction turnaround rule using background information.
me.
o Students will be discussing strategies during the number stories with partners.
The vocabulary word turn around rule was introduced in 1st grade, and used in previous lessons.
Number story has also been used in previous lessons.
Formative
o There will be no assessment today, the assessment will be in tomorrow’s lesson.
Summative

o The students will show me a 1 or 2 to demonstrate their confidence in understandings of
turnaround rule
Post-Instruction
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 Reflection –
I learned that when students are given the opportunity to explore, they learn a lot of
things. This lesson had structure, but was presented so that students could explore an idea
without the answer being presented. I think I would add a mini lesson on subtraction to
better reinforce the exploration.
 Results – How many students met the objectives of the lesson? How do you know?
Include charts, graphs.
 There was no formative assessment for today’s lesson, but the students did start
what will be the assessment for tomorrow. Today’s start will allow me to see how
students make revisions tomorrow.
 Students were able to incorporate background with their turn-around rules in their
number stories with partners.
 There was not a lot of student engagement in today’s lesson. The students kept
getting distracted during the mini lesson. Once independent work started, it got
better.
 Students worked efficiently with one another during partner work.
 All students were discussing during whole group at their tables, and during partner
work.
Planning – Day 4
Content Standard/s
 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, by using drawings and equations with a symbol for the unknown number to represent
the problem
 2.OA.2 Fluently add and subtract within 20 using mental strategies.

Language Standard/s
form.
23
Materials
 Math journal
 Math challenges
 Colored pencils
 Math page 39 (1 per student)
Key Vocabulary
- Turn around rule
- Number story
24
We will start be reviewing everything we did yesterday, and I will tell the students that today we are
going to build off of what we did yesterday.
- I can explain how the turn-around rule does not work in subtraction

The students will complete math page 39 independently.
Whole group (20 minutes)

As a class we will discuss page 39, and I will talk about how subtraction will not work for turnaround
rule, and I will model this using manipulatives. The students will then use a colored pencil to make
any revisions to their page.
The expectations for revisions will be on the white board:
- Did you write a subtraction number story?
- Did you include a drawing?
- Does your number model match your number story?
- Did you decide if turnaround rule works for subtraction?
- Does your explanation connect to the number story and number model?
The students will do a self-assessment on their paper, and gives themselves checks if they have all the
expectations that are on the board.
* if students finish early they can do a math challenge.

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Independent work (20 - 25 minutes)

The students will work independently in their math journals working on review problems and some
number stories problems involving subtraction. If students need assistance they are welcome to sit at
the teacher table with me. If students finish early they will get on I-Ready for the remainder of the
math block.
o Students have funds of knowledge with turnaround rule from previous lessons, and
subtraction from previous lessons.
25
o Cultural knowledge will be present in this lesson when the students discussions.
o Students will be creating a subtraction turnaround rule using background information.
me.
o Students will be discussing strategies during the number stories with partners.
The vocabulary word turn around rule was introduced in 1st grade, and used in previous lessons.
Number story has also been used in previous lessons.
Planning – Day 5
Content Standard/s
Language Standard/s
form.
o Students will be able to fluently add and subtract within 20 using mental strategies
o Students will be able to determine whether a group of objects is even or odd, and write a number
model to express it
Materials
 Math journal
 Math challenges
 Activity card 26
 Dominoes (classroom set)
 Domino record sheet (1 per student)
26
 Number grids (there are 25 laminated ones in the classroom)

 Geoboards (classroom set)
 Rubber bands (15)
 Timer
 Slide for centers
Key Vocabulary
- Divide
- Half
- Halves
- Fourths
Warm up (10 minutes)

- Count to 40
- Count to 57
27
- Count to 91
- Ask: “what strategy did you use? Count by 1’s, 5,s…how? Talk with table” the students will
share with their table, then we will whole group share.
Explain that the students are going to use a number line and number grid to show counting
strategies
- I can use mental strategies, determine even and odds, and read and write numbers
Math centers: (50 minutes)

The students will split into centers now. I will explain centers briefly because we have only done
them in math once previously, but we do centers in reading every day. I put them in groups for
centers and will display this on the smart board. Once the students are in their first center, will
display a timer for 14 minutes. Once the 14 minutes is up, there is a 1 minute alarm that goes off that
the students know they have 1 minute to get to their next center.
Before the students go to their centers I will explain each center. All 3 centers are activities we have
done before in the classroom. I will be going back and forth between the first two centers, and my
cooperating teacher will be working with the last center.
 Using tools to add

- Math journal (number lines in journal)
- Number grids
- The students will use these tools to find the solution to problems in their math journal
 Sorting dominoes
- Dominoes
- Domino record sheet
- The students will play with a partner, one partner will place the dominoes with an even
number of dots on both slides in a pile, the other partner will place the dominoes with an
odd number of dots in a pile. Then they will fill out their record sheets. If they finish before
the timer is done, then they will work together to find dominoes that have one even and one
odd.
 Making geoboard shapes
- Math journal
- Geoboards
- Rubber bands
- Students will start by making at least 3 shapes on their geoboards and record them on the
geoboards in their math journals. Then they will work with a partner to make a shape with 3
sides, divide the shape into two equal parts and record the shape. Then they will make a
shape with 4 sides and divide it into two equal parts and record the shape. Then they will
make a different 4-sided shape and divide it into 4four equal parts, and record the shape.
*my cooperating teacher will be observing the conversation pertaining to the vocabulary
words and walking them through any confusion.
After centers are over, the students will clean up and line up to go to recess.
28
o Students have funds of knowledge with dominoes, geoboards, number lines, and number grids
from previous lessons.
o Cultural knowledge will be present in this lesson within the student’s discussions.
o Students will be creating a shapes using background information.
o Students will be discussing strategies during the centers.
The vocabulary words divide, half, halves, and fourths will be covered during the geoboards
center. My cooperating teacher is staying at that center so she can discuss these words with them.
They will be creating shapes that align with these words, so they will create their own visual aid.
There will also be an anchor chart posted in the classroom for students to use in future lessons.
Formative
o The assessment for this lesson will be a clipboard chart. I will assess the students while they
are at the first two centers (using tools to add, and sorting dominoes).
Summative

o I will be listening to student conversations as they are discussing with their tables, and during
centers.
Post-Instruction
 Results –
- 20 students met the objective of determining whether a number was even or odd, 18
students met the objective of adding using mental strategies such as a number line and
number grid. 17 students met the objective of reading writing numbers. I used a
clipboard chart to track students meeting the objectives, and included that data into a
chart to show daily assessments.
 Reflection – What did you learn? What will you change?
29
o I CHAMPed out expectations for centers, and had a visual timer for students to see
how long they would be in each center. I also had the activity cards at each center
so the students could read directions and do a self-assessment to make sure they
were completing the tasks.
o The formative assessment used in today’s lesson allowed me to see which students
were able to use mental strategies, determine even and odds, and read and write
numbers. I am able to take this information to work with the students that did not
meet the objective.
o Students were able to incorporate their backgrounds when making shapes (like
when they made a pizza)
o All students were engaged during this lesson, the students enjoy centers.
o All students worked well together, every time I rotated between centers I saw all
students collaborating together.
o All students were discussing with one another during centers.
Formative
o The assessment for this lesson will be on math page 39 after they make their revisons to their
work.
Summative

o The students will complete a self-assessment by checking off the list that will be posted on the
board while they are completing math page 39.
Post-Instruction
 Reflection –
From this lesson I learned that given students a checklist and encouraging them to self-
assess their work helps them see anything they might have missed previously.
 Results –
 I CHAMPed out expectations for students to follow. I also put a checklist on the
whiteboard for students to follow when making revisions.
 The formative assessment today allowed me to see what students were able to see
mistakes, and make revisions to their work. I was also able to see what students
30
were able to use subtraction to solve a word problem, and read and write the
numbers. This data is in the date chart for formative assessments.
 Students were able to incorporate background with their turn-around rules in their
number stories with partners.
 There was not a lot of student engagement in today’s lesson. The students kept
getting distracted during the mini lesson. Once independent work started, it got
better.
 Students worked efficiently with one another during partner work.
 All students were discussing during whole group at their tables, and during partner
work.
Planning – day 6
Content Standard/s
Language Standard/s
form.
o Students will be able to fluently add and subtract within 20 using mental strategies
o Students will be able to determine whether a group of objects is even or odd, and write a number
model to express it
Students will be able to read and write numbers representing even or odd numbers.
Materials
 Math journal
 Double ten frame
 Scrap paper
 20 counters (per partnership)
 Number cards 1- 20 ( 1 per student)
31
Key Vocabulary
- Equal addends
Warm up (7 minutes)
We will start by doing number stories on everyday math website. There are 3 examples of stories,
after each students will discuss strategies and the answer with their tables.
- I can determine and write if a number is even or odd
Mini Lesson (10 minutes)

I will explain to students that we are going to be exploring some more with even and odds and review
what makes a number even and odd. I will ask for doubles and write them on the board as they are
said by students. After there are several, I will ask if the sum is even or odd for each. I will go over
vocabulary words (equal and addends). I will use these words as we go over the doubles sums, and
write the words on the whiteboard.
Partner work (10 minutes)

Students will work with a partner in their journals. They will need their number cards 1-20. For this
activity they will work with the person sitting next to them. Students will sort number cards in an
32
even pile and an odd pile. They will then put the numbers in order from smallest to largest for evn
and odd numbers, then record them in their journals. The students will be encouraged to discuss the
addends for each doubles fact.

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Even and Odds game (15 minutes)

This game will give students practice identifying odd and even numbers, and making them doubles
facts. The students will also have practice writing number models to express even numbers as the sum of two
equal addends. And to express odd numbers as the sums of two equal addends and 1 more or 1 less (helper
doubles facts). Students will need
- Double ten frame
- Counters
- Number cards 1-20
- Scrap paper
Directions:
- Partners shuffle the number cards place them number side down
- Player 1 draws one card from deck
- If the number is even, they will write a doubles fact on scrap paper with that number as the sum
- If the number is odd, they will chose one even number and say a double fact with that number as
the sum. They will then add 1 or subtract 1 to equal the number on the card
- If the player writes the incorrect number model, player 2 will take their turn
- If the number model is correct, player 1 gets a point, then player 2 takes their turn
- The game is over when all cards are gone
- Player with most points wins and gets to go to the smarty board
*students will be given a number grid to assist them in this game

Students will work in their math journals to get more practice determining even and odds
o Students have funds of knowledge with even and odds from previous lessons
o Students background information can be incorporated when they are playing the even and
odds game
33
o Students will be sharing their strategies during whole-group and partner work
o Students will be discussing strategies during the game.
The vocabulary words equal addends have been implemented in previous lesson. I will go over
these words in the mini lesson, and I will write them on the white board.
Formative
o The assessment for this lesson will be when the students are playing even and odds.
Summative

the game.
o
Post-Instruction
 Reflection –
I learned that when the students are playing it game, it can seem chaotic to me. But as I
made my way around the room I was listening and heard the students all playing and
discussing the game.
 Results –
 I CHAMPed out expectations for students to follow. I talked about how to be

respectful to others when playing a game.
 I used a clipboard to assess how the students were determining if a number was even or
odd, if they were writing the sum, and how they were using the vocabulary words. This data
will be in the formal assessment chart
 Students were very engaged during partner work and while playing the game
 Students were working efficiently with one another while playing the game
 All students were discussing during whole group, partner work, and during the
game.
34
Planning – Day 7
Content Standard/s
KY.2.OA.2 Fluently add and subtract within 20 using mental strategies.
Language Standard/s
form.
Students will be able to fluently add and subtract within 20 using mental strategies
Students will be able to read and write numbers using number names.
Materials
 Math journal
 Number names video: https://youtu.be/lAQ2HTqTl2w
 Quick looks on everyday math website
 Name-collection box on whiteboard
 20 counters (per partnership)
 Number cards 1- 20 ( 1 per student)
 Scrap paper
 Name collection box on poster board
 Sticky notes (1 per student)
Key Vocabulary
35
- Name collection box

- Number names
Warm up (7 minutes)
We will start with some quick look cards on the everyday math website (probably 10). The students
will discuss their strategy with their partner, then we will whole group discuss strategies after each
quick look.
- I can write number names
Name- collection box (15 minutes)

I will have a name collection box pre-written on the white board for the number 8. I will tell students
that we are going to come up with as many names as possible for the number 8. Students will
brainstorm names with their table, then I will take answers from them and write them in the box.
After a few minutes of examples, we will watch the video of number names to give more inspiration.
*video
After the video, students will tell a partner a new example they learned from the video, then we will
whole group discuss and write them in the box.
Assessment (5 minutes)
I will explain that the students are going to write a number name for 14 on a sticky note and write it
on the board, they will write their name either really small or on the back of the sticky note. After the
students have written their name, they will come up and place their sticky note on the poster board.

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Students will work independently in their journals to get more practice with number names, and they
will get practice with all the previous things they have learned in this lesson (Journal p. 38 – 39).
When students finish their journal work, they will get on I-Ready
o Students have funds of knowledge with number names from previous lessons even if they did
not realize that they were called number names
36
o Student’s background information can be incorporated when they are discussing different
number names.
o Students with IEPs – or any student that wants assistance – will be allowed to sit with me at
the teacher table for more assistance during journal work.
o Students will be sharing their strategies during whole-group and partner work.
The vocabulary word name-collection box and number names are relatively new to the students.
Name –collection box will be on the whiteboard above the name collection box for students to see,
it is also in their math journals for todays lesson. Number names will be present in the video, and I
will use it several times throughout the lesson, and it is present in their math journals.
Formative
o The assessment for this lesson will be the students placing their sticky notes on the poster
board.
Summative

the game.
Post-Instruction
 Reflection –
I learned that when the students may know something without realizing they know
about it. Like with number names, they all knew several different number names, but
were unaware they are called number names.
 Results –
 I used a sticky note as an assessment, this allowed me to see what students were
able to name a number name (the mental strategy would be coming up with number
names). This data will be added to the formative assessment chart.
37
 Students were very engaged during the name collection box, and when they were
writing on their sticky notes. Some students did not want to complete their journal
work.
 All students were discussing during whole group, partner work, and during the
game.
Planning – Day 8
Content Standard/s
KY.2.OA.2 Fluently add and subtract within 20 using mental strategies.
Language Standard/s
form.
Students will be able to add numbers together to make a target number.
Students will be able to read and write number names.
Materials
 Name that number sheet (1 per student)
 Number card set 1-10 (4 per group)
 Number card set 11-20 (1 per group)
 Math journal
 Math challenges
 I-Ready on Chromebooks
 Count by 25’s video: https://youtu.be/x_xpnzx0iLw
 Presentation: https://docs.google.com/presentation/d/1Lx-
K_fEQHV0y8YPs6GSNH3tDRPc0aQJo_I-99aBNMac/edit?usp=sharing
38
Key Vocabulary
- Name-collection box
- equivalent
Warm up/review (10 minutes)

- count 0-100 by 25’s
- count from 50- 150 by 25’s
- count from 125- 225 by 25’s
- video on counting by 25’s
- video on skip counting by 25’s
- I can add numbers together to make 10, and write the numbers
 I will display a name-collection box for 20, and write as many names for 20 as I can with the
student’s help. Tell students that these names are called equivalent names; meaning that they have the
same value or all end with the same number.
39
 I will explain that today we will be playing a game called name that number, then I will demonstrate
how to play. (instructions on google slides)

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Small Group Work (40 minutes)

Half the class will do I-Ready for 15 minutes and the other half of the class will play name that
number in small groups. There is a presentation that I will have on the screen for the whole lesson.
Once we get to this part, I will put the slide up that has the students in groups and displays if they are
doing I-Ready or playing the game first. After 15 minutes, the timer will go off and the students
know that the timer goes off for 1 minute. Once the one minute is up, they should have switched
spots. The next slide will be up with their groups again in their new spot (either I-Ready or playing
the game).
Assessment (7 minutes)
Students will transition back to their desks, I will give them the name that number sheet. I will
display the numbers 4 – 4 – 2 – 8 – 12 in boxes on the whiteboard. I will display that the target
number is 10. The students will have to demonstrate how to get 10 using the numbers displayed, and
explain their answer.
o Students have funds of knowledge with number names and the word equivalent from previous
lessons in the classroom. The number names will also demonstrate different funds of
knowledge based on what names students demonstrate.
o Cultural knowledge will be present in this lesson when the students demonstrate the different
number names they come up with.
o Students with IEPs will be working with either me or my cooperating teacher during Name
that number. They have experience with logging into I-Ready, but I can assist them if needed.
The students that need assistance with journal work will work at the teacher table with me.
o Any students that finish their journal work early will be given a math challenge.
o This lesson challenges the status quo by encouraging numbers to be represented in many
different ways.
o Students will be working with a partner for the game
o Students will be sharing their mental strategies during whole-group and during partner work.
40
The vocabulary word “number names” has been used in the classroom previously, but I will go over
them if there is any confusion of what that means. Equivalent is recently a new word in the
classroom, so I will have this posted in the classroom with a definition and example so students can
use it as a visual aid throughout the lesson.
Formative
o Students will be assessed during the name that number game using the record sheet. This
assessment will allow me to see if the students are fluently adding using mental strategies, and
I will see how they read and write number names.
Summative

o Students will show me a thumbs up or thumbs down to show me if they need more
explanation or modeling for the name that number game
o I will be listening to student conversations as they play name that number.
Post-Instruction
 Reflection –
I learned that even if I think the students understand what to do, it would never hurt
them to go over it every day. I did not have a lesson on the activities for today, and I
would definitely change that in the future. I also learned that without set structure, the
students start to lose engagement.
 Results –
 The formative assessment for this lesson was a record sheet for the game name that
number, the students completed this as a whole group, but I think it might’ve
worked better for students to do this as they played the game in their small groups.
The assessment allowed me to see what students were able to add numbers together
to make 10, and how they wrote the numbers. This data is being recorded in the
data chart for formative assessments.
 This lesson connected to students backgrounds with their experience with card
games.
 Students were engaged during name that number, but the transition was rough.
41
 Most students collaborative efficiently, but some students chose not to work with
their partners.
 All students participated in small group, and partner discussions.
Planning – Day 9
Content Standard/s
KY.2.NBT.2 Count forwards and backwards within 1000; skip-count by 5s, 10s and 100s..
Language Standard/s
form.
Students will be able to skip count by 5s and 10s.
Materials
 Math journal
 Skip counting video: https://youtu.be/q_yUC1NCFkE
 Math pg. 54
 Math pg. TA 14
 Frames and arrows anchor chart
42
Key Vocabulary
- Frames and arrows
- Frame
- Arrow
- Arrow rule
Warm up (15 minutes)

We will start with some number stories on the everyday math website (3 stories). After each story,
the students will discuss the answer and the strategy. Then we will discuss as a whole group.
Then we will practice skip counting with the skip counting video
- I can use skip counting to determine a rule in frames and arrows
Frames and arrows introduction (7 minutes)
43
I will introduce frames and arrows and ask if anyone has seen these before. I will explain that the
shapes are called frames, and the arrows represent the rule that happens. I will go over the anchor
chart and remind students that this is a tool for them to use throughout the lesson and in the future.

I will pass out the math pages with frames and arrows on them. I will do the first two with them as an
example using the document camera. Then students will work independently on theirs. Any students
that want assistance can sit with me at the teacher table.
*students will be encouraged to create a frames and arrow problem for me to solve on the back.
Any students that finish early can work on their math challenge

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Students will work independently in their journals to get more frames and arrows and they will get
practice with all the previous things they have learned in this unit (Journal p. 42 - 43).
If students finish their journal work, they can get on I-Ready math.
o Students have funds of knowledge with frames and arrows from 1st grade.
the teacher table for more assistance during journal work.
o Students will be sharing their strategies during whole-group and partner work.
The vocabulary word frames and arrows were introduced in 1st grade, but I will be reviewing the
words in the beginning of the lesson. I also have posted an anchor chart with the words and visual
aids to assist students throughout the lesson and in the future.
Formative
o The assessment for this lesson will be the frames and arrows problems in their math journals.
44
Summative

the game.
o Students with IEP’s will be able to complete their work at the teacher table with me.
Post-Instruction
 Reflection –
I learned that giving the students the opportunity to create problems for me to solve
(and requiring them to grade them) creates better student engagement and shows me
what students have full mastery. If I could change something I would create more
opportunities for students to share their thoughts with one another in this lesson.
 Results –
 I used their journal page for the assessment. This allowed me to see what students
showed mastery on skipping counting, and writing numbers, and which students
need more support in these areas.
 Students were engaged when they were completing the frames and arrows
worksheet. There were some students that were not engaged when completing their
work in their journals.
Planning – Day 10
Content Standard/s
 KY.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems
unknowns in all positions, by using drawings and equations with a symbol for the unknown
number to represent the problem
45
 KY.2.NBT.2 Count forwards and backwards within 1000; skip-count by 5s, 10s and 100s..
 KY.2.NBT.7 Add and subtract within 1000. a. Represent and solve addition and subtraction
problems using… • concrete models or drawings;
Language Standard/s
form.
 Students will be able to determine whether a group of objects is even or odd, and write a number
model to express it
 Students will be able to count forwards and backwards within 1000, and skip count by 5s and 10s.
 Students will be able to add and subtraction within 1000 by representing and solving addition and
- Using number names
- Doubles facts
- Helper doubles facts
Materials
 Summative assessment
 Self-assessment
46
Self-assessment (10 minutes)

Students will complete a self-assessment

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Summative assessment (test) (40 minutes)

Students will take the unit 2 test. When students finish they will get on I-Ready math.
*students are encouraged to use any manipulatives in this classroom while taking this test (number
grids, number lines, counters, etc.)
*students that require a reader will sit at the teacher table with me.
o Students have funds of knowledge with everything on the test from previous lessons.
o Cultural knowledge will be present in this lesson based on how students explain their answers.
the teacher table for more assistance during the assessment.
47
Students were not talking much in this lesson, it was more independent work for the test.
The vocabulary words will either be presented on the anchor charts, or written on the whiteboard
for this lesson.
Formative
o There is no formative assessment for this lesson.
Summative
o The summative assessment covers all the standards that the students have been assessed
on previously in this unit plan. The summative assessment will allow me to see how many
students demonstrate mastery for these standards.

o Students will be completing a self-assessment over these areas so I am able to see how they
feel in regards to the standards/assessments.
Post-Instruction
 Reflection –
I usually do not like giving out tests like this, but it was an efficient way for me to
assess the students. I did have to assist some students with reading, and with writing
down answers. I think I would have split it up so half of the class was on I-Ready
while the other half took the test so that I could better assist more students.
 Results –
 All students were able to demonstrate that they grew in their learning throughout
this unit. The data from this assessment will be in the summative assessment data.
Some of the questions were a preview for unit 3, so I can use this data when
moving forward in the classroom
 All students were engaged throughout this lesson, even though there was
complaining about having to take a test.
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Unit Plan PT 1

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Unit Plan PT 1

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Education Studies Department

Updated on November 20, 2022

1. Big Ideas/ Essential questions

● Using math strategies

● Fluently adding and subtracting

3. Unit Plan Learning Objectives

4. Instructional Context (school, classroom, student, and academic)

5. Funds of Knowledge and Accommodations.

Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Standard: Standard: 2.OA.1, Standards:

using mental strategies Objective: by 5s and 10s. from lessons 1-8

7. Instructional Design (Individual Lesson Plans)

Week Day 6 Day 7 Day 8 Day 9 Day 10

Berea College Education Studies

Lesson Plan Format

Instruction (60-70 minutes)

Warm-up (10 minutes)

Mini Lesson (15 minutes)

Brain break (3-5 minutes)

Independent work (15 minutes)

Exchange game (15 minutes)

Instruction (60-70 minutes)

Warm-up/review (10 minutes)

Mini-lesson (20 minutes)

Brain break (3-5 minutes)

Independent work 25 minutes)

Exit slip (3 minutes)

Other (formative and/or summative)

 I CHAMPed out expectations for students to follow.

 2.OA.2 Fluently add and subtract within 20 using mental strategies.

Instruction (60-70 minutes)

Warm-up/review (10 minutes)

Partner work (10 minutes)

Brain break (3 minutes)

Independent work (15 minutes/15 minutes)

Other (formative and/or summative)

 2.OA.2 Fluently add and subtract within 20 using mental strategies.

Instruction (60-70 minutes)

Independent work (10 minutes)

Whole group (20 minutes)

Brain break (3-5 minutes)

Independent work (20 - 25 minutes)

 Number grids (there are 25 laminated ones in the classroom)

Instruction (60-70 minutes)

Warm up (10 minutes)

Math centers: (50 minutes)

 Using tools to add

Other (formative and/or summative)

 Reflection – What did you learn? What will you change?

Other (formative and/or summative)

Instruction (60-70 minutes)

Mini Lesson (10 minutes)

Partner work (10 minutes)

Brain break (3-5 minutes)

Even and Odds game (15 minutes)

*students will be given a number grid to assist them in this game

Independent work (15 minutes)

Other (formative and/or summative)

 I CHAMPed out expectations for students to follow. I talked about how to be

- Name collection box

Instruction (60-70 minutes)

Name- collection box (15 minutes)