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Unit Overview Number Sense Unit Plan IA #1, 2nd grade Big Ideas of Place Value 1) Our place value system relies on base 10. Ten establishes the grouping and trading rules for the number system. 2) The position of a digit in a number determines its value 3) Zero in a place value system represents the absence of something. 4) Place value systems have an additive property that allows numbers to be decomposed and summed with respect to place value. Number Sense and Place Value Standards 2.N.1 2.N.2 2.N.10 2.N.11 2.N.9 3.N.2(a) 2.N.5 2.A.1 3.N.4(a) 2.N.13 2.N.7 AF.2.N.1

Skip count by 2’s, 5’s, and 10’s to 100 Count back from 100 by 1’s, 5’s, and 10’s using a number chart Use and understand verbal ordinal terms Read written ordinal terms (first through tenth) and use them to represent ordinal relations Name the number before and the number after a given number, and name the numbers between two given numbers up to 100 (with and without the use of a number line or a hundreds chart). Read and write whole numbers to 100 Compare and order 1- and 2- digit numbers to 100 Use and = symbols to compare numbers to 100 Understand the place value structure of the base ten number system: 10 ones = 1 ten 10 tens = 1 hundred Recognize the meaning of zero in the place value system Use a variety of strategies to compose and decompose two digit numbers Round numbers up to 100 to the nearest tens place

Weekly Unit Overview by Standard Week1 Week 2 2.N.1 3.N.4(a) 2.N.2 2.N.13 2.N.9 2.N.7 3.N.2(a)

Week 3 3.N.4(a) 2.N.13 2.N.7

Week 4 2.N.5 2.A.1

Week 5 AF.2.N.1 2.N.10 2.N.11

Unit Overview Unit Assumptions 1.

2. 3. 4.

5.

Week 1 lessons are foundational skills that students will have practiced in K and 1. For example, day 2, SWBAT count back from 100 by 1s, 5s, and 10s seems like a large aim. This is a review aim, which is why they are combined into one lesson. These standards will require daily cumulative review during math meeting. Lessons 4 and 5 of week 1 are not focused on place value concepts—just connecting the word to the digit and the digit to the word. Week 2 and 3 focus on the same standards. However, the contexts will vary so that students get multiple at bats at place value with and without manipulatives. Week 4 is focused on comparing and ordering. Student scores on standard 2.A.1 were in the 70s and 80s across schools in IA 1 last year. Devoting this week to comparing and ordering in multiple contexts should help prepare students more effectively for these questions. These questions should also be linked back to the lessons on place value in week 2 and 3, as a way to continually review those big ideas of place value. This unit assumes teachers are effective at managing manipulatives and setting up student expectations for in the math classroom. The first week of lessons purposefully do not require manipulatives in order to set the foundation of your math class. Every lesson using manipulatives requires the explicit teaching of how to use the manipualtives and expectations for using the manipulatives.

Unit Overview Number Sense Example Problems from Past Interim Assessments 2.N.1

Skip count by 2’s, 5’s, and 10’s to 100

(IA #1, 2008-2009) Andy was skip counting by 5s. He said 5, 10, 15, 20, 25, 35. What number did Andy forget?

Ο Ο Ο Ο

20 25 28 30

(IA #2, 2008-2009) (this question does not fit the standard, numbers surpass 100) Lizette is skip-counting from 200 to 300 by 10s. What number would come after 220?

o o o o

221 230 225 300

2.N.2 Count back from 100 by 1’s, 5’s, and 10’s using a number chart 2.N.10 Use and understand verbal ordinal terms 2.N.11 Read written ordinal terms (first through ninth) and use them to represent ordinal relations 2.N.9 Name the number before and the number after a given number, and name the numbers between two given numbers up to 100 (with and without the use of a number line or a hundreds chart).

Unit Overview 3.N.2(a)

Read and write whole numbers to 100

(IA #1, 2008-2009) Which number is shown inside the box below?

Welcome to Smallville! Population 37

Ο Ο Ο Ο

Thirteen-seven Three-seven Thirty-seven Three-seventeen

(IA #1, 2008-2009) Leo has twenty-six stamps in his collection. What is another way to write twenty-six?

Ο Ο Ο Ο

26 260 206 126

(IA #1, 2008-2009) What is another way to write the number below?

Ο Ο Ο Ο

93 Nine-three Nineteen-three Nine-thirteen Ninety-three

(IA #2, 2008-2009) Which number is the same as forty-five?

o o o o

54 405 45 450

Unit Overview (IA #3, 2008-2009) Marlene has fifty-seven marbles in her collection. What is another way to write fiftyseven?

o o o o

15 17 57 75

2.N.5 Compare and order 1- and 2- digit numbers to 100 (IA #1, 2008-2009) Which number has the LEAST value?

Ο Ο Ο Ο

27 19 31 16

(IA #2, 2008-2009) Catherine waits in line at the post office. Five other people are also waiting. They have the following numbers:

41

37 52

46 45

Catherine holds the ticket number 43. How many people will be served before Catherine?

o o o o

0 1 2 3

Unit Overview 2.A.1 Use and = symbols to compare numbers to 100 (IA #1, 2008-2009) Jerome writes the number sentence 58 < _____on the board. Which number could he use to make the number sentence correct? 58


Ο Ο Ο Ο

39 51 49 50

(IA #1, 2008-2009) Which number could go into the box to make the following number sentence correct? 33
76 67 > 68

Unit Overview 3.N.4(a)

Understand the place value structure of the base ten number system: 10 ones = 1 ten 10 tens = 1 hundred

(IA #1, 2008-2009) There are 79 tadpoles swimming in a pond. What is the value of the 7 in 79?

Ο Ο Ο Ο

7 70 700 7,000

(IA #2, 2008-2009) Shannon wrote a number with a 2 in the tens place. Which of the following numbers could be the number Shannon wrote?

o o o o

12 27 202 42

2.N.13 Recognize the meaning of zero in the place value system 2.N.7 Use a variety of strategies to compose and decompose two digit numbers AF.2.N.1

Round numbers up to 100 to the nearest tens place

Unit Overview Unit Aims Sequence: Lesson plans for highlighted lessons follow. Week 1 Aims sequence 1 SWBAT skip count by 2s, 5s and 10s up to 100 2 SWBAT count back from 100 by 1s, 5s, and 10s using a hundreds chart 3 SWBAT name the number before and the number after a given number using a hundreds chart SWBAT name the numbers between two given numbers up to 100 using a hundreds chart 4 SWBAT read number words for 2 digit numbers SWBAT match a number word to a 2 digit number, when given the 2 digit number 5 SWBAT write number words for 2 digit numbers SWBAT match a number word to a 2 digit number, when given the word Week 2 Aims sequence 6 SWBAT group a set of objects into groups of ten and ones SWBAT count a group of objects by tens and ones. 7 SWBAT represent a 2 digit number using groups of tens and ones. SWBAT determine the number of tens and ones in a number 8 SWBAT determine the value of digit based on its place in a number using bundles SWBAT represent the absence of ones units with a zero. 9 SWBAT relate the base ten blocks relationships to the bundles SWBAT represent a 2 digit number using base ten blocks

SWBAT identify the 2-digit number represented by base ten blocks 10

SWBAT determine the missing tens and ones to form a number using base ten blocks

Week 3 Aims sequence 11 12 13 14

15

SWBAT exchange ones for tens using base ten blocks SWBAT exchange ones for tens and tens or one hundred using base ten blocks in order to compose a larger number SWBAT apply the concepts that the position of a digit determines its value and that exchanges can be made based on place value to hit the target number of 100 SWBAT apply the concept that the position of a digit (abstract) determines its value to create the largest number possible. (can be remixed to find the smallest number possible) SWBAT determine the value of a digit based on its place (abstract, multiple choice problems).

Unit Overview

Week 4 Aims sequence 16

17

18

19 20

SWBAT compare 2 digit whole numbers by counting by 10s on a hundreds chart SWBAT explain that you start with the digit in the largest place value when you compare numbers. SWBAT compare 2 digit numbers using >, ,