• Elementary Mathematics Grade 2 Unit 1

    Subject: Mathematics
    Grade: 2
    Timeline: 9 days
    Unit 1 Title: Numbers and Counting

    Unit Overview:
    This unit will give the opportunity for students to explore the number line, number grid, and even and odd patterns.  The students will be introduced to counting patterns, number sequence, and counting up and back.  Students will also have the opportunity to explore even and odd grouping.

    Unit Objectives: 
    At the end of this unit, all students must be able to count up and back and use number sequencing on a number line and number grid. They should be able to skip count by 2s and 5s. They should also be able to determine whether a group of objects has an even or odd number of members using numbers up to 20.

    Focus Standards:
    PA.CCSS.Math.Content.CC.2.1.2.B.2 Use place value concepts to read, write and skip count to 1000. (2.NBT.2, 2.NBT.3)
    PA.CCSS.Math.Content.CC.2.1.2.B.3 Use place value understanding and properties of operations to add and subtract within 1000. (2.NBT.8)
    PA.CCSS.Math.Content.CC.2.4.2.A.6 Extend the concepts of addition and subtraction to problems involving length. (2.MD.6)
    PA.CCSS.Math.Content.CC.2.2.2.A.2 Use mental strategies to add and subtract within 20. (2.OA.2)
    PA.CCSS.Math.Content.CC.2.2.2.A.3 Work with equal groups of objects to gain foundations for multiplication. (2.OA.3)
    Mathematical Practice Standards:  

    #1 Make sense of problems and persevere in solving them. 

    Mathematically proficient students start by explaining to themselves the meaning of a problem and look for an entry point to its solution. They then plan a solution pathway rather than jumping into a solution attempt. They monitor and evaluate their progress and change course, if needed. Students might rely on using concrete objects or pictures to help conceptualize and solve a problem. They then check their answers to problems using a different method, and continually ask themselves, “Does this make sense?” These students can also understand the approaches of others to solving complex problems and identify correspondences between different approaches.
    #3 Construct viable arguments and critique the reasoning of others.  
    Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions.  Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades.  Students can listen or read the arguments of others, decided whether they make sense, and ask useful questions to clarify or improve the arguments. 

    #4 Model with mathematics. 
    Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation.

    #5 Use appropriate tools strategically. 

    Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, or a calculator. Proficient students are sufficiently familiar with tools appropriate for their grade to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.  

    #7 Look for and make use of structure. 

    Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have.
    #8 Look for and express regularity in repeated reasoning. 
    Mathematically proficient students notice if calculations are repeated, and then look both for general methods and for shortcuts. They maintain oversight of the process, while attending to the details. They continually evaluate their reasonableness of their immediate results.

    Concepts - Students will know:
    • How to use a number grid
    • How to use a number line
    • How to determine what makes and even and odd number
    • Number Patterns
    Competencies -Students will be able to:
    • Use a number grid to add and subtract
    • Find missing pieces on a grid
    • Use a number line to add and subtract
    • Find sequences in numbers to determine what is even and odd

    • Unit 1 Progress Check
    • Daily RSA's

    Elements of Instruction:
    First Grade Common Core State Standards for Operations and Algebraic Thinking, in Add and subtract within 20, students demonstrate fluency for addition and subtraction within 10.  Students are exposed to the use of pennies as manipulatives for adding and subtracting.  Students will be fully exposed to all of the coins and bills in Second Grade.  Expect to use differentiation options for students who may not have mastery of these skills from First Grade.

    Each lesson has differentiation options for each portion of the lesson. Additional differentiation options are listed with directions and student masters in the Teacher’s Guide to Games.

    Interdisciplinary Connections:
    • Classroom Routines
    • Related Literature Books

    Additional Resources / Games:
    Students will play a variety of games that directly support the content of the lesson and the overall goals for the unit. Games for unit one include:  
    • Number Line Squeeze
    • Number Grid Game
    • Rolling for 50
    • Addition Top – It
    • Penny Grab Even and Odd
    • Take 10