Suzanne Burkhart

Grand Canyon University: ELM – 560

July 28, 2021

Math Unit Plan

Grade: Second Grade
Week 1 Monday Tuesday Wednesday Thursday Friday

Counting ones, Counting up and Counting up and Counting up to Writing base ten
tens, hundreds to down between 100 down between 90 1,000 on the place three-digit
1,000 by bundling. and 220 using ones and 1,000 using value chart. numbers in unit
and tens. ones, tens and form; show the
hundreds. value of each digit.
State Math “[Link].1 – “[Link].1 – “[Link].1 – “[Link].2 - – “[Link].3 – Read
Standards Understand that the Understand that the Understand that the Count within 1000; and write numbers
three digits of a three digits of a three digits of a skip-count by 5s, to 1000 using base-
three-digit number three-digit number three-digit number 10s, and 100s”. ten numerals,
represent amounts represent amounts represent amounts of (ISBE, n.d.) number names, and
of hundreds, tens, of hundreds, tens, hundreds, tens, and expanded form”.
and ones; e.g., 706 and ones; e.g., 706 ones; e.g., 706 (ISBE, n.d.)
equals 7 hundreds, equals 7 hundreds, equals 7 hundreds, 0
0 tens, and 6 ones”. 0 tens, and 6 ones”. tens, and 6 ones”.
(Illinois State (ISBE, n.d.) (ISBE, n.d.)
Board of “[Link].2 – Count “[Link].2 – Count

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 Education, n.d.) within 1000; skip- within 1000; skip-
count by 5s, 10s, count by 5s, 10s,
and 100s”. (ISBE, and 100s”. (ISBE,
n.d.) n.d.)

Learning Students will be Students will be Students will be Students will be Students will be
Objectives able to bundle and able to count up able to count up able to count up to able to write base
count ones, tens, and down between and down between 1,000 on the place ten three-digit
and hundreds to 100 and 220 using 90 and 1,000 using value chart. numbers in unit
1,000. ones and tens. ones, tens, and form; show the
hundreds. value of each digit.
Instructional Using visuals and Beginning with Students will use Playing a game to Using
Strategy manipulatives were writing in their manipulatives as we reinforce base 10 manipulatives to
chosen so that math journals, continue learning concept. Added a review and practice
students can see students will show more and more video to explain previous concepts,
what they are their knowledge of about bundling and visually place value ELA will be
learning, being able units. The lesson using base ten to to students. integrated with a
to touch and bundle will use express what the Finishing up with story to emphasize
items into groups manipulatives to number looks like. manipulatives to place value.
give students that continue to work on work on place
“hands-on” feeling understanding base values.
and helps them to 10.
visually see what is
a bundle of 10 or
100.
Summary of Beginning the Using a prompt, Fluency practice Starting again with The lesson will
Instruction lesson with fluency students will write will begin our lesson math sprints, this begin with fluency
practice which will in their math for the day. We will will be practicing practice, playing a
cover meter strip journal to tell me start with a math adding to the teens. called Exchange to
subtraction, skip about the three sprint practicing Students will have Get to100 and
counting on a different units we differences to 10 60 seconds to meter strip
clock, happy talked about in with 10 numbers. complete for the addition. Students
counting up and Monday’s lesson. Students will have first sprint, quick will be read the

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down by ones from We will move to 60 seconds to grade and then story, Place Value
95 to 121 and skip fluency practice complete the first complete the by David Adler.
counting by tens. which will include; sprint. Quick second sprint. The story will
We will then move meter strip correction and begin Playing a game introduce or review
to concept learning subtraction, the second sprint. called Exchange to the concept of place
in which we take measure and Students will quick Get to 5. Students value. After the
the box of 1,000 compare, skip grade again and will be put in pairs. story, the lesson
straws or sticks and counting on a clock record their Each student will will move into
beginning with one and counting with improvement from have Dienes blocks using the place
straw, asking the ones, tens and first to second and a die to play value chart,
value, grouping hundreds. Moving sprint. the game. Students focusing on unit
straws in a bundle to the concept, we The concept for will then watch form and word
of 10 and asking will be using today is to continue “Place Value form. Students will
the value and then bundles of 100, working with House” video to work on the
moving to bundling bundles of ten and bundles and introduce or review problem set in
the group of 10 into ones. Beginning at counting first from place value. groups.
a bigger group of 100, we will count 90 to 300. Next Moving to the
then and asking the using the sequence will be concept lesson,
value which is 100. manipulatives, so 300 to 480. Third students will count
After checking for students can see the sequence is 100 to ones into a one box.
understanding we difference adding a 361 and the last When reaching 10,
will work on the unit or units make sequence is 361 to we will move to the
problem set in in quantity. 400. After each ten box. When we
class. Students will Students will work sequence we will reach 100, we will
follow-up this on the problem set discuss what was move to the 100’s
lesson the individually and I easy or hard in box. Moving to the
following day by will circle around counting with place value chart,
bring 100 of checking for bundles. Using the students will count
something from understanding. new concept, from 0 to 124 with
home. students will work a partner, bundling
on their problem set. into larger units
when they can.
Students will then

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 count up from 476
to 600. Continuing
to work in pairs,
students will work
on their problem
set.
Differentiation ELL Students – ELL Students – ELL Students – ELL Students – ELL Students -
Using choral Choral response Using Utilize partner talk Utilize partner talk
response will help will help ELL manipulatives, and working with and working with
ELL students to students to hear students will be partners as we partners as we
hear how to say how to say things grouped together to move on to place move on to place
things correctly in correctly in work on bundling value. Use prompts value. Use prompts
English as well as English. Post units to count to help ELL to help ELL
language structure. learning objective higher. Ask students students to know students to know
Depending on the in kid friendly for a thumbs up, how to respond to how to respond to
proficiency level of terms and define thumbs to the side or the question or use the question or use
the ELL students, any unknown thumbs down to sentence frames. sentence frames.
students may count words. Use check for Design questioning Design questioning
in Spanish in order manipulatives if understanding. to level of to level of
to understand the needed while Students with proficiency. proficiency.
concept and later working on the Special Needs: Students with Students with
move to English. problem set. Let Since students are Special Needs: Special Needs:
Academic level and students count in still working with Students will work Students will
proficiency will Spanish if needed bundling and with many different continue to use
determine if ELL to help understand counting larger manipulatives to color coded place
students will be the concept. numbers, students help them value charts as we
encouraged to Students with will work in small understand place keep working on
finish the whole Special Needs: groups with the value. Using a color place value.
problem set or only Using multiple teacher to help with coded place value Questioning will be
certain problems. manipulatives will understanding of the chart will help at an easier level
Students with help in counting concept. students to and students can
Special Needs: and representing Manipulatives and understand which respond with a
Choral response numbers with base organization mats unit in place value thumbs up, thumbs

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will help struggling ten. Using an will be used to help we are looking at. to the side or
students or those organization mat or students who are Students with thumbs down.
with learning issues some other way to struggling. gifted abilities: Students with
to use the chant in keep ones, tens, and Students with After completing gifted abilities:
picking up the hundreds in areas gifted abilities: the problem set, After completing
language and so students know After completing the students can pick the problem set,
patterns in the what each unit problem set, an activity off of students can pick
lesson. Using represents. students can pick an the choice board an activity off of
manipulatives and Students with activity off of the that challenges the choice board
counting aloud will gifted abilities: choice board that gifted students. that challenges
help with bundling After completing challenges gifted Activities could gifted students.
into groups of 10. the problem set, students. Activities include: Activities could
Special needs students can pick could include:  Designing a include:
students will an activity off of  Writing zoo by  Number in
complete problems the choice board riddles building sports. Why
on the problem set that challenges involving cages for are numbers
that show they have gifted students. place value animals per important in
grasped the Activities could for fellow a certain sports?
concept. They may include: Building a classmates to amount of Think of
also use tower with certain solve blocks to be ways that
manipulatives to guidelines and then  Rolling the used. numbers
show mastery of recording how die and write  Hundreds play a role
the concept. many hundred, tens down the chart in sports.
Students with and ones blocks number after puzzle.  10 more, 10
gifted abilities: used. three rolls – Students less. Think
They will complete Earlier finishers: think of will design of reasons
the whole problem Students can work other number a pattern on why having
set giving gifted with a partner using combinations a hundreds 10 more of
students more blocks. Students with those chart and something
examples to show will give each other numbers. give clues can be
understanding. a number and the Early finishers: for fellow good. And,
Using legos, other needs to build With a partner can students to how can
students can group something with the use flashcards to know what having 10

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 by color or brick number of blocks. practice addition and colors go less of
size to group by 10 subtraction. where. something
or 100. Early finishers: be good?
Early Finishers – Practice more with Early finishers:
students will get place value. Pick a Play place value
Chromebooks and number out of a jar war with Uno
go on Prodigy to and write that cards. Each player
get more practice number four has three stacks of
on grouping in tens. different ways; cards. Students will
write the number, read the number
show the number as (561 – read as five
tens and ones, write hundred and sixty
it in expanded form one) higher number
(30 + 9 = 39) and would win.
using base 10
blocks to represent
the number.
Materials,  Hundreds  Math  Pencil  Pencil  Dienes
Resources, and Chart journal  Sprint A  Sprint A Blocks: 12
Technology  Meter Strip  Prompt  Sprint B  Sprint B ones, 10
 Ribbon – 24 displayed  Bundles of  Dienes tens, and 1
inch ribbon on straws – 9 Blocks: 12 hundred per
marked Clevertouch units of one ones, 5 tens student.
every 2 Board. hundred, 10 and 1  1 die per
inches  Pencil units of ten, hundred. pair.
 Box of  Meter strip and 10 ones.  1 die per  Meter strip
1,000  Clock  Problem set pair.  Book –
straws or  Bundles of  Clevertouch Place Value
sticks straws (1) Board for by David
 Problem Set hundred, (1) video Adler.
 Tubs of ten and a  Place Value  Bundled
countable singles House video straws
items straw.  Three shoe  Place Value

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 (coins,  Bundles of box lids to box
bingo chips, straws (9) create a  Hide zero
blocks, hundreds, “place value cards (cut
crayons, (10) tens, 10 box” apart and in
etc.) ones. labeled, a ziploc
 Place Value  Problem set hundreds, bag).
Mat with tens and
blocks ones.
 Hide zero
cards
 10 straws
and bundles
of tens and
hundreds,
rubber
bands
 Students
will need
150 straws,
16 rubber
bands,
hundreds
place value
chart – per
pair and a
white board.
 Problem set
Formative Students will Using a Hundred Students will finish As students finish Have students write
Assessment complete a problem Chart, students will the exit ticket to the problem set, the number that
set to show have to show me an check for they will come to represents 5 tens, 2
understanding of example of a understanding of the kidney table so ones and hundreds
the concept. number using bundling and what I can assess their on their white
Thumbs Up, bundled straws for units (ones, tens or understanding of board. If the answer

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 Thumbs to the Side the number they are hundreds) would be place value. The does not show 352,
or Thumbs Down representing. used to express the will have to count pull students
to check on number. blocks, write the individually to
understanding of number and answer show you the
the concept as well questions about the number in base ten
as an exit ticket. number. (Van de materials.
Walle, Karp &
Bay-Williams)
Summative The summative assessment will begin with five questions showing different models. Students will answer
Assessment which number best represents the model. Students will then need to draw and label two different numbers.
(a short Students will draw models to show how to count from 97 to 120 using ones and tens. They will fill in the
description of the blanks to reach benchmark numbers. Students will match a number with which units you would use to count
summative them and what words represent 722 in expanded form. And last will be students to tell what value is the
assessment) underlined number in five different questions for a total of 20 questions.
Part 2: Rationale
“Instructional strategies drive a teacher's instruction as they work to meet specific learning objectives and ensure that their
students are equipped with the tools they need to be successful”. (Meador, 2019) One of the instructional strategies I chose were using
manipulatives. By using the manipulatives, students could visualize and have a hands on experience. Another strategy I used had
students write in a math journal to check for understanding of material and to also reinforce the concept. I also used a video, read a
story and had the students play games. All three strategies help students to listen and try place value in different ways.
“A formative assessment is used throughout a lesson to help educators adjust their instruction to meet student
needs”. (Marzano, 2016) By checking on our students through the formative assessment, we not only check for
understanding of the lesson. Teacher can gauge a student’s social, emotional and physical development within the
assessment as well. Sometimes, the simple Thumbs Up, Thumbs to the Side or Thumbs Down can give a teacher an
overview of how the day might be going for students. A child that usually understands, gives you a thumbs down or one
who struggles gives a firm thumbs up is a cue to the teacher to talk to the student one on one. Finding out what is going
on with the student within the classroom or home can contribute to their answer in the formative assessment.
Utilizing knowledge from professionals in other content area isn’t just limited to other teachers. Depending on
the lesson, a teacher might be able to tap into recourses in the community that can explain or show students a different
outlook of the subject. “Using community members helps to show students:

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  relevance of their learning – that learning doesn’t just stop. As adults you continue to learn.
 Developing self-confidence – students being to interact with an adult from the community as opposed to their
teachers.
 Come in contact with role models – by having members of the community in to talk with students, a student
might discover a career they never knew about. By having others come into the schools, it opens a world of
experience for students”. (Edutopia, 2015)
While my lesson is on place value, inviting a community member from a bank would be a connection for second
grade students to see how important place value is in the world of banking. It would also be important for students to
see how lining up numbers when adding or subtracting is another area that can mess up place value. The community as
a whole has a lot to offer. It’s is just remembering to reach out for some help.

References

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Common Core 4 Kids, (n.d.) Place value house. Epic! School.
[Link]
utm_source=t2t&utm_medium=link&utm_campaign=content&share=248749569

Edutopia, (2015, November 10) Using community experts to extend learning. Edutopia.
[Link]

Illinois State Board of Education, (n.d.) Common core state standards for mathematics.
[Link]

Marzano, R. J. (2016, July 14) Building SEL skills through formative assessments. Edutopia.
[Link]

Meador, D. (2019, July 23) Using effective instructional strategies. Thought Co.
[Link]

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