Unit: 2 Renzoni / Week: 9 Day: 1 Monday 10/10/16
Domain: Number and Operations in Base Ten / Suggested time/duration: 60 minutes
Standard: MAFS.2.NBT.2.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
MAFS.2.NBT.2.9
Explain why addition and subtraction strategies work, using place value and the properties of operations. / Learning Target(s):
  • add and subtract two 2-digit numbers (within 100) efficiently and accurately (fluently), using a variety of strategies.
  • apply knowledge of place value and the properties of operations to explain why addition or subtraction strategies work.
  • justify and explain the chosen strategy .

Rigor: Conceptual Understanding / SMP(s): 5. Use appropriate tools strategically. 8. Look for and express regularity in repeated reasoning.
Materials/Resources: VMT 1, Addition and Subtraction flash cards, See, “At your Seat” below.
Engage:
  • Around the World

Explain:
  • Make-up date for VMT 1
  • Reteach struggling areas
Explore: Centers:
  • M: Student will team up against each other and challenge each other with addition and subtraction facts
  • A: Students will review odd/evens, mentally add./sub., expanded form, written form, standard form, skip counting 1’s, 10’s, 100’s, base ten, place value, comparing numbers worksheets
  • T: Students will explore Prodigy or Moby Max
  • H: Students will review concepts above by using hands on manipulatives.

Elaborate:
VMT 1
Evaluate:
VMT 1
Unit: 2 / Week: 9 Day: 2 Tuesday 10-11-16
Domain: Number and Operations in Base Ten / Suggested time/duration: 60 minutes
Standard: MAFS.2.NBT.2.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
MAFS.2.NBT.2.9
Explain why addition and subtraction strategies work, using place value and the properties of operations. / Learning Target(s):
  • add and subtract two 2-digit numbers (within 100) efficiently and accurately (fluently), using a variety of strategies.
  • apply knowledge of place value and the properties of operations to explain why addition or subtraction strategies work.
  • justify and explain the chosen strategy .

Rigor: Conceptual Understanding / SMP(s): 5. Use appropriate tools strategically. 8. Look for and express regularity in repeated reasoning.
Materials/Resources:
VMT 1, Addition and Subtraction flash cards, See, “At your Seat” below.
Engage:
  • Leap frog skip counting by 2’s, 5’s, 10’s, and 100’s

Explain:
  • Make-up date for VMT 1
  • Reteach struggling areas
Explore: Centers:
  • M: Student will team up against each other and challenge each other with addition and subtraction facts
  • A: Students will review odd/evens, mentally add./sub., expanded form, written form, standard form, skip counting 1’s, 10’s, 100’s, base ten, place value, comparing numbers worksheets
  • T: Students will explore Prodigy or Moby Max
  • H: Students will review concepts above by using hands on manipulatives.

Elaborate:
VMT 1
Evaluate:
VMT 1
Unit: 2 / Week: 9 Day: 3 Wednesday 10/12/16
Domain: Number and Operations in Base Ten / Suggested time/duration: 60 minutes
Standard: MAFS.2.NBT.2.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
MAFS.2.NBT.2.9
Explain why addition and subtraction strategies work, using place value and the properties of operations. / Learning Target(s):
  • add and subtract two 2-digit numbers (within 100) efficiently and accurately (fluently), using a variety of strategies.
  • apply knowledge of place value and the properties of operations to explain why addition or subtraction strategies work.
  • justify and explain the chosen strategy .

Rigor: Conceptual Understanding / SMP(s): 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others.
Materials/Resources:
Engage: Play Scoot!
  • Place cards around the room. Students rotate around the room to the different cards and put down their answers on a recording sheet.

Explain:
  • Write 39+4 on the board.
  • Students turn to a shoulder partner and share how they would solve this problem. As students share, record their strategies (this can be an anchor chart).
  • Some strategies may include: counting on, drawing models, decomposing into tens and ones and decomposing the 4 into a three and one (to make a ten) to add. The last strategy will be the focus of the lesson.
  • Ask students what 39+4 is (students should say 43).
  • Repeat the process with the following examples: 49+5, 79+5, 78+5, 77+6, and 7+48.
  • Next, students will apply making a ten to add with the following example: "Mia counted all the fish in a tank. She counted 38 goldfish and 4 black fish. How many fish were in the tank?" Students solve on whiteboards and share as a class. Some strategies can include using ten frames, base ten models, number bonds, or the bar model.
Explore: Centers:
  • M: Students will practice Math facts
  • A: Students will work on seat work like: Falling into Addition Coloring, Candy Corn Comparing Numbers, Scarecrow Color By Number
  • T: Students will explore Prodigy or Moby Max
  • H: Students will solve using strategies with manipulatives and games.

Elaborate: Close the lesson by guiding a discussion using the following example: There were 28 students at recess. A group of 7 students join. How many students are there now?
Evaluation: FACT MAFS.2.NBT.2.5 Partner Speaks NOTE: Instead of using two digit numbers, use the following examples: 19+3, 38+7, and 57+6
Options for remediation/extension: Students who struggle with making a ten to add should use concrete manipulatives and replace ten one's units with a ten's rod.
Unit: 2 / Week: 9 Day: 4 Thursday 10/13/16
Domain: Number and Operations in Base Ten / Suggested time/duration: 60 minutes
Standard: MAFS.2.NBT.2.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
MAFS.2.NBT.2.9
Explain why addition and subtraction strategies work, using place value and the properties of operations. / Learning Target(s):
  • add and subtract two 2-digit numbers (within 100) efficiently and accurately (fluently), using a variety of strategies.
  • apply knowledge of place value and the properties of operations to explain why addition or subtraction strategies work.
  • justify and explain the chosen strategy .

Rigor: Conceptual Understanding / SMP(s): 1. Make sense of problems and persevere in solving them. 6. Attend to precision.
Materials/Resources: LearnZillion Unit 1 Lesson 1 Adding within 100 Using Place Value Understanding (printed form), LearnZillion Unit1 Lesson 1 Adding within 100 using place value understanding(weblink), LearnZillion Card 7
Engage:
  • Pose the question on card 2 from LearnZillion Grade 2, Unit 1, Lesson 1, and use as an opening discussion.
  • Ask students about the various strategies they used to solve 56+30. Create a strategy anchor chart based on students’ responses. It is ok if there are not many strategies, as this standard progresses, strategies can be added to the chart.
  • Examples here:
Explain:
  • LearnZillion Grade 2, Unit 1, Lesson 1, Card 3, play the video and use the “Questions to Ask Students” to guide a discussion that will coherently connect previous learning as well as reinforce multiple strategy solutions. Facilitate a further discussion using cards 4 and 5. Guide learning around “Topics for Discussion” on card 5.
Explore: Centers:
  • M: Students will practice Math facts
  • A: Students will work on seat work like: Falling into Addition Coloring, Candy Corn Comparing Numbers, Scarecrow Color By Number
  • T: Students will explore Prodigy or Moby Max
  • H: Students will solve using strategies with manipulatives and games
Elaborate: Close the lesson with a discussion using Card 6
Evaluate: LearnZillion Adding within 100 using place value understanding Card 7 (Informal checklist observation)
Options for remediation/extension: Remediation: Students who need concrete representations should have base ten blocks available for reinforcement OR: LearnZillion, Grade 1, Unit 14, Lesson 1, Adding 2-digit numbers by composing a ten, Adding two digit numbers by composing a ten. Extension: Illustrative Mathematics 2.NBT.B.5 Task
Unit: 2 / Week: 9 Day: 5 Friday 10/14/16
Domain: Number and Operations in Base Ten / Suggested time/duration: 60 minutes
Standard: MAFS.2.NBT.2.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
MAFS.2.NBT.2.9
Explain why addition and subtraction strategies work, using place value and the properties of operations. / Learning Target(s):
  • add and subtract two 2-digit numbers (within 100) efficiently and accurately (fluently), using a variety of strategies.
  • apply knowledge of place value and the properties of operations to explain why addition or subtraction strategies work.
  • justify and explain the chosen strategy .

Rigor: Conceptual Understanding / SMP(s): 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically.
6. Attend to precision 7. Look for and make use of structure.
Materials/Resources: Place Value Match Cards, Lakeshore Daily Practice, pg. 33; Thursday
Engage: Play Place Value Match with Base Ten Blocks and 2-digit numbers. (Students have to match the base ten block cards with the standard form number.)
Explain:
  • Formative: Lakeshore Daily Practice, pg. 33 Thursday 8 pts.
Explore: Centers (If there is extra time)
  • M: Students will practice Math facts
  • A: Students will work on seat work like: Falling into Addition Coloring, Candy Corn Comparing Numbers, Scarecrow Color By Number
  • T: Students will explore Prodigy or Moby Max
  • H: Students will solve using strategies with manipulatives and games

Elaborate: Formative
Evaluate: Formative worth 8 pts; students must explain what strategy they used in the box. Examples could be making tens, drawing pictures, making friendly numbers, splitting up the numbers, etc…
Options for remediation/extension: Remediation: Support student understanding using base ten block manipulatives.
Extension: Students generate real world examples of when you would add objects and could compose a ten (trading pennies for dimes, bagging treats, boxing school supplies, etc.