Longview ISD Page 3

2nd Grade Unit 1: / Number Operations / Suggested Time Frame: / 14 days
TAKS Objectives: / 1, 2 / TEKS: / 2.3A, 2.5C
Unit Overview
Number Operations
1+8=9 and 9-1=8 By looking at these number sentences we can see that addition and subtraction relate. Adding can help us to easily solve a subtraction problem that can be involved.
Enduring Understandings
· Addition and subtraction are related.
· There is more than one way to solve a problem. / Essential Questions
·  How are addition and subtraction related?
·  What strategy can be used to determine if addition or subtraction is needed? / Mathematics Skills/Process
2.12 Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
2.12A identify the mathematics in everyday situations;
2.12B solve problems with guidance, that incorporates the process of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
·  Use manipulatives to represent problem situations.
·  Encourage different ways to solve a problem.
·  Have students verbalize observations.
2.12C select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
·  Encourage different ways to solve a problem
2.12D use tools such as real objects, manipulatives, and technology to solve problems.
2.13 Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to:
2.13A explain and record observations using objects, words, pictures, numbers, and technology; and
2.13B relate informal language to mathematical language and symbols.
2.14 Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to:
2.14A The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.
(Ask: “How do you know that is the answer? If someone said they didn’t think it was right, how could you convince them?”)
Facts
· Patterns can be used to develop strategies for remembering basic subtraction and addition facts.
· Solve problems using basic addition and or subtraction facts
· Discover and understand that addition and subtraction are related
· Knowing addition facts will help solve subtraction problems / Relationships and/or Connections that should emerge
·  Discover and understand that addition and subtraction are related
·  Addition and subtraction is a part of daily life
Products students will develop
·  Book of 10, Investigations; Coins, Coupons and Combinations, p.8
·  Book of Magic Pot Riddles; Coins, Coupons, and Combinations, p. 24
·  Class chart of addition facts to 20, MLC, p.198
Language of Instruction
add / sumar
addend / sumandos
basic facts / sumas basicas
difference / diferencia
equal / igual
fact family / familia de operaciones
minus / menos
number line / recta numerica
number sentence / oracion numerica
numeral / numerico
part / parte
plus / mas
related / relacionado
solution sentence / solucion
solve / resolver
strategies / estrategias
subtract / substraccion, restar
sum / la suma
together / juntos, unir
total / total
turn around fact / invertidos
whole / entero
Tools
Concrete manipulatives such as cubes, beans and counters / Mathematical Connections to Literature
The Candy Counting Book
By McCourt
The Shopping Basket
By Burningham
Splash
By Jones
Mission Addition
By Leedy
2nd Grade Unit 1: / Number Operations / Suggested Time Frame: / 14 days
TAKS Objectives: / 1, 2 / TEKS: / 2.3A, 2.5C
Unit Overview
Number Operations.
1+8=9 and 9-1=8 By looking at these number sentences we can see that addition and subtraction relate. Adding can help us to easily solve a subtraction problem that can be involved.
Text Resources
TEKS 2.5C
Investigations
Mathematical Thinking at Grade 2
Math Learning Center
Volume 1
Silver Burdett Ginn
Two of Everything
By Lily Toy Hong
Motivation Math
Math Essentials
Vocabulary Adventure / Technology & Electronic Resources
·  www.matti.usu.edu
·  www.funbrain.com
·  www.aaamath.com
·  www.internet4classrooms.com
Math Flash Cards-Add/Sub
·  http://www.apples4theteacher.com/flash-cards.htm
Addition/Subtraction-Hidden Picture
·  http://www.aplusmath.com/Games/games/.html
Other (i.e., Speakers, Field Trips) / Method(s) of Assessment
Observation
A Observation evaluated by peers
B Students engaged in learning activities
C Direct questioning
D Observation of performance or process
Teacher Checkpoint:
·  Counting 20
·  Seven Peas and Carrots
·  Representations of How We Got to School
·  Survey representations
Constructed Response
I.  TEKSCheck
Assessment Sourcebook: End-Of Unit Assessment Tasks 1-4
II.  Open-ended
III. Essay
IV. Research Paper
V.  Log / Journal
VI. Story / Play / Poem
VII.  Model / Map / Video
VIII.  Oral / Visual / Multimedia Presentation
Selected Response
1  Fill-in-the-blank test
2  Matching test
3  Multiple choice test
4  True/False test
Collaborative Student Explorations
Objective 6
Chris had 12 markers. He gave 4 to Maria. What should Chris do to find out how many markers he has left?
·  Add 4 and 12
·  Subtract 4 from 12*
·  Subtract 12 from 4 / 2.3A
Benny counted 9 cars in the parking lot when he entered the grocery store.


Second Grade Mathematics Unit 1 Overview

In this brief summary, the days will fluctuate according to your students, calendar, and special events.

Relationships

Unit One: Number Operations

Suggested 14 days

·  Establish calendar routine

·  Counting and grouping

·  Addition and Subtraction

·  Fact Families

8/27/2007 DRAFT 3