Unit Plan 1 - Addition Strategies

Unit Plan: Addition Strategies
Unit Goals: Upon completing this unit, students will understand multiple strategies for addition.
They will gain fluency with their addition facts from 0 to 20. Students will build a foundation of
place-value concepts. These are important skills to solidify early on so that students are
confident and proficient moving forward, as other units build off of their knowledge in this unit.
Unit Standards:
● 2.0A.A. Represent and solve problems involving addition and subtraction.
○ 1. Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.
● 2.OA.B. Add and subtract within 20.
○ 2. Fluently add and subtract within 20 using mental strategies by end of grade 2,
know from memory all sums of two single-digit numbers and related differences.
● 2.NBT.B. Use place value understanding and properties of operations to add and
subtract.
○ 9. Explain why addition and subtraction strategies work, using place value and
the properties of operations
Unit Objectives:
● Add to make 10.
● Find all combinations of adding to 10.
● Regroup two single-digit numbers to make 10.
● Write number sentences with one addend as 10.
● Regroup two single-digit numbers to make 10.
● Solve story problems with regrouping.
● Add the same addend twice to find the sum within 20.
● Recognize double facts within 20 and combinations of 10.
● Recognize facts that are close to being double facts within 20.
● Solve addition problems with addends in varying orders.
● Recognize that we always get the same answer, regardless of the order of addends.
● Express that the turn around rule works because you are not adding more items, simply
changing the order.
● Identify odd and even numbers.
● Predict if a sum will be odd or even based on the addends.
● Compute missing numbers in a Frame and Arrow Diagram.
● Solve for the missing rule in a Frame and Arrow Diagram.
Lesson 1: Combinations of 10
● Standards
○ 2.0A.A. Represent and solve problems involving addition and subtraction.
■ 1. Use addition and subtraction within 100 to solve one- and two-step
word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions,
e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.
○ 2.OA.B. Add and subtract within 20.
■ 2. Fluently add and subtract within 20 using mental strategies by end of
grade 2, know from memory all sums of two single-digit numbers and
related differences.
● Objectives: Students will be able to…
○ Add to make 10.
○ Find all combinations of adding to 10.
● Featured Technology: I will use Google Slides and a projector to present the story of the
bears in a cave. I added a lot of visuals that will be engaging to students.
● Procedures
○ Warm-Up: The Number of the Day is 10. Students will write a number sentence
on their whiteboard that has 10 as the answer. (5 minutes)
○ Mini-Lesson - I do, We do:
■ I do: I will tell the students the story of the bears in the cave (written on
my slides). (5 minutes)
■ We do: Each student will have 10 bear figurines and a plastic bowl (the
cave). We will put some bears in the cave and have some outside the
cave. We will answer the question together multiple times: If some bears
are outside of the cave where we can see them, how many bears are in
the cave? We will discuss how these are combinations all equaling 10.
They are equivalent names for 10. (10 minutes)
○ Practice Skills: Independently or with a partner (depending on the temperature
of the classroom), students will try to find all combinations of 10. We will fill out
one or two rows of the recording sheet together to model how it should be filled
in. I would like each student to find all 11 combinations of 10 independently.
When they bring their papers to me, I might say “you’re missing one” or “ you
have the same one twice, can you find a different combination?” (15 minutes)
● Evaluation: On a poster, I will write NAMES FOR 10 in the middle. Each student will
come up individually (while other students are doing the practice skills recording sheet)
and write at least one name for 10 that is not on our poster already. I can have
struggling students go first and higher achieving students go last so that they have to
think more deeply about which options are not up there. (15 minutes - ongoing)
○ Acceptable answers of names for 10: Any addition number sentence that makes
10, 10 tally marks, a sketch of 10 circles.
● Materials Needed: Whiteboards, markers, erasers, Teacher’s Google Slides, projector,
Bear figurines (10 per student), plastic bowls, Bears in a Cave recording sheet (attached),
pencils, poster paper, markers.
Mathematician’s Name: ______________________
Bears in a Cave
Can you find all combinations of 10?
Bears Outside Bears Inside Total Bears

Lesson 2: Regroup to Make 10 Strategy
● Standards:
● Objectives: Students will be able to...
○ Regroup two single-digit numbers to make 10.
○ Write number sentences with one addend as 10.
● Featured Technology:
○ Didax Online Math Manipulatives will be used on the projector as visuals for the
students. I feel strong about the students holding the tangible BINGO chips in
their hands and physically moving them from one ten frame to another. Didax is
also going to be used as a spinner for a game the students will play. My first
thought was to use ten-sided dice but this is an engaging and free way for
students to have random numbers generated. However, I think Didax is an
amazing resource for me to model and guide the students.
○ FlipGrid will be used for formative assessment. Students will explain to the
camera how to regroup to make ten. The EM4 curriculum is very language-
heavy. I find that a lot of students can explain their thinking aloud but have a
very hard time writing it down. Since this unit is early in the year, students can
start out by orally expressing ideas and we can build up to being able to write
our ideas. Flipgrid allows us to do so because it is simple for me to give students
an auditory prompt and they can reply individually. This is also a total-
participation technique because students do not have to take the risk of
speaking in class in front of their peers; I can hear their understanding in a low-
stakes situation.
● Procedures
○ Warm-Up: The Number of the Day is 50. From 0 we will skip count by 10s to 50
and from 50 we will skip count by 5s to 100. I will use a pointer to guide the
students on a Number Grid. We will also review that when you jump up or down
on a number grid, you are adding or subtracting 10. We will do so by me pointing
to a number, such as 24 and asking, “If I jump up one space, what number am I
at? (14) How much less is 14 then 24? (10)” (5 minutes)
■ I do: First, students will watch the screen for Ten Frame QuickLooks. I
move a rectangle that is covering a ten’s frame on the screen and under
it is a ten’s frame with any number of dots in it. I only move the rectangle
for about 3 seconds - too little time to individually count the dots. This
helps the students with subitizing. In this example, the first ten’s frame
has 8 dots. The students should see that there are 2 empty spaces and
know 10-2=8. They write the answer on their whiteboards and hold it up.
The second tens frame has 4 dots. Students may see two pairs and know
2+2=4. Again, they write it on whiteboards and hold it up. Next, we
discuss the total in both our tens frames. We can regroup 2 dots from the
group of 4 and move them to the group of 8 to make 10. Then we write a
number sentence: 10+2=12. (5 minutes)
■ We do: We will do a few more examples without the QuickLooks but will
use Didax.com Ten Frames instead of Google Slides. We will look at the
tens frames and regroup to make 10 so that our adding is easier. This
time, students will have 2 laminated paper tens frames and some clear
plastic BINGO chips. They will make their tens frames look like mine from
Didax on the board to start and then physically move the chips from one
Ten Frame to another. Students and the teacher should note that we are
not adding any chips, we are moving them. We call this “Making 10 and
having leftovers.” When students make 10, the combination that gets
them to 10 is called the Helper Fact. Their Ten Frames are laminated so
that in the empty space, the students can write the number sentence
with a dry erase marker. (15 minutes)
○ Practice Skills - You do: Students will play a Ten Frame Game to practice their
skills independently. I will model how to play on the document camera. They will
have a recording sheet, the Didax Spinner (number 1-10) on their iPad, and a
pencil. Students will spin twice and those two numbers will be what they draw in
their ten frames. They will regroup to make 10 and write a number sentence that
has 10 as one of the addends. (15-20 minutes)
● Evaluation: Students will make a Flipgrid video explaining how to regroup to make 10.
Students can use any example from the game or make one up on their own ten frames
with the BINGO chips. High flying students will be asked an additional prompt: Why is it
helpful to regroup to make 10? Struggling students can have the prompt modified:
Teach a kindergartener or first-grader how to regroup to make 10. This will make the
concept of explaining their thinking more concrete for struggling students. (10 minutes)
● Materials Needed: Teacher’s Google Slides, Projector, individual whiteboards, markers,
erasers, Student iPads or laptops, Flipgrid apps/accounts, Laminated Ten Frames
(attached), clear plastic BINGO chips, document camera, Ten Frame Game recording
sheets (attached), Didax spinner, pencils.
Student Ten Frames to use with BINGO chips. Laminated to write on with dry erase markers
Mathematician’s Name: ________________
Ten Frame Game Recording Sheet
Directions: Spin the spinner twice. Draw the dots in each ten frame. Circle and draw an arrow to
move the dots. What is your helper fact to make 10? Write a number sentence with 10 in it.
Example:
Spinner 1: __7___Spinner 2: __4___ Helper Fact: (______ + ______= 10)
7 + 3 = 10
Number Sentence:
10 + 1 = 11
2. Spinner 1: ______ Spinner 2: ______ Helper Fact: ( ___+____=10)
Number Sentence:
Number Sentence:
Number Sentence:
Number Sentence:
Number Sentence:
Lesson 3: Grouping by 10s - Story Problems
● Standards:
○ Solve story problems with regrouping.
● Featured Technology: Google Slides will be used for their independent practice. On each
slide, there will be one story problem centered around each student. Students have
their choice of any 3 story problems. Google Slides has the thumbnails on the left-hand
side so that students can quickly see who they are scrolling too, as I am sure they will go
for themselves and their friends. Through Google Classroom, each student will have
their own set of the slides deck. They can type their own answers and hit Turn In so I can
see it .
● Procedures
○ Warm-Up: The Number of the Day will be numbers on a clock. The telling time
unit is later in the year but I will expose students to it now. On their whiteboards,
they will write the answers to 3 consecutive questions: How many seconds are in
1 minute? How many minutes are in 1 hour? How many hours are in one day?
Then we will discuss what each hand on the clock means and try to tell the time
on our classroom clock for real-life application. (5 minutes)
■ I do: Using the Didax Ten Frames, I will show two ten frames. I orally tell a
story problem with the students’ names such as, “Luke had 5 donuts.
Emma bought him 6 cookies. How many treats does Luke have in all?” As
I talk, I will put 5 dots in one and 6 dots in the other. I will model how our
original number sentence is 5+6=? but then we can regroup to make an
easier number sentence of 10+1=11. The answers are the same but
making 10 and having leftovers is easier. (5 minutes)
■ We Do: At their seats, students will have their laminated Ten Frame
paper and BINGO chips. I will orally tell story problems with the students’
names and ask the students to represent it on their paper in the two ten
frames. Students will use their dry erase markers to write each number
sentence on their laminated paper. Immediately after, I will review each
problem. For example, “Sam gave Molly 8 friendship bracelets and 4
mood rings. I want to know how much jewelry Sam gave away. Can you
show me the bracelets in one ten frame and the rings in another ten
frame? What is that number sentence? (8+4=?) Now, regroup to make a
full frame. Now what is the number sentence? (10+2=12).” (10 minutes)
○ Practice Skills - You do: In Google Slides, there will be one number story about
each student. Students need to pick at least 3 to do. They will view the slides on
their iPad. There is a QR Code (generated by Google Chrome) on the slides and
they can hold their iPad camera to the screen and it will take them to the slides.
Each student can view the slides on their screen. Students will each have a
recording sheet (attached). They can show their work on the paper and turn it in
to me so that I can assess their understanding. I always quietly offer to struggling
readers that I can read aloud story problems. I want to assess their math
abilities, not their reading abilities. (15 minutes)
● Evaluation: Students have an exit ticket (attached) will write their own number story and
then regroup to solve it. Each number in the story has to be more than 5 and less than
10 (so they can regroup with 10). (10-15 minutes)
● Materials Needed: Teacher’s Google Slides, projector, Didax Ten Frames, Students’
Google Slides, laminated Ten Frames, BINGO chips, dry erase marker, eraser, student
iPads with Google Slides app, QR Code (can be read by their iPad camera), recording
sheet (attached), exit ticket (attached).
Mathematician’s Name: ____________________
Regrouping Story Problems
Choose at least 3!
1. Story Problem Name: ___________________
Original Number Sentence: _____________________
Number sentence after regrouping: ____________________



Exit Ticket
Write your own number story! Numbers have to be 5, 6, 7, 8, or 9.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Original number sentence: _________ + _________ = _________
Regroup to solve:
Number sentence after regrouping: _________ + _________ = _________ __________

(Units)
Lesson 4: Double Facts Strategy
● Standards
○ Add the same addend twice to find the sum within 20.
○ Recognize double facts within 20 and combinations of 10.
● Featured Technology:
○ Jamboard: Students will type answers on Jamboard. Students can be anonymous
in participating and there is no shame in being wrong because no one will know
it is them. If any students are wrong, I can choose that answer and explain why it
is wrong to the whole class, without singling out any individual student.
○ QR Codes: QR Codes, generated by Google Chrome will be on my Google Slides.
Students can hold their iPad camera up to it and go directly to the Jamboard.
● Procedures
○ Warm-Up: The Number of the Day will be the temperature on the thermometer
shown on the Google Slides. I will ask the following questions: What is the
temperature? What do the F and C mean? If this was the temperature outside,
what would you wear? What is the temperature if it gets 10 degrees hotter? 10
degrees colder? (5 minutes)
■ I do: Students hold their iPad to the QR Code and go to the Jamboard.
Each student will first add one sticky note to the Jamboard of things that
come in pairs. Using their ideas, I will make a word problem and tell it to
them aloud. On the next slide of the Jamboard they can anonymously
add their answer and we can see if they all agree. For example, “In the
second-grade, there are 5 sets of twins. How many kids is that?” and
students would write 10 on their sticky notes and add it to the Jamboard.
(5 minutes)
■ We do: After each example, we will write the number sentence that got
us the answer. For example, 5 + 5 = 10. I will do an example for each
double fact from 1 to 10. (10 minutes)
○ Practice Skills - You do: On the Addition Facts Table (attached), students will first
color the boxes. Doubles facts will be colors blue and combinations of 10 will be
colored green. Next, students can answer each addition fact problem at their
own pace. (15-20 minutes)
● Evaluation: Students will hand in their Addition Facts Table and I will evaluate it for
accuracy of the sums and of the colors for double facts and combinations of 10.
● Materials Needed: Teacher’s Google Slides, projector, student iPads, QR Code,
Jamboard, Addition Facts Table (attached), 2 colored pencils.
Mathematician’s Name: ________________________ Addition Facts Table
Color Doubles Facts Blue. Color Combinations of 10 Green.
0 0 0 0 0 0 0 0 0 0 0
+0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
1 1 1 1 1 1 1 1 1 1 1
+0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
2 2 2 2 2 2 2 2 2 2 2
+0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
3 3 3 3 3 3 3 3 3 3 3
+0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
4 4 4 4 4 4 4 4 4 4 4
+0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
5 5 5 5 5 5 5 5 5 5 5
+0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
6 6 6 6 6 6 6 6 6 6 6
+0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
7 7 7 7 7 7 7 7 7 7 7
+0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
8 8 8 8 8 8 8 8 8 8 8
+0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
9 9 9 9 9 9 9 9 9 9 9
+0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
10 10 10 10 10 10 10 10 10 10 10
+0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
Lesson 5: Near Doubles Strategy
● Standards:
○ Recognize facts that are close to being double facts within 20.
● Featured Technology: I will use a document camera for very clear modeling of the game
students will play.
● Procedures
○ Warm-Up: The Number of the Day is the number of the date. I will display the
calendar for the month on Google Slides and we will find which day we are on.
Students will answer questions such as: What will the date be in one week? How
many days away is that? What day of the week will the next month start on? (5
minutes)
■ I do: I will show the student QuickLooks of near doubles facts. Students
will practice subitizing by seeing the double ten frames quickly and then
they will go away. I will model how to recognize a near double fact. For
example, 10+9 is close to 10+10 but I saw one dot missing so it must be
one less than 20 so it is 19. My Helper Fact was 10+10. Another Helper
Fact could have been 9+9. (5 minutes)
■ We do: With more examples, students will turn and talk to a partner to
explain which Helper Fact they used to solve. Review that Helper Facts
can also be combinations of 10. (5-10 minutes)
○ Practice Skills - You do: Students will do a game with a partner (attached). They
will have a pile of 20 small objects. Students will scoop a small handful in one
hand and a small handful in the other hand. They do not have to pick up all of
the objects. They will tell their partner how many are in the first handful and
how many are in the second handful. Students will work together to figure out
how many they picked up total. They need to draw it in ten frames and write the
helper fact before writing the final number sentence. I will model it on the
document camera before they play. (15 minutes)
● Evaluation: As they work, I will circle the room and correct their answers on the spot.
This way, the feedback is immediate and I can clear up any confusion.
● Materials Needed: Teacher’s Google Slides, projector, Near doubles independent
practice (attached), 10 or more small objects per student (pennies or cubes), and
pencils, document camera.
Helper Facts
Put your objects in a pile. Pick up a handful of your objects with one hand. Pick up
another handful with the other hand. You do not have to pick them all up. Tell
your partner how many are in each hand. Your partner will record in the double
ten frames. Work together to find the total.
1. Handful 1 Handful 2
Helper Fact: Circle one and write the fact

Double fact or Combination of 10
Number Sentence

Number Sentence

Number Sentence

Number Sentence
Lesson 6: Turn Around Rule
● Standards:
○ Solve addition problems with addends in varying orders.
○ Recognize that we always get the same answer, regardless of the order of
addends.
○ Express that the turn around rule works because you are not adding more items,
simply changing the order.
● Featured Technology: Flipgrid will be used to support language. Students will have the
opportunity to verbally explain their thinking rather than writing it out.
● Procedures
○ Warm-Up: The Number of the Day is the amount of money on the screen. I will
show coins: one quarter and five pennies. We will discuss how much money that
is and if we can represent it with fewer coins. (5 minutes)
○ Mini-Lesson: I do, We do
■ I do: Students will answer 3 pairs of addition problems. Each problem has
the same 2 addends but in different orders. I will simply ask students to
write answers on their whiteboard. Then, turn and talk to a neighbor
about what you noticed. I will heavily guide them to noticing that the
answer is always the same. I will ask: Is this always true? (5-10 minutes)
■ We Do: I will show a domino on the screen. Students will help me write
the addition problem shown on the domino. Next, we will spin the
domino around and write the domino addition fact the other way. We
will notice that the total number of dots on the domino never changes,
just the order in which we write our addends. (5 minutes)
○ Practice Skills - You do: Students will get a handful of real dominos to practice
their turn around rule and make sure that this rule is always true. They will have
a recording sheet (attached). (15 minutes)
● Evaluation: Students will record a Flipgrid explaining why the turn around rule works.
High flyers in math will also be instructed to consider if the turn around rule will work
for subtraction and explain their thinking. Struggling students can explain their thinking
by completing a turn around problem with an additional domino so they have concrete
numbers to think about. (10 minutes)
● Materials Needed: Teacher’s Google Slides, projector, dominoes, Domino Turn Around
Rule recording sheet (attached), pencils, student iPads/laptops.
Mathematician’s Name: ___________________
Domino Turn Around
With your handful of dominos, write the addition fact one way and then use the turn around
rule to see if you get the same answer the other way.
1.
2.
3.
4.
5.
6.
Lesson 7: Even and Odd Addends
● Standards:
○ 2.NBT.B. Use place value understanding and properties of operations to add and
subtract.
■ 9. Explain why addition and subtraction strategies work, using place value
and the properties of operations
○ Identify odd and even numbers.
○ Predict if a sum will be odd or even based on the addends.
● Featured Technology: The YouTube Read Alouds I chose are so much better than me
reading a book to the students. The students hear my voice all day. The videos I chose
are each read by the same child. His authentic reactions to noticing the pictures and the
patterns of even and odd numbers are embedded throughout his read aloud. I think it
will be engaging for the students because these books are silly. It will also be relatable
for the students to listen to another child using language that they understand. They
also have the opportunity to see another child be excited about and engaged in math.
● Procedures:
○ Warm-Up: The Number of the Day is how many pockets each student has. The
student will write their name and the number of pockets they have in their outfit
on a sticky note. They will each come up to the board and stick it above the
number of pockets they have. This will create a class line plot of all of our
pockets. I will then ask questions such as: How many data points should we
have? How many do we have? What does one sticky note represent/mean? How
many people have 2 pockets? How many people have 6 or more pockets? What is
the most common number of pockets to have? Students can write these answers
on their whiteboards for total participation. (10 minutes)
○ Mini-Lesson - We do: (There is no I do today because there is scaffolding within
the We do)
■ We do: Students will write on their individual whiteboards if the numbers
on the Slides are even or odd. Next, we will discuss how we know if
numbers are even or odd. The language we use for this is: In even
numbers, we can make buddies but in odd numbers, not everyone would
have a buddy. We draw dots or box and circle groups of 2 objects. (5
minutes)
■ Next, we are going to add two even numbers. Students will make a
prediction if the sum will be odd or even. They will give me 2 even
numbers to add and we will add together and check to see if the sum is
even or odd. Then, we do the same with odd addends and again with one
even addend and one odd addend. (5 minutes)
○ Practice Skills - You do:
■ You do: Half of the students will watch a YouTube read aloud of One Odd
Day, by Doris Fisher, and half of the students will watch a YouTube read
aloud of My Even Day, by Doris Fisher. (10 minutes)
■ You do: Students will then be paired with a student who read the
opposite book as they did. The students will retell the stories to each
other. They should each tell about 3 things that were even/odd in their
respective books. They will then complete a practice sheet (attached)
together. There is spiral review built into this worksheet. (20 minutes)
● Closure: Together, we will write an “If, Then” rule. I will guide students to: If the two
addends are even, then the answer is even. If the two addends are odd, then the answer
is even. If the one addend is even and addend is odd, then the answer is odd. (5
minutes)
● Evaluation: Students will have one of two exit tickets (attached). Lower students will
answer: What makes a number odd or even? They can draw and or write answers but I
am looking to see that they understand the concept that all even numbers have buddies
and odd numbers will have one without a buddy. This is meant to be review and to
solidify the concept. High flyers will have a different exit ticket that will extend their
thinking into higher order thinking skills: Is 31,918 even or odd? How do you know? Is
822,649 even or odd? How do you know? (5 minutes)
● Materials Needed: Teacher’s Google Slides, projector, whiteboards, markers, erasers,
Even/Odd Skills Practice sheet (attached), exit tickets (attached), iPads, One Odd Day
link, My Even Day link, pencils
Mathematician’s Name: _________________ Partner’s Name: _________________
Even and Odd Skills Practice
1. First, predict the sum. Then, solve and show your work.
5+5= odd or even? ______________
5 + 5 = ______________
Draw:
2. First, predict. Then, solve and show your work.
9+6= odd or even? ______________
9 + 6 = ______________
Draw:
3. First, predict. Then, solve and show your work.
10 + 12 = odd or even? ______________
10 + 12 = ______________
Draw:
4. Color the even numbers one color and the odd colors a different color.
8 1 10 18 6 9 20
14 7 12 15 19 13 2
5. Match:
Odd + Odd = Odd
Even + Even = Even
Even + Odd = Even
6. Count by 2s.
0 _____ 4 _____ _____ _____ 12 _____
7. Write > , < , or = .
8 + 2 _____ 10 16 _____ 14
17 _____ 21 11 _____ 8 + 2
9 + 0 _____ 11 7 + 1 _____ 8
8. Fill in the missing numbers.

Even and Odd Exit Ticket
What makes a number even? Write or draw.
What makes a number odd? Write or draw.

Even and Odd Exit Ticket
Is 31,918 even or odd? How do you know?
Is 822,649 even or odd? How do you know?

Lesson 8: Frames and Arrows Diagrams
● Standards:
○ Compute missing numbers in a Frame and Arrow Diagram.
○ Solve for the missing rule in a Frame and Arrow Diagram.
● Featured Technology: Students will write their own review problem in their own slide in
a shared Google Slides.
● Procedures
○ Warm-Up: The Number of the Day will be an estimation challenge from Dan
Meyer’s 3 Act Math Website. His 3 Act Challenges are more appropriate for the
end of second-grade and up. I chose an estimation picture from the Math Talks
section. Students will estimate how many boats there are. We will then watch
the video for the answer. (5 minutes)
■ I do: I will show students the first slide of Frames and Arrows Diagrams. I
will do a ‘Think Aloud’ of how I am solving for the missing numbers: I see
here that my rule is +2. That means that each time I see an arrow, I am
adding 2. My first number is 0. 0 + 2 = 2. My next number is 2. 2 + 2 = 4, 4
+ 2 = 6 and so on. (5 minutes)
■ We do: There are 2 more slides that we will do together. Students can
write what they think the next number is on their individual whiteboards
for total participation. I included a sentence frame on the screen so that
when students volunteer to give the next answer, they have a language
structure to follow. The third slide asks students to find the arrow rule.
Students will write their thoughts on their whiteboards and can then
volunteer to share their answers using the sentence frame. (5-10
minutes)
○ Practice Skills - You do: Students will complete an independent practice sheet
(attached). The front will be frames and arrows diagrams and the back will be
spiral review. (15 minutes)
● Evaluation: I will circle the room as students complete their independent practice
sheets to give immediate feedback and clear up any misconceptions. I will take jot notes
on each student’s strengths and weaknesses within the concepts we have been learning
in this unit.
○ Writing Story Problems Activity: To prep for students’ unit review in the next
lesson, each student will be assigned one concept we have learned to create a
story problem about. I will differentiate this based on my jot notes and I will
assign each student to write a story problem about a concept they are proficient
in. Each student will write their story problem on a slide of a Google Slides. I will
check each slide and compile it for the next day. These problems will become
their unit review before the summative assessment. (15 minutes)
● Materials Needed: Teacher’s Google Slides, projector, whiteboards, markers, erasers,
iPads, student Google Slides, independent practice sheet (attached), pencils, Estimation
Challenge
Mathematician’s Name: ___________________
Frames and Arrows Independent Practice
1. Find the missing numbers and explain how you knew.
Rule: 3
-6 6
These are the next missing number because

63
___________________
____________________________________________
____________.
2. Find the missing numbers and explain how you knew.
Rule: 1
+ 11 1
These are the next missing number because

63
___________________
____________________________________________
____________.
3. Find the missing rule and explain how you knew.
Rule: 4 3 2 1
0 0 0 0
0
The missing rule is _________ because

63
________________________
____________________________________________
____________.
4. Solve each problem and write the helper fact you used.
a. 6 + 7 = ? b. 8 + 3 = ?
Helper Fact: Helper Fact:
____________________ ____________________
6 + 7 = _____ 8 + 3 = _____
5. Ms. Holdman loves snacks. She bought 5 bags of popcorn and 5 bags of
chips. Did she buy an even number of snacks or an odd number of snacks?
Circle one: even / odd
Explain your answer: ____________________________________________
_____________________________________________________________
6. You picked this domino out of the bucket.

Write an addition fact for the domino:
_______________________________
Write the turn-around addition fact:
_______________________________
7. Draw the dots in the ten frame. Regroup to make 10. Solve.
6 + 9=? Number sentence with ten:
_______________________
Solve:
6 + 9 = _______
Lesson 9: Summative Review
● Standards:
subtract.
● Objectives: Students will be able to:
○ Add to make 10.
addends.
● Featured Technology: Students can use the QR Code to access the Google Slides for
review. They must show work on paper because that is how they will be assessed.
● Procedures
○ Warm-Up: The Number of the Day is 10. Students will turn to a neighbor and talk
about why we group to make 10s? Pairs will share out with the class. (5 minutes)
○ Mini-Lesson: There is no mini-lesson today because this will all be review of the
unit. Students will have written their own math problems the day before on
Google slides. After school, I would have look at each slide and fixed it up to add
language like “helper facts” and make sure each question was clear and
accurate.
○ Practice Skills - You Do:
■ You do: Students will independently answer questions in the slides. I will
have printed copies of the slides and digital ones. Students can choose if
they’d like the paper copy or the digital one. I will require all students to
show their work on the paper but if they’d like to type their answers into
the slides and turn it in, they can do that too. (25 minutes)
● Evaluation: I will review each students’ answers. Anything that I am concerned about
their understanding of, I would pull them during morning work the next day to review.
● Materials Needed: Teacher’s Google Slides, projector, iPads, student Google Slides,
printed slides, pencils, BINGO chip manipulative, dominoes, any manipulatives students
may have used throughout the unit.
Lesson 10: Summative Assessment
● Standards:
subtract.
● Objectives:
○ Add to make 10.
addends.
● Procedures
○ Mini-Lesson - We do:
■ We do: I will read aloud the statements on the self-assessment. Students
will do this whole class. We talk a lot about Glowing and Growing in the
classroom. Students know that Glow means something they do well and
Grow means it’s something that can continue working on. (5 minutes)
○ Assess Skills: Students will take the unit assessment (attached). There is an
optional extra challenge page that I allow students to look at but they do not
have to complete. For some students, I really encourage them to complete it. (25
minutes)
● Evaluation: When students take assessments, I grade as they are taking them. I find it
eases test anxiety because students can immediately see how many they are getting
correct and if not, I circle it in pen so that I know later that it was originally wrong but
students can immediately fix it. Students end up having all the correct answers by the
time they turn it in but my markings in pen are still there so I know that they were not
yet able to do it independently.
● Materials Needed: Unit Assessment (attached), pencils
Show What You Know

Take a big deep breath. Hold it for 3… 2… 1. Let it go.
You got this!
Self Assessment
Check one box for each row.
GLOW 💡 in the middle GROW 🌱

Tell what I saw in a
Quick Look.
Know combinations
of 10.
Know doubles facts.
Find Helper Facts.
Know even and odd

numbers.
Use the turn-
around rule.
Use Frame and
Arrow Diagrams
1. Add:
4 + 4 = ______ 8 + _____ = 14
14 + 3 = ______ 10 + _____ = 20
11 + 8 = ______ 9 + 9 = ______
2. Solve each problem and write the helper fact you used.
a. 2 + 9 = ? b. 8 + 7 = ?
Helper Fact: Helper Fact:
____________________ ____________________
2 + 9 = _____ 8 + 7 = _____
3. Ms. Holdman knew she could use 8 + 2 = 10 to figure out the answer to
8 + 4. Explain Ms. Holdman’s thinking.
4. Ms. Holdman predicted that the answer to 7 + 8 would be an even number.

Do you agree with Ms. Holdman? Why or why not?
5. You picked this domino out of the bucket.
Write an addition fact for the domino:
_______________________________
Write the turn-around addition fact:
_______________________________
6. Find the missing numbers and write the rule.
Rule: 1 2
5
0 0
The missing rule is _________ because

63
________________________
____________________________________________
____________.
7. Write as many combinations of 10 as you can:
_____ + _____ = 10 _____ + _____ = 10
_____ + _____ = 10 _____ + _____ = 10
_____ + _____ = 10 _____ + _____ = 10
_____ + _____ = 10 _____ + _____ = 10
_____ + _____ = 10 _____ + _____ = 10
_____ + _____ = 10
Optional Challenge
1. Ms. Holdman knew that 70 + 70 = 140. Explain how she can use this double
fact to solve 70 + 80.
2. Draw 7 dots in one way: Draw 7 dots in another way:
Explain how this ten frame shows 7. Explain how this ten frame shows 7.
Names for 7: Names for 7:
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
References
Bell, M., Bell, J., Bretzlauf, J., Dillard, A., Hartfield, R., Isaacs, A., . . . Saecker, P. (2015). Everyday
mathematics: The University of Chicago School Mathematics Project (4th ed., Vol. 1,
Teacher's Lesson Guide). Columbus, OH: McGraw-Hill Education.
Didax, Inc. (2020). Virtual manipulatives for math. Retrieved March 26, 2021, from
https://www.didax.com/math/virtual-manipulatives.html
Google. (n.d.). Google JAMBOARD: Collaborative digital Whiteboard. Retrieved March 26, 2021,
from https://edu.google.com/products/jamboard/
Google. (n.d.). Google slides: Free online presentations for personal use. Retrieved March 26,
2021, from https://www.google.com/slides/about/
Grant, B. (n.d.). How many boats do you see? [Web log post]. Retrieved March 26, 2021, from
http://dailyoverviewmath.weebly.com/duxbury-massachusetts.html
Massachusetts Department of Elementary and Secondary Education. (2017). Massachusetts
Mathematics Curriculum Framework — 2017 [PDF]. Malden, MA: Massachusetts
Department of Elementary and Secondary Education.
Microsoft. (2021). Flipgrid. Retrieved March 26, 2021, from https://info.flipgrid.com/
Storytime (Director). (2020, July 13). Read aloud story: My even day [Video file]. Retrieved
March 26, 2021, from https://www.youtube.com/watch?v=gH2Kw6EH1ug
Storytime (Director). (2020, September 23). Read aloud story: One odd day [Video file].
Retrieved March 26, 2021, from https://youtu.be/8d930b5loHo
Wood, C. (2017). Yardsticks: Child and adolescent development ages 4-14 (4th ed.). Turners
Falls, MA: Center for Responsive Schools.

Unit Plan 1 - Addition Strategies

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Unit Plan 1 - Addition Strategies

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Unit Plan: Addition Strategies

Can you find all combinations of 10?

Bears Outside Bears Inside Total Bears

2. Spinner 1: ______ Spinner 2: ______ Helper Fact: ( ___+____=10)

3. Spinner 1: ______ Spinner 2: ______ Helper Fact: ( ___+____=10)

5. Spinner 1: ______ Spinner 2: ______ Helper Fact: ( ___+____=10)

6. Spinner 1: ______ Spinner 2: ______ Helper Fact: ( ___+____=10)

1. Story Problem Name: ___________________

Original Number Sentence: _____________________

Number sentence after regrouping: ____________________

Original Number Sentence: _____________________

Number sentence after regrouping: ____________________

Original Number Sentence: _____________________

Number sentence after regrouping: ____________________

Original number sentence: _________ + _________ = _________

Number sentence after regrouping: _________ + _________ = _________ __________

Helper Fact: Circle one and write the fact

Helper Fact: Circle one and write the fact

Helper Fact: Circle one and write the fact

Helper Fact: Circle one and write the fact

Even and Odd Skills Practice

5+5= odd or even? ______________

2. First, predict. Then, solve and show your work.

9+6= odd or even? ______________

3. First, predict. Then, solve and show your work.

10 + 12 = odd or even? ______________

Odd + Odd = Odd

Even + Even = Even

Even + Odd = Even

0 _____ 4 _____ _____ _____ 12 _____

7. Write > , < , or = .

Mathematician’s Name: ____________________

What makes a number even? Write or draw.

What makes a number odd? Write or draw.

Is 31,918 even or odd? How do you know?

Is 822,649 even or odd? How do you know?

These are the next missing number because

These are the next missing number because

The missing rule is _________ because

6. You picked this domino out of the bucket.

Show What You Know

GLOW 💡 in the middle GROW 🌱

Find Helper Facts.

Know even and odd

4. Ms. Holdman predicted that the answer to 7 + 8 would be an even number.

6. Find the missing numbers and write the rule.

The missing rule is _________ because

_____ + _____ = 10 _____ + _____ = 10

_____ + _____ = 10 _____ + _____ = 10

_____ + _____ = 10 _____ + _____ = 10

_____ + _____ = 10 _____ + _____ = 10

2. Draw 7 dots in one way: Draw 7 dots in another way:

Teacher's Lesson Guide). Columbus, OH: McGraw-Hill Education.

2021, from https://www.google.com/slides/about/

Massachusetts Department of Elementary and Secondary Education. (2017). Massachusetts

Mathematics Curriculum Framework — 2017 [PDF]. Malden, MA: Massachusetts

Department of Elementary and Secondary Education.

Microsoft. (2021). Flipgrid. Retrieved March 26, 2021, from https://info.flipgrid.com/

March 26, 2021, from https://www.youtube.com/watch?v=gH2Kw6EH1ug

Retrieved March 26, 2021, from https://youtu.be/8d930b5loHo

Falls, MA: Center for Responsive Schools.

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2. Spinner 1: __ Spinner 2: Helper Fact: ( _+____=10)

3. Spinner 1: __ Spinner 2: Helper Fact: ( _+____=10)

5. Spinner 1: __ Spinner 2: Helper Fact: ( _+____=10)

6. Spinner 1: __ Spinner 2: Helper Fact: ( _+____=10)

Original number sentence: _____ + _ = _____

Number sentence after regrouping: _____ + _ = _ ______

0 ___ 4 _ _ _ 12 ___

___ + _ = 10 _ + ___ = 10

___ + _ = 10 _ + ___ = 10

___ + _ = 10 _ + ___ = 10

___ + _ = 10 _ + ___ = 10