7480 Up Aldridge Cynthia

K-12 Blended and Online Learning
Name of Unit/Course: Using Your Understanding of Place Value to Add and Subtract
Overall Unit Information Self-Check

PSC
Unit or Course Using Place Value Understanding to Add and Subtract See 2i, ii, v, vi,
Goal(s) This unit encompasses priority math standards that build upon previously learned math concepts. The ix; 3ii, iv
strategies prioritize place value understanding in written work with the goal of strengthening the
progression toward fluency with multi-digit addition and subtraction. In addition, this unit incorporates
foundational work on addition and subtraction within 100, which is the standard in first grade, with the goal
of supporting the addition and subtraction work of the second grade standards.
1
Lokey-Vega (Online Teaching, Course 1)
Standards Name of standards: Georgia Standards of Excellence See 2i, vii, 3i,
Link to standards: 3ii, 3iii, 4iv
https://www.georgiastandards.org/Georgia-Standards/Frameworks/2nd-Math-Grade-Level-Overview.pdf
Location information: Oakhurst Elementary, Decatur, GA
Grade/Year: Second Grade
Subject: Mathematics
Content Standard (as written):
MGSE2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of
operations.
MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method
MGSE2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a
given number 100–900.
MGSE2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties
of operations.
MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using
drawings and equations with a symbol for the unknown number to represent the problem. Problems
include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and
comparing with unknowns in all positions.2 Add and subtract within 20.
MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies.3 By end of Grade 2, know from
memory all sums of two one-digit numbers.
MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
¢ symbols appropriately.
Standards of Mathematical Practice -

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
2
Learner This course is designed to meet the needs of a diverse group of learners. Students at Oakhurst Elementary See 6ii, 6iii, 6v
Characteristics in Decatur Georgia arrive from varied backgrounds and ability levels. At Oakhurst we believe that We are
Crew, not Passengers. Crew members support the work of everyone and we contribute to a positive and
productive learning environment through collaboration, perseverance and craftsmanship. Of the 275
students at Oakhurst, 57.5% are identified as male, 42.5% are identified as female, 4% are identified as
receiving special education services, 9% receive Early Intervention Program services, and 5.4% are
identified as receiving gifted services.
We are:
● 0.73% Native American/Alaskan
● 3.27% Hispanic
● 4.73% Asian
● 7.64% Multiracial
● 15.27% African American
● 68.36% White
Technology This course utilizes the Rotation Model of Blended Learning. Students will receive direct and small group See 1i, ii, iii, iv;
requirements instruction with the teacher in person. In addition, students will rotate between stations that include 2v, x; 6v
digital/online learning, as well as collaborative and independent stations.
Chromebooks are available for every student in second grade to use in the classroom. In order to be fully
successful in this course, students need to have:
● A computer that connects to the internet
● Google account (this is already assigned to you through registration and enrollment)
● Web-cam or integrated camera in your computer
● Reliable internet access
If you choose to use your own device, make sure that it includes the ability for students to record audio and
video. We also highly recommend students using family-owned devices access CSD online learning via the
Chrome web browser, and that students log into the browser using their CSD G Suite account with sync
turned on (to benefit from extensions and other enhancements pushed out for users).
It is important that students have access to quality internet, as well as basic classroom
supplies and materials for their daily lessons. Hands-on materials and resources will be
provided to supplement offline work.
Families may request to borrow a CSD Chromebook and/or hotspot via Help Desk Ticket through
Information Services. If you begin to experience unresolveable technical issues or difficulties access
content online, please contact our IT Specialist, Mr. Stephen Moore, at 404-370-4470 or
smoore@csdecatur.net.
3
Prerequisite Skills ● Foundational numeracy skills from first grade and prior See 3i; 3iv, 3v
● Knowledge of username and password as provided by school district
● Ability to log into Google account and navigate to Google Classroom tools
● Ability to access LaunchPad for content and digital learning tools
Introductory Mathematics is a universal language built upon conceptual and abstract understanding of numbers and See 2 iii, v, vi,
Communication shapes, and their relationships to one another. To become fluent in the language and skills of mathematics, viii, ix, x, xi; 3iii,
Plans students use their prior understanding of concepts and number sense with automaticity and flexibility. vii, viii; 5 iii, iv;
Students will spend time thinking and processing information and working toward making meaning of new 6i, iv
concepts. Students will be able to articulate their thinking and reasoning about mathematics, and will be
able to find multiple paths to a mathematical solution. We do this work by:
● Listening to understand, and speaking to be understood
● Honoring the diverse and unique ideas and solutions of others
● Asking questions to seek clarity
● Using the vocabulary of mathematics to ensure others understand your ideas
● Using sentence stems to practice productive mathematical discourse
○ I know the answer is reasonable/correct because…
○ The first thing I did to solve the problem was…
○ I can check my answer by…
○ I proved my thinking by…
○ The strategy I used was…
○ I discovered that…
○ I noticed that…
○ I wonder…
4
Universal Design ● Multiple forms of Engagement See 2ii, iv, v, vi,
Principles ○ Students understand the ‘why’ of learning by connecting the content to real-world skills and viii, ix,
Considered knowledge
○ Students’ background knowledge is activated by bringing in students’ prior experiences in
math, incorporating their lives within instructional scenarios, and using their voice to drive
discussions
○ Risk and perseverance are of primary importance in math as students learn to deepen their
mathematical understanding and
● Multiple forms of Representation
○ Math is the perfect vehicle for multiple forms of representation because students can use
math tools (manipulatives - in digital and in person formats) to connect and show their
learning, they learn to make connections in mathematical and everyday vocabulary, and they
learn symbolic representation for concepts that also carry meaning in math.
○ Auditory, visual, and kinesthetic interaction with the content creates opportunities for
students to access information in math.
● Multiple forms of Action & Expression
○ Math requires planning and expression - executive functioning skills are both required and
nurtured through this course
○ As with Engagement, Action and Expression make use of math tools and varying forms of
presentation of content through teacher modeling with manipulatives or algorithms to
illustrative representations in video or media demonstrations
Number of This course is a six-week blended learning unit in place value with addition and subtraction. See 2i, 2iii, 2v,
Modules or Weeks Each week will begin a new module, building on the skills and concepts of the previous week. 2vi, 2ix; 3i, 3iii,
Week 1: Using place value strategies to add and subtract numbers within 1000 3iv; 6i, 6iv
Week 2: Using mental math strategies, part/part/whole concepts, and place value strategies to add and
subtract numbers within 1000
Week 3: Justifying our solutions to problems using place value, mental math, and part/part/whole
strategies
Week 4: Use concrete models or drawings based on place value to solve one and two step word problems
Week 5: Solving multi-step word problems involving dollar bills, quarters, dimes, nickels, and pennies, using
$ and ¢ symbols.
Week 6: Bringing it all together - using place value, mental math, part/part/whole strategies to add and
subtract numbers within 1000 and justify solutions to problems with evidence presented in drawings or
concrete representations
5
Module 1 Plan (Note: “module” and “lesson” used interchangeably. A module is typically 1-2 weeks long. Please design 4-6 Self-Check
weeks of blended or online instruction.)
Module ● Add up to four two-digit numbers using strategies based on place value and properties of See 2i, vii, 3i, 3ii, 3iii,
Objective(s) operations 4iv
● Add and subtract within 1000, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method (MGSE2NBT 6 & 7; GaDoE, 2021)
Module Unit Pre-Assessment scored by Ms. Aldridge with assessment and scoring rubric designed by See 3i, ii, iii, iv, v, vi, vii,
Assessment(s) teacher leaders in CSD viii; 4i, 4ii, 4iii, 4iv, 4v
Number Talk discussion forums in person and online
Journal entries/Blog posts
Building Blocks Formative Assessment Task
Description of The activities in this module ask students to find the sum of up to four 2-digit addends and use See 1i, ii; 2ii, iii, v, vi,
Learning Activities what they know about place value to add within 1,000 using a variety of tools and strategies. To do viii, ix, x; 3iii, iv, viii
this students utilize inquiry based, active, hands-on learning experiences that build foundational
skills through high levels of engagement with accountability. Some of these activities will take 2-3
days to complete.
Candy Bowl - 3 Act Task
Timed Toe Touches
Toll Bridge Puzzle (adapted from Illustrative Mathematics)
Going Shopping (adapted from Howard County School System)
Base Ten Addition- Students will need number cubes and base ten blocks from manipulative kit
Number Talks - engage in teacher facilitated talk during in person learning and complete two
recorded contributions online
Math Journaling - online blog posts and written responses
Personalized Learning - all students have the opportunity to use an online learning platform with
personalized learning paths designed around their NWEA MAP test performance.
6
Formative Building Blocks Formative Assessment Task (from NC Department of Education) See 2ii, 2vii; 3i, v, vi, vii,
Evaluation & Pre-Assessment to be used for feedback and goal setting with students. viii; 4i; 5iv, v
Feedback
1 2 3 4
Emerging Developing Proficient Distinguished
MGSE2.NBT.6 The student is The student is The student is The student may
Add up to four unable to add inconsistently consistently able demonstrate
two-digit more than two able to add more to add more than more advanced
numbers using two-digit than two two two-digit mathematical
strategies based numbers using two-digit numbers using reasoning by
on place value strategies based numbers using strategies based demonstrating
and properties of and place value strategies based and place value proportional
operations. and order of and place value and order of reasoning and
operations. and order of operations. The compensation
operations. The student may strategies:
student may make a
make more than computational
one error-but is able
computational to combine
error-but is able addends to make
to combine a ten or use a
addends to make place value
a ten or use a strategy to solve
place value one of the two
strategy to solve problems.
one of the two
problems.
MGSE2.NBT.7 The student is The student is The student is The student is

Add and subtract unable to add inconsistently consistently able unable to exceed
within 1000, within 1000 able to add to add within standards on this
using concrete demonstrating within 1000 1000 task
models or mathematically demonstrating demonstrating
drawings and sound strategies mathematically mathematically
7
strategies based based on place sound strategies sound strategies

on place value, value based on place based on place
properties of understanding. value value
operations, understanding. understanding.
and/or the The student may The student may
relationship make more than make an error-
between addition one but the is able to
and subtraction; computational correctly relate
relate the error- but the is the strategy to
strategy to a able to correctly their written
written method relate the mathematics
strategy to their
written
mathematics OR
the student uses
strategies based
on place value
for one of the
two tasks
Explain why unable to able to able to demonstrate
addition and demonstrate demonstrate one demonstrate more advanced
subtraction flexibility of mathematically TWO mathematical
strategies work, addition/subtract sound strategy mathematically reasoning by
using place value ion strategies OR is able to sound strategies demonstrating
and the and/or demonstrate two and explain why multiplicative
properties of explain/defend strategies, but they work. The thinking and/or
operations their not able to student may proportional
mathematical explain/defend make a reasoning-
thinking. their computational
mathematical error- but is able
thinking. to demonstrate
understanding of
addition/subtract
8
ion with place

value strategies:
There are 15
students who
leave during the
day
MGSE2.MD.8 The student is The student is The student is The student is

Solve word unable to use inconsistently consistently able unable to exceed
problems place value able to use place to use place standards on this
involving dollar strategies to add value strategies value strategies task
bills, quarters, and subtract to add and to add and
dimes, nickels, money amounts. subtract money subtract money
and pennies, amounts. The amounts. The
using $ and ¢ student correctly student correctly
symbols responds to 1 of responds to 2 or
appropriately. the 3 tasks. 3 of the tasks.
relate the
strategy to a
written method
Physical Learning Base ten blocks See 1ii, iii; 2v;

Materials Number cubes
Document camera
Students have access to Chromebooks provided by the school district
Digital Learning FlipGrid See 1i, ii, iii; 2v, 2vii, 2x;
Objects Google Classroom 5iii, 5iv, 5v
https://www.funbrain.com/games/math-baseball
khanacademy.org
https://www.prodigygame.com/main-en/
https://www.mathplayground.com/index_addition_subtraction.html
https://about.zearn.org/
http://www.hoodamath.com/
9
Plans for The second grade students in our school come from diverse backgrounds and life experiences. In See 1ii, iii; 2iv, v, viii, ix,
Differentiation addition, students with IEPs and 504 plans, students who are learning English as a new language, 2xi; 4iv; 5iv, v; 6i, 6ii,
or who are receiving early intervention services are all in one classroom. To meet the individual 6iii, 6iv, 6v
needs of students, I partner with the Special Education and ESOL teachers, as well as the EIP
teachers and our paraeducators to identify supports and strategies to support students.
By using Google Classroom, Docs, Slides and Flipgrid, I am able to incorporate videos and recorded
audio of the directions embedded in the digital content. Student groupings are flexible, based on
skills, background knowledge, and learning goals. This helps me to plan resources, digital content
and small group instruction to meet students’ needs.
10
Module 2 Plan Self-Check
Module ● Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a See 2i, vii, 3i, 3ii, 3iii,
Objective(s) given number 100–900; 4iv
subtraction; relate the strategy to a written method; Explain why addition and subtraction
strategies work, using place value and the properties of operations;
● Use addition and subtraction within 100 to solve one and two step word problems by using
drawings and equations with a symbol for the unknown number to represent the problem.
Problems include contexts that involve adding to, taking from, putting together/taking apart
(part/part/whole) and comparing with unknowns in all positions.2 Add and subtract within
20. (MGSE2NBT 7, 8, 9, OA 1; GaDoE, 2021)
Module Math Choice Board (ongoing) See 3i, ii, iii, iv, v, vi, vii,
Assessment(s) Number Talk discussion forums in person and online viii; 4i, 4ii, 4iii, 4iv, 4v
Description of The activities in this module ask students to: add 10 or 100 to any number mentally (Number See 1i, ii; 2ii, iii, v, vi,
Learning Activities Talks), use what they know about place value to add within 1,000 using a variety of tools and viii, ix, x; 3iii, iv, viii
strategies, defend their answers by explaining my strategy, and use craftsmanship to write and
solve equations that represent one and two step word problems. Some of these activities will take
2-3 days to complete.
Ant Farm Task
What’s My Number
Where Am I On The Number Line?
Sale Flyer Shopping Task
Music Store
11
Formative Math Choice Board See 2ii, 2vii; 3i, v, vi, vii,
Evaluation & Blog posts viii; 4i; 5iv, v
Feedback Journal reflection
Number Talks discussion in person and online (Flipgrid)
Physical Learning Base 10 blocks See 1ii, iii; 2v;

Materials Number lines - master for visual and one for each student
Spinners (one per pair of students)
Chromebook
Math Journals
Digital Learning https://www.mathplayground.com/interactive_hundreds_chart.html See 1i, ii, iii; 2v, 2vii, 2x;
Objects FlipGrid 5iii, 5iv, 5v
Google Classroom
khanacademy.org
12
Objective(s) given number 100–900; 4iv
subtraction; relate the strategy to a written method;
● Explain why addition and subtraction strategies work, using place value and the properties
of operations. (MGSE2NBT 7, 8, 9; GaDoE, 2021)
Module Number Talk discussion forums in person and online (Flipgrid) See 3i, ii, iii, iv, v, vi, vii,
Assessment(s) Journal entries viii; 4i, 4ii, 4iii, 4iv, 4v
Blog posts
Mental Math Assessment Task
Description of During this module, students will add 10 or 100 to any number mentally, use what they know about See 1i, ii; 2ii, iii, v, vi,
Learning Activities place value to subtract within 1,000 using a variety of tools and strategies, and defend their viii, ix, x; 3iii, iv, viii
answers by explaining their strategy. Some of these activities will take 2-3 days to complete.
Mental Math Revisited (GaDoE)
Mental Math Task
Base Ten Pictures (GaDoE)
Place Value Patterns
Formative Number Talk discussion forums in person and online (Flipgrid) See 2ii, 2vii; 3i, v, vi, vii,
Evaluation & Journal entries viii; 4i; 5iv, v
Feedback Blog posts
Mental Math Assessment Task
13
Physical Learning Base 10 blocks See 1ii, iii; 2v;
Materials Centimeter graph paper
Math Journals
Chromebooks
khanacademy.org
14
Module ● Use addition and subtraction within 100 to solve one and two step word problems by using See 2i, vii, 3i, 3ii, 3iii,
Objective(s) drawings and equations with a symbol for the unknown number to represent the problem. 4iv
Problems include contexts that involve adding to, taking from, putting together/taking apart
(part/part/whole) and comparing with unknowns in all positions.
● Add and subtract within 20.
● Fluently add and subtract within 20 using mental strategies.3 By end of Grade 2, know from
memory all sums of two one-digit numbers.
subtraction; relate the strategy to a written method (MGSE2OA 1, 2, NBT 7; GaDoE, 2021)
Module Module Assessment - Two Digit Computation See 3i, ii, iii, iv, v, vi, vii,
Description of During this module, students will be able to: add 10 or 100 to any number mentally (Number Talks), See 1i, ii; 2ii, iii, v, vi,
Learning Activities use what they know about place value to subtract within 1,000 using a variety of tools and viii, ix, x; 3iii, iv, viii
strategies, use perseverance to solve one and two step story problems, use craftsmanship to write
and solve equations that represent one and two step word problems, and defend their answers by
explaining my strategy. Some of these activities will take 2-3 days to complete.
Subtraction: Modeling with Regrouping

Multi-digit Addition Strategies
Thinking Blocks
Formative Module Assessment - Two Digit Computation See 2ii, 2vii; 3i, v, vi, vii,
Evaluation & Number Talk discussion forums in person and online viii; 4i; 5iv, v
Feedback Journal entries/Blog posts
15
Physical Learning Various Manipulatives: Base ten blocks, Counters, Unifix cubes See 1ii, iii; 2v;
Materials Math Journals
Chromebook
Digital Learning https://www.mathplayground.com/tb_addition/index.html See A3, A9, B1, B4, &

Objects FlipGrid B6
Google Classroom
khanacademy.org
16
Objective(s) given number 100–900. 4iv
of operations
● Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and
¢ symbols appropriately. (MGSE2NBT 8, 9, MD 8; GaDoE, 2021)
Module Number Talk discussion forums in person and online See 3i, ii, iii, iv, v, vi, vii,
Assessment(s) Journal entries/Blog posts viii; 4i, 4ii, 4iii, 4iv, 4v
Description of During this module, students will be able to: identify the names and values of coins. These See 1i, ii; 2ii, iii, v, vi,
Learning Activities activities will take 2-3 days to complete. viii, ix, x; 3iii, iv, viii
Money to Spend
Which has the greater value?
What I have and what I need.
Formative Number Talk discussion forums in person and online See 2ii, 2vii; 3i, v, vi, vii,
Evaluation & Journal entries/Blog posts viii; 4i; 5iv, v
Feedback
Physical Learning Coins See 1ii, iii; 2v;

Materials Coin mats
“Smart” by Shel Silverstein
17
khanacademy.org
18
Module ● Add up to four two-digit numbers using strategies based on place value and properties of See 2i, vii, 3i, 3ii, 3iii,
Objective(s) operations. 4iv
subtraction; relate the strategy to a written method
● Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a
given number 100–900.
of operations (MGSE2NBT 6, 7, 8, 9; GaDoE, 2021)
Module Unit Assessment See 3i, ii, iii, iv, v, vi, vii,
Description of During this module, students will be able to: use what they know about multi-digit See 1i, ii; 2ii, iii, v, vi,
Learning Activities addition/subtraction to solve problems involving money. viii, ix, x; 3iii, iv, viii
Desktop Basketball-Money Version
I have a story, you have a story
Money in my pocket
Adding three-digit numbers
19
Formative Unit Assessment See 2ii, 2vii; 3i, v, vi, vii,
Evaluation & Number Talk discussion forums in person and online viii; 4i; 5iv, v
Feedback Journal entries/Blog posts
1 2 3 4
Emerging Developing Proficient Distinguished
Add up to four unable to add inconsistently consistently able demonstrate
two-digit more than two able to add more to add more than more advanced
numbers using two-digit than two two two-digit mathematical
strategies based numbers using two-digit numbers using reasoning by
on place value strategies based numbers using strategies based demonstrating
and properties of and place value strategies based and place value proportional
operations. and order of and place value and order of reasoning and
operations. and order of operations. The compensation
operations. The student may strategies:
student may make a
make more than computational
one error-but is able
computational to combine
error-but is able addends to make
to combine a ten or use a
addends to make place value
a ten or use a strategy to solve
place value one of the two
strategy to solve problems.
one of the two
problems.
MGSE2.NBT.7 The student is The student is The student is The student is

Add and subtract unable to add inconsistently consistently able unable to exceed
within 1000, within 1000 able to add to add within standards on this
using concrete demonstrating within 1000 1000 task
models or mathematically demonstrating demonstrating
drawings and sound strategies mathematically mathematically
20
strategies based based on place sound strategies sound strategies

on place value, value based on place based on place
properties of understanding. value value
operations, understanding. understanding.
and/or the The student may The student may
relationship make more than make an error-
between addition one but the is able to
and subtraction; computational correctly relate
relate the error- but the is the strategy to
strategy to a able to correctly their written
written method relate the mathematics
strategy to their
written
mathematics OR
the student uses
strategies based
on place value
for one of the
two tasks
Explain why unable to able to able to demonstrate
addition and demonstrate demonstrate one demonstrate more advanced
subtraction flexibility of mathematically TWO mathematical
strategies work, addition/subtract sound strategy mathematically reasoning by
using place value ion strategies OR is able to sound strategies demonstrating
and the and/or demonstrate two and explain why multiplicative
properties of explain/defend strategies, but they work. The thinking and/or
operations their not able to student may proportional
mathematical explain/defend make a reasoning-
thinking. their computational
mathematical error- but is able
thinking. to demonstrate
understanding of
addition/subtract
21
ion with place

value strategies:
There are 15
students who
leave during the
day
MGSE2.MD.8 The student is The student is The student is The student is

Solve word unable to use inconsistently consistently able unable to exceed
problems place value able to use place to use place standards on this
involving dollar strategies to add value strategies value strategies task
bills, quarters, and subtract to add and to add and
dimes, nickels, money amounts. subtract money subtract money
and pennies, amounts. The amounts. The
using $ and ¢ student correctly student correctly
symbols responds to 1 of responds to 2 or
appropriately. the 3 tasks. 3 of the tasks.
relate the
strategy to a
written method
Physical Learning Plastic cup See 1ii, iii; 2v;

Materials Paper wad for “basketball”
Coins
Coin stamps
Construction paper
Variety of Manipulatives
Book: Alexander Who Used to Be Rich
22
khanacademy.org
23

7480 Up Aldridge Cynthia

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7480 Up Aldridge Cynthia

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K-12 Blended and Online Learning

Overall Unit Information Self-Check

Standards of Mathematical Practice -

MGSE2.NBT.7 The student is The student is The student is The student is

strategies based based on place sound strategies sound strategies

ion with place

MGSE2.MD.8 The student is The student is The student is The student is

Physical Learning Base ten blocks See 1ii, iii; 2v;

Physical Learning Base 10 blocks See 1ii, iii; 2v;

Subtraction: Modeling with Regrouping

Digital Learning https://www.mathplayground.com/tb_addition/index.html See A3, A9, B1, B4, &

Physical Learning Coins See 1ii, iii; 2v;

MGSE2.NBT.7 The student is The student is The student is The student is

strategies based based on place sound strategies sound strategies

ion with place

MGSE2.MD.8 The student is The student is The student is The student is

Physical Learning Plastic cup See 1ii, iii; 2v;

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