Math Expressions

Unit 2:
Addition Within
200

Jillian Sommerville
Fall 2015

Student Teaching Fall 2015 Unit:

Contents
1. Unit Overview
2. Unit Common Core State Standards
3. Lesson Progression & Objectives
4. Lesson Plans
5. Differentiation
6. Interdisciplinary Work
7. Assessment
8. Student Work
9. Unit Reflection

Unit Overview
Title: Unit 2: Addition Within 200
Theme: Adding Numbers Within the Range of 1-200
Grade Level: 2
Content Area: Math
Curriculum: Math Expressions (Houghton
Mifflin Harcourt)
Big Ideas:
1. Using place value (Lessons 1-5)
2. Adding 2-digit numbers (Lessons 6-10)
3. Using money and gaining fluency for addition within 100 (Lessons 11-15)
Rationale: This unit was chosen to be taught because it continues second grade math learning
in the first volume of the Math Expressions curriculum. Students had just completed Unit 1:
Addition and Subtraction Within 20 and were continuing their progress through the curriculum
by beginning this unit. There are several student goals for this unit. First, students will
understand that the three digits of a three digit number represent amounts of hundreds, tens,
and ones. Second, students will use place value understanding and properties of operations to
add. Next, students will fluently add numbers within 100. Lastly, students will understand why
specific addition strategies work. This unit encourages students to use objects, drawings, and
physical movements to demonstrate and understand the concept of grouping ones into a new
ten or grouping tens into a new hundred. Unit 2 also concentrates on the addition of 2-digit
numbers both with and without re-grouping. The unit is specifically structured to let students
explore their own methods of adding before they are provided with direct instruction on the
most commonly used methods. This leads to numerous opportunities for student exploration to
latch in student engagement and interest in material.
Behavior Management: Mr. Meyers classroom management techniques were carried over
into my teaching of this unit. His techniques include a card flipping system and using a
classroom economy. All students begin each lesson on a green card and at any time if I feel they
are not abiding by the class contract I can ask them to flip his/her individual card to yellow. If a
card is flipped to the red card, a discussion with the student after the lesson takes place to talk

about what needs to change or happen to prevent/stop this behavior. For additional behavior
warnings, I can ask a student to pay me a Meyer Buck or Sommerville Cents for
demonstrating poor or inappropriate behavior. I also used an attention grabber of counting
down from five (5, 4, 3, 2, 1) and expecting all students to be in their seats and ready learners
by the time I got to one.

Unit Common Core State Standards

1. Operations & Algebraic Thinking
-Represent and solve problems involving addition and subtraction.
CCSS.Math.Content.2.OA.A.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.1
-Add and subtract within 20.
CCSS.Math.Content.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from
memory all sums of two one-digit numbers.

2. Number & Operations in Base Ten

-Understand place value.
CCSS.Math.Content.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and
ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
CCSS.Math.Content.2.NBT.A.1.a
100 can be thought of as a bundle of ten tens called a "hundred."
CCSS.Math.Content.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
CCSS.Math.Content.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
CCSS.Math.Content.2.NBT.A.4
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits,
using >, =, and < symbols to record the results of comparisons.
-Use place value understanding and properties of operations to add and subtract.
CCSS.Math.Content.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
CCSS.Math.Content.2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and properties of
operations.

CCSS.Math.Content.2.NBT.B.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. Understand that in adding or subtracting three-digit numbers,
one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
CCSS.Math.Content.2.NBT.B.8
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a
given number 100-900.
CCSS.Math.Content.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of
operations.1

3. Measurement & Data

-Work with time and money.
CCSS.Math.Content.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols
appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Lesson Progression & Objectives

1. Ones, Tens, and Hundreds
Objective: I can represent numbers to 200. I can identify patterns involving place value.
2. Draw Quick Tens and Quick Hundreds
Objective: I can represent numbers to 200 in different ways.
3. Represent Numbers in Different Ways
Objective: I can represent numbers using base-ten numerals, expanded form, and number
names.
4. Combine Ones, Tens, and Hundreds
Objective: I can solve ten-based word problems. I can add 10 or 100 to a given number.
5. Compare Numbers Within 200
Objective: I can compare two numbers using >, <, or = symbols.
6. Explore 2-Digit Addition
Objective: I can explore methods of 2-digit addition that involve making a new ten or
hundred.
7. Addition Show All Totals Method
Objective: I can apply addition concepts and strategies to real world situations. I can solve 2digit addition problems.
8. Addition New Groups Below Method
Objective: I can solve 2-digit addition exercises using the new groups below method.
9. Practice Addition with Sums over 100
Objective: I can choose a method to solve 2-digit addition exercises.
10. Choose an Addition Method
Objective: I can compare various solution methods for 2-digit addition.
11. Buy with Pennies and Dimes
Objective: I can solve word problems involving dollar bills, dimes, and pennies, using cent
and dollar symbols.

12. Pennies, Nickels, and Dimes

Objective: I can skip count by 5s. I can find the values of collections of dimes, nickels, and
pennies.
13. Fluency: Addition Within 100
Objective: I can build fluency for addition within 100.
14. Add Three or Four 2-Digit Addends
Objective: I can add three or four 2-digit addends.
15. Focus on Mathematical Practices
Objective: I can practice a variety of problem solving strategies when solving real world
situations.

Unit 2: Lesson 1: Ones, Tens, and Hundreds

Objective: I can represent numbers to 200. I can identify patterns involving place value.
-Materials: Pre-test, ones place necklace, tens place necklace, hundreds place necklace,
Youtube/projector, math journal
-Pre-Test (adapted from Math Expressions curriculum)
-Introduce key moves of the day
-Just Dance: Who Let the Dogs Out
Key Terms/Moves:
-Ones: Opposite leg up and opposite arm up
-Tens: Flashing ten high
-Hundreds: Knees in, arms zig zag
-BIG numbers
-Pick clips for Ones, Tens, Hundreds place holdersassign roles
-Walk through example numbers with 3 place holders100, 110, 114, 150, 168, 289
-Individual display of key moves with example numbers
-Begin p. 73 together, let loose to work with seat partner
-Group discussion on patterns observed

Unit 2: Lesson 2: Draw Quick Tens & Quick

Hundreds
Objective: I can represent numbers to 200 in different ways.
-Materials: Ipad, Youtube/projector, green plastic ones, tens, and hundreds manipulatives,
individual dry erase boards, markers, math journal, class set of ipads (Xtramath)
-Math Routinerecord on iPad, let them watch on the BIG screen
-Just Dance: What Does the Fox Say?
-Quick: Patting alternate hands with leg
bounce
-Quick Tens, Quick Hundreds (use pictures and
example numbers) MODEL on board
-Individual dry erase boards with seat partner to
break down examples
-Split class into 2 groups:
Adding tens/ones (p. 77, 78 if time permits)
Xtra Math on iPads

Unit 2: Lesson 3: Representing Numbers In Different

Ways
Objective: I can represent numbers using base-ten numerals, expanded form, and number
names.
-Materials: Ipad, Youtube/projector, individual dry erase boards, markers, math journals, class
set of ipads (Xtramath)
-Math Routinerecord on iPad, let them watch on
the BIG screen
-Just Dance: Eye of the Tiger
Key Terms/Moves:
-Expanded form: hand on hip, opposite arm
stretching overhead
-Everyone grab a dry erase board, marker and join me in the front of the room
Review Quick tens and Quick hundreds, introduce expanded form (use board and cards)
Model examples, practice examples
Introduce mini lesson on number names
-Split into groups:
Small group with Ms. Sommerville (p. 79-80)
Xtra Math on iPads

Unit 2: Lesson 4: Combine Ones, Tens, and

Hundreds
Objective: I can solve ten-based word problems. I can add 10 or 100 to a given number.
-Materials: Dry erase markers, Youtube/projector, math journals
-Review relay races
-Just Dance: Dynamite
Key Terms/Moves:
-Combine: crisscross at wrists above heads
-Come to front carpet (without anything in hand)
-Walk through word problem on overhead, solve problem on board together
-Walk through combining ones, tens, and hundreds
-Examples: (32 +1, 39 + 1) (46+10, 100+57) (4+100, 99+100)
-Partner work (p. 81-82)

Unit 2: Lesson 5: Compare Numbers Within 200

Objective: I can compare two numbers using >, <, or = symbols.
-Materials: Ipad, Youtube/projector, individual dry erase boards, markers, math journals, class
set of ipads (Xtramath), WonderFULL Comparisons worksheet, dice
-Math Routinerecord on iPad, let them watch on the BIG screen
-Just Dance: Crocodile Rock
Key Terms/Moves:
-Compare: crocodile arms flailing both ways
-Equal: arms crossed in front of body
-Everyone grab a dry erase board and marker, sit down
at seat
Define, draw symbols for less than, greater than, equal to
Model examples with observing and drawing before deciding
Practice examples
***Start comparing by looking at the digits in the greatest place value position
-Split into groups:
Comparing (p. 83-84)
Xtra Math on iPads
WonderFULL Comparisons Worksheet

Unit 2: Lesson 6: Explore 2 Digit Addition

Objective: I can explore methods of 2-digit addition that involve making a new ten or
hundred.
-Materials: Ipad, Youtube/projector, individual dry erase boards, markers
-Math Routine
-Just Dance: Despicable Me
Key Terms/Moves:
-2 digit addition: pounding 2 fists
up on each side of head in box-like motion
-Go on a bus ride
-Arrive at the grocery store, introduce Mr. & Mrs. Green
-Receive our first task
-dry erase board work for multiple solutions to first task
-discuss different methods
-move onto second task as a group
-discuss other methods to solve
-Bid farewell to Mr. & Mrs. Green
-solve problems individually at table on p. 87-88
-Bus ride back to Mr. Meyers class

Unit 2: Lesson 7: Addition Show All Totals

Method
Objective: I can apply addition concepts and strategies to real world situations. I can solve 2digit addition problems.
-Materials: Ipad, Youtube/projector, individual dry erase boards, markers, math journals, class
set of ipads (Xtramath)
-Math Routinerecord on iPad, let them watch
on the BIG screen
-Just Dance: Whip My Hair
Key Terms/Moves:
-Show All Totals Method: Whipping hair
back and forth with head bob to the hand
-Bus ride to Mr. & Mrs. Green, work through #1-2 tasks together
-Split into groups:
Small group with Ms. Sommerville
Model method, include proof drawings, students practice on dry erase boards,
work on p. 89-90
Xtra Math on iPads
***RE-DO:
-Just Dance: That Power
**Stress that WE have THAT
POWER to try this again!
-Walk through examples using
colors & steps: Tens (dont forget the zero), Ones, Add em up
-Individual Dry Erase Boards
-Individual Practice

Unit 2: Lesson 8: Addition New Groups Below

Method
Objective: I can solve 2-digit addition exercises using the new groups below method.
-Materials: Ipad, Youtube/projector, math journals, class set of ipads (Xtramath), p. 55
worksheet
-Math Routinerecord on iPad, let them watch on the BIG screen
-Just Dance: Get Low
Key Terms/Moves:
-New Groups Below Method: Scoop to
the floor, chop with hands
-Break into 2 groups: (10 minutes to switch)
-Small Group with Ms. Sommerville
(p.55)
-Xtra Math on iPads Math games
-Small group:
-Introduce New Groups Below Method
-Talk through and write out examples on individual dry erase boards
33+71, 49+54, 15+82, and 26+67
-Complete worksheet (p. 55)

Unit 2: Lesson 9: Practice Addition with Sums Over

100
Objective: I can choose a method to solve 2-digit addition exercises.
-Materials: Youtube/projector, individual dry erase boards, markers, flashcard adding
worksheet, flashcards, math games
-Just Dance: YMCA
Key Terms/Moves:
-Double finger point: shake right hand,
left hand (traveling energy about 2-digit
addition around the room)
-Whole group practice on individual dry erase
boards:
-Solve using drawings
-Solve using Show All Totals
-Solve using New Groups Below
-Break into 3 Groups:
-Small group with Ms. Sommerville (p. 91-92)
-Flashcard combination adding at back table
-Math games

Unit 2: Lesson 10: Choose An Addition Method

Objective: I can compare various solution methods for 2-digit addition.
-Materials: Ipad, Youtube/projector, globe, math journals, class set of ipads (Xtramath), Whats
the Sum worksheets, number tiles
-Math Routinerecord on iPad, let them
watch on the BIG screen
-Just Dance: Happy
Key Terms/Moves:
**We are just happy that we get
to keep practicing 2-digit addition!!!
-Break into 3 groups: (Traveling the Globe)
-Xtra Math on iPads (Greenland: Puzzled Penguins homeland)
-Small group with Ms.Sommerville- finding the errors(p. 93-94) (New Zealand)
-Whats the Sum?! Activity at back table (Venezuela)

Unit 2 : Lesson 11 : Buy with Pennies and Dimes

Objective: I can solve word problems involving dollar bills, dimes, and pennies, using cent
and dollar symbols.
-Materials: Youtube/projector, Money Song copies, Touch Math manipulatives, individual dry
erase boards, money manipulatives, markers, math journals, grocery shopping worksheets,
class set of ipads (Xtramath)
-Just Dance: Shout!
Key Terms/Moves:
-Hands up: dime
-Rolling fists: penny
-Money train around the room! Choo choo!!
-Money Song (Review word wall words after reading/chanting/singing)
-Review coin amounts, create key with TouchMath models on board
-Place random assortments of coins on the boardadd individually on dry erase boards
-Add in dollars to the assortments of coins to solve
-Place a cost on the board56 cents..what coins would you use to pay for this banana?
-Walk through sample question on p.97
-Split into 2 groups:
-Small group with Ms. Sommerville: p.97 & cut out dollar bills
-Grocery Shopping (Items spread across the room to pay for)
-Xtra Math on iPads
*USE MANIPULATIVES

Unit 2 : Lesson 12 : Pennies, Nickels, and Dimes

Objective: I can skip count by 5s. I can find the values of collections of dimes, nickels, and
pennies.
-Materials: Ipad, drum, Youtube/projector, math journals, Touch Money manipulatives, money
manipulatives, money flashcards, Money word problems worksheet
-Math Routinerecord on iPad, let them watch on the BIG screen
-Just Dance: In the Summertime
Key Terms/Moves:
-Nickel: put open hand to mouth (like
eating 5)
-Math train around the room
-Skip Counting by 5s
-Skip Counting on p.99 together
-Values of dimes, nickels, and pennies
-Using dollar notation
-Dimes,Nickels & Pennies practice with TouchMath manipulatives (individual dry erase boards)
-Break into Small Groups:
-Solving Money Word Problems
-P. 100-102
-Money Cards

Unit 2: Lessons 11 & 12 REVIEW

Objectives: I can solve word problems involving dollar bills, dimes, and pennies, using cent
and dollar symbols. I can skip count by 5s. I can find the values of collections of dimes, nickels,
and pennies.
-Materials: Ipad, Draw and Add with a partner worksheets, money cups, class set of ipads
(Xtramath), More Money recording sheets, cards
-Math Routinerecord on iPad, let them watch on the BIG screen
-Hop on the Money train
-Break into small groups:
-Draw and Add (With a Partner)
- Xtra Math on iPads
-More Money cards (Recording Sheet)

Unit 2: Lesson 13: Fluency: Addition Within 100

Objective: I can build fluency for addition within 100.
-Materials: Youtube/projector, math journals, math games, Tic-Tac-Toe worksheets
- REVIEW Just Dance: Get Low
Key Terms/Moves:
-New Groups Below: scoop low, chop with
hands
-Break into small groups:
-p. 103-104
-Math games
-Tic-Tac-Toe critical thinking worksheet

Unit 2: Lesson 14: Add 3 or 4 2-Digit Addends

Objective: I can add three or four 2-digit addends.
-Materials: Ipad, Youtube/projector, individual dry erase boards, markers, math journals, So
Many Numbers! Worksheets, dice, class set of ipads (Xtramath)
-Math Routinerecord on iPad, let them watch on the BIG screen
-Just Dance: I Like to Move It
Key Terms/Moves:
-3 addends: march 3 times
w/arms, then throw arms up!
-Examples together on dry erase boards
-Break into small groups:
-p. 107-108
-So Many Numbers!
-Xtra Math on iPads

Unit 2: Lesson 15: Focus on Mathematical Practices

Objective: I can practice a variety of problem solving strategies when solving real world
situations.
-Materials: Ipad, Youtube/projector, math journals, Draw and Add partner worksheets, cups of
money, class set of ipads (Xtramath)
-Math Routinerecord on iPad, let them watch
on the BIG screen
-Just Dance: Shout!
Key Terms/Moves:
-Hands up: dimes
-Rolling fists: pennies
Brief look at partner work/problem solving
Rotations:
-Partner work: (10 min)
-p. 109-110
-Draw and Add
-Xtra Math on ipads (followed by math games) (10 min)

Unit 2 REVIEW DAY

-Materials: Youtube/projector, class set of ipads (Xtramath), WonderFULL Comparisons
worksheets, dice, Money Match flashcards, Double Digit Addition Across the Room worksheets
and cards, Draw and Add worksheets
-Just Dance: Dynamite
Key Terms/Moves:
-Combine: crisscross at wrists above heads
-Small groups:
-Xtra Math on ipads
-WONDERfull comparisons
-Money Match Flashcards
-Double Digit Addition Across the Room
-Draw and Add ($$$)

Unit 2 Test Day

-Just Dance: Who Let the Dogs Out?!
Key Terms/Moves:
-Ones: Opposite leg up and opposite arm up
-Tens: Flashing ten high
-Hundreds: Knees in, arms zig zag
-Walk through, read aloud directions, & HIGHLIGHT!!!
-Unit 2 Test Form A (straight from Math Expressions curriculum)

Materials
All the materials used in this unit plan were from the below resources:
-Math Expressions Curriculum

-Teachers Pay Teachers (tpt.com)

-Pinterest.com

-Created by Miss Sommerville on Microsoft Word

Differentiation
My classroom of second graders at Zeeland
Christian contained a wide spectrum of gifts and
abilities. One of my students was a part of the
special education inclusion program, so she has
a full time aide that assists her with math
activities that are tailored specifically to her
cognitive level during math time each day.
Outside of this student, there are three
students in this classroom that have special
needs. These three students have ADHD and
are currently taking medications to assist in
controlling focus and impulsivity. These three students are my students that
need the most one-on-one assistance in reviewing and re-teaching the material.
Most of my lessons in this unit contained by a whole class mini-lesson followed
up by small group practice with Miss Sommerville. I built this time in specifically
so I could better assist and meet the needs of my students that needed more
time and further explanation on the daily material. When meeting with the
various small groups, I was able to monitor progress and learning which would
allow me to decide if the lesson needed to be re-taught or reviewed for
another class period. On the other end of the spectrum, I had a group of seven
students that were above the average math level of a second grader. For these
students, they only needed the whole group mini-lesson each day and were
easily able to fly through the practice time independently. Additionally, I had a
green binder in the back corner of the room that I would direct these students
to when they had completed their work for the day. This green binder
contained challenge problems that coincided with the lesson for the day and
took that specific material a step further with critical thinking. These
challenge problems were directly taken from the differentiation file of the
Math Expressions curriculum. I pulled in materials and activities from outside
the curriculum to meet the various levels of my students and add to the range
of practice activities. Through the multiple modes of practice my sole goal was
to meet the varying needs and differing learning styles of my students.

Interdisciplinary Studies
Each lesson of this unit began with a dance video recorded from the video
game, Just Dance. With each dance, key
dance moves were introduced that paired
up with the key vocabulary terms for the
specific lesson. It is known that student
focus is higher just prior to physical activity
or even when physical activity is taking
place. Body movement keeps the blood
pumping to all parts of the body, thus
keeping students more awake and alert. Not
only is the dance taking place to get the
students hooked on material right from the start, but I continued to use the
key vocabulary language while teaching each mini-lesson and have students
model the moves to me every time I say them. This physical demand keeps
students engaged and ready to participate.
When our lessons took a turn to money, I
searched for a poem on money to help provide
another avenue for students to retain the
worth of different coins and to practice our
weekly word wall words. At first I read it aloud
while students finger followed, then I had the
students read the differing stanzas in crazy
themed voices, and finally we discussed
patterns and how the word wall words were
used.

Assessment
1. Pre-Assessment: On the first day of the unit, I gave each student a
pre-test. I used a variety of questions from the Math Expressions curriculum
pre-test but re-worded some of the problems and phrasing of directions.
Through looking these pre-tests over, I was able to gauge what previous
knowledge my students were bringing into this unit. My observations of
the pre-test results led me to prep the differentiated binder for specific
students to use when they had completed the practice problems for
each days lesson.
2. Lightbulb Questions: One lightbulb question is on the board each morning. When the
students come in and get settled, they have a routine worksheet that needs to be completed
before they can head to silent reading time. The lightbulb question is completed on the
worksheet, and it is a question that reviews a key concept taught in the previous days math
lesson. The morning routine worksheets are collected, which then allows me to monitor the
learning perceived and obtained from the past teaching. This would additionally aid in my
decisions to review and re-teach specific concepts.
3. Small Group Work: Through having small group rotations at least 3 times a week, I was
able to meet with a small group of five to seven students and zero in on their rates of
understanding the material. During this time, I could check that my higher kids were using the
correct strategy and walk through the strategy step by step with my lower kids. This time
period also allowed for me to make decisions with reviewing and re-teaching material.
4. Rotation Activities: My goal was to have a rotation where students completed an
independent activity a few times a week. I would have students turn in worksheets that were
completed at the independent rotation, and reviewing the completed work allowed for me to
get a great picture of the students processing and learning of the concepts.
5. Post -Assessment: After a few review days and a variety of review activities, my students
took the test provided from the Math Expressions curriculum. Unlike the pre-test that I
adapted, I used the test straight from the curriculum. It offered form A and form B test options,
but I decided to use form A for all of my students, as I felt form B was too easy because all the
questions were multiple choice. Before letting students get busy with completing the test, I
walked through each section and had them highlight the directions while I read them aloud and
clarified what was specifically being asked. Student progress was achieved across the board
when the pre-tests were compared to the post-tests.