Suzanne White

Ed. 554, Summer 2010

Technology Unit Plan

Overall description of the unit:

This is a two week math unit on double digit addition and subtraction. Both weeks
will follow the same general conceptual format, though some activities will be different.
Instruction will begin with a review of vocabulary central to the operations, and then
include instruction and practice with the operations using manipulative, pictorial, and
finally symbolic representations. Technology will be integrated into the unit through the
creation of digital stories, math podcasts, and exploration with virtual manipulatives.

An integral part of the unit is the structure of the math period in the classroom.
Similar to the reading and writing workshop blocks, the teacher begins instruction with a
mini-lesson, and the remainder of the class is spent in small group instruction or
independent activities. Components of math workshop are changed frequently and align
with current curriculum. They include workstations like the following examples:

• Review of previously mastered concepts – hands-on activities or games that

reinforce material from previous units.

• Math games – teacher or commercially prepared games.

• Problem solving practice – problems of the day or week.

• Investigations – real-life, relevant investigations designed by the teacher or

students.

• Math journals – observations, reflections, definitions or vocabulary.

• Computer Use – games or tutorial programs.

While students are participating in math workshop, the teacher is meeting with small
groups to provide instruction and practice on current material.

Description of the intended learner:

A 2nd grade general education classroom to include students working above, at and below
grade level, as well as ESOL students. Activities are designed to reach the visual, aural,
and kinesthetic learner.
Standards addressed in the unit:
Content SOL:
Math:
2.7 The student, given two whole numbers whose sum is 99 or less, will b)find the sum,
using various methods of calculation (mental computation, concrete materials, and paper
and pencil).
2.8 The student, given two whole numbers, each of which is 99 or less, will
b) find the difference, using various methods of calculation (mental computation,
concrete materials, and paper and pencil).
2.9 The student will create and solve one-step addition and subtraction problems using
data from simple tables, picture graphs, bar graphs, and practical situations.
English:
2.1 The student will demonstrate an understanding of oral language structure.
a) Create oral stories to share with others.
2.3 The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, and to entertain.
b) Share stories or information orally with an audience.
Computers/Technology:
C/T K-2.2 The student will demonstrate proficiency in the use of technology.
• Demonstrate the use of mouse, keyboard, printer, multimedia devices, and earphones.
• Use multimedia resources such as interactive books and software with graphical
interfaces.
C/T K-2.7 The student will use a variety of media and formats to communicate information
and ideas effectively to multiple audiences.
• Use technology tools for individual writing, communication, and publishing activities.

NETS-S:
1. Creativity and Innovation – a) Students apply existing knowledge to generate new
ideas, products, or processes. b) Students create original works as a means of personal or
group expression. c) Students use models and simulations to explore complex systems
and issues.
2. Communication and Collaboration – a) Students interact, collaborate, and publish
with peers, experts, or others employing a variety of digital environments and media. b)
Students communicate information and ideas effectively to multiple audiences using a
variety of media and formats. d) Students contribute to project teams to produce original
works or solve problems.
6. Technology Operations and Concepts – a) Students understand and use technology
systems. d) Students transfer current knowledge to learning of new technologies.
Unit Objectives:

Throughout the unit, students will:

• Create a one-step addition problem using appropriate addition vocabulary.

• Solve problems presented vertically or horizontally that require finding the

sum of two whole numbers each 99 or less, and explain their work.

• Regroup 1 ten for 10 ones, using concrete manipulatives.

• Regroup 1 ten for 10 ones, using virtual manipulatives.

• Create a one-step subtraction problem using appropriate subtraction vocabulary.

• Produce a digital story using the subtraction problem they created.

• Write and solve problems presented vertically that require finding the
difference of two whole numbers each 99 or less, and explain their work.

• Collaborate with a partner to create a podcast tutorial for addition and subtraction
with regrouping.

Lesson Plans: Attached

Adaptations for diverse learners: Included in lesson plans.

Unit evaluation section: A variety of formative and summative assessments are included
in the lesson plans. The teacher will administer a pre- and post- assessment tool
consisting of vertical addition and subtraction problems, as well as word problems. The
same assessment will be used at the beginning and end of the unit (attached).
Pre- and Post- Assessment:

Name: ____________________________
Unit Format
Lesson #1

Purpose of the Lesson: Students will determine whether regrouping is necessary and
perform two-digit addition problems with virtual manipulatives on the computer.

Objectives: At the end of the lesson, students will:

• Solve problems presented vertically or horizontally that require finding the
sum of two whole numbers each 99 or less, and explain their work.
• Regroup 1 ten for 10 ones, using virtual manipulatives.

SOL:
Math
2.7 The student, given two whole numbers, each of which is 99 or less, will find the sum,
using various methods of calculation (mental computation, concrete materials, and
paper and pencil).
Technology
C/T K-2.7 The student will use a variety of media and formats to communicate
information and ideas effectively to multiple audiences.
NETS-S:
1.c: Creativity and Innovation - Students use models and simulations to explore
complex systems and issues.
2.b: Communication and Collaboration – Students communicate information and ideas
effectively to multiple audiences using a variety of media and formats.

Procedure:
Opening: Students will gather on the rug in the middle of the class with clipboards and
pencils. The teacher hands out “flashback” warm-ups, each containing four vertically
written problems requiring addition by tens. Students will complete these and then
discuss them, reviewing the lessons from the previous day. The teacher will then
introduce regrouping for addition. If we have 3 tens and 8 ones, how can we add 7
ones? Sometimes we will need to regroup.

Development: The teacher will model addition with regrouping on the Smartboard
screen, using virtual manipulatives found on Kidspiration software. The teacher will
then pass out problems for the students, and the class will work through the first three
problems together using the same method. Students will then return to their desks with
their activity sheets to finish the remaining addition problems. They will each have a
laptop on their desks, and will use the virtual manipulatives on Kidspiration to solve
vertically written algorithms requiring regrouping. During independent work time, the
teacher will work with small groups of students who need further assistance. Students
will choose one problem, explain their work in the text box at the bottom of the page, and
print it out (see sample on next page).

Closure: The students will meet in the middle with their printed addition problems. They
will review a few of the problems together.
Evaluation:
Formative – While the students are working independently, the teacher will circulate
through the room, checking for understanding and working with small groups.

Summative – Teacher will collect the problems printed out by the students to determine
whether students have successfully met the objectives of the lesson.

Resources: flashback problems, Kidspiration software, addition activity sheets, printer,

paper.

Adaptations:
ESOL: Teacher will provide assistance in small groups to students when the students are
writing to explain their work.
Above grade: Students who finish their work will participate in math workstations that
are ongoing and self-directed.
Flashbacks Name: _________________________

40 10
+ 20 + 30

50 70
+40 +10
Lesson Plan #2

Purpose of the Lesson: To introduce and reinforce vocabulary specific to subtraction,

and create digital subtraction stories using that vocabulary.

Objectives: At the end of the lesson students will:

• Create a one-step subtraction problem using appropriate subtraction
vocabulary.
• Produce a digital story using the subtraction problem they created.

SOL:
Math
2.8 The student, given two whole numbers, each of which is 99 or less, will find the
difference, using various methods of calculation (mental computation, concrete
materials, and paper and pencil).
2.9 The student will create and solve one-step addition and subtraction problems using
data from simple tables, picture graphs, bar graphs, and practical situations.
English
2.1 The student will demonstrate an understanding of oral language structure.
a) Create oral stories to share with others.
2.3 The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, and to entertain.
b) Share stories or information orally with an audience.
NETS-S:
1.a: Creativity and Innovation – Students will apply existing knowledge to generate new
ideas, products, or processes.

Procedure:
Day One:
Introduction: The students will gather on the rug in the middle of the class. The teacher
will activate prior knowledge about subtraction, applying it to the study of American
Indians – the current social studies unit. Who would like to tell us a subtraction
problem involving the Powhatan Indians? What words will be in a sentence if it is a
subtraction story? The teacher will write subtraction vocabulary words on the chart
paper as students contribute them.

Development: The teacher will read The Action of Subtraction, by Brian Cleary, to the
class, stopping to discuss subtraction vocabulary with the class. After reading, the teacher
will lead a discussion about the vocabulary they heard in the book, and add any new
terms to the chart paper. The teacher will model three ways to depict a subtraction
problem: using words, using pictures, and using numbers. Then, students will return to
their desks and create a subtraction story using words and numbers.

Closure: The students will meet again on the rug with their subtraction stories. They will
share their stories, and contribute any additional subtraction vocabulary terms they have
heard from the stories told by their classmates.
Day Two (In the computer lab):
Introduction: The students will gather on the rug in the middle of the class. The class will
discuss the subtraction stories they wrote the previous day, and have brought to the lab.
What was easy about making the subtraction stories? What was more challenging
about making the stories?

Development: The teacher will model how to illustrate their stories using Pixie, and how
to then add an audio component. Students will use Pixie (with which they are familiar) to
illustrate the subtraction stories they wrote, and then create digital stories by adding an
audio component. These digital stories will be posted on the class blog on blackboard and
shared in class.

Evaluation:
Formative – While the students are working at their desks, as well as on the computers,
the teacher will circulate throughout the room, to answer questions and check for
understanding. Formative assessment will also be obtained when the students share their
subtraction stories at closing time on day one.

Summative – Teacher will evaluate the students’ digital stories based on the rubric
provided.

Resources: copy of the book The Action of Subtraction, by Brian Cleary, chart paper,
markers, computers, Pixie software.

Adaptations:
ESOL and Below grade: Teacher will provide assistance in small groups to students
when completing the subtraction word problem.
Above grade: Students who finish their work will participate in math workstations that
are ongoing and self-directed.
 Digital Story Rubric

Objective 5 3 1
Create a one-step Subtraction story Subtraction story Subtraction story
subtraction problem includes an accurate includes either an does not include an
using appropriate math word problem accurate math word accurate math word
subtraction and appropriate problem or problem or
vocabulary. vocabulary. appropriate appropriate
vocabulary, but not vocabulary.
both.
Produce a digital Digital story Digital story Digital story does
story using the includes all audio includes either not include either
subtraction problem and visual elements audio or visual audio or visual
created of the subtraction elements of the elements of the
story. subtraction story, subtraction story.
but not both.

Student Name: ____________________________

Total ___________/10
Lesson #3

Purpose of the Lesson: Students will apply their knowledge of addition and subtraction
with regrouping to create a podcast tutorial, teaching how to perform those operations.

Objectives: At the end of the lesson, students will:

• Write and solve problems presented vertically that require finding the
sum and the difference of two whole numbers each 99 or less, and explain their
work.
• Collaborate with a partner to create a podcast tutorial for addition and subtraction
with regrouping.

SOL: Math
2.7 The student, given two whole numbers whose sum is 99 or less, will
b) find the sum, using various methods of calculation (mental computation, concrete
materials, and paper and pencil).
2.8 The student, given two whole numbers each 99 or less, will
b) find the difference, using various methods of calculation (mental computation,
concrete materials, and paper and pencil).
Language Arts
2.3 The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, and to entertain.
b) Share stories or information orally with an audience.
c) Participate as a contributor and leader in a group.
NETS-S
1. Creativity and Innovation – a) Students apply existing knowledge to generate new
ideas, products, or processes. b) Students create original works as a means of personal
or group expression. c) Students use models and simulations to explore complex
systems and issues.
2. Communication and Collaboration – a) Students interact, collaborate, and publish
with peers, experts, or others employing a variety of digital environments and media. b)
Students communicate information and ideas effectively to multiple audiences using a
variety of media and formats. d) Students contribute to project teams to produce
original works or solve problems.
6. Technology Operations and Concepts – a) Students understand and use technology
systems. d) Students transfer current knowledge to learning of new technologies.

Procedure:
Day One:
Opening: Students will gather on the rug in the middle of the class with clipboards and
pencils. The teacher hands out “flashback” warm-ups, each containing four vertically
written problems requiring addition or subtraction with regrouping. Students will
complete these and then discuss them, reviewing the lessons from the ongoing unit.
What is hard about regrouping? What is easy? The teacher will explain that the
students will have a turn being the teacher for regrouping, and will be creating a podcast
to show others how to perform the operations. The podcasts will be posted on the
classroom’s Blackboard website.

Development: The teacher will show an example of a podcast tutorial that had previously
been created for another math operation, and then model the use of the SMART
Recorder. The students will work with partners to create their own tutorial for addition
with regrouping as well as subtraction with regrouping. The students will write the math
problems, create a script about how to solve them, and then use the SMARTBoard
recorder to capture their actions and voices. During independent work time, students will
be working with their partners on their scripts, creating their podcast on the
SMARTBoard, or participating in independent math workstations.

Closure: Students will meet in the middle of the classroom to discuss what they have
learned about creating the script and the podcast, and what they have found challenging.

Day Two:
Opening: Students will gather on the rug in the middle of the class with clipboards and
pencils. The teacher hands out “flashback” warm-ups, each containing four vertically
written problems requiring addition or subtraction with regrouping. Students will
complete these and then discuss them, reviewing the lessons from the ongoing unit. The
teacher will take a status check with the groups to see how the podcast projects are
progressing. Work on these projects will continue.

Development: Students will be working with their partners on their scripts, creating their
podcast on the SMARTBoard, or participating in independent math workstations (see
sample in attached file).

Closing: Students will meet in the middle of the class to discuss their podcasting
experiences.

Evaluation:
Formative - Formative – While the students are working independently, the teacher will
circulate throughout the room, to answer questions and check for understanding.
Formative assessment will also be obtained with the flashback problems at the opening of
the lesson.

Summative - Teacher will evaluate the students’ podcasts based on the rubric provided.

Resources: flashback problems, SMARTBoard, SMARTBoard software and SMART

Recorder.
Adaptations:
ESOL: Teacher will partner these students with native English-speaking partners, to
assist with script writing.
Below grade: These students will be partnered with students performing at or above
grade level.
Above grade: Students who finish their work will participate in math workstations that
are ongoing and self-directed.

Podcast Rubric

Objective 5 3 1
Write and solve Student successfully Student successfully Student does not
problems presented writes and solves writes and solves successfully write
vertically that both an addition and either an addition or and solve either an
require finding the a subtraction a subtraction addition or a
sum and the problem using a problem using a subtraction problem
difference of two vertically written vertically written using a vertically
whole numbers each algorithm. algorithm, but not written algorithm.
99 or less, and both.
explain their work.

Collaborate with a Student successfully Student collaborated Student did not

partner to create a collaborated with with partner but did collaborate with
podcast tutorial for partner to produce a not successfully partner or produce a
addition and podcast tutorial for produce a podcast podcast tutorial for
subtraction with addition and tutorial for addition addition and
regrouping. subtraction with and subtraction with subtraction with
regrouping. regrouping. regrouping.

Student Name: ____________________________

Total ___________/10
Flashbacks Name: __________________________

42 90
+ 29 - 27

26 73
+38 - 18