Corey Gushikuma

April 27, 2017

ITE 325
Math Unit Plan

Corey Gushikuma
ITE 325 - Mini Unit of Study

Using Place Value and tens blocks to Solve Addition and Subtraction Problems
Second Grade

Table of Contents

1. Component 2: Outline/Concept Map and Central Focus

2. Component 3: Unit Plan Objectives, Standards and Big Idea
3. Component 4: Assessment & Rubric
4. Component 5: Unit Plan Calendar
5. Component 6: Elaborated Lesson Plan
6. Component 7: Math Task Debrief
7. Component 8: Commentary

Component 2:

Conceptual Map:
Component 3:

Standards:
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.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
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.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.
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.
CCSS-MP1 Make Sense of Problems and Preserve in Solving them
Mathematically proficient students check their answers to problems using a different
method, and they continually ask themselves, Does this make sense?
They can understand the approaches of others to solving complex problems and
identify correspondences between different approaches.
CCSS-MP5 Use Appropriate Tools Strategically:
Mathematically proficient students consider the available tools when solving a
mathematical problem. These tools might include pencil and paper, concrete models,
ruler, protractor, calculator, spreadsheet and computer.
They detect possible errors by strategically using estimation and other mathematical
knowledge.

CCSS-MP6 Attend to Precision:

In the elementary grades, students give carefully formulated explanations to each other.
Link to Practice Standards:
The students will be able to make sense of problems and preserve in them, by
collaborating with their partners and using synergizing language such as can you
please explain how you got your answer?. They will also use the habit seek first to
understand, then to be understood, which will allow them to self-reflect and ask
themselves questions such as does this make sense?. The students will use three or
more different approaches to solve three digit number problems, for example using
base ten blocks, place value and bridging. However they may use other strategies such
as the number line and skip counting, which will then open up the floor to a full class
discussion.
Students will use appropriate tools strategically to solve three digit numbers, for
example such as base ten blocks and white boards to explain their thinking. This will
give them the opportunity to see their mistakes, successes and think of way that they
can improve. During the lesson I will purposely make mistakes to demonstrate to them
that its okay and sometimes its the only we learn.
Attending to precision, is something my students are great at doing, being that
they do it in math on a daily basis. First they will use base ten blocks and place value
charts to solve the equation that is displayed on the board. Next the students will solve
the equation using the bridging strategy. During the process of solving the equation they
will be practicing the strategies they learned, by ask themselves questions such as
okay how many numbers still live in this number? What is the nearest tens place that I
can go to?.

Big Ideas:
BIG IDEA #2 THE BASE TEN NUMERATION SYSTEM
The base ten numeration system is a scheme for recording numbers using digits 0-9,
groups of ten, and place value.

Calendar:

Day Lesson Duration The Topic of The Lesson

1 50 minutes Extending the count on strategy to three-digit

numbers.
2 50 minutes Place Value

3 50 minutes Using Place Value to add Three-Digit

Numbers

4 50 minutes Using Place Value to add Three-Digit

Numbers

5 50 minutes Using Place Value to add One and Three-Digit

Numbers with Bridging.

6 50 minutes Using Place Value to add Two and Three-Digit

Numbers with Bridging.

Component 3: Objectives & Standards

Students Prior Knowledge:

For students be successful, students need to able to produce one and two-digit
numbers in multiple ways. They also should be able to count and compare base ten
blocks and skip count by 5s and 10s. In addition, they will need to have the ability to
 can produce one, two and three digit numbers in multiple ways. Furthermore they need
to able to produce one, two and three digit numbers in multiple ways and be able to use
the tens blocks in various situations.

Enduring Understanding:

In this lesson, students will further develop their understanding of place value, bridging,
base ten blocks and be able to identify what each numeral of a three digit number
stands for.

Rationale of Central Focus:

The purpose to using hundreds, tens and ones blocks, place value charts to
solve addition and subtraction problems with bridging, is to build on their prior
knowledge. I want the students to be able to mentally add and subtract problems
without having to write it down or use manipulatives. I find the base ten blocks to be a
rather helpful strategy to use, especially when you are adding three digit numbers. I
believe that will be a great tool for visual learners, because they will be able to
physically see the change that is happening when adding or subtracting.

Learning Objectives:
Students will
Demonstrate how to use a place value chart model to find differences.
Collaborate and explain to their peers how a number line works and how it can help in
math.
Extend their skip by 5s, 10s, and 100s.
Consistently add and subtract three digit numbers using the bridging strategy.
Categorize numbers into proper place values.
Use base ten blocks to add and subtract three digit numbers.
Academic Language:
Vocabulary
Skip-Counting - We will use skip counting 5, 10s and 100s using our tens blocks.
Subtraction - I will guide the students through a step by step process when subtracting
one and two digit numbers from three digit numbers.
Addition - I will guide the students through a step by step process when adding one
and two digit numbers from three digit numbers.
Bridging - I will demonstrate to the students what bridging is and how to use it when
subtracting or adding numbers.
I plan to help the students understand, develop and use the vocabulary listed, by giving
them various math problems to solve. For example I will test their knowledge of place
value, by asking them questions such as where is the ones, tens, and hundreds
place. In addition, I will display various addition and subtraction problems to allow
students the chance to familiarize themselves with use of base ten blocks, place value
 and bridging. This will allow the students to become familiar with working with three-digit
number problems and have a deeper understanding of place value and bridging.

Component 4:

Formative Assessments:
I will observe the students during lesson by checking for different strategies, and
collaboration amongst other classmates. Then I will openly ask students to come up to
the board and share their strategy with the rest of the class, which will open the floor to
discussion. Lastly, I will have a full class discussion and have specific questions
prepared to ask them what they have learned. I will be instructing the students to cross
their arms when they know, during the moments they are using their brains to mentally
solve a problem. This will give me a clear visual on who understand the material and
who still needs help. In addition, I will ask them ask questions such as where is my
nearest tens place to check that they understand how to add using the bridging
strategy.

Summative Assessments:
I will have the students use base ten blocks, number lines and any other strategy
that they might come up with on their own to display their thinking. This will allow me to
determine what level of comprehension each student is at. I will also have a sheet with
each of the students names and check off the ones who still need my assistance. I will
give each of them a word problem that will test their ability to use what they have
learned to solve the problem. This will be considered as their exit pass for the lesson.

Math Rubric 1- 2- 3-
Not Yet Almost Got It
Place Value I cannot model or I can model some three-digit I can model and create
describe the number of numbers and still have some complete and correct
hundreds, tens, and errors in describing the responses to all components
ones in three-digit number of hundreds, tens of the task.
numbers. and ones that make up each
number.
Addition I cannot solve triple I can occasionally estimate I can consistently estimate
digit addition problems solve triple digit addition and solve triple digit addition
with and without problems with and without problems with and without
grouping. regrouping. regrouping.

Problem Solving I was not able to solve I was somewhat able solve I was able to solve the story
the problem using what the story problem using what problem using what I learned
I learned. I learned in the lesson. in the lesson.

Skip Counting Student struggles to Student is able to skip count Student is able to accurately
skip count by 5s and by 5s and 10s with some skip count by 5s and 10s
10s errors
Student is able to find
Student needs Student is able to find real multiple real life items that
assistance finding real life items that represent represent groups of five
life items in groups of groups of five
five

Number Line I am not able to solve I am somewhat able to solve I am able to solve
subtraction problems subtraction problems using subtraction problems using
using the number line. the number line. the number line.

Day 1

Topic/Title of the lesson:

The students will learn how to extend their count on strategy to Three-Digit Numbers
 Introduction
I will start the lesson by explaining to the students that they will be learning how to skip count.
Next I will review what skip counting is
Skip counting is adding the same number over and over again
For example Lets count by 5s first. 5, 10, 15, 20, 25, 30, 35.
Now lets try counting by 10s. 10, 20, 30, 40, 50, 60, 70, 80, 90.
Now lets try counting by 100s. 100, 200, 300, 400, 500, 600, 700, 900, 100
Can someone tell me what comes after 900?
Okay I am going to write a number on board, and I want you to write what number comes after it, using
the skip counting method.
Oh I can see that most of you know exactly what comes after the number, without even thinking about it.
Pass out hundreds, tens and ones block manipulatives for students to have the chance to visually see
what it looks like.
I will now be passing out the hundreds, tens and ones blocks
Provide instructions on exactly what they will be doing with the blocks.
I will write a number on the board, and you will use the blocks to show me what number comes next using
the skip counting method.
What number comes after 25, using the skip counting method? Show me using your tens and ones.
Knee-to-knee, eye-to-eye, tell your partner how you know.
Would someone like to share what they discussed?.
What number comes after 110, counting by 10s? Show me using your hundreds, tens and ones.
What number comes after 200, counting by 100s? Cross your arms when you know.
What number comes after 600, skip counting by 5s? Cross your arms when you
Next I will have the students get into groups of 6.
First I will draw a number a line on the whiteboard.
The number line will be labeled accordingly, depending what skip counting method I want to test them on,
5s, 10s, or 100s.
In this activity they will use their cooperation and collaboration skills as well as the ability to skip count, to
label the number line on the whiteboard in front of the class
I will give each group a stack of square index cards that they will use to label the number line with.
They will have a friendly competition to see who can successfully use the count on strategy in 100s.
We will wrap up the lesson by having a full class discussion on what they learned from the lesson.

Day 2

First Name Last Name Email Date

Corey Gushikuma coreygus@hawaii.edu 2/14/2017

Semester Year Grade Level/Subject Lesson Duration

Spring 2017 2nd/Math 50min

Title
 Place Value

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)

Essential Question: How does understanding place value help you solve two and three digit addition problems?
BIG IDEA #2 THE BASE TEN NUMERATION SYSTEM
The base ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place
value.
In this lesson, students will further develop their understanding of place value by identifying what each numeral of a
three digit number stands for.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align
with the central focus and address essential understandings, concepts, and skills

Make sense of problems and persevere in solving them.

Mathematically proficient students check their answers to problems using a different method, and they continually
ask themselves, Does this make sense
Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning
segment
The students will:
Explain their use of manipulatives by relating to the structure of the place value system.
Consistently add three-digit numbers using basic facts and regrouping strategies.
Create three-digit number representations using the place value chart and the hundreds, tens and ones blocks.
Categorize numbers into proper place values.
Identify how many ones it takes to make a ten and how many tens it takes to make a hundred.
Use concrete and pictorial models to represent a 3-digit number in multiple ways.
Extend their count-on strategy to add two-digit multiples of ten to three-digit numbers

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal)
assessments applied throughout the lesson and a summative assessment (formal) of what students learned by the
end of the lesson (include any assessment tools)
 Formative Assessment:
I will observe the students during lesson by checking for different strategies, and collaboration amongst
other classmates. Then I ask students to come up to the board and share their strategy with the rest of the class,
which will open the floor to discussion. Lastly I will have a full class discussion and have specific questions prepared
to ask them what they have learned.
How did you get that?
Can you please explain your thinking?
How many places values are in 100?
Where is the one's place?
Where is the tens place?
Where is the hundreds place?

Summative Assessment:
I will have the students represent a 3-digit number using a base-ten pictorial model. The students will use tools to
show the 3 different place value representations of a number. This will allow me to determine what level of
comprehension each student is at.I will also have a sheet with each of the students names and check off the ones
who still need my assistance.

Math Rubric 1- 2- 3-
Not Yet Almost Got It
Place Value I cannot model or I can model some three-digit I can model and create
describe the numbers and still have some complete and correct
number of errors in describing the responses to all components of
hundreds, tens, number of hundreds, tens the task.
and ones in three- and ones that make up each
digit numbers. number.
Addition I cannot solve I can occasionally estimate I can consistently estimate
triple digit addition solve triple digit addition and solve triple digit addition
problems with and problems with and without problems with and without
without grouping. regrouping. regrouping.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to
draw upon to support learning
Students are able to produce one and two-digit numbers in multiple ways.

Students should be able to count and compare hundreds, tens, and ones blocks.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The
 planned instructional supports to help students understand, develop, and use academic language.

Vocabulary Words:
Difference
Sum
Place Value
Hundreds
I plan to help the students understand, develop and use the vocabulary listed, by giving them various math
problems to solve. For example I will test their knowledge of place value, by asking them questions such as where
is the ones, tens, and hundreds place. In addition I will be writing problems on the whiteboard, such as addition
and subtraction. This will allow the students to become familiar with working with three-digit number problems and
have a deeper understanding of place value.

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear
steps that convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple
modes of participation

# Procedure
minutes

5 Introduction
First I will have the students sit on the floor for the math lesson
Bring your whiteboards and pens to floor
Today we will be learning the place values of three digit numbers and how to add them
I will be looking for active listeners, 100 % participation and synergizers.
I will share the big idea of place value, what it is, how it is useful and what it looks like.
The purpose of place value to help us understand the meaning of a number.
I will write a two digit number on the board and ask them what digit is in the ones
place?.
Say give me a thumbs up next to your chest like me when you know.
Say now show me with your fingers in 3, 2, 1..
Ask what digit is in the tens place?.
Say give me a thumbs up next to your chest like me when you know.
Say now show me with your fingers in 3, 2, 1..
Then the students will turn to their partner and tell them how they know and what helped
them to figure it out.
Students will turn back to me and share out with the class.
Place Value Review:
15
Prior to introducing the worksheet I will write a two digit-number on the board and ask
the students where is the tens place and where is the ones place, label them on your
 board for me.
Say 1, 2, 3, show me.
I will be looking around to check and see that the students have a clear understanding
of place values with two digit numbers.
Then I will hand each of them a three digit place value worksheet.
Then I will pass out tens block manipulatives for a more hands on type of approach.
I will review and explain the labels for each place value using the tens block
manipulatives What does this one-block represent?
What does this rod represent?
How many ones does it take to make a ten?
What does this flat surface represent?
How many tens does it take to make a hundred?
I will draw the place value chart worksheet on the board and explain how to use it.
Then demonstrate a step by step process of how to use the place value chart properly.
Later the students will do a problem on their own using the number I have written on the
board.
What number is in the hundreds place
What number is in the tens place.
What number is in the ones place.
Knee to knee, eye to eye, turn to your partner and tell them how you know.
Each student will use the tens blocks in the correct places to display the correct number.
Give me a thumbs when you got it.
Now I want you to turn your partner and tell them how you got your answer and what
helped you.
Then I will have the students turn back and share out openly.
15 Adding Three-digit number introduction
I will continue to use the place value chart for easier addition.
I will start off this part of the lesson by asking the students How can base ten blocks
helps us solve addition problems?.
As we go along I will break up the question into simpler questions for easier
comprehension.
I will go through a step by step process on how we can use the place value chart to add
three digit numbers.
First I will model a three-digit number addition problem using the base ten blocks
506+312.
Step by step we will solve the problem as a class.
What is 6+2?
1, 2, 3 tell me.
What is 1+0
1, 2, 3 tell me.
What is 5+3?
1, 2, 3 tell me.
I want everyone to take a look at this number and cross your arms, when you think you
know how to pronounce it.
I will pause a few times and have the students turn to their partner and explain their
 reasoning and thinking.
Students will follow along using their whiteboards and model the same steps and
procedures.
I will observe their work and use synergizing language to questions for students to
answer in order to improve their solutions.
I will continue write three-digit addition problems on the board for them to solve using
their base ten blocks.
When you feel like you have the answer, cross your arms like this.
Now I want you to, knee to knee, eye to eye, turn to your partner and tell them how you
got your answer..
I will be walking around to listen in on conversations and check to see if they are
collaborating and comparing strategies.
I will walk around assist my ELL, SPED and struggling students while the rest of the
class is working.
I will break up the process of solving into smaller and simpler steps.
Ask questions and give simpler directions such as:
What place do we add first?
We have more than ten ones, what can we trade it for?
We have more than ten tens. what can we trade it for?
How many hundreds do we have now?
How many tens do we have?
How many ones do we have?
5 Closure
Students will turn to their partner and tell them what they learned today.
I will ask students to share out loud.
After they are done sharing, I will ask if anyone would like to synergize, opening the floor
to discussion.
Then I will hand out an exit pass to each student, which allow them to show me that they
have a clear understanding of the base ten numeration system and that they know how
to effectively use the base ten blocks, in order to add three-digit numbers and explain
the values of three-digit numbers.

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of
students who require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

ELL & SPED: I will use visuals and modeling, such as place value charts and tens blocks and frequent check-ins.
Struggling: I have a few students who need support. I will point and define any vocabulary words that are unknown
to them during the lesson.

Instructional Resources and Materials

 Books, texts, and other materials needed for the lesson

Hundreds, tens and ones blocks

Magnet hundreds, tens and ones blocks
Place value chart worksheet
Whiteboards
Expo pens
Charts or PowerPoint with the objectives of the lesson and the rubric for the expectations.

Day 3

Topic/Title of the lesson:

The students will learn how to use place value to add Three-digit Numbers

Start the lesson by reviewing what was learned in the previous lesson about place value.
Have students take out their place value charts and I will pass out the hundreds, tens and ones blocks.
Project the place value chart on the board.
Use magnet hundreds, tens and ones to attach to the board, in order to check if students remember how
to use them properly.
I will display two and 3 digit addition problems using the powerpoint I have prepared.
678 + 11 = __, display this number on your place value charts by drawing hundreds, tens and ones on
you board.
1, 2, 3 show me.
561 + 28 = __, use hundreds, tens and ones to solve, ready, go.
1, 2, 3 show me.
934 + 62 = __, use hundreds, tens and ones to solve, ready, go..
Okay now that I can see you remember how to add two and three digit numbers using hundreds, tens,
ones and your place value chart properly, let's try adding three digit numbers only
Introduce adding three-digit numbers using the place value chart.
I will use the I do, we do, you do strategy with the students in order to guide them through the lesson, as
well as assess them on well they can comprehend the lesson.
I do
Today I will be teaching you how to add three digit numbers using hundreds tens and ones on the place
value chart.
154 + 135 = ___, what place am I adding first.
First I am going to display the number by using my hundreds tens and ones .
What place am I going to subtract first, the ones, tens or hundreds?.
4 + 5, how many ones do I need to add on?
5 + 3, how many tens do I need to add on?
1 + 1, how many hundreds do I need to add on
What is my total
We do
 Now, using your hundreds, tens and ones, I want you follow along on your place value charts and tell me
how I am going to solve this problem.
236+ 161 = ___, what place am I adding first.
First I am going to display the number by using my hundreds tens and ones .
What place am I going to subtract first, the ones, tens or hundreds?.
6 + 1, how many ones do I need to add on?
6 + 3, how many tens do I need to add on?
2 + 1, how many hundreds do I need to add on
What is my total
You do
475 +312, Now I want you to work with a partner and to solve this problem using your hundreds, tens and
ones, ready, go.
Give students time to collaborate with their partner and come up with an explanation on why they
decide to do what they did.
I will walk around and check in with each group, especially my SPED students to see if they are
able to comprehend the lesson.
Active listening in 3, 2, and 1.
Is there someone brave enough to come up here and show me what they did?
I will ask questions while they are showing their thinking.
Can you please your thinking?.
How did you know to do that?.
Would anyone like to synergize?
Clear your boards in 3, 2, and 1.
You do
326 + 543 = __, Now I want you to work with a partner and to solve this problem using your hundreds,
tens and ones, ready, go.
Give students time to collaborate with their partner and come up with an explanation on why they
decide to do what they did.
I will walk around and check in with each group, especially my SPED students to see if they are
able to comprehend the lesson.
Active listening in 3, 2, and 1.
Is there someone brave enough to come up here and show me what they did?
I will ask questions while they are showing their thinking.
Can you please your thinking?.
How did you know to do that?.
Would anyone like to synergize?
Clear your boards in 3, 2, and 1.
You do
755 +224, Now I want you to work with a partner and to solve this problem using your hundreds, tens and
ones, ready, go.
Give students time to collaborate with their partner and come up with an explanation on why they
decide to do what they did.
I will walk around and check in with each group, especially my SPED students to see if they are
able to comprehend the lesson.
 Active listening in 3, 2, and 1.
Is there someone brave enough to come up here and show me what they did?
I will ask questions while they are showing their thinking.
Can you please your thinking?.
How did you know to do that?.
Would anyone like to synergize?
Clear your boards in 3, 2, and 1.
We do
817 - 152 = __, active listening in 3, 2, and 1.
Okay how many ones am I adding?.
How many tens am I adding?
How many hundreds am I adding?
My answer is.
Closure
Then I will hand out an exit pass to each student, which allow them to show me that they have a clear
understanding of the base ten numeration system and that they know how to effectively use the hundreds,
tens and ones block, .in order to add three-digit numbers and explain the values of three-digit numbers.

Exit Pass:

Mrs. Mathias has 527 fidget

spinners. She bought 431 of
them. How many fidget
spinners does she have total
now?

Students will turn to their partner and tell them what they learned today.
I will ask students to share out loud.
After they are done sharing, I will ask them to show me with their fingers how they feel about the lesson.
This concludes our lesson for today, please turn your attention back to Mrs. Mathias, in 3, 2, and 1.

Day 4

Topic/Title of the lesson:

The students will learn how to use place value to subtract Three-digit Numbers
 Start the lesson by reviewing what was learned in the previous lesson about place value.
Have students take out their place value charts and I will pass out the hundreds, tens and ones
blocks.
Project the place value chart on the board.
Use magnet hundreds, tens and ones to attach to the board, in order to check if students remember
how to use them properly.
I will display 3 digit numbers using the powerpoint I have prepared.
128, display this number on your place value charts using your tens and ones.
1, 2, 3 show me.
261, display this number on your place value charts using your tens and ones.
1, 2, 3 show me.
375, display this number on your place value charts using your tens and ones.
1, 2, 3 show me.
437, display this number on your place value charts using your tens and ones.
1, 2, 3 show me.
593, display this number on your place value charts using your tens and ones.
1, 2, 3 show me.
Okay now that I can see you know remember how to use the blocks and place value charts properly,
let's try and use them in an equation.
Introduce the subtracting three-digit numbers using the place value chart.
I will use the I do, we do, you do strategy with the students in order to guide them through the lesson,
as well as assess them on well they can comprehend the lesson.
I do
Today I will be teaching you how to subtract three digit numbers using hundreds tens and ones on
the place value chart.
263 - 132 = ___, what number am I subtracting from, the smaller or bigger one?.
First I am going to display the number by using my hundreds tens and ones .
What place am I going to subtract first, the ones, tens or hundreds?.
3 - 2, how many ones do I need to take away?
6 - 3, how many tens do I need to take away?
2 - 1, how many hundreds do I need to take away?
What am I left with?
We do
Now, using your hundreds, tens and ones, I want you follow along on your place value charts and tell
me how I am going to solve this problem.
497 - 215 = ___, what number am I subtracting from, the smaller or bigger one?.
First I am going to display the number by using my hundreds tens and ones .
What place am I going to subtract first, the ones, tens or hundreds?.
7 - 5, how many ones do I need to take away?
9 - 1, how many tens do I need to take away?
4 - 2, how many hundreds do I need to take away?
You do
757-336, Now I want you to work with a partner and to solve this problem using your hundreds, tens
and ones, ready, go.
Give students time to collaborate with their partner and come up with an explanation on why
 they decide to do what they did.
I will walk around and check in with each group, especially my SPED students to see if they
are able to comprehend the lesson.
Active listening in 3, 2, and 1.
Is there someone brave enough to come up here and show me what they did?
I will ask questions while they are showing their thinking.
Can you please your thinking?.
How did you know to do that?.
Would anyone like to synergize?
Clear your boards in 3, 2, and 1.
You do
562 - 241 = __ , solve this problem with your partner using hundreds, tens and ones, ready, go.
Give students time to collaborate with their partner and come up with an explanation on why
they decide to do what they did.
I will walk around and check in with each group, especially my SPED students to see if they
are able to comprehend the lesson.
Active listening in 3, 2, and 1.
Is there someone brave enough to come up here and show me what they did?
I will ask questions while they are showing their thinking.
Can you please your thinking?.
How did you know to do that?.
Would anyone like to synergize?
Clear your boards in 3, 2, and 1.
You do
988 - 657 = __ , solve this problem with your partner using hundreds, tens and ones, ready, go.
Give students time to collaborate with their partner and come up with an explanation on why
they decide to do what they did.
I will walk around and check in with each group, especially my SPED students to see if they
are able to comprehend the lesson.
Active listening in 3, 2, and 1.
Is there someone brave enough to come up here and show me what they did?
I will ask questions while they are showing their thinking.
Can you please your thinking?.
How did you know to do that?.
Would anyone like to synergize?
Clear your boards in 3, 2, and 1.
We do
895 - 583 = __ active listening in 3, 2, and 1.
Okay how many ones am I taking away?.
How many tens am I taking away?
How many hundreds am I taking away?
My answer is.
Closure
Then I will hand out an exit pass to each student, which allow them to show me that they have a clear
understanding of the base ten numeration system and that they know how to effectively use the
 hundreds, tens and ones block, .in order to add three-digit numbers and explain the values of three-
digit numbers.

Exit Pass:

Mrs. Mathias has 645 fidget

spinners. She sold 434 of
them. How many fidget
spinners does she have left?

Students will turn to their partner and tell them what they learned today.
I will ask students to share out loud.
After they are done sharing, I will ask them to show me with their fingers how they feel about the
lesson.
This concludes our lesson for today, please turn your attention back to Mrs. Mathias, in 3, 2, and 1.

Day 5

Topic/Title of the lesson:

The students will learn how to use place value to add one and three digit numbers with bridging.

Introduction
First I will have the students sit on the floor for the math lesson
Bring your whiteboards and pens to floor
I will be looking for active listeners, 100 % participation, super synergizers and your full respect.
Start the lesson by reviewing what was learned in the previous lesson about place value.
Have students take out their place value charts and I will pass out the hundreds, tens and ones
blocks.
Project the place value chart on the board.
Use magnet hundreds, tens and ones to attach to the board, in order to check if students remember
how to use them properly.
I will display 3 digit numbers using the powerpoint I have prepared.
Place Value, bridging and adding one and three digit numbers:
After reviewing a part of the previous lesson, I will start introducing the new lesson
What is bridging?.
Knee-to-knee, eyes-to-eye, tell your partner what you think bridging is.
Active listening in 3, 2, and 1.
Can someone tell me what they shared with their partner, on what they think bridging is?.
Would anyone like to synergize?.
 Exactly bridging is adding to the nearest ten.
Using the powerpoint I will display example problems on the board to walk through with students.
I will use the I do, we do, you do strategy with the students in order to guide them through the lesson,
as well as assess them on well they can comprehend the lesson.
I do
246 + 9 = __, just looking at these numbers, can we say that the solution will be over 250?.
Now counting by tens what would be the nearest ten to 246?.
Yes 250, how many numbers still live in 9?
Yes 5, now is it easier to add, being that we have a nicer number to work with?
250 + 5 is?
What is bridging again?.
Exactly, adding to the nearest ten
We do
164 + 7 = __ just looking at these numbers, can we say that the solution will be over 170?.
Now counting by tens what would be the nearest ten to 164?.
Yes 170, how many numbers still live in 7?
Yes 1, now is it easier to add, being that we have a nicer number to work with?
250 + 5 is?
What is bridging again?.
Exactly, adding to the nearest ten
You do
238 + 5, Now I want you to work with a partner and to solve this problem using your hundreds, tens
and ones, ready, go.
Give students time to collaborate with their partner and come up with an explanation on why
they decide to do what they did.
I will walk around and check in with each group, especially my SPED students to see if they
are able to comprehend the lesson.
Active listening in 3, 2, and 1.
Is there someone brave enough to come up here and show me what they did?
I will ask questions while they are showing their thinking.
Can you please your thinking?.
How did you know to do that?.
Would anyone like to synergize?
Clear your boards in 3, 2, and 1.
You do
386 + 6 = __ , solve this problem with your partner using hundreds, tens and ones, ready, go.
Give students time to collaborate with their partner and come up with an explanation on why
they decide to do what they did.
I will walk around and check in with each group, especially my SPED students to see if they
are able to comprehend the lesson.
Active listening in 3, 2, and 1.
Is there someone brave enough to come up here and show me what they did?
I will ask questions while they are showing their thinking.
Can you please your thinking?.
 How did you know to do that?.
Would anyone like to synergize?
Clear your boards in 3, 2, and 1.
We do
686 + 5 = __ active listening in 3, 2, and 1.
Okay, looking at this equation, can we say that the solution will probably be over 690?.
What is the nearest ten that I am adding to?
How many still live in 5?
My answer is.
Closure
Then I will hand out an exit pass to each student, which allow them to show me that they have a clear
understanding of the base ten numeration system and that they know how to effectively use the
hundreds, tens and ones block and use the bridging strategy properly, in order to add one and three
digit numbers.

Exit Pass:

Mrs. Mathias has 228 lemons.

She bought 5 more of them.
How many fidget spinners
does she have in total?

Students will turn to their partner and tell them what they learned today.
I will ask students to share out loud.
After they are done sharing, I will ask them to show me with their fingers how they feel about the
lesson.
This concludes our lesson for today, please turn your attention back to Mrs. Mathias, in 3, 2, and 1.

Day 6

Topic/Title of Lesson:
The students will learn how to use place value to subtract Three-digit Numbers

Introduction
First I will have the students sit on the floor for the math lesson
Bring your whiteboards and pens to floor
I will be looking for active listeners, 100 % participation, super synergizers and your full respect.
Start the lesson by reviewing what was learned in the previous lesson about place value.
Have students take out their place value charts and I will pass out the hundreds, tens and ones
blocks.
 Project the place value chart on the board.
I will use magnet hundreds, tens and ones to attach to the board, in order to check if students
remember how to use them properly.
I will display 3 digit numbers using the powerpoint I have prepared.
Place Value, Bridging and adding two and three digit numbers:
After reviewing a part of the previous lesson, I will start introducing the new lesson
Can someone remind me what bridging is?
Exactly bridging is adding to the nearest ten.
We were adding one and three digit numbers last time, no we are going to add two and three digit
numbers
Using the powerpoint I will display example problems on the board to walk through with students.
I will use the I do, we do, you do strategy with the students in order to guide them through the lesson,
as well as assess them on well they can comprehend the lesson.
I do
153 + 28= __, just looking at these numbers, can we say that the solution will be a way bigger
number, being that we are adding more than one ten this time?
We are now adding two digit numbers, but we are still adding to the nearest ten?.
First lets add the ones place.
What is the next nearest tens number to 153?.
How many still live in 8?
Yes 1, but let's leave that number on the side for the end.
Now lets add the tens, how many tens are we adding?
Yes 2 tens, lets count by tens, 160, 170.
Were at 170, now lets add on the number we left on the side.
153 + 128 is?.
We do
337 + 44 = __, just looking at these numbers, can we say that the solution will be a way bigger
number, being that we are adding more than one ten this time?
First lets add the ones place.
What is the next nearest tens number to 337?.
How many still live in 4?
Yes 1, but let's leave that number on the side for the end.
Now lets add the tens, how many tens are we adding?
Yes 4, now we are at 340, lets count by tens, 350, 360, 370, 380.
Were at 380, now lets add on the number we left on the side.
337 + 44 is?.
You do
513 + 37 = __, Now I want you to work with a partner and to solve this problem using your hundreds,
tens and ones, ready, go.
Give students time to collaborate with their partner and come up with an explanation on why
they decide to do what they did.
I will walk around and check in with each group, especially my SPED students to see if they
are able to comprehend the lesson.
Active listening in 3, 2, and 1.
 Is there someone brave enough to come up here and show me what they did?
I will ask questions while they are showing their thinking.
Can you please your thinking?.
How did you know to do that?.
Would anyone like to synergize?
Clear your boards in 3, 2, and 1.
You do
126 + 36 = __ , solve this problem with your partner using hundreds, tens and ones, ready, go.
Give students time to collaborate with their partner and come up with an explanation on why
they decide to do what they did.
I will walk around and check in with each group, especially my SPED students to see if they
are able to comprehend the lesson.
Active listening in 3, 2, and 1.
Is there someone brave enough to come up here and show me what they did?
I will ask questions while they are showing their thinking.
Can you please your thinking?.
How did you know to do that?.
Would anyone like to synergize?
Clear your boards in 3, 2, and 1.
We do
717 + 65 = __ active listening in 3, 2, and 1.
Just looking at these numbers, can we say that the solution will be a way bigger number, being that
we are adding more than one ten this time?
First lets add the ones place.
What is the next nearest tens number to 717.
How many still live in 5?
Yes 2, leave that number on the side for the end.
Now lets add the tens, how many tens are we adding?
Yes 6, Were at 720, lets count by tens, 730, 740, 750, 760, 770, 780.
Were at 780, now lets add on the number we left on the side.
717 + 65 is .?.
Closure
Then I will hand out an exit pass to each student, which allow them to show me that they have a
clear understanding of the base ten numeration system and that they know how to effectively use the
hundreds, tens and ones block and use the bridging strategy properly, in order to add one and three
digit numbers.

Exit Pass:
 Mrs. Mathias has 538 apples.
She bought 45 more of them.
How many fidget spinners
does she have in total?

Students will turn to their partner and tell them what they learned today.
I will ask students to share out loud.
After they are done sharing, I will ask them to show me with their fingers how they feel about the
lesson.
This concludes our lesson for today, please turn your attention back to Mrs. Mathias, in 3, 2, and 1.

Instructional Materials:

Day 2 Day 3 Day 4 Day 5 Day 6

Day 1

-Hundreds, tens -Hundreds, tens and -Hundreds, tens and -Hundreds, tens -Hundreds, tens and -Hundreds, tens and
and ones blocks ones blocks ones blocks and ones blocks ones blocks ones blocks
-Magnet -Magnet hundreds, -Magnet hundreds, -Magnet hundreds, -Magnet hundreds, -Magnet hundreds,
hundreds, tens tens and ones tens and ones blocks tens and ones tens and ones blocks tens and ones blocks
and ones blocks blocks blocks
-Place value chart -Place value chart -Place value chart
-Place value chart -Place value chart worksheet -Place value chart worksheet worksheet
worksheet worksheet worksheet
-Whiteboards -Whiteboards -Whiteboards
-Whiteboards -Whiteboards -Whiteboards
-Expo pens -Expo pens -Expo pens
-Expo pens -Expo pens -Expo pens
-PowerPoint with the -PowerPoint with the -PowerPoint with the
-PowerPoint with -PowerPoint with the objectives of the lesson -PowerPoint with objectives of the objectives of the
the objectives of objectives of the and the rubric for the the objectives of the lesson and the rubric lesson and the rubric
the lesson and lesson and the expectations. lesson and the for the expectations. for the expectations.
the rubric for the rubric for the rubric for the
expectations. expectations. expectations.

Component 7: Math Task Debrief

N/A
 How did you solve the task? (Include details such as diagrams, tables, calculations, etc.)

What are some alternative solution strategies you anticipate might surface?

What are some potential challenges, misconceptions, or errors you anticipate might surface?

What issues around academic language might surface in this task?

1. Vocabulary
2. Idioms
3. Peer communication demands

Component 8: Commentary
How do key learning tasks in your unit plan build on each other to support
student procedural fluency, conceptual understanding, mathematical reasoning,
positive dispositions toward mathematics, and the development of related
academic language? Reference the instructional materials you have included, as
needed.

On day 1, prior to teaching the lesson, I will review the skip counting strategy, for
example counting by 5s and 10s. Then I will expand on their knowledge by introducing
the skip counting by 100s method. I will have the students use base ten blocks, in order
to display their skip counting. This will allow them to have a clear visual and allow to see
number of hundreds change as they count higher or lower, leaving little room for error.
After the first day, we will continue to use the hundreds, tens and ones blocks
manipulatives gain an experience and a greater understanding of how to use them
effectively.
The next lesson, that I will introduce to them, will be how to add and subtract
using the place value chart. This lesson will allow the students to better familiarize
themselves with hundreds, tens and one blocks strategy. I will teach them importance of
placing the base ten blocks in the correct place when combining it with the place value
chart. Furthermore, I will spend time explaining and demonstrating why it is essential to
place them in the correct place, being it will the blocks a new meaning if they are placed
in different values. For example, if I place the hundreds block into the ones place, it will
be known as a hundred ones, instead a single hundreds block.
The last two days of the math unit, I will introduce the bridging strategy when
adding or subtracting, using place value and base ten blocks. Students will learn to
subtract and add to the nearest tens first to allow for easier problem solving. This will be
another chance for students to spend time familiarizing themselves hundreds, tens,
ones blocks and place value. In conclusion, this will prove to be a great addition to their
tool bag of strategies.
Describe specific strategies that you will use to build student learning across the
unit plan.

In math, there are an unlimited amount of strategies that a teacher or student could
come up with and use to solve mathematical problems. In this unit plan I have chosen to
introduce four strategies to my students, base ten blocks, place value, bridging and skip
counting. This will help broaden their thinking and allow them see addition and
subtraction problems from a different point of view. In addition, it will give them a deep
understanding of why and how number are

Discuss how you will draw out and address anticipated misconceptions and
common errors through your unit plan.

In first lesson, students will be introduced to skip counting by 100s. In order to

prevent students from making errors, I have decided to use the I do, we do, you do
strategy. This will allow me to demonstrate to my students a step by step process of
how to use base ten blocks when skip counting by 100s. Then they will do it together
and then they will try to do it by themselves. In the remaining lessons, students will be
using place value charts, base ten blocks and the bridging strategy. These tools will
help them have a better understanding of how to effectively use place value, base ten
blocks and bridging when solving addition and subtraction problems.
During the process of using the bridging strategy, I will mentally prepare myself
for any questions that they may have. I plan to solve the issue at hand, by doing my
best to think of all the possible questions or concerns they might have, prior to the
lesson. Another concept I anticipate the students will make common errors on is setting
up the number line. I will encourage students to remember how to use these strategies,
being that they can be used in various situations.

Explain how the collection of assessments (both formative and summative) from
your plan allows you to evaluate your students learning of specific student
standards/objectives and provide feedback to students on their learning. Be
specific about the connections between the assessment, the type of data you
hope to attain, and what the data can tell you about student learning.
Formative Assessment
As a formative assessment, during the lesson I will check in with various students
to see if they are able to use the strategies we have been learning and if they can
explain their answers. In addition, I will have my students use their whiteboards to show
their work, which will give me an idea of who understands the lesson and who still
needs my assistance. Lastly, I will have the students use base ten blocks, which will
give them the opportunity to physically show their subtraction and addition.
Summative Assessment:
After each lesson, I will hand out a word problem, that I have created, based on the
topic of the lesson. They will use any of the strategies that we have focused during the
lesson, in order to demonstrate that they have a clear understanding of the lesson. This
will allow me to determine what level of comprehension each student is at. The word
problem will be used as their exit pass for the lesson.