Running header: Unit Plan Gifted ISLA Project

Unit Plan and Gifted ISLA Project

Aqueelah Maxwell

EDUC 7762

Kennesaw State University

Unit Plan Gifted 2

In my school there are approximately 650 students with Black students being the majority

at 57%. Other demographics include Whites at 35% of the school’s population, two or more

races 5%, Hispanic 3%, and Asian and Pacific Islanders at 1%. 67% of the students are eligible

for free lunch or reduced lunch program. My school became a Title I Targeted Assistance school

this year that receives funds to accommodate primarily students who are below grade level and

need additional support outside the classroom. The main objective is to increase student

achievement. In my school’s case, students will be pulled out to receive the additional help they

need. My school is also offering Title I tutoring for those Title I students after school. Second

grade is currently the largest grade in the school with 120 students. My school also hosts the

Leap Pre-K program for special needs students and has a MOID classroom for students with

moderate intellectual disabilities. Though my school has made many gains, the strides have not

been significant.

I teach 22 students in my class, but 23 are considered to be in my homeroom. One student

does not have inclusion and remains with Special Ed. most of the day. He eats lunch and goes to

recess with my class. He also pushes in with a parapro for science and social studies. There are

12 girls and 10 boys in my class. I have 2 students in my classroom who are considered special

education and have IEP’s. One of those students goes to speech twice a week. The other student

gets pulled out of class twice a day for reading and math. I also have three students in my class

on medicine for ADHD. There are also 2 students in my class who are identified as gifted. Due

to the new Title I initiative at my school, low performing students will have the opportunity to be

pulled to receive supplemental instruction. 6 of my students are currently already in the program.

I have 9 that need the support, but due to limited space, all of my students could not be put in

even though they fit the criteria. But as I stated previously, Title I tutoring will soon begin and I

Unit Plan Gifted 3

have referred those 9 students for the after school tutoring program. There are most likely going

to be accepted into this program.

The unit lessons that I have developed focuses on subtracting fluently within 20 and

using strategies to solve subtraction problems. Mental math is embedded in Common Core and

strategies are suggested to build students’ fluency. Though second graders should have previous

background knowledge on subtraction, the first day’s lesson reviews and focuses on the meaning

of subtraction and what the process looks like. I discussed the meaning of pertinent vocabulary

words and allow the students to collaborate in some of the tasks of the lessons. The lessons build

upon one another as the students get more exposure to various subtraction strategies and

activities. The students participate in tasks that reinforce the skill and help them apply what they

have learned to becoming fluent. Time is not indicated in the standard in a correlation with

fluency, but fluency is defined as quick and accurate responses. Students are expected to give

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Unit Plan Gifted 4

automatic responses which later come from memory. But this cannot be done without the proper

foundation and ability to make connections.

Three standards were the focus in the unit:

MCC.2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2,

know from memory all sums of two one-digit numbers.

MCC.2.OA.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.

MCC.2.NBT.5 Fluently add and subtract within 100 using strategies based on place value,

properties of operations, and/or the relationship between addition and subtraction.

Assessments

I used a variety of strategies and assessments in my lessons. I used manipulatives, think,

pair, share, group collaboration, small group, tiering, and a choice board to differentiate for all

my students. Active Expression devices were also used with the Promethean Board to assess

students as well engage them. A pre and post-test was also given before and after teaching the

content. I differentiated for my low, on-level, and high performing students. Remediation was

provided for the students who struggled and some extensions were provided for the students who

needed challenging. During center rotations, I met with 1-2 small groups a day, depending on

Unit Plan Gifted 5

time. I was able to tailor the subtraction lessons and strategies more for those particular leveled

groups. My low students used counters to help them solve the subtraction problems. I also

reduced their practice timed subtraction sheets from 25 to 10, and then I increased it to 15 once a

few of them were improving. For those students who were already well versed in subtraction and

my gifted students, I differentiated their work by exposing them to double digit subtraction with

and with-out regrouping. Subtraction problems involving regrouping turned out to be a bit more

difficult and I later decided to hold off on providing my gifted students with subtraction

regrouping problems. Centers also played a major part in reinforcing the skills. There were 5

centers. One of the centers was a computer center where students played a subtracting learning

game and the other center was a small group with me. Three of the centers consisted of

subtraction games, timed practice, and flash cards. I included a challenge for each center rotation

in which my gifted students engaged in. The challenge was stated below the instructions of the

center. My gifted students became quite competitive and motivated to become fluent. When they

had finished their activity or game in the center, my gifted and higher students requested if they

could practice timing themselves. I obliged their request and was a bit unprepared as I had to

borrow another hour glass timer from another teacher. Students practiced completing subtraction

problems in a plastic sleeve.

I used a subtraction problem sheet with problems using number within 20 as the pre-test.

I had a stop watch on the board timing the students. I instructed students to mark the time they

completed the assessment at the top of their paper. Common Core does not necessarily state a

specific time frame that students have to solve a problem or how many a student is supposed to

solve within a time frame, but fluency is explained as having little to no hesitation in solving

problems accurately. I documented the score of the students’ assessments as well as the time they

Unit Plan Gifted 6

indicated they were done. The goal was to improve fluency and accuracy. The pre-test and the

post-test were very much similar in format and style. Students had no surprises regarding this

particular module. This was just an introduction and reinforcement review. I also had students

practice during the week completing the practice sheets in a minute. There were other

assessments to gage the student’s understanding of the lesson and task. The assessments are

listed as formal assessments in the lesson plans. Formal assessments serve as great guides for

teachers in determining if the instruction is impactful on the students.

Timed Pre-Test

Unit Plan Gifted 7

Choice Board

I believe that it was important to take this week to build the foundation of subtraction.

Future units and lessons will dive deeper into subtraction involving regrouping and more

complex problem solving. My gifted and higher performing students worked with double digit

numbers in centers and in many of their student-created products. Though the focus was on

Draw a picture for each subtraction problem using base ten blocks or ten frames.

1. 12 – 8 2. 20 – 10 3. 9 – 7 4. 13 – 5 5. 20 - 19

Create a deck of subtraction flash cards using rainbow colors.

Make up your own subtraction sentence and draw a matching picture.

Write your own subtraction word problem. Draw a matching picture.

Choose 2 subtraction problems and draw a picture for it.

1. 14 – 9 2. 12 – 7 3. 19 – 12 4. 9 – 4

Make a game with 10 index cards. Make 5 of the cards picture cards showing subtraction with base ten blocks. Then make 5 matching cards with a subtraction sentence. Play with a friend.

Make up a song about your subtraction facts.

Use the base ten blocks to help you solve the following problems.

1. 23 – 16 2. 37 – 29 3. 41 – 15 4. 72 – 41 5. 17 - 12

Use 5 index cards to write the subtraction fact families you have the hardest time being fluent in. For example:

8-0

8-1

8-2

Unit Plan Gifted 8

building fluency in subtraction, the gifted students had quickly picked up on the different

strategies used in subtraction and improved on their subtraction fluency. This allowed them to

solve the double digit problems with more confidence, accuracy, and understanding.

Data

Ten students failed the pre-test out of 22 students. Of those ten students, 1 was Special

Ed. and 7 are Title 1 students. Two of the students are considered my average students who

generally perform on grade level. The average pre-test score was 62.72%. Student #22 is my

Special Ed. student who also takes medicine for ADHD. I have highlighted the Title I students in

red to compare to my two gifted students who are highlighted in green. The gifted students

scored a 92 and 96 on the pre-test and completed the test less than three minutes. These two

students received a 100 on the post test. Their scores and times improved from the post-test.

I communicated to parents the current learning standard that we were working on and my

expectations and goals of the students. In the weekly homework, I provide a sheet of the

subtraction strategies we had discussed in class. I also gave each student a plastic sleeve, dry

erase marker, and 2 subtraction sheets (front and back) with 30 problems. I explained to the

parents the procedure on how to practice and time their child at home. Parents received the score

and time of the pre-test. The homework goal was to beat their previous score and time.

Unit Plan Gifted 9

Whole Group Data With Gifted Students

Students Pre-Test Score Time Post-Test Score Time

#1 72 4:22 80 3:14

#2 76 4:45 88 2:21

#3 44 7:56 48 6:51

#4 80 3:22 84 2:11

#5 12 6:54 40 5:45

#6 88 2:42 100 1:50

#7 24 7:36 64 5:17

#8 72 4:03 84 2:39

#9 92 2:57 100 2:03

#10 60 6:51 80 4:24

#11 72 4:17 80 3:29

#12 64 5:39 76 5:07

#13 60 7:26 72 5:41

#14 84 3:40 88 1:40

#15 52 7:19 60 5:52

#16 72 5:55 72 4:13

#17 28 8:01 32 7:39

#18 56 6:32 72 5:12

#19 96 2:01 100 1:06

#20 72 5:18 80 3:09

#21 68 6:34 76 4:54

#22 36 7:01 32 6:21

Unit Plan Gifted 10

Whole Group Data Without Gifted Students

Students Pre-Test Score Time Post-Test Score Time

#1 72 4:22 80 3:14

#2 76 4:45 88 2:21

#3 44 7:56 48 6:51

#4 80 3:22 84 2:11

#5 12 6:54 40 5:45

#6 88 2:42 100 1:50

#7 24 7:36 64 5:17

#8 72 4:03 84 2:39

#10 60 6:51 80 4:24

#11 72 4:17 80 3:29

#12 64 5:39 76 5:07

#13 60 7:26 72 5:41

#14 84 3:40 88 1:40

#15 52 7:19 60 5:52

#16 72 5:55 72 4:13

#17 28 8:01 32 7:39

#18 56 6:32 72 5:12

#20 72 5:18 80 3:09

#21 68 6:34 76 4:54

#22 36 7:01 32 6:21

Unit Plan Gifted 11

The two sub groups represented in the bar graphs are the Title I students that I have

referred for the tutoring program and the gifted students I have in my class. Eight of the nine

Title I students improved on their post assessment. One of the Title I students post-test was

actually four points lower than their pre-test. Student #22 is a student who is currently being

88

90

92

94

96

98

100

102

Pre-Test Post-Test

Gifted Students

#9

#19

0

10

20

30

40

50

60

70

80

#3 #5 #7 #12 #13 #15 #17 #18 #22

Title I Students

Pre-Test

Post-Test

Unit Plan Gifted 12

tested for Special Ed. I have worked extensively with her on subtraction. I began her on fact

families assigned her certain levels for mastery on www.xtramath.com. Her assignments were

modified and completed in small group where I read and repeated the directions to her. Though I

sent home the same home work with her, I provided her with flash cards and wrote her mom a

note requesting that she visit the websites www.xtramath.com and www.ixlmath.com. This was

my way of differentiating for her and meeting her at her level. I kept subtraction very basic for

her using number 1-10 and encouraging her to draw pictures and use counters. I was quite

surprised that she did not improve, because her interactions in class had improved and through

observations, it seemed that she was utilizing the strategies correctly and solving the problems

correctly. This informs me that student 22 needs constant reinforcement and remediation of this

skill. I also analyzed her test and saw the fact families that she was proficient in and the fact

families that she needed additional help on.

My two gifted students also differ in characteristics. Student 9 is an African American

girl and student 19 is a Caucasian boy. Student 9 comes from a lower socioeconomic background

and is raised by a single mother. She does qualify for reduced lunch. Student 9 was identified as

gifted in 1st grade and this is her 2

nd year at the school. Student 9 is an extrovert and very chatty,

but shuts down when faced with a challenging task or problem. When she does not understand

something she begins to complain then cry. However, we did not have any of these episodes

during this unit. Though she did get frustrated when we had our timed practice rounds, she

remained motivated and determined to beat her last score. Student 19 is also raised with a single

mother but does not receive free or reduced lunch. Student 19 is very intellectual and has a very

high vocabulary and great memory. He remembers facts and makes connections through all

curriculum areas. He is always my student that transfers content areas and brings light to them in

Unit Plan Gifted 13

class. Student 19 has also been at the school sense he was in kindergarten. Student 19 was

already quite fluent when we began our unit. But I encouraged him to increase his time from the

pre-test. He was quite disappointed with the extra six seconds he had in his time during the post-

test. He actually asked me what his time was. But I still consider him fluent and successful in

objective. Student 19 seems to prefer not to be challenged sometimes. During the center rotations

he did not want to complete the challenges, just the timed subtraction practice problems. I

recognized his motivation and determination, but I wanted him to engage in the enrichment and

double digit practice first. Student 9 and student 19 have quite different attitudes and coping

skills in the class. While student 9 is determined, yet easily discourage, she still wants to do well

and excel. She enjoys the challenge when she is successful. Student 19 will get by with the bare

minimal if I allow him and if he is not interested in the task. His motivation differs from task to

task. In speaking with his gifted teacher, she has explained to me that he is really into STEM and

that I should try more investigative and problem solving tasks.

I shared the scores and times of the pre-tests with students and parents. I reviewed the

answers with the students after the pre-test. Students were encouraged to beat their previous

time. Student scores and times were written in their notebooks for students to refer back to. I

didn’t start on the first day of the practice test, but I decided to have the students to start keeping

a log of their subtraction fluency success with the practice tests. This allowed students to set

goals relevant to them and track their progress. One of the students went home and told their

parents that they were doing this in class and their parent actually requested the results the

student had been writing in their notebook. I wish I would have thought of this to do with all the

parents. This would have been a greater communication tool with parents and an indicator of

how they are progressing in class. When I observed a student struggling, I wrote notes home

Unit Plan Gifted 14

informing parents that they needed additional reinforcement at home. Formal assessments in the

lesson plans were graded. Before students began the assignment, I always provided a model or

an example. We would do the first problem together and discuss the correct answer. While

students worked independently, I walked around the class to view student progress and pulled a

small group of students. Re-teaching and remediation often took place in small group. Graded

assignments were provided for parents to help with review. Class time was taken to have

practice timed tests and allow students to build their stamina during the course of the week.

Students who were weak in a particular fact family made flash cards to take home to practice.

Parents were notified via a weekly report about subtraction fluency. I encouraged all parents to

practice these skills with their child. I also provided the strategies that the students learned in

school. Websites were also provided.

My data does demonstrate that the majority of my students have made gains and

improvements in their math fluency. Many of them have even mastered the subtraction skill. 16

of my students received a passing score on their post-test, while 5 did not pass, but made

significant gains. There was only one student that performed lower than the post-test. I recognize

this as an opportunity to continue reinforcement with those students who failed. I plan to provide

additional practice during small group as well as center rotations. I have analyzed their tests to

view their errors to obtain a clear understanding of what they need additional support in. Many

of the incorrect answers on the test were one or two digits from the correct answer. I will provide

checking strategies for these students and reiterate the solving strategies we learned in class.

Though most Title I students receive support during and potentially after school, I can continue

to monitor their progression by meeting with them in small group and using a checklist or

observations to monitor mastery.

Unit Plan Gifted 15

Reflection

I believe my students were successful on the assessment because they received many

opportunities within the classroom to practice their fluency and connect to the meaning of

subtraction. Though I explained before handing out the pre-test that it was timed, I did not

inform the students that the post-test was timed. I noticed that the students were a bit distracted

when I initially told them about the assessment being timed and that made me wonder about how

this impacted some of their performances on the pre-test. Many of the students even stopped and

looked at the timer on the Promethean Board while they were working which affected their

completion time. Though I want students to be fluent and answer subtraction equations quickly, I

didn’t want to sacrifice the accuracy component of being fluent for the post-test. I did have a stop

watch going, but the students were unaware of the timer. I wanted to collect the post-test times to

compare to the pre-test times and see if there was a correlation between the two. I noticed that

the students answered more problems correctly in a shorter time frame than their pre-test. This

also demonstrated gains in the students’ fluency.

Once the pre-test was given, I discussed with the students what fluency is and why it is

important. Starting with the strategies and meaning of subtraction is important to help students

become fluent. The ability to apply a particular strategy was also an aspect of the learner

objective. Though I did not measure this on the post-test, this was measured through formative

assessments throughout the unit. This also served as a great tool in determining those students

who were improving and those who required additional support. The students were successful in

improving their fluency. The unit attached is a unit that only begins subtraction and builds a

foundation for what is to come in future units. Scaffolding was the objective in planning the

Unit Plan Gifted 16

lesson plans. Progress monitoring will continue to take place through informal and formative

assessments as subtraction is further explored.

Students were motivated to decrease their times and become fluent in solving the

subtraction problem correctly. During our daily timed practice, it would often become a

competition between the students. Students were fueled off of the idea of beating their previous

times and even their peers’, but many students experienced frustration and discouragement when

they were not as successful as their peers. I encouraged those particular students to keep trying

and reminded them of the strategies were discussed. I also made it a point to emphasize that

fluency includes accuracy. If students were accurate with their responses during the timed

practice, but were not successful with the time, I allotted time for flash card practice. I could see

the accuracy and understanding of subtraction was there, but the time in answering needed some

practice.

Many of the lessons in the unit included the use of manipulatives, technology, peer-talk,

and differentiation of the tasks. I also incorporated movement with the students to support the

kinesthetic learners. Instead of having only one required representation of understanding,

students had the opportunity to represent their understanding in a variety of ways using words,

pictures, and oral communication. The students completed 2 worksheets in this using involving

the use of addition as a strategy to help solve subtraction. But most of the assessments were

engaging, hands on, and allowed students to be creative to apply their understanding. I believe

that it is important to provide students with a variety of assessments, both formal and informal.

There are so many ways to assess students and paper and pencil work is not always the most

well-received assessment for students. My goal was to deliver instruction in a variety of

mediums so the students would remain engaged and motivated to learn. Though my gifted

Unit Plan Gifted 17

students scored relatively high on the pre-test, they recognized room for growth and

improvement and were motivated to be fluent. I really wanted them to understand the meaning of

subtraction and how it causes change. Exposing them to double digit subtraction gave them the

opportunity build their mental math strategies. While working in small group with the higher

students, we discussed what strategies we could use to solve double digit problems mentally and

fluently. Student 19 solved double digit subtraction well, but really focused on solving all the

one by one subtraction problems under a minute. He was very determined to beat his previous

score. But student 9 liked the idea of solving the double digit problems mentally and was very

engaged during our session.

In reflecting on my instruction, performance, and professional growth, I do have some

things that I wish I would have done differently. My professional learning goals are: improve the

quality of differentiation for my high learners and gifted students, develop and structure lessons

to be more student-centered, and develop more meaningful assessments with a variety of ways to

assess understanding and fluency. Differentiation is key to student success and requires

preparation and planning. I would initially plan for the whole group and then plan for my low

group. But my gifted and high achievers sometimes were not a focus and did not always receive

a challenge. I implemented challenges in the centers for my gifted students, but instruction and

tasks were weak with challenging those students. I truly do believe that it is important to

challenge these students so they can remain interested and engaged. Students who get bored with

the content can often become unmotivated or become a classroom disruption. Though I did not

experience any of these things, I did realize that my high performing students finished the

worksheet quickly and I was forced to think on my feet. I learned that this is call reactive

differentiation and is not always conducive to students’ learning as true differentiation requires

Unit Plan Gifted 18

preparation. I plan to continue my research and development on differentiation and how to

practice it effectively and consistently in the classroom. I am comfortable with using choice

boards and tiering, but I would like to master other forms of strategies, especially for gifted and

high performing students. Planning ahead and being consistent is my area of improvement and I

am determined to work on these areas for the betterment and success of my students. In

developing my plans, I knew that I wanted lots of student engagement, but I tend to do a lot of

directed teaching then allow the students to explore and learn. I would like to incorporate more

of the students’ interests and learning styles. This also ties into differentiating for the needs of

my students. If I am able to create a complete student learning environment, the true needs of my

students will easily be met. I strive to be a facilitator in my lessons, but it is quite difficult when I

am introducing a new concept and I really want students to “get it”.

In my 4 four years of teaching, I have learned the necessity of healthy struggle time and

allowing students to work through their difficulties rather than spoon feed them the answers.

After planning the unit and already having a pre-test and post-test prepared, I realized that I did

not provide students the opportunity to display the strategies they used and the format of the tests

were very restrictive. It was only afterwards, that I realized that I could have added a section of

where the students could have filled in the blank with the missing number, complete multiple

choice, and solve word problems. Though, I wanted to test and determine the impact of my

instruction on subtraction fluency, the students were exposed to different ways to use

subtraction. Future assessments involving subtraction will allow students to demonstrate their

understanding in different ways as well apply their skills in more than one format and a much

meaningful way.

Unit Plan Gifted 19

Math: Subtraction

Mon Priority Standard

MCC.2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

I Can Statements:

I can subtract fluently subtract within 20 using mental strategies. Objective Students will first build on the foundation and understanding of subtraction and learn how to model subtraction using a various models. Students will learn a variety of strategies in subtracting numbers within 20. Learning strategies and building the foundation of subtraction will allow students to become fluent in their subtraction facts. Vocabulary

Subtraction

Fluently

Strategy

Difference

Remove

Unknown

Compare

Counting back Materials/Resources:

Base ten blocks

Pencil

Paper

Ten Frames

Connecting cubes

Counters Technology: Brainpop Jr. Video http://www.brainpopjr.com/math/additionandsubtraction/basicsubtraction/preview.weml Students will participate in playing an online math game during center rotations. Direct Instruction/Modeling:

Timed subtraction pre-test will be distributed. Students will have 1 minute to complete as many

Unit Plan Gifted 20

subtraction problems as they can.

Students Will watch a Brainpop video on subtraction – explain to students that this video should only be a review and refresher.

The Teacher Will ask a student to define subtraction: the process of taking one number from another number; taking a part of a whole. Explain that subtracting is the opposite of addition. When we add, we combine and join things together. When we subtract, we take away and reduce.

TTW draw a picture of 9 Snickers on the board. TTW say “Nikaya bought 9 Snickers, she ate 4 of them after dinner. How many snickers did she have left?”

SW think, pair, share their responses with an elbow partner. Students should discuss their answers with their partner and how they know their answer is correct.

TTW review the answer and the number sentence for the problem, explain to the students that the answer to a subtraction problem is called the difference.

TTW then call 12 students to the front of the class. Push the students together and then have 5 students sit down.

TTW engage students in coming up with a number sentence for the standing and sitting students.

TTW review with the students the appropriate number sentence. 12-5=8

TTW continue to model various subtraction problems using base ten blocks, unifix cubes, counters, drawings, and a ten frame.

Student Engagement:

TTW distribute various manipulatives to each group. One group will get ten frames, another will get unifx cubes, base ten blocks, counters, and draw a picture.

SW work in groups solving the same problem on the board. 15 – 4. Students must work together in using their assigned manipulative to model and find the correct answer.

SW present their models to the class. Encourage students to use math terms (difference, minus, subtract)

After each presentation, encourage students to ask 1 question, give 1 compliment, and make 1 connection

Task and Differentiation:

Students will choose a variety of subtraction task from a choice board. Students will be encouraged to choose at least three tasks from the board.

Student Groups:

Students will work in teacher created groups during center rotations. Assessments: Formal: Math Choice Board Informal: Student Model presentation Remediation:

Students will be pulled for small group instruction and remediation on subtraction. The teacher will provide students with a math problem and allow students to solve the math problem using a variety of strategies and manipulatives. A 99 or 100’s chart and number line will also be used to provide students with a visual of what it means to subtract.

Enrichment: Students will be engaged in math centers in with groups are leveled according to benchmark

Unit Plan Gifted 21

assessments and pre-test data.

Tue. Tuesday

Priority MCC.2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

MCC.2.OA.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.

MCC.2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

I Can Statements:

I can subtract fluently subtract within 20 using mental strategies. Objectives Students will learn and discuss a variety of strategies for subtracting. Students will learn how to apply the necessary strategies to particular problems. Vocabulary

Subtraction

Fluently

Strategy

Difference

Remove

Unknown

Compare

Counting back Materials/Resources:

Base ten blocks

Pencil

Paper

Ten Frames

Blue and red connecting cubes (math kits)

Counters Technology: Students will participate in playing an online math game during center rotations. Direct Instruction/Modeling:

TTW review the term subtract, have a student define the term in kid friendly language for other students to know.

TTW explain that just like in addition, we must become fluent in subtraction. Students are expected

Unit Plan Gifted 22

to fluently subtract numbers within 20. Various strategies can help us accomplish this.

TTW write the problem 11 – 3 on the board. Ask the students to identify different strategies that we can use to solve these problems. Write them on the board. If students get stomped, encourage them to recall the Brainpop video we saw yesterday and remember the strategies the little girl talked about.

Some strategies include: counting back, using the number line, drawing a picture, counting up, fact family,

TTW review each strategy with students using the problem on the board.

TTW write another subtraction problem on the board.

SW respond to the Math Journal: Tier 1

Solve 8-2. Use pictures to help you solve the problem. Tier 2 Solve the problem 17 – 8. Which strategy did you use? Why did you use that strategy? How do you know your answer is correct? Is there another strategy that would have been great to use with this problem as well? Tier Solve the problem 55-23. Which strategy did you use? Why did you use that strategy? How do you know your answer is correct? Is there another strategy that would have been great to use with this problem as well?

SW share their responses with aloud with the class. Student Engagement:

SW create their own subtraction strategy foldable.

SW use 3 extra- large index cards to fold and make their Subtraction Strategies Foldable. This can go inside of their math notebook for them to refer back to.

SW write and draw an example of each subtraction strategy. Students can choose any subtraction problem to use in their example. Higher students will be encourage to use 2-digit number sentences and explain how to use the strategy.

SW then engage in a practice timed subtraction assessments. TTW explain the meaning of fluency and inform students that they must use their strategies to help them become fluently. The goal is solve the problems correctly and quickly.

Unit Plan Gifted 23

Student Groups:

Students will work in teacher created groups during center rotations. Assessments: Formal: Informal: Strategy Foldable Remediation: Students will be pulled for small group instruction and remediation on subtraction. The teacher will provide students with a math problem and allow students to solve the math problem using a variety of strategies and manipulatives. A 99 or 100’s chart and number line will also be used to provide students with a visual of what it means to subtract. Enrichment: Students will be engaged in math centers.

Wed. Wednesday

Priority MCC.2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

MCC.2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

I Can Statements:

I can subtract fluently subtract within 20 using mental strategies. Vocabulary

Subtraction

Fluently

Strategy

Difference

Remove

Unknown

Compare

Counting back ELA Integration:

Unit Plan Gifted 24

Materials/Resources:

Base ten blocks

Pencil

Paper

Ten Frames

Blue and red connecting cubes (math kits) Technology: Students will participate in playing an online math game during center rotations. Direct Instruction/Modeling:

TTW write 3 numbers on the board: 2, 5, and 7. Explain that these numbers are in the same family and are very close.

TTW pose the question “How are these numbers related? Why are these numbers in the same family?”

TTW explain to students that a fact family is a set of related facts. A fact family has two addition facts and two subtraction facts. All four use the same three numbers. A fact family is a group of addition and subtraction sentences that use the same 3 numbers.

TTW encourage students to come up with the combinations (addition and subtraction sentences) of this family using the numbers 2, 5, and 7.

TTW model this fact family using 7 connecting cubes – 5 red and 2 blue. While reviewing each fact of the family the teacher will model the sentence using the connecting cubes.

TTW write a problem on the board and students will work in groups in creating the fact family and modeling the problem using the connecting cubes.

TTW then draw a triangle on the board. Write a number in each corner 5, 6, and 11. Engage students in filling in the center of the triangle with the fact family. Show students that when one corner is covered, it is the answer to the other two numbers add or subtracted together.

Student Engagement:

SW complete timed practice subtraction sheet.

TSW work in groups in completing the Roll and Write activity using the dice and recording sheet.

TSW then complete pg.77 Algebra: Fact Families Student Groups:

Students will work in teacher created groups during center rotations. Assessments: Formal: Algebra: Fact Families pg. 77 Informal: Roll and Write recording sheet and activity Differentiation

Remediation: Students will be pulled for small group instruction and remediation on subtraction. The teacher will provide students with a math problem and allow students to solve the math problem using a variety of strategies and manipulatives. A 99 or 100’s chart and number line will also be used to provide students with a visual of what it means to subtract.

Enrichment: Gifted and higher performing students will complete fact triangles with missing two numbers in the corners. Students must determine which numbers fit in the fact family and write all the corresponding facts. Encourage students to use numbers between 10-20.

Unit Plan Gifted 25

Thur. Thursday

Priority MCC.2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

MCC.2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

I Can Statements:

I can subtract fluently subtract within 20 using mental strategies. Vocabulary

Subtraction

Fluently

Strategy

Difference

Remove

Unknown

Compare

Counting back ELA Integration: Materials/Resources:

Base ten blocks

Pencil

Paper

Ten Frames Technology: Students will participate in playing an online math game during center rotations. Direct Instruction/Modeling:

TTW display 10 marbles (or other objects) and cover them with cup or bowel, then remove 4 objects and keep them in view while the other objects remain hidden.

TTW will think aloud “4 and what makes 10?” Uncover the objects and count aloud, then say “6 and 4 is 10. When I take 4 from 10, 6 is left over. I remember my Friendly Tens strategy.

TTW also model the count up strategy “I say 4 in my head and count up to ten on my fingers.”

TTW repeat model with the cover and think addition. Explain to students that thinking about

addition can help solve subtraction problems. We call this Think-Addition. BUT DON’T ADD – Be sure to subtract!

Student Engagement:

SW work in pairs demonstrating Think-Addition. Students can use a sheet of paper to cover counters

Unit Plan Gifted 26

SW complete timed practice subtraction sheet.

SW complete Algebra: Relate Addition to Subtraction pg. 79 and 80. Student Groups:

Students will work in teacher created groups during center rotations. Assessments: Formal: Algebra: Relate Addition to Subtraction pg. 79 and 80: Informal: Think-Addition modeling. Differentiation

Remediation: Students will be pulled for small group instruction and remediation on subtraction. The teacher will provide students with a math problem and allow students to solve the math problem using a variety of strategies and manipulatives. A 99 or 100’s chart and number line will also be used to provide students with a visual of what it means to subtract.

Give students connecting cubes to model the activity.

Enrichment: Students who excel in the cover counters activity can work in pairs using numbers bigger than 10 to practice think-addition. Students should be encouraged to use mental math strategies.

Fri. Friday

Priority MCC.2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

MCC.2.OA.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.

MCC.2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

I Can Statements:

I can subtract fluently subtract within 20 using mental strategies. Vocabulary

Subtraction

Fluently

Strategy

Difference

Remove

Unknown

Compare

Counting back

Unit Plan Gifted 27

ELA Integration: Materials/Resources:

Base ten blocks

Pencil

Paper

Ten Frames ELA Integration: Informational or Literary

Students will write responses in their math notebooks. Materials/Resources:

Base ten blocks

Unifix cubes

Teacher created centers

Paper

Pencil Technology: Students will participate in playing an online math game during center rotations. Direct Instruction/Modeling:

TTW review subtraction strategies. Engage the students in naming them, some answers might include: counting back, using the number line, drawing a picture, counting up, fact family

TTW read the following problem: Jordan’s mom gave him 10 dollars to spend in the candy store. He only spent 7 dollars. How much money does Jordan have left over?

TTW discuss strategies on how to solve this problem. Review strategies and dissect the word problem to identify the most important details.

TTW read another problem: Raygon and Bryce ate 17 cupcakes altogether. Bryce only ate 6 cupcakes. How many more cupcakes did Raygon eat than Bryce.

TTW discuss subtraction key words: how many more, decrease, fewer than, less than, take away, left, difference, remains, and minus.

SW write a subtraction problem on an index card and have another classmate solve the equation.

Encourage students to use numbers 1-20 and use a few key words.

Student Engagement:

SW work on basket subtraction template. Students will fill in the numbers in the word problem template, then cut the candies to match the problem and glue them inside the pumpkin. Students will place the number of candies left over in the basket.

SW then glue the bucket onto construction paper and position the word problem below it. Student Groups: Students will work in teacher created groups during center rotation as well as collaborate in flex groups during whole group. Assessments: Formal: Basket of Candy Subtraction will serve as a formal template. Post-Test Informal:

Unit Plan Gifted 28

Differentiation

Remediation: Provide students with connecting cubes to help build a number sentence.

Enrichment: higher/gifted students can create their own poem and word problem to fit their candy subtraction model. Students will also identify the change in the word problem and it affected their outcome of candy.