TWS 3/Short Range Objectives

Instructional Strategies:
For this addition and subtraction unit, I will use a variety of instructional strategies. By necessity,
some of the unit will be presented in the form of direct instruction. I will often model strategies in
front of the students and ask the students to think aloud as I model. Having students think
aloud is strategy used when gradually releasing the responsibility to the students. Another
teacher led strategy that will be used involves small group instruction. I have created guided
math groups based on the students math levels. I will meet with each guided math group
everyday for the same amount of time. During guided math groups, I focus on specific skills. I
push higher leveled math groups to the next level, I push on level students to higher levels, and
I push lower level students to become on level.
This unit will also involve instructional strategies that are more student centered. I think its very
important for students to see math in different ways. During math, there are three rotations. One
rotation is seat work, the second rotation is modeling/small group teacher instruction, and the
third rotation is a math game center where students practice the strategy taught during math.
During seat work/rotation one, students are working on math pages from their workbook.
Students are allowed to discuss math strategies with their table members during this time.
Group discussion is highly encouraged when students are working on their seat work. During
modeling/small group I focus on specific skills. Each group is based on the students individual
needs. During this rotation, I try to provide real world examples that the students can connect to.
During the math game center, centers are playing games based on the math skill taught during
that days lesson. During all three rotations, students are encouraged to discuss and talk through
how to solve the math problems. Students who are able to verbally explain how to solve a math
problem are much more apt to remember the skill long term. Students are held accountable by
having items to complete and turn in after each rotation.
Assessments:
All assessments for this unit will be varied and appropriate. The lesson will begin with a preassessment. A pre-assessment is given to provide the teacher with more information on how to
plan for future lessons. Formative assessments will include things such as class discussion,
small group discussion. and math workbook sheets. Formative assessments really help the
teacher understand the students thinking and provide the teacher with more information how to
further assist the student. At the end of the unit, students will have a summative written
assessment covering the entire unit. Other assessments will include student work from the
group rotations and math notebook entries.
Accommodations/Adaptations:
One accommodation that all second grade teachers agreed on before the year was to orally
administer all math assessments, so that the students inability to read didnt prohibit them from
demonstrating the mastery of math skills. Guided math groups will often adapt throughout the
math unit based upon the formative assessment results. Other accommodations may include
providing lesson extensions to students that are not fully challenged by the unit. This type of

extension would occur during the higher level groups rotation with the teacher. Early finishers
will be allowed to return to the math game center to practice more with the math skill.
Unit Objectives and Standards:
1.

Lesson 1: Addition Properties

Lesson Objective: Students will use the Commutative Property and the Identity
Property to find sums.
Math CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies

2.

Lesson 2: Count On to Add

Lesson Objective: Students will use a number line to count on when adding.
Math CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies

3.

Lesson 3: Doubles and Near Doubles

Lesson Objective: Students will use doubles and near doubles to find sums.
Math CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies.

4.

Lesson 4: Make a 10
Lesson Objective: Students will make a 10 to solve addition problems.
Math CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies

5.

Lesson 5: Add Three Numbers

Lesson Objective: Students will add three numbers to find the sum.
Math CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies

6.

Lesson 6: Count Back to Subtract

Lesson Objective: Students will count back to find the difference.
Math CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies

7.

Lesson 7: Subtract All and Subtract Zero

Lesson Objective: Students will subtract zero or subtract all to find the difference
Math CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies

8.

Lesson 8: Use Doubles to Subtract

Lesson Objective: Students will use doubles facts to find the difference

9.

Math CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies
Lesson 9: Relate Addition and Subtraction
Lesson Objective: Students will use addition facts to subtract
Math CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies

10.

Lesson 10: Missing Addends

Lesson Objective: Students will use subtraction facts to help find missing addends.
Math CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies.

11.

Lesson 11: Fact Families

Lesson Objective: Students will use related facts to write fact families
Math CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies

Developmental Appropriateness:
Based on the students experiences within this classroom, I know that many of these students
enjoy and are skilled in math. I feel that all of the lesson objectives throughout this unit are
developmentally appropriate for this class. As for being age appropriate, all of the skills taught
throughout this unit are requirements based on the Common Core State Standards for Second
Grade. The objectives in this unit are also appropriate based on the students prior knowledge
because in first grade the students were introduced to building fluency with addition and
subtraction using similar strategies. (CCSS: 1.OA.1)