Unit Plan 1 (Grade 2 Math): Building Our Math Community & Problem-Solving Norms

Focus: Launch discourse routines, math journals, self-checking, and error analysis with rich number puzzles; preview tens/ones language and measurement tools.

Grade Level: 2

Subject Area: Mathematics (Community Launch • Number Sense • Measurement Readiness)

Total Unit Duration: 5 sessions (one week), 35–45 minutes per session

I. Introduction

This launch week builds a safe, talk-rich math space. Students learn how we share ideas, use tools, and check our work while solving playful number/riddle tasks. We preview place-value language (tens, ones) and explore measurement tools (rulers, meter sticks) to set norms for precision.

Essential Questions

• How do we explain our thinking so others can understand it?
• What does it look like to check our work and fix errors kindly?
• When should we use tens/ones language or a measurement tool to make sense of a problem?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Work with a partner/team to solve number puzzles, describe strategies, and listen/restate a partner’s idea.
2. Use tens/ones language to describe quantities (e.g., “3 tens and 7 ones”).
3. Select and handle measurement tools (ruler, meter stick) appropriately; align at the start point and read the endpoint.
4. Practice self-checking (estimate → solve → reasonableness check) and name at least one common error to avoid.
5. Use sentence stems to participate in math talk and give kind, useful feedback.

Standards Alignment — CCSS Grade 2 (spiral across the unit)

• 2.NBT.1 (language intro): Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; recognize bundles of ten. (This week previews tens/ones language.)
• 2.MD.1 (tool use intro): Measure lengths by selecting and using appropriate tools (rulers, yardsticks, meter sticks, measuring tapes). (This week focuses on tool names, alignment, and reading to the endpoint.)
• Mathematical Practices (MP.1–MP.8) threaded throughout (perseverance, reasoning, argument, modeling, tools, precision, structure, regularity).

Success Criteria — Student Language

• I can explain my strategy and listen to others.
• I can describe a number using tens and ones.
• I can pick the right measurement tool, line it up at the zero/start, and read the endpoint.
• I can check my work and fix mistakes kindly.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Math journals; 10-frames, linking cubes, base-ten blocks (tens rods, ones); number lines (0–120).
• Rulers (inches/centimeters), meter sticks, measuring tapes; object set for measuring (pencils, books, cards, strings).
• Puzzle cards: equal groups, make 10s, “Mystery Number” clues using tens/ones.
• Feedback mini-rubric and TAG slips (Tell–Ask–Give).

Preparation

• Anchor charts: Our Math Talk Norms, Estimate–Solve–Check, Tens & Ones, Using Rulers (start → endpoint → units).
• Sentence stems: “I notice…,” “I used ___ because ___,” “Can you explain…?,” “One change is….”

Common Misconceptions to Surface

• Counting ruler hash marks instead of reading the number; not starting at zero.
• Saying “thirteen ones” without grouping into a ten.
• Thinking a longer object must have a bigger number even if the ruler isn’t aligned.

Key Terms (highlighted in lessons)

• tens, ones, bundle, compose, decompose, estimate, measure, unit, ruler, start point, endpoint, number line, 10-frame, reasonableness, strategy, feedback.

IV. Lesson Procedure

(Each day: Launch → Explore (pairs/groups) → Discuss/Consolidate → Reflect)

Session 1: Routines & Talk Moves (MP.1, MP.3, MP.6)

• Launch (8–10 min): Community norm-setting; model agree/disagree with reasons.
• Explore (15–20 min): Number puzzles with 10-frames and number lines (e.g., “Make 27 two different ways”).
• Discuss (8–10 min): Share strategies; chart tens/ones statements.
• Reflect: “One talk move I used today was ___.”

Session 2: Tens & Ones Language (2.NBT.1 intro; MP.2, MP.7)

• Launch: Quick sort: pictures/quantities → say with tens and ones.
• Explore: Build numbers with base-ten blocks; compose/decompose to make a ten.
• Discuss: Compare strategies (blocks vs. number line).
• Reflect: “I can name ___ as __ tens and __ ones.”

Session 3: Measuring Objects—Tools & Alignment (2.MD.1 intro; MP.5, MP.6)

• Launch: Demo ruler alignment at zero/start point; show common errors.
• Explore: Measure classroom objects; record unit (inches or centimeters).
• Discuss: What made measurements precise? (start at zero, eyes on endpoint, write units).
• Reflect: “When I measured ___, I started at ___ and ended at ___ (units).”

Session 4: Estimation & Self-Checks (MP.1, MP.6, MP.8)

• Launch: Model Estimate → Solve → Check with a measuring or tens/ones task.
• Explore: Mixed stations: quick estimates, build/measure, then check.
• Discuss: Name a common error and how your team avoided it.
• Reflect: “Our estimate helped because ___.”

Session 5: Mini-Exhibition & Feedback (MP.1–MP.8)

• Task (20–25 min): Teams present a small board/page: problem, plan, work (tens/ones or measure), units/labels, check.
• Peer Review (TAG, 5–7 min):
  • Tell a strength (clear units, nice tens/ones statement).
  • Ask a question (about start point or grouping into tens).
  • Give a suggestion (make the endpoint clearer, add estimate).
• Reflect: “We revised ___ because ___.”

V. Differentiation and Accommodations

Advanced Learners

• Add constraints (measure 3 items, total within a target range); compare tools (inch vs. centimeter).
• Represent a number two ways (blocks and number line) and explain connections.

Targeted Support

• Use manipulatives first (cubes/rods) before symbols; provide place-value mats and ruler overlays with highlighted zero.
• Provide checklists (start at zero, read endpoint, write units; say “__ tens __ ones”).

Multilingual Learners

• Visual glossaries for key terms; gestures for bundle, start point/endpoint.
• Sentence frames: “It’s __ tens, __ ones,” “I measured with a ruler in ___.”

IEP/504 & Accessibility

• Larger-print number lines, tactile rulers; partner scribe for journals.
• Short, timed bursts with frequent checks for understanding.

VI. Assessment and Evaluation

Formative Checks (daily)

• S1: Uses a talk move and restates a partner’s idea.
• S2: Correct tens/ones description for several numbers.
• S3: Proper tool selection, start at zero, correct units.
• S4: Shows estimate → solve → check and names one common error.
• S5: Clear presentation with at least one revision after feedback.

Summative (end of week; 0–2 per criterion, total 10)

1. Mathematical Accuracy (2.NBT.1, 2.MD.1)

• 2: Correct tens/ones statements and accurate measurements with units
• 1: Minor slips not affecting overall conclusions
• 0: Major errors or missing units/incorrect alignment

2. Strategy & Representation (MP.4, MP.5, MP.7)

• 2: Efficient choice of models/tools; clear labels and units
• 1: Mostly sensible strategy; minor labeling issues
• 0: Inefficient or mismatched representation/tool

3. Reasoning & Explanation (MP.2, MP.3)

• 2: Explains why the method works; can restate a peer’s idea
• 1: Partial or vague explanation
• 0: Little/no justification

4. Precision & Tool Use (MP.6)

• 2: Starts at zero, reads endpoint, records units; neat, readable work
• 1: Minor precision lapses
• 0: Disorganized or imprecise; missing units

5. Collaboration & Presentation (MP.1, MP.8)

• 2: Equitable teamwork; responds to feedback with a revision
• 1: Uneven participation or limited revision
• 0: Minimal collaboration; dismisses feedback

Feedback Protocol (Mini-Exhibition)

• Read & Restate (1 min): Reviewer restates the team’s claim/solution.
• TAG (2–3 min): Tell a strength, Ask a focused question, Give a concrete suggestion.
• Evidence Check (1 min): Point to a tens/ones model or measurement that supports/challenges the claim.
• Author Response (1–2 min): Team records one revision and why it improves the work.

VII. Reflection and Extension

Reflection Prompts

• When did estimating help you catch a mistake?
• What tool do you prefer for measuring and why?
• How did using tens/ones make a problem easier?

Extensions

• Tool Compare: Measure the same object in cm and in, then compare.
• Number Builder: Show a number three ways: rods/ones, drawn bundles, number line.
• Class Display: Post “Math Talk Norms” with student-made examples and photos.

Standards Trace — When Each Idea Is Addressed

• 2.NBT.1 (language intro): Sessions 1–2 (tens/ones language with models).
• 2.MD.1 (tool use intro): Sessions 3–4 (select tools, start at zero, read endpoint, units).
• MP.1–MP.8: All sessions (perseverance, reasoning, argument, modeling, tools, precision, structure, regularity).