Miss Hall's Second Grade Math Class

This unit of study on place value and money integrates innovative educational technologies and strategic approaches to empower second-grade learners with essential 21st-century skills. Designed to align with the New Jersey Student Learning Standards (NJSLS) in Mathematics, Computer Science/Design Thinking, and ISTE standards, this unit emphasizes computational thinking, critical reasoning, and collaboration. By leveraging Google Workspace tools, assistive technology, and Universal Design for Learning (UDL) principles, all learners can access, engage with, and demonstrate mastery of critical content.

Students will engage in hands-on problem-solving activities that foster financial literacy through tasks like recognizing and composing monetary values using dollar bills, quarters, dimes, nickels, and pennies. Incorporating assistive technologies ensures equitable access for students requiring additional support

This unit not only prepares students for high level thinking, but also nurtures empathy and critical thinking by encouraging them to explore the "why" behind mathematical concepts. Through the integration of digital tools and structured problem-solving, students will develop skills vital to thriving in our interconnected, technology-driven world.

New Jersey State Standards

NJSLS: 2.NBT.A. Understanding place value

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. Understand the following as special cases:
- 100 can be thought of as a bundle of ten tens — called a “hundred.”
- The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
Count within 1000; skip-count by 5s, 10s, and 100s.
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

NJSLS: 2.NBT.B. Building upon place value understanding and properties of operations to add and subtract

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Add up to four two-digit numbers using strategies based on place value and properties of operations.
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.
- Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Explain why addition and subtraction strategies work, using place value and the properties of operations

NJSLS: 2.MD.C. Data, Measurement, and Money

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

ISTE Standards

1.1 Empowered Learner

1.1a: Learning Goals: Students set learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process to improve learning outcomes

1.4.c Prototypes

Students develop, test and refine prototypes as part of a cyclical design process.

1.5.d Algorithmic Thinking

Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

1.5.c Decompose Problems

Students break problems into component parts, extract key information and develop descriptive models to understand complex systems or facilitate problem-solving.

1.6: Creative Communicator

1.6a: Choose Platforms & Tools: Students choose the appropriate platforms and digital tools for meeting the desired objectives of their creation or communication.
1.6b: Original & Remixed Works: Students create original works or responsibly repurpose or remix digital resources into new creations.

Universal Design For Learning

Engagement: Sustaining Effort & Persistence

8.2.:Optimize challenge and support
8.3.: Foster collaboration, interdependence, and collective learning
8.4.: Foster belonging and community

Representation: Building Knowledge

3.2: Highlight and explore patterns, critical features, big ideas, and relationships

Expression: Expression & Communication

5.2.: Use multiple tools for construction, composition, and creativity

Engagement: Welcoming Interests & Identities

7.2: Optimize relevance, value, and authenticity
7.3: Nurture joy and play

Representation: Building Knowledge

3.2: Highlight and explore patterns, critical features, big ideas, and relationships
3.3: Cultivate multiple ways of knowing and making meaning

Expression: Expression & Communication

5.1.: Use multiple media for communication
5.2.: Use multiple tools for construction, composition, and creativity

NJSLS Computer Science/Design Thinking

Data & Analysis:

8.1.2.DA.3: Identify and describe patterns in data visualizations.

Algorithms & Programing

8.1.2.AP.1: Model daily processes by creating and following algorithms to complete tasks
8.1.2.AP.4: Break down a task into a sequence of steps.

Assistive Technology & Differentiation

When working with students that receive Special Services through their IEPs or students that receive English Second Language support, it is important to provide them the resources, accommodations, and other services that help them reach their potential and beyond.

Instructional Strategies:

In these lessons, I provided visuals for all students. I integrated the visuals as a resource to provide reinforcement of expectations, supplies needed, and other instructions that were given verbally. For this game, students who are more tactile learners would be given base ten blocks to help with their mathematical thinking. Students can also have access to a mouse and/or a stylus if they have issues with dragging and dropping the counters into the workspace.

Strategic pairing can also be implemented to provide small group support to learners who are experiencing similar difficulties. In these groups, students may have modified work. For example, in a group of two students who are still struggling, as the teacher I may implement a "I Do, We Do, You Do" strategy to further breakdown the steps for the game.

Assistive Technology & Differentiation:

Text-to-Speech Software: Add alt-text to images and links, enabling students with visual impairments or reading difficulties to navigate the classroom using screen readers.
Speech-to-Text Tools: Include tools like Voice Typing for students to interact with activities verbally.
High-Contrast Visuals: Use large, bold text and high-contrast backgrounds for easy readability.
Different Pathways To Completion : Provide breaks after each part of the assignment is completed (check in, review, whole group activity) or modify the amount of work needed for full completion.
Tactile Learning: hands-on manipulatives, videos, or creative projects, allowing students to engage with place value concepts in diverse ways.

Modification & Accommodation:

Provide tactile tools (base-10 blocks, linking blocks) for hands-on learners.
Provide simplified numbers (e.g., two-digit or three-digit) for students needing additional support.
Offer scaffolding with color-coded place value charts.
Pair students strategically for peer tutoring.
Model multi-modal communication of expectations and activities:(Verbal explanations, written explanations, and visuals)
Strategically pair students with peers who either have similar academic struggles, IEP modifications. Or pair students who need additional support with peers that can provide peer to peer support
Provide number cards with larger fonts, contrasting colors, or less visual clutter on for students with visual impairments or Visual Processing Disorder .
Assign roles within groups (e.g., "Reader," "Sorter") to support students who struggle with multitasking.
Chunk assignment to a smaller amount for to sort for students who require reduced cognitive load
Offer pre-drawn templates for students who may struggle with freehand drawing & fine motor skills
Model multi-modal communication of expectations and activities:(Verbal explanations, written explanations, and visuals)
Provide place value guide sheets to reinforce concepts to learners who may need additional support