What we like about this set of lessons
- Begins the journey towards fluency with sums and differences within 20 (2.OA.B.2)
- Sets up fluency foundations/routines with content from prior grades (1.OA.C.6, K.OA.A.4)
- Makes connections between application (2.OA.A.1) and procedural skill/fluency (2.OA.B.2)
- Lesson connects addition and subtraction and treats them together as related ideas
- Relates concrete quantities and abstract symbols (MP.2)
In the classroom:
- Uses multiple concrete representations and visual models to make the mathematics explicit
- Can lead into related discussions (sums beyond 10)
- Prompts students to share their developing thinking and understanding (Student Debrief and throughout lessons)
- Provides opportunities and suggestions for differentiation
- Gives formal and informal opportunities for teachers to check for understanding
Making the Shifts
How does this set of lessons exemplify the instructional Shifts required by CCSSM?
Focus Belongs to the major work of second grade Coherence Builds upon first grade work with addition (1.OA.C.6) to set students up for meeting the expectations of 2.OA.A.1 and 2.OA.B.2 Rigor
Conceptual Understanding: secondary in these lessons
Procedural Skill and Fluency: primary in these lessons (2.OA.B.2)
Application: primary in these lessons (2.OA.A.1)
It's important to note that these sample lessons are the first in an 8-lesson unit called Sums and Differences to 20. It is not intended for students to meet the full expectations of the grade-level standards addressed in these lessons through only these two selected lessons. These sample lessons lay a strong foundation for the work that is to come in second grade.
This set of second grade lessons explicitly addresses the content from kindergarten and first grade. These particular lessons deliberately build on these concepts and relate them to the major work of second grade. Criterion 5 of the K–8 Publishers' Criteria states that instructional materials should relate grade-level concepts explicitly to prior knowledge from earlier grades. In addition, it suggests that review and unfinished learning be addressed inside grade-level work, as opposed to setting aside the important work of the grade to reteach earlier content. These lessons are a good example of how this can be done. For more information, see pages 12 and 13 of the K–8 Publishers' Criteria.
The structure of these lessons and the unit/curriculum overall have some interesting aspects to highlight. The units make explicit the coherence within the fully developed curriculum. Each topic (a set of lessons) is connected to prior learning and also points to the next lesson that follows in the learning progression. Within individual lessons, there are a number of components that add to their strength including daily fluency practice, variety in questioning techniques, and daily opportunities for students to debrief about their learning.
This lesson was also highlighted as an exemplar by the EQuIP Jury. See here for more information on that process and to see the reviews.