ABCDEFGHIJKLMNOPQRSTUVWXYZAA
1
Unit 2: Addition and Subtraction Situations and DataUnit pacing: 33 Days (Dates were adjusted due to THANKSGIVING BREAK and holidays.)

INSERVICE TRAINING (NO SCHOOL): October 12, 2026
Module 5: October 13- 23, 2026
Module 6: October 26- November 6, 2026
Module 7: November 9- 20, 2026
VETERAN'S DAY (NO SCHOOL): November 11, 2026
THANKSGIVING BREAK: (November 23- 27, 2026)
Module 7: November 30- December 4, 2026
Module 8: December 7- 18, 2026
2

Unit Overview and Enduring Understandings
In Unit 2, students focus on addition and subtraction situations and data interpretation. They learn to solve "add to" and "take from" problems, such as adding to a quantity or subtracting from it. Students also tackle "put together" and "take apart" problems, combining groups to find a total or breaking a whole into parts. Understanding "compare" problems is another key component, where students compare quantities to determine differences using terms like more, fewer, and difference. Additionally, they collect, organize, and interpret simple data, using charts, graphs, and tables to represent information visually and draw conclusions.

The goals for students are to develop problem-solving skills, proficiency in combining and separating quantities, confidence in comparing quantities, and the ability to effectively interpret data, all of which lay a strong foundation for future mathematical learning.

ENDURING UNDERSTANDINGS:
What key concepts will students grasp by the end of the unit? "Students will understand that..."
1."Add to" problems involve increasing a quantity by adding more, while "take from" problems involve decreasing a quantity by subtracting.
2. "Put together" problems require combining groups to find a total, and "take apart" problems involve breaking a whole into smaller parts.
3. Comparing quantities helps us determine how many more or fewer items one group has compared to another, using terms like more, fewer, and difference.
4. Collecting, organizing, and interpreting data allows us to represent information visually using charts, graphs, and tables, helping us draw meaningful conclusions.
5. Mastering addition and subtraction strategies, along with data interpretation skills, equips us to handle everyday situations and solve problems effectively.
3

Essential Questions		1. How do we solve "add to" and "take from" problems?
2. What strategies can we use to combine and separate quantities?
3. How can we compare different quantities to find the difference?
4. What methods can we use to collect, organize, and interpret data?
5. How can understanding addition and subtraction help us solve real-life problems involving quantities and data?
4
Content DomainEssential StandardsSupporting StandardsConceptsSkillsStrategies/ ModelsVocabularyEvidence of MasteryAssessmentsDistrict Aligned Resources
5

Conceptual Understanding
1.OA.B.3- Apply properties of operations (commutative and associative properties of addition) as strategies to add and subtract within 20. (Students need not use formal terms for these properties.)

1.MD.C.4- Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Module 5:

Adding to means putting more into a group to make a bigger total.

Taking from means removing some from a group to make a smaller total.



Module 6:

Putting together means joining two or more parts to make a total.

Taking apart means breaking a total into parts in different ways.




Module 7:

Comparing means finding the difference between two amounts.

We use “more,” “fewer,” and “how many more” to describe and solve compare problems.


Module 8:

Data is information we can collect and count.

We can use graphs and charts to show and compare the data.
Module 5:
a. Solve addition and subtraction word problems within 20.
b. Use objects and drawings to model change in a group.
c. Write and solve equations with a symbol for the unknown (e.g., 5 + __ = 9).
d. Identify whether to add or subtract based on key words in a problem.

Module 6:
a. Understand and apply the part-part-whole relationship.
b. Compose and decompose numbers within 10 and up to 20.
d. Represent numbers in multiple ways (equations, visuals, manipulatives).
e. Identify all possible ways to make a number.


Module 7:
a. Compare two groups using subtraction or addition.
b. Solve compare word problems with unknown values.
c. Use comparison vocabulary (more than, fewer than, difference).
d. Write equations that represent comparison problems.

Module 8:
a. Sort and classify objects by one or more attributes.
b. Collect and record data using tally charts and graphs.
c. Read picture graphs and bar graphs to answer questions.
d. Compare groups using "more than," "fewer than," and "how many in all."

Module 5:
a. Count on to add and count back to subtract.
b. Use Counters (e.g., two-color chips, linking cubes)
c. Use Number lines (for counting on/back)
d. Use Drawings or tape diagrams showing starting amount, change, and result
e. Use anchor chart



Module 6:
a. Use number bonds to break apart numbers.
b. Use fingers, cubes, or visual models to explore part-part-whole relationships.
c. Write equations in different orders (e.g., 5 = 2 + 3 and 2 + 3 = 5).
d. Use Part-Part-Whole diagrams
e. Use Number bonds
f. Use linking cubes to build and break apart numbers
g. Use drawings of objects grouped to show parts and whole
h. Use ten-frames for composing and decomposing numbers within 10
i. Use anchor chart

Module 7:
a. Use subtraction or counting on to find the difference.
b. Use bar models / comparison bars/ tape diagrams
c. Use linking cubes
d.Use pictographs to visually see and compare quantities
e. Use T-charts to record and organize data for comparison
f. Use anchor chart


Module 8:
a. Sort and group objects to organize data.
b. Use tally marks to count.
c. Ask and answer questions about more, fewer, and total.
d.Use tally charts and frequency tables
e. Use picture graphs (with symbols for counting)
f. Use bar graphs (with bars to represent totals)
g. Real objects (e.g., sorting buttons, colored cubes, class pets) before transferring to a chart
h. Use sticky notes or paper tiles to build classroom bar graphs
Addition
Subtraction
Take from
Put together
Take apart
Compare
Number
Difference
Sum
Equal
Number Bond
Number Sentence
Order
Relationship
Data
Interpretation
Tally
Charts
Tables
Information
Pictograph
Bar Graph
Line Graph

TSWBAT apply properties of operations as strategies to add and subtract within 20.

TSWBAT create and interpret graphs with at least 80% accuracy.
Formative Assessments:
Exit Tickets
Observation Checklists
Weekly Tests
Written Assessments

Summative Assessments:
Unit Test (can also be done through D.N.A.)
Periodic/ Quarterly Tests
INTO MATH:

Module 5: Understand Add To and Take From Problems

Module 6: Understand Put Together and Take Apart Problems

Module 7: Understand Compare Problems

Module 8: Data
6

Application
1.OA.A.1- Use addition and subtraction within 20 to solve word problems with unknowns in all positions (e.g., by using objects, drawings, and/or equations with a symbol for the unknown number to represent the problem).
1.OA.A.2- Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings, and/or equations with a symbol for the unknown number to represent the problem).
TSWBAT solve word problems involving the addition of three whole numbers with a sum less than or equal to 20, using objects, cubes or counters.
Performance-Based Assessments through
manipulatives and visual models
Think-Pair-Share
White Board Responses
Group Activities
Interactive Games

Technology-Based Assessments:
Online Quizzes
Educational Apps/ Program, e.g. Happy Numbers, Prodigy, etc.
7

Procedural Skills and Fluency
1.OA.C.5- Relate counting to addition and subtraction (e.g., by using counting on 2 to add 2).

1.OA.C.6- Fluently add and subtract within 10.
TSWBAT fluently add and subtract within 10.
Math Fact Fluency Assessments
Fluency Timed Tests
Flash Crads
8

Considerations:
When teaching Unit 2, teachers should consider several key factors for effective instruction:

1. It is crucial to vary instructional methods to accommodate diverse learning styles.
2. Concepts should be introduced progressively, allowing students to build on their prior knowledge of addition and subtraction strategies.
3. Teachers should emphasize problem-solving skills by encouraging students to explain their reasoning and collaborate with peers.
4. Provide ample practice through real-life scenarios and differentiated activities to ensure all students can apply their learning.
5. Regular assessment and feedback help monitor progress and address any misconceptions promptly.
6. Connecting mathematical concepts to everyday situations fosters relevance and engagement, reinforcing the practical applications of addition, subtraction, and data interpretation in students' lives.
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100