Unit Length and Description:
15 days
In Unit 5 students extend their understanding of a unit to
build the foundation for multiplication and division wherein any number, not
just powers of ten, can be a unit. Making equal groups of “four apples each”
establishes the unit “four apples” (or just four) that can then be counted: 1
four, 2 fours, 3 fours, etc. Relating the new unit to the one used to create
it lays the foundation for multiplication: 3 groups of 4 apples equal 12
apples (or 3 fours is 12).

Standards:
Major
Cluster: NBT – Numbers and Operations in Base Ten

Understand
Place Value

2.NBT.2

Count within 1,000; skipcount
by 5s, 102, and 100s.

Supporting Cluster: OA –
Operations and Algebraic Thinking

Work
with equal groups of objects to gain foundations for multiplication.

2.OA.3

Determine whether a group of
objects (up to 20) has an odd or even number of members, e.g., by pairing
objects or counting them by 2s; write an equation to express an even number
as a sum of two equal addends.

2.OA.4

Use addition to find the total
number of objects arranged in rectangular arrays with up to 5 rows and up
to 5 columns; write an equation to express the total as a sum of equal
addends.

Additional Cluster: G  Geometry

Reason with shapes and their
attributes.

2.G.2

Partition a rectangle into rows
and columns of samesize squares and count to find the total number of them.

Standards for Mathematical
Practice: Should be evident in every lesson.

3. Construct viable arguments and
critique the reasoning of others.
4. Model with mathematics.
7. Look for and make use of structure.
8. Look for and express regularity in
repeated reasoning.

Instructional
Outcomes
2.NBT.2:
Count within 1,000; skipcount by 5s, 102, and 100s.
 I can count within 1000 from any given number.
 I can skipcount by 5s from any given number.
 I can skipcount by 10s from any given number.
2.OA.3:
Determine whether a group of objects (up to 20) has an odd or even number
of members, e.g., by pairing objects or counting them by 2s; write an
equation to express an even number as a sum of two equal addends.
 I can count a group of objects up to 20 by 2s.
 I can recognize groups that have even numbers of
objects will pair evenly up to 20.
 I can recognize groups that have odd numbers of
objects will not pair evenly up to 20.
 I can determine whether a group of objects is odd
or even using a strategy.
 I can prove that all even numbers can be formed from
the addition of two equal addends.
 I can write and equation to express a given even
number as a sum of two equal addends.
2.OA.4: Use
addition to find the total number of objects arranged in rectangular arrays
with up to 5 rows and up to 5 columns; write an equation to express the
total as a sum of equal addends.
 I can identify a rectangular array with up to 5
rows and up to 5 columns.
 I can understand that arrays can be written as
repeated addition problems.
 I can write and solve repeated addition problems to
find the number of objects using rectangular arrays.
2. G.2:
Partition a rectangle into rows and columns of samesize squares and count
to find the total number of them.
 I can count to find the total number of same size
squares.
 I can define partition.
 I can determine how to partition a rectangle into
same size squares.
 I can partition a rectangle into same size squares.


Enduring Understandings:
• There
are similarities between skip counting and repeated addition.
•
Repeatedly adding the same quantity, using a grouping picture, or forming a
rectangular array are strategies for representing repeated addition
equations.
·
Arrays
one way of representing both repeated addition and skip counting.
•
Explore and be able to explain even and odd numbers while using
manipulatives.
• An
even number can be decomposed into two equal addends.
•
Double addition facts assist in recognizing even numbers.

Essential Questions:
• How do I determine if a number is odd or
even?
• How are arrays and repeated addition
related?
• How can rectangular arrays help us with
repeated addition?
• How can we model repeated addition on the
number line?
• How can we a model repeated addition
equation with an array?
• How does skip counting help us solve
repeated addition problems?
