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Students will achieve 95% or higher in mastery of reading fluency, along with 80% or higher in mastery of comprehension in order to move up a Reading A-Z level.

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The class created tanks where they would be able to catch a fish and put it in their fish tank every time they moved up a level in reading. Students created their tanks and cut out all the fish on the board. They loved the idea! We still use it today.

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Students are responsible for tracking their levels after moving up. This is kept in their leadership notebook at all times!

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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 numberas 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.

2.G.2 partition a rectangle into rows and columns of the same size squares and count to find the total number of them

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At the end of this unit students will understand what arrays are and how they are created with both rows and columns. Due to this students will learn to create repeated addition problems that will be the foundation to multiplication in their next year as third graders.The summative assessment will assess my students’ ability to see where they are on the unit’s goal will include vigorous alignment to standards.Students will use manipulatives throughout the unit such as colored template cut outs, blocks, counters and chips to create arrays and understand the difference between a column and a row.

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Students got 100% or only missed one!

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Students that met, had three mistakes.

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One student fell far below due to coming late in the unit and not being literate.

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Exceeding student work: 10 Students
Meeting student work: 14 Students
Falling far below student work: 1 Student