Grade 1 Math Unit Planning 2016 to 2017PS 105

Unit / Book(s) / Topic Unit 1 / Book 1 / Addition and Subtraction Concepts Approximate Days or Dates 21 days

Stage 1 - Identify Desired ResultsLearning OutcomesWhat relevant goals will this unit address?(must come from curriculum; include specific Common Core standards)

Represent and solve problems involving addition and subtraction1.OA.A.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Add and Subtract within 201.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.C.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Extend the Counting Sequence1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Understand Place Value1.NBT.3: Compare two two-digit numbers based on the meanings of tens and ones digits, recording the results of comparisons with the symbols >, =, <.

Enduring UnderstandingsWhat understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now)What misunderstandings are predictable?

Essential QuestionsWhat is the Essential Questions?Are there any potential cross-curricular connections during this chapter?

Students will understand that...

● Each number in the counting sequence is 1 more or 1 less than the number before or after it.

● There are many types of addition and subtraction situations and one can determine whether to add or to subtract by visualizing what is happening in a story problem.

Related misconceptions…

Essential Question:

● How are counting and adding related?

Cross-curricular connections…

Knowledge:What knowledge will student acquire as a result of this unit? This content knowledge may come from the chapter’s goals, or might also address pre-requisite knowledge that students will need for this unit.

Skills:What skills will students acquire as a result of this unit? List the skills and/or behaviors that students will be able to exhibit as a result of their work in this unit.

Students will know...

● That adding zero to a number does not change the number.● That counting the next number is the same as adding 1.

Students will be able to…

● Count a set of up to 30 objects by 1s.● Rote count forward to 120 and backward from 30.● Develop and analyze visual images for numbers up to 10.● Compare two quantities up to 20 to see which is larger (and use

the symbols, <, =, >).● Decompose a number into two parts.● Visualize and retell the action in an addition situation.● Model the action of an addition problem with counters and

drawings.● Solve a problem in which the total and one part are known.● Find the total of two or more quantities up to a total of 20 by

counting all, counting on, or using number combinations.

Stage 2 – Assessment Evidence

EvidenceThrough what evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.

Student Self-AssessmentHow will students reflect upon or self-assess their learning?

Benchmark 1: Understand that you can count on/back to add/subtract 1 or 2. (Quizzes 1 and 2)

Benchmark 2: Fluency with the +1,+2,-1,-2 facts.(Quizzes 1 and 2)

End of Unit Assessment: Questions 4, 5, 10, 11, 14 only from the Pearson Unit Test and Assessment Masters A8, A9, and A10

Stage 3 – Learning Plan# Content Goal Lesson Notes/Planned Differentiation Additional Resources or Math

CentersUnit Notes: The program suggests centers to use, but you can keep certain centers in the

rotation longer than suggested if you feel it is helping your students. Also, you can often make a center easier or harder merely by adjusting the numbers or by adjusting the types of dice. The better you know what your students can do, the better you will be able to match them to “just right” centers. A good goal for this unit is to try to move students from counting all to counting on.

Note that this year the Ten Minute Math activities and many of the regular lessons can be introduced using the Pearson Realize site.

5 sessions

Investigation 1:Counting and Quantity

Establish classroom routines for this first investigation, including teaching children how you want them to work during math centers (what Investigations calls “workshop”). Allowing children time to freely explore the math manipulatives is a low stress way to introduce center routines.

1.1 Start With/Get To Do this lesson as suggested, and begin to introduce your chosen centers routine to the students. Note that Geoblocks are a specific set of blocks, so be sure you pull out the correct blocks. If you wish to have fewer than four centers, you can combine materials at the same center.

● Exploring Connecting Cubes● Exploring Pattern Blocks● Exploring Geoblocks● Exploring Power Polygons

1.2 Counting What’s In a Mystery Box

Students who attended Kindergarten at PS 105 may find Mystery Boxes too easy of a center. You can provide them with boxes that contain larger collections of objects or you can skip this center or just use it for students who seem to need more practice with counting objects.

● Mystery Boxes● Exploring Connecting Cubes● Exploring Pattern Blocks● Exploring Geoblocks● Exploring Power Polygons

1.3 Build It: Numbers to 20 Do this lesson as suggested. ● Build It: Numbers to 20● Mystery Boxes● Exploring Pattern Blocks● Exploring Geoblocks

1.4 The Time Routine Do this lesson as suggested. Briefly introduce the Time Routine and continue the same centers from the previous day.

● Build It: Numbers to 20● Mystery Boxes● Exploring Pattern Blocks● Exploring Geoblocks

1.5 Build It: A Classroom Routine

Do this lesson as suggested. The mini-lesson introduces a new routine, but the centers remain the same. Feel free to rotate the materials that students are exploring.

● Build It: Numbers to 20● Mystery Boxes● Exploring Pattern Blocks● Exploring Geoblocks

8 sessions

Investigation 2:Introducing Addition

Dot cards and number decks should be available in your kits. You should NOT need to make paper copies.

2.1 One or Two More Do this lesson as suggested (no centers) ending with the introduction of the Quick Images routine as suggested. It is not the usual lesson model we employ, but once in a while it can be effective.

No centers today.

2.2 Double Compare and Double Compare Dots

Do this lesson as suggested, leaving time for the really important discussion at the end.

●One or Two More●Double Compare●Double Compare Dots

2.3 Five-in-Row Do this lesson as suggested except hold off on introducing the story problem routine until the next day’s mini-lesson.

●Five-in-a-Row●Double Compare●Double Compare Dots●One or Two More

2.4 Addition Story Problems Start by introducing the story problem routine as described on TG p. 99. Then do the lesson as suggested.

No centers today.

2.5 Roll and Record Do this lesson as suggested, leaving time at the end for the discussion on pp. 118-119.

●Roll and Record●Five-in-a-Row●Double Compare●One or Two More

2.6 More Addition Story Problems

You can do the lesson as suggested, but I think it would be best to have half or a third of the class work on the story problems while the rest work on centers and then switch.

Optional centers

2.7 Story Problems and Combining Games

Have everyone complete the quiz and the How Many Cupcakes? problem first and then go to centers.

● Roll and Record● Five-in-a-Row● Double Compare● Double Compare Dots

2.8 Addition Strategies and Notation

Do this lesson as suggested. Story problems are only for students who have not completed them.

●Roll and Record●Five-in-a-Row●Double Compare●Double Compare Dots

7 sessions

Investigation 3:Introducing Subtraction

Helping young students record their strategies is tricky. The teacher notes on pages 229-231 are helpful to read.

3.1 One or Two Less and Counting Backward

Do this lesson as suggested. Be sure to read all of the margin notes in TG pp. 156 to 159.

No centers today.

3.2 Subtraction Story Problems

Do this lesson as suggested. Early finishers can work on a previous center or complete the Practice or Extension activities on TG pp. 207-208

Optional centers today.

3.3 Subtraction Games Do this lesson as suggested, adding a third center if you wish. Be sure to leave time for the story problem at the end.

● Roll and Record: Subtraction● Five-in-a-Row: Subtraction● One or Two Less

3.4 More Subtraction Story Problems

Do this lesson as suggested. You can have everyone complete How Many Apples and then go to centers or have them do it as a center. Be sure everyone completes it today though.

● How Many Apples?● Roll and Record: Subtraction● Five-in-a-Row: Subtraction● One or Two Less

3.5 Story Problems and Subtraction Games

Do this lesson as suggested. You can have everyone complete How Many Pennies and then go to centers or have them do it as a center. Be sure everyone completes it today though. Be sure to read the Teaching Note on p. 184.

● How Many Pennies?● Roll and Record: Subtraction● Five-in-a-Row: Subtraction● One or Two Less

3.6 Subtraction Strategies and Notation

Do this lesson as suggested. Story problems are only for students with incomplete work from previous days.

● Story Problems● Roll and Record: Subtraction● Five-in-a-Row: Subtraction

● One or Two Less3.7 Assessment: Solving

Story ProblemsDo this assessment as suggested. Be sure students understand that assessments are times to work alone. Also give students the five questions from the end of unit assessment (4, 5, 10, 11, 14).

No centers today.

Post-Unit ReflectionConsiderations CommentsRequired Areas of Study: Was there alignment between outcomes, performance assessment and learning experiences?

Adaptive Dimension:Did I make purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

For struggling students:

For students who need a challenge:

Suggested Changes:How would I do the unit differently next time?