UNIT TITLE: UNIT TITLE: Addition and Subtraction within 20 GRADE: 1st TIME: 9 weeks


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1 Domain: Operations and Algebraic Thinking Cluster 1: Represent and solve problems involving addition and subtraction (OA.1.1, 1.2). Cluster 2: Understand and apply properties of operations and the relationship between addition and subtraction (OA. 2.3, 2.4). Cluster 3: Add and Subtract within 20 (OA. 3.5, 3.6). Cluster 4: Work with addition and subtraction equations (OA. 4.7, 4.8). Mathematical Practices: 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning Know (Level 2) Understand (Level 2 & 3) Be able to do (Level 3 & 4) Academic Vocabulary: Understand that counting is related to addition and 5group card, addend subtraction (OA. 3.5) Solve word problems by drawing, writing equations, Addition, count on, doubles, doubles minus 1, Understand subtraction as an unknown addend and making statements (OA.1.1) doubles plus 1, equal sign problem (OA.2.4) Apply properties of operations as strategies to add equals, equation, expression and subtract (OA.2.3). Understand that math problems can be solved by label, number bond, part, put together Use strategies such as counting on, and make a ten, drawing, writing equations, and making statements subtraction, sum, take apart, total to add and subtract (OA.3.5) (OA. 1.1) Solve equations for unknown numbers (OA.2.4) track a count, unknown, word problems, whole Understand the meaning of the equal sign (OA. 4.7) Add and subtract to 20 (with fluency to 10) (OA. 3.6) Known: 0 to 20, numbers 020, counting, plus, minus, add, subtract, more, less, add and subtract with fluency to 5 Assessments: Pretest Star Math Assessments: journals, weekly tests, performance tasks, observations, informal selfassessment scales, exit tickets, fluency drills, MidModule Assessment Assessment: Star Math, EndofModule Assessment Unit Goal: I can use addition and subtraction strategies to solve number and word problems to I can use addition and subtraction strategies to solve number and word problems beyond 20. Mathematics Unit 1
2 3 I can use addition and subtraction strategies to solve number and word problems to I can use addition and subtraction strategies to solve number and word problems to With help, I can use addition and subtraction strategies to solve number and word problems to 10. Major Unit Objectives Use models and strategies to add and subtract (with fluency to 10) Count forward and back from embedded numbers Solve addition and subtraction word problems Know symbols of addition, subtraction and equality Know vocabulary associated with addition and subtraction Models/Tools: math literature number bonds five and ten frames dot cards counting manipulatives Rekenrek Bracelets (made in class) Mathematics Unit 2
3 Instruction Embedded Numbers and Decompositions (OA. 3.6) Lesson 1: Lesson 2: Lesson 3: Analyze and describe embedded numbers (to 10) using 5groups and number bonds. Reason about embedded numbers in varied configurations using number bonds. See and describe numbers of objects using 1 more within 5group configurations. Counting On from Embedded Numbers OA. 1.1, 3.5, 3.6) Lesson 4 5: Lesson 6 7: Lesson 8: Represent put together situations with number bonds. Count on from one embedded number or part to totals of 6 and 7 and generate all addition expressions for each total. Represent put together situations with number bonds. Count on from one embedded number or part to totals of 8 and 9 and generate all expressions for each total. Represent all the number pairs of 10 as number bond diagrams from a given scenario and generate all expressions equal to 10. Addition Word Problems (OA.1.1, 3.6, 3.5) Lesson 9: Lesson 10: Lesson 11: Lesson 12: Lesson 13: Solve add to with result unknown and put together with result unknown math stories by drawing, writing equations, and making statements of the solution. Solve put together with result unknown math stories by drawing and using 5group cards. Solve add to with change unknown math stories as a context for counting on by drawing, writing equations, and making statements of the solution. Solve add to with change unknown math stories using 5group cards. Tell put together with result unknown, add to with result unknown, and add to with change unknown stories from equations. Strategies Addressing Content (how will you help students): DQ2 Process: direct instruction, concept development scaffolding, incorporate prior knowledge, turn and talk, Elaborate: word problems that ask to explain why Record: problem set, homework Reflect: tracking progress, exit tickets DQ3 ID Similarities & differences: addition and subtraction relationships Examine errors: student debrief discussion and review, exit slips Practice: problem set, homework Revising: Use exit tickets and data chats to revise knowledge DQ4 Engage in complex tasks: apply knowledge on assessments and class discussions, student debrief discussions Mathematics Unit 3
4 Strategies for Counting On (OA. 3.5, 3.6, 4.8) Lesson 14 15: Count on up to 3 more using numeral and 5group cards and fingers to track the change. Lesson 16: Count on to find the unknown part in missing addend equations such as 6 + = 9. Answer, How many more to make 6, 7, 8, 9, and 10? The Commutative Property of Addition and the Equal Sign (OA. 2.3, 4.7) Lesson 17 18: Understand the meaning of the equal sign by pairing equivalent expressions and constructing true number sentences. Lesson 19: Represent the same story scenario with addends repositioned (the commutative property). Lesson 20: Apply the commutative property to count on from a larger addend. Development of Addition Fluency Within 10 (OA. 2.3, 3.6) Lesson 21: Visualize and solve doubles and doubles plus 1 with 5group cards. Lesson22: Look for and make use of repeated reasoning on the addition chart by solving and analyzing problems with common addends. Lesson 23: Look for and make use of structure on the addition chart by looking for and coloring problems with the same total. Lesson 24: Practice to build fluency with facts to 10. Subtraction as an Unknown Addend Problem (OA. 1.1, 2.4, 3.5) Lesson 25: Solve add to with change unknown math stories with addition and relate to subtraction. Model with materials and write corresponding number sentences. Lesson 26 27: Count on using the number path to find an unknown part. Mathematics Unit 4
5 Subtraction Word Problems (OA. 1.1, 2.4, 3.5, 4.8) Lesson 28: Solve take from with result unknown math stories with math drawings, true number sentences and statements, using horizontal marks to cross off what is taken away. Lesson 29: Lesson 30: Lesson 31: Lesson 32: Solve take apart with addend unknown math stories with math drawings, equations and statements, circling the known part to find the unknown. Solve add to with change unknown math stories with drawings, relating addition and subtraction. Solve take from with change unknown math stories with drawings. Solve put together/take apart with addend unknown math stories. Decomposition Strategies for Subtraction (OA. 3.5, 3.6, 2.4) Lesson 33: Model 0 less and 1 less pictorially and as subtraction number sentences. Lesson 34: Lesson 35: Lesson 36: Lesson 37: Model n n and n (n 1) pictorially and as subtraction sentences. Relate subtraction facts involving fives and doubles to corresponding decompositions. Relate subtraction from ten to corresponding decompositions. Relate subtraction from nine to corresponding decompositions. Development of Subtraction Fluency Within 10 (OA.3.6) Lesson 38: Look for and make use of repeated reasoning and structure using the addition chart to solve subtraction problems. Lesson 39: Analyze the addition chart to create sets of related addition and subtraction facts. Content: How will you vary what students will learn and the materials that represent the content? All students will be presented the core lesson with core lesson materials. Supplemental materials such as Go Math, teachermade tools, and other resources will be used for remediation and enrichment. Process: How will you vary activities through which students make sense of key ideas using essential skills? After the core lesson is presented, students will work in small differentiated independent and teacherled groups. Students will work with manipulatives, academic math games, and online resources that meet their learning needs and abilities, and support the concept of the lesson. Product: How will you vary the way students demonstrate and extend what they understand and can do as a result of a span of learning? Students will Mathematics Unit 5
6 demonstrated their mastery of the standards being taught through the use of exit tickets, selfassessment scales, and performance. Learning Environment: How will you vary the classroom conditions that set the climate, expectations for learning, and physical conditions for all students? Students will: (1) work in mixedability collaborative groups; (2) have opportunities to share what they know; (3) use peer tutoring; (4) be given extra time and support as needed; (5) be encouraged by productive meaningful feedback, and (6) celebrate their individual and group successes.  Mathematics Unit 6
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