Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources Appropriate Length of Time Aligned Assessment Comments This unit plan identifies a big goal for the overall unit assessment, as well as goals for each daily formative assessment. The big goal is written for all students, not a set percentage. Math content standards have been identified from the Common Core State Standards. Additionally, corresponding Mathematical Practices have been selected for this unit. The Mathematical Practices logically connect to the unit s content standards. Remediation and enrichment standards have been identified. The remediation standards are identified from the kindergarten Common Core State Standards and mastery of them will support mastery of the first grade standards. For enrichment, standards from second grade have been identified. However, enrichment with the CCSS should come from deepening understanding of the current grade level standards, not pushing forward to the subsequent grade. These standards are identified to help the teacher determine how far to push the first grade standards, while respecting the 2 nd grade boundaries. The big ideas for this unit have been identified and written in with the unit s Big Goal. The CCSS have been unpacked into daily objectives. Each daily objective is written with a measurable verb and can be completed in a single lesson. The daily objectives build on one another in a logical sequence. Resources have been identified for the overall unit, as well as for individual objectives. The unit is designed for 12 days. There are 10 daily objectives, plus one buffer day and one day for the assessment. The buffer day is included to circumvent potential schedule changes. For each daily objective there are 2 aligned assessment items. Unit Name: Addition and Subtraction to 20 Common Core Standards 1.OA.3. Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for these properties.) 1.OA.4. Understand subtraction as an unknown-addend 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.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 9 = 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). Mathematical Practices 1. Construct Viable Arguments and Critique the Reasoning of Others First graders construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They also practice their mathematical communication skills as they participate in mathematical discussions involving questions like How did you get that? Explain your thinking, and Why is that true? They not only explain their own thinking, but listen to others explanations. They decide if the explanations make sense and ask questions. 1.MP.4 Model with Mathematics In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. 1.MP.7 Look For and Make Use of Structure First graders begin to discern a pattern or structure. For instance, if students recognize 12 + 3 = 15, then they also know 3 + 12 = 15. Notes Students at this level are expected to be able to fluently add and subtract within 20. Fluency with addition and subtraction facts comes from first developing an understanding of numbers, concepts of more and less and utilizing different strategies for addition and subtraction. After students become proficient with these concepts, then they can engage in fact practice that helps build their ability to solve problems with increased fluency. In this unit, students must be able to solve the problems and explain how they used the target strategy to find that solution. Examples of what students are expected to say are provided in the answer key to the summative assessment. Objectives are listed in a logical order and should be taught sequentially. Resources Some lessons in this unit should be taught using a ten frame. Click on the links below to find out more about ten frames and to find a blackline master of a ten frame you can use. o Background on ten frames. o Link to a description of ten frames and a blackline master. Unit Goal All students will score at least an 80% on the End of Unit Assessment. All students will score at least an 80% on daily formative assessments (e.g. observational notes, exit tickets, etc.) By the end of this unit students will be able to model and explain the properties of addition and subtraction and use various strategies to add and subtract within 20. Additionally, students will develop the skill of explaining their mathematical reasoning (mathematical practices) as they apply the content.
Remediation Standards Enrichment Standards Calendar Standard & Mathematical Practices Alignment 1.OA.3 K.CC.A.1 Count to 100 by ones and tens K.CC.A.2 Count forward beginning from a given number within the known sequence K.NBT.A.1 Compose and decompose K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out, situations, verbal explanations, expressions or equations. K.OA.2 Solve addition and subtraction word problems, and add and subtract, within 10, e.g., by using objects or drawings to representative K.OA.5 Fluently add and subtract within 5. 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem 2.OA.2 Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two one-digit numbers. 2.OA.4 Use addition to find the total number of objects arranged in a rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total sum of equal addends. This unit is planned for 12 days (there are 10 daily objectives, one buffer day, and one day for the unit assessment). Each objective should be taught in one day. Objectives are listed in the order they should be taught. Objective Notes Assessment Item Answer SWBAT explain and model the commutative property of addition. Students do not have to define or use the terms commutative property or identity property. The intention of this lesson is for students to demonstrate and explain an understanding of the concept. Use blocks to explain why the number sentence below is true. 3 + 4 = 4 + 3 Using the blocks students should demonstrate and explain the following ideas about the commutative property: 3 + 4 and 4 +3 have the same sum because in addition it does not matter which order we add in. When we change the numbers in the addition sentence the sum will stay the same.
8 + 0 = 8 9 1.OA.3 SWBAT explain and model the identity properties of addition and subtraction. 9 0 = solved. When you add or subtract a zero the number will not change because the number zero means that we are not adding or subtracting anything from the first number. 1.OA.6 1.OA.5 SWBAT explain the addition strategy of counting on and use it to solve addition problems (with sums through 20). The use of manipulatives and/or number lines should be used to scaffold student understanding of the concept. In this lesson, students should also utilize what they learned about the commutative property to solve problems more efficiently. For example, if they have 2+7=, students should demonstrate an understanding that they can start at seven and count 11 + 4 = can use the strategy of 15 I started with the number 11 because it is the bigger number. Then I counted on 4 more by saying 12-13-14-15. So I know the answer is 15.
on two more, rather than starting at two and counting on seven more. counting on to solve this 1.OA.6 SWBAT explain the subtraction strategy of counting back and use it to solve subtraction problems. The use of manipulatives and/or number lines should be used to scaffold student understanding of the concept. 9 4 = can use the strategy of counting back to solve this 5 I started with the number 9. Then I counted back 4 numbers saying 8-7-6-5. So I know the answer is 5. 1.OA.6 SWBAT explain the addition strategy of making a ten and use it to solve addition problems. The use of a ten frame is highly encouraged for this lesson. 8 + 6 = can make a ten to help solve this 14 First I knew that 8 plus 2 more would make 10. Then I thought that I only added 2, but I need to add six in all so I still have 4 more that I need to add. 10 plus 4 more is 14.
1.OA.6 SWBAT explain the subtraction strategy of subtract to ten and use it to solve subtraction problems The use of ten frames is highly encouraged for this lesson. 16 7 = can subtract to ten to solve this 9 First I knew that to get from 16 to 10 I would need to subtract 6. The problem says to subtract 7 in all so I knew that I needed to subtract one more because 7 is one more than 6. 1.OA.3 SWBAT explain and model the associative property of addition. In this lesson, students are expected to be able to explain and demonstrate, using models, how they can add using the associative property. Students do not have to define or use the term associative property. The intention of this lesson is for students to demonstrate and explain an understanding of the concept. Use blocks to demonstrate two different ways you could solve this 2 + 6 + 4 = Using blocks students should demonstrate and explain the following ideas about the associative property (students should be able to explain at least two different ways of grouping the numbers to solve): I could solve by first adding 2 + 6 to get 8 and then adding 4 more to get 12 in all. Another way I could solve this problem is by adding 6 + 4 to make 10 and then adding 2 to get 12 in all. Another way I could solve this problem is by adding 4 + 6 to make 6 and then adding 6 + 6 to get 12 in all.
1.OA.6 SWBAT explain the addition strategy of making a friendly number and use it to solve addition problems. In this lesson, students will utilize what they learned about the associative property to break addends in to friendly numbers to help them solve addition problems. 5 + 6 = 11 I thought of this problem as 5 + 5 + 1 because 5 + 5 is a problem that I already know the answer to. Then I had to add one more because the problem says 5 + 6 and 6 is one more than 5. can use a friendly number to solve this 1.OA.4 MP.4 SWBAT demonstrate an understanding of subtraction as an unknown addend problem using models and pictures. When solving a subtraction problem such as 15 7 =, students should think, If I have 7, how many more do I need to get 15? In this lesson, students should develop this idea using manipulatives, drawing pictures, using number lines and/or other addition strategies previously taught. Use blocks to explain how you can use addition to help you solve this subtraction 12 7 = Students should demonstrate and explain the following ideas using manipulatives: I know that 12 7 can be solved by thinking of it as 7 +? = 12. If I already have 7, I need to figure out how many more I need to make 12 in all. I can start with 7 blocks and then count on until I get to 12. I would need 5 more blocks to make 12 in all. So, 7 + 5 more = 12. Then I also know
that 12 7 = 5. 1.OA.4 MP.7 SWBAT demonstrate an understanding of subtraction as an unknown addend problem using equations. Students will utilize the conceptual understandings from the previous lesson and represent their understanding symbolically by writing addition equations to help them solve the given subtraction Write an addition equation that can help you solve this subtraction Then solve both equations. 17 9 = 9 + 8 = 17 Explanation of Assessment Rubric You will use the following rubric on the summative assessment. In order to master an objective, students must be able to score a 3 or 4. The rubric should also be utilized to help plan your daily lesson assessments and drive your students towards mastery. Assessing students on their ability to answer correctly and explain their thinking, ensures they develop a deeper conceptual understanding of the concept. There may be some objectives where an explanation is not required. Teachers should score on the elements required by the assessment question. Score Level Mathematical Knowledge and Explanation
4 The answer is correct and all steps necessary to solve are shown. If necessary, the answer is labeled (typically for word problems) The written or oral explanation includes details about what they did and why they did it with specific correct vocabulary If specified by the question, includes a picture or model with a clear explanation of all components 3 The answer is correct and all steps necessary to solve are shown If necessary, the answer is labeled (typically for word problems) The written or oral explanation includes details about what they did, but may be less specific with why they did it If specified by the question, includes a picture or provides a model with a mostly clear explanation of all components 2 The answer is correct, but the explanation provided is incorrect or minimal The answer is incorrect, but the explanation provided demonstrates understanding of most of the concept If the assessment item requires a picture or model, but it is not included, students score a 2 (even with a correct answer and explanation) 1 Both the answer and the explanation are incorrect 0 The answer is incorrect and an explanation is not provided Additional Assessment Items Objective Aligned Assessment Item SWBAT explain and model the commutative property of addition. Use blocks to explain why the following number sentence is true. SWBAT explain and model the identity properties of addition and subtraction. 6 + 10 = 10 + 6 solved: 12 + 0 SWBAT explain the addition strategy of counting on and use it to solve addition problems (with sums through 20). 5 0 used the counting on strategy to solve: 16 + 2
SWBAT explain the subtraction strategy of counting back and use it to solve subtraction problems. SWBAT explain the subtraction strategy of subtract to ten and use it to solve subtraction problems SWBAT explain and model the associative property of addition. 12 6 = can use the strategy of counting back to solve this 14 9 = can subtract to ten to solve this Use blocks to demonstrate two different ways you could solve this SWBAT explain the addition strategy of making a friendly number and use it to solve addition problems. 3 + 8 + 2 = 4 + 9 = can use a friendly number to solve this SWBAT demonstrate an understanding of subtraction as an unknown addend problem using models and pictures. SWBAT demonstrate an understanding of subtraction as an unknown addend problem using equations. Use blocks to explain how you can use addition to help you solve this subtraction 15 9 = Write an addition equation that can help you solve this subtraction Then solve both equations. 19-7 =