Understanding by Design Unit Template s15

Grade 1 UbD Math Unit Planning 2015 to 2016 PS 105 Unit / Book(s) / Topic Unit 3 / Book 3 / Addition and Subtraction, part II Approximate Days or Dates 26 days Stage 1 - Identify Desired Results Learning Outcomes What relevant goals will this unit address? (must come from curriculum; include specific Common Core standards) Represent and solve problems involving addition and subtraction 1.OA.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.

Understand and apply properties of operations and the relationship between addition and subtraction 1.OA.3: Apply properties of operations as strategies to add and subtract.2 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.) 1.OA.4: Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20 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 - 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).

Work with addition and subtraction equations 1.OA.7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 -1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 1.OA.8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

Extend the Counting Sequence 1.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. Enduring Understandings Essential Questions What understandings about the big ideas are desired? (what you want What is the Go Math Chapter Essential Questions? students to understand & be able to use several years from now) Are there any potential cross-curricular connections during this chapter? What misunderstandings are predictable? Students will understand that... Essential Question:

 There are several different strategies to help us add and subtract  What are the strategies other than counting that can help us add and other than counting. subtract?

 Addition and subtraction are inverse operations.  How do we model addition and subtraction using ten frames?

Related misconceptions… Cross-curricular connections…  Students think that “How many more?” indicates addition.

Knowledge: Skills: What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills knowledge may come from the chapter’s goals, or might also address pre- and/or behaviors that students will be able to exhibit as a result of their requisite knowledge that students will need for this unit. work in this unit. Students will know... Students will be able to…

 There are categories for learning addition facts. For example, doubles  Count on and count back comfortably within 20. and making 10 and when to use it.  Add and subtract doubles (e.g., 8 – 4).  The word minus and how to use it.  Add doubles plus one and minus one (e.g., 6 + 7).  How to use related addition and subtraction facts to build fluency.  Use a ten frame to help add and subtract (simple way).  How to represent and solve addition and subtraction word problems.  Use related facts to help add and subtract.  Use math tools and drawings to help us solve addition and subtraction word problems.

Stage 2 – Assessment Evidence

Evidence Student Self-Assessment Through what evidence (work samples, observations, quizzes, tests, journals How will students reflect upon or self-assess their learning? or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes. Stage 3 – Learning Plan # Content Goal Lesson Notes/Planned Differentiation Additional Resources or Math Centers Book 3 Notes **If you have not yet introduced the Differentiated Addition Fact Differentiated Addition Fact Center Center, this unit is the time to do it. Before beginning Investigation 1, (DAFC) create a lesson in which you introduce this center as your mini-lesson. The best way to do this is to make it the “Teacher Led Center,” meaning you spend your time at this new center and teach students any games that are new to them. 9 Investigation 1: If you did a lot of problems like “How Many of Each?” already this sessions Combinations year, skip the first session and start with Session 1.2. 1.1 How Many of Each? Do this lesson as written. No centers today. 1.2, 1.3, Missing Parts and Do these three lessons as written, but if you prefer to have students  DAFC and 1.4 Combinations of do fewer centers, be sure that the DAFC is one that you keep.  How Many Am I Hiding? Numbers  Counters in a Cup  Nine Toys (or adjust the number) 1.5 Dot Addition 25 minutes is too long for Dot Addition, so instead combine it with the  DAFC DAFC. Remember that the major purpose of Dot Addition is to connect  Dot Addition their work to standard notation for addition (i.e., writing number sentences). 1.6 and Addition Games and These two sessions are ONLY for students who are NOT yet  DAFC 1.7 Counting On comfortably counting on. Other students should continue with the  Roll and Record same centers from the beginning of this investigation. You could also  Five in a Row include a story problem center. It is good to start including a variety  Dot Addition of different story problem types so students have to work hard to comprehend the story. 1.8 Solving an Addition Story You can continue centers with one of them being a story problem Optional centers today. Problem center or you can devote this lesson entirely to story problems. Either way provide a range of story problems appropriate for your students, differentiating based on the story problem structures. (See Common Core Table 1 for ideas.) 1.9 Assessment: How Many Do this lesson as written.  Dot Addition: Gameboard D of Each?  Missing Parts Games: How Many am I Hiding or Counters in a Cup  Addition Games: Roll and Record or Five in a Row 1.10A True or False Do this lesson as written. No centers today. 3 Investigation 2: This is a short investigation to introduce subtraction stories and sessions Subtraction subtraction centers. 2.1 Introducing Subtraction Do this lesson as written. You won’t have as much time for centers so  Roll and Record: Subtraction you may need to just do two centers today (skipping DAFC).  Five-in-Row: Subtraction  DAFC (optional) 2.2 Solving Subtraction Story You could do this lesson as written or instead continue with centers Optional centers today. Problems and work with one group at a time on subtraction story problems. 2.3 Subtraction Strategies Do this lesson as written.  How Many Apples?  Roll and Record: Subtraction  Five-in-Row: Subtraction 5 Investigation 3: This investigation is fine as written. Notice how they incorporate a sessions Working with Story Problem Center into the mix. Also, you can continue the Addition and Differentiated Addition Fact Center as one of the centers. Subtraction 3.1 Story Problems This lesson is fine as written. 3.2 Today’s Number This lesson is fine as written. 3.3 Adding and Subtracting: This lesson is fine as written.  Today’s Number: 10 Story Problems and  Story Problems Games  DAFC  Teacher’s Choice Game(s) 3.4 Strategies for Addition This lesson is fine as written.  Today’s Number: 12  Story Problems  DAFC  Teacher’s Choice Game(s) 3.5 Assessment: How Many This lesson is fine as written.  Story Problems Books?  DAFC  Teacher’s Choice Game(s) 7 Investigation 4: The purpose of this investigation is helping students count all the way If there are centers from Investigation 3 sessions Counting Larger to 100. You should have a pocket hundreds chart up in your room that you wish to continue, you can do Numbers prior to this investigation. The math coaches have extras if you need some of them instead of the DAFC during one. the next investigation. 4.1 and How Big Are Our Feet? These two sessions can be done as written (without centers) or you 4.2 Assessment: Covering can mix in the Differentiated Addition Fact Center if you prefer. and Counting 4.3 and Counting to Higher First graders really enjoy Counting Strips. If you can’t get strips, they  DAFC 4.4 Numbers/More Counting can write vertically on regular paper. You can also let them do this  Counting Strips with calculators (see Calculator Counting on the Centers Activity Guide  Covering and Counting (Assessment) handout). 4.5 Counting to 100 See the differentiation advice for Covering and Counting on TG page  DAFC 160.  Counting to 100 on the Number Line  Counting Strips  Covering and Counting (Assessment)

4.6 and Missing Numbers During the second day of these centers, take observational notes to  DAFC 4.7 Assessment: Counting assess student progress.  Counting to 100 on the Number Line Strips  Missing Numbers Unit Assessment Post-Unit Reflection Considerations Comments Required Areas of Study: Was there alignment between outcomes, performance assessment and learning experiences?

Adaptive Dimension: For struggling students: 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 students who need a challenge:

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