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Grade Unit Plan Unit 2
Grade Unit Plan Unit 2
.Unit Author
First and Last Name
School District Caddo Parish
School Name School City, State Unit Overview Unit Title
1st Grade Unit 2: Place Value, Comparison, Addition and Subtraction of Numbers to 20
Unit Summary
Students practice grouping into tens and ones as they add and subtract numbers to 20. Students will build the foundation for “regrouping” in addition by making 10 to solve problems. Students will be able to add some numbers mentally.
Subject Area Math
Grade Level 1st Grade
Approximate Time Needed 7 weeks
Unit Foundation
Targeted Content Standards and Benchmarks Represent and solve problems involving addition and subtraction.
1.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.
1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, 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.B.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.)
1.OA.B.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.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Caddo Parish Public Schools 2013-14
Work with addition and subtraction equations.
1.OA.D.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.D.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 = .
Understand place value.
1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0
ones).
1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
1.MD.C.4 Organize, represent, and interpret data with up to three categories: ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Student Objectives/Learning Outcomes
TLW represent and solve problems involving addition and subtraction within 20.
TLW understand that an equal sign means both sides of the equation have the same value. TLW determine if equations are true or false.
Curriculum-Framing Questions
Essential Question
Can students use addition and subtraction within 20 using strategies such as: counting on, making ten, decomposing a number leading to a ten, creating equivalent but easier known sums, and using the relationship between addition and subtraction?
Unit Questions
Can students use addition and subtraction within 20 to solve word problems? Can students demonstrate fluency for addition and subtraction within 10?
Content Questions
Can students apply commutative and associative properties of addition? Can students understand the meaning of the equal sign?
Can students solve problem for addition of three whole numbers? Can students understand subtraction as an unknown-addend problem?
Assessment Plan
Assessment Timeline
Before project work begins Students work on projects and complete tasks
After project work is completed
Review Unit 1 benchmark assessment.
Manipulatives and checklists
Illustrations and/or math journals solving problems within 20.
Informal and/or formal assessments.
Exit slips.
Second nine weeks benchmark assessment.
Assessment Summary
Use Unit 1 benchmark assessment to determine students’ knowledge of foundational skills.
Throughout the unit, formal and/or informal assessments and exit slips will be used to assess student understanding and provide information for differentiated instruction. A benchmark assessment will be used at the conclusion of the unit.
Unit Details
Prerequisite Skills
Students understand and apply properties of operations and the relationship between addition and subtraction using equations within 10.
Instructional Procedures
Introduce, model, and teach students to use objects, drawings, and equations with a symbol for the unknown number to represent and solve addition and subtraction problems within 20. Enhance student understanding of two-digit numbers representing the amounts of tens and ones for comparison.
Accommodations for Differentiated Instruction
Special Needs Students
Manipulatives, extended time, peer tutoring, small group instruction and/ or any based upon an individual’s IEP/IAP.
Nonnative Speakers
Caddo Parish Public Schools 2013-14
Gifted/Talented Students
Manipulatives, extended time or activities with a higher level of
difficulty, peer tutoring, small group instruction and/ or any based upon an individual’s IEP/IAP.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed) Camera
Computer(s) Digital Camera DVD Player
Internet Connection
Laser Disk Printer
Projection System Scanner
Television
VCR
Video Camera
Video Conferencing Equip. Other
Technology – Software (Click boxes of all software needed.) Database/Spreadsheet
Desktop Publishing E-mail Software
Encyclopedia on CD-ROM
Image Processing Internet Web Browser Multimedia
Web Page Development Word Processing
Other
Printed Materials
2012 Louisiana Comprehensive Curriculum(see Unit 3), enVisionMATH Common Core(see Topic 5,6,7)
Supplies 2012 Louisiana Comprehensive Curriculum(see Unit 3), enVisionMATH Common Core(see Topic 5,6,7), manipulatives
Internet Resources Fastt Math, www.ixl.com, www.softschools.com
Other Resources Instructional Coordinator, Math Interventionist if available
Common Core Standard Resource
Describe any adaptations or “tweaks” to the resource or lesson plan that were needed:
New Topic Creation
Include any additional information such as detailed instructions, topic structure (yes/no, multiple choice, vote or suggest, forum) and any multi-media (images, videos, documents) that are included with the lesson/unit plan.
Will be based on individual teacher needs.
Student-Centered In-class Follow-up
Describe ways the lesson/unit plan might connect to other subject areas or thematic units (see DESE “weaving” strategies)
