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Grade Unit Plan Unit 4
Grade Unit Plan Unit 4
Unit Author
First and Last Name
School District Caddo Parish School Name
School City, State Unit Overview Unit Title
1st Grade Unit 4: Place Value, Comparison, Addition and Subtraction of numbers to 40
Unit Summary
The unit builds and understanding of place value for numbers between 10 and 100. Subject Area
Math
Grade Level 1st Grade
Approximate Time Needed 7 weeks
Unit Foundation
Targeted Content Standards and Benchmarks Extend the counting sequence.
1.NBT.A.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 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 <.
Use place value understanding and properties of operations to add and subtract.
1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences),
Caddo Parish Public Schools 2013-14
using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Represent and interpret data.
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 count to 120. TLW represent numbers as amounts of tens and ones. TLW compare two two-digit numbers based on meanings of the tens and ones two-digits using the symbols <,>, =. TLW add within 100. TLW mentally find 10 more or 10 less than the given numbers. TLW subtract multiples of 10.
Curriculum-Framing Questions Essential
Question
Do students understand that the two digits of a two-digit number represent amounts of tens and ones?
Unit Questions
Can students count to 120 starting at any given number? Do students understand place value and are they able to compare two two-digit numbers based on meanings of the tens and ones digits? Can students add a two-digit number to a one-digit number within 100? Can students mentally find 10 more or 10 less than a given number? Can students subtract multiples of 10? Can the students organize, represent, and interpret data with up to three
categories?
Content Questions
Do students understand that 10 can be thought of as a bundle of ten ones-called a ten?
Do students understand that the numbers 11-19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones?
Do students understand 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 zero ones)? Can students compare two two-digit numbers using the symbols <,>, =?
Assessment Plan
Assessment Timeline
Before project work begins Students work on projects and complete tasks
After project work is completed
Review Unit 3 assessment.
Manipulatives and checklists Illustrations and/or math journals solving problems within 20. Informal and/or formal assessments. Exit slips.
Give benchmark assessments for Units 3 and 4.
3rd nine weeks benchmark assessment will cover Units 3 and 4 material
Assessment Summary
Use Unit 3 and 4 benchmark assessment to determine students’ knowledge of measurement, data, place value, comparison and addition and subtraction (of numbers to 40) 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.
Unit Details
Prerequisite Skills
Students understand the concept of addition and subtraction within 20. Students understand concept of making a 10. Students classify and sort data into appropriate categories.
Instructional Procedures
Introduce, model, and teach students to count to 120, starting at any number. Introduce, model, and teach students that two digit numbers represent the number of tens and ones. Students will use this to compare two two-digit numbers. Students will use their knowledge of place value to add within 100, mentally find 10 more or 10 less than a number, and subtract multiples of 10. Enhance student understanding of organizing, representing, and interpreting data for up to three categories.
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
Manipulatives, extended time, peer tutoring, small group instruction and/ or any based upon an individual’s IEP/IAP.
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 4), enVisionMATH Common Core(see Topic 8 and 9)
Supplies 2012 Louisiana Comprehensive Curriculum(see Unit 4), enVisionMATH Common Core(see Topic 8 and 9), manipulatives
Internet Resources Fastt Math, https://www.georgiastandards.org/Common-Core/Pages/default.aspxwww.ixl.com, www.softschools.com, , see Comprehensive Curriculum for other useful sites.
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)