Download Understanding By Design Unit Template

Grade 1 UbD Math Unit Planning 2014 to 2015
PS 105
Unit/Book(s)/Topic
Unit 7/Book 8/Addition and Subtraction, part IV
Approximate Days or Dates
35 to 40 days
Stage 1 - Identify Desired Results
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include specific Common Core standards)
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.
Understand place value.
1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.2.A: 10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.2.B: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
1.NBT.2.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.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.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.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.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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.
Enduring Understandings
What understandings about the big ideas are desired? (what you want
students to understand & be able to use several years from now)
What misunderstandings are predictable?
Essential Questions
What are the Essential Questions?
Are there any potential cross-curricular connections during this chapter?
Students will understand that...
Essential Question:
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Making Ten is a strategy we can use to help us add without
counting.
When you add two-digit numbers you can add tens to tens and
ones to ones or you can keep one number whole, add the tens,
and then add the ones of the second number.
Why is 10 the Most Useful Number?
Cross-curricular connections…
Related misconceptions…
Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the chapter’s goals, or might also address prerequisite knowledge that students will need for this unit.
Skills:
What skills will students acquire as a result of this unit? List the skills
and/or behaviors that students will be able to exhibit as a result of their
work in this unit.
Students will know…
Students will be able to…
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Addition facts to 10 fluently.
Subtraction facts within 10 fluently.
Addition facts to 20 strategically.
Subtraction facts to 20 strategically.
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Count to 120 starting at any number in the sequence.
Count to 100 by2s, 5s, and tens.
Count large sets of objects by organizing them into groups of ten.
Compose and decompose numbers from 11 to 19 into tens ones and
some further ones.
Compare two two-digit numbers based on meanings of the tens and
ones digits, recording the results of comparisons with the symbols >,
=, and <.
Mentally find 10 more or 10 less than a two-digit number.
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.
Subtract multiples of ten from other multiples of ten.
Stage 2 – Assessment Evidence
Evidence
Through what evidence (work samples, observations, quizzes, tests, journals or other means) will
students demonstrate achievement of the desired results? Formative and summative assessments
used throughout the unit to arrive at the outcomes.
Brief Written Description of the Performance Task
The final performance assessment is administered during a class period. The task can be read
to the students. The students are allowed to use any tools or materials they normally use in
their classroom.
Task Description:
This task allows students to demonstrate their understanding of place value. Throughout the task
they are required to show understanding of whole numbers, understand that two digits of a twodigit number represent amounts of tens and ones, compare two two-digit numbers based on
meanings of the tens and ones digits, and compose and decompose numbers in flexible ways.
Rubric for Assessment:
The rubric section contains a scoring guide and performance level descriptions for the task.
Scoring Guide: The points highlight each specific piece of student thinking and explanation
required of the task and help teachers
see common misconceptions (which errors or incorrect explanations) keep happening across
several papers. The scoring guide can then be used to refer back to the performance level
descriptions. Performance level descriptions provide score ranges for each level, which are
assessed using the scoring guide.
Performance Level Description and Cut Scores
Performance is reported at four levels: 1 through 4, with 4 as the highest.
Level 1: Demonstrates Minimal Success (0 – 2 points)
Level 2: Performance Below Standard (3 – 4 points)
Level 3: Performance at Standard (5 - 6 points)
Level 4: Achieves Standards at a High Level (7 -9 points)
Student Self-Assessment
How will students reflect upon or self-assess their
learning?
Stage 3 – Learning Plan
#
Content Goal
Notes
Investigation 1:
Counting Beyond 100
1.1
Ten Turns
1.2
Revisiting the 100 Chart
1.3A
Counting to 120 and
Beyond
1.4
Counting Strips
Notes
Investigation 2:
Twos, Fives, and Tens
2.1
How Many Hands?
2.2
2.3
More Problems About
Twos
Twos and Fours
2.4
How Many Fingers?
2.5
How Many Squares?
2.6
How Many Feet?
Lesson Notes/Planned Differentiation
This first investigation focuses on ensuring that the students understand
the numbers from 1 to at least 120 (NBT.1). The Ten Turns game also
works on the skill of counting on from higher numbers. If you would like
additional center activities to assist with differentiation, see the link to the
right.
You can teach this lesson as written, with the whole class playing Ten
Turns, or you can use it as one of several centers. If you do it as a center,
be sure all the students get sufficient time to play it.
Do this lesson as written, but add the DAFC so that there are three
centers.
This lesson REPLACES 1.3. Do this lesson as written. If you prefer only
three centers, eliminate Missing Numbers. Note that you can have
students check their Counting Strips with a calculator (type +1=== and
the calculator will count).
This lesson is a continuation of 1.3A.
This investigation focuses on counting by twos, fives, and tens, which is
an essential component of place value. If you would like additional center
activities to assist with differentiation, see the link to the right.
This lesson seems too simple to do as written. Try using the How Many
Hands activity as one of several centers. And see the differentiation advice
on TG p. 56.
You can do this as written, but have something planned for early finishers.
You can do this as written. Be sure to focus the discussion at the end on
student strategies for BOTH recording and combining.
You can do this as written. Note that SAB page 26 is an optional challenge
for those students who finish page 25.
Do this as written, but add the DAFC if you would like a third center
activity. Note that this lesson continues the next two days.
This is a continuation of session 2.5.
Additional Resources or Math
Centers
http://www.k5mathteachingresources.com/CountingActivities.html
Optional centers today
 Missing Numbers
 Ten Turns
 DAFC
 Counting Strips
 What’s Missing?
 Missing Numbers
 Ten Turns
 Counting Strips
 What’s Missing?
 Missing Numbers
 Ten Turns
http://www.k5mathteachingresources.com/CountingActivities.html
 How Many Hands?
 Ten Turns?
 DAFC
 How Many Squares?
 Problems About Twos, Fours, and
Fives
 DAFC (optional)
 How Many Squares?
 Problems About Twos, Fours, and
Fives
 DAFC (optional)
2.7
How We Counted
This is a continuation of session 2.5.
2.8
Notes
N/A
Investigation 3:
Tens
3.1
Addition Combinations
3.2
Roll Tens
3.3
and
3.4
and
3.5
Notes
Ten Plus/Equivalent
Expressions
4A.1
How Many Cubes?
4A.2
Adding and Subtracting
10
4A.3
Adding with Cubes
SKIP This Session
This investigation focuses on the essential strategy of Making a Ten. For
example, to add 8 + 6, we want students to think 8 + 2 = 10 and 4 more
makes 14. It is essential to use your DAFC during this investigation and to
ensure that your data is up to date about the strategies your students have
mastered. If you would like additional center activities to assist with
differentiation, see the link to the right.
This lesson is ONLY necessary for students who do not yet know their
combinations of ten fluently. You could SKIP to the next lesson, and have those
students play make ten memory or another make ten game during the DAFC.
Roll Tens is a great game that can be differentiated by the size of the board
(30, 50, or 100). The game is greatly enhanced if you provide each pair with an
index card with the questions, “How many cubes do we need to finish the row?
How many cubes do we need to fill our mat?” One partner rolls the dice, adds
cubes to the mat, and their partner asks them the two questions. Note that
each partner is sharing one game board. Half the class should play this game
while the other half does the DAFC and then switch.
This is another great game that focuses explicitly on the Making Ten strategy.
You can have the whole class play it or make fewer game boards and use it as
one of two or three centers. Repeat these three centers for another few days.
Leave 10 minutes at the end of each day for the discussions in the TG page
113 and page 118 and page 122.
This is a REALLY important investigation because it helps students make
progress in multi-digit addition and subtraction strategies that they need for
second grade. If time allows, consider taking two or three days for each of
these lessons so that students have plenty of time to learn the strategies.
Do this activity as the teacher-led center while choosing two of the other three
centers that you have been doing. The goal here is to help all students
improve their understanding of using tens and ones. Save time for the
discussion in the TG page CC94.
Do this lesson as written, but with the option of including a third center if you
prefer. Since there are two new centers here, consider repeating this for
another day or two if you are finding it valuable for your students.
Do this lesson as written, but with the option of including a third center if you
prefer. Since there are once again two new centers here, consider repeating
this for another day or two if you are finding it valuable for your students.
4A.4
and
4A.5
How Many Now?
Investigation 4:
Adding and Subtracting
with 2-Digit Numbers
Unit Assessment
Do this lesson as written, but with the option of including a third center if you
prefer. Since there are once again two new centers here, consider repeating
this for another day or two if you are finding it valuable for your students.
 How Many Squares?
 Problems About Twos, Fours,
and Fives
 DAFC (optional)
http://www.k5mathteachingresources.com/numer
ation-activities.html
 Roll Tens
 DAFC
 Ten Plus
 Roll Tens
 DAFC
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How Many Cubes?
Ten Plus
Roll Tens
DAFC
Plus or Minus Ten
Adding or Subtracting Ten
Teacher’s Choice
Adding One to Ten Cubes
Adding Ten
Teacher’s Choice
 Build and Remove
 How Many Now?
 Teacher’s Choice
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?