Unit Plan Overview

Unit: Number Relations First Grade Math Unit Stage 1- Desired Results Connections to Context: The students use numbers in their everyday lives. They use numbers to count objects, to see how much something costs, and even to tell time. Having knowledge of numbers and how they relate to one another is very important in our society today. Simply knowing numbers and how they relate is essential in todays world for children and adults. Students should learn their numbers early in order to cement them into their memory and everyday familiarity. Established Goals CCSS.Math.Content.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. CCSS.Math.Content.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 <. CCSS.Math.Content.1.NBT.C.5 Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. CCSS.Math.Content.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), 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. Transfer Students will be able to independently use their learning to Compare and contrast number charts. Complete a series of number chart activities. Develop their own understanding of how numbers relate and why they are always in sequence. Use a number line as a new tool of understanding numbers and their neighbors. Support their responses with present knowledge and experiences.
(What kinds of long-term independent accomplishments are desired?)

Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that Students will keep considering Numbers all relate to each other. How can counting help us to find relations between numbers? A number chart, such as the 0-99 chart shows patterns and relationships between numbers. How is it that numbers are so similar yet can be so different? A number line can be used to further our understanding of how numbers go in sequence and how they relate to What tools can we use to prove these similarities and each other. differences? Understand that the two digits of a two-digit number What do these tools provide for us when we are learning represent amounts of tens and ones. about number relationships?
(What thought-provoking questions will foster inquiry, meaningmaking and transfer?) (What specically do you want students to understand? What inferences should they make?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Students will know Students will be skilled at Students will exhibit How to count by 1s, 5s, and 10s to Finding patterns and use those The ability to share activity 100. patterns to further their materials with their fellow understanding of numbers in students. The terms Greater than, Less general. than and Estimate and use them Participation during class in classroom discussions. Being able to see the dot placed on discussions. the number line and estimating A dot placed on a number line Stamina during the instructional what the number is. represents a number. phase. Following simple instructions on Accountability of materials and how and when to use a 0-99 chart working with partners when and number line as mathematical completing math activities. tools.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

MCC1.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. MCC1.MD.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. Evaluative Criteria lessons Most of the assessments for the lessons are observational, because the lessons incorporate activities for the students to complete. These activities make it clear if and how the students understand the lesson and its purpose. One of the assessments will be based off of a rubric. The rubric will assess a math journal entry that the students will write. These assessments will help to know what lessons should follow and what direction the next unit should go in. The students will be watched for their understanding and familiarity with the activities. They will also be observed for their focus on the topic and activities, accuracy of knowledge in the facts, and how well they are able to support their connections. For their written math journal entry, they will be assessed on word choice, focus on topic, and accuracy of facts, grammar, spelling, and penmanship. Stage 2- Evidence Students will show their learning by PERFORMANCE TASK(S): Assembling helpful strategies that would allow them to play and win the Number Hotel activity. Constructing a statement based upon their knowledge of the relationships between numbers and the 0-99 chart to write in a math journal. Pool their knowledge of the 0-99 chart and numbers in general to complete multiple review activities. Use their knowledge of number relations and the terms Greater Than, Less Than, and Estimate to give an approximate value to a mystery number on a number line. Giving supportive reasoning for their estimations and responses. Make connections across lessons, experiences, and subject matters.

OTHER EVIDENCE: The students will provide the evidence to whether or not Stage 1 goals were achieve. They will be assessed based off of the class participation and understanding seen by the teacher.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan Pre-Assessment A fun pre-assessment for the students is a video of counting. The YouTube videos are fun songs to help them to count to 100 from 10s 5s and 1s. The students responses to the videos and their participation in singing and dancing along with them help the teac her to get an understanding of their knowledge with their numbers.
(Toward which goal does each learning event build?) Acquisition-The students will acquire a greater understanding of numbers and how they all relate to one another. Meaning- The students will understand the meanings of greater than, less than, and estimation. They will learn to use these terms in class discussions. Transfer- The students will begin to develop a greater math vocabulary while discussing their understandings with number relations.

Learning Events Student success at transfer, meaning, and acquisition depends upon their participation in these learning events * YouTube counting videos (Pre-Assessment). Comparing and contrasting the 0-99 chart with the Number Hotel game board. Create strategies that will help them to move around the game board efficiently. o Cooperate with multiple students to participate in classroom activities. Recording their pathways during the Number Hotel activity. Condense knowledge of math terms, number charts, number relations, skip counting, and class discussions into a journal reflection. * Participate in multiple chart games to review and assess their general number and chart knowledge. o Holding each other accountable when completing activities correctly and fairly. * Draw a number line. Complete with numbers 0 to 100 by 5s and 10s labeled. * Use greater than and less than terminology when discussing a mystery number. Come up with a mystery number and try to guess each others (with use of number line) . o Work together during the Mystery Number activity. One student guessing while another student communicating how close the others guess was. Participate in multiple class discussions and class directions in order to make use of new mathematic vocabulary and working knowledge.

Progress Monitoring
(How will you monitor students progress toward acquisition, meaning, and transfer during lesson events?) As a class we will have many discussions concerning what we learned from the daily lesson. The students will be assigned to write a journal response exposing what they learned while using some of their new vocabulary. (How will students monitor their own progress toward acquisition, meaning, and transfer?) Students will monitor their progress through the activities. The students will also monitor one another when working in pairs or groups.

(What are potential rough spots and student misunderstandings?)

Potential rough spots are fully grasping the concepts of the activities. The students will be able to learn and understand the processes of each of the activities. However, they might not understand why they are doing the activity and what they are meant to learn from it.

Star the multiple means of representation; underline the multiple means of action and expression; circle the multiple means of engagement. Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

(How will students get the feedback they need?) The students will get feedback from me as the teacher during many of the activities. The students will also get feedback from their classmates during class discussions.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum