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# Wilson EDUC 353/318 Name: __Christina Fink, Indeia Scarfone, and Kate Shelly___ Target Grade Level

: ____1st Grade____ Date: _November 6, 2013_______

Curriculum Topic:__Number and Operation in Base 10_

UbD Lesson Plan Template Stage 1: Desired Outcome
Established Goals:  1.NBT.A.1: Count to 120, starting at any number less than 120.  1.NBT.B.2: Understand that the two digits of a two digit number represent amounts of tens and ones.  1.NBT.C.4: Add within 100, including adding a two digit number and a one digit number…  1.OA.C.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10… Understandings: Essential Question(s): Students will understand… 1. Why do we carry a 10 and 100 to the next  That 10 ones go into 1 ten place value?  How to carry a ten and hundred to the next place value 2. How do we add two  How to recognize place values digit and three digit  How to add two and three digit numbers numbers?  How to write and represent a two and three digit 3. Why are place values number important when adding? Students will know….  What place values are  How to add two and three digit numbers  How to manipulate base 10 blocks  What the 100’s, 10’s, and 1’s place are Students will be able to…..  Represent 100’s, 10’s, and 1’s place values  Add two and three digit numbers  Work in pairs and groups on math problems  Solve math problems independently

Stage 2: Assessment Evidence
Performance Tasks:  Informal assessment with participating in class  In pairs representing and adding the numbers on the board to be checked by teacher  Participation in team/group competition  Answer questions correctly during the game Other Evidence:  Help classmates understand the right answer  Homework assignments  Worksheets  “stealing points” during the game

Stage 3: Learning Plan
Learning Activities: Set Induction: The students were previously taught in other lessons what the base 10 blocks are, what they represent, and how to carry 10’s and 1’s to the next place value. In the last lesson the students began learning how to use base 10 blocks to add two digit numbers, and even three digit numbers. The teacher will begin the lesson with the students at their desks and one of the 100’s, 10’s and 1’s base ten blocks in the front of the room. The teacher will ask the class what each base 10 block reminds them of. Answers for each block may vary; some example answers for the 100’s (flat) would be sliced cheese, Lego, bread and so on. For the 10’s (stick) some students might say string cheese, fries, Lego, stick etc… and for the 1’s (block) some students may say cube of cheese, block, Lego, brick etc. Once the students are engaged in thinking about the Base 10 blocks the teacher can move on to asking the worth of each block. The one block is worth 1, the stick is worth 10 and the flat is worth 100. The set induction should take no longer than 10 minutes because it is a review from what they have been learning. Procedure: The teacher will then put a sample problem on the board to solve as a class. An example problem the teacher may use is 16 + 25 =? (41). The teacher will write the problem (without the answer) on the board vertically, and next to each number the teacher will draw each base 10 block representation (ex. For 16 draw 1 stick and 6 ones). Then as