UbD Unit Plan

Teacher Name: Katie Kneisel Unit Name: Place Value Unit Grade Level: 1st

STAGE ONE - DESIRED RESULTS Established Learning Goals (local, state or national standards)

Extend the counting sequence. 1. ount to 1!"# starting at an$ num%er less than 1!". &n this range# read and 'rite numerals and
re(resent a num%er o) o%*ects 'ith a 'ritten numeral.

Understanding (lace value. 2. Understand that the t'o digits o) a t'o+digit num%er re(resent amounts o) tens and ones.
Understand the )ollo'ing in s(ecial cases: a. 1" can %e thought o) as a %undle o) ten ones+ called a ,ten.b. The num%ers )rom 11 to 1. are com(osed o) a ten and one# t'o# three# )our# )ive# six# seven# eight# or nine ones. c. The num%ers 1"# !"# /"# 0"# 1"# 2"# 3"# 4"# ." re)er to one# t'o# three# )our# )ive# six# seven# eight# or nine tens 5and " ones6. om(are t'o t'o+digit num%ers %ased on meanings o) the tens and ones digits# recording the results o) com(arisons 'ith the s$m%ol 7# 8# and 9.

3.

Use (lace value understanding and (ro(erties o) o(erations to add and su%tract. 4. :dd 'ithin 1""# including adding a t'o+digit num%er and a one+digit num%er# and adding a t'o+digit
num%er and a multi(le o) 1"# using concrete models or dra'ings and strategies %ased on (lace value# (ro(erties o) o(erations# and;or the relationshi( %et'een addition and su%traction< relate the strateg$ to a 'ritten method and ex(lain the reasoning used. Understand that in adding t'o+digit num%ers# one adds tens and tens# ones and ones< and sometimes it is necessar$ to com(ose a ten.

Source of the Learning Goals

=hio >e(artment o) Education ommon ore ?tate ?tandards )or @athematics

Understandings
?tudents 'ill understand thatA
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Each digit in a num%er has a s(eci)ic (lace value. 1" ones is equal to 1 ten# 1" tens is equal to 1 one+hundred Place value is related to (atterns on a hundreds chart. Bhen adding t'o+digit num%ers# $ou add the tens and tens and then the ones and ones. Num%ers have a relationshi( to one another 'hich is either greater than# less than# or equal to. Place value is incor(orated into other areas o) math such as counting mone$.

Predictable Misunderstandings
?tudents ma$ misunderstandA The digits in the one# tens# and hundreds (lace. The value o) a cu%e# long# and )lat. Co' to regrou( %$ trading in 1" ones )or 1 ten or 1" tens )or 1 one+hundred. That counting %ase 1" %locDs is di))erent than counting tall$ marDs 5counting %$ 1"s rather than %$ 1s6.

Essential Questions, explanation, and rationale

1. How do we use numbers every day?

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This is a ver$ %road question that has man$ (ossi%le ans'ers. This 'ill allo' students to ex(and their thinDing )or ho' 'e use num%ers. ?tudents 'ill %e a%le to ex(and o)) o) othersF exam(les. &t is also a question that can al'a$s 'e readdressed and have more ans'ers. ?tudents 'ill constantl$ o%serve current and ne' 'a$s that num%ers are used ever$ da$. & )ind that this question 'ill hel( students discover (laces 'here num%ers are (resent that the$ ma$ never have thought o) and the$ 'ill understand the im(ortance o) them.

2. Are there different ways we can solve this same problem?

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This Essential Guestion allo's me as the teacher to see i) a student not onl$ can )ormulate the correct ans'er %ut that he;she understands ho' the$ came to that ans'er. &t maDes them ex(lain and sho' evidence to the techniques the$ used. &t also gives students the o((ortunit$ to a((l$ di))erent (ro%lem solving sDills and sho's ho' there are sometimes multi(le 'a$s o) thinDing 'hich can get $ou the same ans'er. &t maDes students res(onsi%le )or the (rocess# not *ust the )inished (roduct.

3. What are some different ways that we can display this data?
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& direct this question to'ards the standard o) ex(loring the conce(ts )or ones# tens and hundreds. There are several 'a$s to dis(la$ a num%er using %ase 1" %locDs and & 'ant students to ex(lore this. The$ can mani(ulate the %locDs %$ adding# su%tracting# and trading. &) students are a%le to sho' a num%er in di))erent )orms# the$ 'ill have an understanding that num%ers can %e com%ined and mani(ulated in di))erent 'a$s.

4. How do numbers relate to each other?

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&n this unit# students 'ill ex(lain the relationshi( %et'een ones# tens# and hundreds. Hor exam(le# & do not 'ant them to sim(l$ memoriIe that ten cu%es is equal to a long. & ex(ect them to ex(lain and sho' 'h$ the$ are the same. This question 'ill also relate to 'hen students com(are num%ers and decide is the$ greater than# less than# or equal to one another. This question is one that 'ill ex(and to all areas o) math# not *ust this unit. &t 'ill hel( students to a((l$ the sDills the$

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learned to other content.

Knowledge ?tudents 'ill Dno'A Ke$ terms+ ones (lace# tens (lace# cu%e# long# %ase 1" %locD# chart# unit. The meaning o) the s$m%ols 9# 7 # and 8. The value o) a )lat# long# and a cu%e. The di))erence %et'een columns and ro's on a hundreds chart.

?tudents 'ill %e a%le toA >istinguish the di))erence %et'een the ones and tens (lace. &denti)$ digits in the ones and tens (lace. om(are num%ers and correctl$ assign the correct s$m%ol 59# 7# 86. ount u( %$ ones starting at an$ num%er. ?Di( count %$ tens. >emonstrate the (rocess o) regrou(ing.

STAGE TWO - ASSESSMENTS Performance Task(s) E Guess My Number- Riddle Book

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Essential Question: What are some different ways that we can display this data? Directions: Students will be paired up and work collaboratively to create a riddle book !hrou"hout the unit students will create clues usin" the content learned !hey will use place value# base ten blocks and number patterns to formulate clues to find a set number !hey will create new clues every time a new skill is presented and practiced !hey will compile their clues into a book and at the end of the unit they will present them to the class as their peers use their understandin"s to answer the riddles

$aily %alendar &o"

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Essential Question: :re there di))erent 'a$s 'e can solve this same (ro%lemJ Directions: :t the %eginning o) the unit# students 'ill %e given a chart that contains a s(ace )or each da$ the unit is taught. Ever$ da$# students 'ill record the num%er o) da$s the$ have %een in school using di))erent num%er )orms 5digits# ex(anded notation# %ase 1" %locDs# etc.6

Other E idence Formative Assessments E Number Identification E

Throughout the unit# teacher checDs )or recognition o) ones# tens and hundreds (lace. This can %e done %$ sim(l$ having students 'rite a num%er on their dr$+erase %oards and have them circle the num%er in the ,(lace- $ou asD them to. Each student has a set o) cards# num%ers ranging )rom 1+1"". The game is (la$ed liDe 'ar. ?tudents each )li( a card and 'ho everFs card is higher or lo'er 5'hichever is (redetermined6 get to Dee( the card. Bhoever has the most cards at the end o) the game is the 'inner. This is a short game that can %e (la$ed o)ten at the end o) a lesson to checD )or understanding o) num%er

Top-It

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relations.

I Have,

!o Has"Place #alue $ame

Each student is given one or more cards. :ll cards must %e used )or the game to 'orD. Start card %egins the game %$ reading the question on their card. ,Bho hasA..then counts the tens and ones to com(lete the question. The$ ma$ count the %ase ten %locDs %$ tens and one or %$ using ex(anded )orm. Bhen the last question is asDed# it should return to the )irst card read 'hich has alread$ %een (laced )ace do'n

Place #alue %ice

The student rolls a 1" sided dice and then records the )irst num%er as tens. The$ roll it again and
record the second num%er as ones. The$ use that num%er to com(lete a chart. =n the chart the$ must record the num%er the$ roll in several )orms< %ase ten %locDs# ex(anded )orm# numeral# and num%er 'ord. This can %e done as an individual or (artner activit$.

Summative Assessments E &issing Pieces of a Hundreds '!art E E E

?tudents are given a hundreds chart 'ith several em(t$ %locDs. ?tudents must )ill in the em(t$ %locDs 'ith the correct num%ers. Teacher 'ill o%serve the (atterns students use to )ill in each ro' and column 'hich 'ill sho' their understanding o) (lace value (atterns.

(nit )ssessment

?tudents 'ill %e given a 'ritten assessment that includes the sDills )rom the unitFs learning goals.

STAGE THREE - LEARNING PLAN &esson

1. Begin Unit by passing out base 10 blocks and letting students e plore with them !build" make patterns" etc#$ %his will capture their interest for these math manipulatives$ H 2. &resent the 'ssential (uestions and discuss the learning goals for this Unit$ )emonstrate challenging math problems which can be solved by using patterns on the hundreds chart so students can see what the outcome of learning the new content will be$ %he hope of them being able to solve a difficult problem like this will make this e citing and will give them a goal to work towards$ W, H 3. *ntroduce key vocabulary terms" use visuals and manipulatives to e plain the terms$ +tudents will create a set of vocabulary cards to keep as a reference$ %he cards have both writing and pictures so students at all academic levels can use them$ +tudents will keep these cards on a ring and will be able to access them and add to them throughout the unit for support when needed$ E, O 4. ,heck student understanding of previous knowledge of number comparison$ &lay %op-*t to observe student understanding and application to see at which level each student is starting at$ E, T 5. &resent the concept of place value. ones place" tens place" and hundreds place$ '/uip each student will a chart where they will record the number of days we have been in school$ 'ach day they will record the number day of school and will identify the place values of each numbers$ +tudents will also write the number in e panded notation$ %his will be done every day throughout the lesson for reinforcement$ E, R 6. )emonstrate the use of base ten blocks$ ' plain the relationship between each place value and the corresponding blocks$ &rovide a place value map for students to use$ E 7. +tudents pair up and play the &lace 0alue )ice game$ %hey will be able to assess one another1s work and apply what they have learned about place value and e panded notation$ R, E-2

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8. (ui2 students on number and place value identification !written format#$ E 9. 3ow that number comparison" place value identification" and base ten blocks have been introduced and practiced" have students begin the performance task" Guess My Number Riddle Book$ E-2 10. Use laminated hundreds charts and Bingo &aint 4arkers to color coordinate counting patterns with place value$ E, R 11. 5ive students the /ui2" 4issing &ieces on a Hundreds ,hart" observe their application of counting patterns and number relations$ E 12. 6eview the concept of e panded notation$ Ask students how we can use this concept to help us to count" add" and subtract high numbers$ W, R 13. Use Base %en Blocks to add two-digit and three-digit numbers$ %eacher models how to take the numbers in the ones place and add those" then the tens place numbers" and finally the hundreds place numbers$ Have students practice trading cubes for longs and longs for flats$ E, R 14. As a whole group" play the game I Have, Who Has to practice adding base ten blocks together$ R, E-2 15. +tudents continue to work in pairs to create more riddles in their 5uess 4y 3umber book$ %hey have the opportunity to transfer the new concepts they have 7ust learned into the /uestions they formulate for their book$ E-2 16. +tudents pair up with another group to practice their riddle books$ %hey will be able to revise their work and correct any mistakes$ %he four students will now work collaboratively to finali2e their books$ R, E, T 17. &artners will present their riddle books to the class$ %hey will read their riddles and their classmates will have the opportunity to answer$ E, E-2 18. ,onclude the unit by administering the Unit Assessment$ E-2

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