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Unit Title: Introducing Addition Grade Level: 1st Grade

Subject(s)/Topic Area(s): Math­ Addition/Number Stories Designed By: Kerrie Emig Schoen

Learning Goals
Established Goals (MO Learning Standards): 
NS.A.1 Count to 120, starting at any number less than 120.
NS.A.2 Read and write numerals and represent a number of objects with a written numeral.
NS.A.3 Count backward from a given number between 20 and 1.
NSOBT.A.1 Add within 100.
RAT.A.1 Use addition and subtraction within 20 to solve problems.
RAT.A.3 Develop the meaning of the equal sign and determine if equations involving addition and subtraction are 
true or false.
RAT.A.4 Determine the unknown whole number in an addition or subtraction equation relating three whole 
numbers.
RAT.B.1 Use properties as strategies to add and subtract.
RAT.B.2 Demonstrate that subtraction can be solved as an unknown­addend problem.
RAT.C.1 Add and subtract within 20.
RAT.C.1 Demonstrate fluency with addition and subtraction within 10.

Understandings: Essential Questions:
Students will understand that…  You can/will use these to “hook” and motivate students.
There are multiple strategies to solve addition and  How is addition and subtraction the same and different?
subtraction problems.
What are different strategies I can use to find a sum or 
Adding the same two numbers in a different order  difference?
results in the same sum.

Students will know…  Students will be able to…
The meaning of +, ­, and =. Solve and interpret number models for change­to­more 
and change­to­less stories within 10.
The properties of addition and subtraction (i.e. 
commutative, associative, identity). Use a counting strategy to find the sum of two numbers.

Add and subtract within 10, including finding pairs of 
numbers that add to 10.

Represent number stories using number models 
(equations) and include a symbol for the unknown 
value.

Count and represent a number of objects (<20) with a 
written numeral.

Assessments
Mathematical Problem-Solving Tasks:
1. Roll and Total game- Students will practice the counting on strategy by rolling two dice (one labeled with
numbers 3-8 and one regular dot die). Students will say the number shown on the labeled die and count on
Adapted from Understanding by Design Professional Development Workbook ASCD 2004 1
the number of dots on the other die. Students will record their totals on a graph. (Lesson 1)
2. Students will model different ways to represent the same number on a ten-frame. (Lesson 2)
3. Ten-Frame Top-It game- With a partner using a deck of ten-frame cards with different numbers represented
in the ten-frames, students will play “war”. Each student will flip over a card and the one whose card shows
a larger number wins those cards. (Lesson 2)
4. Two-Fisted Penny Addition- With a partner and using a set of 10 pennies, students will grab different
combinations of pennies in each hand and record the different combinations as ways to make 10. (Lesson
2)
5. Penny Plate game- With a partner and using a set of 10 pennies, students will hide some pennies under a
paper plate and their partner will figure out how many are hidden to make 10. (Lesson 3)
6. Melissa has 10 balloons. Some balloons are blue and some are yellow. Draw a picture to show how many
balloons Melissa might have of each color. (Lesson 3)
7. You go to an apple orchard and pick 10 apples. Some are red and some are green. How many of each color
could you have picked? Students will use the ten-fame to model and record all possible combinations in a
table. (Lesson 4)
8. Exit Ticket- On Monday, JoJo picked 7 green apples. On Tuesday, Mimi picked 3 red apples. How many
apples do they have together? Show your strategy. (Lesson 4)
9. Henry has 10 in his backpack. Mike has one in his backpack. Whose backpack is heavier? How do you
know? After discussion- Henry has 10 paper clips in his backpack. Mike has one pumpkin in his backpack.
Whose backpack is heavier? How do you know? (Lesson 5)
10. Mystery Penny Drop- multiple variations of adding a group of pennies into a cup, and then adding more.
Students find the total number of pennies in the cup (Lesson 6)
11. Mystery Penny Spill- multiple various of putting a group of pennies into a cup, and then spilling some.
Students find how many pennies are left in the cup. (Lesson 7)
12. Exit Ticket- Fill in the change-to template to match the number story, then create a number sentence with it.
Solve the number story. Use words or pictures to show your strategy. Joshua ate 2 bananas for breakfast
and 2 more for lunch. How many bananas did he eat in all? Elliot caught 8 bugs in a jar. Some bugs
crawled out. Now he only has 3 bugs in his jar. How many bugs crawled out? (Lesson 8)
13. Jackie dropped some pennies in a cup. Then she dropped 4 more pennies. Now she has 7 pennies in all.
How many pennies did she have in the cup to start. (Lesson 9)
14. Exit Ticket- George checked out 8 books from the library. When he went back to the library, he returned 3
books. How many books did he return? Explain how you found your answer. (Lesson 10)

Formative and Summative Assessment:


Observation and discussions during activities and games listed above
Student work from problem-solving tasks listed above
Summative Assessment Progress Check (provided by Everyday Math)

Self-Assessment and Reflection:


Class Discussions and guided practice to check their work with partners and the class
Revisions from open-response tasks
End of class “What will stick with you?” questioning

Adapted from Understanding by Design Professional Development Workbook ASCD 2004 2
Instructional Plans
Monday Tuesday Wednesday Thursday Friday
Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5:
LT: I can use  LT: I can identify  LT: I can identify  LT: I can identify all  LT: I can identify the 
different strategies  number pairs that  number pairs that  the ways to make 10. unit for a collection 
for adding numbers. make 10.  make 10.  of objects.
Warm­up: Reveal 
Warm­up: Choral  Warm­up: Choral  Warm­up: Quick  tallies (4, 5, 8, 12).  Warm­up: Quick 
counting on number  counting on number  Look Cards (Discuss­ (Discuss­ What do  Look Cards with ten­
line by 5’s (start at 0,  grid­ start at… What did you see?  you see? How do you frames (Discuss­
30, and 65) forward/back…  How do you know  know that?) What did you see? 
Where do you land? that?) How do you know 
New: Introduce  New/Independent:  that?)
Strategy Wall;  New: Introduce Ten­ New: Ways to Make  Open­response 
Introduce counting­ Frame; Decompose  10 Rainbow; Work  problem­ 10 Apples  New: Discuss Unit 
on and turnaround  numbers and identify  on number pairs that  (PST#7); Math  Story (PST#9); 
rule pairs that add to 10  add to 10 by given  Journal p. 9 Introduce unit to 
(PST #2); Ten­Frame number to figure out  label counts of 
Independent: Roll  Top­it Game (PST  the pair; Introduce  Closure: Discuss  objects
and Total Game (PST #3) Subtraction; Penny  multiple solutions 
#1); Math Journal p.  Plate Game (PST#5) and revise work Independent: Unit 
3 Independent: Two­ Boxes Exit Ticket;
fisted Penny  Independent: Balloon Progress Check:  Math Journal p. 11
Closure: What stuck  Addition Exit Ticket  Exit Ticket (PST #6) Apple Picking Exit 
with you today? (PST #4) Ticket (PST#8) Closure: What stuck 
Closure: What stuck  with you today?
Closure: What stuck  with you today?
with you today?

Lesson 6: Lesson 7: Lesson 8: Lesson 9: Lesson 10:


LT: I can add  LT: I can subtract  LT: I can use plus,  LT: I can identify an  LT: I can explain the 
numbers within 10. numbers within 10. minus, and equal  unknown number in  strategy I used to 
symbols to write an  an equation. solve a math 
Warm­up: Quick  Warm­up: Counting  equation. problem.
Look Cards (Discuss­ on number line (start  Warm­up: Quick 
What did you see?  at…count  Warm­up: Counting  Look Cards with ten­ Warm­up: Reveal 
How do you know  forward/back…  on number grid (start  frames (Discuss­ groups of objects 
that?) where do you land?) at…count  What did you see?  written on board 
forward/back…  How do you know  (Discuss­ What do 
New: Review  New: Review  where do you land?) that?) you see? How do you
Strategy Wall;  Strategy Wall;  know that?) Review 
Mystery Penny Drop  Mystery Penny Spill  New: Introduce  New/Independent:  unit labeling
(PST#10); Introduce  (PST#11); Introduce  equation and  Open­response 
Change­to­More  Change­to­Less  meaning of symbols  problem (PST#14) New: Review 
diagram  diagram (+, ­, =); Review  Math Journal p. 16 Strategy Wall; 
representing Penny  Introduce sentence 
Independent: Math  Independent: Math  Drop and Penny Spill Closure: Discuss  stems for justifying 
Adapted from Understanding by Design Professional Development Workbook ASCD 2004 3
Journal p. 12 Journal p.13 problems in Change­ multiple solutions  answers; Facilitate 
to diagram and  and revise work Turn and Talk to 
Closure: What stuck  Closure: What stuck  translate to equations discuss solutions for 
with you today? with you today? number stories and 
Independent:  equations
Math Journal p. 14
Closure: Discuss 
Closure: What stuck  multiple solutions 
with you today? and revise work

Progress Check:  Progress Check:   
Change­to Exit  Justify Answer Exit 
Ticket (PST #12 and  Ticket (PST#15)
#13)

References
Bell, J., Bell, M., Dilliard, A., & University of Chicago. (2007). Everyday mathematics. Chicago, Ill: Wright

Group/McGraw-Hill.

Adapted from Understanding by Design Professional Development Workbook ASCD 2004 4

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