Purpose: To demonstrate the ability to plan and align instruction to the standards with developmentally appropriate lessons.

Name: Autumn Leese Unit Title: Place Value, Grade Level: 1st Unit Length: 6 Weeks
Comparison, Addition and
Subtraction of Numbers to
20

Unit Summary: In first grade, module 2, students will begin learning to group into tens and ones by adding and
subtracting numbers to 20. Students will begin working slowly by adding and subtracting to 10 with word problems
that has equations and as part of fluency.

Stage 1 Desired Results

Stage 1
ESTABLISHED GOALS Transfer
 Use addition and subtraction within 20 to solve Make use of structure and repeated reasoning to gain a mathematical
word problems. prospective and formulate generalized problem-solving strategies.
 Use the concept of tens and ones to represent Meaning
and compare two-digit numbers. UNDERSTANDINGS ESSENTIAL QUESTIONS
 Count by ones and tens beginning with Students will understand…  How do we solve addition and
numbers other than 1.
 Place value: The value of a subtraction sentences to solve
 Solve word problems that call for the addition digit depending on the position problems with or without
of three whole numbers whose sum is less than of its place in the problem. objects (manipulative)?
or equal to 20. 
 Addition: Finding the total How does place value help us
Mathematical Practice: amount or sum and the inverse solve addition or subtraction
MP#1: Make sense of problems and persevere in of subtraction. problems?
solving them. Acquisition
MP#3: Construct viable arguments and critique Students will know… Students will be skilled at…
the reasoning of others.  How to solve word problems  Fluently adding and
MP#5: Use appropriate tools strategically. within 20 of addition and subtracting within 20.
MP#6: Attend to precision. subtraction.  Use place value understanding
Content Standards: the properties of operation to
CC.2.1.1.B.1 Extend the counting sequence to read add and/or subtract.
and write numerals to represent objects.
CC2.1.1.B.2 Use place value concepts to represent
amounts of tens and ones and to compare two
digit numbers.
CC.2.2.1.A1 Represent and solve problems
involving addition and subtraction within 20.
CC.2.2.1.A.2 Understand and apply properties of
operations and the relationship between addition
and subtraction.
Related Misconceptions
1. Many children have misconceptions about the equal sign.
The equal sign means-is the same as, but most primary
students believe the equal sign tells you that the-answer is
coming up to the right of the equal sign.
2. Students may rely on keyword or phrases in a problem to
suggest that the same operation will be used every time. For
example, the word left, students may think that it always
means subtraction.
3. Students may have the misconception that the communitive
property applies to subtraction.
4. Students may ignore the need for regrouping when
subtracting numbers 0 to 20 and to think that they should
always subtract a smaller number from a larger number.
Proper Conceptions
1. The equal sign means-is the same as, but most primary
students believe the equal sign tells you that the-answer is
coming up on the right. First graders need to see equations
written multiple way, for example 5+7=12 and 12=5+7.
2. Providing key words and phrases to represent different
operations is essential. For example, the use of the word left
does not always mean subtraction for a solution method:
Joey took the 4 stickers he no long wanted and gave them to
Rachel. Now Joey has 6 stickers left. How many stickers did
Joey have to begin with?
3. As students use the communitive property for addition asks
them if the property can work for subtraction. Have
students discuss and share their reasoning. Guide them to
conclude that the communitive property does not apply to
subtraction.
4. Students need to relate their understanding of place-value
concepts and grouping in tens and ones to their steps for
subtraction. Students need to show these relationships for
each step using mathematical drawings, ten-frames or base-
ten blocks so they can understand an effective strategy for
multi-digit subtraction.

Vocabulary Terms and Definitions

Addend: One of the numbers being added.
Counting on: Starting at a number and continuing to add on till the desired number.
Compose: When a number is made up of putting together other existing numbers.
Decompose: When a number is broken down into sub-parts.
Sum: The result of adding two or more numbers together.
Number bond: A number bond is a mental picture of the relationship between a number and the parts that combine to
make it.
Place Value: The value of a digit depending on its position.

Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
 GRASPS ASSESSMENT
Your task is to find out if the first-grade class’s preference is of the Disney movie Moana or Frozen.
Goal
Create a word problem and solve in a complete sentence.
You are the first-grade teacher and you want to know which movie your students like best in the classroom
Role
to show the movie on Fun Friday.
Audience Peers
The challenge is to figure out whether first grade prefers Moana or Frozen so that the word problem does
Situation
not contain more than 2 numbers to add or subtract.
Student will calculate how many students prefer Moana or Frozen and create a word problem to solve. When
Product/Performanc
creating the problem, the students must identify whether the problem is result unknown, change unknown,
e
or start unknown.
The end result should be a word problem identifying which students prefer Moana and which students
Standards prefer Frozen and meet the total number of classmates. The word problem should be answered in a
complete sentence.
Students will complete Mad Minute worksheets to measure and assess mental strategies.
Ask the question(s): How did you get that answer?
What strategy did you use?
How do you know that the answer is correct?
See which strategy the students used for solving.
Facets of How can you turn an addition problem into a subtraction problem?
Understanding How can you solve a word problem?
Why can solving word problems be difficult for students to analyze?
Summative Attached to the bottom of the document.
Assessment
CGI Ariel had 13 Shopkins. How many more Shopkins will Ariel need to have 34 Shopkins total? This an addition
problem of change unknown that can be solved inverse using subtraction.

Stage 3- Learning Plan

W: After spending time adding and subtracting to ten, knowledge will be expanded using mental math for solving sums up to 20.
H: The use of videos, visual aids, and manipulatives will help engage students.
E: Manipulatives (Unifix cubes, bear counters, etc.), ten frame cards, and number bonds
R: Exit ticket out the door each day.
E: Students will use individual whiteboards and a set of Unifix cubes to solve addition and subtraction problems provided by the
teacher. The teacher will either walk around the classroom or the students will hold up their whiteboards and/or Unifix cubes to see
if the problem was solved correctly. The teacher will ask for volunteers to explain what strategy they used to solve the answer and
why it is the correct answer.
T: Small group instruction will be provided to the students that need additional assistance. Students may also work with a seat
partner.
O: N/A

Learning Experiences (Centers, Games, Children’s Books, Professional Development, and Internet Resources):
1. Children Book: The Shopping Basket by John Burningham (BSB)

This story will help students that struggle with not retaining prior
knowledge. Students may either work individually or with a seat partner
to count how many items Steve bought at the store in his shopping basket.

2. Children Book: Ten Flashing Fireflies by Philemon Sturges (BSB)

This story focuses on multiple combinations of ten. This could be an

introduction to the unit to activate prior knowledge at the beginning of the
school year in math.

3. Children Book: Monster Math by Anne Miranda (BSB)

This story would be great to use close to a class birthday or Halloween. The
green little monster is having her birthday party and invited guest. Her
guest is coming over one by one, but then begins to have more coming ten
at a time! When the party reaches 50 guests, her mom panics that some
guests may need to leave! This is a great book for adding and subtracting.

4. Children Book: Olivia Counts by Ian Falconer (BSB)

 Olivia the pig is learning to count her numbers! This would be a great book to use
with remediation students who need to activate prior knowledge for adding,
subtracting, and counting.

5. Children Book: Chicka Chicka 123 by Bill Martin and Michael Sampson (BSB)

This read aloud book can be used at the beginning of a lesson to activate
prior knowledge of sequence counting and then progress into skip
counting.

6. Children Book: Missing Math by Loreen Leedy (BSB)

This mystery math story would be a great way to show students how math
is important and that we need to use it in our everyday lives. This mystery
book shows what a world without math would be like.

7. Children Book: My Granny Went to the Market by Stella Blackstone (BSB)

 In this book, students will be able to count and add the number of items
that Granny has purchased at the market.

8. Children Book: How Many Bugs in a Box? by David Carter (BSB)

This popup book will allow students to count how many bugs can fit into
the box. Each page new bugs are added. Students can count on during this
book, use a ten frame, etc.

9. Children Book: How do Dinosaurs Count to 10? by Jane Yolen (BSB)

During this story, students will see real world scenarios that the dinosaur
encounters on solving problems. Students can identify the problem and how to
solve it.

10. Children Book: Five Creatures by Emily Jenkins (BSB)

The characters in this story need to compare characteristics and sort the
members of the household. Students will learn how to sort similarities and
add them together.
11. Children Book: My Little Sister Ate One Hare by Bill Grossman

Students can add and subtract the items that the little girl eats during her
magic tricks.

12. Children Book: Teeth, Tails, and Tentacles by Christopher Wormell

This a counting book of animals. Could also, integrate science with this
book of counting.

13. Center: Sums of 10 Clothes Pin

Students will solve what are the addends of the sum 10.

14. Center: Math Towers

 Students will use counter or unifix cubes to determine the sum of the
addends on the mat.

15. Center: Beads and Card Adding

Students will add the number on the cards together for the sum then create a
bead mirroring the answer.

16. Center: Coats Hanger and Peg Machine

Students will use dice to roll what they will first add then what they will then
subtract.

17. Center: Lady Bug Addition

 Students will create a ladybug. On each side the students will place the spots and
count how many there are total on the ladybug. Students can subtract and add as
many spots as they want showing different strategies.

18. Game: Addition and Subtraction Catch

Students will catch the ball. Whichever problem their right thumb lands on they
have to solve.

19. Center: Addition and Subtraction Soup

Each student will be a chef and have to follow the ingredient card to make a soup.

20. Center: Play Doh Smash Subtraction

 Students will create the problem using Play Doh. They will write the answer in
Play Doh. This works with fine motor skills too.

21. Game: Subtraction and Addition Puzzles

Each piece of the puzzle has the correct answer to place in the correct spot.

22. Technology/App: Monster Math

a. This app works on addition and subtraction. It can be an app used for students when they finish an assignment early or remediation.
23. Technology/App: Math Practice
a. Teacher will adjust the app for students to work on their basic math skills.
24. Internet Resource: Prodigy
a. https://www.prodigygame.com/
25. Internet Resource: Math Playground
a. https://www.mathplayground.com/
26. Internet Resource: Fun Brain
a. https://www.funbrain.com/math-zone
27. Internet Resource: Reflex Math Fluency
a. www.reflexmath.com
28. Internet Resource: Xtra Math
a. www.reflexmath.com
29. Internet Resource: Adapted Math
a. www.adaptedmind.com
30. Internet Resource: Splash Math
 a. https://www.splashmath.com/
31. Professional Development: Free Webinars
a. Free webinars are accessible at anytime whether it is live or a recording. Certificates for completion will be handed out as well.
b. edWeb.net
32. Center: Penguin Addition and Subtraction Worksheet

Given this worksheet, students will individually complete the subtraction and
addition problems.

33. Center: Dr. Suess Word Problems

Students will solve word problems individually.

34. Center: Fact Family House

 Students will complete the fact family house to practice addition and subtraction
problems of number bonds.

35. Center: Monster Math

Complete this worksheet after reading Monster Math.

36. Game: Memory Math

a. Students will play a game like memory and each addition problem. Students will match the addends to its correct sum.
37. Game: Jeopardy
a. Teacher will create a jeopardy game to play on the projector. Students will be divided in teams. To play for the correct answers of
solving problems.
38. Game/Technology/App: Kahoot!
a. Teacher will develop a class Kahoot of solving problems. Students will play on their devices.
39. Game: I have… Who has?
a. Each student will have a card of addition problems. The students will solve the problem to figure out who has the next car in line.
40. Game: Hop Scotch
 a. Students will roll a dice. Whichever number is shown on the first roll students will hop that many. When students roll again they will hop
scotch backwards subtracting their steps.

( 5 pts) Eureka Resources: Examine Eureka Curriculum. Name the module topic and grade level you found your selected concept.
Did you find a comparable topic of study? Briefly describe a feature of the Eureka Curriculum component that you found
informative.

Cite Sources:
PA SAS (Module Information)
PSSA Mathematic Glossary (Vocabulary)
TeachersPayTeachers Worksheets https://www.teacherspayteachers.com/Browse/Search:addition%20and%20subtraction%20worksheet/Price-
Range/Free/Grade-Level/First
Best Children’s Books https://www.the-best-childrens-books.org/teaching-numbers.html
Teacher Starter Activities https://www.teachstarter.com/au/blog/10-easy-simple-addition-activities-kids/

TITLE: Unifix Cubes Adding and Subtracting within 20

GRADE: 1ST
CURRICULUM AND LOGISTICS:
 STANDARDS:
o CC.2.2.1.A.1 Represent and solve problems involving problems involving addition and subtraction within 20.
 OBJECTIVES:
o Students will be about to represent and solve problems involving addition and subtraction within 20.
o Students will able to create a mathematical equation from a word problem of addition or subtraction.
 MATERIALS:
o Pencils
o Unifix Cubes (1 set of 10 cubes per student)
o Addition and Subtraction within 20 Worksheet (TeacherPayTeachers freebie)
o Individual white boards
o Markers
o Laptop (For YouTube link)
o Projector (For YouTube link)
o Number Song 1-20 for Children-Counting Numbers-The Singing Walrus
 https://www.youtube.com/watch?v=D0Ajq682yrA
 SAFETY CONSIDERATIONS:
o Students poking themselves with their pencils.
 o Students pinching their fingers with the Unifix cubes.
 GROUPING:
o Modeling, Guided Practice, and Independent Practice: Whole group (Sitting at seats)

ESSENTIAL CONTENT KNOWLEDGE (TEACHER KNOWLEDGE):

 Definition of …
o Addend: One of the numbers being added.
o Counting on: Starting at a number and continuing to add on till the desired number.
o Compose: When a number is made up of putting together other existing numbers.
o Decompose: When a number is broken down into sub-parts.
o Sum: The results of adding two or more numbers together.
 Misconceptions:
o Students may rely on keyword or phrases in a problem to suggest that the same operation will be used every time. For
example, the word left, students may think that it always means subtraction.

UNDERSTANDING OF DEVELOPMENTAL LEVEL AND STUDENT BACKGROUND KNOWLEDGE:

 Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20.
 What knowledge should the students bring to the lesson?
o Number sense
o Counting to 20
o Understanding definitions of the vocabulary
 What is the context of the lesson in the unit?
o Learning about addition and subtraction strategies using manipulatives.

QUESTIONING:
 How do we solve addition and subtraction sentences to solve real world problems with and without concrete objects
(manipulatives)?

MATH PRACTICES AND SKILLS:

 Math Practices:
o MP#1: Make sense of problems and persevere in solving them.
o MP#5: Use appropriate tools strategically.
 Skills:
o Fluently adding and subtracting within 20.

PROCEDURE:
ENGAGE  “Good afternoon, boys and girls, today we will be learning about using unifix cubes to help us solve word problems
with numbers 1 through 20.”
 “To begin, let’s count our numbers to 20 for a refresher! Stand on up!”
 https://www.youtube.com/watch?v=D0Ajq682yrA (Play YouTube link.)
 “We have used our number line, ten frames, and bear counters to help us add and subtract. Today, these unifix
cubes are going to help us too!”
 “I need a friend to help me pass out our cubes to use for our math lesson.” (Call on 2 quiet students to pass out
cubes.)
EXPLORE  “Recently we have been a lot of addition and subtraction numbers with word problems. Today, we are going to be practicing
a few of those together! Get your cubes ready!” (After completing these word problems, collect the unifix cubes from the
students.)
 “Jensen had 10 dog treats left for her puppy. Her puppy ate 4 treats for being a good boy! How many treats does
Jensen have left for her puppy? She started with 10 treats and her puppy ate 4. Is this a subtraction problem or an
addition problem? (Expected student response: Subtraction because he ate them.)
 “Emily bought 3 apples at the store and Kaitlyn bought 4 apples. How many apples do they have total? Emily
bought 3 and Kaitlyn bought 4. Is this a subtraction problem or an addition problem and why?” (Expected student
response: Addition because of total.)
 “Mrs. Rhen had 6 pencils that were sharpened, and Miss Leese had 4 pencils that were sharpened. How many
sharpened pencils does Mrs. Rhen and Miss Leese have in the classroom in total? Is this an addition problem or
subtraction problem? (Expected student response: Addition because of total.)
EXPLAIN  I DO: "We are going to be completing a worksheet today one problem is addition and one problem is subtraction. It is going
to be our job to find out if the problem is addition or subtraction. On the worksheet, we have to draw a picture to show what
we think the problem looks like, show work on a tens frame, on a number line, writing a number sentence and what our final
answer is!" (Pass out the worksheet to students.) "I am going to show you the first problem out loud, then you will fill it in.
So, our first problem reads 'Baby Jim held 7 balloons in his hand. Some of them flew away. Now he only has 2 balloons. How
many balloons flew away?' When reading this problem, I know Baby Jim had a total of 7 balloons and 2 flew away. Is this a
subtraction or an addition problem and why? (Expected student response: Subtraction because they flew away.) Exactly, this
is subtraction because 2 of Baby Jim's balloons flew away. To show how I thought of this problem I am going to draw 7
balloons like this in the box. But, 2 of them flew away so I am going to cross out 2 balloons. Now, you may draw the 7
balloons and cross out 2. Before we say our final answer, we are going to finish the rest of our boxes!
 WE DO: "We need to fill in our box for the 10 frames. We need to draw 7 circles or dots in the 10 frames. Then we need to
cross out how many?" (Expected student response: 2)
 YOU DO: "Now the next few questions, I know you are all math magicians at this! Filling out a number line and writing a
math problem. On the number line start your circle at 7 and go backwards 2. What number do we land on? (Expected
student response: 5) Correct, 5. Now we know our problem is a subtraction problem, may I have a volunteer show us how
we create the subtraction problem on the bottom of our worksheet. (Expected student response: 7-2=5) And, the very last
box says, 'What is your final answer?' Boys and girls, can we say aloud what is our final answer to the math problem of 7-2?"
(Expected student response: 5!!)
 I DO, WE DO, YOU DO (CONTINUED): Follow the exact lesson plan structure of the I DO, WE DO, YOU DO above for the back
 side of the worksheet: Ann ate 5 apples. Then she ate 3 more. How many apples did she eat in all? Is this a subtraction or an
addition problem?" (Expected student response: Addition because it says in all.)
EXTEND  When completing the worksheet, how did you determine if the word problems were subtraction or addition? (Expected
student response: I looked at keywords and phrases.)
 What strategy did you use to complete the word problem? (Expected student response: I used unifix cubes. I used the number
line. I drew a picture. I used a ten frame.)
ELABORATE  Students can independently complete the provided worksheet.
 The worksheet will be collected in order to determine the students’ understanding of addition and subtraction within 20.

CLOSURE: “Great job today boys and girls, after you are done your worksheet, I am going to come around to collect them!”
ASSIGNMENT: N/A
ASSESSMENT:
 Informal Assessment: Observing my students using the unifix cubes to show the correct answers of addition or subtraction
problems.
 Formal Assessment: Collecting student worksheets of subtraction and addition problems. Check worksheets for correct problems
and to see if students understand the material.

SPECIAL CONSIDERATIONS:
EARLY FINISHERS: Students may practice math facts on their whiteboards independently and quietly.
ENRICHMENT: Ask students to create their own addition and subtraction word problems using the unifix cubes verbally.
REMEDIATION: Assist and work with students one-on-one with the unifix cubes word problems and the addition/subtraction
within 20 worksheets. 

SPECIAL ACCOMMODATIONS: Students with visual disabilities may sit closer to the teacher while conducting this lesson. Students
with hearing disabilities may sit closer to the teacher while conducting this lesson.
Name:                       Date:

1. Complete the equation shown below.

Use the same numbers to write a correct addition equation.

Scoring Guide
1 point for correct answer
Correct Answer

Standard: CC.2.2.1.A.2

2. Sophia has 7 green crayons.

She has 3 more yellow crayons than green crayons.

Write an addition equation that Sophia can use to find the number of green crayons and yellow crayons she has in all.
Scoring Guide
1 point for correct answer
Correct Answer

Standard: CC.2.2.1.A.1

3. A tens block and a ones block are shown below.

Draw the sum of 9 + 7 using tens and ones blocks.

Scoring Guide
1 point for correct answer
Correct Answer
The student draws 1 tens block and 6 ones blocks.

Standard: CC.2.2.1.A.1

4. A teacher has 12 stamps.

He uses 3 stamps.
Write an addition equation the teacher can use to show how many stamps he still has.

Equation:____________________________
Scoring Guide
1 point for correct answer
Correct Answer
Equation: 3 + 9 = 12
OR
Equation: 9 + 3 = 12
Standard: CC.2.2.1.A.2

5. Pax counts the ducks shown below.

How many ducks does Pax count in all?

____ ducks
Scoring Guide
1 point for correct answer
Correct Answer
18 ducks
Standard: CC.2.1.1.B.1

6. Sara catches 12 baseballs.

Choose one way Sara can show the number of baseballs she catches.
O   

O   

O   
Correct Answer

O   
Standard: CC.2.1.1.B.2

7. The red team scores 38 points.

The blue team scores 20 points.

Which equation shows a way to find how many points the red team and the blue team score in all?
O    
O   
O   
Correct Answer

O   
Standard: CC.2.1.1.B.3

8. Gina eats strawberries on Friday, Saturday, and Sunday in the amounts shown in the chart below.

Choose the equation Gina can use to find how many more strawberries she eats on Friday than on Saturday.
O    8 – 7 = 1
O    7 – 4 = 3
O    8 – 4 = 4
Correct Answer
O    8 – 4 = 4
Standard: CC.2.4.1.A.4

9. A cook has 16 eggs.

He uses 9 of them.
 Choose one way the cook can find the number of eggs he still has.
O    16 – 5 – 5
O    16 – 10 + 1
O    16 – 10 – 6
Correct Answer
O    16 – 10 + 1
Standard: CC.2.2.1.A.1

10. In Mandy’s rock collection she has 5 black rocks, 3 white rocks, and 5 gray rocks.

Choose one way Mandy can find the total number of rocks she has.
O    8 + 3
O    10 + 8
O    3 + 10
Correct Answer
O    3 + 10
Standard: CC.2.2.1.A.2