Adding

Megan McCleary
Grade 1
 Unit Plan Rationale

The focus of this unit is addition. We now have the foundational knowledge of addition and subtraction through practicing the part-

part-whole strategy for two weeks prior to beginning the addition unit. Adding fits into number sense, logical thinking, and

mathematical attitude goals that are connected to the curriculum. Number sense is developing an understanding of the meaning of,

relationships between, properties of, roles of, and representations (including symbolic) of numbers and apply this understanding to

new situations and problems. Logical thinking is developing and being able to apply mathematical reasoning processes, skills, and

strategies to new situations and problems. Mathematical attitude is developing a positive attitude towards the ability to understand

mathematics and to use it to solve problems. Outcomes and indicators are group according to four strands: number, patterns and

relations, shape and space, and statistics and probability. This unit fits into the number strand. There are seven processes inherent in

the teaching, learning, and doing mathematics. These processes include: communicating, making connections, mental mathematics

and estimating, problem solving, reasoning, and visualizing along with using technology. This unit focuses on the processes of

communication, connections, mental mathematics and estimation, problem solving, reasoning, and visualization. In regards to

communication, students must be able to communicate mathematical ideas in a variety of ways and contexts. Through connections to

their prior knowledge and daily life, students will begin to view mathematics as useful and relevant. Mental mathematics and

estimation are fundamental components of number sense. When students become proficient with mental mathematics they no longer

have to depend on a calculator, they also build confidence in mathematics, become more flexible thinkers and are able to use multiple
approaches to problem solving. Learning through problem solving should be the focus of mathematics at all grade levels. If students

are able to mathematically reason this helps students think logically and make sense of mathematics. Concrete materials, technology,

and a variety of visual representations can help foster visualization.

This unit focuses on outcome N1.10- describe and use mental mathematics strategies (memorization not intended), such as: counting

on and counting back, making 10, doubles, using addition to subtract to determine basic addition facts to 18 and related subtraction

facts. The indicators are: use and describe a personal strategy for determining a sum, use and describe a personal strategy for

determining a difference, write the related subtraction fact for a given addition fact, and write the related addition fact for a given

subtraction fact. It is also important to note that “it is not intended that students recall the basic facts but become familiar with

strategies to mentally determine sums and differences.)

It is crucial that elementary teachers of mathematics believe and act on the fundamental idea of “math makes sense!” because it is

through the teacher’s actions that every child in his or her own way can come to believe this simple truth and, more importantly,

believe that he or she is capable of making sense of mathematics.

The following represent key principles that I strive to incorporate into each of my lesson plans and the unit as a whole.
Principle #1- Students will be successful most of the time- throughout this unit I will plan my instruction with the goal of providing

my students with various ways to experience multiple successes throughout. This will be done through differentiation and appropriate

progressions. If students are successful most of the time, they will gain confidence and enjoy what they are learning more.

Principle #2- Engaging lessons- it is important to include tasks and activities that are engaging and meaningful. We will do different

activities throughout the lessons that take into consideration of multiple modalities instead of just doing worksheet after worksheet.

Lessons will also include different formative assessment strategies this not only tells me where each student is at, but by incorporating

different strategies in regards to formative assessment (including technology) is more engaging for students.

Principle #3- Integrate the processes of communication, connections, mental mathematics and estimation, problem solving, reasoning,

and visualization into as many lessons as possible. Can include multiple processes within one lesson. Technology components will

also be featured during this unit.

Throughout this unit I will keep the fundamental idea of “math makes sense” in mind when preparing lessons as well as the processes

that are inherent in the teaching, learning, and doing of mathematics.

Grade: 1 Unit: Adding Dates: January 17-February 18

Date Lesson Title Outcome/ Assessment Key Learning Instructional Resources/

Planned Indicator (F&S) Questions Activities strategies Materials
to Teach related to the
lesson
Jan. 17 Making N3- -Different -What are -different -Whole group -Math Makes
Lesson 1 different Demonstrate combinations different colors of cars - Sense
(Day 5) combinations an of the number combinations on a train to Manipulatives -Large book
of numbers understanding 7 activity (F) of two represent the -Discussion about adding
of counting numbers that different to 10
N4- Represent add up to the combinations
and describe number 5? of numbers
numbers to 20 -What are that make 5
concretely, different activity
pictorially, combinations -different
and of two combinations
symbolically numbers that of the number
N7- add up to the 7 activity
Demonstrate number 8?
concretely and - What are
pictorially, different
how a given combinations
number can be of two
represented by numbers that
a variety of add up to the
equal groups number 7?
Jan. 18 Making N3- -Different - What are -Different -Guided Guided math
Lesson 2 different Demonstrate combinations different combinations math- math stations
(Day 6) combinations an of the number combinations of the number by yourself, -
of numbers understanding 6 activity (F) of two 6 activity math with a Chromebooks
 of counting numbers that friend, math (math with
N4- Represent add up to the with technology)
and describe number 6? technology
numbers to 20 -Activity
concretely, with teacher
pictorially,
and
symbolically
N7-
Demonstrate
concretely and
pictorially,
how a given
number can be
represented by
a variety of
equal groups
Jan. 19 Counting on N1.10 -Dot card and -What is the Students will -Whole group Guided math
Lesson 3 Describe and number card counting on be shown a big book read stations
(Day 1) use mental activities (F) strategy? series of two aloud (section -
mathematics -How can we dot cards and about the Chromebooks
strategies add using the whole counting on (math with
(memorization counting on number cards strategy) technology)
not intended) strategy? and they have -Guided
such as: to use the math- math -Activity
counting on counting on by yourself, with teacher
and counting strategy to math with a
back… solve the friend, math
problem with
technology

Jan. 20 Counting on N1.10 -counting on -How can we -Students will -Guided Guided math
Lesson 4 Describe and card game (F) add using the take turns math- math stations
(Day 2) use mental counting on flipping over by yourself, -
mathematics strategy? the top card math with a Chromebooks
strategies of the deck friend, math (math with
(memorization and start a with technology)
not intended) discard pile technology
such as: and rolling -Activity
counting on the dice. with teacher
and counting Students will
back… then start
counting on
from the
number
shown on the
card and
count on the
number of
times shown
on the dice.
Jan. 21 Counting on N1.10 -counting on -How can we -Deal out all -Guided Guided math
Lesson 5 Describe and card game (F) add using the of the cards math- math stations
(Day 3) use mental counting on players will by yourself, -
mathematics strategy? take turns math with a Chromebooks
strategies flipping over friend, math (math with
(memorization two cards. with technology)
not intended) Using the technology
such as: counting on -Activity
counting on strategy with teacher
and counting players will
back… determine
who gets the
bigger
number and
they will take
 the cards that
were used in
that round
and put them
into a
separate pile.
(War card
game)
Jan. 24 Making 10 N1.10 -Highlight -How can we -Students will -Whole group Guided math
Lesson 6 Describe and sums that = 10 make 10? complete big book read stations
(Day 4) use mental activity (F) both aloud (section -
mathematics -10-pin activities about making Chromebooks
strategies bowling- -Whole group 10), making (math with
(memorization Math makes making 10 10 anchor technology)
not intended) sense (F) anchor chart chart
such as: -Guided -Activity
counting on math- math with teacher
and counting by yourself,
back, making math with a
10… friend, math
with
technology

Jan. 25 Making 10 N1.10 -Making 10 -How can we -Lay 10 cards -Guided -Guided math
Lesson 7 Describe and cards game make 10? face up take math- math stations
(Day 5) use mental (F) away all of by yourself, -
mathematics the cards that math with a Chromebooks
strategies add up to 10 friend, math (math with
(memorization (5 and 5, 6 with technology)
not intended) and 4, 7 and technology
such as: 3, 8 and 2, - -Activity
counting on etc.) This is a manipulatives with teacher
and counting turn taking -whole group
 back, making game.
10…
Jan. 26 Making 10 N1.10 -Spin to 10 -How can we -Students will -Guided -Guided math
Lesson 8 Describe and game (F) make 10? spin the math- math stations
(Day 6) use mental wheel and by yourself, -
mathematics color in the math with a Chromebooks
strategies number on friend, math (math with
(memorization the grid that with technology)
not intended) when added technology
such as: to the number - -Activity
counting on you land on manipulatives with teacher
and counting equals 10. -whole group
back, making
10…
Jan. 27 Making 10 N1.10 -Roll to make-How can we -Students will -Guided -Guided math
Lesson 9 Describe and 10 (F) make 10? roll a dice math- math stations
(Day 1) use mental and write the by yourself, -
mathematics number in the math with a Chromebooks
strategies first box. friend, math (math with
(memorization Then students with technology)
not intended) will figure technology
such as: out how - -Activity
counting on many more manipulatives with teacher
and counting that they need -whole group
back, making to get to 10 in
10… the second
box
Jan. 28 Making 10 N1.10 -Ten-frames -How can we -Students will -Guided -Guided math
Lesson Describe and to make 10 (F) make 10? be given an math- math stations
10 use mental addition by yourself, -
(Day 2) mathematics equation and math with a Chromebooks
strategies 2-sided friend, math (math with
(memorization manipulatives with technology)
 not intended) and we are technology
such as: going to - -Activity
counting on practice manipulatives with teacher
and counting making 10.
back, making
10…
Feb. 1 Making 10 N1.10 -Making 10 -How can we -Students will -Guided -Guided math
Lesson Describe and with number make 10? sort number math- math stations
11 use mental sentences that cards to make by yourself, -
(Day 3) mathematics use different an addition math with a Chromebooks
strategies numbers on sentence that friend, math (math with
(memorization cards and add up to 10 with technology)
not intended) students have technology
such as: to sort the - -Activity
counting on number cards manipulatives with teacher
and counting to make 10 (F)
back, making
10…
Feb. 2 Making 10 N1.10 -Students will -How can we -Students will -Guided -Guided math
Lesson Describe and write seven make 10? write down math- math stations
12 use mental different seven by yourself, -
(Day 4) mathematics addition different math with a Chromebooks
strategies number combinations friend, math (math with
(memorization sentences that to make 10 with technology)
not intended) add up to 10 technology
such as: (F) - -Activity
counting on manipulatives with teacher
and counting
back, making
10…
Feb. 3 Doubles N1.10 -Create your -What are -Students will -Whole group -Guided math
Lesson Describe and own doubles doubles? create their big book read stations
13 use mental poster (F) own doubles aloud (section -
(Day 5) mathematics poster of their about Chromebooks
strategies choosing doubles), (math with
(memorization -Guided technology)
not intended) math- math
such as: by yourself, -Activity
counting on math with a with teacher
and counting friend, math
back, making with
10, doubles… technology

Feb. 4 Doubles N1.10 -Doubles -What are -Students will -Guided -Guided math
Lesson Describe and worksheets doubles? complete math- math stations
14 use mental (F) both of the by yourself, -
(Day 6) mathematics double’s math with a Chromebooks
strategies worksheets friend, math (math with
(memorization with technology)
not intended) technology
such as: -Activity
counting on with teacher
and counting
back, making
10, doubles…
Feb. 7 Doubles N1.10 -Roll and -What are -Students will -Guided -Guided math
Lesson Describe and make a double doubles? play doubles math- math stations
15 use mental game (F) game by yourself, -
(Day 1) mathematics math with a Chromebooks
strategies friend, math (math with
(memorization with technology)
not intended) technology
such as: -Activity
counting on with teacher
and counting
back, making
 10, doubles…
Feb. 8 Doubles N1.10 -Doubles dash -What are -Students will -Guided -Guided math
Lesson Describe and game (F) doubles? play doubles math- math stations
16 use mental dash game by yourself, -
(Day 2) mathematics math with a Chromebooks
strategies friend, math (math with
(memorization with technology)
not intended) technology
such as: -Activity
counting on with teacher
and counting
back, making
10, doubles…
Feb. 9 Doubles N1.10 -Doubles -What are -Students will -Guided -Guided math
Lesson Describe and addition bingo doubles? play doubles math- math stations
17 use mental (F) addition by yourself, -
(Day 3) mathematics bingo math with a Chromebooks
strategies friend, math (math with
(memorization with technology)
not intended) technology
such as: -Activity
counting on with teacher
and counting
back, making
10, doubles…
Feb. 10 Doubles N1.10 -Capture the -What are -Students will -Guided -Guided math
Lesson Describe and facts doubles doubles? play capture math- math stations
18 use mental game (F) the doubles by yourself, -
(Day 4) mathematics facts math with a Chromebooks
strategies friend, math (math with
(memorization with technology)
not intended) technology
such as: -Activity
 counting on with teacher
and counting
back, making
10, doubles…
Feb. 11 Doubles N1.10 -Race to 100 -What are -Students will -Partner game -Copy of
Lesson Describe and using doubles doubles? play race to board game
19 use mental (F) 100 using -dice
(Day 5) mathematics doubles -chips
100th day strategies
of school (memorization
not intended)
such as:
counting on
and counting
back, making
10, doubles…
Feb. 14 Doubles N1.10 -Valentine -What are -Students will -Individual -bingo dauber
Lesson Describe and Doubles (F) doubles? play a game -dice
20 use mental Valentine -copy of the
(Day 6) mathematics inspired activity
strategies doubles game
(memorization
not intended)
such as:
counting on
and counting
back, making
10, doubles…
Feb. 15 Doubles N1.10 -Double it (F) -What are -Students will -Individual -copy of
Lesson Describe and doubles? play a double game activity
21 use mental game where -crayons
(Day 1) mathematics they have to -pencil
strategies roll a dice,
 (memorization double the
not intended) number on
such as: the dice, tally
counting on the number
and counting that is
back, making doubled and
10, doubles… graph the
doubled
number
Feb. 16 Doubles, N1.10 -Board game -How can we -Students will -Partner game -dice
Lesson counting on, Describe and (F) make 10? play a board -game board
22 making 10 use mental -What are game where -marker
(Day 2) mathematics doubles? they will roll
strategies -How can we a dice, move
(memorization use the that many
not intended) counting on spaces and
such as: strategy? solve the
counting on doubles fact,
and counting making 10
back, making fact, or the
10, doubles… counting on
fact.
Feb. 17 Doubles, N1.10 -Addition -What -Students will -Individual -math fact
Lesson counting on, Describe and Assessment personal solve a work running
23 making 10 use mental (S) strategy do I variety of record form
(Day 3) mathematics want to use addition -student page
strategies to determine problems -scratach
(memorization a sum? using a paper
not intended) strategy of -counters
such as: their -blank piece
counting on choosing of paper for a
and counting cover sheet
back, making
 10, doubles…
Feb. 18 Doubles, N1.10 -Addition -What -Students will -Individual -math fact
Lesson counting on, Describe and Assessment personal solve a work running
24 making 10 use mental (S) strategy do I variety of record form
(Day 4) mathematics want to use addition -student page
strategies to determine problems -scratach
(memorization a sum? using a paper
not intended) strategy of -counters
such as: their -blank piece
counting on choosing of paper for a
and counting cover sheet
back, making
10, doubles…

Summative Assessments: There will be three summative assessments included in this unit.

Summative Assessment Weighing:

Counting on- 33.33%

Making 10- 33.33%

Doubles- 33.33%

Total= 100%

Formative Assessments: