MATH Integrated Planning Outline
Grade: ___1 st____ Unit: 12 +/- 2 digit problems Dates: April 19- May 24 Days:_______
Embedded Process Standards
Main Standards/Skills Best Practice Strategies/Activities
GLE 0106.2.4 Use multiple representations (groups of Check prior knowledge: Review facts 0-9 and place
10) to model two-digit addition and subtraction. value.
GLE 0106.3.2 Understand that addition and Build Background: Explain that in addition the answer
subtraction are inverse operation. will be larger/ subtraction the answer will be a smaller
CFU 0106.2.13 Solve problems that require addition number. Students will identify the number position
and subtraction of numbers through 100. (tens/ones) using base 10 blocks.
Models: Write a 2-digit problem on the board- to help
the students differentiate between tens and ones use the
technique of karate chop (draw a line down the middle
of the ones and tens). Explain that in math you always
start adding/subtracting 2-digit problems with the ones
place value (right to left).
Guided Practice: Using explicit instruction: (teacher-
everyone-independent practice) write a problem/ create
and answer the problem by using base 10 blocks.
Monitor for students understanding.
Activities for Centers, Small Group Instruction,
Homework
Independent Work: Compass learning
Higher Order Thinking Questions Assessment Questions
1. Why is it important to know how to add/subtract 2- 1. After the student completes a 2-digit problem, ask
digit numbers? How did you get this answer?
2. Are there different ways to solve problems? Can you 2. Identify place value (tens and ones)
provide examples to justify your answer?
3. How many number sentences can you create to solve
a 2-digit problem?
Small Group Activities
Given a number in the middle of a flower students will create a addition/subtraction problems on each
petal to equal the middle number.
Pick 2 domino pieces and line them with the center line of the domino and create different ways to answer
the problem. (domino’s should only go up to the number 5)
Technology/Materials/Manipulatives:
White boards base 10 blocks Compass learning Kidspiration
.
Vocabulary Best Practice Strategies/Activities
Non-Linguistic Representation- Domino/base 10 blocks
Tens ones equal to addition subtraction Checks for understanding- on going
plus minus sum difference solve Cooperative Learning: Domino/Flower activity
Reinforcing Effort and providing homework/practice
Embedded Writing Activities
1. Record step-by-step procedure to solve a problem.
2. Write a word problem using classmates/2 digit numbers.
3. Create a story using 2-digit numbers.
Cross Curricular Standards (ELA, Science/Soc. Stud.) Best Practice Strategies/Activities
. Reading the stories that the students created to the
ELA 0101.2.10 Recite poems, stories and songs. class.
ELA 0101.3.5 Arrange events in a logical and Putting the word problem in sequential order by the
sequential order when writing. amount of the double digit.
MATH Integrated Planning Outline
Grade: ___1st_____ Unit:_______Measurement Dates:___Days: 10
Embedded Process Standards
GLE 0106.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning.
GLE 0106.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and
reasonableness of the solution.
GLE 0106.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or
formulas.
GLE 0106.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate solution strategies.
GLE 0106.1.5 Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up
and solve problems and interpret solutions.
GLE 0106.1.6 Read and interpret the language of mathematics and use written/oral communication to express
mathematical ideas precisely.
GLE 0106.1.7 Recognize the historical development of mathematics, mathematics in context, and the
connections between mathematics and the real world.
GLE 0106.1.8 Use technologies/manipulatives appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create accurate and reliable models of mathematical concepts.
Main Standards/Skills Best Practice Strategies/Activities
0106.4.5 Estimate & measure length using non- Identifying similarities and differences: long, longer,
standard units (counting by using groups of tens and longest; short, shorter, shortest; tall, taller, tallest; high,
ones) to represent addition). higher, highest. Write in math journal and illustrate
0106.4.6 Recognize the essential role of units in (non-linguistic representation).
measurement, and understand the difference between Non-linguistic representation-partner trace the body of
standard and non-standard units. another and use non-standard, popsicle sticks, and
0106.4.7 Understand and use comparative words such ruler, standard units of measure.
as long, longer, longest; short, shorter, shortest; tall, Generating and testing hypothesis - on going
taller, tallest; high, higher, highest. Checks for understanding – on going
0106.1.6 Recognize scales as a way of measuring
weight
Higher Order Thinking Questions Assessment Questions
How would you determine how long your desk is if What instrument would you use to measure
you do not have a ruler? temperature?
Using a thermometer, determine what you should wear Would you use inches or feet to measure the door?
outside. Explain your reasoning for choosing this Would you measure yourself in kilograms or grams?
clothing.
What could you use in your classroom for measuring
the distance between two walls ?
Small Group Activities
Partner trace the body of another student and use non-standard, popsicle sticks, and ruler, standard units of
measure.
Technology/Materials/Manipulatives:
Inch rulers, centimeter rulers, string, butcher paper, popsicle sticks, yardstick, math journals, construction paper,
pom-poms, Cheez-its, thermometers, paper clips, balance scale, standard scale, unifix cubes
Book, Inch By Inch by Leo Leoni
Vocabulary Best Practice Strategies/Activities
Measure, inches, feet, standard, non-standard, Identifying similarities and differences: long, longer,
kilograms, grams, centimeters, yard-stick, temperature, longest; short, shorter, shortest; tall, taller, tallest; high,
thermometer, estimate, long, longer, longest; short, higher, highest. Write in math journal and illustrate
shorter, shortest; tall, taller, tallest; high, higher, (non-linguistic representation).
highest Non-linguistic representation-Cooperative Learning
Activity- partner trace the body of another and use
non-standard, popsicle sticks, and ruler, standard units
of measure.
Make a Ruler – Use Cheezits (from Number Wonders
by Catherine Jones Kuhns)
Cooperative Learning - Measuring Booklets
Generating and testing hypothesis - on going
Checks for understanding – on going
Embedded Writing Activities
Have students write using vocabulary terms how many feet and inches tall they are.
Draw and label things that are about and inch long, (i.e. foot)?
Choose something in the room that you want to measure and tell which measuring tool you would use ? Explain
why you chose that tool.
Cross Curricular Standards (ELA, Science/Soc. Stud.) Best Practice Strategies/Activities
Book, Inch By Inch by Leo Leoni
CFU 0107.8.1 Collect daily weather information.
ELA 0101.2.10 Recite, stories, and songs.
.
MATH Integrated Planning Outline
Grade: ______1_____ Unit:_______Place Value___________Dates:___________________Days:_______
Embedded Process Standards
Standard 1- Mathematical Processes
GLE 0106.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning.
GLE 0106.1.2 Apply and adapt a variety of appropriate strategies to problem solving including estimation and
reasonableness of the solution.
GLE 0106.1.6 Read and interpret the language of mathematics and use written/oral communication to express
mathematical ideas precisely.
GLE 0106.1.8 Use technologies/manipulatives appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create accurate and reliable models of mathematical concepts.
Main Standards/Skills Best Practice Strategies/Activities
Standard 2: Numbers and Operations Checking Prior Knowledge- counting by tens and
GLE 0106.21 Understand and use number notation ones
and place value to 100. Build Background- refer to calendar activities, what
GLE 0106.2.2 Compare and order whole numbers to is the purpose of place value, Math Fables book
100. Setting Goals- distinguish between tens and ones,
GLE 0106.2.3 Develop strategies for learning basic model a number up to 100
addition facts and related subtraction facts. Model- explain place value with calendar, model
GLE 0106.2.4 Use multiple representations (including using base ten blocks
groups of ten) to model two-digit addition and Guided Practice- Kagan Match Mine games, I
subtraction. have..Who has…
Literature- The Cheerios Counting Book, How Much
is a Million, Count the Opossums
Higher Order Thinking Questions Assessment Questions
1. How would this number change if we switched 1. After students arranged digits to make the
the digits? highest number possible, ask why did you
2. How could you arrange these three numbers to choose to place that digit in the “ones” place?
create the highest two-digit number possible? 2. What is the relationship between tens and
3. Can you compare and contrast 65 and 56? ones?
4. How can you use base ten blocks to represent 3. Ask student to explain reasoning behind
70? ordering as > or ), Cake Walk- (non-ling. representation and numbers are written on
cakes), Concentration
Technology/Materials/Manipulatives
base 10 manipulatives computers with Kidspiration concentration cards
cards counters journals
dice
Vocabulary Best Practice Strategies/Activities
Think-Pair-Share-Double Pair Think -“What does
tens, ones, place value, greater than, less than, groups, ___ mean?”, with a partner discuss what you think the
skip count, symbol, total term means, with another pair write or draw what you
decide together the terms means.
Words to Symbols/Symbols to Words-write a
statement using symbols, numerals, variables instead
of words.
Kinesthetic- physically act out symbols
Concentration- match cards
T-Chart
Embedded Writing Activities
1. Journal prompts
2. Record/illustration in math journals.
3. Use base to block pattern to make an illustration. Write a story about it. Other students will read and
count blocks in illustration.
4. “What Number am I” riddles.
Cross Curricular Standards (ELA, Science/Soc. Stud.) Best Practice Strategies/Activities
The Cheerios Counting Book by Rob Bolster and This book teaches number order, place value notation,
Frank Mazzola, Jr. CFU 01016.1.9 Use age- connecting number words to numerals. SW use
appropriate books, stories, and videos to convey ideas cheerios and condiment cups to count to various
of mathematics numerals. Ask “suppose you count by tens. How
CFU 0106.2.14 Use composition and decomposition could you chow the number tens with you
of numbers to identify and discuss patterns. Cheerios/cups?” SW show numbers with a picture.
CFU 01013.11 Illustrate written work with simple Call out a number. Ask what number do you hear?
drawings. How might you show that number with your cheerios
and cups?
Earth Day Hooray by Stuart J. Murphy This book teaches place value.
Can You Count to a GooGol? by Robert E. Wells This book teaches how to count real world objects.
Music
Place Value Rap- www.rockinthestandards.com Students will listen to Place Value Rap and create their
own rap.
MATH Integrated Planning Outline
Grade: ______1st_____ Unit:__Addition/Subtraction Units 6 & 7_
Embedded Process Standards
GLE 0106.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning.
GLE 0106.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and
reasonableness of the solution.
GLE 0106.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or
formulas.
GLE 0106.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate solution strategies.
GLE 0106.1.5 Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up
and solve problems and interpret solutions.
GLE 0106.1.6 Read and interpret the language of mathematics and use written/oral communication to express
mathematical ideas precisely.
GLE 0106.1.7 Recognize the historical development of mathematics, mathematics in context, and the
connections between mathematics and the real world.
GLE 0106.1.8 Use technologies/manipulatives appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create accurate and reliable models of mathematical concepts.
Main Standards/Skills Best Practice Strategies/Activities
CFU 0106.2.7 Develop fluency with addition and * Counting on using manipulatives (counters in a box)
subtraction facts of sums through ten. * Modeling (counting on, counting back, using
CFU 0106.2.8 Relate counting on and counting back manipulatives, using hundreds boards to solve, finding
to addition and subtraction and understand them as patterns and rules)
inverse operations. * Manipulatives (dice, dominoes, hundreds board,
CFU 0106.3.1 Find repeating patterns on the number number line, bears, etc.)
line, addition table, and hundreds chart. * Students will each have a card with a fact family
CFU 0106.3.2 Determine a reasonable next term in a number sentence on it, and they will work to find their
given sequence and describe the rule. fact family partners.
CFU 0106.3.3 Use objects to illustrate the * I have Who Has…with addition/subtraction facts
commutative property with basic facts and show that * Write their own story problems using Math journals
subtraction is not commutative. * Mystery numbers using addition/subtraction
CFU 0106.3.4 Demonstrate understanding of the basic problems (children will use bear manipulatives to play
equation a+b=c by using objects to illustrate the Bears in the cave- Math their way Game)
number sentences (fact families) associated with any * Gamequarium video clips, manipulatives, games
particular sum.
Higher Order Thinking Questions Assessment Questions
* How do the numbers in a fact family relate to each * Identify the sums and differences of a given
other? problem.
* Can you create a fact family using the given * Have students explain how they got their answer, or
numbers? how they know the answer is right.
* Why are fact families important? Why is it * Identify the missing number in addition and
important to know them? subtraction problems.
* How are addition/subtraction alike? different?
* How could you use addition/subtraction in real life?
Small Group Activities
* Mystery subtraction (can be differentiated)
* Pick a part game (Put counters out for the sum – then break them down to make different number sentences to
equal the sum)
* Card games – Box cars and one-eyed jacks http://www.educationworld.com/a_lesson/archives/boxcars.shtml
* Practice using whiteboards
Technology/Materials/Manipulatives:
Dice, bears, dominoes, number line, hundreds board, whiteboards
http://www.educationworld.com/a_lesson/archives/boxcars.shtml
http://www.gamequarium.org/dir/Gamequarium_Junior/
Vocabulary Best Practice Strategies/Activities
Counting on, counting back, related facts, fact * Counting on using manipulatives (counters in a box)
families, sums, differences, addition, subtraction, more * Modeling (counting on, counting back, using
than, less than, equals, total, plus, minus, in all, left, manipulatives, using hundreds boards to solve, finding
commutative property, number sentence, whole patterns and rules)
number, zero, hundreds chart, number line * Manipulatives (dice, dominoes, hundreds board,
number line, bears, etc.)
* Students will each have a card with a fact family
number sentence on it, and they will work to find their
fact family partners.
* I have Who Has…with addition/subtraction facts
* Write their own story problems using Math journals
* Mystery numbers using addition/subtraction
problems (children will use bear manipulatives to play
Bears in the cave- Math their way Game)
Embedded Writing Activities
* Write in journals – create their own word problems, explain how they got an answer
* Create a picture and then create a story problem for the picture created.
* Write a story, poem, or song using addition/subtraction facts
* Write questions students have about the lesson on addition/subtraction
Cross Curricular Standards (ELA, Science/Soc. Stud.) Best Practice Strategies/Activities
Culture encompasses similarities and differences * Students write their own word problems using
among people, including their beliefs, knowledge, information about themselves.
changes, values, and traditions. Students will explore * Read “The Napping House” by Audrey Wood to
these connect to families.
elements of society to develop an appreciation and * Read…
respect for the variety of human cultures. “Domino Addition” by Lynette Long
1.1.01 Understand the diversity of human cultures. “Twelve Ways to Make Eleven” by Eve Mirrian
CFU 0101.8.1 Read picture books, alphabet and “Anno’s Counting Book” by Mitsumma Anno
number books, rhyming books, story books, fairy tales, “Hershey’s Kisses Addition”
poetry, and nonfiction text. “Two Ways to Count to Ten” by Ruby Dee
MATH Integrated Planning Outline
Grade: ______1st_____ Unit:_9-Fractions Dates:_ ___Days: 10
Embedded Process Standards
GLE 0106.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning.
GLE 0106.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and
reasonableness of the solution.
GLE 0106.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or
formulas.
GLE 0106.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate solution strategies.
GLE 0106.1.5 Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up
and solve problems and interpret solutions.
GLE 0106.1.6 Read and interpret the language of mathematics and use written/oral communication to express
mathematical ideas precisely.
GLE 0106.1.7 Recognize the historical development of mathematics, mathematics in context, and the
connections between mathematics and the real world.
GLE 0106.1.8 Use technologies/manipulatives appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create accurate and reliable models of mathematical concepts.
Main Standards/Skills Best Practice Strategies/Activities
0106. 2.10 Use models (such as discrete objects, Non-linguistic representations (Paper plate clocks)
connecting cubes, and number lines) to represent Similarities and differences (Match game with
“part-whole”, “adding to”, “taking away from”, and pictures and vocabulary or fraction numbers)
“comparing to” situations to develop understanding of Cooperative learning (Give three different students
the meaning of addition and subtraction. three different representation of a fraction. Students
walk around and match their fractions.)
0106.2. 11 Recognize the “part-whole” relationship in Generating and testing hypothesis (Estimation jar
representations of basic fractions such as ½ and ¼. half or quarter filled. Students will guess how many
objects will fill half the jar or will fill it a quarter of the
0106.1.10 Match the spoken, written, concrete, and way.)
pictorial representations of whole numbers, one-half,
and one-fourth.
Higher Order Thinking Questions Assessment Questions
Estimate how many objects will fill half the jar? A Show three ways to represent one half. One fourth?
quarter of the jar? Defend your answer.
Small Group Activities
Fold paper into one fourth and one half, using a graham cracker, candy bar, apple, etc to represent equal halves
and fourths
Technology/Materials/Manipulatives:
Teddy bears, paper plate representations, clock, dye-cuts, graham crackers, candy bars, apples,
http://teacherweb.com/TN/NormanSmithElementarySchool/BarbaraKane/links6.aspx
Vocabulary Best Practice Strategies/Activities
whole, half, fourth, halves, fourths, quarter, one-half, Cooperative learning- (separate students in to groups
one-fourth, part-whole, groups/sets, adding to, taking and they act out or portray the vocabulary words)
away from, comparing to, equal, unequal Checks for Understanding – on going
Reinforcing Effort and Providing Homework and
Practice – All small group activities.
Embedded Writing Activities
Having students write about their estimation and defending why they assumed what they did. After counting and
giving actual number, students will write about how their estimation was different than the actual count.
Cross Curricular Standards (ELA, Science/Soc. Stud.) Best Practice Strategies/Activities
ELA 0101.2.10 Recite poems, stories, and songs. Reading the books “Eating Fractions” by Bruce
McMillian, “Give Me Half” by Stuart Murphy, “Gator
. Pie” by Louise Mathews, and “The Doorbell Rang” by
Pat Hutchings and doing corresponding activities,
including “Worms in the Garden”.
Resources found in “Hands-On Math: Manipulative Activities for the Classroom” (K-1; Creative Teaching
Press)
MATH Integrated Planning Outline
Grade: ______1st_____ Unit: 3- Graphs Dates:___________________Days: 10
Embedded Process Standards
GLE 0106.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning.
GLE 0106.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and
reasonableness of the solution.
GLE 0106.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or
formulas.
GLE 0106.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate solution strategies.
GLE 0106.1.5 Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up
and solve problems and interpret solutions.
GLE 0106.1.6 Read and interpret the language of mathematics and use written/oral communication to express
mathematical ideas precisely.
GLE 0106.1.7 Recognize the historical development of mathematics, mathematics in context, and the
connections between mathematics and the real world.
GLE 0106.1.8 Use technologies/manipulatives appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create accurate and reliable models of mathematical concepts.
Main Standards/Skills Best Practice Strategies/Activities
0106.5.1 Use various representations to display and Nonlinguistic Representation (graphing in class)
compare data. Cooperative Learning (polling)
0106.5.2 Represent data in both horizontal and vertical Identifying similarities and differences (graphing in
form. class)
0106.5.3 Display data using appropriate titles and
labels
0106.5.4 Count and compare collected data
Higher Order Thinking Questions Assessment Questions
Predict which color would be the favorite in the class. Create a graph using a title, labels, and given data.
Explain to teacher.
Explain and/or create how to transfer data from a tally
chart to a bar graph.
Small Group Activities
Give groups small baggies of items and have students manipulate the items to create a graph.
Use index cards to label and title graph. Have students come up with questions that they can ask other students
who look at their graphs.
Technology/Materials/Manipulatives:
http://nces.ed.gov/nceskids/createagraph/default.aspx, dye cuts, cereal, clothes pins, skittles, m&ms,
Kidspiration, candy hearts, baggies filled with items, index cards
Vocabulary Best Practice Strategies/Activities
Horizontal, vertical, bar graph, picture graph or Cooperative learning- (separate students in to groups
pictograph, tally graph, concrete graph, titles, labels, and they act out or portray the vocabulary words)
how many more, how many less, compare, gathering Checks for Understanding – on going
data (polling), Reinforcing Effort and Providing Homework and
Practice – All small group activities.
Embedded Writing Activities
Create a class graph that asks students about something in particular that’s their favorite and have students write
to defend why they chose what they did.
Write in the math journal what the student thinks would be a class favorite. After graph data is collected and
analyzed, write a comparison between the original hypothesis and the final product.
Cross Curricular Standards (ELA, Science/Soc. Stud.) Best Practice Strategies/Activities
CFU 0101.8.5 Participate in the creation of graphic Read a variety of stories and have students graph their
organizers (KWL charts, diagrams) favorite characters.
CFU 0101.2.10 Recite poems, stories, and songs. Read different variations of the same story and have
students graph which story is their favorite.
CFU 0101.8.8 Participate in shared reading and small
group guided reading.
.
MATH Integrated Planning Outline
Grade: ______1st_____ Unit:____Geometry___ _____________Dates:___________________Days:
Embedded Process Standards
GLE 0106.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning.
GLE 0106.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and
reasonableness of the solution.
GLE 0106.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or
formulas.
GLE 0106.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate solution strategies.
GLE 0106.1.5 Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up
and solve problems and interpret solutions.
GLE 0106.1.6 Read and interpret the language of mathematics and use written/oral communication to express
mathematical ideas precisely.
GLE 0106.1.7 Recognize the historical development of mathematics, mathematics in context, and the
connections between mathematics and the real world.
GLE 0106.1.8 Use technologies/manipulatives appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create accurate and reliable models of mathematical concepts.
Main Standards/Skills Best Practice Strategies/Activities
CFU 0106.4.1 Recognize and describe similarities and Identifying similarities and differences (Compare and
differences between 2-dimensional figures (geometric Contrast 2-D and 3-D shapes)
attributes and properties). Cooperative Learning
CFU 0106.4.2 Recognize 2- and 3-dimensional figures Nonlinguistic Representation
from different perspectives and orientations. Reinforcing effort and providing recognition
CFU 0106.4.3 Model part-whole relationships and Homework and Practice
properties of plane and solid figures by combining two or Setting Objectives and Providing Feedback
more shapes to make a larger shape or by breaking apart Generating and testing hypotheses
an object into its smaller shapes. Cue, questions, and advance organizers
CFU 0106.4.4 Identify 2-dimensional shapes as faces of Summarizing (math journals)
3-dimensional figures.
Higher Order Thinking Questions Assessment Questions
If you had a scoop of ice cream, would you rather have What shape is this (show shape), how many faces, how
it in the shape of a circle or a sphere? Why? many vertices, how many sides?
Compare and contrast 2-D and 3-D shapes, how are Give a riddle, what shape am I (I have no corners, I
they alike and different (cube /square)? have no faces, what am I)?
How many more faces are on a cube than a pyramid? Will this figure roll, stack, or slide?
How many triangles do you think it will take to create Use these shapes (give shapes) to build _______.
a trapezoid? (use with any shape)
Can you classify the 3-D shapes according to the shape
of their faces? (square = pyramid, rectangular prism,
cube).
Small Group Activities
Concentration (shape matched to name, faces and vertices), Quiz Quiz Trade (properties of shapes-Kagan
Strategy), Bingo, Scavenger Hunt and create riddles for shapes found, Venn Diagram sorting (stack, slide, roll),
create 3-D shapes by folding paper (identify 2-D faces), Construct a real life object with 3-D or 2-D shapes
(draw/build robot or another structure)
Technology/Materials/Manipulatives:
Geo Cleo and the Shape Caper at www.beaconlearningcenter.com
Kidspiration
3-D shapes and 2-D shapes
Bingo boards and chips
Concentration Cards
Quiz Quiz Trade Cards
Home items for constructing robot or other structure (cereal boxes, cans)
Paper templates for 3-D shapes
Books:
The Greedy Triangle
Vocabulary Best Practice Strategies/Activities
Three dimensional Identifying similarities and differences (Compare and
Sphere, rectangular prism, cone, pyramid, cube, Contrast 2-D and 3-D shape words)
cylinder Cooperative Learning
Two dimensional Nonlinguistic Representation
Square, triangle, rectangle, circle, trapezoid, hexagon, Reinforcing effort and providing recognition
octagon, pentagon Setting Objectives and Providing Feedback
Flat Cue, questions, and advance organizers
Solid Note Taking
Face
Vertices
Sides
Stack, roll, slide
Edge
Embedded Writing Activities
Math Journals
Cross Curricular Standards (ELA, Science/Soc. Stud.) Best Practice Strategies/Activities
ELA Identifying similarities and differences (Compare and
CFU 0101.1.8 Identify and write complete sentences Contrast 2-D and 3-D shape words)
correctly. Cooperative Learning
CFU 0101.2.8a Work productively in group discussion for Nonlinguistic Representation
a particular purpose (e.g., respond to literature, solve a Reinforcing effort and providing recognition
problem).
Setting Objectives and Providing Feedback
CFU 0101.1.10a Build vocabulary by reading, listening to,
and discussing a variety of literature. Cue, questions, and advance organizers
CFU 0101.3.1 Brainstorm ideas with teachers and peers, Note Taking
use graphic organizers (e.g., webs, charts, Venn diagrams)
independently and/or in group, draw pictures to generate
ideas, and use a variety of resources to gather information.
CFU 0101.3.7 Create legible documents for reading by
forming legible upper and lower case letters utilizing
correct spacing, writing from left to right and top to bottom,
and tracing and reproducing letters and words correctly.
CFU 0101.5.4 Compare and contrast information and
ideas.
CFU 0101.6.1 Follow simple written directions to
complete a task.
CFU 0101.8.5 Participate in the creation of graphic
organizers (KWL charts, diagrams).
Science
CFU 0107.1.3 Make diagrams to record and communicate
observations.
CFU 0107.Inq.1Use senses and simple tools to make
observations.
CFU 0107.Inq.4Collect, discuss, and communicate findings
from a variety of investigations.
CFU 0107.T/E.2 Invent designs for simple products.
GLE 0107.Inq.3Explain the data from an investigation.
CFU 0107.11.2 Investigate and explain how different
surfaces affect the movement of an object.
MATH Integrated Planning Outline
Unit 1: Addition and Subtraction Concepts
Norman Smith Red Group
Grade: ______1st____ Unit: 1 Addition and Subtraction Concepts____Dates:_____Days: Approximately 14
Embedded Process Standards
GLE 0106.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning.
GLE 0106.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and
reasonableness of the solution.
GLE 0106.1.3 Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or
formulas.
GLE 0106.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in order to solve
problems, model mathematical ideas, and communicate solution strategies.
GLE 0106.1.5 Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up
and solve problems and interpret solutions.
GLE 0106.1.6 Read and interpret the language of mathematics and use written/oral communication to express
mathematical ideas precisely.
GLE 0106.1.7 Recognize the historical development of mathematics, mathematics in context, and the
connections between mathematics and the real world.
GLE 0106.1.8 Use technologies/manipulatives appropriately to develop understanding of mathematical
algorithms, to facilitate problem solving, and to create accurate and reliable models of mathematical concepts.
Main Standards/Skills Best Practice Strategies/Activities
CFU 01062.7- Develop fluency with addition and Checking Prior Knowledge- Present each student
subtraction facts of sums through 10. with a dry erase board, teacher calls out random
CFU 0106.2.8- Relate “counting-on” and “counting numbers to 20 and students raise up their boards with
back” to addition and subtraction and understand them the number written down that was called out.
as inverse operations. Build Background- Explain that addition is “adding-
CFU 0106.2.10- Use models to represent “part- to” and “more.” Explain that subtracting is “taking
whole,” “adding-to,” “taking away from,” and away” and “less.” Explain that adding and subtracting
“comparing to,” situations to develop understanding of are used in everyday life are essential in day-to-day
the meaning of addition and subtraction. functions.
Linking Literature to Concepts- Use texts to enhance
learning and to allow for visual pictures and
representations.
Model- Provide opportunities to show and demonstrate
concepts.
Guided Practice- Provide positive and corrective
feedback when necessary.
Independent Practice- Allow for students to practice
concepts individually.
Nonlinguistic Representations- Number problems,
graphic organizer summarizing the similarities and
differences of addition and subtraction.
Identifying Similarities and Differences- Identify the
similarities and differences between the operations of
addition and subtraction.
Activities for Centers, Small Group Instruction,
Homework
Higher Order Thinking Questions Assessment Questions
1. What are everyday uses for numbers outside of 1. What is the symbol for addition? What is the symbol
school? for subtraction?
2. Find more than one way to solve the problem. What 2. What operation would you use if you hear the words
strategies will this involve? “take away?” What about “bring together?”
3. How are addition and subtraction useful to you, 3. After the student completes a simple addition or
individually? subtraction problem, ask “how did you get that
answer?”
4. Once the student has drawn a picture to accompany
their writing, evaluate their work and have them
explain their pictures and ideas.
Small Group Activities
Use “Domino Addition” use dominoes to add the total number of dots, write the addition sentence that applies.
Use “Sumthing’s Up” and have students write out numbers to 9, then roll dice and add the numbers they land
on. Use then frame to practice basic addition and subtraction problems and reinforce basic concepts.
Technology/Materials/Manipulatives:
Ten Frame (illuminations.nctm.org/LessonDetail) for electronic ten frame
NCTM website (nctm.org)
Numberline
Concrete objects to add/subtract (cubes, bears, etc.)
Hands-On Math, A Math Manipulative Resource Book by Creative Teaching Press
Vocabulary Best Practice Strategies/Activities
Addition Equal Plus Minus Take Away Checking Prior Knowledge- Present each student
Subtraction Join Together Total Left Over with a dry erase board, teacher calls out random
Ten Frame Number Line Domino Dice numbers to 20 and students raise up their boards with
the number written down that was called out.
Build Background- Explain that addition is “adding-
to” and “more.” Explain that subtracting is “taking
away” and “less.” Explain that adding and subtracting
are used in everyday life are essential in day-to-day
functions.
Linking Literature to Concepts- Use texts to enhance
learning and to allow for visual pictures and
representations.
Model- Provide opportunities to show and demonstrate
concepts.
Guided Practice- Provide positive and corrective
feedback when necessary.
Independent Practice- Allow for students to practice
concepts individually.
Nonlinguistic Representations- Number problems,
graphic organizer summarizing the similarities and
differences of addition and subtraction.
Identifying Similarities and Differences- Identify the
similarities and differences between the operations of
addition and subtraction.
Activities for Centers, Small Group Instruction,
Homework
Embedded Writing Activities
Give students writing prompt “I have ______ and my friend shares _____ with me” and have students fill in the
blanks to fit themselves. Then have them illustrate a picture to accompany their addition problem.
Give students writing prompt “I have _______ and I lose ____” and have students fill in the blanks to fit
themselves. Then have students illustrate a picture to accompany their subtraction problem.
Cross Curricular Standards (ELA, Science/Soc. Stud.) Best Practice Strategies/Activities
CFU 0101.1.2- Use capital letters correctly (in writing Use manipulatives throughout lessons. Students can
stories). use bears, counters, or other concrete objects to
CFU 0101.1.6- Understand that groups of words make practice adding, subtracting, counting on, and counting
sentences. back.
CFU 0101.3.11- Illustrate written work with simple Explicit Instruction throughout Unit and incorporate
drawings. hands on activities throughout.
CFU 0101.8.1- Experience a variety of texts (picture
books, alphabet books, story books, etc.)
CFU 0106.1.9- Use age-appropriate books, stories,
and videos to convey ideas of mathematics.
CFU 0101.3.1- Brainstorm ideas with teachers and peers,
use graphic organizers (e.g. word walls, webs, charts,
Venn Diagrams) independently and/or in groups, draw
pictures to generate ideas, and use a variety of resources
to gather information.