6-Page Template, Page 1
Unit Cover Page
Unit Title: Building Addition And Subtraction Concepts Grade Levels: Kindergarten
Subject/Topic Areas: Number and Number Sense
Key Words: addition, subtraction, plus, minus, in all, are left, all together, how many more, match,
doubles, difference, equal, sets, take away, sum, number sentence
Designed by: Kimberly Natson, Cynthia Flowers, Zelma Powell, Vincent Hill Time Frame: Four Weeks
School : Kimberly Elementary
Brief Summary of Unit (including curricular context and unit goals):
Students will understand that they can count to tell how many items are in
sets, build number combinations to represent addition and subtraction, and
create, and solve story problems.
Unit design status: Completed template pages – Stages 1,2, and 3
Completed blueprint for each performance task Completed rubrics
Directions to students and teachers Materials and resources listed
Suggested accommodations Suggested extensions
Status: Initial draft (date ______) Revised draft (date ______)
Peer reviewed Content reviewed Field tested Validated Anchored
6-Page Template, Page 2
Stage 1 – Identify Desired Results
Students will use representations to model addition and subtraction. (a) Use counting G
strategies to find out how many items are in two sets when they are combined. (b)
Build number combinations up to 10 and for doubles to 10. (c) Use objects, pictures,
numbers, or words to create, solve and explain story problems for two numbers that are
each less than 10.
What understandings are desired?
Students will understand that… U
…counting can be used to determine the number of elements in sets when they are combined.
…they can model addition and subtraction by building number combinations and doubles up to
… they can use models to create, solve, and explain addition and subtraction story problems for
two numbers each less than 10.
What essential questions will be considered?
1. How can counting be used to determine the number of items in two sets Q
when they are combined?
2. How can you use building number combinations and doubles to represent
models of addition and subtraction in story problems
What key knowledge and skills will students acquire as a result of this unit
Students will be able to… K Students will know… S
… differentiate when to use the plus …terminology: add, subtract, symbols for
and minus signs addition and subtraction, sets, doubles,
… match items in a set in all, all together, difference, are left, how
… combine sets to represent a number many more, sum
… model ways to solve addition and … identify numbers from 0-10
subtraction story problems. … name numbers from 0-10
6-Page Template, Page 3
Stage 2 – Determine Acceptable Evidence
What evidence will show that students understand?
Performance Tasks* (summary in GRASPS form): Complete
Goal: The KDG Fruit Company will package and ship fruit orders in quantities of 10 per pack. a
Roles: Customers, Packers, Inspectors, Shippers, Supervisor Performa
Audience: The people who want order fruit nce Task
Situation: The KDG Fruit Company will fill orders for fruit in combinations to 10 Orders may be any Blueprint
combination of two kinds of fruit to a capacity of 10 (i.e. 3 apples and 7 oranges; 5 oranges and 5 for each
apples). task (next
Performance: Required number of jobs will be placed in a hat. Students will pull jobs from the hat to page)
determine where they will work. Jobs will be customers, packers, inspectors, supervisors. Customer
will complete order forms. Customers must know number combinations and doubles to 10. Packers
will read orders and package the fruit according to what is on the order form. Packers must know how
to recognize numbers 0-10, and count form 1 to ten. Inspectors will check each package of fruit for
quality control to be sure that orders are filled correctly. Inspectors must know all of the previously
mentioned skills. Supervisor must know everyone’s job and keep everyone on task. Students will
switch roles so that everyone will have the opportunity to do each job. Once all orders have been
filled. Students must complete inventory by writing the total number of fruit used in the task. Then
they will subtract the number fruit used to complete their orders. Students will write a subtraction
problem using the inventory data. Once task is complete students will record their experience in a
journal and share writings with the class.
Standards and Criteria for Success: The students will…
…use knowledge of number recognition from
…match items sets
…combine sets to represent a number
…differentiate when to add and when to subtract.
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):
1.Class discussion O
2.Teacher observation of students working on task
3. Presentation of oral and written explanations
4. Role playing
5.Mini weekly quiz
Student Self-Assessment and Reflection:
After having the opportunity to rotate through all of the jobs at the KDG Fruit
Company, the student will be able to determine which jobs they are proficient at
and which jobs they still need to put more effort into in order to perform the skills
required to do the job.
6-Page Template, Page 3a
Stage 2 – Determine Acceptable Evidence
What evidence will show that students understand?
Performance Tasks* (summary in GRASPS form): a
Scoring Rubrics Performa
Recognize numbers The student is able to The student is able The student is
from 1-10 recognize to recognize some not able to
numbers from 0-10 numbers from 0-10 recognize number
from 0 - 10
Count to determine The student is able to The student is able to The student is not able
the number of accurately count to determine count to determine to count to determine
elements the number of 4 or more the number of 2 or more the number of 2
in sets when they are elements in sets when they elements in sets when they elements in sets when
combined are combined. are combined, but not they are combined.
Combine sets to The student is able to The student is able to combine The student is not able
represent a number accurately combine sets to sets to represent a number a to combine sets to
represent a number 0-10 0 – 10, but not accurately represent a number 0 -
Use models to solve The student is able to use The student is able to use The student is not able
addition and models to solve 14 or more models to solve 7 or more to use models to solve 4
subtraction story addition/subtraction story addition/subtraction story or more addition/
problems for two problems for two numbers problems for two numbers subtraction story
numbers each less each less than 10 each less than 10. problems for two
than 10 numbers each less than
Inventory Control Student is able to create Student is not able to
and write a subtraction determine or write a
problem using information subtraction problem
from task. using information
from the task..
6-Page Template, Page 3b
Stage 2 – Determine Acceptable Evidence
Self Assessment Form for the KDG Fruit Company
1. As the customer I understood how to complete the order form.
2. As the packer I understood how to fill the orders.
3. As the inspector I understood how the completed order should look.
4. As the supervisor I understood what everyone should be doing.
6-Page Template, Page 4
Performance Task Blueprint
What understandings and goals will be assessed through this task?
Counting strategies can be used to determine Students will use representations to model
the number of elements in sets when they are addition and subtraction
combined or decomposed
What criteria are implied in the standards and understandings regardless of the task specifics?
What qualities must student work demonstrate to signify that standards were met?
Counting by rote to 10; identify and write Students will package fruit in quantities of ten
numbers to 10; how to compare numbers; using correct number combinations for 10 and
equally divide between two or three people of doubles to 10. They will use subtraction to
sets. discard unfit fruit.
Through what authentic performance task will students demonstrate understanding? T
The KDG Fruit Company will fill orders for fruit in combinations to 10. Orders may be any
combination of two kinds of fruit to a capacity of 10. Customers will complete order forms.
Packers will read the orders and package the fruit i.e. 3 apples and 7 oranges; 5 oranges and 5
apples; etc. Inspectors will check each package of fruit for quality control to be sure that orders
are filled correctly. Students will switch roles so that everyone will have the opportunity to do
What student products and performances will provide evidence of desired outcomes?
The product will be boxes containing correct The performance will be each box of 10 is
combinations of fruit in quantities to10, order counted and packed correctly. They will
forms, and sorting fruit. describe each job in their journal writings. They
will share their journal writing to the class.
By what criteria will student products and performances be evaluated?
Students will choose correct number Students will use self-assessment form
combinations to represent 10. for self evaluation. They will also
Students will correctly add number
combinations. Students will remove any fruit discuss journal writings orally.
that is not edible. Complete a final inventory
6-Page Template, Page 5
Consider the WHERETO elements:
Stage 3 – Plan Learning Experiences and Instruction
1. Do you have enough jelly beans to share with seven friends if you have 5 blue and 3 yellow? H
2. How can we use addition to find the answer? (TPS). After recording responses teacher will L
demonstrate what addition means (introduce addition vocabulary and symbols). W
3. Help students think of other real life examples and practice writing number sentences with a
4. Provide independent practice as homework. :Count the number of forks and spoons at your
house. Write 3 number sentences and draw the picture to match.
5. Review by going over homework and using POD: There are some bears in the sandbox. Some
monkeys come to play. How many bears could there be in the sandbox and how many monkeys
could there be in the sandbox if there are 7 animals in the sandbox in all? Tell students to start
with what they know(7animals in all). Suppose you had 1 bear. How many monkeys would you
need to have 7 animals in all? Show number sentence 1 + ____= 7. Help students count to find
out that the number is 6 (students may use counters if they need to). Write in the number
sentence. Continue with 2 bears, 3 bears, 4bears,etc. to 6 bears; then switch to one monkey,
2monkeys, 3 monkeys…….6 monkeys. How many bears would there be? E
6. Provide independent practice as homework: Give students counters to take home. 5of one color
and 5 another color. Tell student to help them to write all the ways to make 6. _____+_____= 6. E
7. Review by going homework assignment.
8. POD: What number am I thinking of if I have one set with 3 and another set with 2? Students
may use what ever method they choose to find the answer. Students discuss how they chose
their answers. Find the rest of the sums for 5.E
9. Divide class into 3 groups. Assign one group to solve a problem by acting it out. Assign another
group to solve a problem by drawing a picture. Assign the third group to solve the problem by
using manipulatives. Problem: How many ways can you show the number 9? Change group
assignments to show a different number. Change group assignments and number again. R
10. Review by going over homework.R
11.POD: Give student connecting cube. Form groups of 2. Tell students to work together to give a
POD to their classmates.
12. Story Puzzle: There are 8 dinos playing soccer. Some are green, and some are blue. There
are 2 more green dinos than yellow. How many dinos are green and how many are yellow?
13 . Weekly Assessment. Listen to a story problem. Draw a picture to solve. There are 10 red
flowers on one bush and 10 purple flowers on another bush. I want to make a bouquet that has 10
flowers; some red flowers and some purple flowers. How many different combinations of red and
purple flowers can I use to make the bouquet. T
14. POD: Use 2 different counters to make groups of 5. How many different ways can you find?
Fill in the table. It will help you solve the puzzle. E
Way 1 Way2 Way3 Way4
1st color 4
2nd color 1
# in all 5
15. Read the story Two for Everyone by Lily Toy Hong to introduce doubles, practice adding
doubles, and write a story using doubles. H
16. Have children place counters in a pot or container and then have them double the counter to
represent the items in the story.E
17. Provide for independent practice as homework: Have each child draw a picture of objects that
come in doubles up to 10. E
18. Review by going over homework. Put pictures together to make a doubles book. R
19. Have partners write and exchange doubles problems and share their solutions. One child
makes up a problem. The partner, using connecting cubes, models it.
20. Homework: Provide student with various number combinations to 10. Have them circle and
illustrate the doubles.
21. Review by going over homework.
22. POD: Give each 10 students pennies. Tell them to make two rows with each row having the
same number of pennies. Have students tell what doubles were make. Repeat with 8 pennies,
6 pennies. Have students write a number sentence for each set of doubles. E
23. Begin discussion about Performance Assessment
24. Homework: Think of a job/business where addition might be used. Write it down.
25. Discuss homework job/business possibilities that use addition
26. Have groups act out the doubles facts and write a dialog (i.e. 4 children form a group to
show 2+2=4. They act out 2 children playing catch and 2 friends join them.
27. Mini assessment: Some animals are lining up to have a parade. They are lining up in
groups. The first 3 groups are ready to go! 1st group has 2 animals. 2nd group has 4 animals.
3rd group has 6 animals. The animals keep lining up in the same way. How many animals are in
the 4th group.
Fill in the table. It can help you solve the puzzle.
Groups 1 2 3 4
Number of animals 2 4 6
Write a number sentence to show each answer. T
ACTIVITIES FOR SUBTRACTION AND DOUBLES TO 10
28. If you have 5 Teddy Grahams and you drop two on the floor, how many will you have to
throw away. H
29. Introduce vocabulary: cookies, take away, difference, equals, minus, subtract, number
sentence, more, fewer, how many are left, how many more. E
30. Essential Question: How can we use building number combinations and doubles to
represent models for subtraction? Students (TPS) W
31. Students will draw a rectangle or square box on paper. Draw 2 circles inside the box and 3
circles out of the box. How many circles did you draw in the rectangle or square? 5 take way 2
is 3. (repeat) E
32. Give each student 5 counters. Roll a die to find out how many counters to take away. How
many are left. Student repeat using other numbers to 10.E
33. POD – Five ducks were going to the pond for a swim. Two decided to go to the park instead
of going to the pond. How many ducks went to swim? R
34. Teacher tell students that she bought 5 apples last night. When she got up this morning
some of the apples were gone, because her kids had eaten some and there were only 2 apples
left. How many apples did her kids eat? Draw 5 apples. Ask students to cross out apples until
only 2 are left. Help students write a number sentence. Repeat similar activities several times
on chart paper/board. E
35. Teacher writes a model of _______-_______=_______. Student copies the subtraction
sentence model. Have student place 5 cubes in a row, use a spinner to get the number you
want to take away. Complete the number sentence. Student will draw the picture as they go
36. Guided and independent practice. T
37. POD – Student places 5 cups on the table. They will add 5 blue cups. How many cups do
they have in all? R
38. Teacher draws 7 bananas on the board – Ask student to count the fruit and tell how many.
Write 7 on the board. Tell students that 1 piece of fruit was eaten . Write take away or (-) the
on the board. Ask how many are left. Write 6 on the board. E
39. On chart or overhead create a subtraction problem using cups. 10 cups of milk on the
board. Have students count and write the number 10. Take away 1. How many cups are left?
Teacher states the subtraction sentence aloud, pointing to the cups. Students repeat! Have
students write their own starting with 9 to take away 1 to get 8; 8 to take away 1 to get 7 R
Teacher review to help students with self-check. E-2
40. POD – Students will put 9 books on the floor then put 4 of the books on the desk. How
many books are on the floor? R
41. Guided and independent practice. T
42. Student will place a row of 5 yellow counters in their workspace. Roll a die and use that
number to compare by stating; “There are more/less yellow counters.” Students will
continue playing the game. E
43. Teacher will need to provide number cards. Student will connect yellow unifix cubes to
make a row of 10. Student will pull a number card and connect a second row of orange to
match the number on the card. Student will compare to see if the second number is
more/less than the first number. Students continue to practice. R
44. POD – Janet had seven cookies for lunch. Betty asked for 3 cookies. How many
cookies were left?
45. Read the story How Many Feet in the Bed. Student acts out the story. Teacher asks
student if there are 10 people in the bed and 1 fell out, do we add or subtract? Teacher will
continue to ask similar questions. Student can write number sentences from the story. R
46. POD –Kim has 4 cookies. Cynthia has 3 cookies. To find out how many cookies they
have together, should you add or subtract? R
47. Have students work in groups of 4 to act out the story. Set 4 place settings for each
group. Tell student that they will have lunch. One person will not be able to stay for lunch.
Ask, “Should you add or subtract a place setting?” They should take a place setting away.
(How many places should be set at your table? Continue to practice subtraction problems
in groups at their tables. R
48. Teacher will give students seven marshmallows. Tell students to eat all seven of their
marshmallows. Ask students how many marshmallows do you have in front of you now? (0)
Review doubles from addition lesson (1+1=2, 5+5=10, etc.) Ask students to explain what
they did with their partners. Have students write the number sentence for the
marshmallows. Ask “What operation would you use to solve this problem?” (-). How
would explain this problem? 7 + 7 = 0. What is the value of zero? (nothing). Teacher
explains that anything you subtract two numbers that the same you have a difference of
zero E Teacher will have pre-pared bags with cubes in them up to10 for students to
practice number sentences using doubles. R
49. POD There are 10 students taking P.E. The coach has 6 balls that he wants to pass
out. How many students will not get a ball?
50. If you have two televisions in your house and both of them are broken, can you think of
a number sentence we could use to answer that question? (2 – 2 = 0). Continue to create
problems using doubles. R
51. There are 4 dines looking for food to eat. They find a tree with 4 leaves on it. How
many leaves can each dino eat? (1). Write a number sentence. (4 – 4 = 0 ). Work in pairs
and use manipulatives to complete doubles. R
52. POD – Mrs. Natson had 10 desks in her classroom. Mr. Fallings, the custodian,
removed a desk from the classroom. What operation should you use to get your answer.
Write the number sentence. R
53. Review subtraction problems from previous day. Teacher will review subtracting
vertically. Remind student that the larger number goes on top. Complete vertical
subtracting problems. R
54. Mini Assessment: Give each student 7 counters. Have student toss a number cube to
find out how many to take away. Have them to write a subtraction sentence that show
subtraction. Have them write the subtraction in vertical form. E-2
6-Page Template, Page 6
Stage 3 –Plan Learning Experiences and Instruction
Consider the WHERETO elements?
Monday Tuesday Wednesday Thursday Friday
1. Hook students with a question 5. POD 7. Review by going over homework 10. Review by going over 13. Listen to a story problem and
about sharing jellybeans. 6. Independent Practice: Use 8. POD homework. draw a picture to show
2. Introduce essential question; www.mhschool.com to find 9. Students work inn groups of 3 to 11. POD combinations for 10
students (TPS); explain what appropriate activities show different ways to represent a 12. Work on story puzzle
addition means as well as number.
vocabulary and symbols
3. Students think of other real life
examples and practice writing
4. Independent Practice HW RE-2 RE ET
14. POD 18. Review by going over 21. Review by going over 25. Continue discussing 27. Mini Assessment
15. Hook students by reading Two homework homework Performance Assessment
for Everyone to introduce doubles. 19. Students create and explain 22. POD 26. Students act out doubles facts
16. Students act out story to show doubles problems. 23. Begin discussion of and write dialog
doubles. 20. Homework assignment Performance Assessment
17. Students illustrate doubles up 24. Homework
HWR RE R E E
28 Hook students with problem 33. POD 37 POD 41. POD 44 POD
about using Teddy Grahams 34. Present lesson to demonstrate 38 Student tell how many are left 42. Play game with counters 45 Literature Link
29. Introduce vocabulary and how to write subtraction number after banana is eaten 43. Students use cubes and How Many feet in the Bed
30 essential question sentences. 39. Guide student in lesson N-1=? number cards to compare to see
31 Draw circles inside boxes to 35 Student uses lesson to write 40. Teacher helps student with self how many cubes
demonstrate subtraction subtractions number sentences. check
32 Student uses counters and die 36. Students use cubes and
to subtract. spinner to complete subtraction
HWR story problems. RE RE E-2 RE RE
46. POD 48 Hook students with 50. POD 53. POD 55 Mini Assessment
47. Work in groups to act out story marshmallow lesson to explain 51. Introduce subtracting with 54. Complete vertical subtraction
49. Pre-prepare bag with cubes up 52. Work in pairs using
to 10 for students to practice using manipulatives.
HW RWE RE E
1. Losi, Caral, The 512 Ants on Sullivan Street
2. Myller, Rolf – How Big is a Foot?
3. Nolan, Helen – How Much, How Many, How Far, How, Heavy, How Long, How Tall is 1000?
4. Viorst, Judith – Alexander, Who Used to be Rich Last Sunday
5. Ebert, Marjorie; Gisler, Margaret – Pancakes, Crackers, and Pizza
6. Hudson, Cheryl Willis – Afro-Bets 1,2,3 Book
7. Earlstron, Nancy White - Let’s Count It Out, Jesse Bear
8. Greenstein, Elaine – Dreaming
9. Hutchins, Pat – Ten Red Apples
10. Hagne, Kathleen – Ten Little Bears
3. Reader Rabbit Math CD
4. Math Blaster CD
5. Treasure Mountain CD