6-Page Template, Page 1 by rwq19624

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Unit Cover Page

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):

Standard MKN2

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

Established Goals:

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
10
… 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?

T
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
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
E
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:

S
A
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?

T
Complete
Performance Tasks* (summary in GRASPS form):                                                                            a
Scoring Rubrics                                                                                                         Performa
Blueprint
for each
page)
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.
accurately.
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 -
10
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
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
10
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

.
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.
______yes

_______no

2. As the packer I understood how to fill the orders.
_______yes

________no

3. As the inspector I understood how the completed order should look.
________yes

________no

4. As the supervisor I understood what everyone should be doing.
________yes

________no
6-Page Template, Page 4

What understandings and goals will be assessed through this task?
G
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

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
each job.

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
combinations. Students will remove any fruit        discuss journal writings orally.
that is not edible. Complete a final inventory
sheet.
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
3. Help students think of other real life examples and practice writing number sentences with a
partner. E-2
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.
Discuss
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.
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
along. E
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
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
3
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
L

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
number sentences.
4. Independent Practice       HW                                                                               RE-2                                 RE                                    ET

E

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
to 10

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
doubles                                doubles.
49. Pre-prepare bag with cubes up      52. Work in pairs using
to 10 for students to practice using   manipulatives.
doubles.

RE
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

1. www.mhschool.com

2. www.zoomschool.com

4. Math Blaster CD

5. Treasure Mountain CD

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