Brenham ISD Unit Plan
Unit 9 Plan- Coins (9 Days) | Math 1st Grade | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
1.4A - identify US coins including pennies, nickels, dimes, and quarters by value and describe the relationships among them 1.4C - use relationships to count by twos, fives, and tens to determine the value of a collection of pennies, nickels and or dimes | 1.4B - write a number with the cent symbol to describe the value of a coin | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential TEKS. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: 1.4A
1.4C
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Coins: flat pieces of metal used as money Cent: a unit of money; a penny Penny: a coin with a value of 1￠ Nickel: a coin with a value of 5￠ Dime: a coin with a value of 10￠ Quarter: a coin with a value of 25￠ Value: what something is worth | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following: 1.4A 1.4C Count the group of coins. | ||
Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
4 days | Identify each coin by its attributes and value | |
7 days | Determine value of a collection | |
9 days | Identify coins and determine value of a collection | |
Notes: Incorporate coins with number of the day/number talks daily starting at the beginning of the year to help front load 1.4A and 1.4C. | ||
