Brenham ISD Unit Plan
Unit 1- Intro to Graphing and Making Ten - 12 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 | |
1.3D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10 | 1.3C compose 10 with two or more addends with and without concrete objects 1.3E explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences 1.3F generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20 1.5E understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s) 1.8A collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts 1.8B use data to create picture and bar-type graphs | |
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: 1.3D
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | add/addition - to join two groups addends - numbers that are added addition sentence - an equation showing the sum of two or more numbers compare - to determine how numbers, objects, or shapes are alike or different count back - a method used to subtract count on - a method used to add Compose - adding two or more numbers to create a larger number. decompose - breaking a number down into smaller numbers difference - the answer to a subtraction problem doubles - an addition fact with two addends that are the same equal/equals (=) - a symbol that means “is the same as” equation - a number sentence that used the equal sign fact family - a set of related number sentences minus (-) - to take away or subtract number sentence - a mathematical sentence using numbers and symbols plus - add or join subtraction sentence - an equation showing the difference of two numbers subtract/subtraction - to take away part of a group or to compare the sizes of two groups sum - the answer to an addition problem unknown - the missing number in a number sentence | |
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: Example Questions: Which equation matches the model? a. 2 + 7 = 9 b. 8 + 2 = 10 c. 10 + 2 = 8 Compose 10 three different ways (using counters and without) | ||
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?) | |
8 Days | Composing and Decomposing to 10 | |
12 Days | Meaning of the equal sign | |
Notes: Unit 1 will launch with graphing by creating graphs but not drawing conclusions (create as class and observe) 1.8A,B We will NOT assess graphing at this point, it will be assessed when 1.8C is taught. This unit is an introduction to 1.3D with focus on making ten and counting on as strategies. The strategies listed in 1.3D will be taught throughout the school year. 1.3C
1.3D
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