Understanding By Design



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Unit Design For

Addition, Subtraction, and Data

First Grade

Developed by:

Katy Thomson

Cesar Chavez Academy

2011- 2012

Understanding by Design

Unit Design Worksheet

|Unit Title: Addition, Subtraction, and Data |Subject/Course: Math |

|Topic: Addition, Subtraction, and Data |Grade: First |Staff Name: Katy Thomson |

|Stage 1 - Desired Results |

|Established Goals |

|OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, |

|with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. |

|OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with |

|a symbol for the unknown number to represent the problem. |

|OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of |

|addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) |

|OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that make 10 when added to 8. |

|OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). |

|OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 |

|+ 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., |

|knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = |

|12 + 1 = 13). |

|OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes |

|the equation true in each of the equations 8 +? = 11, 5 = ＿ – 3, 6 + 6 = ＿. |

|MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each |

|category, and how many more or less are in one category than in another. |

|NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or |

|drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written |

|method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose|

|a ten. |

|NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and |

|strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and |

|explain the reasoning used. |

|Understandings: |Essential Questions: |

|Students will understand… | |

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|1. that addition and subtraction is used in everyday situations. |1. How can you solve a number story? |

|2. that addition is used in everyday situations and sometimes has more than two |2. What are some different ways to add three whole numbers together? |

|numbers. |3. When given a number family, how can you show me two ways to add/subtract? |

|3. that numbers can be added in any order. |3. When given three one-digit numbers to add together, how do you simplify it |

|3. that in order to subtract, you must start with the biggest number. |to be adding two numbers instead? |

|4. that addition and subtraction are related and can be solved by using the |4. When a number is missing in the middle of a subtraction number sentence, |

|opposite operation (and changing the numbers around). |how do you figure out what it is? |

|5. that when skip counting is adding the same number over and over again. |5. How might you be able to add numbers more quickly? |

|6. that when given a total number you can group that amount in any way and still|6. How can you group numbers together to make it easier to add or subtract? |

|have the total amount. |7. When a number is missing in an addition or subtraction number sentence, how|

|6. that when given a total amount you can take away different amounts in how |do you figure out what it is? |

|ever many groups you would like and still get to 0. |8. How would you create a graph based on given data? |

|7. that when missing a number in the middle of the number sentence, you can skip|8. How would you interpret this data? |

|count to find a missing number by counting from the first number to the last |9. What are different strategies to add two two-digit numbers? |

|number. |10. How would you show me in a number sentence when we are subtracting ten from|

|7. that when missing the number at the end, you can skip count by starting at |any number? |

|the beginning number and adding the other number to it. | |

|8. that a graph tells data. | |

|8. how to read a graph and compare the categories together. | |

|9. that place values need to be lined up when adding a two digit number and one | |

|digit number. | |

|9. that when adding a two digit number, you must add the ones places together | |

|and the tens places together. | |

|10. how to subtract or add in groups. | |

|Students will know... |Students will be able to... |

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|1. how to add and subtract numbers between 0 and 20. |1. apply previous learned ways to solve addition and subtraction problems. |

|1. how to pull numbers out of a number story to solve a problem. |1. read a story problem and decipher the important information from it. |

|2. how to add and subtract three numbers. |2. distinguish which method to use to solve a three addend problem. |

|3. how to add two numbers together and be able to switch the numbers around |3. implement the turn-around facts to solve an addition problem. |

|(turn around). |3. recognize when an addition equation can be turned around to make solving |

|3. how to add numbers in any order to get the same answer. |easier. |

|4. how to skip count by ones. |4. count backward and forward by ones. |

|4. how to find a missing number in an equation. |4. solve an equation which contains a missing number. |

|5. how to count up and back by 1s, 2s, 5s, and 10s. |5. count by ones, twos, fives, and tens. |

|6. how to group numbers/ items to make adding easier. |6. find numbers that can be easily added together (decompose an equation). |

|6. how to add and subtract numbers up to 20. |6. solve addition and subtraction problems within 10 by using and applying |

|7. how to add and subtract numbers. |various strategies learned. |

|7. how to find an unknown number whether in the beginning, middle, or end of the|7. solve addition and subtract by implementing various strategies learned. |

|equation. |7. calculate a missing number within an addition or subtraction equation. |

|8. how to read and understand a graph. |8. read and interpret a graph. |

|8. how to compare data from a graph. |8. compare the data on a graph. |

|9. how to add two digit numbers to one digit numbers. |9. add a two digit number by adding the ones place to one’s place and the |

|9. how to add two digit numbers to two digit numbers. |ten’s place to the ten’s place. |

|9. what place value is (ten’s and one’s place). |10. count forward and backward by tens. |

|10. how to count up and back by 10’s. |10. incorporate various strategies to add and subtract by tens. |

|10. how to subtract and add by 10’s. |10. draw or use base ten blocks or other manipulatives to add and subtract by |

|10. how to use place value to help add and subtract by 10’s. |tens. |

|Unit Enduring Understanding: |Unit Question: |

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|Students will understand that there are rules to mathematical procedures and how |What are different ways to represent mathematical concepts? |

|to apply them. | |

|Stage 2 - Assessment Evidence |

|Performance Tasks: |

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|Goal: Students will solve different scenarios to show their understanding of addition, subtraction, and graphing. |

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|Role: Students will play the role of a ticket booth attendant. |

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|Audience: Carnival Consumers (students) |

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|Situation: Ticket booth attendants will be given different scenarios as they play out the role. Each scenario will either have them add, subtract, or find to find|

|missing number within the equation. |

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|First Scenario (adding one digit to one digit number): |

|Consumers will choose two rides to go on. Ticket attendant will have to add those two numbers up to tell consumer how much he/she owes. Student must write down |

|the equation they just created on paper. (Must be done correctly 5 times in a row to master.) Students may only choose from list one. |

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|Second Scenario (adding one digit to a two digit number): |

|Consumers will choose two rides to go on. Ticket attendant will have to add those two numbers up to tell consumer how much he/she owes. Student must write down |

|the equation they just created on paper. Student must write down the equation they just created on paper. (Must be done correctly 5 times in a row to master.) |

|Students must first pick one ride from list one AND THEN one ride from list two. |

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|Third Scenario (adding two digit to a one digit number): |

|Consumers will choose two rides to go on. Ticket attendant will have to add those two numbers up to tell consumer how much he/she owes. Student must write down |

|the equation they just created on paper. (Must be done correctly 5 times in a row to master.) Students must first pick one ride from list two AND THEN one ride |

|from list one. |

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|Fourth Scenario (adding two digit to a two digit number): |

|Consumers will choose two rides to go on. Ticket attendant will have to add those two numbers up to tell consumer how much he/she owes. Student must write down |

|the equation they just created on paper. (Must be done correctly 5 times in a row to master.) Students must pick two rides from list two. |

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|Fifth Scenario (finding the missing addend): |

|Consumers will buy tickets, but not know how many they need. They will tell the ticket attendant how many they have and what ride they want to go on. The ticket |

|attendant will need to figure out how many tickets to give the consumers. Student must write down the equation they just created on paper. (Must be done correctly |

|5 times in a row to master.). |

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|Sixth Scenario (subtraction) : |

|Consumer will tell ticket attendant how many tickets they have. They will tell them what ride they want to go on (from list one). Ticket attendant will have to |

|figure out how many tickets they will have left after they pay it. Student must write down the equation they just created on paper. (Must be done correctly 5 |

|times in a row to master.). |

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|Seventh Scenario (graphing): |

|All students will be given a graph to interpret. They will have to tell which ride was the most liked the least liked, compare two rides together and state how |

|many more people liked it. Last they will have to add their own favorite and then compare that ride to another. |

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|Product: You will choose a method to solve each scenario. |

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|Standards for Success: Students will be observed within each scenario. Scenario papers will be collected after each scenario to ensure students’ understanding. A|

|rubric will be used to grade the students’ performance (how long it took them to solve the problem) and mathematical usage (equations they wrote down). |

|Key Criteria: |

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|Rubric for Carnival Ticket Attendant |

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|M |

|Mastered |

|Able to solve scenario with little problem. |

|P |

|Progressing |

|Able to solve scenario with some problems. |

|U |

|Underdeveloped |

|Unable to solve scenario independently |

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|Scenario 1: |

|Adding a one digit to one digit number |

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|Scenario 2: |

|Adding a one digit to two digit number |

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|Scenario 3: |

|Adding a two digit to one digit number |

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|Scenario 4: |

|Adding a two digit to two digit number |

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|Scenario 5: Finding the missing number within an equation |

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|Scenario 6: Subtracting a one digit number form a two digit number |

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|Scenario 7: Interpret a Graph |

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|Other Evidence: Lesson pretests, observations, student work samples, posttests |

|BEFORE |DURING |AFTER |

|Prior knowledge |Using manipulatives and drawing pictures |Posttest |

|Teacher will ask questions to see what students |Students will use pictures and manipulatives to help |A posttest will be given after each standard is |

|already know about each topic. |solve problems they are given. |taught. |

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|Pictures and manipulatives |Conference |Conference |

|Students will be able to use manipulatives to solve |Teacher will walk about the classroom and conference |Teacher will walk about the classroom and conference |

|problems given. |with students as they work on independent work. |with students as they work on independent work. |

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|Pretest |Small group/ whole group work |Add to brainstorming list |

|A pretest will be given before each standard is |Students will work together to reinforce learning. |Students will add information they have learned for |

|taught. | |the day to the brainstorming list to reference to |

| |Class discussion |later. |

|Brainstorm |Students will question and answer questions about | |

|Students will brainstorm ideas of how to solve a |each topic. |Daily assignment |

|problem before they have learned any strategies in the| |Students will complete assignment based on each |

|classroom. |Counting objects in groups |standard taught to gain experience with the topic. |

| |Students will orally practice counting out loud. | |

|Questions | |Class discussion |

|Students will ask questions on what they may not |Create a graph |Students will question and answer questions about each|

|understand about the topic. |Students will read and interpret a graph after the |topic. |

| |topic is taught. | |

|Discussion | |Mental Math Test adding 1’s, 2’s, 5’s, and 10’s |

|Students will question and answer questions about each| |Students will orally practice counting out loud. |

|topic. | | |

| | |Create and interpret graphs |

|Count up and back by 1’s, 2’s, 5’s, and 10’s | |Students will read and interpret a graph after the |

|Students will orally practice counting out loud. | |topic is taught. |

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|KWL | | |

|Students will state what they already know about the | | |

|topic, what they want to know about the topic (and | | |

|later) what they learned about the topic. | | |

|Describe the assessment/s and state the prompt if applicable. x F x S | | |

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|What type of scoring tools will be used for evaluation? | | |

|□ Analytic rubric □ Checklist | | |

|□ Holistic rubric □ Answer Key | | |

|x Criterion rubric □ Other | | |

|Student Self-Assessment and Reflection: |

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|Students will write down what property they have used and compare it to the correct answer given to them. They will reassess how they solved the problem and |

|attempt to figure out where they may have made a mistake. Students may use pictures, manipulatives, or equations to solve the problems each time. |

|Stage 3 - Learning Plan |

|Differentiated Instruction: |

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|VOCABULARY |

|Objective: Students will be able to show understanding of vocabulary taught for each lesson. |

|Layer C: (Chose one of the following two choices) |

|Students will read and use hand gestures to define each vocabulary word. |

|Students will use manipulatives and pictures to demonstrate the vocabulary word (if possible). |

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|Layer B: (Chose one of the following two choices) |

|Students will match the vocabulary word with the definition on paper. |

|Students will verbally define the vocabulary word. |

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|Layer A: (Chose one of the following two choices) |

|Students will write a definition for the vocabulary words given. |

|Students will verbally teach another child what each vocabulary word means. |

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|ADD/ SUBTRACT WHOLE NUMBERS |

|Objective: Students will be able to add and subtract whole numbers. They will have both (+ and -) situations to show their understanding of both addition and |

|subtraction. |

|Layer C: (Chose one of the following two choices) |

|Students will use dominoes to count the number and then add each side to find the sum. They will record the domino and the sum of each domino on a recording |

|sheet. Repeat with subtraction. |

|Students will orally count out loud forwards by 2’s, 5’s, and 10’s and forwards and backwards by 1’s. |

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|Layer B: (Chose one of the following two choices) |

|Students will solve one digit to one digit addition and subtraction problems within a timed limit. |

|Students will create their own addition and subtraction equation using a one digit and two digit addition or subtraction and have a friend solve it, as well as |

|solve one for a friend. |

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|Layer A: (Chose one of the following two choices) |

|Students will solve a missing addend worksheet. (2 + ___ = 5) |

|Students will solve scenario problems in the unit assessment carnival game. |

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|FACT FAMILIES |

|Objective: Students will be able to recognize that the three numbers within an addition or subtraction problem are related. |

|Layer C: (Chose one of the following two choices) |

|Students will use an interactive whiteboard to physically move numbers from the family to create the related addition and subtraction facts. |

|Students will use fact family flashcards to verbally say the addition and subtraction facts. |

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|Layer B: (Chose one of the following two choices) |

|Given a fact family, students will write out the addition and subtraction facts that relate to them. |

|Students will use fact family flashcards to physically write the addition and subtraction facts. |

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|Layer A: (Chose one of the following two choices) |

|Students will fill in missing numbers on the fact family triangle then solve for the addition and subtraction facts. |

|Students will create their own fact family to have a friend solve for them. |

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|WORD PROBLEMS |

|Objective: Students will be able to solve real world problems using addition and subtraction strategies. |

|Layer C: (Chose one of the following two choices) |

|Students will act out word problems and physically use their bodies to solve the problem. (There are 26 students in the class 3 go home sick, how many are left. |

|Three students leave the group to show 26 – 3). |

|Students will play computer game which incorporates pictures and movements in a word problem. (Also, word problem is read to them by the computer.) |

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|Layer B: (Chose one of the following two choices) |

|Students will work in a small group (3 – 4 students) to solve problems. They will draw pictures to represent the word problem. |

|Students will work as a group to use manipulatives to solve word problems given to them as they compete against other groups. |

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|Layer A: (Chose one of the following two choices) |

|Students will create a real world problem for their peers to solve. |

|Students will solve scenario problems in the unit assessment carnival game. |

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|GRAPHS |

|Objective: Students will be able to read and interpret a graph. |

|Layer C: (Chose one of the following two choices) |

|Students will read a graph within a group of peers and compare elements on it. |

|Students will work as a group to transfer the tallied information (example favorite ice cream: strawberry= [pic] They would then graph five for strawberry, etc. |

|onto a graph and then count how many each element has.) |

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|Layer B: (Chose one of the following two choices) |

|Students will read and interpret a given graph. |

|Students will fill in a labeled graph based on given information (through labels and tallies, example favorite ice cream: strawberry= [pic] They would then graph |

|five for strawberry, etc.) |

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|Layer A: (Chose one of the following two choices) |

|Students will label and fill in their own graph by keeping tallies on student voting and then creating a graph based on that information. |

|Students will compare and record a graph (already created). Then they will add their own opinion onto it and compare again. |

|Learning Activities: |

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|W: In this unit of study, first grade students will discover the world of numbers. They will understand when adding two numbers, the sum will be larger and when |

|subtracting two numbers, the first number will get smaller. Additionally, they will read and interpret graphs based on relatable information. |

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|H: Through hands on experiences with manipulatives and pictures, students will be exposed to addition and subtraction in a variety of ways. They will take a |

|classroom vote on favorite things to create a classroom graph and then read and interpret it. Furthermore, related learning centers will occur throughout the |

|unit. |

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|E: Students will be equipped for expected performance through whole group teaching and modeling, small group practice, independent practice, and hands on |

|experiences. The application of the each core standard will be evident through their homework, group work, independent work, “extra time,” or bell work. |

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|R: To help students rethink and revise during this unit of teaching, students will have many opportunities to discuss and share strategies for each day. The |

|teacher will take time to conference with students during independent practices to ensure that he/she understands and does not have any questions. Student will |

|also have time to interact with other students during small group practice as well as learning centers. |

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|E: Students will be able to self-evaluate and reflect on their learning during whole group discussion, as well as small group practice, independent work, and |

|learning centers, in which they can share their strategies and questions. |

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|T: Learning will be tailored for students by teaching many strategies for each standard. Students will not be expected to solve a mathematic problem only one |

|way. They will be free to choose how they want to solve a problem whether they are working in a group, independently, or completing an assessment. Also, students|

|will not move on to the next level until they have shown progression or understanding or have mastered the concept. (see Layered Curriculum) |

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|O: The unit will be taught starting with the most basic (adding and subtracting one digit numbers) and progressively move into more complex concepts. Each |

|concept will be applied to the next level as they are taught. Students will not move on until the previous level is progressing or mastered. The unit will be |

|completed with an interactive activity that will test on all core standards stated. However, students will be assessed on each core standard as they are taught. |

|(see Calendar) |

|Essential Vocabulary |

|Add: to find the sum of |

|Addition: the act or process of adding or uniting |

|Adding to: to unite or join so as to increase the number, quantity, size, or importance |

|Associative Property: adding or multiplying regardless of how the numbers are grouped within the parenthesis |

|Comparing: to examine (two or more objects, ideas, people, etc.) in order to note similarities and differences |

|Commutative property: having the property that one term operating on a second is equal to the second operating on the first |

|Concrete Models: using an object or pictures to represent one’s thinking |

|Counting: to list or name numerals in order |

|Data: individual facts, statistics, or items of information |

|Data points: a single fact or piece of information from a graph |

|Equal: like or alike in quantity |

|Equations: equally balanced state |

|Equivalent: equal in value, measure |

|Fluent: spoken or written with ease |

|Less: to a smaller extent, amount, or degree |

|Multiples of 10: any number ending in zero |

|More: in greater quantity, amount, measure, degree, or number |

|Objects/ manipulative: objects or pictures to help solve problems |

|One digit: a number containing only one place value |

|Operations: the action of applying a mathematical process to a quantity or quantities |

|Place value: the value of the place, or position, of a digit in a number or series |

|Properties of Operations: identifying which operation to use (associative or commutative) |

|Putting together: adding |

|Strategies: a plan, method, or series of maneuvers |

|Subtract: to withdraw or take away, as a part from a whole |

|Subtraction: to withdraw or take away, as a part from a whole |

|Symbols: a letter, figure, or other character or mark or a combination of letters or the like used to designate something |

|Sum: a series of numbers or quantities to be added up |

|Taking apart: subtract |

|Taking from: the act of subtracting a number from another number |

|Two digit: a number containing two place values |

|Unknown Addend: a number which is part of an addition |

|Whole numbers: one of the positive integers or zero; any of the numbers (0, 1, 2) |

|Word Problems: mathematical problems expressed in narrative form |

|Sequencing the Learning |

|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

|Lesson 1/ Day 1 |Lesson 1/ Day 2 |Lesson 1/ Day 3 |Lesson 1/ Day 4 |Lesson 1/ Day 5 |

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|Pretest for lesson 1- Addition/ |Review vocabulary |Review vocabulary |Review vocabulary |Review vocabulary |

|Subtraction of Whole Numbers | | | | |

| |Vocab layer C activity |Vocab layer B activity |Vocab layer B activity |Vocab layer A activity |

|Introduce vocabulary | | | | |

| |Review addition and subtraction|Review addition and subtraction|Review addition and subtraction|Review addition and subtraction|

|Vocabulary layer C activity |of whole numbers |of whole numbers |of whole numbers |of whole numbers |

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|Introduce addition subtraction |Teacher will ask and answer |Students will practice counting|Students will take a mental |Do layer A activities for this |

|whole numbers. Have students |questions about addition and |forward and backward to review |math test to test their |lesson. Here students will |

|brainstorm different ways to add|subtraction. |an addition and subtraction |understanding. |solve missing problems with |

|or subtract. | |strategy. | |addends. |

| |Do layer C activities for this | |Do layer B activities for this | |

|Do layer C activities for this |lesson in which students use |Do layer B activities for this |lesson which will include |Posttest for lesson 1- addition|

|lesson. Students will use |pictures and manipulatives to |lesson which will include |students solving addition and |and subtraction |

|manipulatives to add and |help them add. |students solving addition and |subtraction problems. | |

|subtract. | |subtraction problems. | |Homework daily assignment |

| |Whole group activities and | |Teacher will walk around and | |

|Teacher led activities and |moderate independent work. |Teacher will walk around and |conference with students to | |

|minimum independent work. | |conference with students to |check for understanding. | |

| |Homework daily assignment |check for understanding. | | |

|Homework daily assignment | | |Small group activities and | |

| | |Whole group activities and |independent work | |

| | |moderate independent work | | |

| | | |Homework daily assignment | |

|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

|Lesson 2/ Day 1 |Lesson 2/ Day 2 |Lesson 2/ Day 3 |Lesson 2/ Day 4 |Lesson 3/ Day 1 |

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|Pretest for lesson 2- Fact |Review vocabulary |Review vocabulary |Review vocabulary |Pretest for lesson 3- Word |

|Families | | | |Problems |

| |Vocab layer B |Vocab layer B |Vocab layer A | |

|Introduce vocabulary | | | |Introduce vocabulary |

| |Review fact family |Review fact family through |Review fact families | |

|Vocab layer C | |discussion | |Vocab layer C |

| |Do layer B activities for this | |Do layer A activities for this | |

|Introduce fact family triangles |lesson. Here the students will |Students will add to KWL |lesson. Students will fill in |Introduce word problems |

| |work in a small group to find |brainstorming list to show what|missing number in a triangle | |

|Access prior knowledge through |the addition and subtraction |they have learned about fact |then find the addition and |Do layer C activities for this |

|discussion on addition and |facts. |families. |subtraction facts. |lesson. Here teacher will have|

|subtraction. | | | |students act out word problems.|

| |Teacher will conference with |Do layer B activities for this |Posttest for lesson 2- fact | |

|Have students discuss what they |groups. |lesson. Students will have more|families |Teacher led whole group |

|know about addition and | |practice in small groups to | |activities. |

|subtractions. Fill out KWL |Small group activities and |solve for addition and |Homework daily assignment | |

|chart. |independent work |subtraction facts. | |Homework daily assignment |

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|Do layer C activities for this |Homework daily assignment |Small group activities and | | |

|lesson. | |independent work | | |

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|Teacher led whole group | |Homework daily assignment | | |

|activities | | | | |

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|Homework daily assignment | | | | |

|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

|Lesson 3/ Day 2 |Lesson 3/ Day 3 |Lesson 3/ Day 4 |Lesson 4/ Day 1 |Lesson 4/ Day 2 |

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|Review vocabulary |Review vocabulary |Review vocabulary |Pretest for lesson 4- graphs |Review vocabulary |

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|Vocab layer C |Vocab layer B |Vocab layer A |Introduce vocabulary |Vocab layer C activity |

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|Review word problems |Review word problems |Review word problems |Vocab layer C |Review graphs |

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|Do layer C activities for this |Do layer B activities for this |Do layer A activities for this |Introduce graphs |Do layer C activities for this |

|lesson. Students will take |lesson. Given manipulatives, |lesson. Students will create a| |lesson. Create another graph |

|turns on computers to play games|students will solve word |word problem by themselves and |Do layer C activities for this |as a group. Read and interpret|

|which include word problem |problems in a small group. |have a friend solve it. If |lesson. As whole group, have |asking questions including more|

|solving skills. (centers based) | |time allotted, students will |students decide what kind of |than, less than, how many more,|

| |Small group activities and |create more. |ice cream they like, add a |etc. |

|Whole group activities, small |independent work | |tally to a list for each | |

|group activities, and moderate | |Teacher will conference with |flavor. Create a graph based |Whole group activities and |

|independent work. |Homework daily assignment |students during independent |on this and have students read |moderate independent work |

| | |work. |and interpret it. | |

|Homework daily assignment | | | |Homework daily assignment |

| | |Posttest for lesson 2- word |Teacher led whole group | |

| | |problems |activities | |

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| | |Homework daily assignment |Homework daily assignment | |

|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

|Lesson 4/ Day 3 |Lesson 4/ Day 4 |Lesson 4/ Day 5 |Unit Review |Unit Test |

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|Review vocabulary |Review vocabulary |Review vocabulary |Review ALL vocabulary |Students will complete |

| | | | |assessment by solving scenario |

|Vocab layer B activity |Vocab layer B activity |Vocab layer A activity |Do layer A activities in a |problems. |

| | | |center like environment. | |

|Review graphs |Review graphs |Review graphs |Include addition of one digit | |

| | | |and two digit numbers, three | |

|Do layer B activities for this |Do layer B activities for this |Do layer A activities for this |one digit numbers, subtraction,| |

|lesson. As small groups, pass |lesson. Have students use |lesson. Students will keep |missing addends, addition and | |

|out a graph to each group and |information given and create |track by taking tallies (on a |subtraction facts, word | |

|have students read the graph and|(fill in) a graph with the |certain topic) and create their|problems, and graphs. | |

|answer the questions given. |information. (6 kids like |own graph based off of it. | | |

| |dogs… students fill in 6 |They will then interpret and |(Each activity is done by a | |

|Small group activities and |squares by dog). |answer questions based on it. |group for about 10 minutes, | |

|independent work | | |then they switch to another | |

| |Small group activities and |Posttest for lesson 4- graphs |activity) | |

|Homework daily assignment |independent work | | | |

| | |Homework daily assignment |Homework daily assignment | |

| |Homework daily assignment | | | |

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