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Math Unit: 6

|UNIT TITLE: Count and Model Numbers |Grade: 1 |

|Domain: |Suggested Pacing |

|Numbers and Operations in Base Ten (CC.1.NBT) | |

| |14 days |

| |01/13/15 - 02/2/15 |

|Stage 1 – Desired Result |

|Established Goals/Unit Outcome |

|Highest Level of Understanding: |

|Count, read, and write numerals to represent a number of 100 to 120 objects. |

| |

|Average Level of Understanding: |

|Use models and write to represent equivalent forms of ten and ones through 120. |

|Solve problems using the strategy make a model |

| |

|Most Essential Level of Understanding: |

|Use objects, pictures, and numbers to represent numbers (or quantities) to 100. |

| |

|Common Core Learning Standards: |

| |

|CC.1.NBT.1 Extend the counting sequence. |

|Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. |

| |

|CC.1.NBT.2 Understand place value. |

|Understand that the two digits of a two-digit s of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |

|b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight , or nine ones. |

| |

|CC.1.NBT.2 Understand place value. |

|Understand that the two digits of a two-digit s of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |

|10 can be thought of as a bundle of ten ones – called a “ten.” |

| |

|CC.1.NBT.2 Understand place value. |

|Understand that the two digits of a two-digit s of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |

|c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). |

| |

|CC.1.NBT.2 Understand place value. |

|Understand that the two digits of a two-digit s of a two-digit number represent amounts of tens and ones. |

| |

|CC.1.NBT.3 Understand Place Value |

|Compare two two-digit numbers based on meaning of the tens and ones digits, recording the results of comparisons with the symbols >, =, and ) |Compare two two-digit numbers or groups of objects and determine which number or group is greater. |

|Less Than |Compare two two-digit numbers or groups of objects and determine which number or group is less. |

|Terms / Vocabulary: |

|Digit |

|Ones |

|Ten |

|Hundred |

|Stage 2 – Assessment Evidence |

|Performance Task: |Other Evidence: |

| | |

| |Diagnostic: Show What You Know pg. 238 |

| | |

| |Formative: Mid-Chapter Checkpoint (Lessons 6.1 to 6.5) pg. 260 |

| | |

| |Summative: Chapter 6 Test (AG107-112) |

|Stage 3 – Learning Plan |

|Standard |

|Grab-and-Go Differentiated Center Kits |

|Literacy Connections: |Games: |

|Join Us |Puddle Hopping |

|Strawberries |Tens and Ones Race |

| | |

| |Activities: |

| |Activity # 14 |

| |Teen Time |

| |Groups of Ten |

| |Ten and Up |

|Go Math Intervention Activities (ELLs, RTI, and SWDs): |

|ELLs |RTI |

|Lesson 6.1: |Lesson 6.1: |

|Strategy: Model Language; Visual/Linguistic (Small Group) page 241B |Tier 1: Visual/Auditory (Whole Class/Small Group) |

|Lesson 6.2: |page 241B |

|Strategy: Creative Grouping; Visual/Kinesthetic (Partners) page 245B |Tier 2: Visual/Auditory (Small Group) |

|Lesson 6.3: |page 241B |

|Strategy: Describe; Verbal/Linguistic (Small Group) page 249B | |

|Lesson 6.4: |Lesson 6.2: |

|Strategy: Draw; Kinesthetic (Small Group) page 253B |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |

|Lesson 6.5: |page 245B |

|Strategy: Model Concepts; Visual/Kinesthetic (Small Group) page 257B |Tier 2: Visual/Auditory (Small Group) |

|Lesson 6.6: |page 245B |

|Strategy: Model Language; Verbal/Auditory (Small Group) page 261B | |

|Lesson 6.7: |Lesson 6.3: |

|Strategy: Rephrase; Auditory/Verbal (Small Group) page 265B |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |

|Lesson 6.8: |page 249B |

|Strategy: Draw; Kinesthetic (Small Group) page 269B |Tier 2: Visual/Kinesthetic (Small Group) |

|Lesson 6.9: |page 249B |

|Strategy: Model Language; Visual/Auditory (Small Group) page 273B | |

|Lesson 6.10: |Lesson 6.4: |

|Strategy: Describe; Verbal/Linguistic (Small Group) page 277B |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |

| |page 253B |

| |Tier 2: Visual/Kinesthetic (Small Group) |

| |page 253B |

| | |

| |Lesson 6.5: |

| |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |

| |page 257B |

| |Tier 2: Auditory/Visual (Small Group) |

| |page 257B |

| | |

| |Lesson 6.6: |

| |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |

| |page 261B |

| |Tier 2: Visual/Kinesthetic (Small Group) |

| |page 261B |

| | |

| |Lesson 6.7: |

| |Tier 1: Visual/ Kinesthetic (Whole Class/Small Group) |

| |page 265B |

| |Tier 2: Visual/ Kinesthetic (Small Group) |

| |page 265B |

| | |

| |Lesson 6.8: |

| |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |

| |page 269B |

| |Tier 2: Visual/kinesthetic (Small Group) |

| |page 269B |

| | |

| |Lesson 6.9: |

| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |

| |page 273B |

| |Tier 2: Visual/Auditory (Small Group) |

| |page 273B |

| | |

| |Lesson 6.10: |

| |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |

| |page 277B |

| |Tier 2: Visual/ Auditory (Small Group) |

| |page 277B |

| | |

| | |

| | |

| | |

| | |

| | |

|SWDs |Advanced |

|Additional Support Strategies: |Enrich: TE, p. 237F |

| |Enrich Activity |

|Count and Model Numbers: |Enrich Book |

|Use manipulative objects. |Extend the Project |

|Have students practice labeling pictures with numbers and word form. |ELL Activity |

|Provide reference chart with pictures to represent numbers. | |

|Have students draw pictures to represent the numbers. | |

|Play “Show the Numbers” (TG p.240) | |

|Display a counting chart/number grid. | |

|Provide counting chart/number grid for each student’s desk. | |

| | |

|Problem Solving: | |

|Provide short and concise one-step word problems. | |

|Make a list of key/clue words to look for that indicate mathematical operations. | |

|Have students restate math word problems in his/her own words. | |

|Have students simulate situations which relate to math word problems. | |

|Provide a checklist to follow to break down each problem into specific steps. | |

| | |

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Materials:

• MathBoard

• Counting Chart

• Counting tape

• Connecting cubes

• Workmat 7

• Base-ten blocks

• Crayons

• Two-color counters

Lesson 6.3

Lesson 6.7

Games/Activities Key:

• Computation and Mental Math

• Geometry and Measurement

• Challenge

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