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Math- Unit: 5

|UNIT TITLE: Addition and Subtraction Relationships |Grade: 1 |

|Domain: |Suggested Pacing |

|Operations and Algebraic Thinking (CC.1.OA) | |

| |12 days |

| |12/15/14 - 01/12/15 |

|Stage 1 – Desired Result |

|Established Goals/Unit Outcome |

|Highest Level of Understanding: |

|Represent equivalent forms of numbers using sums and differences within 20. |

|Determine if an equation is true or false. |

| |

|Average Level of Understanding: |

|Identify and record related facts within 20 and use them to subtract. |

|Apply the inverse relationship of addition and subtraction. |

|Add and subtract facts within 20 and demonstrate fluency for addition and subtraction within 10. |

| |

|Most Essential Level of Understanding: |

|Solve addition and subtraction problem situations using the strategy make a model. |

| |

|Common Core Learning Standards: |

| |

|CC.1OA.1 Represent and solve problems involving addition and subtraction. |

|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. |

| |

|CC. 1.OA.6 Add and subtract within 20. |

|Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. |

| |

|CC.1.OA.8 Work with addition and subtraction equations. |

|Determine the unknown whole number in an addition or subtraction equation relating three numbers. |

| |

|CC.1.OA.7 Work with addition and subtraction equations. |

|Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. |

| |

|Mathematical Practices: |

| |

|CC.K.12.MP.3 |

|Construct viable arguments and critique the reasoning of others. |

| |

|CC.K-12.MP.6 |

|Attend to precision. |

|Essential Questions: |

|How can relating addition and subtraction help you to learn and understand facts within 20? |

|How can making a model help you solve a problem? (lesson 5.1; CC.1.0A.1) |

|How do related facts help you find missing numbers? (lesson 5.2 CC.1.OA.6) |

|How do you know if addition and subtraction facts are related? (lesson 5.3; CC.1.OA.6) |

|How can you use addition to check subtraction? (lesson 5.4; CC.1.OA.6) |

|How can you use a related fact to find a missing number? (lesson 5.5; CC.1.OA.8) |

|How can you use a related fact to find a missing number? (lesson 5.6; CC.1.OA.8) |

|How do you choose when to add and when to subtract to solve a problem? (lesson 5.7; CC.1.OA.1) |

|How can you add and subtract in different ways to make the same number? (lesson 5.8; CC.1.OA.6) |

|How can you decide if a number sentence is true or false? (lesson 5.9; CC.1.OA.7) |

|How can addition and subtraction strategies help you find sums and differences? (lesson 5.10; CC.1.OA.6) |

|Content: |Skills: |

|Addition |Join parts to make a whole. |

|Symbols |Use the plus sign (+) and equals sign (=) to join two groups. |

|Subtraction |Take away one part from the whole to find the difference. |

|Symbols |Write a subtraction number sentence. |

|Compare |Compare groups using subtraction. |

|Making 10 |Use zero to add with numbers to find a sum of 10 or fewer. |

|Related Facts |Find related subtraction facts from an addition fact. |

|Count On |Count on to add by starting with the greater number. |

|Number Line |Start with the greater number and move to the right to add the smaller number. |

|Doubles |Add together two of the same addends to find a sum. |

|Near Doubles |Add together near doubles facts to find the sum. |

|Count Back |Start with the greater number and count back by the smaller number to find the difference. |

|Subtract by Making 10 |Take apart the number being subtracted into two numbers that will result in a 10. |

|Missing Addend |Solve a subtraction number sentence by using its related addition fact. |

|True and False Statements |Tell whether each math statement is true or false. |

|Terms / Vocabulary: |

|Related facts |

|Stage 2 – Assessment Evidence |

|Performance Task: |Other Evidence: |

| | |

|Chapters 1-5 |Diagnostic: Show What You Know pg. 182 |

|Critical Area Tasks A-D: Playing Games AG 217-222 | |

| |Formative: Mid-Chapter Checkpoint (Lessons 5.1 to 5.4) pg. 200 |

| | |

| |Summative: Chapter 5 Test (AG93-98) |

| | |

| | |

|Stage 3 – Learning Plan |

|Standard |

|Grab-and-Go Differentiated Center Kits |

|Literacy Connections: |Games: |

|Picture Puzzles |Ducky Sums |

|Juggling |Related Fact Race |

| |Basic Facts Race |

| | |

| |Activities: |

| |Activity # 11 |

| |Face Facts |

| |Any Way You Cut It |

| |Problem Solving |

| | |

| |Activity # 16 |

| |The Sum Is The Same |

| | |

| |Activity # 18 |

| |The Missing Piece |

| |Number Tales |

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

|ELLs |RTI |

|Lesson 5.1: |Lesson 5.1: |

|Strategy: Model Concepts; Visual/Kinesthetic (Small Group) page 185B |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |

|Lesson 5.2: |page 185B |

|Strategy: Define; Auditory/Visual (Small Group) page 189B |Tier 2: Visual/Kinesthetic (Small Group) |

|Lesson 5.3: |page 185B |

|Strategy: Identify Relationships; Visual/Verbal (Small Group) page 193B | |

|Lesson 5.4: |Lesson 5.2: |

|Strategy: Creative Grouping; Verbal/Linguistic (Small Group) page 197B |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |

|Lesson 5.5: |page 189B |

|Strategy: Model Concepts; Auditory/Kinesthetic (Small Group) page 201B |Tier 2: Visual/Kinesthetic (Small Group) |

|Lesson 5.6: |page 189B |

|Strategy: Creative Grouping; Verbal/Linguistic (Small Group) page 205B | |

|Lesson 5.7: |Lesson 5.3: |

|Strategy: Define; Verbal/Visual (Small Group) page 209B |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |

|Lesson 5.8: |page 193B |

|Strategy: Model Concepts; Kinesthetic (Small Group) page 213B |Tier 2: Visual/Kinesthetic (Small Group) |

|Lesson 5.9: |page 193B |

|Strategy: Describe; Visual/Verbal (Small Group) page 217B | |

|Lesson 5.10: |Lesson 5.4: |

|Strategy: Model Language; Auditory/Verbal (Small Group) page 121B |Tier 1: Auditory/Visual (Whole Class/Small Group) |

| |page 197B |

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

| |page 197B |

| | |

| |Lesson 5.5: |

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

| |page 201B |

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

| |page 201B |

| | |

| |Lesson 5.6: |

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

| |page 205B |

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

| |page 205B |

| | |

| |Lesson 5.7: |

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

| |page 209B |

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

| |page 209B |

| | |

| |Lesson 5.8: |

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

| |page 213B |

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

| |page 213B |

| | |

| |Lesson 5.9: |

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

| |page 217B |

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

| |page 217B |

| | |

| |Lesson 5.10: |

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

| |page 221B |

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

| |page 221B |

|SWDs |Advanced |

|Additional Support Strategies: |Enrich: TE, p. 181F |

| |Enrich Activity |

|Addition and Subtraction: |Enrich Book |

|Create a two-column chart for related and addition subtraction facts. |Extend the Project |

|Choose a peer to drill the student each day on math facts |ELL Activity |

|Choose one fact students have not mastered , make it “fact of the day”. | |

|Students complete math facts quiz sheet as they arrive each morning. | |

|Provide number line attached to desk to add and subtract. | |

|Use math facts CDs and tapes for drill activities. | |

|Provide practice of math facts using a computer software program. | |

|Develop a math fact reference sheet for addition and subtraction for students to use at their desk. | |

|Have students manipulate objects by grouping into sets and add sets together or take away. | |

| | |

|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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Lesson 5.2

Materials:

• MathBoard

• Connecting cubes (red, yellow, blue)

• Counting tape

• Crayons (red, blue, green, yellow)

• Two-color counters

Games/Activities Key:

• Computation and Mental Math

• Geometry and Measurement

• Challenge

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