Math Unit Plan

Grade: First Grade

Week 1 Monday Tuesday Wednesday Thursday Friday

Lesson Title Introducing Place Reading and Comparing Two- Adding Two Digit Subtracting Two
Value Expanding Two- Digit Numbers Numbers Digit Numbers
Digit Numbers using <, =, >
State Math Standard Standard Standard Standard 1: Standard 1:
Standards [Link].B. Number [Link].B. Number [Link].B. Number NBT.C. Numbers NBT.C. Numbers
and Operations in and Operations in and Operations in and Operations in and Operations in
Base Ten: Base Ten: Base Ten: Base Ten: Use Base Ten: Use
Understanding Understanding Understanding place value place value
Place Value Place Value Place Value understanding and understanding and
properties of properties of
operations to add operations to add
and subtract. and subtract.

Learning The students will The students will The students will The students will The students will
Objectives be able to be able to read be able to compare be able to solve be able to solve
represent tens as two-digit numbers and discuss what addition problems subtraction
ten bundles of and expand two- the value of two- with two-digit problems with
ones with base ten digit numbers. digit numbers is numbers. two-digit
blocks. using <,=,>. numbers.
Instructional -Math learning -Math learning -Math learning -Math learning -Math learning
Strategy centers centers centers centers centers
-Think, Pair, -Think, Pair, -Think, Pair, -Think, Pair, -Think, Pair,
Share Share Share Share Share
-IWY -IWY -IWY -IWY -IWY
Summary of Academic math Academic math Academic math Academic math Academic math

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Instruction time will begin time will begin time will begin time will begin time will begin
with a math with a math with a math with a math with a math
warm-up to get warm-up to get warm-up to get warm-up to get warm-up to get
students minds students minds students minds students minds students minds
ready for math. ready for math. ready for math. ready for math. ready for math.
The math warm- The math warm- The math warm- The math warm- The math warm-
up for the day will up for the day is up for the day is up for the day is up for the day is
be stop and start stop and start an inquiry skip counting. skip counting.
counting. After counting. After question. The After math warm After math warm
math warm up, math warm up, inquiry question up, the students up, the students
the students will the students will is: using the digits will recite their will recite their
recite their recite their 3 and 7 write the TSWBA (the TSWBA (the
TSWBA (the TSWBA (the number with the students will be students will be
students will be students will be largest value. able to) goal for able to) goal for
able to) goal for able to) goal for After math warm the day. Then, the the day. Then, the
the day. Then, the day. Then, up, the students class will read the class will read the
students will read students will will recite their read aloud. read aloud.
a place value watch a place TSWBA (the Following the read Following the read
book. An IWY value animation students will be aloud will be a aloud, there will
model will be and gather for a able to) goal for discussion. Then, be a discussion.
followed for think, pair, share. the day. Then, the IWY model Next, the IWY
learning how to Then we will do an students will read will be followed to model will be
represent two- IWY and practice the book Gavin learn how to add followed to learn
digit numbers expanding and Gator in a whole two-digit numbers how to subtract
using base ten representing two- group setting. A without two-digit numbers
blocks. digit numbers. discussion will regrouping. without
After whole group Following that, the occur after the After whole group regrouping.
instruction, the class will play a book. Then, an instruction, the After whole group
class will whole group place inquiry question class will instruction, the
transition into value bingo. will be placed on transition into class will
math centers time. Calling cards will the board for a math centers time. transition into
The students will be a mix of think pair share. The students will math centers time.
know which tasks expanded form, ‘How can you use know which tasks The students will

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they will work on picture cards of place value to help they will work on know which tasks
in their small base ten blocks, you find out which in their small they will work on
group (Place value and spelled out number is bigger group (adding in their small
match up two-digit numbers or smaller?’ The two-digit numbers group (subtracting
worksheet), with to practice teacher will then worksheet), with two-digit numbers
the teacher, and recognizing follow the IWY the teacher, and worksheet), with
then independent different forms of model to complete then independent the teacher, and
laptop math work. two-digit some problems as laptop math work. then independent
numbers. a class. Next, the laptop math work.
After whole group which is more will
instruction, the be done in small
class will groups at the
transition into carpet. The
math centers time. teacher will
The students will observe as
know which tasks students work
they will work on together. After
in their small whole group
group (Roll it, instruction, the
make it, expand class will
it), with the transition into
teacher, and then math centers time.
independent The students will
laptop math work. know which tasks
they will work on
in their small
group (comparing
two-digit
numbers), with
the teacher, and
then independent
laptop boom cards
math work.

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Differentiation During math During math During math During math During math
centers, each small centers, each small centers, each small centers, each small centers, each small
group will work group will work group will work group will work group will work
on a support on a support on a support on a support on a support
lesson with the lesson with the lesson with the lesson with the lesson with the
teacher. At grade teacher. At grade teacher. Below teacher. At grade teacher. At grade
level students will level students will grade level level students will level students will
complete further complete a students will start work on a support work on a support
practice of the support lesson of comparing single lesson with the lesson with the
lesson. Below whole group digit numbers and teacher. Below teacher. Below
grade level instruction. Below then move up to grade level grade level
students will focus grade level comparing double students will work students will work
on single digit students will work digits if seen as on adding single on subtracting
place value and on reading and appropriate. digit numbers and single digit
slowly move up to ‘expanding’ with Above grade level will move onto numbers and will
double digit place tens cubes before students will double digit move onto double
value. moving onto solidify knowledge numbers without digit numbers
smaller double- of comparing two- regrouping, if seen without
Teachers can digit numbers. digit numbers and appropriate. regrouping, if seen
assign unique Above grade level move onto Above grade level appropriate.
boom cards students will work comparing three- will work on Above grade level
assignments to on reading and digit numbers. At adding double students will work
students based on expanding double grade level digit numbers and on subtracting
their individual digit numbers and students will then move onto double digit
needs and lessons then move onto continue learning adding double numbers and then
they were given three-digit about comparing digit numbers move onto
for the day. numbers if seen two-digit numbers with regrouping. subtracting double
appropriate. digit numbers
Teachers can Teachers can Teachers can with regrouping.
assign unique assign unique assign unique Teachers can
boom cards boom cards boom cards assign unique
assignments to assignments to assignments to boom cards
students based on students based on students based on assignments to

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 their individual their individual their individual students based on
needs and lessons needs. For needs and lessons their individual
they were given example, At grade they were given needs and lessons
for the day. level can be for the day. they were given
assigned for the day.
comparing two
digit numbers,
above grade level
can be assigned
comparing three
digit numbers and
below grade level
can be assigned
comparing one
and some two
digit numbers.
Materials, -Place Value by -Place Value - Gavin Gator by -The Mission of -Shark Swimathon
Resources, and David A. Adler Bingo Kathleen L Stone Addition Read by Stuart Murphy
Technology Illustrated by -overhead -Boom cards aloud by Brian P. Boomcards
Edward Miller projector activity Cleary activity
-Tens frames -Roll it, make it, -laptops -Boomcards -Laptops
-Base ten blocks expand it -overhead activity -overhead
- Whiteboard worksheet projector -Laptops projector
-Overhead -Dice -laptops -overhead -Base ten blocks
projector -Base ten blocks -Base ten blocks projector -whiteboard
-laptops -laptops -whiteboard -Base ten blocks -ELL vocabulary
-Place value match -whiteboard -ELL vocabulary -whiteboard cards
up worksheet -ELL vocabulary cards -ELL vocabulary -Subtracting two-
-ELL vocabulary cards -Calm down Kit cards digit numbers
cards -Calm down kit -Adding two-digit worksheet
-Calm down kit numbers -Subtracting two-
worksheet digit numbers
-Adding two-digit with regrouping

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 numbers wit worksheet
regrouping -Calm down kit
worksheet
-Calm down Kit
Formative -Place value match -Place value bingo -Comparing two- -subtracting two-
Assessment up worksheet observations digit numbers -adding two-digit digit numbers
-whole group -Whole group worksheet numbers worksheet
observations observations -whole group worksheet -whole group
-teacher small -roll it, make it, observation -whole group observation
group expand it worksheet. observation worksheet.
observations worksheet -teacher small worksheet. -teacher small
- Boom cards -teacher small group -teacher small group
track students’ group observations group observations.
progress so data observations -Boom cards track observations.
can be used to Boom cards tracks students’ progress
inform the teacher students’ progress so data can be -Boom cards track
if modes of so data can be used to inform the students’ progress
instruction were used to inform the teacher if modes of so data can be
valuable. teacher if modes of instruction were used to inform the -Boom cards track
instruction were valuable. teacher if modes of students’ progress
valuable. instruction were so data can be
valuable. used to inform the
teacher if modes of
instruction were
valuable.
Summative
Assessment The summative assessment will be presented three ways. Each student will complete or try to
(a short description complete each way. First, students will have a questionnaire style exam assignment. Then students will meet
of the summative individually with the teacher reviewing some problems. Students will be asked to solve those problems and
assessment) can be given the opportunity to explain verbally how they understood the problems.
Part 2: Rationale

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In 250-500 words, provide a rationale that explains your reasoning behind your chosen instructional strategies. How do the formative
assessments provide opportunities to modify instruction that promotes continuous intellectual, social, emotional, and physical
development? Explain the value of utilizing knowledge from professionals in other content areas to enhance instruction and learning
experiences for students.

When deciding to implement instructional strategies, consistency drives the decision. In my classroom, I want to choose instructional
strategies that can be used across curriculum areas to create a more consistent learning environment. The strategies chosen in this
week-long unit are centers, IWY, and think pair share. When I use consistent strategies, students can spend less energy learning a
strategy and more time focusing on absorbing content. Prior states in her classroom management strategies that, “Consistency involves
creating a predictable environment where children know what to do and what is expected of them.” (Prior,2014). These consistent
instructional strategies can provide data through formative assessments. Teachers can observe students’ performance during IWY to
determine if more instruction and modeling is needed. Formative assessment observations also allow for teachers to modify instruction
based on real time data. These modifications can supplement intellectual, social, emotional, and physical development. For example,
students can do music and movement to help learn vocab if struggling, pair with a partner in discussion(social/emotional/intellectual)
or take some time to calm down during a lesson (emotional). Think, pair, share strategies provides time for students to think
independently, collaborate, and share their knowledge. Think pair share successfully promotes social, intellectual, and emotional
development through active participation with other students. Instructional strategies such as think, pair, share allow teachers to “keep
the emphasis on children’s reasoning, ask students to communicate their thinking and solutions to encourage discussion among
students.” (Bafile,2008) Professional collaboration is another key to planning lessons while utilizing a high level of support.
Hargreaves and O’Conner state that ““Effective collaboration requires teachers to get their heads out of the sand and see what others
are doing while relying on expertise to keep the sand out of their heads.” (Hargreaves & O’Connor, 2018) Teachers and other school
professionals each come with unique experiences, degrees, background knowledge, and opinions. When teachers seek collaboration
from their colleagues, they are actively seeking support for themselves as educators and for their students. Part of being an educator is
being teachable, we must learn to collaborate and learn from others so that we may best serve our students.

References

Bafile, C. (2008, February 2). Math and literature: A match made in the classroom. Math and Literature -- A Match Made in the
Classroom! | Education World. Retrieved November 6, 2021, from [Link]

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Hargreaves, A., & O’Connor, M. T. (2018). Solidarity with Solidity: The Case for Collaborative Professionalism. Phi Delta
Kappan, 100(1), 20–24.

Prior, J. (2014). Love, engagement, support, and consistency: a recipe for classroom management. Childhood Education, 90(1), 68.

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