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Exemplar 1st Grade Math Unit: Addition and Subtraction to 20

Copyright 2017 Arizona Board of Regents, All rights reserved Exemplar 1st Grade Math Unit: Addition and Subtraction to 20 Unit Plan Components Comments Big Goal This unit plan identifies a big goal for the overall unit assessment, as well as goals for each daily formative assessment. The big goal is written for all students, not a set percentage. Standards Math content standards have been identified from the common core State Standards. Additionally, corresponding Mathematical Practices have been selected for this unit. The Mathematical Practices logically connect to the unit s content standards. Remediation and enrichment standards have been identified. The remediation standards are identified from the kindergarten common core State Standards and mastery of them will support mastery of the first Grade standards.

Aug 01, 2017 · Common Core Standards • 1.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.)

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Transcription of Exemplar 1st Grade Math Unit: Addition and Subtraction to 20

1 Copyright 2017 Arizona Board of Regents, All rights reserved Exemplar 1st Grade Math Unit: Addition and Subtraction to 20 Unit Plan Components Comments Big Goal This unit plan identifies a big goal for the overall unit assessment, as well as goals for each daily formative assessment. The big goal is written for all students, not a set percentage. Standards Math content standards have been identified from the common core State Standards. Additionally, corresponding Mathematical Practices have been selected for this unit. The Mathematical Practices logically connect to the unit s content standards. Remediation and enrichment standards have been identified. The remediation standards are identified from the kindergarten common core State Standards and mastery of them will support mastery of the first Grade standards.

2 For enrichment, standards from second Grade have been identified. However, enrichment with the CCSS should come from deepening understanding of the current Grade level standards, not pushing forward to the subsequent Grade . These standards are identified to help the teacher determine how far to push the first Grade standards, while respecting the 2nd Grade boundaries. Big Ideas The big ideas for this unit have been identified and written in with the unit s Big Goal. Unpacked Standards The CCSS have been unpacked into daily objectives. Each daily objective is written with a measurable verb and can be completed in a single lesson. Scaffolded Learning The daily objectives build on one another in a logical sequence. Resources Resources have been identified for the overall unit, as well as for individual objectives.

3 Appropriate Length of Time The unit is designed for 12 days. There are 10 daily objectives, plus one buffer day and one day for the assessment. The buffer day is included to circumvent potential schedule changes. Aligned Assessment For each daily objective there are 2 aligned assessment items. Copyright 2017 Arizona Board of Regents, All rights reserved Unit Name: Addition and Subtraction to 20 common core Standards 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 .) (Students need not use formal terms for these properties.) Understand Subtraction as an unknown-addend problem.

4 Relate counting to Addition and Subtraction ( , by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for Addition and Subtraction within 10. Use strategies such as counting on; making ten ( , 8 + 6 = 8 + 2_+ 4 = 10 + 4 = 14); decomposing a number leading to a ten ( , 13 4 = 13 3 1 = 10 9 = 9); using the relationship between Addition and Subtraction ( , knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums ( , adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Mathematical Practices Construct Viable Arguments and Critique the Reasoning of Others First graders construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They also practice their mathematical communication skills as they participate in mathematical discussions involving questions like How did you get that?

5 Explain your thinking, and Why is that true? They not only explain their own thinking, but listen to others explanations. They decide if the explanations make sense and ask questions. Model with Mathematics In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. Look For and Make Use of Structure First graders begin to discern a pattern or structure. For instance, if students recognize 12 + 3 = 15, then they also know 3 + 12 = 15. Notes Students at this level are expected to be able to fluently add and subtract within 20.

6 Fluency with Addition and Subtraction facts comes from first developing an understanding of numbers, concepts of more and less and utilizing different strategies for Addition and Subtraction . After students become proficient with these concepts, then they can engage in fact practice that helps build their ability to solve problems with increased fluency. In this unit, students must be able to solve the problems and explain how they used the target strategy to find that solution. Examples of what students are expected to say are provided in the answer key to the summative assessment. Objectives are listed in a logical order and should be taught sequentially. Resources Some lessons in this unit should be taught using a ten frame. Click on the links below to find out more about ten frames and to find a blackline master of a ten frame you can use.

7 O Background on ten frames. o Link to a description of ten frames and a blackline master. Copyright 2017 Arizona Board of Regents, All rights reserved Unit Goal All students will score at least an 80% on the End of Unit Assessment. All students will score at least an 80% on daily formative assessments ( observational notes, exit tickets, etc.) By the end of this unit students will be able to model and explain the properties of Addition and Subtraction and use various strategies to add and subtract within 20. Additionally, students will develop the skill of explaining their mathematical reasoning (mathematical practices) as they apply the content. Remediation Standards Count to 100 by ones and tens Count forward beginning from a given number within the known sequence Compose and decompose Represent Addition and Subtraction with objects, fingers, mental images, drawings, sounds ( claps), acting out, situations, verbal explanations, expressions or equations.

8 Solve Addition and Subtraction word problems, and add and subtract, within 10, , by using objects or drawings to representative problem. Fluently add and subtract within 5. Enrichment Standards Use Addition and Subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, , by using drawings and equations with a symbol for the unknown number to represent the problem Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers. Use Addition to find the total number of objects arranged in a rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total sum of equal addends.

9 Calendar This unit is planned for 12 days (there are 10 daily objectives, one buffer day, and one day for the unit assessment). Each objective should be taught in one day. Objectives are listed in the order they should be taught. Copyright 2017 Arizona Board of Regents, All rights reserved Standard & Mathematical Practices Alignment Objective Notes Assessment Item Answer SWBAT explain and model the commutative property of Addition . Students do not have to define or use the terms commutative property or identity property . The intention of this lesson is for students to demonstrate and explain an understanding of the concept. Use blocks to explain why the number sentence below is true. 3 + 4 = 4 + 3 Using the blocks students should demonstrate and explain the following ideas about the commutative property: 3 + 4 and 4 +3 have the same sum because in Addition it does not matter which order we add in.

10 When we change the numbers in the Addition sentence the sum will stay the same. SWBAT explain and model the identity properties of Addition and Subtraction . 8 + 0 = 9 0 = Explain how you solved. 8 9 When you add or subtract a zero the number will not change because the number zero means that we are not adding or subtracting anything from the first number. SWBAT explain and model the identity properties of Addition and Subtraction . 8 + 0 = 9 0 = Explain how you solved. 8 9 When you add or subtract a zero the number will not change because the number zero means that we are not adding or subtracting anything from the first number. Copyright 2017 Arizona Board of Regents, All rights reserved Standard & Mathematical Practices Alignment Objective Notes Assessment Item Answer SWBAT explain the Addition strategy of counting on and use it to solve Addition problems (with sums through 20).


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