~ Gateway Regional School District~
Unit Plan
(revised 2/15/13)
Content Area: Go Math!
Unit: 3 Addition Strategies
Grade(s): 1
Time Line: 15 Days
Date: November
Domain/Content Standard(s): Operations and Algebraic Thinking
Stage 1: Desired Results
Established Goals:
Operations and Algebraic Thinking
1.OA
Represent and solve problems involving addition and subtraction.
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.
Understand and apply properties of operations and the relationship between addition and subtraction
3.
Apply properties of operations as strategies to add and subtract.[1] 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.)
Add and subtract within 20.
5.
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
6.
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental
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).
Work with addition and subtraction equations
MA.9. Write and solve number sentences from problem situations that express relationships involving addition
and subtraction within 20.
Transfer:
Students will be able to independently use their learning to
Understand and apply the Commutative Property of Addition for sums within 20.
Use the following strategies to find sums within 20: count on 1, 2, 3, doubles, doubles plus 1 and doubles minus 1,
or make a ten.
Use doubles to create equivalent but easier sums.
Use a ten frame to add 10 and an addend less than 10.
Understand and apply the Associative Property or Commutative Property of Addition to add three addends.
Solve adding to and putting together situations using the strategy draw a picture.
Meaning:
Understandings: Students will understand that
Addends can be in any order to give the same sums.
Addition strategies (counting on, doubles, doubles plus 1, and make a ten) can be used to find sums within 20 more
readily.
Addition sentences with three addends can be solved by applying the Associative and Commutative Properties of
Addition.
Adding to and putting together situations can be solved with the strategy draw a picture.
Essential Questions:
How do you solve addition problems?
Acquisition:
Students will know…
How to solve addition sentences with sums within 20 using strategies (Commutative Property of Addition,
counting on, doubles and doubles plus 1, and make a ten.)
How to use the Associative Property of Addition to solve addition problems with 3 addends.
How to draw a picture to solve adding to and putting together situations.
Students will be skilled at…
Using addition properties and strategies to solve addition problems.
Using vocabulary terms including but not limited to: count on, doubles, make a ten.
Vocabulary/factual knowledge
Stage 2: Evidence
Assessment/Evidence of Learning:
levels
examples/blooms
(Curriculum embedded performance assessment)
Beginning of Year Assessment; Mid-Chapter Checkpoint; Chapter 3 Test
Performance tasks
Embedded Differentiated Performance Activities included in curriculum.
Other evidence:
Teacher Observations
Stage 3: Learning Plan
Summary of:
Learning activities, strategies for instruction (include remediation and enrichment
opportunities/differentiated instruction) *Remediation and enrichment opportunities are embedded in
the curriculum for each lesson.
3.1 Students will under and apply the Commutative Property of Addition for sums within 20.
3.2 Students will use count on 1, 2, or 3 as a strategy to find sums within 20.
3.3 Students will use doubles as a strategy to solve addition facts with sums within 20.
3.4 Students will use doubles to create equivalent but easier sums.
3.5 Students will use doubles plus 1 and doubles minus 1 as strategies to find sums within 20.
3.6 Students will use the strategies count on, doubles, doubles plus 1, and doubles minus 1 to practice addition
facts within 20.
3.7 Students will use a ten frame to add 10 and an addend less than 10.
3.8 Students will use make a ten as a strategy to find sums within 20.
3.9 Students will use numbers to show how to use the make a ten strategy to add.
3.10 Students will use the Associative Property of Addition to add three addends.
3.11 Students will understand and apply the Associative Property or Commutative Property of Addition to add three
addends.
3.12 Students will solve adding to and putting together situations using the strategy draw a picture.
Problem Based Learning Activity:
Blooms Level
My Animal Stories
Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20.
Instructional Tools, Resources, 21st Century Skill(s) Component
Go Math! Curriculum: Teacher’s Edition, Student Edition, iTools, Grab and Go, Mega Math, Animated Math Models,
Destination Math, Smart Board, iPads, Computers, Math Manipulatives as noted in Teacher’s Edition
Stage 4: Reflection
Unit Outcome:
Start working on students learning math facts within 10! It takes all year. Start with what makes a ten then
doubles, etc.
Notes for changes:
Lesson 1 - Repetitive lesson to 1.6. Problem 19, pg. 100 concerns doubles facts and commutative property.
Lesson 2 - Supplement lesson with using number lines to find sums. This is never in the Go Math grade 1 lessons.
Lesson 3 - Make connection that doubles facts equal divides the sum into two parts. Students need lots of
repetition to memorize facts: iPad apps, songs, rhymes, and games.
Lesson 4 - Discuss with students how to tell a doubles fact plus one.
Lesson 5 - Seems to confuse most students, why not just use doubles plus one. Other than a pattern on a 120
chart…
Lesson 6 Lesson 7 - Work on students seeing the pattern of the one’s place.
Lesson 8 and 9 - Very confusing for most students. If they don’t see the pattern of adding to 10, it doesn’t help at
all.
Lesson 10 and 11 - More difficult that expected for students to remember to add the third number. Need to
review numbers that make ten to have students understand the need for grouping numbers different ways.
Lesson 12 - Problem 9, pg. 144 is a two part problem.