Topic: Applyingthe Basics
Subject(s): Math
Know:Understand:Do:
Days:19
Grade(s): 1st
createand aanalyze numbwe patterns.
altoogethermeans add, and how many kess means subtract.
understandand solve story problems
Topic: Applyingthe Basics
Subject(s): Math
CommonAssessments on what students should know and do in this unit:
Days:19
Grade(s): 1st
Topic: Applyingthe Basics
Subject(s): Math
2.Assessments 1
Days:19
Grade(s): 1st
ShortDescription:
LongDescription:
Thestudents will listen to paragraph style story and explain why it is important to use relations and functions of algebric symbola and mathematical models to solve problems.
Differentiation:
Howcan we use an imput/output model to solve story problems?
Time(in days):
1
Topic: Applyingthe Basics
Subject(s): Math
2.Culminating Activity 1
Days:19
Grade(s): 1st
ShortDescription:
Time(in days):
1
Topic: Applyingthe Basics
Subject(s): Math
KeyLearning:Basicfact fluency helps to solve problems in different ways.
UnitEssential Question(s):
Howdo I use what I have learned to solve problems in different ways?
Days:19
Grade(s): 1st
Concept:Concept:Concept:
TwoDigit Addition and
Subtraction
M.O.1.1.13
Modeland solve two digit addition snd subtraaction without regrouping without resgrouping.
NumberPatterns
M.O.1.2.4
Createand analyze number patterns based on real live situations.
Reviewand Test
Thestudents will model and solve two digit addition and subtraction story problems using words, AB form, and T-charts to pesent results.
LessonEssential Question(s):Lesson Essential Question(s):Lesson Essential Question(s):
Howcan I subtract two digit numbers without regrouping? (A)
Howcan I add two digit numbers without regrouping? (A)
Howdo I create and analyze number patterns? (A)
Howdo I use what I have learned to solve problems in different ways?(A)
Vocabulary:Vocabulary:Vocabulary:
twodigitAB form, T-chartsReview all vocabulary words.
AdditionalInformation:
AttachedDocument(s):
VocabReport for Topic:Applyingthe Basics
Subject(s): Math
Concept:
NumberPatterns
ABform, T-charts -
Concept:
Reviewand Test
Reviewall vocabulary words. -
Concept:
TwoDigit Addition and Subtraction
twodigit -
Days:19
Grade(s): 1st
Planfor the Concept, Topic, or Skill -- Not for the Day
LessonEssential Question:
Howcan I subtract two digit numbers without regrouping?
Whatdo students need to learn to be able to answer the Essential Question?
AssessmentPrompt 1: The students need to recognize the words remaining and are left means to subtract.
ActivatingStrategy:
Studentsneed to be able to model and solve two digit subtraction numbers without regrouping.Say, "Mary has sixteen apples, she gives Tom four apples how many apples does Mary have remaining?
Keyvocabulary to preview:
subtraction,remaining
TeachingStrategies:
GraphicOrganizer:
AnalyzingPerspectives
Instruction:
Reada series of math story prompts and have students explain how they will find the solution and then have them demonstrate on the board.
Assignmentand/or Assessment:
Studentsanswers
ExtendingThinking Activity:
DeductiveReasoning
SummarizingStrategy:
TheImportant Thing
Review/ Revise:
Givestudents a copy of five short paragraph story problems to solve.
Resourcesand Materials:
countytext book
Time(in days):
4
Rubric1:
Title:subtraction
correctly chos es application and solves all five / 100ten percent fo r each correct application an d/or solution.
AdditionalInformation:
AttachedDocuments:
WordProblemsMath
Planfor the Concept, Topic, or Skill -- Not for the Day
LessonEssential Question:
Whatdo students need to learn to be able to answer the Essential Question?
TeachingStrategies:
Time(in days):
1
Topic: Applying the Basics
Subject(s): Math
Concept: Two Digit Addition and Subtraction
5.Acquisition Lesson
Days:19
Grade(s): 1st
Planfor the Concept, Topic, or Skill -- Not for the Day
LessonEssential Question:
Howcan I subtract two digit numbers without regrouping?
Whatdo students need to learn to be able to answer the Essential Question?
TeachingStrategies:
Time(in days):
1
Topic: Applying the Basics
Subject(s): Math
Concept: Two Digit Addition and Subtraction
5.Acquisition Lesson
Days:19
Grade(s): 1st
Planfor the Concept, Topic, or Skill -- Not for the Day
LessonEssential Question:
Howcan I add two digit numbers without regrouping?
Whatdo students need to learn to be able to answer the Essential Question?
TeachingStrategies:
Time(in days):
1
Topic: Applying the Basics
Subject(s): Math
Concept: Number Patterns
5.Acquisition Lesson
Days:19
Grade(s): 1st
Planfor the Concept, Topic, or Skill -- Not for the Day
LessonEssential Question:
Howdo I create and analyze number patterns?
Whatdo students need to learn to be able to answer the Essential Question?
TeachingStrategies:
Time(in days):
1
Topic: Applying the Basics
Subject(s): Math
Concept: Review and Test
5.Acquisition Lesson
Days:19
Grade(s): 1st
Planfor the Concept, Topic, or Skill -- Not for the Day
LessonEssential Question:
Howdo I use what I have learned to solve problems in different ways?
Whatdo students need to learn to be able to answer the Essential Question?
TeachingStrategies:
Time(in days):
1
Topic: Applyingthe Basics
Subject(s): Math
8.Differentiating the Unit
Days:19
Grade(s): 1st
Whataccommodations will you make in order to meet the varied interest, learning styles, and ability levels of all students?
DifferentiationAssociated with the Unit:
DifferentiationAssociated with Lessons and Activities:
StudentAssessment 1: :
Howcan we use an imput/output model to solve story problems?
Topic: Applyingthe Basics
Subject(s): Math
Days:19
Grade(s): 1st
Whatis the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities?
Putthe Lesson Essential Questions, activities, and experiences in order.
Topic: Applyingthe Basics
Subject(s): Math
Whatresources and materials do you need for this unit, the lessons, and the activities?
Days:19
Grade(s): 1st
ResourcesAssociated with the Unit:
ResourcesAssociated with Lessons and Activities: