UbD Template 2.
ESTABLISHED GOALS - CCSS Math
● Represent and solve problems
involving addition and subtraction
○ 1.0A.1 - 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
○ 1.0A.2 - Solve word problems
that call for addition of three
whole numbers whose sum is
less than or equal to 20
● Understand and apply properties of
operations and the relationship
between addition and subtraction.
○ 1.0B.3 - Apply properties of
operations as strategies to add
and subtract
● Add and subtract within 20
○ 1.0C.5 - Relate counting to
addition and subtraction
○ 1.0C.6 - Add and subtract within
20, demonstrating fluency for
addition and subtraction within
10
● Work with addition and subtraction
equations
○ 1.0D.7 - Understand the meaning
of the equal sign, and determine
if equations involving addition
and subtraction are true or false
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
● Find relationships among different combinations of numbers up to 20
● Develop fluency with the 2-addend combinations of 10
● Use 5+5 to reason about other combinations of 10
● Find as many 2-addend combinations of a number as possible
● Try to prove that all the possible 2-addend combinations of a number have been found
● Solve related story problems
● Solve a problem in which the total and one part are unknown
● Add 2 or more single digit numbers
● Visualize, retell, and model the action in addition and subtraction situations
● Subtracting one number from another, with initial totals of up to 12
● Develop strategies for solving addition and subtraction story problems
● Solve addition and subtraction story problems
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that… ● Why do I need mathematical
● Counting is related to addition and operations?
subtraction ● How do mathematical operations
● Subtraction is an unknown addend relate to each other? (addition and
● That numbers can be composed and subtraction)
decomposed in many different ways ● How can I use properties of operations
● There are many ways to represent a to help add and subtract?
number ● What kind of experiences help
● There are relationships among the develop number sense?
operations (adding/subtracting)
Acquisition
Students will know… Students will be skilled at…
● Standard notation ● Using correct standard notation to
● More vs Less (adding vs subtracting) record
 ○ 1.0D.8 - Determine the unknown
whole number in an addition or
subtraction equation relating
three whole numbers.
CCSS ELA-Literacy
● Key Ideas and Details
○ RI.1.1 - Ask and answer questions
about key details in a text.
○ RI.1.2 - Identify the main topic
and retell key details of a text.
● Craft and Structure
○ RI.1.4 - Ask and answer questions
to help determine or clarify the
meaning of words and phrases in
a text.
Evaluative Criteria
● Ability to find at least 5 different
combinations of 10
● Show work with a drawing (picture,
tallies, numbers, table, ten frame,
etc.)
● Record with an equation using correct
standard notation (+/-/=)
● Work is accurate
● Accuracy (correct standard notation,
correct computation)
● Able to use manipulatives as counting
support
● Reading and interpreting story ● Using 5+5 to reason about other
problems combinations of 10
● Showing work with pictures and ● Solving a problem in which the total
equations and one part are known
● Finding different combinations of a ● Generating equivalent expressions for
given number a number
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
● Lesson 11 - End of Unit Assessment - Students will complete an assessment “Ten
Crayons in All” where they are expected to write as many 2 addend combinations of 10
as possible and show their work with equations and pictures. Work that meets the
benchmark will include at least 5 correct 2 addend combinations using correct notation
to record as well as a picture for each equation found.
○ Rubric:
https://docs.google.com/document/d/1UU39LCUNfdXEPQS73az3d1pkbhrkdH8
IHupvTl_zTlg/edit?usp=sharing
○ Assessment Samples - Proficient, Partially Proficient, Not Proficient
https://docs.google.com/document/d/1M1Kgkm5RSFHhj3fyFUuHsZZrhO_mzN
axkZPyS9JHrCA/edit?usp=sharing
OTHER EVIDENCE:
● Lesson 1 - Pre-Assessment - Students will use manipulatives to as many different
combinations of 10 as possible. They will use standard notation and pictures to record
their findings.
○ Same rubric as linked above
● Lesson 3 - Make 10 Recording Sheet
 ● Plays games in order to find at least 5 ● Lesson 7 - Tens Go Fish Recording Sheet
different combinations of 10 ● Lesson 7 - Hiding Assessment
● Records combinations with equations ● Lesson 8 - How Many of Each Worksheet
and shows work with a picture when ● Lesson 10 - Finished Game boards
needed
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction

2/9 Lesson 1 - Session 1.1 - Introducing 10

● Learning Target: I can develop strategies for counting and combining groups of numbers up to 10
● Students will begin composing and decomposing the number 10. They will use manipulatives to find different ways to “make 10” and
write equations for the different combinations they were able to find on a worksheet which will be used as a Pre-Assessment. A class
discussion afterwards will include students sharing combinations they found and how they are similar/different to other students’
combinations.
● https://docs.google.com/document/d/1Q5_KZIhuSJ5Q-12syoty3gPxLq_ngr7askFBjBQUtaM/edit?usp=sharing
2/12 Lesson 2 - Session 1.2 - Three Towers
● Learning Target: I can find relationships among different combinations of 10
● Students will play the game Three Towers where they roll two dice, add the numbers together to make a tower of 10, and record their
equations as well as a picture on a recording sheet. They will work on combining numbers quickly and accurately as well as representing
with equations and a picture.
● https://docs.google.com/document/d/1baZ_jOWkB5HcMjy6paCFBuEwHYRynW8Q5ytTU--5SUU/edit?usp=sharing
2/13 Lesson 3 - Session 1.3 - Make 10
● Learning Target: I can find relationships among different combinations of 10
● Students will play the game Make 10. They will find two cards that can add together to make 10 and record equations for combinations
they find. They are practicing counting and using strategies to combine and add numbers up to 10 as well as using accurate notation to
record equations.
● https://docs.google.com/document/d/1Uy5Ruxt08xSbbeY5mBxyLvH-xDgTPlR3Q--_6Ua0UZo/edit?usp=sharing
2/14 Lesson 4 - Session 1.4 - Quick Images - Ten Frames
● Learning Target:I can develop strategies for counting and combining groups of numbers up to 10
● Students will engage in a whole class discussion focusing on counting numbers within a ten frame. This lesson introduces the structure of
a ten frame and building fluency and automaticity with combinations of 10 within a ten frame. Students will continue to play Make 10
and record their equations to build fluency with counting and adding numbers up to 10.
● https://docs.google.com/document/d/1vnkCeq8RdBszBAWrN38PP6u4i4H0y63KsmcTsgzTxEw/edit?usp=sharing
2/15 Lesson 5 - Session 1.5 - Games About Missing Parts
 ● Learning Target: I can find relationships within different combinations of 10
● Students will play the game “How Many Am I Hiding?” with a partner. They will use known combinations and counting strategies to
determine the missing part and record their equations.
● https://docs.google.com/document/d/1zXg6pWw1p0WPnc_1ssIcuiqg5t0k3bHLJ9W6QT4VdsY/edit?usp=sharing
2/16 Lesson 6 - Session 1.6 - Tens Go Fish
● Learning Target: I can use symbols (+/=) to record different combinations of 10
● Students will play the game Tens Go Fish with a partner to find different combinations of 10. Students will determine what number they
need to make a combination of 10. They will use known combinations and counting strategies to determine the missing part and record
their equations with correct notation.
● https://docs.google.com/document/d/1NdoWA4tfl0cjPtH0oRCGLNYmthXbp3weaiQSAflfFlU/edit?usp=sharing
2/21 Lesson 7 - Session 1.7 - Combinations of 10
● Learning Target: I can show what I know about combining and counting numbers to make combinations of 10
● Students will play the game previously taught Tens Go Fish to continue building fluency with combinations of 10. They will continue to
use counting strategies to find different combinations of 10 and record their equations with correct notation
● https://docs.google.com/document/d/19FJEOpSuVbUTqN1TrKzsyy71poat-DZc7aIS2Sdyido/edit?usp=sharing
2/22 Lesson 8 - Session 2.1 - Revisiting How Many of Each Problems?
● Learning Target: I can find as many combinations of a number as possible
● Students will answer a story problem in which they find all possible combinations of a number. Students will record equations with
correct notation and draw pictures for all possible combinations. They will use manipulatives to support in finding all possible
combinations, as well as counting strategies to double check their work.
● https://docs.google.com/document/d/1lYeIhHs7TUY3NMf28NeqbEhWRWLD59XC_10SUx4LX5k/edit?usp=sharing
2/23 Lesson 9 - Session 2.2 - Crayon Puzzles About More
● Learning Target: I can find an answer to a story problem that fits many clues
● Students will solve story problems in which the answer must be more or less of one object than another. (For example: there are MORE
blue crayons than red crayons) They will show their thinking with an equation and a picture. They will use known combinations and
counting strategies to solve the problem, as well as skills in interpreting story problems to determine what is happening in the question.
● https://docs.google.com/document/d/1x5swfeAu6QUvF6HE1-4GDWQscxY4UV8fPeyIZGuVp58/edit?usp=sharing
2/26 Lesson 10 - Session 2.3 - Dot Addition
● Learning Target: I can find different combinations of a number by playing Dot Addition
● Students will play the game Dot Addition. They will find different combinations for a given number with dot number cards. This lesson
focuses on combining multiple numbers (3 or more addend combinations) to make a combination of a given number to increase
understanding of the relationship among numbers in a combination. They will record their equations with correct notation on a
recording sheet.
● https://docs.google.com/document/d/1pFKn4FQ8-JZuo1ymoAcl0peiVDn1Crl9w58ccKBDw7g/edit?usp=sharing
2/28 Lesson 11 - Session 2.5 - Assessment: Ten Crayons in All
● Learning Target: I will show everything I know about finding all possible combinations of a given number
● Students will complete an assessment “Ten Crayons in All” where they are expected to write as many 2 addend combinations of 10 as
possible and show their work with equations and pictures. Work that meets the benchmark will include at least 5 correct 2 addend
combinations using correct notation to record as well as a picture for each equation found.
● https://docs.google.com/document/d/1mlI6MwguF5KeIN3y0LXG6TVC1r7s65uGvIAst2MGTOc/edit?usp=sharing