Name: Ariana Boudreau

Grade: 1 Curriculum Area: Math

Stage 1:
Common Core Standard: 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, e.g., by using objects, drawings, and equations with a symbol
for the unknown number to represent the problem.

Enduring Understandings: Students will Essential Questions:

understand that… -Why are properties important in solving word
-modeling word problems makes it easier to problems?
solve -Why is it important to know multiple ways to
-addition and subtraction are inverse solve addition and subtraction problems?
operations -How are numbers used in everday life?
-word problems can be broken down into
steps

Students will know: Students will be able to:

-math vocabulary -write a simple math equation
-addends -solve an addition equation
-sums -solve a subtraction equation
-equations -model a problem
-missing numbers -break down word problems
-elements of an equation

Stage 2: Assessment
Summative: mini quiz Other Evidence:
-homework
-word problem worksheets
-exit tickets

Stage 3: Learning Plan

Learning Activities During the Unit:
-There Was an Old Lady Who Swallowed a Fly Word Problem Game
-I Have, Who Has
-Make Your Own Word Problem

UbD Daily Planning Format

Plan for Instruction
TEACHER: Ariana Boudreau DATE(s):

CLASS: first grade math UNIT/KEY STANDARDS: 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, e.g., by using
objects, drawings, and equations with a symbol
for the unknown number to represent the
problem.

TITLE (if applicable): There Was an Old Lady Who Swallowed a Fly Word Problem Game

Brief Overview (Summary) of the Unit:

Students have been taught how to subtract and add numbers up to 20. They have had
practice sheets to do in class and at home. If needed they are given tools to model out the
problems. They have learned how to set up word problems by using context clues.

Information from UbD Stage 1: Desired Results

Competency
(Key knowledge,
skill and/or
misconceptions
will be
addressed):
Enduring
Understanding(s)
:
Essential Students will understand that…
Question(s) – -modeling word problems makes it easier to solve
-word problems can be broken down into steps
could be used as
an Academic Essential Questions:
Prompt): -Why are properties important in solving word problems?
-Why is it important to know multiple ways to solve addition and
subtraction problems?
-How are numbers used in everday life?

Differentiated Instruction needed to ensure all learners have access to this learning
(including SPED, MTSS and Gifted)
Modifications: Accommodations:
Give students blocks or something to model
out the problems so they don’t only have their
fingers to count on.

Plans for after this learning/competency is complete: What will the students do if they finish
early?
Since all the students will be doing each problem for extra practice, they should all finish
at the same time. If one group finishes the game early, they should get an extra practice
worksheet until all groups are finished.

Information from UbD Stage 3 - Learning Plan, Experiences, Instruction and Learning
Activities:
Consider the WHERETO elements
The Teacher will… The Student
will…
W Help students work through Solve word
Where are we going? What is expected? solving word problems. problems
with as little
help as
possible.

H “Hi class. Today we will be

How will we hook (Introduce this to) the
students?
E Students will have already spent
How will we equip students for expected
performances?
R See how long it takes each group
playing a game that has to do
with solving word problems in
math. Have you ever read the
story ‘There Was An Old Lady
Who Swallowed a Fly?’ , today
we will be playing a game where
all the animals in her stomach
are added or taken out. It will be
your job to discover how many
animals she has swallowed?”
Students
time in class finding ways to need to have
make word problems easier to listened in
solve. They will have had class and
homework and classwork for done
practice. homework to
understand
how to solve
word
problems.
If finshed
to finish the game and plan early go
How will we rethink or revise? accordingly for after. back and
solve the
problems
that were
more
difficult.
E Allow students time to share Participate in
How will students self-evaluate and reflect their outloud in class after everyone a class
learning? has finished the game. discussion
after the
game to
share
experiences
and what
they thought.
T Teacher will be walking around Students will
How will we tailor learning to varied needs, the class to see if any students be in diverse
interests, and learning styles? need help. They can also hand groups so
out tools to help model problems students can
such as blocks. help
eachother
when they
notice
someone is
stuggling.
O The problems at the beginning When
How will we organize the sequence of learning of the board will be easier and as students get
during the lesson? the game goes on the problems good at
will involve bigger numbers. solving
problems
with
modeling,
they will
move on to
solving
problems
without
something to
model them.

Information from Stage 2: Evidence

Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check -Place students in groups of 2-4 people
(formative -Each students picks a game piece and starts on the bunny
-One students rolls the die and move that number of spaces
evidence such -Student picks up a card and reads the word problem
as -Every student playing will solve the problem on the card for extra
conferencing, practice
group Q/A, -All students check their answer to make sure it is right
-Repeat steps
Observation, -First one to the little boy wins
Dialogue (Kid
Talk and or
Kid-Teacher
happening
during the
learning):
Quiz/Test
(optional):
(attach copy of
assessment)
Performance
Task/Project:
(attach rubric)

Other:

Resources Used/Materials Needed: Websites, books, video, etc.

Type of Resource(s): Name of Resource(s):
Google images There Was An Old Lady Who Swallowed a Chick
UbD Daily Planning Format
Plan for Instruction
TEACHER: Ariana Boudreau DATE(s):

CLASS: first grade math UNIT/KEY STANDARDS: 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, e.g., by using
objects, drawings, and equations with a symbol
for the unknown number to represent the
problem.

TITLE (if applicable): I have, who has

Brief Overview (Summary) of the Unit:

Students have been taught how to subtract and add numbers up to 20. They have had
practice sheets to do in class and at home. If needed they are given tools to model out the
problems. They have learned how to set up word problems by using context clues.

Information from UbD Stage 1: Desired Results

Competency
(Key knowledge,
skill and/or
misconceptions
will be
addressed):
Enduring
Understanding(s)
:
Essential Students will understand that…
Question(s) – -modeling word problems makes it easier to solve
-word problems can be broken down into steps
could be used as -addition and subtraction are inverse operations
an Academic
Prompt): Essential Questions:
-Why are properties important in solving word problems?
-Why is it important to know multiple ways to solve addition and
 subtraction problems?
-How are numbers used in everday life?

Differentiated Instruction needed to ensure all learners have access to this learning
(including SPED, MTSS and Gifted)
Modifications: Accommodations:
Give students blocks or something to model
out the problems so they don’t only have their
fingers to count on.

Plans for after this learning/competency is complete: What will the students do if they finish
early?
Since all students will be participating in this activity together, they will all finish at the
same time.

Information from UbD Stage 3 - Learning Plan, Experiences, Instruction and Learning
Activities:
Consider the WHERETO elements
The Teacher will… The Student
will…
W Help students work through Solve word
Where are we going? What is expected? solving word problems. problems
with as little
help as
possible.

H “Hi class. Today we will be

How will we hook (Introduce this to) the
students?
E Students will have already spent
How will we equip students for expected
performances?
playing a game invloving word
problems. We will all being
playing the game together and it
is called ‘I have, who has’. This
game will help all of you
practice setting up and solving
equations.”
Students
time in class finding ways to need to have
make word problems easier to listened in
solve. They will have had class and
homework and classwork for done
practice. homework to
 understand
how to solve
word
problems.
R See how long it takes to get Children can
How will we rethink or revise? done, then plan accordingly for think of
after. ways to
make this
harder for
themselves.
E Allow students time to share Participate in
How will students self-evaluate and reflect their outloud in class after everyone a class
learning? has finished the game. discussion
after the
game to
share
experiences
and what
they thought.
T Teacher will be walking around Students can
How will we tailor learning to varied needs, the class to see if any students help
interests, and learning styles? need help. They can also hand eachother
out tools to help model problems when they
such as blocks. notice
someone is
stuggling.
O Teacher will follow along and When
How will we organize the sequence of learning do the problems to make sure students get
during the lesson? everyone goes in order and good at
doesn’t make an error. solving
problems
with
modeling,
they will
move on to
solving
problems
without
something to
model them.

Information from Stage 2: Evidence

Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check -Whole class participates
(formative -Everyone picks a card
-First person reads their card. Ex, “My mom had 4 apples and I ate 2.
evidence such How many are left?”
as -All students will do the problem to see if their card is next
conferencing, -Person with the answer on their card reads “I have 2. My dad…”
group Q/A, -The game keeps going until everyone has gone
Observation,
Dialogue (Kid
Talk and or
Kid-Teacher
happening
during the
learning):
Quiz/Test
(optional):
(attach copy of
assessment)
Performance
Task/Project:
(attach rubric)

Like this but with qeustions like

-”My dad had 4 apples and picked 2 more. How many does he have
now?”
-”I have 6. My uncle planted 3 trees then I planted 2 more. How many
trees are there?”
“I have 9. My aunt has 1 dog and just got 2 more. How many does he
have now?”
-etc.

Other:

Resources Used/Materials Needed: Websites, books, video, etc.

Type of Resource(s): Name of Resource(s):

UbD Daily Planning Format

Plan for Instruction
TEACHER: Ariana Boudreau DATE(s):

CLASS: first grade math UNIT/KEY STANDARDS: 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, e.g., by using
objects, drawings, and equations with a symbol
for the unknown number to represent the
problem.

TITLE (if applicable): Make Your Own Word Problem

Brief Overview (Summary) of the Unit:

Students have been taught how to subtract and add numbers up to 20. They have had
practice sheets to do in class and at home. If needed they are given tools to model out the
problems. They have learned how to set up word problems by using context clues.

Information from UbD Stage 1: Desired Results

Competency
(Key knowledge,
skill and/or
misconceptions
will be
addressed):
Enduring
Understanding(s)
:
Essential Students will understand that…
Question(s) – -modeling word problems makes it easier to solve
-word problems can be broken down into steps
could be used as -addition and subtraction are inverse operations
an Academic
Prompt): Essential Questions:
-Why are properties important in solving word problems?
-Why is it important to know multiple ways to solve addition and
subtraction problems?
-How are numbers used in everday life?

Differentiated Instruction needed to ensure all learners have access to this learning
(including SPED, MTSS and Gifted)
Modifications: Accommodations:
Give students blocks or something to model
out the problems so they don’t only have their
fingers to count on.

Plans for after this learning/competency is complete: What will the students do if they finish
early?
Since there is all numbers 0-20 and mulitple types of objects, there is many possiblities so
students will all work until the teacher says time is up.

Information from UbD Stage 3 - Learning Plan, Experiences, Instruction and Learning
Activities:
Consider the WHERETO elements
The Teacher will… The Student
will…
W Help students work through Solve word
Where are we going? What is expected? solving word problems. problems
with as little
help as
possible.

H “Hi class. Today we will be

How will we hook (Introduce this to) the doing an activity that you get to
students? control. You will have the power
to create your very own word
problems out of paper cutouts.
This activity is tons of fun if you
make silly problems”
E Students will have already spent Students
How will we equip students for expected time in class finding ways to need to have
performances? make word problems easier to listened in
solve. They will have had class and
homework and classwork for done
practice. homework to
understand
how to solve
word
problems.
R If students ae having trouble, tell If students
How will we rethink or revise? them to start with trying to make think this is
five problems. Also if they work easy, make it
better alone do that, if not pair more
students up. challenging
 by using
bigger
numbers.
E Allow students time to share Participate in
How will students self-evaluate and reflect their outloud in class after everyone a class
learning? has finished the game. discussion
after the
game to
share
experiences
and what
they thought.
T Teacher will be walking around Students can
How will we tailor learning to varied needs, the class to see if any students help
interests, and learning styles? need help. They can also hand eachother
out tools to help model problems when they
such as blocks. notice
someone is
stuggling.
O Teacher will set up a few word When
How will we organize the sequence of learning problems on the board so students get
during the lesson? students know what is expected. good at
Students will be told to start solving
with easier problems and work problems
up to harder ones. with
modeling,
they will
move on to
solving
problems
without
something to
model them.

Information from Stage 2: Evidence

Sufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.
Informal Check -Everyone works alone
(formative -Students each get an envolope with cut out numbers from 0-20 and
pictures of things like umbrellas, flowers, dogs, etc
evidence such -Student will form their own word problems from the numbers and
as pictures to solve
conferencing, -Teacher will go from student to student to check their problems when
group Q/A, done
Observation,
Dialogue (Kid
Talk and or
Kid-Teacher
happening
during the
learning):
Quiz/Test
(optional):
(attach copy of
assessment)
Performance
Task/Project:
(attach rubric)

Other:

Resources Used/Materials Needed: Websites, books, video, etc.

Type of Resource(s): Name of Resource(s):
Google images “Make You Own Word Problems”

Works Cited
“1st Grade Subtraction Word Problems.” Math Salamanders, www.math-
salamanders.com/1st-grade-subtraction-word-problems.html.

Alison. “Spring Centers for Kindergarten and First Grade (and a FREE Spring Math Activity!).”

Learning at the Primary Pond, 20 Mar. 2018,

learningattheprimarypond.com/blog/spring-math-literacy-activities/.

“A Math Question To Solve Crossword - Bestshopping #c3a917a6035d.” Bestshopping,

bestshopping.club/13764b/a-math-question-to-solve-crossword.

Free Worksheets Library | Download and Print Worksheets | Free on Comprar-En-

Internet.net, comprar-en-internet.net/worksheets/addition-and-subtraction-word-problems-

worksheets-first-grade.html.

“I Have Who Has Template - Free.” Pinterest, www.pinterest.co.uk/pin/35325178303615101/.

“Word Problems- Read the Turkey Word Problems and Solve the Equations. Show Your
Work by Drawing or Any Other Visual Way and Writ... | First Grade Friends |
Pinterest | Math, Word Problems and Math Word Problems.” Pinterest,
www.pinterest.com.au/pin/212935888609725299/.