Hannah Booth Addition and Subtraction 1​st​ grade 6 weeks

In grade 1, students are expected to work with numbers to 10. My unit will be at the beginning of the school year after
the students have learned to subitize and identify numbers. Students will work on building fluency with addition and
subtraction facts, because this is a major gateway to later grades. Students will begin with understanding addition and
then moving on to subtraction. After this unit, students will move on to understanding place value and learning to group
1’s, 10’s, and so on.

Stage 1 Desired Results

- CC.2.2.1.A.1: ​Represent Transfer
and solve problems Students will be able to independently use their learning to:
involving addition and 1. Make sense of and persevere in solving complex and novel mathematical problems.
subtraction within 20. 2. Use effective mathematical reasoning to construct viable arguments and critique the reasoning
of others.
- Practices: 4. Apply mathematical knowledge to analyze and model situations/relationships using multiple
representations and appropriate tools in order to make decisions, solve problems, and draw
o Making sense of conclusions.
problems
o Persevering in solving
problems Meaning
o Reasoning abstractly *Students will understand that 1. How are relationships represented
and quantitatively mathematical relationships can be mathematically?
o Constructing viable represented as expressions in 2. How can expressions be used to quantify,
arguments mathematical situations. solve, model and/or analyze mathematical
o Critiquing the *Students will understand that numerical situations?
reasoning of others quantities and calculations can be 3. What does it mean to estimate or analyze
o Using appropriate estimated or analyzed by using numerical quantities?
tools strategically appropriate strategies and tools. 4. When is it appropriate to estimate versus
o Attending to precision calculate?
 Acquisition
Students will…. Students will be skilled at…
- Use addition and subtraction within - Using addition and subtraction
20 to solve word problems by using - Modeling problems
objects, drawings, and equations with - Solving word problems
a symbol for the unknown number to - Adding
represent the problem. - Subtracting
- Add and subtract within 20. Use - Persevering in solving problems
strategies such as counting on; making
ten; decomposing a number leading to
a ten; using the relationship between
addition and subtraction; and creating
equivalent but easier known sums.
- Solve word problems that call for
addition of three whole numbers who
sum is less than or equal to 20.
Misconceptions: Proper Conceptions
- Many children misunderstand the meaning of the 1. First graders need to see equations written multiple ways, for
equal sign. The equal sign means- is the same as, example 5 + 7 = 12 & 12 = 5 + 7.
but most primary students believe the equal sign 2. Providing problems in which keywords like this are used to
tells you that the answer is coming up to the right represent different operations is essential. For example, the
of the equal sign. This misconception is use of the word ​left ​in this problem does not indicate
over-generalized by only seeing examples of subtraction as a solution method: Jose took the 8 stickers he
number sentences with an operation to the left of no longer wanted and gave them to Anna. Now Jose has 11
the equal sign and the answer on the right. stickers ​left​. How many stickers did Jose have to begin with?
- A second misconception that many students have Students need to analyze word problems and avoid using
is that it is valid to assume that a keyword or keywords to solve them.
phrase in a problem suggests the same operation
will be used every time. For example, they might
assume the word “left” always means that
subtractions must be used to find the solution.
Vocabulary terms: Definitions:

Addend Addend: a number or expression that is added to another number or

Subtrahend expression
Counting on Subtrahend: an expression that is subtracted from another
Compose expression.
Decompose Counting on: mental math skill where, when adding two numbers, you
Making ten begin counting from the largest number and add the second number
Sum to it.
Difference Compose: when a number is made up of putting together other
Ones existing numbers
Tens Decompose: breaking down numbers into their sub-parts
Less than Making ten: a strategy that uses combinations of numbers that add up
Greater than to ten
Equal to Sum: the answer to an addition problem
Addition Difference: the answer to a subtraction problem
Subtraction Ones: the digit that falls in the one's place
Tens: the digit that falls in the tens place
Less than: smaller than
Greater than: larger than
Equal to: holding the same amount
Addition: when two whole numbers are combines to find a total value
Subtraction: represents the operation of removing objects from a
collection

Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
The goal is to create a snowman with the $20 received by the teacher. The student will also
Goal
write a number sentence to display the cost of their snowman.
Role You are a contestant is the best snowman building contest.
The target audience is the panel of judges. The panel of judges will be made up of your teacher
Audience
and other first grade teachers.
 You need to go to the store and purchase materials for your snowman. You only have $20 to
spend. You can go and browse the store’s (teacher made store) selections before designing
Situation
your snowman. You will need to also create a number sentence to prove your snowman did
not cost more than $20.
You need to create the best snowman in the classroom. The price of the materials will be
displayed on a sign at the class store. You need to decide what you can buy from the store and
Product/Performance
then go to purchase it. After creating your snowman, you will need to write a number
sentence to display next to your snowman to prove you have not spent over the $20 limit.
Your final presentation should include…
- A list of materials used
Standards
- Your finished snowman
- A number sentence showing how much money you spent on the snowman
Other Evidence - Homework assignments (worksheets) each night after a new topic/strategy is
introduced
- Workbook pages
- Centers
- Ticket-out the door assessment after lessons
- “I wish you knew I knew” and “I wish I knew” check-ins
- Chapter assessments
Facets of Understanding - How could we show addition through a picture?
- How is counting on like addition?
- How is subtraction/addition applied to the real world?
- How is addition similar to/ different from subtraction?
- What are different ways to justify/prove addition and subtraction?
- What are my strengths and weaknesses in addition/subtraction?
Summative Assessment Attached to assignment.
CGI Problem:

Jessica had 14 candles on her cake. She blew out 11 of them. How many are still lit?

Goal: As a teacher, I would present this problem in an engaging way. After introducing the
problem, I would have the students begin to discuss what they could do to show their work.
Next, I would allow them to go back to their seats and create a visual to show how many
 candles are still lit. After some time, I would have students come up and show their work to
the class. As the students share, I would point out key concepts they got confused or did
accurately. I would expect the students to understand that they needed to use subtraction, the
result was unknown, and that this could be shown by crossing off or “taking away” the
candles. The students should have started with 14 and then found the answer of 3 candles are
still lit.

W
Goals: ​Students should be able to use different strategies for adding and subtracting (counting on, making 10, doubles, etc.).
Students should be able to make sense of word problems and know how to identify the correct operation to use. They should be
able to understand putting together and taking apart. The students should be able to show their work in multiple ways.
Expectations: ​Students will use a variety of strategies to show their work in addition and subtraction. Students will also
correctly identify the proper operation in a word problem and then use it to solve for the answer. The students should show their
work in different ways including, models, expressions, manipulatives, etc.
Relevance and Value: ​Students will be expected to know this information for the remainder of the school year and for later
grades. They also will use this information in their daily lives when they are purchasing goods and other daily responsibilities.
Addition and subtraction are essential for students to learn, because it is the foundation to other math skills..
H
The students will begin each lesson with the pre-made videos from the company. Envision math comes with videos at the
beginning of each lesson that gets the students thinking about what they are going to learn and introduces the set-up for the
lesson. The videos are referred to throughout each daily lesson.
E
- Daily direct instruction
- Frequent CGI “Math Discussions”
- Small collaboration groups
- Opportunities to draw and write about math problems
- Opportunities to write and solve math story problems
- Exchanging of problems with peers and discussion of solutions
- Literature to help introduce and examine concepts more in-depth

R
 - This portion of the unit will be present in the “Math talk” section of the unit. This activity will involve the students being
presented with a problem that they are the “experts” on. They will have to think about the problem and find a way to
show their response. As the students are working, I would walk around the room and help the students stay on task. After
working, the students would present their discoveries and the other students would critique their methods. The student
would defend their strategy and if they realize they need to adapt their thinking, the students would be expected to go
back and revise their solution.

E
- Self-rating “Thumbs up, thumbs in the middle, thumbs down” on topic
- Students will grade their work as the teacher reviews the content
- Teacher/student conferences to discuss concerns or areas to improve
- “What I learned today” ticket-out the door
- Self-reflecting math journal
- Difficult concepts list (teacher should review these time to time)
T
Struggling Learners: students may need opportunities to represent addition with concrete objects(counters or other
manipulatives), to draw pictures to represent their addition, and to compose and decompose numbers. Students may need a
continued use of a ten frame and/or double ten frame to help them see relationships between addends and a benchmark
number.
Advanced/gifted Learners: students who are proficient can work with larger addends
English Language Learners: allow these students extra “think time” before responding
O
- Parts of _____ (1-10) then (11-20)
- Tens frame addition (up to 10)
- Double tens frame addition (up to 20)
- Addition using counters and writing the numbers (Representational)
- Addition number sentences
- Tens from subtraction (10 and below)
- Double tens frame subtraction (20 and below)
- Subtraction using counters and writing the numbers (Representational)
- Subtraction number sentences
- Addition and Subtraction word problems
Learning Experiences

*I did the Annenberg video, so you told me I only need 30 resources.

Centers:
1. Take from: Change Unknown: task cards are included for the students to solve. The students should create a subtraction
math sentence and provide an answer before checking with a partner.
https://www.k-5mathteachingresources.com/1st-grade-number-activities.html
2. Add to: Result Unknown: task cards are included for students to solve. The students should create an addition math
sentence and provide an answer before checking with a partner.
https://www.k-5mathteachingresources.com/1st-grade-number-activities.html
3. 10 for Mac and Cheese: have ten’s frames and bowls at the center. Students have to fill the tens frame with the macaroni
noodles and then glue them onto their bowls. ​https://www.nctm.org/ARCs/
4. Students can be given a worksheet that has them draw 10 objects (some are one object, some are another) and then they
create a number sentence showing the addition of those two objects. The teacher can combine the pictures to make a
book often to put in the class library. (Own idea)
5. Subtraction Playdough Smash: Have playdough mats that include math problems students can symbolize. Students should
roll out the dough into balls and then “smash” the number indicated in the number sentence.
https://www.recipeforteaching.com/2016/04/subtraction-smash.html?m=1
Games​:
6. Ten Apple On Top game: students will utilize the boards and apples to spin a spinner to determine how many apples they
are adding or taking away. The first student to 10 apples win! (My own game)
7. Sweet 16!: students will utilize the provided board and cards. As students draw a card, they have to figure out which
number they must add, or subtract to get to 16. After finding that number, they mark it with a counter. The first player to
get 4 in a row, wins. (My own game)
8. Roll for 5: a game where the students must roll a die twice and add the two numbers given. They then mark the sum on
the board with a chip. The first to get 5 chips in a row, wins.
https://www.teacherspayteachers.com/Product/Dice-and-Spinner-Addition-Games-582757
9. Math War: Have a set of math war addition and subtraction game cards. Have students flip a card and then solve the
problem. Who ever have the higher number, keeps both cards. First student to get all the cards, wins.
https://www.amazon.com/School-Zone-Addition-Subtraction-Cards/dp/0887432735
Children’s Books:
10. Ready, Set, Hop (Stuart J. Murphy): a book about addition and subtraction. The students could be asked to hop a certain
length and count how many hops it takes them. The teacher can then compare the different amount of hops.
11. Two of Everything (Lilly Toy Hong): A book about a magic pot that would spit out double what was put in it. The teacher
could pose a problem by asking what would happen if you put 8 marbles in the pot. Students should use pictures,
numbers, and words to explain how they solved the problem.

12. Ten Flashing Fireflies (Philemon Surges): A book about a firefly jar that gains 10 fireflies. After reading the book, give
students 10 fireflies and a jar. Ask them “How many different ways could ten fireflies be arranged with some in a jar and
some in the night sky?” Let students share their pictures.

13. The Napping House (Don Wood): A book about a house where multiple things are sleeping. After reading the story, pose
this question to the students, “After everyone was sleeping, how many feet were in the bed?” Let students show their
work and share.
14. Quack and Count (Keith Baker): A book about ducks walking and throughout the book, there are addition problems
showing parts of 7. Have students create their own parts of 7 sentence. Have them create a picture with it.

15. Anno’s Counting House (Mitsumasa Anno): A book about 10 children moving one by one into a new house. After reading,
have students answer the following question, “How many different ways were the ten children arranged with some in the
old house and some in the new house?” Have students use pictures, numbers, or words to show and explain their thinking.

16. Counting Crocodiles (Judy Sierra): A book about a monkey who has to count crocodiles. After reading the book, have the
students figure out how many crocodiles the hungry monkey tricked. The students can show with numbers, pictures, or
words. Share their ideas with each other.
17. Night Noises (Mem Fox): A book about a woman who is sleeping. The dog hears different visitors coming to the house.
After reading the book, ask the students, “After Lily opened her door, how many visitors had come to surprise her for her
90th birthday?” Students should show their work and share.

18. The Shopping Basket (John Burningham): A book about a kid who has to go pick up items from a store. He takes notice of
different amounts of things during the day. After reading the story, refresh the students' memories on what he was
supposed to buy and then have the students add up the number of items he was supposed to have in his basket.

19. Pete the Cat, and his 4 Groovy Buttons (James Dean): a book about Pete the Cat and 4 buttons that he loses. As the book is
being read, the students can use a felt Pete the Cat to follow along with the book.
Professional Development:
20. Subtraction as a Confidence Builder: a video about a school in London that used addition and subtraction to build the
students confidence in math. I would watch this to see what great strategies they are using and how to inspire my
students to be confident in their math abilities. ​https://www.teachingchannel.org/video/teaching-subtraction-methods
21. Popsicle Stick Math: Making 10: a video about a math strategy where students use popsicle sticks to represent 10. Then
the teacher has them show her parts of 10 with the sticks. This is a great activity to do with my students! It is a good way
to assess them quickly. ​https://www.teachingchannel.org/video/popsicle-stick-math
22. Addition Number Talk: A video of an example on how to incorporate math talks into your daily routine. I would watch this
and find ways to include this in the lessons each week.
https://www.teachingchannel.org/video/number-talk-math-lesson-1st-grade

Internet Resources​:
23. Addition fishin: A smartboard display that has students put the fish with the same sum into a basket. This would could be
used as a center or whole group instruction.
http://exchange.smarttech.com/details.html?id=0875898c-fb4f-4c4c-aca5-58f4ae46829d
24. Subtraction Stories: A smartboard display that includes visuals to help students understand how to solve a word problem.
The students can manipulate the objects and move them around as they attempt to solve the problems.
http://exchange.smarttech.com/details.html?id=711aa372-9210-46e5-b0d3-7181008a693e
25. Gumball Math: A smartboard display that takes students through different math problems using a gumball machine. The
students can manipulate the gumballs and even create their own problems!
http://exchange.smarttech.com/details.html?id=dd26d41d-fa67-484f-acd1-56b1e991a5f5
26. Kahn Academy: A great website to refer parents or students to. You can send home a description newsletter about this
resource so parents know they can use it. It offers many videos and tutorials on different concepts.
https://www.khanacademy.org/
Technology Resources:
27. Math Playground: a great website full of games for students to play! There are addition and subtraction games. This would
be great to use during down time. ​https://www.mathplayground.com/grade_1_games.html
28. Math Bingo: A great app for students to use during free time. The students get to play addition or subtract bingo.
https://itunes.apple.com/us/app/math-bingo/id371338715?mt=8
29. Sumdog: an app that students can download that allow them to play against each other. They have to solve addition and
subtraction problems to win the game. It keeps track of their progress for the teacher to monitor.
https://www.sumdog.com/
30. Funbrain: a website for students to use during free time. The website has a variety of games that students can use to
review concepts being taught during this unit. ​https://www.funbrain.com/math-zone

Cite Sources:

https://www.k-5mathteachingresources.com/1st-grade-number-activities.html

https://www.nctm.org/ARCs/

https://www.pdesas.org/CMap/CMap/DefaultCmap/16765

  From:
Wiggins, Grant and J. Mc Tighe. (1998). ​Understanding by Design​, Association for Supervision and Curriculum
Development