LITTLESTOWN AREA SCHOOL DISTRICT
1 GRADE MATH: MODULE 2--BASIC FACTS & PROBLEM SOLVING
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Subject
Math
Grade Level
First
Mission Statement
K-12 Mission Statement for mathematics
A standards-based math education at Littlestown Area School District will provide authentic experiences where students connect with their world by applying and
integrating mathematical concepts throughout their daily experiences.
On a social level, our mathematicians will be collaborative as well as independent, risk- takers, who are self-motivated and confident.
o Therefore, students will have opportunities for authentic learning experiences where they will work together to transfer and apply math concepts to real
world math problems.
Assessments should be ongoing, diagnostic, and aligned with instruction.
o Therefore, students will engage in multiple authentic assessment opportunities.
Students will be lifelong learners.
o Therefore, we will facilitate instruction and curriculum designed to develop students, who will be informed and active problem solvers.
Instruction should be relevant, meaningful, and evidence-based.
o Therefore, we will facilitate differentiated instruction and assessments based on evidence collected throughout the student experience.
Course Description
What is it that students will learn during this course?
Students will learn strategies to solve basic addition and subtraction facts. They will apply those skills to understanding and solving word problems.
LITTLESTOWN AREA SCHOOL DISTRICT
1 GRADE MATH: MODULE 2--BASIC FACTS & PROBLEM SOLVING
ST
Subject
Title of Unit
Math
Grade Level
First
Basic Facts & Problem Solving
Time Frame
7 Weeks
Stage 1 - Desired Results
Established Goals (Learning Outcomes)
What content standards (designate focus standards with an ‘F’) and program- or mission-related goal(s) will this unit address? What habits of mind and cross disciplinary
goals will this unit address (example 21st Century Skills)?
2.2.1.A.1 Represent and solve problems involving addition and subtraction within 50
2.2.1.A.2 Understand and apply properties of operations and relationship between addition and subtraction
2.2.2.A.3 Work with equal groups of objects to gain foundations for multiplication (repeated addition and/or pattern counting)
Transfer
What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to…..
-Add and subtract numbers
-Gain fact fluency with addition and subtraction
-Understanding when to add or subtract after reading a word problem
-Understand that there are rules to mathematical procedures and how to apply them
Meaning
Enduring Understandings
Essential Questions
What understandings about the big ideas are desired? What misunderstandings are
What provocative questions will foster inquiry, meaning-making and transfer?
predictable?
Students will understand that...
Students will keep considering….
1.
2.
3.
4.
5.
Numbers can be added and subtracted.
Sum is the answer to an addition problem.
Difference is the answer to a subtraction problem.
It is important to develop fact fluency.
Addition and subtraction is used in real world everyday.
1.
2.
3.
4.
5.
(OEQ) What are different ways to represent mathematical concepts?
(TEQ) How can you find the sum of an addition problem?
(TEQ) How can you find the difference of the subtraction problem?
(TEQ) How do you find the sum of more than 2 numbers?
(TEQ) How do you determine which strategy and operation should be
used to solve a problem?
LITTLESTOWN AREA SCHOOL DISTRICT
1 GRADE MATH: MODULE 2--BASIC FACTS & PROBLEM SOLVING
ST
Related misconceptions…
-paying attention to the sign +/-determine whether to add or subtract after reading a word problem
-determining a missing addend
Acquisition
What facts and basic concepts should students know and be able to recall? This
What discrete skills and processes should students be able to use? List the skills
content knowledge may come from the established goals or address pre-requisite
and/or behaviors students will be able to exhibit as a result of their work in this
knowledge essential for this unit.
unit.
Students will know...
Students will be skilled at…
Addition, add, sum, plus, altogether, subtraction, minus, difference, facts, number
model, equation, doubles facts, turn around facts, rules, fact families, fact fluency,
number line, 100s chart, manipulatives
-Adding and subtracting numbers
-Using number models to solve word problems
-Solving word problems
Stage 2 –Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of
understanding be evaluated? Students will show their learning by…
You walked past the Bike Shop on Monday. You saw some tricycles in the window. You counted 15 wheels. Use your manipulatives to find out how many tricycles you
saw. Draw or write to explain how you know.
On Tuesday, you counted 18 wheels. On Wednesday, you counted 21 wheels. On Thursday, you counted 24 wheels. How many wheels do you think you will count on
Friday? Draw or explain how you know.
LITTLESTOWN AREA SCHOOL DISTRICT
1 GRADE MATH: MODULE 2--BASIC FACTS & PROBLEM SOLVING
ST
Option 2:
Review the performance task from the previous model.
Your task is to sell candy bars so that you can play Spring Soccer. Every Friday, you bring your candy bars to the park to sell. In November, you sold 3 candy bars every
Friday. You need to sell 25 candy bars by the end of December so that you can have the money to play.
-How many candy bars did you sell in November?
-Can you write a number sentence?
-How many candy bars do you need to sell in December so that you can play?
-Do you think that there might be anything stopping you from selling them?
-What could you do to help you to sell more?
Other Evidence
Through what other evidence (work samples, observations, quizzes, tests, journals
or other means) will students demonstrate achievement of the desired results?
-Pre and Post Assessment
-MCOMP Assessment
-Teacher observations
-Checklists, tickets out the door
-Quizzes
Student Self-Assessment
How will students reflect upon or self-assess their learning?
Students will self-reflect via:
-formative assessments (slates, thumbs up/thumbs down)
-teacher/student conversations
January 2015
Adapted from: Wiggins, G. and McTighe, J., (1998). Understanding by Design. Alexandria, VA: ASCD.
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