HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name :
Fegley
Subject :
Math
Proposed Dates: Dec 14-Jan 11
Grade Level (s): First Grade
Building : WHEMS
Unit Plan
Unit Title: Addition Strategies to 20
Essential Questions:
How do you add numbers?
What are the parts of a number sentence?
Why do you need to add?
What strategies can you use to solve addition sentences?
How do you add three numbers?
What are related facts?
Standards: PA Core Standards
CC.2.2.1.A.1 Represent and solve problems involving addition and subtraction within 20
Summative Unit Assessment : Unit 1 Test
Summative Assessment Objectives
Students Will- identify and label parts of an addition number sentence with
95% accuracy.
Students will – use doubles facts and near doubles strategy to find the sums
with 85% accuracy.
Students will- find sums using a number line with 85% accuracy.
Students will- count on to find the sum with 85% accuracy.
Students will- solve addition problems using various strategies with 85%
accuracy.
Students will- add three numbers with 85% accuracy.
Students will- identify related addition facts with 85% accuracy.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Students will- memorize addition facts to 10 with 85% accuracy.
Day
Objective (s)
Students will- count on to add with
2 or less errors
DOK
LEVEL
1
2
4
Activities / Teaching Strategies
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-Math book pp. 211-216
Grouping
DAILY PLAN
W
I
Materials / Resources
Worksheets, Textbook,
counters/blocks, computer,
overhead projector, renaissance
math, curriculum manual
Assessment of Objective (s)
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
1
SummativeStudent Self - AssessmentStudents will- count on using
pennies with 2 or less errors
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-Math book pp. 217-222
W
I
2
Worksheets, Textbook, blocks,
computer, overhead projector,
renaissance math, curriculum
manual, pennies
Formative-thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeStudent Self - Assessment-
Students will- use a number line to
add with 2 or less errors
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-Math book pp. 223-228
W
I
3
Worksheets, Textbook, blocks,
computer, overhead projector,
renaissance math, curriculum
manual, number line
Formative-thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeStudent Self - Assessment-
Students will- use doubles to add
with 2 or less errors
4
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-Math book pp. 229-234
W
I
Worksheets, Textbook, , counters,
crayons, computer, overhead
projector, renaissance math,
curriculum manual, numbers line
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - AssessmentStudents will- use near doubles to
add with 3 or less errors
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-Math book pp. 235-240
W
I
5
Worksheets, Textbook, number line,
counters, computer, overhead
projector, renaissance math,
curriculum manual
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeStudent Self - Assessment-
6
Students will- use the strategies
count on, use a number line, add
doubles to solve addition number
sentences with 85% accuracy on
review
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-Math book pp. 241-242
W
I
Worksheets, Textbook, counters,
computer, overhead projector,
renaissance math, curriculum
manual, number line
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - AssessmentStudents will- solve problems using
problem solving strategy write a
number sentence with 85%
accuracy
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-math book pp. 43-44
W
I
Worksheets, Textbook, counters,
computer, overhead projector,
renaissance math, curriculum
manual
7
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative-
Student Self - AssessmentStudents will- solve problems using
problem solving strategy act it out
to solve number sentences with
85% accuracy
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-Math book pp. 243-248
W
I
Worksheets, Textbook, counters,
computer, overhead projector,
renaissance math, curriculum
manual
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
8
SummativeStudent Self - AssessmentStudents will- make 10 to add with
2 or less errors
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-Math book pp. 249-254
W
I
Worksheets, Textbook, counters,
ten-frame, computer, overhead
projector, renaissance math,
curriculum manual
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
9
SummativeStudent Self - Assessment-
Students will- identify related
addition facts with 2 or less errors
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-Math book pp. 255-260
W
I
10
Worksheets, Textbook, counters,
computer, overhead projector,
renaissance math, curriculum
manual, number line
Formative-thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeStudent Self - Assessment-
Students will- add 3 numbers by
looking for doubles or making a
ten with 2 or less errors
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-Math book pp. 261-266
W
I
11
Worksheets, Textbook, counters,
computer, overhead projector,
renaissance math, curriculum
manual
Formative-thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeStudent Self - Assessment-
Students will- practice fluency to
master computational skills with
85% accuracy
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-Math book pp. 267-268
W
I
12
Worksheets, Textbook, counters,
computer, overhead projector,
renaissance math, curriculum
manual, number line
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeStudent Self - Assessment-
Students will- review concepts
learned throughout chapter
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
-Math book pp. 269-272
W
I
13
Worksheets, Textbook, counters,
number line, computer, overhead
projector, renaissance math,
curriculum manual
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
SummativeStudent Self - Assessment-
14
Students will – complete unit 3
assessment on skills learned
throughout unit with 85% accuracy
1
2
4
Direct Instruction/Teacher Modeling/Interactive
Instruction/Indirect instruction
I
Worksheets, Textbook, computer,
overhead projector, renaissance
math, curriculum manual
Formative- thumbs up/down;
choral response; think, pair, share;
observation; questioning
Summative- Unit Assessment
Student Self - Assessment-