Unit Design For
Addition, Subtraction, and Data
First Grade
Developed by:
Katy Thomson
Cesar Chavez Academy
2011- 2012
UBD Unit Design Worksheet / Saginaw Valley State University
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Understanding by Design
Unit Design Worksheet
Unit Title: Addition, Subtraction, and Data
Topic: Addition, Subtraction, and Data
Subject/Course: Math
Grade: First
Staff Name: Katy Thomson
Stage 1 - Desired Results
Established Goals
1. OA.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, e.g., by
using objects, drawings, and equations with a symbol for the unknown number to represent the
problem.
2. OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or
equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to
represent the problem.
3. OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is
known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of
addition.)
4. OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding
the number that make 10 when added to 8.
5. OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
6. OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition
and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier
or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
7. OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the
equations 8 +? = 11, 5 = ＿ – 3, 6 + 6 = ＿.
8. MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions
about the total number of data points, how many in each category, and how many more or less are in
one category than in another.
9. NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used. Understand that in adding two-digit
numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
10. NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or
zero differences), using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used.
UBD Unit Design Worksheet / Saginaw Valley State University
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Understandings:
Students will understand…
Essential Questions:
1.
that addition and subtraction is used in everyday
situations.
2. that addition is used in everyday situations and
sometimes has more than two numbers.
3. that numbers can be added in any order.
3. that in order to subtract, you must start with the
biggest number.
4. that addition and subtraction are related and can be
solved by using the opposite operation (and
changing the numbers around).
5. that when skip counting is adding the same
number over and over again.
6. that when given a total number you can group that
amount in any way and still have the total amount.
6. that when given a total amount you can take away
different amounts in how ever many groups you
would like and still get to 0.
7. that when missing a number in the middle of the
number sentence, you can skip count to find a
missing number by counting from the first number
to the last number.
7. that when missing the number at the end, you can
skip count by starting at the beginning number and
adding the other number to it.
8. that a graph tells data.
8. how to read a graph and compare the categories
together.
9. that place values need to be lined up when adding
a two digit number and one digit number.
9. that when adding a two digit number, you must
add the ones places together and the tens places
together.
10. how to subtract or add in groups.
1.
2.
Students will know...
Students will be able to...
1.
1.
1.
2.
3.
3.
how to add and subtract numbers between 0 and
20.
how to pull numbers out of a number story to
solve a problem.
how to add and subtract three numbers.
how to add two numbers together and be able to
switch the numbers around (turn around).
how to add numbers in any order to get the same
UBD Unit Design Worksheet / Saginaw Valley State University
How can you solve a number story?
What are some different ways to add three whole
numbers together?
3. When given a number family, how can you show
me two ways to add/subtract?
3. When given three one-digit numbers to add
together, how do you simplify it to be adding two
numbers instead?
4. When a number is missing in the middle of a
subtraction number sentence, how do you figure
out what it is?
5. How might you be able to add numbers more
quickly?
6. How can you group numbers together to make it
easier to add or subtract?
7. When a number is missing in an addition or
subtraction number sentence, how do you figure
out what it is?
8. How would you create a graph based on given
data?
8. How would you interpret this data?
9. What are different strategies to add two two-digit
numbers?
10. How would you show me in a number sentence
when we are subtracting ten from any number?
1.
2.
3.
apply previous learned ways to solve addition
and subtraction problems.
read a story problem and decipher the important
information from it.
distinguish which method to use to solve a three
addend problem.
implement the turn-around facts to solve an
addition problem.
3
answer.
4. how to skip count by ones.
4. how to find a missing number in an equation.
5. how to count up and back by 1s, 2s, 5s, and 10s.
6. how to group numbers/ items to make adding
easier.
6. how to add and subtract numbers up to 20.
7. how to add and subtract numbers.
7. how to find an unknown number whether in the
beginning, middle, or end of the equation.
8. how to read and understand a graph.
8. how to compare data from a graph.
9. how to add two digit numbers to one digit
numbers.
9. how to add two digit numbers to two digit
numbers.
9. what place value is (ten’s and one’s place).
10. how to count up and back by 10’s.
10. how to subtract and add by 10’s.
10. how to use place value to help add and subtract
by 10’s.
3.
recognize when an addition equation can be
turned around to make solving easier.
4. count backward and forward by ones.
4. solve an equation which contains a missing
number.
5. count by ones, twos, fives, and tens.
6. find numbers that can be easily added together
(decompose an equation).
6. solve addition and subtraction problems within
10 by using and applying various strategies
learned.
7. solve addition and subtract by implementing
various strategies learned.
7. calculate a missing number within an addition or
subtraction equation.
8. read and interpret a graph.
8. compare the data on a graph.
9. add a two digit number by adding the ones place
to one’s place and the ten’s place to the ten’s
place.
10. count forward and backward by tens.
10. incorporate various strategies to add and subtract
by tens.
10. draw or use base ten blocks or other
manipulatives to add and subtract by tens.
Unit Enduring Understanding:
Unit Question:
Students will understand that there are rules to
mathematical procedures and how to apply them.
What are different ways to represent mathematical
concepts?
Stage 2 - Assessment Evidence
Performance Tasks:
Goal: Students will solve different scenarios to show their understanding of addition, subtraction, and
graphing.
Role: Students will play the role of a ticket booth attendant.
Audience: Carnival Consumers (students)
Situation: Ticket booth attendants will be given different scenarios as they play out the role. Each scenario
will either have them add, subtract, or find to find missing number within the equation.
UBD Unit Design Worksheet / Saginaw Valley State University
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First Scenario (adding one digit to one digit number):
Consumers will choose two rides to go on. Ticket attendant will have to add those two numbers up
to tell consumer how much he/she owes. Student must write down the equation they just created on
paper. (Must be done correctly 5 times in a row to master.) Students may only choose from list one.
Second Scenario (adding one digit to a two digit number):
Consumers will choose two rides to go on. Ticket attendant will have to add those two numbers up
to tell consumer how much he/she owes. Student must write down the equation they just created on
paper. Student must write down the equation they just created on paper. (Must be done correctly 5
times in a row to master.) Students must first pick one ride from list one AND THEN one ride from
list two.
Third Scenario (adding two digit to a one digit number):
Consumers will choose two rides to go on. Ticket attendant will have to add those two numbers up
to tell consumer how much he/she owes. Student must write down the equation they just created on
paper. (Must be done correctly 5 times in a row to master.) Students must first pick one ride from list
two AND THEN one ride from list one.
Fourth Scenario (adding two digit to a two digit number):
Consumers will choose two rides to go on. Ticket attendant will have to add those two numbers up
to tell consumer how much he/she owes. Student must write down the equation they just created on
paper. (Must be done correctly 5 times in a row to master.) Students must pick two rides from list
two.
Fifth Scenario (finding the missing addend):
Consumers will buy tickets, but not know how many they need. They will tell the ticket attendant
how many they have and what ride they want to go on. The ticket attendant will need to figure out
how many tickets to give the consumers. Student must write down the equation they just created on
paper. (Must be done correctly 5 times in a row to master.).
Sixth Scenario (subtraction) :
Consumer will tell ticket attendant how many tickets they have. They will tell them what ride they
want to go on (from list one). Ticket attendant will have to figure out how many tickets they will
have left after they pay it. Student must write down the equation they just created on paper. (Must
be done correctly 5 times in a row to master.).
Seventh Scenario (graphing):
All students will be given a graph to interpret. They will have to tell which ride was the most liked
the least liked, compare two rides together and state how many more people liked it. Last they will
have to add their own favorite and then compare that ride to another.
Product:
You will choose a method to solve each scenario.
Standards for Success: Students will be observed within each scenario. Scenario papers will be collected after
each scenario to ensure students’ understanding. A rubric will be used to grade the students’
performance (how long it took them to solve the problem) and mathematical usage (equations they
wrote down).
UBD Unit Design Worksheet / Saginaw Valley State University
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Key Criteria:
Rubric for Carnival Ticket Attendant
M
Mastered
Able to solve
scenario with little
problem.
P
Progressing
Able to solve
scenario with some
problems.
U
Underdeveloped
Unable to solve
scenario
independently
Scenario 1:
Adding a one digit to one
digit number
Scenario 2:
Adding a one digit to two
digit number
Scenario 3:
Adding a two digit to one
digit number
Scenario 4:
Adding a two digit to two
digit number
Scenario 5: Finding the
missing number within
an equation
Scenario 6: Subtracting
a one digit number form
a two digit number
Scenario 7: Interpret a
Graph
Other Evidence: Lesson pretests, observations, student work samples, posttests
BEFORE
Prior knowledge
Teacher will ask questions to see
what students already know about
each topic.
Pictures and manipulatives
Students will be able to use
manipulatives to solve problems
DURING
Using manipulatives and
drawing pictures
Students will use pictures and
manipulatives to help solve
problems they are given.
Conference
Teacher will walk about the
UBD Unit Design Worksheet / Saginaw Valley State University
AFTER
Posttest
A posttest will be given after each
standard is taught.
Conference
Teacher will walk about the
classroom and conference with
students as they work on
6
given.
Pretest
A pretest will be given before each
standard is taught.
Brainstorm
Students will brainstorm ideas of
how to solve a problem before they
have learned any strategies in the
classroom.
Questions
Students will ask questions on what
they may not understand about the
topic.
Discussion
Students will question and answer
questions about each topic.
classroom and conference with
students as they work on
independent work.
Small group/ whole group work
Students will work together to
reinforce learning.
Class discussion
Students will question and answer
questions about each topic.
Counting objects in groups
Students will orally practice
counting out loud.
Create a graph
Students will read and interpret a
graph after the topic is taught.
Count up and back by 1’s, 2’s,
5’s, and 10’s
Students will orally practice
counting out loud.
independent work.
Add to brainstorming list
Students will add information they
have learned for the day to the
brainstorming list to reference to
later.
Daily assignment
Students will complete assignment
based on each standard taught to
gain experience with the topic.
Class discussion
Students will question and answer
questions about each topic.
Mental Math Test adding 1’s, 2’s,
5’s, and 10’s
Students will orally practice
counting out loud.
Create and interpret graphs
Students will read and interpret a
graph after the topic is taught.
KWL
Students will state what they
already know about the topic, what
they want to know about the topic
(and later) what they learned about
the topic.
Describe the assessment/s and state the prompt if
applicable.
xF xS
What type of scoring tools will be used for evaluation?
□ Analytic rubric
□ Holistic rubric
x Criterion rubric
□ Checklist
□ Answer Key
□ Other
UBD Unit Design Worksheet / Saginaw Valley State University
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Student Self-Assessment and Reflection:
Students will write down what property they have used and compare it to the correct answer given to them.
They will reassess how they solved the problem and attempt to figure out where they may have made a
mistake. Students may use pictures, manipulatives, or equations to solve the problems each time.
UBD Unit Design Worksheet / Saginaw Valley State University
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Stage 3 - Learning Plan
Differentiated Instruction:
VOCABULARY
Objective: Students will be able to show understanding of vocabulary taught for each lesson.
Layer C: (Chose one of the following two choices)
1. Students will read and use hand gestures to define each vocabulary word.
2. Students will use manipulatives and pictures to demonstrate the vocabulary word (if possible).
Layer B: (Chose one of the following two choices)
1. Students will match the vocabulary word with the definition on paper.
2. Students will verbally define the vocabulary word.
Layer A: (Chose one of the following two choices)
1. Students will write a definition for the vocabulary words given.
2. Students will verbally teach another child what each vocabulary word means.
ADD/ SUBTRACT WHOLE NUMBERS
Objective: Students will be able to add and subtract whole numbers. They will have both (+ and -) situations
to show their understanding of both addition and subtraction.
Layer C: (Chose one of the following two choices)
1. Students will use dominoes to count the number and then add each side to find the sum. They will
record the domino and the sum of each domino on a recording sheet. Repeat with subtraction.
2. Students will orally count out loud forwards by 2’s, 5’s, and 10’s and forwards and backwards by 1’s.
Layer B: (Chose one of the following two choices)
1. Students will solve one digit to one digit addition and subtraction problems within a timed limit.
2. Students will create their own addition and subtraction equation using a one digit and two digit addition
or subtraction and have a friend solve it, as well as solve one for a friend.
Layer A: (Chose one of the following two choices)
1. Students will solve a missing addend worksheet. (2 + ___ = 5)
2. Students will solve scenario problems in the unit assessment carnival game.
FACT FAMILIES
Objective: Students will be able to recognize that the three numbers within an addition or subtraction problem
are related.
Layer C: (Chose one of the following two choices)
1. Students will use an interactive whiteboard to physically move numbers from the family to create the
related addition and subtraction facts.
2. Students will use fact family flashcards to verbally say the addition and subtraction facts.
Layer B: (Chose one of the following two choices)
1. Given a fact family, students will write out the addition and subtraction facts that relate to them.
2. Students will use fact family flashcards to physically write the addition and subtraction facts.
Layer A: (Chose one of the following two choices)
UBD Unit Design Worksheet / Saginaw Valley State University
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1. Students will fill in missing numbers on the fact family triangle then solve for the addition and
subtraction facts.
2. Students will create their own fact family to have a friend solve for them.
WORD PROBLEMS
Objective: Students will be able to solve real world problems using addition and subtraction strategies.
Layer C: (Chose one of the following two choices)
1. Students will act out word problems and physically use their bodies to solve the problem. (There are 26
students in the class 3 go home sick, how many are left. Three students leave the group to show 26 – 3).
2. Students will play computer game which incorporates pictures and movements in a word problem.
(Also, word problem is read to them by the computer.)
Layer B: (Chose one of the following two choices)
1. Students will work in a small group (3 – 4 students) to solve problems. They will draw pictures to
represent the word problem.
2. Students will work as a group to use manipulatives to solve word problems given to them as they
compete against other groups.
Layer A: (Chose one of the following two choices)
1. Students will create a real world problem for their peers to solve.
2. Students will solve scenario problems in the unit assessment carnival game.
GRAPHS
Objective: Students will be able to read and interpret a graph.
Layer C: (Chose one of the following two choices)
1. Students will read a graph within a group of peers and compare elements on it.
2. Students will work as a group to transfer the tallied information (example favorite ice cream:
strawberry=
They would then graph five for strawberry, etc. onto a graph and then count how many
each element has.)
Layer B: (Chose one of the following two choices)
1. Students will read and interpret a given graph.
2. Students will fill in a labeled graph based on given information (through labels and tallies, example
favorite ice cream: strawberry=
They would then graph five for strawberry, etc.)
Layer A: (Chose one of the following two choices)
1. Students will label and fill in their own graph by keeping tallies on student voting and then creating a
graph based on that information.
2. Students will compare and record a graph (already created). Then they will add their own opinion onto
it and compare again.
UBD Unit Design Worksheet / Saginaw Valley State University
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Learning Activities:
W: In this unit of study, first grade students will discover the world of numbers. They will understand when
adding two numbers, the sum will be larger and when subtracting two numbers, the first number will get
smaller. Additionally, they will read and interpret graphs based on relatable information.
H:
Through hands on experiences with manipulatives and pictures, students will be exposed to addition and
subtraction in a variety of ways. They will take a classroom vote on favorite things to create a classroom
graph and then read and interpret it. Furthermore, related learning centers will occur throughout the unit.
E:
Students will be equipped for expected performance through whole group teaching and modeling, small
group practice, independent practice, and hands on experiences. The application of the each core standard
will be evident through their homework, group work, independent work, “extra time,” or bell work.
R:
To help students rethink and revise during this unit of teaching, students will have many opportunities to
discuss and share strategies for each day. The teacher will take time to conference with students during
independent practices to ensure that he/she understands and does not have any questions. Student will
also have time to interact with other students during small group practice as well as learning centers.
E:
Students will be able to self-evaluate and reflect on their learning during whole group discussion, as well
as small group practice, independent work, and learning centers, in which they can share their strategies
and questions.
T:
Learning will be tailored for students by teaching many strategies for each standard. Students will not be
expected to solve a mathematic problem only one way. They will be free to choose how they want to
solve a problem whether they are working in a group, independently, or completing an assessment. Also,
students will not move on to the next level until they have shown progression or understanding or have
mastered the concept. (see Layered Curriculum)
O:
The unit will be taught starting with the most basic (adding and subtracting one digit numbers) and
progressively move into more complex concepts. Each concept will be applied to the next level as they
are taught. Students will not move on until the previous level is progressing or mastered. The unit will be
completed with an interactive activity that will test on all core standards stated. However, students will be
assessed on each core standard as they are taught. (see Calendar)
UBD Unit Design Worksheet / Saginaw Valley State University
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Essential Vocabulary
Add: to find the sum of
Addition: the act or process of adding or uniting
Adding to: to unite or join so as to increase the number, quantity, size, or importance
Associative Property: adding or multiplying regardless of how the numbers are grouped within the parenthesis
Comparing: to examine (two or more objects, ideas, people, etc.) in order to note similarities and differences
Commutative property: having the property that one term operating on a second is equal to the second
operating on the first
Concrete Models: using an object or pictures to represent one’s thinking
Counting: to list or name numerals in order
Data: individual facts, statistics, or items of information
Data points: a single fact or piece of information from a graph
Equal: like or alike in quantity
Equations: equally balanced state
Equivalent: equal in value, measure
Fluent: spoken or written with ease
Less: to a smaller extent, amount, or degree
Multiples of 10: any number ending in zero
More: in greater quantity, amount, measure, degree, or number
Objects/ manipulative: objects or pictures to help solve problems
One digit: a number containing only one place value
Operations: the action of applying a mathematical process to a quantity or quantities
Place value: the value of the place, or position, of a digit in a number or series
Properties of Operations: identifying which operation to use (associative or commutative)
Putting together: adding
Strategies: a plan, method, or series of maneuvers
Subtract: to withdraw or take away, as a part from a whole
Subtraction: to withdraw or take away, as a part from a whole
Symbols: a letter, figure, or other character or mark or a combination of letters or the like used to designate
something
Sum: a series of numbers or quantities to be added up
Taking apart: subtract
Taking from: the act of subtracting a number from another number
Two digit: a number containing two place values
UBD Unit Design Worksheet / Saginaw Valley State University
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Unknown Addend: a number which is part of an addition
Whole numbers: one of the positive integers or zero; any of the numbers (0, 1, 2)
Word Problems: mathematical problems expressed in narrative form
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Sequencing the Learning
MONDAY
Lesson 1/ Day 1
TUESDAY
Lesson 1/ Day 2
WEDNESDAY
Lesson 1/ Day 3
THURSDAY
Lesson 1/ Day 4
FRIDAY
Lesson 1/ Day 5
Pretest for lesson 1Addition/
Subtraction of
Whole Numbers
Review vocabulary
Review vocabulary
Review vocabulary
Review vocabulary
Vocab layer C
activity
Vocab layer B
activity
Vocab layer B
activity
Vocab layer A
activity
Introduce
vocabulary
Review addition
and subtraction of
whole numbers
Review addition
and subtraction of
whole numbers
Review addition
and subtraction of
whole numbers
Review addition
and subtraction of
whole numbers
Teacher will ask
and answer
questions about
addition and
subtraction.
Students will
practice counting
forward and
backward to review
an addition and
subtraction
strategy.
Students will take a
mental math test to
test their
understanding.
Do layer A
activities for this
lesson. Here
students will solve
missing problems
with addends.
Vocabulary layer C
activity
Introduce addition
subtraction whole
numbers. Have
students brainstorm
different ways to
add or subtract.
Do layer C
activities for this
lesson. Students
will use
manipulatives to
add and subtract.
Teacher led
activities and
minimum
independent work.
Do layer C
activities for this
lesson in which
students use
pictures and
manipulatives to
help them add.
Whole group
activities and
moderate
independent work.
Homework daily
assignment
Homework daily
assignment
Do layer B
activities for this
lesson which will
include students
solving addition
and subtraction
problems.
Teacher will walk
around and
conference with
students to check
for understanding.
Whole group
activities and
moderate
independent work
Do layer B
activities for this
lesson which will
include students
solving addition
and subtraction
problems.
Posttest for lesson
1- addition and
subtraction
Homework daily
assignment
Teacher will walk
around and
conference with
students to check
for understanding.
Small group
activities and
independent work
Homework daily
assignment
MONDAY
Lesson 2/ Day 1
TUESDAY
Lesson 2/ Day 2
WEDNESDAY
Lesson 2/ Day 3
THURSDAY
Lesson 2/ Day 4
FRIDAY
Lesson 3/ Day 1
Pretest for lesson 2Fact Families
Review vocabulary
Review vocabulary
Review vocabulary
Pretest for lesson 3Word Problems
Vocab layer B
Vocab layer B
Vocab layer A
Introduce
vocabulary
Review fact family
Review fact family
UBD Unit Design Worksheet / Saginaw Valley State University
Review fact
Introduce
vocabulary
14
through discussion
Vocab layer C
Introduce fact
family triangles
Access prior
knowledge through
discussion on
addition and
subtraction.
Have students
discuss what they
know about
addition and
subtractions. Fill
out KWL chart.
Do layer C
activities for this
lesson.
Do layer B
activities for this
lesson. Here the
students will work
in a small group to
find the addition
and subtraction
facts.
Teacher will
conference with
groups.
Small group
activities and
independent work
Homework daily
assignment
families
Vocab layer C
Students will add to
KWL
brainstorming list
to show what they
have learned about
fact families.
Do layer B
activities for this
lesson. Students
will have more
practice in small
groups to solve for
addition and
subtraction facts.
Do layer A
activities for this
lesson. Students
will fill in missing
number in a
triangle then find
the addition and
subtraction facts.
Posttest for lesson
2- fact families
Homework daily
assignment
Introduce word
problems
Do layer C
activities for this
lesson. Here
teacher will have
students act out
word problems.
Teacher led whole
group activities.
Homework daily
assignment
Small group
activities and
independent work
Homework daily
assignment
Teacher led whole
group activities
Homework daily
assignment
MONDAY
Lesson 3/ Day 2
TUESDAY
Lesson 3/ Day 3
WEDNESDAY
Lesson 3/ Day 4
THURSDAY
Lesson 4/ Day 1
FRIDAY
Lesson 4/ Day 2
Review vocabulary
Review vocabulary
Review vocabulary
Pretest for lesson 4graphs
Review vocabulary
Vocab layer C
Vocab layer B
Vocab layer A
Review word
problems
Review word
problems
Review word
problems
Introduce
vocabulary
Vocab layer C
activity
Review graphs
Vocab layer C
Do layer C
activities for this
lesson. Students
will take turns on
computers to play
games which
include word
problem solving
skills. (centers
based)
Do layer B
activities for this
lesson. Given
manipulatives,
students will solve
word problems in a
small group.
Small group
activities and
independent work
Do layer A
activities for this
lesson. Students
will create a word
problem by
themselves and
have a friend solve
it. If time allotted,
students will create
more.
UBD Unit Design Worksheet / Saginaw Valley State University
Introduce graphs
Do layer C
activities for this
lesson. As whole
group, have
students decide
what kind of ice
cream they like,
add a tally to a list
Do layer C
activities for this
lesson. Create
another graph as a
group. Read and
interpret asking
questions including
more than, less
than, how many
more, etc.
15
Whole group
activities, small
group activities,
and moderate
independent work.
Homework daily
assignment
Teacher will
conference with
students during
independent work.
Posttest for lesson
2- word problems
Homework daily
assignment
Homework daily
assignment
MONDAY
Lesson 4/ Day 3
TUESDAY
Lesson 4/ Day 4
WEDNESDAY
Lesson 4/ Day 5
Review vocabulary
Review vocabulary
Review vocabulary
Vocab layer B
activity
Vocab layer B
activity
Vocab layer A
activity
Review graphs
Review graphs
Review graphs
Do layer B
activities for this
lesson. As small
groups, pass out a
graph to each group
and have students
read the graph and
answer the
questions given.
Do layer B
activities for this
lesson. Have
students use
information given
and create (fill in)
a graph with the
information. (6
kids like dogs…
students fill in 6
squares by dog).
Do layer A
activities for this
lesson. Students
will keep track by
taking tallies (on a
certain topic) and
create their own
graph based off of
it. They will then
interpret and
answer questions
based on it.
Small group
activities and
independent work
Homework daily
assignment
Small group
activities and
independent work
Posttest for lesson
4- graphs
Homework daily
assignment
Homework daily
assignment
for each flavor.
Create a graph
based on this and
have students read
and interpret it.
Teacher led whole
group activities
Whole group
activities and
moderate
independent work
Homework daily
assignment
Homework daily
assignment
THURSDAY
Unit Review
Review ALL
vocabulary
Do layer A
activities in a
center like
environment.
Include addition of
one digit and two
digit numbers,
three one digit
numbers,
subtraction,
missing addends,
addition and
subtraction facts,
word problems, and
graphs.
FRIDAY
Unit Test
Students will
complete
assessment by
solving scenario
problems.
(Each activity is
done by a group for
about 10 minutes,
then they switch to
another activity)
Homework daily
assignment
UBD Unit Design Worksheet / Saginaw Valley State University
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