Wayne RESA

Unit PlannerEDM4 Math 1

Wayne Resa - Math / Grade 1 / Mathematics / EDM4 Math 1 / Week 1 - Week 4
2 Curriculum Developers
Unit Abstract

In this unit, children will explore concepts such as counting, number grids, comparing numbers, and collecting and analyzing data from count. The following big ideas will be covered in this unit:

 

- Counting On/Back are strategies for addition and subtraction.
- Counting can be connected to addition and subtraction.
- Addition and subtraction can be used to solve simple word problems.
- Numbers can be compared using comparative language such as “greater than”, “less than”, “larger than”, and “smaller than”.
- When counting by tens, the next number in the sequence is “ten more”.
- Skip-counting by fives and tens are efficient ways of counting.
- Charts are used to organize data to help answer questions.

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Expectations/Standards
MI: Mathematics
MI: Grade 1
Operations & Algebraic Thinking
1.OA.A. Represent and solve problems involving addition and subtraction.
1.OA.A.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.
1.OA.B. Understand and apply properties of operations and the relationship between addition and subtraction.
1.OA.C. Add and subtract within 20.
1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Number & Operations in Base Ten
1.NBT.A. Extend the counting sequence.
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.B. Understand place value.
1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.>
Measurement & Data
1.MD.C. Represent and interpret data.
1.MD.C.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.
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Practice Standards

Students will have opportunities to:

  • Choose appropriate tools. (MP.5)
  • Use tools effectively and make sense of their results. (MP.5)
  • Explain their mathematical thinking clearly and precisely. (MP.6)
  • Use an appropriate level of precision for their problem. (MP.6)
  • Use clear labels, units, and mathematical language. (MP.6)
  • Think about accuracy and efficiency when they count, measure, and calculate. (MP.6)
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Concepts from Previous Units

The following concepts are prerequisites for this unit which were learned in kindergarten:

- A number is made up of two or more parts.

- A number can be decomposed into its parts.

- Numbers are related to each other through a variety of relationships. For example 6 is one more than five and is four less than 10.

- Counting tells how many things are in a set.

- When counting a set of objects, the last word in the counting sequence names the quantity for that set.

- Addition can be thought of as placing two or more quantities together.
- Subtraction can be thought of as taking an amount away from a given quantity.
- Objects can be classified into different categories using identified attributes.

Connections to Upcoming Units

- When you add two numbers in any order, you’ll get the same answer.
- Subtraction is a missing-addend problem.
- Addition and subtraction can be used to solve word problems involving situations such as “adding to” and “taking from”.
- Two numbers may be compared by examining the amount of tens and ones in each number using words, models, and symbols greater than (>), less than (<), and equal to (=).
- Data can be displayed in a tally chart or a bar graph to help answer questions.

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Key Terms / Vocabulary

compare, count, count back, count up, data, estimate, number grid, number line, number story, skip counting, solve, tallies, tally chart, tally mark, organize, more, less, greater than, less than, larger than, smaller than, unknown, sum, difference, tens

 

Bold: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations

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Lesson Plan Sequence

The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.

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Language Support

The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.

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