Wayne RESA

Unit PlannerEDM4 Math 1

Wayne Resa - Math / Grade 1 / Mathematics / EDM4 Math 1 / Week 17 - Week 20
2 Curriculum Developers
Unit Abstract

In this unit, children investigate place value concepts for tens and ones. they use place value to compare and add 2-digit numbers. They also explore path measurement.The following big ideas will be covered in this unit:

- Quantities up to 120 may be compared, counted, and represented in multiple ways, including grouping, pictures, words, number line locations, and symbols.

- Collections can be separated into equal groups of ten objects and can be counted by tens.

- Numbers larger than 10 can be represented in terms of tens and ones.

- 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 (=).

- Addition and subtraction can be used to solve word problems involving situations such as “comparing”.

- The equal sign is a symbol in an equation that shows that one amount is the same as another.

- Concrete models, drawings, and place value strategies can be used to add and subtract within 100.

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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.C. Add and subtract within 20.
1.OA.C.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).
1.OA.D. Work with addition and subtraction equations.
1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 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.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2a. 10 can be thought of as a bundle of ten ones — called a “ten.”
1.NBT.B.2b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
1.NBT.B.2c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
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 <.>
1.NBT.C. Use place value understanding and properties of operations to add and subtract.
1.NBT.C.4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit 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.
1.NBT.C.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.
Measurement & Data
1.MD.A. Measure lengths indirectly and by iterating length units.
1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Practice Standards

Students will have opportunities to:

  • Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs and concrete objects. (MP.2)
  • Make sense of the representations they and others use. (MP.2)
  • Make connections between representations. (MP.2)
  • 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

- 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.

- Numbers 11 through 19 can be represented as ten ones and some more ones. (kindergarten)

- Length of an object can be measured by placing the smaller object repeatedly along the length of the larger object.

Connections to Upcoming Units

- The groupings of ones and tens can be taken apart in different but equivalent ways. For example 56 can be decomposed into 5 tens and 6 ones or 4 tens and 16 ones.

- A hundred is a bundle of 10 tens. - Multi-digit numbers can be built up or taken apart in a variety of ways.

- Flexible methods of computation for addition and subtraction involve decomposing and composing numbers in a variety of ways.

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Key Terms / Vocabulary

Addend, cube, digits, exchange, long, ones place, teen number, tens place, bundle, group, regroup, compare, greater than, less than, equals, true, false, represent, unknown, length, count, add, subtract

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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