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BACHELOR OF EDUCATION

Education

Unit Title: Number Relationships

Name:

Kasey Burnett

Number of Lessons: 7

Subject(s): Math

Time: (in
weeks)

Grade(s):

2- 3
weeks

One

Rationale:
Students will work at developing a foundation for future math concepts. Students will work on estimating, comparing, and understanding the meaning behind whole
numbers.
Overview:
This is an introduction unit to math number relationships and is the second unit in the Math Makes Sense textbook series for grade one students. This unit will teach
students the meaning of numbers and how we can arrange quantity in different ways. This unit will also focus on comparing numbers and developing an understanding of
more than or less than. This unit will look at breaking numbers apart for example breaking down a single number into 3 numbers. For example 6 can be broken down into 2
and 4. Lastly students will work on estimation to develop their skills and build a foundation for future work.
Prescribed Learning Outcomes from IRPs:
A1 say the number sequence, 0 to 100
2s to 20, forward starting at 0
5s and 10s to 100, forward starting at 0 [C, CN, V, ME]
A2 recognize, at a glance, and name familiar arrangements of 1 to 10 objects or dots [C, CN, ME, V]
A3 demonstrate an understanding of counting by
indicating that the last number said identifies how many
showing that any set has only one count
using the counting on strategy
using parts or equal groups to count sets [C, CN, ME, R, V]

A4 represent and describe numbers to 20 concretely, pictorially, and symbolically [C, CN, V]
A5 compare sets containing up to 20 elements to solve problems using
referents
one-to-one correspondence [C, CN, ME, PS, R, V]
A6 estimate quantities to 20 by using referents [C, ME, PS, R, V]
A7 demonstrate, concretely and pictorially, how a given number can be represented by a variety of
equal groups with and without singles [C, R, V]
A8 identify the number, up to 20, that is one more, than a given
number. [C, CN, ME, R, V]

Prerequisite Concepts and Skills:


Verbal communication skills

Understanding of number sequences


Familiar number arrangements up to 5 objects
One- to- one correspondence
Numbers in depth to 10
Understanding of some mathematical language
Fine motor skills needed for basic writing or colouring

Teacher Preparation Required:


The teacher will need to ensure that they have all of the counters and school supplies needed for each lesson. The teacher also needs to review mathematical language so
not to confuse the students. Additionally the teacher should set up a math word wall for the students to reference.
Cross-Curricular Connections:
Math can be used in any area. These lessons can all be slightly adapted for science or language arts lessons. There are several books that I would considering
incorporating into the lessons as a anticipatory set.
Extensions to Unit:
In order to extend the lesson I would add more partner work. I would also have other resources that students could use. I might incorporate the smart board as well as
internet technology. I would connect using the 100 items with other 100 day events in the school.
Universal Design for Learning (UDL) and Differentiated Instruction (DI):
This unit is easily adapted for all learners. More advanced workers can go further on in the unit or help other students to think up more advanced problems. Students who
have weaker math skills will be asked to practice counting or making simple groups. Students who are below this level will have the opportunity to work with the colours of
the blocks or manipulatives and practice grouping.
Resources:
The teacher will use a number of resources including the students. The students will be able to discuss different ideas and share how they solve problems. Additionally the
items that the students bring will be used as resources. The teacher will also use the internet and document cameras.

Overview of Lessons:

Lesson # and Title

PLOs in lesson

(time in minutes)

Lesson 1
45 minutes - 1
hour

Numbers in
depth to 100

(a) Instructional Objectives


(b) Teaching Strategies

A)
Students will be able
to count to 100
Students will be able to
demonstrate an
understanding of
counting
Students will be able to
say how many
Students will use
different strategies to
count the 100 objects
One to one
correspondence
B)
Scaffolding
Guided Practice
Partner work
Providing
manipulatives

Lesson Activities

Assessment Strategies

Materials
(Specific to This Lesson)

Using a chart
provided by the
teacher students will
count with the
teacher to 100. They
will also clap on an
even number to
reinforce their
understanding of odd
and even numbers.
Students will also be
given the opportunity
to bring in 100 small
items that the class
will be able to count.
This can be done
independently or in
pairs depending on
the level of the
students.

The teacher will walk


around the class

room and observe


the students as they
count their objects.
The teacher will also
stop at each desk
and give the students
and opportunity to
show them the
strategy that they are
using to count the
objects. The teacher
will also watch
students during the
introduction to the
lesson to see how
well they are able to
choral count.

100 chart
Objects for kids that
forget to bring anything
(buttons, counters,
popsicle sticks, ect.)

Lesson 2
45minutes - 1
hour

Skip Counting

A)
Students will be able to
skip count to 100 by
5s and 10s
Students will be able to
skip count to 20 by 2s
B)
Scaffolding
Guided Practice
Partner work
Hands on activity
Visuals around the
classroom to reference
Use of manipulatives

Using a 100s chart at


the front of the
classroom the
teacher will guide
students through a
number of skip
counting choral
counting techniques.
After the students
have been guided
through 2s, 5s, and
10s. Students will
then build skip
counting ladders.
They will be given a
paper with the
numbers 1-100 on it
3 times and asked to
build ladders for 2, 5,
and 10.

The teacher will mark


each students ladder
at the end of the day.
Looking to see not
only who was able to
do the math but who
was able to follow
instructions. The
work will be graded
on a four point scale
and recorded in a
grading book.

100s chart
Hand outs
Extra school supplies
Visuals around the
classroom for students to
reference

Lesson 3
45 minutes- 1
hour

Counting
techniques

A)
Students will be able to
use a number of
techniques to count
objects
Students can use part
or groups to count sets
B)
Scaffolding
Guided practice
Independent work
Hands on activity using
manipulatives

Using manipulatives
students will have the
opportunity to explore
different counting
techniques. Building
on our previous
lesson counting 100
objects, students will
return to those
objects and practice
counting using a
number of new
techniques. These
will first be modelled
by the teacher and
include one- one
correspondence and
grouping of objects to
count larger
numbers.

Assessment for this


lesson will be built on
a previous
understanding of the
students
mathematical
knowledge.
Additionally the
teacher will monitor
the students closing
and see if they are
able to develop new
methods to help
them count and if
they are able to
perform grouping
and one- one as
effective methods.

100 objects
One Hundreds chart

Lesson 4
45 minutes - 1
hour

Pictorially,
A)
symbolically,
Students will
and concretely
demonstrate numbers
numbers
1-20 pictorially
Students will
demonstrate numbers
1-20 concretely
Students will
demonstrate numbers
symbolically
B)
Scaffolding
Guided practice
Independent work
Hands on activity using
manipulatives

Students will be
given a chart on
which they will be
asked to group snap
cubes. They will also
be given a work
sheet were they will
be asked to write
each number that
they group
symbolically. Lastly
they will be asked to
draw the groups on
their work sheet.

Assessment for this


lesson will be mainly
based on

participation in the
lesson as well as the
written assignment
that will be handed in
at the end of the
lesson.

Counters/ snapcubes
Work sheets
Extra school supplies

Lesson 5
45 minutes - 1
hour

Estimate
quantities

Students will be
guided through a
number of example
using the document
camera. Students will
try and estimate how
many are being
shown and raise their
hands. After students
will be asked to pair
up in A/B partners
and make up their
own estimation
questions for their
partner.

Assessment for this


lesson will be based
on participation in the
lesson. Students will
be observed to see if
students are
counting the objects
or estimating the
number.

Counters
Document camera
Extra school supplies

A)
Students will be able to
estimate groups of
objects up to 20
B)
Scaffolding
Guided Practice
Hands on activity
Manipulatives
Written work

Lesson 6
45 minutes - 1
hour

Identify
A)
numbers up to Students will be able to
twenty that is
add one to any number
one more
up to 20 and know its
corresponding number
B)
Scaffolding
Guided practice
Manipulatives
Written work
Hands on Activity

Students will play a


round of addition
bingo. The teacher
will call out a number
and tell students to
add one. Example 4
and add 1 = 5. If
students have the
number 5 they will
cover it on their bingo
board. This activity
can be then made
more difficult for
larger addition and
even multiplication
questions.

Students will be
monitored for
participation and
engagement.
Watching to see if
students understand
the concepts.

Class set of Bingo


Boards
Class set of Bingo Chips

Reflections/Revisions (if necessary, continue on separate sheet)


These lessons are an outline of the activity depending on the level that the majority of the students are at as well as the time of year
activities may be altered or changed.

Unit Plan Template


The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to specific subject areas and modified as students gain
experience in each practicum. The attached sample template should be used as a basic outline. The space required for each heading in the template will vary and
should be adjusted as needed. The template is available on the TRU-Bachelor of Education Practica website in electronic form at
http://www.tru.ca/hse/programs/bed/practica/plans.html It is important that all areas required in the template are completed and that the unit plan be sufficiently clear and
detailed so that another teacher could use the plan to teach the unit.
Rationale: Why are you teaching this unit?
Overview: Include a brief statement of the context and structure of the unit describing the major concepts, skills and/or understandings.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) define what students should learn in each curricular subject by describing what students
should be able to do. These statements are the prescribed learning outcomes of the curricula of British Columbia. Your unit plan should state the prescribed learning
outcomes to be taught and assessed in the unit and on which the objectives in the specific lessons are based. Assign each learning outcome a number to be used in the
Overview of Lessons.
Prerequisite Concepts and Skills: Concepts to be covered and skills to be taught before the unit can begin.
Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you need to involve other people in the planning, such as
the librarian? Are there materials to be gathered and websites to check?
Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning outcomes from other subjects are specifically
assessed, include these outcomes in this part of your unit plan.
Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend and/or enrich student understanding? Do you have more than
one method available as a Plan B?
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of representation; Multiple means of expression; and,
Multiple means of engagement. DI is the process of ensuring that a students readiness level, interests, and preferred mode of learning are recognized. Teachers can
differentiate instruction in four ways: content, process, product, and, learning environment based on the individual learner.
How will you accommodate your diverse learners? What are the individual needs within this classroom and how will you accommodate them? Consider learning styles,
multiple intelligences, Aboriginal and cultural influences. What are the adaptations and modifications needed for students with Individual Education Plans (IEPs)?
Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the technology required.
Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a detailed lesson plan. If using the Unit Plan Template (electronic
version) add as many rows as there are lessons and expand the size of the boxes as needed. First record the lesson number, title and length of the lesson in minutes,
then list, by number, the Prescribed Learning Outcomes that are specifically addressed in the lesson. Briefly outline the major Instructional Objectives (SWBAT),
Teaching Strategies (a few words), Lesson Activities (sufficient detail to enable another teacher to teach the unit), Assessment Strategies (include the strategy - the
How and the What you will be assessing), and Materials needed for the lesson.

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Reflections and Revisions: As you teach and work through the unit with the students, record any changes you make as work progresses. At the end of the unit reflect
and record successes and any modifications you might make when you teach the unit again.

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