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word- number relations unit plan

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Education

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]

Verbal communication skills

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

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:

PLOs in lesson

(time in minutes)

Lesson 1

45 minutes - 1

hour

Numbers in

depth to 100

(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.

around the class

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

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.

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.

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.

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.

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

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.

Boards

Class set of Bingo Chips

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.

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.

302639121

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.

302639121

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