Unit Plan

Unit Dates: February 6- March

Grade(s): 1 Unit Focus: Seeing Numbers Teacher: Mr. Jordan Logan
7
Overview:
This unit will be a continuation of the skip counting unit, as the students will be exposed to seeing numbers in different ways such
dots, pictorially, and with objects. This first portion of the unit will serve to strengthen the numeracy skills of the students and furt
their ability to see numbers in the different ways that are relevant to the real world. The second portion of the unit will focus on th
concepts of greater than, less than and equal to (<, >, and =). The students will be exposed to the different symbols and have
continuous repetitive practice of using them in different style and formats (i.e. on the board, or on a work sheet). The summative
check-in points for assessment will take form of the work sheets and the final assessment before moving the unit on will be the te
that will incorporate the different skills learned in the unit. The teacher will be sure to assess the progress of the students through
to check in and adjust the unit plan as necessary.
Rationale:
This unit has followed the skip counting unit accordingly to keep up the pace of the students who are prepared, but also help
strengthen the numeracy skills of the weaker students by bringing back the basics of counting and making it more tangible. I hav
decided to make the worksheets the integral part of the unit as the students practice repetition in different formats throughout th
lesson, and then demonstrate that knowledge on the worksheet questions. I plan to incorporate a diverse range of instructions
formats with the students as I take individual and small groups aside to work on their skills, as well as the traditional whole class
instruction that introduces the material. Further attempts to introduce strategies to assist the diverse learners in the classroom w
be implemented further and explained in more detail as the lesson planning process takes place.
Objectives / Learner Outcomes:
Specific Outcome 2- Subitize (recognize at a glance) and name familiar arrangements of 1 to 10 objects or dots.
Specific Outcome 3- Demonstrate an understanding of counting by:
o indicating that the last number said identifies "how many"
o showing that any set has only one count
o using counting-on
o using parts or equal groups to count sets.
Specific Outcome 4- Represent and describe numbers to 20, concretely, pictorially and symbolically.

Key Teaching and Learning Activities:

Key moments of the unit will be the different strategies that will be introduced and modelled throughout the unit to
provide the students with a skill set that they can apply to their own counting problems. The key activities will be the
various sheets of counting that will be added to the students ongoing duo-tangs that the teacher will take in for
continuous assessment. The teacher will introduce or review a concept each day that will act as the hinge of the stude
learning for each activity sheet and repetitive practice.
 Resources:
Alberta Program of Studies
Everything for Early Learning
Workbook (Grades 1-2).
Pinterest
Planning for Diversity:
Students will be provided with different
aids that help the counting process such
as a number line, or counting blocks. The
teacher will assist students who require
extra assistance with reading and
understanding different instructions.
Assessment and Evaluation:
The attached unit assessment sheet will be
guide for both formative and summative
assessment marks and comments througho
the unit. In addition, the ongoing discussion
with students will act as the guide for the
formative assessment.

Lesso Description Learni Types of Planning for Resou

n ng Assessment Diversity rces
Num Outco and
ber, mes Materi
Nam als
e,
and
Date
Lesso Overview: The teacher will use a SLO 2, Formative: Students will be Alberta
n #1 SMART board application of a digital 3, 4 The students will be provided with Progra
Febr dice. The students will then identify formatively assessed different aids that m of
uary groupings of dots and what their throughout the help the counting Studie
6: value is. The students will be lesson as the process such as a s,
Seein provided a die and will roll with their teacher interacts number line, or Pintere
g peers in the class. This will be a with them. counting blocks. st, and
numb tacit game of what the greater Summative: The teacher will Everyt
ers score is, later transitioning into the The summative assist students hing
on <, >, = portion. The teacher will assessment will who require extra for
dice formatively assess the students come later in the assistance with Early
abilities to work in the small groups unit as the teacher reading and Learni
and identify the different numbers keeps an ongoing understanding ng
on the dice. record of the different Workb
students through the instructions. ook
unit assessment
plan.
Lesso Overview: The teacher will provide SLO 2, Formative: Students will be Alberta
n #2 different examples of counting 3, 4 The students will be provided with Progra
Febr objects in groups via actual objects formatively assessed different aids that m of
uary in person, and images on the smart throughout the help the counting Studie
7: board. The students will then be lesson as the process such as a s,
Seein provided blocks and have to order teacher interacts number line, or Pintere
g them into designated number with them. counting blocks. st, and
numb groups. The students will be Summative: The teacher will Everyt
ers provided a worksheet page that will The summative assist students hing
with be added to their duo-tangs for assessment will who require extra for
imag later assessment. The lesson will come later in the assistance with Early
es incorporate a skip counting activity unit as the teacher reading and Learni
and in which the students will keeps an ongoing understanding ng
objec demonstrate their skip counting record of the different Workb
ts skills by drawing different images students through the instructions. ook
and ordering objects as per the unit assessment
different number groups. plan.
Lesso Overview: The lesson will begin SLO 2, Formative: Students will be Alberta
n #3 with a quick review of the skip 3, 4 The students will be provided with Progra
Febr counting with images portion of the formatively assessed different aids that m of
uary previous lesson. The teacher will throughout the help the counting Studie
13: demonstrate different strategies for lesson as the process such as a s,
Skip identifying the images and counting teacher interacts number line, or Pintere
count them quicker that will act as a with them. counting blocks. st, and
ing model for the students. The Summative: The teacher will Everyt
using students will then choose an easy The summative assist students hing
imag image for them to draw and then assessment will who require extra for
es. draw the images along a number come later in the assistance with Early
line. The students will then be unit as the teacher reading and Learni
provided a sheet with random keeps an ongoing understanding ng
numbers up to 20 and draw the record of the different Workb
different images accordingly. students through the instructions. ook
unit assessment
plan.
Lesso Overview: The teacher will revisit SLO 2, Formative: Students will be Alberta
n #4 the dice activity where the students 3, 4 The students will be provided with Progra
Febr were rolling the dice and comparing formatively assessed different aids that m of
uary where the number was higher or throughout the help the counting Studie
14: lower. The teacher will introduce the lesson as the process such as a s,
Intro concept of <, >, = on the board and teacher interacts number line, or Pintere
to then provide many examples. Using with them. counting blocks. st, and
great hearts and candy, the teacher will Summative: The teacher will Everyt
er have the students compare The summative assist students hing
than, numbers using the symbols. The assessment will who require extra for
less students will then break into a work come later in the assistance with Early
than, period in which they will practice unit as the teacher reading and Learni
and their new knowledge on a keeps an ongoing understanding ng
equal worksheet that will be added to record of the different Workb
to. their ongoing workbook for later students through the instructions. ook
assessment. This will act as a pre- unit assessment
assessment to the unit. plan.
Lesso Overview: The teacher will review SLO 2, Formative: Students will be Alberta
n #5 the concepts of <, >, = as the 3, 4 The students will be provided with Progra
Febr students come back from a long formatively assessed different aids that m of
uary break. Using the images of hungry throughout the lesson help the counting Studie
as the teacher
27: alligators, the students will come up process such as a s,
interacts with them.
Work to participate on the board by Summative:
number line, or Pintere
ing dragging the images to their proper The summative counting blocks. st, and
with place. The examples will include assessment will come The teacher will Everyt
great different ways of representing the later in the unit as the assist students hing
er numbers (pictorially and written). teacher keeps an who require extra for
than, The students will then play the ongoing record of the assistance with Early
less game by using pre-made alligators students through the reading and Learni
than, and tracing them on sheets of unit assessment plan. understanding ng
and numbers and pictures on them. different Workb
equal instructions. ook
to.
Lesso Overview: Using a PowerPoint the SLO 2, Formative: Students will be Alberta
n #6 teacher will review the skip 3, 4 The students will be provided with Progra
Febr counting activities that were formatively assessed different aids that m of
uary learned in the past unit. The throughout the help the counting Studie
28: teacher will explicitly attach the lesson as the process such as a s,
Revie concepts of using images or objects teacher interacts number line, or Pintere
w of to the skip counting practices and with them. counting blocks. st, and
skip explain their relevance. The Summative: The teacher will Everyt
count students will complete centers in The summative assist students hing
ing which will incorporate different assessment will who require extra for
by sheets that challenge the students come later in the assistance with Early
2s, different abilities of skip counting unit as the teacher reading and Learni
5s, and a bit of keeps an ongoing understanding ng
and <, >, =. The teacher will use these record of the different Workb
10s sheets as a mid-summative students through the instructions. ook
and assessment of student unit assessment
using understanding of concepts. plan.
imag
es.

Lesso Overview: This period will be used SLO 2, Formative: Students will be Alberta
n #7 as a final review period for the unit. 3, 4 The students will be provided with Progra
Marc The teacher will prepare a jeopardy formatively assessed different aids that m of
h 6: game prior to the lesson that will throughout the help the counting Studie
Revie incorporate the different skills. The lesson as the process such as a s,
w of game will require some explanation teacher interacts number line, or Pintere
great before playing, but will consist of with them. counting blocks. st, and
er fairly simple concepts. The teacher Summative: The teacher will Everyt
than, will gauge the groups and questions The summative assist students hing
less to reflect a fair dispersal of skill and assessment will who require extra for
than, difficulty per the students abilities. come later in the assistance with Early
and The focus of this period will be for unit as the teacher reading and Learni
equal student questioning and ensuring keeps an ongoing understanding ng
to. that they are prepared for the record of the different Workb
upcoming test. students through the instructions. ook
unit assessment
plan.
Lesso Overview: This last period will begin SLO 2, Formative: Students will be Alberta
n #8 with a quick review of the concepts 3, 4 The students will be provided with Progra
Marc learned throughout the unit. The formatively assessed different aids that m of
h 7: teacher will then disperse a test in throughout the help the counting Studie
which the student focus will be on
Testi lesson as the process such as a s,
accuracy with their responses. The
ng test will be used in conjunction with
teacher interacts number line, or Pintere
the the other summative and formative with them. counting blocks. st, and
Conc assessments throughout the unit to Summative: The teacher will Everyt
 epts create the students overall grade for The summative assist students hing
the unit. The teacher will ensure to assessment will who require extra for
provide 2 tests, one meeting the basic come later in the assistance with Early
standards of the objectives for the unit as the teacher reading and Learni
lower students, and one that
keeps an ongoing understanding ng
challenges the objectives for the higher
learners. The dispersal of these 2
record of the different Workb
groups will be determined and students through the instructions. ook
monitored throughout the unit. unit assessment
plan.
Math Unit Assessment Plan: Seeing Numbers Student Name: _________________
Objective Checkl Formative Comments Summative
ist
Specific Outcome 2- 1 2 3
Subitize (recognize at 4
a glance) and name
familiar arrangements
of 1 to 10 objects or
dots

Specific Outcome 3- 1 2 3
Demonstrate an 4
understanding of
counting by:
indicating that
the last number
said identifies
"how many"

showing that any

set has only one
count

using counting-
on
 using parts or
equal groups to
count sets.
Specific Outcome 4- 1 2 3
Represent and 4
describe numbers to
20, concretely,
pictorially and
symbolically.