Unit 3 Plan -Addition and Subtraction Within 20 (ISBE Unit Map)

7-8 Weeks

Major Standards

1st Grade Skills/Concepts	Understandings	Essential Questions
Extend the counting Sequence 1.NBT.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.
Understand place value 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a) 10 can be thought of as a bundle of ten ones- called a “ten” b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c) 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.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, <. Add and subtract within 20
Add and subtract within 20 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.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 = 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 6 + 6 + 1 = 12 + 1 = 13).
Represent and solve problems involving addition and subtraction 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing using objects, drawings, and equations e.g., by: using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by: using objects, drawings and equations with a symbol for the unknown number to represent the problem.
Understand and apply properties of operations and the relationship between addition and subtraction 1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 +3 = 11 is known, then 3 + 8 = 11 is also known. (commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (associative property of addition).	 Properties of addition and subtraction reflect the relationship of addition and subtraction as the parts of the whole within an equation.  Strategies can be used to decompose complex problems to make an easier problem (counting on, make a ten, near ten, doubles, doubles +1.+2).  Word problems can be represented using multiple modalities.  Problem solving structures reinforce part/part/whole and number combinations within twenty.  Unknowns can be in different places. (start, change, results)  There are different problem solving structures including: adding to, taking from, putting together, taking apart, comparison.  Value of a digit may be different depending upon its place in the number.  Numbers can be compared to other numbers by using the words ‘greater than,’ ‘less than,’ or ‘equal to.’	How are strategies and properties used when adding and subtracting?  How are teen numbers composed and decomposed?  How are models, symbols, and words used to compare numbers?  How does identifying and representing problem solving structures help us solve for unknowns?
1.OA.4 Understand subtraction as an unknown-addend problem. For example: subtract 10 – 8 by finding the number that makes 10 when added to 8.
Work with addition and subtraction equations. 1.OA.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.
1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the following equations: 8 + ? = 11, 5 = - 3, 6 + 6 = .
Represent and interpret data 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, including “How many in each category?” and “How many more or less are in one category than in another?”.

Skill Development

Prerequisite Skills and Concepts	Unit Skills and Concepts	Advanced Skills and Concepts	Transfer/Apply
*  Use strategies such as counting on, making ten, decomposing a number leading to a ten, and using the relationship between addition and subtraction to add and subtract within ten.  Apply properties of operations as strategies to add and subtract. (commutative property of addition and associative property of addition).  Compose and decompose numbers using drawing, objects, or equations from eleven to nineteen into ten ones and some further ones.	Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing involving results unknown using objects, drawings, and equations with a symbol for the unknown number. (1.OA.1)  Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing involving change unknown using objects, drawings, and equations with a symbol for the unknown number. (1.OA.1)  Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing involving start unknown using objects, drawings, and equations with a symbol for the unknown number. (1.OA.1)  Solve word problems involving three addends whose sum is less than 20 using objects, drawings, and equations with a symbol for the unknown number. (1.OA.2)  Use and explain strategies for solving word problems involving three addends. (1.OA.2)  Apply the commutative property of operations as a strategy to add and subtract. (1.OA.3)  Apply the associative property of operations as a strategy to add and subtract. (1.OA.3)  Identify the unknown in a subtraction problem by showing the relationship between addition and subtraction. (1.OA.4)  Add by counting all, counting on, and recognizing that ‘+1’ means the next number and that ‘+2’ means the number that is two numbers after in the counting sequence. (1.OA.5)  Subtract by counting back, counting up from, and recognizing that ‘-1’ means the number before, and that ‘-2’ means the number that is two numbers before in the counting sequence. (1.OA.5)  Fluently add and subtract within 10. (1.OA.6)  Add and subtract within twenty, demonstrating fluency for addition and subtraction within ten. Use strategies such as counting on, making 10, decomposing a number leading to 10, doubles, using the relationship between addition & subtraction, and creating equivalent but lesser known sums. (1.OA.6) Demonstrate and explain the meaning of equality with visual models and words. (1.OA.7)  Identify if equations are true or false. (1.OA.7)  Determine the unknown whole number in an addition equation relating to three whole numbers. (1.OA.8)  Determine the unknown whole number in a subtraction equation relating to three whole numbers. (1.OA.8)  Count to 120 starting at any number (1.NBT.1)  Read numbers to 120 (1.NBT.1)  Write numbers to represent any number of objects to 120 (1.NBT.1)  Explain the value of each digit in a two digit number (1.NBT.2)  Identify a bundle of 10 ones as a “ten” (1.NBT.2)  Represent a 2 digit numeral using “tens” and “ones” (1.NBT.2)  Represent a 2 digit numeral ending in 0 (ranging from 10-90) using “tens” and 0 “ones” (1.NBT.2)  Describe number of tens and ones to determine value of number. (1.NBT.3)  Use models to represent two sets of numbers. Use comparison words greater than, less than, and equal to communicate understanding of the relationship between the numbers. (1.NBT.3)  Organize data with up to three categories in various ways. (1.MD.4)  Create a representation of data into a graph. (1.MD.4)  Asking and answer quantity and comparison questions about the data represented in graphs or tables. (1.MD.4)	Add within 100 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.  Fluently add within twenty.  Draw picture graphs and bar graphs to represent data sets and solve put together, and take apart and compare problems about the graphs.	Addition and subtraction fluency skills within ten to solve a variety of word problem types within twenty.  Properties of operations to solve word problems using three whole numbers (part/part/whole) to combine to sums less than or equal to twenty.  Addition and subtraction problem solving skills to create and interpret data with up to three categories.  Concepts and procedures regarding sorting and counting to organize and represent data using a graph containing numbers within ten.  Knowledge of graphs to ask and answer questions about a graph using numbers within ten (questions about the total number of data points including “How many are in each category?” and “How many more or less are in one category than in another?”).

WIDA Standard:

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. English language learners would benefit from:

Mathematical Practices

(Practices to be explicitly emphasized are in bold)

Practice	Students will:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for express regularity in repeated reasoning.

Vocabulary

Critical Terms	Supplemental Terms
* Addition Subtraction Equation Equal Equal sign Adding to Taking from Putting together Taking apart Comparing Remainder Difference Sum Unknown Digit Place value Tens Ones	Plus sign Minus sign More Less Greater Symbol Start Change Result