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Target Students: Math Unit Plan

This math unit plan aims to teach students basic subtraction facts through four lessons focusing on facts 0-11. Each lesson targets a different set of facts: 1) 3-1, 4-1, 5-1, 6-1; 2) 7-1, 8-1, 9-1, 10-1; 3) 4-2, 5-2, 6-2, 7-2; and 4) 8-2, 9-2, 10-2, 11-2. The goal is for students to solve 10 subtraction problems with 100% accuracy on two consecutive worksheets for each set of facts. The plan includes a daily schedule, pre/post-assessments, instructional strategies

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82 views7 pages

Target Students: Math Unit Plan

This math unit plan aims to teach students basic subtraction facts through four lessons focusing on facts 0-11. Each lesson targets a different set of facts: 1) 3-1, 4-1, 5-1, 6-1; 2) 7-1, 8-1, 9-1, 10-1; 3) 4-2, 5-2, 6-2, 7-2; and 4) 8-2, 9-2, 10-2, 11-2. The goal is for students to solve 10 subtraction problems with 100% accuracy on two consecutive worksheets for each set of facts. The plan includes a daily schedule, pre/post-assessments, instructional strategies

Uploaded by

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Math Unit Plan

1. Target Students
Students that will benefit from this unit are students
who are not accurate with their basic 0-18 subtraction
facts. These students need to start learning their basic
subtraction facts from the very beginning of the
sequence. The skills that are needed prior to this unit
are accurate basic 0-18 addition facts, the concept of
addition, and the concept of subtraction.
2. Unit Goal
When given 20 basic subtraction facts (3-1, 4-1, 5-1, 61, 7-1, 8-1, 9-1, 10-1, 4-2, 5-2, 6-2, 7-2, 8-2, 9-2, 10-2,
11-2), students will subtract with 100% accuracy on two
consecutive times.
3. Unit Goal Rationale
According to Stein et. al (2006), subtraction instruction
may be divided into two stages (p. 121). Stein et. al
(2006) states the first stage [is] introducing the concept
[and] the second stage, multi-digit operations, which
usually begins ate in first grade, students compute basic
facts mentally (without semiconcrete prompts) (p. 121).
The appropriate students for this unit are those who have
completed stage one and understand the concept of
subtraction. These students are now at stage two and need
to begin computing basic facts mentally. This unit consists
of the first four sets of facts in Stein et. al (2006) researchbased sequence of subtraction facts (p. 80). This unit also
moves students toward the
CCSS.MATH.CONTENT.2.OA.B.2: Fluently add and subtract
within 20 using mental strategies (CCSS, 2010, p. 19).
Also, this unit moves students toward the National Council
of Teachers of Mathematics (2000) standard, Compute
fluently and make reasonable estimates (p. 78).
4. Unit Objectives
a. Lesson Objective #1: Given a worksheet with 10
subtraction problems (3-1, 4-1, 5-1, 6-1), students will
solve 10/10 problems with 100% accuracy for two
consecutive times.
b. Lesson Objective #2: Given a worksheet with 10
subtraction problems (7-1, 8-1, 9-1, 10-1), students will
solve 10/10 problems with 100% accuracy for two
consecutive times.

c. Lesson Objective #3: Given a worksheet with 10


subtraction problems (4-2, 5-2, 6-2, 7-2), students will
solve 10/10 problems with 100% accuracy for two
consecutive times.
d. Lesson Objective #4: Given a worksheet with 10
subtraction problems (8-2, 9-2, 10-2, 11-2), students will
solve 10/10 problems with 100% accuracy for two
consecutive times.
5. Connection to State & National Standards
OSPI Common
Core
NCTM Standard

NCTM Focus
Point

Standards
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental
strategies.2 By end of Grade 2, know from memory
all sums of two one-digit numbers.
Pre-K through 2nd grade
Compute fluently and make reasonable estimates
Develop fluency with basic number
combinations for subtraction
Number and Operations and Algebra:
Developing quick recall of addition facts and
related subtraction facts and fluency with
multidigit addition and subtraction
Children use their understanding of addition to
develop quick recall of basic addition facts and
related subtraction facts. Ex. solves arithmetic
problems by applying their understanding of
models of addition and subtraction (such as
combining or separating sets or using number
lines), relationships and properties of number (such
as place value), and properties of addition
(commutativity and associativity). Children
develop, discuss, and use efficient, accurate, and
generalizable methods to add and subtract
multidigit whole numbers. Ex. selects and apply
appropriate methods to estimate sums and
differences or calculate them mentally, depending
on the context and numbers involved. Ex. develop
fluency with efficient procedures, including
standard algorithms, for adding and subtracting
whole numbers, understand why the procedures
work (on the basis of place value and properties of

operations), and use them to solve problems.


6. Graphic Organizer For Teacher & Student
Subtraction Facts!
Series Saying Teacher
Series Saying Students
Step 1: Write the 3-4 number
sentences
Teacher reads and models pace.
Teacher touches. Student reads.
Ex: 3-1=2
Step 2: Reading number
sentences with erased answers.
Teacher touches. Student reads
and states the answer.
Ex: 3-1=
Step 3: Erase everything.
Teacher touches. Student reads.
Step 4: Flashcard practice with
new facts
Say the whole number sentence

**I think it is important to provide a graphic organizer for teacher and


student to provide everyone with a quick idea of what the format is for
each lesson
**The graphic organizer for the teacher will always be the same but the
graphic organizer for the students will change each lesson and will be
dependent on the facts that are being learned that day
7. Content Analysis: Subject Matter Analysis
Sequence of Subtraction Facts from Stein et. al:
Set A. 3-1=2, 4-1=3, 5-1=4, 6-1=5
Set B. 7-1=6, 8-1=7, 9-1=8, 10-1=9
Set C. 4-2=2, 5-2=3, 6-2=4, 7-2=5
Set D. 8-2=6, 9-2=7, 10-2=8, 11-2=9

8. Pre-Assessment

9. Instructional Strategies, Activities, Schedules


Daily Math Schedule
Lesson Day
Tim
Activity
Materials
e
9:30- Students
Individual
9:35 practice on
flashcards
previously
on all
learned
previously
facts with
learned
partner
facts
9:35- Lesson
Teacher
9:50 Small
white board
group
9:50- Practice new Individual
9:52 flashcards
flashcards
with partner New
9:52- Test
1 per
9:55
student
Daily Math Schedule
Activity Day
Time
Activity
Materia
ls
9:30- Students
Individua
9:35 practice on
l
previously
flashcard
learned facts s on all
with partner previousl
y
learned
facts
9:35- Activity
1 game
9:50
piece
per
student
9:50- Test
1 per
9:55
student

Monday
September 7

Unit Plan Calendar


Tuesday
Wednesday
Thursday
September 8
September 9
September 10

Unit Pre-test

Lesson One
FlashcardsNew
L1 Test #1

September 14

September 15

FlashcardsReview
L1 Activity:
Matching
Game
L1 Test #2
September 16

FlashcardsReview
Lesson Two
Flashcards-New
L2 Test #1
September 17

FlashcardsFlashcardsFlashcardsFlashcardsReview
Review
Review
Review
Lesson Three
L3 Activity:
Lesson Four
L4 Activity:
FlashcardsBingo
FlashcardsBingo
New
L3 Test #2
New
L4 Test #2
L3 Test #1
L4 Test #1
**Subject to change based on student data

Friday
September 11
FlashcardsReview
L2 Activity:
Matching
Game
L2 Test #2
September 18
FlashcardsReview
Unit Post-test

10.
Lesson & Activity Plans
**This lesson template will be used for all four lessons. However,
the information that needs to be changed for each lesson is the
facts that are being taught.
12.

Post-Assessment

References:
Common Core State Standards Initiative. (2010). Common core state
standards for

mathematics. Retrieved October 16, 2015, from

http://www.corestandards.org/assets/CCSSI_Math
%20Standards.pdf
National Council of Teachers of Mathematics. (2000). Principles and
standards for

school mathematics. Reston, Virgina: The National

Council of Teachers of

Mathematics.

Stein, M., Kinder, D., Silbert, J., & Carnine, D. (2006). Designing
effective mathematics instruction: A direct instruction approach (4th
ed.). Upper Saddle River, New

Jersey: Pearson Education.

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