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    Math Unit Plan: Sarah Camp

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    api-282035802
    This math unit plan focused on teaching students to decompose teen numbers into tens and ones. It included an 8 lesson plan with activities using manipulatives like counting bears, base ten blocks, and unifix cubes. Formative and summative assessments were used to monitor student understanding and group students. The teacher found that providing motivation like an ice cream reward helped engage students throughout the unit. Data tracking sheets also supported identifying students needing additional help.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Math Unit Plan: Sarah Camp

    Uploaded by

    api-282035802
    60 views18 pages
    This math unit plan focused on teaching students to decompose teen numbers into tens and ones. It included an 8 lesson plan with activities using manipulatives like counting bears, base ten blocks, and unifix cubes. Formative and summative assessments were used to monitor student understanding and group students. The teacher found that providing motivation like an ice cream reward helped engage students throughout the unit. Data tracking sheets also supported identifying students needing additional help.

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    This math unit plan focused on teaching students to decompose teen numbers into tens and ones. It included an 8 lesson plan with activities using manipulatives like counting bears, base ten blocks, and unifix cubes. Formative and summative assessments were used to monitor student understanding and group students. The teacher found that providing motivation like an ice cream reward helped engage students throughout the unit. Data tracking sheets also supported identifying students needing additional help.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    60 views18 pages

    Math Unit Plan: Sarah Camp

    Uploaded by

    api-282035802
    This math unit plan focused on teaching students to decompose teen numbers into tens and ones. It included an 8 lesson plan with activities using manipulatives like counting bears, base ten blocks, and unifix cubes. Formative and summative assessments were used to monitor student understanding and group students. The teacher found that providing motivation like an ice cream reward helped engage students throughout the unit. Data tracking sheets also supported identifying students needing additional help.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 18

    Math Unit Plan

    Sarah Camp

    Number Sense: Decomposing Teen Numbers


    Main Standard

    Other Applicable Standards

    K.NBT.1: Compose and decompose numbers from 11 to


    19 into ten ones and some further ones, e.g., by using
    objects or drawings, and record each composition or
    decomposition by a drawing or equation (such as 18 =
    10 + 8); understand that these numbers are composed
    of ten ones and one, two, three, four, five, six, seven,
    eight, or nine ones.

    Counting and Cardinality

    K.CC.1 Count to 100s by ones and by tens


    K.CC.2 Count forward beginning from a given number
    within the known sequence
    K.CC.3 Write numbers 0 to 20. Represent a number of
    objects with a written numeral (with 0 representing a
    count of no objects.)

    Structure of the Unit Plan


    1 individual preassessment
    8 15-20 minute lessons
    implemented as one center
    during our daily math
    center rotations
    1 individual postassessment

    Terminal Objective
    Students will be able to use
    manipulatives to decompose
    5 given numbers and
    complete a number sentence
    to compose each of those
    numbers with 80% accuracy.

    Pre-assessment
    used to assess students initial understanding of
    numbers 11 through 19
    Components of the Assessment:
    1.
    2.
    3.
    4.

    Oral counting from 1 -20


    Write numbers 10 through 20 in sequential
    order
    Fill in missing number
    use base 10 blocks to represent a number

    Data from the Pre-assessment was used to group


    students and instruction was differentiated at
    each center to meet the needs of the group.

    Lesson 1: What Comes Next?


    Objective: By the end of the lesson, students will be able to count aloud to twenty and place numbers in sequential order
    with 80% accuracy (8/10) on the What comes next? handout.

    Engage: Harry Kindergartens Count to 20 song


    Explore: Counting bears manipulatives
    Explain: Students describe what they chose to do with the counting bears and
    how they think they could be used
    Elaborate: Discussion of counting bears and group practice on counting to 20
    Evaluate: Students complete the What Comes Next? worksheet

    Fame Percentages
    F: 0%
    A: 44%
    M: 28%
    E: 28%

    Lesson 2: Writing Teen Numbers


    Objective: By the end of the lesson, students will be able to write numbers 1-20 in sequential order with the assistance of a
    number line reference with 80% accuracy.

    Engage: Singing Number Songs


    Explore: Magnetic numbers manipulatives and whiteboards
    Explain: Students explain what they did with the numbers on their whiteboards
    and how they used them
    Elaborate: Group practice creating teen numbers and then writing them on
    individual whiteboards
    Evaluate: Teen #s Exit Ticket

    Fame Percentages
    F: 21%
    A: 16%
    M: 37%
    E: 26%

    Lesson 3: Base 10 Match-up


    Objective: By the end of the lesson, the students will be able to identify that a (rod) is worth ten and a (cube) is worth one
    by matching a given written number to a base 10 block illustration with 50% accuracy

    Engage: Harry Kindergartens Teen Numbers (Base 10) video


    Explore: base 10 blocks exploration
    Explain: Discussion of what students did with their base 10 blocks and how we
    could use them in math
    Elaborate: explanation of base 10 blocks and what each type of block represents
    (set of ten or extra ones)
    Evaluate: Base 10 Match-up

    Fame Percentages
    F: 6%
    A: 12%
    M: 6%
    E: 76%

    Lesson 4: Base 10 Coloring


    Objective: By the end of the lesson, the students will be able to identify that a (rod) is worth ten and a (cube) is worth one
    by coloring in base ten blocks to represent a given number, with 80% accuracy.

    Engage: Harry Kindergartens Teen Numbers review song


    Explore: Exploration of unifix cubes
    Explain: Students share what they did with their unifix cubes and what numbers
    they created
    Elaborate: Revisit set of 10 and ones as they pertain to base 10 blocks
    Evaluate: Base 10 Coloring

    Fame Percentages
    F: 24%
    A: 18%
    M: 29%
    E: 29%

    Lesson 5: Base 10 Number Construction


    Objective: By the end of the lesson, the students will be able to identify numbers 11 through 20 and decompose them
    using base 10 blocks with 100% accuracy 2 out of 3 times.

    Engage: Harry Kindergartens Teen Numbers song


    Explore: Number cards and base 10 blocks
    Explain: Discussion of how they represented their teen number using the base 10
    blocks
    Elaborate: Review of base 10 and how to decompose a number into tens and
    ones
    Evaluate: Construction Mats (Decompose Teen Numbers)

    Fame Percentages
    F: 11%
    A: 17%
    M: 28%
    E: 44%

    Lesson 6: Decomposing Teen Numbers


    Objective: By the end of the lesson, students will be able to decompose numbers 11-20 by breaking numbers into tens and
    ones and representing those tens and ones in the written form with 75% accuracy

    Engage: Teen number flashcards


    Explore: unifix cubes and teen number cards
    Explain: explain how they used the teen number cards to represent the number on
    their card
    Elaborate: Discussion on how teen numbers can be broken down into a set of 10
    and extra ones using unifix cubes and then representing those groups in written
    form
    Evaluate: Ice cream Breakdown

    Fame Percentages
    F: 0%
    A: 0%
    M: 0%
    E: 100%

    Lesson 7: Teen Number Puzzles


    Objective: By the end of the lesson, the students will be able to compose numbers 11-20 by creating a puzzle that
    matches a number sentence to a base 10 illustration and a written number with 100% accuracy.

    Engage: Teen number flashcards


    Explore: Teen number puzzle pieces
    Explain: students explain how they put together their puzzles
    Elaborate: Discuss as a group the 4 pieces in each puzzle (aka the 4 ways we
    now know how to represent a number)
    Evaluate: Complete teen number puzzles

    Fame Percentages
    F: 17%
    A: 22%
    M: 33%
    E: 28%

    Lesson 8: Trace, Decompose, Compose!


    Objective: By the end the lesson, students will be able to decompose teen numbers by creating a base
    10 illustration and then compose a number sentence to represent that number with 75% accuracy.

    Engage: Teen Number Sentences flashcards


    Explore: Whiteboard and teen number cards
    Explain: Students will explain the many ways that they can represent the number
    on their card
    Elaborate: Review the 4 ways we can represent a teen number, as well as
    practice writing number sentences together.
    Evaluate: Complete the Trace, Decompose, Compose handout

    Fame Percentages
    F: 17%
    A: 28%
    M: 28%
    E: 28%

    Assessment
    Used to determine students progress
    throughout the unit plan.
    Components of the Assessment
    1.
    2.
    3.

    Warm Up: Count orally from 10


    to 20
    Decompose 5 teen numbers
    using Base 10 blocks
    Complete 5 number sentences to
    match specific teen numerals

    Motivation throughout the Unit Plan


    To keep students motivated
    throughout the Unit Plan a system
    was developed to have them earn
    pieces of an ice cream sundae each
    time they completed a center. At the
    end of the Unit Plan, if a student
    had earned all 8 pieces of their ice
    cream sundae they would receive a
    real ice cream sundae on Fun
    Friday.

    Instructional Choices and Supports


    The majority of the jobs, handouts and activities used throughout this unit plan were created by me or by
    fellow teachers. Here are a few of the activities I designed myself for my students to use.

    10
    12
    2

    This mat was created to provide students with a way to


    visually break down teen numbers into sets of 10 and extra
    ones. Each student was given a laminated mat and a
    whiteboard to practice with during the center.

    The students used this mat to practice forming number


    sentences about teen numbers. Each student was given a
    mat, marker, and teen number flashcard and they
    practiced creating number sentences about that number.

    Instructional Choices and Supports


    On this handout,
    students were asked
    to color in the base
    10 blocks to reflect
    the teen number
    written to the left of
    each set of blocks.
    This helped to
    determine their
    understanding of
    base 10 blocks after
    their first introduction
    to them.

    Here students cut out


    the teen numbers on
    the bottom of the page
    and were asked to
    glue them in the
    proper order on the
    page. This helped to
    determine their
    understanding of the
    order of numbers 6
    through 20.

    Key Understandings
    1.

    2.

    3.

    4.

    Planning and Organization: Through this experience I learned just how much thought and detail goes into
    developing a unit plan. I had to plan out all assessments, activities, materials, and manipulatives very early on and
    stick to that schedule to ensure that I taught all the content I needed to teach. The practice organizing and planning
    I had during this unit plan will certainly be beneficial for future unit plans I create.
    Introducing Manipulatives: I learned very early on in my unit plan that I had to give my students at least a little bit of
    time to explore the manipulatives and play with their prior to asking them to do something specific with them. In my
    own classroom I will allow them to spend some time exploring them the first weeks of school before asking them to
    complete a task with them.
    Investment: I now know how important it is to provide students with something to motivate them throughout the unit.
    I know (because my students told me) that the reason they were so engaged and as excited in my lessons was
    because they knew they could earn some of their sundae. I will be using this strategy again in my future classroom,
    hopefully somewhere on the wall where they can see it easily.
    Data Tracking: I also learned very early on how important it is to have a filing system and a tracking sheet for
    ensuring that all student work been completed and graded. Having a data sheet with their scores all on one page
    allow me to see who needed extra support with specific content. In my own room I will ensure that I have data
    forms like what I used for the unit plan created ahead of time and accessible to me at all times.

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