Unit 2: Number Sense

Time Frame:   40 – 45 Days

 

 

 

 

 

Math > Grade 1 > Unit 2

 

Unit Description

In this unit students will discover ways that numbers can be made from other numbers, broken into parts to describe dot patterns and sets of objects.  Students will read, write, and sequence numbers up to 100, find the total of two or more numbers, and compare numbers to find which is larger.  Students will use their growing number sense to develop strategies for solving addition and subtraction story problems and find their own way to record their thinking.   As students use their growing understanding of number to solve a variety of addition and subtraction story problems, they will learn to recognize and interpret addition and subtractions situations, choose and carry out strategies and record the strategies clearly.

 

Enduring Understandings

·         Knowing how things are alike and different is important.

·         There are many ways to “tell about” a number.

·         I can think in numbers.

 

 

Essential Questions

·         Why do we need numbers?  How are they used in our world?

·         How can I tell about how things are different and how they are alike? 

·         How can I “tell about” a number in different ways?

·         Why is it important for me to think in numbers?

GLEs: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 35, 36

 

Students will know…

·         Patterning of numbers through 100 in 1s, 5s, 10s, and 25s.

·         Numbers to 100 by reading and writing;

·         Write number words 0 to 19

·         Ordinal numbers through 31st as related to the calendar

·         Model and read place value in word, standard, and expanded form for numbers through 99

·         Demonstrate understanding of the of the concept of half with the use of region models           

       and sets of objects

·         The value of quarters, half-dollar

·         The value of a set of coins up to $1.00

·         Estimation to 20

·         The use of a number line or chart to locate, compare, and order whole numbers less than 100 and identify the numbers coming before/after a given number and between 2 given numbers

·         Forward and backward counting from a given number  between 1 and 100

·         The basic facts for addition and subtraction(0s, 1s counting on and back 2s doubles, doubles ±1, then 10s facts, and related turn-around(commutative) pairs and use them to solve real life problems)

·         The inverse operations of addition and subtraction

·         Two digit number addition and subtraction using manipulatives

·         The identity of the nearest ten of a given number on a number line/hundreds chart

·         The = sign expresses the relationship of equality

·        The missing numbers using objects, pictures, and verbal information to find the solution

 

Students will be able to…

·         Construct number meaning and demonstrate that number can be expressed in many different forms (e.g. standard notation, number words, number lines, geometrical representation)

·         Demonstrate number sense and estimation skills

·         Read, write, represent, compare, and order using whole numbers in a variety of forms

·         Demonstrate a conceptual understanding of the meaning of basic arithmetic

·         Selecting appropriate operations for a given situation

·         Apply a knowledge of basic math fact and arithmetic operations to real-life situations

·         Construct, use, and explain procedures to compute and estimate with whole numbers

·         Select and use appropriate computational methods for a given situation involving whole number

·         Demonstrate a conceptual understanding of variables, expressions, equations, and inequalities (use letters or boxes to represent variables, understand =, ≠, >, and <)

·         Model and develop strategies for solving equations and inequalities

·         Recognize, describe, extend, and create a wide variety of numerical, geometrical, and statistical patterns (skip counting of whole numbers)

·         Recognize and describe a mathematical relationship using tables, variables, open sentences, and graphs

·         Use strategies and tools to problem solve in real life situations

Performance Task

·       Performance Task - Teacher

·       Performance Task Rubric

 

 

·       Performance Task – Student