Unit Plan Overview

Unit: Understanding Place Value

Kim

Teacher: Hyekyung
Stage 1- Desired Results

Connections to Context:
Through my lesson plans, the
students will have more
understanding of place value so that
they can solve the various
mathematical problems and also
use/apply their understanding in
their real-life.
(How does this fit with students
experiences, the school goals, and the
larger societal issues? How does this fit
with the broader curriculum- what has
come before and what will come after?)

Established Goals

MGSE1.NBT.2 Understand that the two

digits of a two-digit number represent
amounts of tens and ones.

MGSE1.NBT.3 Compare two two-digit

numbers based on meanings of the
tens and ones digits, recording the
results of comparisons with the
symbols >, =, and <.
MGSE1.NBT.4 Add within 100,
including adding a two-digit number
and a one-digit
number and adding a two-digit
number and a multiple of ten (e.g.,
24 + 9, 13 + 10, 27 + 40), using
concrete models or drawings and
strategies based on place value,
properties of operations, and/or
relationship between addition and
subtraction; relate the strategy to a
written method and explain the
reasoning used.
MGSE1.NBT.5 Given a two-digit
number, mentally find 10 more or 10

Transfer
Students will be able to independently use their learning to
Represent two-digit numbers
Identify and explain the place value in different positions
To record larger numbers
Identify the value of coins
To add and subtract
Pose questions with possible responses and work with the data collected
Share, explore, and record their invented strategies
(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
The order of the counting numbers and their
What is the largest digit we can use when
relative magnitudes
representing amounts?
Two-digit numbers are made up of the place
How do represent a collection larger than 9?
value of Tens and Ones.
How do we represent a collection of objects
10 groups of 10 would become 100 by doing
using tens and ones?
class activity.
How can large quantities be counted efficiently?
The relationship between the dime and
What are some strategies that help me count
pennies (The value of a dime is equal to that
efficiently?
of 10 pennies).
How can different combinations of numbers and
operations be used to represent the same
(What specifically do you want students to
quantity?
understand?

What strategies can we use to locate numbers

What inferences should they make?)
on a 99 chart?
What is an efficient way to count pennies and
dimes?
(What thought-provoking questions will foster inquiry,
meaning- making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Cognitive Objectives
Physical Development
Socio-emotional Objectives
Objectives
Understand that a group of
Work with the partner
ten pennies is equivalent to a Use appropriate tools
cooperatively

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

less than the number, without

having to count; explain the
reasoning used.
MGSE1.NBT.6 Subtract multiples of
10 in the range 10-90 from multiples
of 10 in the
range of 10-90 (positive or zero
differences), using concrete models
or drawings and strategies based on
place value, properties of operations
and/or the relationship between
addition and subtraction; relate the
strategy to a written method and
explain the reasoning
used. (e.g.,70 30, 30 10, 60 60)
MGSE1.NBT.7 Identify dimes, and
understand ten pennies can be
thought of as a dime.

dime
Think of whole numbers
between 10 and 100 in terms
of tens and ones
Use place value
understanding and properties
of operations to add and
subtract

strategically (e.g. coins,

unifix cubes, and etc)
Create concrete models and
drawings to do addition and
subtraction

(What discrete skills and processes

should students be able to use?)

(What facts and basic concepts

should students know and be
able to recall?)

Communicate with their

peers
(Make a good balance of
telling and hearing during a
discussion.)
Share own ideas and
thoughts to peers

(What values and commitments and

attitudes should students acquire or
wrestle with?)

(What content standards and programor mission-related goal(s) will the unit
address?
What habits of mind and crossdisciplinary goal(s)- for example 21st
century skills, core competencies- will
this unit address?
Include source and identifying number)

Evaluative Criteria
Amount of participation; amount of
effort shown; Problem solving
Rubric included in lesson 3.
(What criteria will be used in each
assessment to evaluate attainment of
the desired results?)(rubric required)
(Regardless of the format of the
assessment, what qualities are most
important?)

Stage 2- Evidence
Students will show their learning by (summative assessment)
PERFORMANCE TASK(S):
Answering the questions (orally and in writing)
Participating and engaging in class activities
Completing the worksheets
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)

OTHER EVIDENCE:
N/A
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Stage 3- Learning Plan

Pre-assessment- due ________
At the beginning of each lesson, I would ask some questions to remind students that what they have learned from the previous
lesson and to give ideas of what they are going to learn.
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does
Learning Events
each learning event build?)
Acquisition

Student success at transfer, meaning, and acquisition depends upon their

participation in these learning events

Progress Monitoring

Meaning
Transfer

Lesson 1: Students will be able to identify two-digit numbers by using the

manipulatives.
-Identifying the numbers by using pipe cleaner and beads. (A)
-Practicing to create sets of ten. (M)
-Counting how many group of pony beads and remainder are there.
(T)
-Completing Tens and Ones worksheet. (T)

I will monitor students progress

by checking for their
understanding by asking
questions, observing the
worksheets.

Lesson 2: Students will be able to describe what number would be when they
have 10
groups of 10.
-Finding a sum of two numbers that are chosen by spinning the
spinner. (M)
-Working together to create 10 towers of 10. (M)
Lesson 3: Students will be able to pose and answer the questions related to
place value.
-Marking the number on the correct position on the number line.
(A) (M)
-Observing the given picture and talking about it with a partner. (A)
-Posing the question by looking at the given picture. (M)
-Completing the worksheet. (T)
Lesson 4: Students will be able to identify the relationship between the
dimes and pennies.
-Working with partner to find that they need 10 pennies to make a
dime. (M)
-Writing down the number of dimes and pennies of the place value
recording sheet. (M)
-Completing Counting Cathy worksheet. (T)
Lesson 5: Students will be able to remember that they need 10 pennies to

(How will you monitor students

progress toward acquisition,
meaning, and transfer during
lesson events?) (Formative
Assessment)

(How will students monitor

their own progress toward
acquisition, meaning, and
transfer?)(Assessment as
learning)(rubric?)

Students will monitor their own

progress by completing the
worksheets, sharing their ideas with
their peers.

(What are potential rough spots

and student misunderstandings?)

Unclear understanding of the

activity directions and poor
concentration

(How will students get the

feedback they need?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

make a dime.
-Putting a number of pennies on the game board. (M)
-Trading a dime with 10 pennies. (M)

Students will get back their

worksheets to see what they did
well or poorly. Students will also
get verbal feedback from teacher.

(Have you included multiple means of representation, multiple means of

action and expression, and multiple means of engagement?)
(Are all three types of goals (acquisition, meaning, and transfer) addressed in
the learning plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum