Math Unit 3 Planning

CCSS for Mathematical Practice:

Operations & Algebraic Thinking

MP4. Modeling with Mathematics

(Exploring Counting, Matching Pairs, and Ordering by Length)
-Children review strategies for counting objects
-Children estimate, write number models to represent pictures with paired features
-Children order objects by length

MP5. Use appropriate tools strategically.

-Children use the number line to solve addition/subtraction problems and share their solution strategies

Other Focuses Clusters:

 Understand and apply properties of operations and the relationship between addition and subtraction
 Add and subtract within 20
 Represent and solve problems involving addition and subtraction
 Extend the counting sequence
 Measure lengths indirectly and by iterating length units

Big Idea: Be able to use diagrams and number models to Big Idea: Be able to count up and back using tools (number line,
represent and solve parts-and-total situations. grid, etc.) to add and subtract.
 CCSS 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, with unknowns in
all positions, e.g., by using
objects, drawings, and
equations with a symbol for the
unknown number to represent
the problem.
CCSS 1.OA.A.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.
CCS.1.OA.5:
Relate counting to addition
and subtraction (e.g., by
counting on 2 to add 2).
*CCSS 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 = 10 + 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 but easier
or known sums (e.g., adding 6 + 7 by
creating the known equivalent 6 + 6 + 1 =
12 + 1 = 13).

Children Children use Children count Day 2: Children Children count Children Children count up Children are
represent diagrams and a large solve an open up and back count up and back on the able to use the
number number models collection of response on the number and back number line and use number grid to
stories with to represent objects. They problem about line to prepare on the the number line to count and
number and solve informally representing a for using it as number solve equations with discuss patterns
models and parts-and-total explore doubles number story. a tool for line to add the unknown they
solve them. situations. facts (turn- Day 3: The adding and and number in various create/notice in
around) and class discusses subtracting. subtract. positions.Can the counts.
direct length selected explain in writing
pictures and
comparison. and orally how/why
number models
this tool works.
from Day 1,
and children
revise their
work.

Day 1 Day 2 Day 3 Day 4/5 Day 5 Day 6 Day 7 Day 7