Instructional Goal

Students will use strategies that streamline the addition of two or more addends in multi digit addition equation and story problem. Students will show the use of these strategies through written form for each problem. Students will demonstrate their understanding of number relationships by using the correct strategies when solving the equations and story problems.

Performance Objectives

Lesson 1 – Performance Objective:

Students will be able to use previously learned strategies to regroup numbers to use with known addition facts so they can solve the multi digit addition equations when given worksheets to complete, with 60% accuracy.

Lesson 2 – Performance Objective:

Students will be able to use previously learned strategies to regroup numbers to use with known addition facts so they can solve the multi digit addition equations when given a worksheet to complete, with 80% accuracy.

Lesson 3 – Performance Objective:

Students will be able to use previously learned strategies to regroup numbers to use with known addition facts so they can solve the multi digit addition equations when given worksheets to complete, with 80% or more accuracy.

Audience

This class is a general education classroom covering all content areas. Within this class specifically, there at 16 students total and 8 of them are identified as ELL. Three students in the class have a 504/IEP and/or high trauma identified. Two additional students did not attend Kindergarten and this is their first year in a classroom setting. Six students are in tier 1 (independent worker), 8 students are their 2 (teacher/reteach support), and 2 students are tier 3 (para/pull out support) across all content areas.

Learning Environment

My students are a group of 1st grade students in a suburban school district in Washington state. The school is a Title 1 school where 81% of the students are recognized as from low income families and receive free/reduced lunch. Additionally, 42% of the students at the school are English Language Learners (ELL). Over 15% of the student body have IEP/504s in place. The demographics of the school include 40% Hispanic/Latino, 21% White, 14% Black/African American, 12% being two or more races, 8% Asian, and 4% being Native Hawaiian/Other Pacific Islander. The school district is a 1:1 school for laptops, meaning that every student is assigned a laptop while they are enrolled in the district. MTSS (multi teared systems of support) is in place for all students throughout the school. This means that students are placed in appropriate support groups within the classroom (independent worker, teacher/reteach support, or para/pull out support) based on their assessment results in various content areas. 

Key Components Of The Unit

Length: Each lesson is 80 minutes. The whole unit is 240 minutes (3 days).

Delivery Approach: These lessons are intended for in person instructions. Students will have whole class instruction, independent work time, partner talks, small group instruction/reteach and online extension work.

Instructional Sequence: The unit will begin with a ‘Wondering’ that utilizes prior knowledge.

Instructional Theories: This unit was designed with constructivism as the main learning theory.

Instructional Methods: Students will be utilizing their prior knowledge to build on the new strategies. This method scaffolds their learning and allows for a deeper understand through the use of different strategies.

Materials and Resources: Handouts, workbook, I-ready online lessons, whiteboard, smart board, teacher slides (Power Point), document camera, manipulatives in various forms (10 frame, connecting blocks, tiles and cubes), and anchor charts found in classroom with grouping strategies demonstrated.

Lesson Plans

(Full lessons below in Sources)

Lesson 1 Summary: This lesson is focused on identifying relevance and practical application in the use of a multi digit equation. Additionally, students will be able to use manipulatives to demonstrate a strategy to regroup when solving the equation. The use of manipulatives and student discussion  when exploring the new concept

Lesson 2 Summary: This lesson is focused on identifying relevance and practical application in the use of a multi digit equation. Additionally, students will be able to use manipulatives along with written work to demonstrate a strategy of regrouping when solving the equation. The use of student discussion (noticing and wonderings) when exploring regrouping allows for deeper understanding of the strategy. This lesson is designed with constructivism as the focus.

Lesson 3 Summary: This lesson is focused on identifying strategies when regrouping digits in a multi digit addition equation. Additionally, students will be able to use manipulatives but encouraged to show written work to demonstrate their math thinking. The use of student discussion (noticing and wonderings) when exploring regrouping strategies allows for deeper understanding of the concept. This lesson is designed with constructivism as the focus.

Student Performance Assessments

Students will demonstrate the skills learned by applying the strategies learned when solving multi digit addition equations and story problems. The students will demonstrate their understand of number relationships by using the correct strategy when combining two or more of the addends to streamline the equation. This knowledge and understanding will be applied to all areas of classroom works to include entry tickets, daily work, exit tickets and assessments. This knowledge and understanding also extends outside the classroom. Being able to recognize what two numbers are easily combinable when adding three or more numbers (like when adding the cost of items at the grocery store or restaurant to find a total) will be an essential skill for everyday life.

Summative Performance Objective: Given a paper with 5 problems typed on the pages, students will be able to pick and use a regrouping strategy to help them find the sum of the digits. Students will demonstrate their understanding by providing some sort of math thinking on the page (drawing, ten frame, number bonds, and/or equations) that supports their equation/answer.