WinnaPumhirun

ComprehensiveUnitFormatEvidence3
ComprehensiveUnitFormatEvidence3

Introduction
10Days
November2nd,2015November18th,2015
1stgradeMath
Thefollowingunitplanincludes10lessonplans.Alllessonswere60minuteslongandtaughtin
afirstgradeclassroomatMarvinB.SmithElementarySchoolinBurlington,NCovera3week
period.ThisunitisamathunitthatfocusesonsubtractionthatintegratesSocialStudiesand
ScienceandanemphasisofLanguageArts.Thediagnosticassessmentwasgiventothe
studentstheweekbeforetheunitbeganandadifferentsummativeassessmentwasgiventhe
dayafterthetenthlessonwastaught.

Rationale
KeyIssuesInfluencingDesign
Whenplanningmyunit,oneofthebiggestinfluenceswasthe
AlamanceBurlingtonpacingguideandthecurriculummapthatmyCooperatingTeacherwas
following.Onthepacingguideandthecurriculummap,startingthemonthofNovember,thefirst
gradewasontrackforstandardsCC.1.OA..1,CC.1.OA.4.,CC.1.OA.5.,CC.1.OA.6.,and
CC.1.OA.8.oftheMathCommonCoreStandards.Therefore,whenplanningwithmy
cooperatingteacherwhatIwouldbeteachingduringtheunit,thesestandardsweretheonesI
wasgoingtobeaddressing.
ThecultureofmystudentsalsoheavilyinfluencedhowIdesignedmyoverallunit.Ihave
atotalof20studentsandwithinmyclassthereare4AfricanAmericanstudents,7White
studentsand9Hispanicstudents.OfthoseHispanicstudents,4ofthemgetpulledouttosee
theELLteacher.WiththelargenumberofstudentswhospeakSpanishinmyclassroom,Itook
intoaccountthatlanguagecouldbeabarrierwhenteachingmathvocabularyandexplaining
newactivitiestothem.Ikeptthesestudentsinmindwhenteachingandoffered
accommodationstothesestudentsthroughoutalltenlessons.
Inadditiontothedifferenceinculturalbackgrounds,Ihaveawidevarietyofability
levelswithinmyclassaswell.Theabilitylevelsofmystudentsvary,butforthemostpartthe
studentsareevenlyspreadthroughouthighandlowachieving.ThroughouttheunitIfocusedon
groupingmystudentsbasedontheirabilitiesinordertomaximizeeffectivegroupworkforall
mystudentsandtheirabilitylevel.Idesignedmyunittoencouragemystudentsofthesame
abilityleveltochallengeeachotheraswellasmystudentsofdifferentabilitylevelstolearnfrom
eachother.
AfinalinfluenceIfocusedonwasintegratingallsubjectsandcateringtoalltypesof
learners.ThestandardsthatIaddressedareextremelyfundamentalandmustbetaught
integratingavarietyofsubjectsandinavarietyofwaysinordertocreatethatfundamental
understandingbymakingconnectionsacrosssubjectsareasandinorderappealtoallmy
students.Afterspendingacouplemonthsobservingandworkingwiththesestudents,Iknew
thatmanyofthesestudentscomefrommanydifferentbackgroundswhichinfluenceshowthey
learnintheclassroom.Keepingthatinmind,Istrivedtoensurethatmyunitwaswellintegrated


WinnaPumhirun
ComprehensiveUnitFormatEvidence3
withallsubjectsthattheywerelearningsuchasScience,SocialStudies,ELAandeven
Technologyandthatmultiplepointsofentryforallmystudentswerealsoincluded.Asaresult
ofthesefactors,Iknewmydiversestudentswhocomefromarangeofbackgroundsandability
levelsneededvisual,kinestheticandauditoryentrypointsinorderforthemtofullybeableto
relateandengageinthedepthofthecontent.
BigIdea
Whenplanningtheunit,afterusingbackwardsdesigntogaugewhatmystudentsneed
toaccomplish,Iknewbytheendoftheunitmystudentsneededtobeabletounderstandthe
partsthatmakeupasubtractionproblem,howtosubtractmathequationsandstoryproblems
andbeabletousevariousstrategiestodoso.Whenplanning,IknewIneededbreakdownthe
goalsevenfurther.Ibeganbyreviewingpartsofanadditionproblem.Wepracticedlabelingthe
partnersandtotalwithinadditionproblemsandslowlymovedontosubtractionproblems.From
there,weworkedonsolvingsubtractionproblemsandthemanywaysthattheycanuse
strategiestosolvethem.Wethentookthesestrategiesandstartedtoworkonstoryproblemsin
ordertobuildontopofwhatwewerelearningpreviously.Wefinallyendedtheunitbuthaving
mystudentscreatetheirownsubtractionmathequationswheretheyhadtolabelthenumbers,
thenturnitintoastoryproblemandthensolveitinatleasttwodifferentways.Overall,I
designedmyunittoflownicelyandallowedmystudentstobuildontopofpreviousskills.
SpecificContent,skills,dispositionsanddifferentiation
Inordertoeffectivelyteachthisunit,Ineededtoplanmyinstructionwithmultiple
entrypointsandmultiplewaysformystudentstoshowcasetheirknowledgeforallthetypesof
learnersIhaveinmyclassroom.Eachlessonincludeselementsthatwouldcatertoalltypesof
learningstyles.Formyauditorylearners,wedidreadaloudsandauditorychants.Formyvisual
learners,wewatchedvideos,modeledactivitiesontheSmartBoardanddocumentcameraand
usedpicturesandlastly,formykinestheticlearnersweusedmanipulativesandactedthingsout
usingactualstudents.
Whenassessingmystudents,Iallowedthemtouseallofpreviousstrategiesthatwe
learnedinclassthatworkedbestfortheirlearningstyle.Inaddition,formativeassessment
throughouttheunitwasadministeredinmanyways.Thestudentswereabletotalkamongst
themselves,physicallywritewhattheywereunderstanding,orshowme.Inaddition,when
administeringmysummativeassessment,Iwasabletoreadaloudthedirectionstothestudents
whoneededthedirectionstobereadtotheminorderforthemtounderstandwhatthetaskat
hand.Theideabehinddifferentiatingnotonlymyinstruction,butalsomyassessmentwasto
giveallmystudentsthebestchanceandlearningandshowingwhattheylearnedintheform
thatworksbestfortheirlearningstyleandculturalbackground.
Integration
Throughouttheunit,ELA,SocialStudiesandSciencewereallintegratedintothe
content.Wefocusedoncreatingourownstoryproblemsandusedstoryelementsandfiction
bookstomaketheconnectionbetweenELAandMath.Mystudentswereabletounderstand
thatwithinasubtractionstoryproblemthereisacharacterandasettingjustlikeyouwouldfind
inafictionalstory.Thisintegrationallowedmystudentstounderstandsubtractiononanew
level.


WinnaPumhirun
ComprehensiveUnitFormatEvidence3
InadditiontoELAbeingintegratedintotheunit,SocialStudiesandSciencewasalso
integrated.Whencreatingstoryproblems,wefocusedonstoriesaboutwhatwewerelearning
aboutinSocialStudies.WesolvedstoryproblemsthatinvolvedcharactersinSocialStudies
booksthatwewerereadinginclasssuchas
GraceforPresident
and
DuckforPresident
.We
alsocreatedandsolvedstoryproblemsthatintegratedSciencetopicsthatwehavepreviously
coveredsuchassoil,rocks,spiders,bats,andpumpkins.ByintegratingtopicsfromSocial
StudiesandScienceitallowedstudentstomaketheconnectionthatMathandmorespcifically,
subtractionstoryproblemscanbefoundinalldifferentsubjectareas.Integratingmultiple
subjectsappealedtomystudentswhopreferthesesubjectsoverMathinordertopeaktheir
interest.
GlobalAwareness
AmoreconcreteexampleofGlobalAwarenesswastheintegrationofAsiancultureinto
thisunit.SmithElementarySchoolisaglobalschoolthisyearandeachgradelevelisassigned
acontinenttointegrateintotheircontent.WehavefocusedalotonallaspectsofAsia
throughouttheyear.OnewaythatweintegrateditinthisspecificMathunitwashavingstudents
writesubtractionstoryproblemsthattakeplaceinsettingsinAsiathatwehavediscussed
previouslyandwithcharactersthatarefoundinAsiancountriesthatwehavediscussed
previously.AnotherwayisusingfolktalesinSocialStudies,mystudentsarereadingfolktales
fromaroundtheworld.Iwasabletointegratethesefolktalesintothedifferentsubtractionstory
problemstheywerecreatingandsolving.
Inaddition,whenpossibleIencouragedmystudentstoworkinpairsandgroups.By
allowingmystudentstoworktogetherandtalkabouthowtheysolvedtheirproblemsand
explaintoeachotherwhattheydid,theywereabletobuildskillstoworkcollaborativelywith
otherswhichfostersrespectfordiversity.
Technology
Technologywasusedthroughouttheunitinavarietyofmanners.Thedocument
camerasandSmartBoardwasusedinordertomodelclassworkandwasinteractivewhenI
hadstudentscomeuptothedocumentcameraandsharetheirwork.InadditiontheSmart
Boardwasusedtoshowavideo,keeptrackoftimethroughatimerandshowstudentsthe
rotationscheduleforstationwork.Overall,thetechnologyusedthroughouttheunitservedasa
resourceformystudents.Thisskillofusingaresourcetofindinformationcantransferacross
disciplines.

Standards
MathCommonCoreStandards
CC.1.OA.1
Useadditionandsubtractionwithin20tosolvewordproblemsinvolvingsituationsof
addingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsin
allpositions,e.g.,byusingobjects,drawings,andequationswithasymbolforthe
unknownnumbertorepresenttheproblem.
CC.1.OA.4
Understandsubtractionasanunknownaddendproblem.Forexample,subtract108by
findingthenumberthatmakes10whenaddedto8.
CC.1.OA.5


WinnaPumhirun
ComprehensiveUnitFormatEvidence3

Relatecountingtoadditionandsubtraction(e.g.,bycountingon2toadd2)
CC.1.OA.6
Addandsubtractwithin20,demonstratingfluencyforadditionandsubtractionwithin10.
Usestrategiessuchascountingonmakingten(e.g.,8+6=8+2+4=10+4=14)
decomposinganumberleadingtoaten(e.g.,13

4=13

1=10

1=9)usingthe
relationshipbetweenadditionandsubtraction(e.g.,knowingthat8+4=12,oneknows
12

8=4)andcreatingequivalentbuteasierorknownsums(e.g.,adding6+7by
creatingtheknownequivalent6+6+1=12+1=13).
CC.1.OA.8
Determinetheunknownwholenumberinanadditionorsubtractionequationrelating
threewholenumbers.Forexample,determinetheunknownnumberthatmakesthe
equationtrueineachoftheequations8+?=11,5=

3,6+6=

ELACommonCoreStandards
CCSS.
ELALITERACY.RL.1.2

Describecharacters,settings,andmajoreventsinastory,usingkeydetails.

CCSS.ELALITERACY.RL.1.7

Useillustrationsanddetailsinastorytodescribeitscharacters,setting,orevents.

NorthCarolinaScienceEssentialStandards
1.E.1.1
Recognizedifferencesinthefeaturesofthedayandnightskyandapparentmovementof
objectsacrosstheskyasobservedfromEarth
1.E.2.1
SummarizethephysicalpropertiesofEarthmaterials,includingrocks,minerals,soilsandwater
thatmakethemusefulindifferentways.
1.E.2.2
Comparethepropertiesofsoilsamplesfromdifferentplacesrelatingtheircapacitytoretain
water,nourishandsupportthegrowthofcertainplants.

NorthCarolinaSocialStudiesEssentialStandards
1.C.1.1
Comparethelanguages,traditions,andholidaysofvariouscultures.
1.C.1.2
Useliteraturetohelppeopleunderstanddiversecultures.
1.C&G.1.2
Classifytherolesofauthorityfiguresinthehome,schoolandcommunity(teacher,principal,
parents,mayor,parkrangers,gamewardens,etc).

NorthCarolinaInformationandTechnologyStandards
K.TT.1.3
Usetechnologytoolstopresentdataandinformation(multimedia,audioandvisualrecording,
onlinecollaborationtools,etc.).

Title
Subtractionwithin20


WinnaPumhirun
ComprehensiveUnitFormatEvidence3
EssentialUnderstanding
Theessentialunderstandingwithinthisunitishowtosubtractequationsandstory
problemsandhowtosolvethemusingvariousstrategies.Thebulkoftheunitworksto
strengthentheirnumbersensebybeingabletomanipulatenumbersthroughunderstandingthe
relationshipbetweenadditionandsubtractionandthepartnersandtotalofnumbers.Students
areexpectedtobecomefluentsubtractingwithin10andshouldfeelcomfortablesubtracting
within20.Thisfoundationalskillisvitaltostudentsconfidenceinmathlateralongespecially
learninghardercontentsuchasmultiplicationanddivisioninthegradestocome.
Additionally,thestudentswerealsopromptedtounderstandhowtosubtractusinga
varietyofstrategies.Thisskillisimportantinmath,butalsoimportantinmanyotheraspects.
Thispromptsstudentstounderstandthatselfassessmentaswellasproblemsolvingskills.
Throughouttheunitstudentsweretothinkaboutwhichstrategyworksbestforthem.This
allowedmystudentstoreflectontheirunderstandingandassesstheirownlearningstylewhich
canbebuiltonlaterandinalldifferentsubjects.Studentswerealsotaughtproblemsolving
skillsbecausetheideaofusingmultiplestrategiesallowedthemtoviewthatproblemscanbe
solvedbydifferentapproachesandthateachapproachwillhelpthemfindthecorrectanswer.In
thefuturestudentswillneedtobeabletotakethisskillandtransferittomultiplesubjects.
Overall,studentsweretolearnandbecomefluentwiththeoperationofsubtraction,butalso
viewthingsfrommultipleperspectives.

Knowledge
KeyFacts
Definitionofsubtraction
Definitionofpartner
Definitionoftotal
Subtractioncanbesolvedusingdifferentstrategies
Tenframesareatoolusedinsubtraction
Drawingsareatoolusedinsubtraction
Actingisatoolusedinsubtraction
Unifixcubesareatoolusedinsubtraction

Concepts
Subtractionistheactoftakingsomethingaway
Subtractioncanberelatedtoaddition
Subtractioncanbesolvedusingdifferentstrategies

BodiesofKnowledge
Beingabletoseethatsubtractioncanbefoundinothersubjectareas

Skills
Remembering
Thestudentswillbeableto
identify
thepartnersinanadditionandsubtraction
equation.
Thestudentswillbeableto
identify
thetotalinanadditionandsubtraction
equation.
Thestudentswillbeableto
identify
thestoryelementswithinasubtractionstory
problem.(Remembering)
Thestudentswillbeableto
recall
whatwelearnedthedaybefore.


WinnaPumhirun
ComprehensiveUnitFormatEvidence3
Understanding
Thestudentswillbeableto
explain
theirthoughtprocessduringthenumbertalk.
Thestudentswillbeableto
explain
theirthinkingwiththeirshoulderbuddy.
Applying
Thestudentswillbeableto
relate
subtractiontoaddition.
Analyzing
Thestudentswillbeableto
compare
howtheysolvesubtractionequationswith
otherstudents.
Evaluating
Thestudentswillbeableto
agree/disagree
withotherstudentsduringthe
numbertalk.
Thestudentswillbeableto
determine
whichstrategytheyshouldusetosolve
thesubtractionstoryproblem
Creating
Thestudentswillbeableto
create
theirownsubtractionstoryproblem.
Thestudentswillbeableto
produce
amodeloftheirstoryproblemusing
students.

Dispositions
Collaboration
Throughouttheunitstudentsengagedincollaborationwhileworkingwithothersinpairs
orgroupsinmanyways.Atmomentsduringnumbertalks,studentswouldhavetoturnandtalk
totheirpartnersandeitherbrainstormhowtosolveaproblemorcomparehowtheysolveda
problemandhowtheirpartnersolvedaproblem.Studentswerealsopromptedtoworktogether
attheirseatsduringguidedpractice.Thereweremomentswhentheirtablegroupsmadeupof
fourorfivestudentswouldbepromptedtoworktogethertosolvesomethingortosharewith
theirtable.Afinalwaystudentscollaboratedwasinstations.Thestudentsweregroupedinto
groupsof5.Ateachstationtheyweretoworkindependentlyaswellaswiththeotherstudents
intheirgroups.
Respect
Withstudentsworkingcollaborativelyineachlesson,studentslearnedtounderstand
eachothersunderstandingandthoughtprocess.Studentswerepromptednumeroustimesto
sharetheirthinkingwhichwasthenfollowedbyhavingstudentsagreeordisagree.Students
werethenpromptedtolookaroundandtoseewhichstudentsagreedwiththemandwhich
studentsdisagreedwiththem,allowingthemtorespectfullyviewthethoughtsoftheirpeers.
Additionally,whenworkinginpeersandgroups,westressedtoalwaystreatothersthey
waytheywantedtobetreatedandtobecognizantoftheirpeersfeelingsandthewaythey
interacted.Thisisalargeskillthatstudentsinfirstgradeworktoaccomplish.
Perseverance
Studentsfollowedguidedstructurewhenwritingstoryproblems,theyhadtofirst
understandtheconceptofsubtraction,thenthinkofatotalandtheirpartnerswhichtheythen
turnedintoanequationwhichtheythenpickedcharactersandasettingforthestoryproblem
theyweregoingtocreateasafinishedproduct.Studentswereabletoshowcasetheskillof
perseverancethroughcompletingtheirworkinalongschemetasksinordertocompletea
finishedproduct.Ahandfulofmystudentsreallythrivedwhichchallengedmetothinkofwaysto
continuechallengingthemtocheckovertheirworkortoevencreateafinaldraftoftheirwork
theyhadcompleted.


WinnaPumhirun
ComprehensiveUnitFormatEvidence3
LessonPlanObjectives
Lesson1
LearningOutcomes:
Knowledge:
Thestudentswillknowwhatapartneris.
Thestudentswillknowwhatatotalis.
Skills:
Thestudentswillbeableto
identify
thepartnersinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thetotalinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
compare
howtheysolvesubtractionequationswith
otherstudents.(Analyzing)
Thestudentswillbeableto
explain
theirthoughtprocessduringthenumbertalk.
(Understanding)
Thestudentswillbeableto
agree/disagree
withotherstudentsduringthe
numbertalk.(Evaluating)
Thestudentswillbeableto
relate
subtractiontoaddition.(Applying)
Thestudentswillbeableto
create
theirownsubtractionstoryproblem(Creating)

ICanStatement:
IcanlabelpartnersandtotalsinasubtractionstoryproblemthatIcreateonmy
own.

Lesson2
LearningOutcomes:
Knowledge:
Thestudentswillknowwhatapartneris.
Thestudentswillknowwhatatotalis.
Skills:
Thestudentswillbeableto
identify
thepartnersinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thetotalinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
compare
howtheysolvesubtractionequationswith
otherstudents.(Analyzing)
Thestudentswillbeableto
explain
theirthoughtprocessduringthenumbertalk.
(Understanding)
Thestudentswillbeableto
agree/disagree
withotherstudentsduringthe
numbertalk.(Evaluating)
Thestudentswillbeableto
relate
subtractiontoaddition.(Applying)
Thestudentswillbeableto
create
theirownsubtractionstoryproblem(Creating)

ICanStatement:
IcanlabelpartnersandtotalsinasubtractionequationandstoryproblemthatI
create.


WinnaPumhirun
ComprehensiveUnitFormatEvidence3
Lesson3
LearningOutcome:
Knowledge:
Thestudentswillknowwhatapartneris.
Thestudentswillknowwhatatotalis.
Thestudentswillknowwhatatenframeis.
Thestudentswillknowwhatanumberlineis.
Thestudentswillknowwhatamathmountainis.
Skills:
Thestudentswillbeableto
identify
thepartnersinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thetotalinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
recall
whatwelearnedthedaybefore.
(Remembering)
Thestudentswillbeableto
explain
theirthoughtprocessduringthenumbertalk.
(Understanding)
Thestudentswillbeableto
relate
subtractiontoaddition.(Applying)
Thestudentswillbeableto
compare
howtheysolvesubtractionequationswith
otherstudents.(Analyzing)
Thestudentswillbeableto
agree/disagree
withotherstudentsduringthe
numbertalk.(Evaluating)
Thestudentswillbeableto
create
theirownsubtractionstoryproblem(Creating)
Thestudentswillbeableto
construct
theirownsubtractionstrategiesflipcharts
intheirmathjournals.(Creating)

ICanStatement:
Icansolvesubtractionequationsandstoryproblemsusingvariousstrategies
andlabelthepartnersandtotalwithintheequationorstoryproblem.

Lesson4
LearningOutcome
Knowledge:
Thestudentswillknowwhatapartneris.
Thestudentswillknowwhatatotalis.
Thestudentswillknowwhatatenframeis.
Thestudentswillknowwhatanumberlineis.
Thestudentswillknowwhatamathmountainis.
Skills:
Thestudentswillbeableto
identify
thepartnersinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thetotalinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thestoryelementswithinasubtractionstory
problem.(Remembering)
Thestudentswillbeableto
recall
whatwelearnedthedaybefore.
(Remembering)


WinnaPumhirun
ComprehensiveUnitFormatEvidence3

Thestudentswillbeableto
explain
theirthoughtprocessduringthenumbertalk.
(Understanding)
Thestudentswillbeableto
relate
subtractiontoaddition.(Applying)
Thestudentswillbeableto
compare
howtheysolvesubtractionequationswith
otherstudents.(Analyzing)
Thestudentswillbeableto
agree/disagree
withotherstudentsduringthe
numbertalk.(Evaluating)
Thestudentswillbeableto
create
theirownsubtractionstoryproblemusing
storyelements(Creating)
Thestudentswillbeableto
produce
amodeloftheirstoryproblemusing
students.(Creating)

ICanStatement
:
Icancreateandsolvemyownsubtractionstoryproblemandidentifythestory
elementsinit.

Lesson5
LearningOutcomes
:
Knowledge:
Thestudentswillknowwhatapartneris.
Thestudentswillknowwhatatotalis.
Thestudentswillknowwhatatenframeis.
Thestudentswillknowwhatanumberlineis.
Thestudentswillknowwhatamathmountainis.
Skills:
Thestudentswillbeableto
identify
thepartnersinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thetotalinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thestoryelementswithinasubtractionstory
problem.(Remembering)
Thestudentswillbeableto
recall
whatwelearnedthedaybefore.
(Remembering)
Thestudentswillbeableto
explain
theirthoughtprocessduringthenumbertalk.
(Understanding)
Thestudentswillbeableto
relate
subtractiontoaddition.(Applying)
Thestudentswillbeableto
relate
subtractionstrategieswhensolvingtheirown
storyproblems.(Applying)
Thestudentswillbeableto
compare
howtheysolvesubtractionequationswith
otherstudents.(Analyzing)
Thestudentswillbeableto
agree/disagree
withotherstudentsduringthe
numbertalk.(Evaluating)
Thestudentswillbeableto
create
theirownsubtractionstoryproblemusing
storyelements(Creating)
Thestudentswillbeableto
produce
amodeloftheirstoryproblemusing
students.(Creating)

ICanStatement
:


WinnaPumhirun
ComprehensiveUnitFormatEvidence3

Icancreateandsolvemyownsubtractionstoryproblemandidentifythestory
elementsinit.

Lesson6
LearningOutcomes
:
Knowledge:
Thestudentswillknowwhatapartneris.
Thestudentswillknowwhatatotalis.
Thestudentswillknowwhatatenframeis.
Thestudentswillknowwhatanumberlineis.
Thestudentswillknowwhatamathmountainis.
Skills:
Thestudentswillbeableto
identify
thepartnersinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thetotalinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
recall
whatwelearnedthedaybefore.
(Remembering)
Thestudentswillbeableto
explain
theirthinkingwiththeirshoulderbuddy.
(Understanding)
Thestudentswillbeableto
relate
subtractiontoaddition.(Applying)
Thestudentswillbeableto
relate
subtractionstrategieswhensolving
subtractionmathequations.(Applying)
Thestudentswillbeableto
compare
howtheysolvesubtractionequationswith
otherstudents.(Analyzing)
Thestudentswillbeableto
determine
whichstrategytheyshouldusetosolve
thesubtractionstoryproblem.(Evaluating)
Thestudentswillbeableto
produce
theirownmathequationusing
manipulatives.(Creating)

ICanStatement
:
Icancreateandsolvemyownsubtractionequationsandsolvethemusing
varioussubtractionstrategies.

Lesson7
LearningOutcomes
:
Knowledge:
Thestudentswillknowwhatapartneris.
Thestudentswillknowwhatatotalis.
Thestudentswillknowwhatatenframeis.
Thestudentswillknowwhatanumberlineis.
Thestudentswillknowwhatamathmountainis.
Skills:
Thestudentswillbeableto
identify
thepartnersinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thetotalinanadditionandsubtraction
equation.(Remembering)


WinnaPumhirun
ComprehensiveUnitFormatEvidence3

Thestudentswillbeableto
recall
whatwelearnedthedaybefore.
(Remembering)
Thestudentswillbeableto
explain
theirthinkingwiththeirshoulderbuddy.
(Understanding)
Thestudentswillbeableto
relate
subtractiontoaddition.(Applying)
Thestudentswillbeableto
relate
subtractionstrategieswhensolving
subtractionmathequations.(Applying)
Thestudentswillbeableto
compare
howtheysolvesubtractionequationswith
otherstudents.(Analyzing)
Thestudentswillbeableto
determine
whichstrategytheyshouldusetosolve
thesubtractionstoryproblem.(Evaluating)
Thestudentswillbeableto
produce
theirownmathequationusing
manipulatives.(Creating)

ICanStatement
:
Icancreateandsolvemyownsubtractionequationsandsolvethemusing
varioussubtractionstrategies.

Lesson8
LearningOutcomes
:
Knowledge:
Thestudentswillknowwhatapartneris.
Thestudentswillknowwhatatotalis.
Thestudentswillknowwhatatenframeis.
Thestudentswillknowwhatanumberlineis.
Thestudentswillknowwhatamathmountainis.
Skills:
Thestudentswillbeableto
identify
thepartnersinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thetotalinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thestoryelementswithinasubtractionstory
problem.(Remembering)
Thestudentswillbeableto
recall
whatwelearnedthedaybefore.
(Remembering)
Thestudentswillbeableto
explain
theirthoughtprocessduringthenumbertalk.
(Understanding)
Thestudentswillbeableto
relate
subtractiontoaddition.(Applying)
Thestudentswillbeableto
relate
subtractionstrategieswhensolvingtheirown
storyproblems.(Applying)
Thestudentswillbeableto
compare
howtheysolvesubtractionequationswith
otherstudents.(Analyzing)
Thestudentswillbeableto
determine
whichstrategytheyshouldusetosolve
thesubtractionstoryproblem.(Evaluating)
Thestudentswillbeableto
create
theirownsubtractionstoryproblemusing
storyelements(Creating)
Thestudentswillbeableto
produce
amodeloftheirstoryproblemusing
students.(Creating)


WinnaPumhirun
ComprehensiveUnitFormatEvidence3

ICanStatement
:
Icancreateandsolvemyownsubtractionequationsandstoryproblemsand
solvethemusingvarioussubtractionstrategies
.

Lesson9
LearningOutcomes
:
Knowledge:
Thestudentswillknowwhatapartneris.
Thestudentswillknowwhatatotalis.
Thestudentswillknowwhatatenframeis.
Thestudentswillknowwhatanumberlineis.
Thestudentswillknowwhatamathmountainis.
Skills:
Thestudentswillbeableto
identify
thepartnersinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thetotalinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thestoryelementswithinasubtractionstory
problem.(Remembering)
Thestudentswillbeableto
recall
whatwelearnedthedaybefore.
(Remembering)
Thestudentswillbeableto
explain
theirthoughtprocessduringthenumbertalk.
(Understanding)
Thestudentswillbeableto
relate
subtractiontoaddition.(Applying)
Thestudentswillbeableto
relate
subtractionstrategieswhensolvingtheirown
storyproblems.(Applying)
Thestudentswillbeableto
compare
howtheysolvesubtractionequationswith
otherstudents.(Analyzing)
Thestudentswillbeableto
determine
whichstrategytheyshouldusetosolve
thesubtractionstoryproblem.(Evaluating)
Thestudentswillbeableto
create
theirownsubtractionstoryproblemusing
storyelements(Creating)
Thestudentswillbeableto
produce
amodeloftheirstoryproblemusing
students.(Creating)

ICanStatement
:
Icancreateandsolvemyownsubtractionequationsandstoryproblemsand
solvethemusingvarioussubtractionstrategies.

Lesson10
LearningOutcomes
:
Knowledge:
Thestudentswillknowwhatapartneris.
Thestudentswillknowwhatatotalis.
Thestudentswillknowwhatatenframeis.
Thestudentswillknowwhatanumberlineis.
Thestudentswillknowwhatamathmountainis.


WinnaPumhirun
ComprehensiveUnitFormatEvidence3

Skills:
Thestudentswillbeableto
identify
thepartnersinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thetotalinanadditionandsubtraction
equation.(Remembering)
Thestudentswillbeableto
identify
thestoryelementswithinasubtractionstory
problem.(Remembering)
Thestudentswillbeableto
recall
whatwelearnedthedaybefore.
(Remembering)
Thestudentswillbeableto
explain
theirthoughtprocessduringthenumbertalk.
(Understanding)
Thestudentswillbeableto
relate
subtractiontoaddition.(Applying)
Thestudentswillbeableto
relate
subtractionstrategieswhensolvingtheirown
storyproblems.(Applying)
Thestudentswillbeableto
compare
howtheysolvesubtractionequationswith
otherstudents.(Analyzing)
Thestudentswillbeableto
determine
whichstrategytheyshouldusetosolve
thesubtractionstoryproblem.(Evaluating)
Thestudentswillbeableto
create
theirownsubtractionstoryproblemusing
storyelements(Creating)
Thestudentswillbeableto
produce
amodeloftheirstoryproblemusing
students.(Creating)

ICanStatement
:
Icancreateandsolvemyownsubtractionequationsandstoryproblemsand
solvethemusingvarioussubtractionstrategies.
:

Differentiation
UniversalDesignforLearning:
ThroughoutmyunitIwasconsistentlyusingUniversalDesignforLearninginorderto
engageallmystudents.BeforecompletinganyactivityIalwaysmodeledwhatweweregoingto
bedoinginordertoclarifyanyquestionsmystudentswouldhave.
AnotherstrategyforUniversalDesignIwasusingthroughoutmyunitwereTalkMoves.
ThiswasmybiggesttoolwithinUniversalDesignthatIfeltlikeIputthemosteffortintousing.I
reliedheavilyonTalkMovesthroughoutmylessonswhetheritwasinwholegrouporevenin
smallgroupsinordertopromptmystudentsthinking.Beforeeachlesson,Iwouldhavealistof
differentstatementsandquestionsthatIcreated.Thesestatementsandquestionswasdialogue
thatIhadplannedouttouseduringsmallgroupandwholegroup.Theywerestatementsor
questionsthatwouldpromptmystudentsthinking.IconsciouslyplannedtheseusingBlooms
Taxonomy.IwouldhaveTalkMovesthatstartedwithlowerlevelcognitiveprocessessuchas,
Canyourememberwhatwelearnedyesterday?aswellasTalkMovesforhighlevelcognitive
processessuchas,Doyouagreeordisagreewith...?.ThiswasanexcellentwayforUniversal
Designwithinmyunitbecauseitallowedmetoensurethateverysingleoneofmystudents
wereabletoaccessthecontentregardlessofabilitylevelorlearningstylethroughprompting
andprobingwithstatementsandquestionsthatwerepreconceivedbeforeteachingthelesson.
MultipleEntryPoints:
Overall,throughoutmyunitIincorporateddifferentwaysformultipleentrypointsinevery
lesson.Myclassincludesvisual,auditoryandkinestheticlearners.Withineachlessonthere


WinnaPumhirun
ComprehensiveUnitFormatEvidence3
wasatleastoneaspectthatwouldappealtoallthreelearners.Formyvisuallearners,Iwould
consistentlyputmodelsupofwhatweweredoingontheSmartboardforthemormodelwith
themtheactivitiesthatweweredoingontheSmartBoard.Formyauditorylearners,wewatched
avideoofareadaloudthatincludedchantsthattheycouldfollowalongwithinadditionto
chantingpartner,partner,totalwhenlabelingtheminequations.Lastly,formykinesthetic
learners,therewasalwaysanoptiontousesomesortofmanipulativesforthemtoworkout
theirthinkinginadditiontomodelingwithmyactualstudentsinfrontoftheroomtogetthem
engagedandmoving.
Accommodations:
Emmett
Heisstudentthatstrugglestostayfocused.DuringwholegroupinstructionIwouldkeep
aneyeonhimandwouldconstantlycallonhiminordertoengagehiminthediscussion.I
wouldalsoreadproblemsaloudtohimduringindependentworktoengagehiminhisworkand
prompthimtousemanipulativesbecauseheisakinestheticlearner,butdoesnotalwaysuse
hisresourcesonhisown.Inaddition,whenIfeltthathewasdistractionhimselforothersI
wouldpullhimtothebacktabletoworkindependentlyorwithme.
Genesis
Sheisastudentthatstrugglestostayontaskandfollowdirection.SheisalsoanELL
student.IwouldensurethatIwouldexplicitrepeatdirectionstoherandaskhertoacknowledge
thatsheunderstoodwhatIwassaying.Ialsoreadalouddirectionstohertoensurethat
languagewasnotabarrierandthatsheunderstoodwhatshewasinstructedtodo.
William
HeisanotherELLstudentthatIhaveinmyclassthattendstogetofftaskwhenhedoes
notunderstanddirections.Inordertoensuretherewasnotalanguagebarrierandthathe
understoodwhattodo,Iwouldalsoreadalouddirectionsorspecificallyrepeatmydirectionsin
ordertoensurehewasdoinghisbestwork.
Will
Heismyhighestachievingstudentinmyclass,butdoesnotchallengehimselfand
tendstodistracttherestoftheclassinordertoshowheunderstandswhatwehavejust
completed.Wheneverhewouldfinishhisworkquicklyandbeforeothers,Iwouldthinkofways
topushhisthinkingfurtherandgetallowhimtoreallystretchhisthinking.