BACHELOR OF EDUCATION-UNIT MATRIX

Grade 1 Title of Unit: Make 10 and Mental Math

Strategies

Overview of Unit Topic/Theme a) Provide an overall picture of study; and b) identify key unit concepts
(2-5).

a) This unit will focus on the BIG IDEA that numbers to 20 represent quantities that can be decomposed
into 10s and 1s.
b) Specifically, in this unit students will learn about:
Making 10: decomposing 10 into parts
Addition and subtraction to 20
Mental math strategies: doubling, doubling plus one, make 10

Rationale for Unit: Why are you teaching this unit and how is it relevant to the students at this point in
time?
Students have been learning number concepts to 20. They are familiar with sequencing, skip counting, and
counting on. Now they are ready to learn that quantities can be decomposed into smaller quantities and
some mental math strategies (doubling & doubling plus 1). By learning mental math strategies and how to
decompose a 10 into parts, students will become more fluent and comfortable with their math abilities.
These skills will allow students to view and navigate their world with a mathematical perspective, which is
within the rationale of mathematics in the BC curriculum.

List the Learning Standards addressed in this unit:

Math:
Use reasoning to explore and make connections
Develop mental math strategies and abilities and abilities to make sense of quantities
Develop and use multiple strategies to engage in problem solving
Represent mathematical ideas in concrete, pictorial, and symbolic forms
 Use mathematical vocabulary and language to contribute to mathematical discussions
Explain and justify mathematical ideas and decisions
Connect mathematical concepts to each other and to other areas and personal interests
Reflect on mathematical thinking
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem
solving
Language Arts

Use print awareness and writing processes.

Use play and other creative means to discover foundational concepts of print, oral, and visual texts.
Begin to use sources of information and prior knowledge to make meaning
Develop writing process

Culminating Task (s): Briefly describe the culminating task(s) that will provide a demonstration and/or
celebration of student learning.

This unit will measure the students understanding through a variety of formative assessment techniques:
Throughout this unit, I will assess what the students already know by doing daily reviews, thumbs up or
down activities, tickets out the door (such as checking for understanding of a shape or objects attributes),
many worksheets and activities, informal discussions, games, and visual representation (students will need
to replicate a shape that I create using pattern blocks). See assessment criteria below.

Summative assessment: In combination with a collection of formative assessment, my summative

assessment will include: 2D and 3D Shape Books (identifying attributes), Real World Shape Books
(connecting shapes to real life objects), 3D Shapes Hunt, 3D Shapes Hats, 3D Attribute Worksheet, and a
record sheet that shows their understanding of similarities between 2D and 3D objects. See assessment
criteria below.

Resources: What resources will you use in this unit?

Materials:
2-Coloured counters

General Resources
Emily Barnes @ Emily Education
Teacher Pay Teachers

Activity/Work Sheets/Booklets:
Rainbow to 10 Worksheet
Number Bond Rainbow
Find 10 Worksheet
Shake and Spill Worksheet
Show Ten Ways to Make 10 Worksheet
Adding Up to 10 Worksheet
Vocab Flash Cards
Bumble Bee Doubles Addition Sheet
Bumble Bee Doubles +1 Addition Sheet
Colour by Sum colouring sheet
Im Seeing Doubles Craft
Doubles +1 Craft
Poems for Doubles & Doubles +1
Anchor Charts for Doubles & Doubles +1

YouTube:
https://www.youtube.com/watch?v=Ik_-OAgzD-8
https://www.youtube.com/watch?v=NUprfk7UWNA
https://www.youtube.com/watch?v=lqw2iAv3Yb4
https://www.youtube.com/watch?v=M9YQ4phTB0E
https://www.youtube.com/watch?v=e-KTHfrFit0

Learning Outcomes Description of Assessment Assessment Criteria

Learning Activities & Method/Tool
Strategies
What are the unit level What teaching strategies What method (e.g. By what criteria do you
learning outcomes? What and activities will you write/say/do) and decide that the outcome
do you want students to utilize to enable students tool/instrument will you has been successfully
learn/understand/appreci to achieve the learning use to collect evidence met? What will you look
ate? outcomes? of the learning? for in the evidence?
Making 10
Lesson #1 Lesson #1 Lesson #1 Lesson #1
SWBAT: -Review We will review basic Students will be required
-Use mathematical -introduce unit on number facts and to complete the Rainbow
vocabulary and language making 10 discuss the different to 10 Worksheet showing
to contribute to -Do a Rainbow to 10 ways that we can make all of the different
mathematical chart together any number. Together, equations that make 10
discussions. -Explain number bonds we will complete a (0+10, 1+9, etc.)
-Represent mathematical -Students paint a Rainbow to 10 on the
ideas in concrete, Number Bond Rainbow chart paper (showing
pictorial, and symbolic -Students fill in their how every number on
forms. Rainbow to 10 one side connects to a
-Decompose 10 into parts Worksheet number on the other side
-Debrief of the rainbow. The sum
of each pair of number
will equal 10). I will write
the equations below. I
will show students the
Build a Number Bond
Rainbow sheet that they
will be painting rainbows
onto. I will do the first
one with them. I will
explain that they will
start at the outside two
numbers, and work their
way in, using a different
colour each time. Once
they are finished
painting, they are to Lesson #2
Lesson #2 complete their Rainbow Students are required to
Lesson #2 -review to 10 Worksheet. complete Shake and Spill
SWBAT -model worksheet and Worksheet. That includes
-Use mathematical activities 3 tosses of the two-
vocabulary and language -students will complete Lesson #2 coloured counters,
to contribute to Find 10 Worksheet Review number bonds colouring the counters
mathematical -students will play Shake with students. I will show on the worksheet to
discussions. and Spill with a partner them the Find 10 match their toss, and
-Represent mathematical -debrief Worksheet and show a recording which two
ideas in concrete, couple of examples on numbers made ten for
pictorial, and symbolic the doc camera. Then I each toss.
forms. will show them how to
-Develop, demonstrate, use the Two-coloured
and apply mathematical Counters to make 10. I
understanding through will also model how to fill
play, inquiry, and out the Shake and Spill
problem solving Worksheet. Students can
continue playing this
after their worksheet is
Lesson #3 complete until math is
-Review over or move on to math Lesson #3
-model worksheet centres. Students must use two
-model game different colours of
-debrief crayon to colour the
Lesson #3 base ten blocks on the
SWBAT Show Ten Ways to Make
-Use mathematical 10 Worksheet to show all
vocabulary and language Lesson #3 of the different ways to
to contribute to We will review make 10. They will also
mathematical yesterdays lesson and need to include the
discussions. some of the different respective equations.
-Represent mathematical ways to make 10. I will
ideas in concrete, show them the Show Ten
pictorial, and symbolic Ways to Make 10
forms. Lesson #4 Worksheet and we will
-Develop, demonstrate, -Discussion do the first one together.
and apply mathematical -Make Anchor Chart with Then I will show them Lesson #4
understanding through students the Adding Up to 10 Students will need to
play, inquiry, and -Model how to make Worksheet. I will model draw a picture of each
problem solving flashcards how to play this game. vocab word on their
-Students pair and share Students will be able to Vocab Flash Cards to
-Watch video work on this sheet in a help them remember
Doubles pair or individually. what each word means.
Lesson #4 The Vocab Flash cards
SWBAT that will need to be
-Use mathematical Lesson #4 completed are: double,
vocabulary and language I will ask the students to addition, plus, equals,
to contribute to share different strategies and together.
mathematical they know about adding
discussions. (zero the hero, add one
-Represent mathematical more, etc.) Explain that
ideas in concrete, today we will learn a new
pictorial, and symbolic strategy: doubling. We
forms. will make a Rules of
-Develop and use Lesson #5 Doubling Anchor Chart
multiple strategies to -review together. I will use my
engage in problem -Show poem and read own Vocab Teacher Cards
solving using gradual release when teaching. Then I
-Model Worksheet will model how I want Lesson #5
-Students complete the students to create Students will need to
worksheet their own Vocab Flash complete the 10 math
-debrief Cards. When they are problems on the Bumble
finished, they will tell a Bee Doubles Addition
partner what each word Sheet. They will draw a
means. To close we will line from each flower
watch a doubles addition (with a math fact inside),
video and connect it to a
Lesson #5 bumble bee that has the
SWBAT correct sum on its wing.
-Use mathematical Lesson #5
vocabulary and language We will review
to contribute to yesterdays lesson
mathematical (anchor chart, doubling).
discussions. And then I will bring up
-Represent mathematical the Doubles poem on the
ideas in concrete, document camera. First,
pictorial, and symbolic I will read the poem to
forms. Lesson #6 them, then we will read
-Develop and use -Review it together, then they will
multiple strategies to -Watch video read it on their own.
engage in problem -Model the finished Under the doc cam I will
solving version of tomorrows model how to complete Lesson #6
craft the Bumble Bee Doubles Students will complete a
-Complete craft together Addition Sheet. Then the Colour by Sum colouring
-Model how to complete students will complete sheet.
Worksheet the rest of it on their
-Students complete the own. To close, I will have
rest of worksheet students come up to the
-debrief doc camera and
complete one problem at
a time. Students can
Lesson #6 self-check this way.
SWBAT
-Use mathematical
vocabulary and language
to contribute to Lesson #6
mathematical We will review
discussions. Lesson #7 yesterdays lesson and
-Represent mathematical -Review read over the Doubles
ideas in concrete, -play video Poem. Then I will show
pictorial, and symbolic -Students create their them another Doubles Lesson #7
forms. own Im Seeing Doubles Addition Video. I will Students will need to
-Develop and use Craft show them the premade create a Im Seeing
multiple strategies to -Debrief big version of Im Seeing Doubles Craft. This craft
engage in problem Doubles Craft. Together, needs to show all of the
solving we will write equations doubles equations (1+1,
on one side, and sums 2+2, etc.) on the left
on the other. When this eye, and all of the sums
is complete, I will show on the right eye.
students the Colour By
Sum Worksheet that they
Lesson #8 will complete. Then they
-Review will go and finish the
-Discussion worksheet.
Lesson #7 -Make Anchor Chart with
SWBAT students Lesson #8
-Use mathematical -Model how to complete Students will need to
vocabulary and language worksheet Lesson #7 complete the 10 math
to contribute to -Students complete rest We will review the big problems on the Bumble
mathematical of worksheet version of Im Seeing Bee Doubles Addition +1
discussions. -Debrief Doubles Craft and then Sheet. They will draw a
-Represent mathematical the students will pick up line from each flower
ideas in concrete, materials and create (with a math fact inside),
pictorial, and symbolic their own. I will play and connect it to a
forms. another Doubles addition bumble bee that has the
-Develop and use video while students are correct sum on its wing.
multiple strategies to gathering their
engage in problem materials.
solving Lesson #9
-Review
Doubles +1 -Show poem and read
Lesson #8 using gradual release
SWBAT -Model premade craft Lesson #8
-Use mathematical -Play video We will review what we Lesson #9
vocabulary and language -Students complete craft have learned about using
to contribute to -debrief the doubles strategy. We
mathematical will review the anchor On the Doubles +1 Craft,
discussions. chart for the Rules of students will use 11
-Represent mathematical Doubles. Then we will different coloured
ideas in concrete, discuss a similar markers and write
pictorial, and symbolic strategy: doubles +1. We equations (from 0+1 up
forms. will create a Rules of to 10+1) on one side of
-Develop and use Doubles +1 Anchor Chart the craft and their sums
multiple strategies to together. Then I will on the other side of the
engage in problem model how to complete craft equations and
solving the Bumble Bee Doubles corresponding sums will
+1 Addition Sheet. be the same colour).
Students will then go off
to finish the rest of it
independently.

Lesson #8 Lesson #9
SWBAT We will review the
-Use mathematical anchor chart from
vocabulary and language yesterday and read it
to contribute to over. And then I will
mathematical bring up the Doubles
discussions. poem on the document
-Represent mathematical camera and read it (I do,
ideas in concrete, We do, They do). I will
pictorial, and symbolic then show them the
forms. premade Doubles +1
-Develop and use Craft. While the students
multiple strategies to are gathering their
engage in problem materials for the craft, I
solving will play a Doubles
Addition Video. Students
will complete the craft.