Radnor Township School District
Grade Level:
Firs
t Grade
Kathy Anderson and Anne Childs
Course/Subject:
Mathematics
Unit:
Relationships between Number Patterns on
the Hundred Grid
Estimated # of weeks:
As needed
STAGE 1: IDENTIFY DESIRED RESULTS
Pennsylvania Content Standards
Standard 1: Arithmetic
and Number Concepts

Describe, represent and apply numbers and their relationships
and estimate and compute using mental strategies, paper and pencil and technology
Standard 5: Problem Solving and Mathematical Reasoning
–
Demonstrate problem solving and m
athematical
reasoning by using mathematical concepts and skills to solve non

routine problems that do not lay out
specific and detailed steps to follow. Solve problems that make demands on all three aspects of the solution
process
–
formulation, implementa
tion and conclusion.
Enduring Understandings
Essential Questions
Students will understand
that
patterns in math help
us solve problems
The unit level in mathematics will reflect:
How do patterns help us understand how numbers
relate to one another?
Kn
owledge Skills
Students will know number patterns
Students will recognize patterns
Student will use the hundred grid to aid them in 2

digit addition
Students will use patterns to solve math pro
blems.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Core Assessments
Representative Class Assessments
Assessments should be developed before lessons and
activities are designed; clear evidence of learning.
Unit assessments
Midyear assessment
From Every Day M
ath as directed by the district
Independently designed and/or implemented
appropriately to measure student achievement that
honors learning style and desired targets.
Performance tasks (real world authentic experience);
Application of transfer
–
wisdom in
a new way; open

ended; complex.
Key indicators of short and long term progress
:
Dot

dot papers = counting by 2’s, 5’s, 10’s
Number Scrolls to complete
Partially filled in number grid to complete
Regrouping manipulatives on the smart Board
and in real tim
e
Addition Problems that reflect understanding
of counting on the Hundred Grid
STAGE 3: DEVELOP LEARNING PLAN
Learning Plan
Differentiated Instructional Strategies/Learning Plan and Assessments geared toward success.
Learning activities include the six
facets of understanding to hook, engage, and equip students for desired
performances: Explanation (Explain), Interpretation (Propose, discuss), Perspective (show how; conduct);
Self

knowledge (reflect); Empathy (role

play, imagine); Application (interpr
et, plan).
Hook
= Utilize 100 grid on the Smart Board and Discovery Learning Sites:
http://www.discoveryeducation.com/
Engage
= Provide experiences:
manipulating numbers on the Smart Board grid
use th
e Discovery Learning Sites to reinforce and re

teach
Equip
= Understanding of strategies to determine:
odd and even numbers
counting by 2’s, 5’s and 10’s
addition on the Hundred Grid
Explanation
(explain) = The 100 grid is a resource that is a visual
representation of our numerical system
Interpretation
(propose, discuss) = We know that there are patterns on the 100 chart that will help us count
and add.
Perspective
(show how; conduct) = Student discovery of number patterns on the 100 grid.
Discovery Learning Sites: Discovery Learning.Com
Odd and Even Numbers
Literary connection to discuss and demonstrate odd and even numbers
“Even Steven and Odd Todd” by Kathryn Cristaldi, Illustrated by Henry B. Marchouse::
Scholastic Book
s.
“What Comes in 2’s, 3’s & 4’s?” by Suzanne Aker, Illustrated by Bernie Karlin: Simon and Schuster
Books.
The Smart Board 100 grid to show the colored number tiles as odd and evens.
Worksheet of a number grid to have the children color in the odd and e
ven numbers
(Everyday Math CD)
–
Math Masters Lesson 3.2 page 54
Discovery Learning: “The Number Crew
–
Drinks for All” (Grades K

2)
http://www.discoveryeducation.com/
Counting by 2’s, 5’s and 10’s
Manip
ulatives to count items grouping by 5’s and 10’s.
Literary connection to discuss and demonstrate odd and even numbers
“Cheerios Counting Book” by Barbara McGrath, Illustrated by Rob Bulster and Frank Mazzola:
Scholastic Books
“Reese’s Pieces” by Jerry Pa
llotta, Illustrated by Rob Bolster, Scholastic Books
Utilize a dot to dot worksheet that provides practice in this skip counting procedure
(Everyday Math CD)
–
Math Masters by 2’s page 36, by 5’s page 40
The Smart Board 100 grid to show the colored
number tiles
Number scrolls become vehicles that with demonstrate counting patterns by 2’s, 5’s and 10’s
(Everyday Math CD)
–
Math Masters Beginning Scroll page 109, Continuing Scroll page 110, and
the Negative numbers page 111
Discovery Learni
ng: “The Skip Counting Song” 2”s, 5’s and 10’s (Grades K

2)
Skip Counting Song
We are singing the skip counting song.
We’re learning our numbers, won’t you sing along?
Counting by 10’s or 5’s or 2”s
Will help us multiply when we are through!
10, 20, 30, 4
0, 50, 60, 70, 80, 90, 100, 110, 120 REPEAT
Count by 5’s to 60 REPEAT
Count by 2’s to 24 REPEAT
Discovery Learning: “Patterns in Making 10”(Grades K

2)
http://www.discoveryeducation.com/
A
ddition on the Hundred Grid
Sums < 10: Counting on the addend
Sums < 100: Counting on the addend
Utilize the lesson tools that reflect this process
(Everyday Math CD)
–
Tens and Ones Trading Game Lesson 5.3 Math Masters, page 102. Tens
and Ones Mat
Lesson 5.1 page 96
Utilize Base Ten blocks to provide background knowledge with a kinesthetic experiences
“Trading Game”
Smart Board Base Ten Blocks are interactive manipulatives that compliment
Discovery Learning: “Discovering Math: Algebra (G
rades K

2)
http://www.discoveryeducation.com/
Self Knowledge
(reflect) = Conversations as a class to identify patterns.
Discovery Learning: “Mathica’s Mathshop: A Sure Cure

3’s and 10’s”
http://www.discoveryeducation.com/
(Everyday Math CD): Math Masters Counting by 3’s page 56
Empathy
(role play) = A whole class review on the interactive Hundred grid on the S
mart Board would
provide such a opportunity
Discovery Learning: “Mathica’s Mathshop: A Sure Cure
–
A Guessing Game”
http://www.discoveryeducation.com/
Application
(interpret) = The assessm
ents plus the Math Box sections in each unit provide a check of
the patterns understood and applied. Access the Everyday Math CD.
Differentiated Instruction:
If student can count and identify odd and even numbers extend student understanding with
experi
ences on the number grid and
find and recognize
real life examples
.
If student
can count by 2’s, 5’s and 10’s extend student understanding with experiences in
counting by 3’s, 4’s, 6’s, etc.
If student can demonstrate knowledge of double digit addition us
ing the 100 grid extend student
understanding with experiences in paper and pencil computation without the grid.
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