Unit Plan Overview

Unit: Mathematics - Unit on more, fewer, less Teacher: Annie Kim

Stage 1- Desired Results
Connections to Context: Transfer
Students will be able to independently use their learning to
From previous lessons, students learned to Count and write numbers from 1-10
count numbers from one to five. Students Order the numbers in a standard order
will learn to count bigger numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects
Through five lessons of the Unit, students Compare two numbers between 1 and 10 presented as written numerals
will learn how to count and compare
numbers from six to ten. The Unit will
concentrate on teaching what is more, (What kinds of long-term independent accomplishments are desired?)
fewer, less. This fits with students daily Meaning
experiences when they face numerical UNDERSTANDINGS ESSENTIAL QUESTIONS
problems. It also meets the school goals Students will understand that Students will keep considering
which is to prepare students to be well- the number of objects is the same regardless of their How can I keep track of what I have counted?
adapted people. This Unit will form a firm arrangement or the order in which they were counted. How do I know if a set has more, fewer, or the same
mathematical base for students that will each successive number name refers to a quantity that amount?
enhance their learning on a concrete, is one larger How can I prove which group has more?
complicated mathematical concepts in the What can I do to make sure my counting is accurate?
future.

(What specically do you want students to understand? (What thought-provoking questions will foster inquiry, meaning-
(How does this fit with students experiences, What inferences should they make?) making and transfer?)
the school goals, and the larger societal issues?
How does this fit with the broader curriculum- Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
what has come before and what will come Cognitive Objectives Physical Development Objectives Socio-emotional Objectives
after?)
The students will be able to The students will be able to The students will be able to
Count numbers from 1-10 Write numbers from 1-10 Work together with the partner
Established Goals Compare two numbers between 1- Draw objects according to the Demonstrate their learning by
10 numbers communicating effectively with
The Unit will address several aspects of Identify which has more, fewer, or Color the shapes or images of the partners (S.CN.02.02: explore and
Common Core Standards for Mathematics: the same. given numbers use language to communicate
(K.C.C.= Counting and Cardinality) effectively with a variety of
-K.C.C.A 3: Write numbers from 0 to 20. audiences and for different
Represent a number of objects with a purposes including questions and
written numeral 0-20 (with 0 representing (What facts and basic concepts should answers, discussions, and social
a count of no objects). students know and be interactions)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
-K.C.C.B 4a: When counting objects, say the able to recall?) (What discrete skills and processes should S.DS.02.01 engage in substantive
number names in the standard order, students be able to use?) conversations, remaining focused
pairing each objects with one and only one on subject matter, with
number name and each number name with interchanges building on prior
one and only one object. responses in book discussions,
- K.C.C.B 4b: Understand that the last peer conferencing, or other
number name said tells the number of interactions.
objects counted. The number of objects is
the same regardless of their arrangement
or the order in which they were counted.
-K.C.C.B 4c: Understand that each
successive number name refers to a (What values and commitments and
quantity that is one larger. attitudes should students acquire or
-K.C.C.C.B.5: Count to answer how many? wrestle with?)
questions about as many as 20 things
arranged in a line, a rectangular array, or a
circle, or as many as 10 things in a scattered
configuration; given a number from 1-20,
count out that many objects.
-K.C.C.C.6: Identify whether the number of
objects in one group is greater than, less
than, or equal to the number of objects in
another group by using matching and
counting strategies.
-K.C.C.C.7: Compare two numbers between
1 and 10 presented as written numerals.

Source: National Governors Association

Center for Best Practices, & Council of Chief
State School Officers. (2010). Common Core
State Standards for mathematics:
Kindergarten introduction. Retrieved from
http://www.corestandards.org/Math/Cont
ent/K/introduction

(What content standards and program- or

mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Include source and identifying number)
Stage 2- Evidence
Evaluative Criteria Students will show their learning by (summative assessment)
The assessment will be used to check PERFORMANCE TASK(S):
students understanding on the concept. Answering questions asked during large group
Each lesson has a worksheet or an activity Finishing their given worksheet or activity at the end of the class.
that students have to finish at the end of the Explaining to the teacher what theyve done and learned by using math talk.
class.

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
(What criteria will be used in each assessment to
evaluate attainment of the desired
results?)(rubric required)
(Regardless of the format of the assessment, OTHER EVIDENCE:
what qualities are most important?) Games or activities that will help students learn, review, and demonstrate their learning.
Math Exchanges where students go around five stations with different math practices (Domino Train, Roll& Cover,
Tens, Plato, and Dice).
Because it is a kindergarten class, I will be Homework with challenging questions
assessing them based on their completion
of work (finished product).
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Stage 3- Learning Plan
To pre-assess students knowledge at the beginning of each lessons, I will simply ask them few questions to evoke their interest and previous learnings.
Pre-assessment for overall Unit, I looked at Mrs. VanHaven teaching previous lessons and observed students work as they do worksheets, activities, and
exchanges.
Pre-assessment- due ___October 23 _____

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each Learning Events Progress Monitoring
learning event build?)
Student success at transfer, meaning, and acquisition depends upon their participation in (How will you monitor students progress
these learning events toward acquisition, meaning, and transfer
during lesson events?) (Formative
Assessment)

Acquisition Initiating or Introductory Phase

Lesson 1&2 introduction to numbers and the concept of more than (Lesson1) and During lesson events, I will be
Teaching students how numbers fewer than (Lesson2). Students will be expanding their previous knowledge of counting monitoring students progress by
work. by counting numbers bigger than five. The mathematical words more than and fewer asking challenging questions. I can
Teaching students some than are first introduced to the students. I will be using snapping cubes to explain the also go around the classroom to have
comparing skills they can use concept. one-on-one time to help individuals
when telling which one has who need more help.
more/fewer.
Developmental Phase
Lesson 3&4- building deeper understanding of more than and fewer than by connecting the
(How will students monitor their own
Meaning concept to daily problems. Only using the snapping cubes might be hard for kindergarten progress toward acquisition,
students to learn the concept, so for developmental phase, I will be using more practical meaning, and transfer?)(Assessment
Number trains using pumpkins objects to explain the concept of more than/fewer than. I will draw sets of objects like as learning)(rubric?)
and leaves apples, leaves, pumpkins, etc and help students to compare the two sets. We will count the
Worksheets and Math Exchanges objects together and tell which group has more or fewer. I will also use candies (skittles)
and create hand motions (one for more than and one for fewer than) to help students Students will monitor their work while they
understand. are doing the worksheet. As they are doing the
Transfer tasks, they will ask questions if they still dont
get the concept.
Understanding how to compare
two sets of objects and able to tell Culminating Phase
and explain which one is more or Lesson 5- review the numbers and provide opportunities for students to check their
(What are potential rough spots and
fewer than, understandings of more than/fewer than. For culminating phase, I will be using all objects student misunderstandings?)
(snapping cubes, pictures of objects, and hand motion) to ask more than/fewer than
questions. Students can answer the questions using words ---is more than --- and ---is Students might not be capable of
fewer than --- along with hand motions if that helps them. understanding how the game works

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
and in this situation clear instruction
and modeling will be needed.
Students might not be able to tell which
one is more or fewer due to
miscounting or difficulty of counting
large numbers.

(How will students get the feedback they

need?)

Teacher will be going around the

classroom as they are working on their
worksheet. Teacher can check their work
time to time and give feedbacks to
individuals.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum