Unit Plan 36 (Grade 1 Math): Cumulative Synthesis & Exhibition

Focus: Show what you know: mixed problems, math journals, and presentations connecting all strands (OA, NBT, MD, G); students plan, solve, and defend strategies using clear models, units, and explanations.

Grade Level: 1

Subject Area: Mathematics (Comprehensive Spiral)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

This capstone week invites students to integrate the year’s learning across operations, place value, measurement/data, and geometry. Learners tackle multi-part, real-world tasks; choose efficient strategies; and present solution boards with models and narratives from their math journals.

Essential Questions

• How do I choose and explain an efficient strategy for a new problem?
• What counts as evidence when I defend my mathematical decision?
• How do representations (drawings, number lines, ten frames, charts, shape models) make my thinking clear?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Solve mixed problems that require combining skills from 1.OA, 1.NBT, 1.MD, and 1.G, explaining choices.
2. Use multiple representations (drawings, manipulatives, number lines, tables/graphs, shape models) to support claims.
3. Communicate with precision: correct symbols, units/labels, and reasonableness checks.
4. Present solutions and respond to questions using math vocabulary and journal evidence.

Standards Alignment — CCSS Grade 1 (spiral across the unit)

• 1.OA: Represent/solve addition & subtraction; fact strategies; true/false equations.
• 1.NBT: Count to 120; tens/ones; add/sub within 100 (no regrouping).
• 1.MD: Compare/measure lengths; time to hour/half-hour; data (categorize/graph).
• 1.G: Identify/compose shapes; partition into halves/fourths.
• Mathematical Practices (MP.1–MP.8) threaded throughout.

Success Criteria — Student Language

• I can plan, solve, and explain a multi-step task using pictures, numbers, and words.
• I can pick a model that fits the problem and label it clearly.
• I can present my thinking and answer questions using math vocabulary and evidence.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Math journals; mini whiteboards; ten frames, cubes, number lines, 100/120 charts.
• Mixed-task project cards (e.g., class picnic planner, mini-zoo map, school-day schedule & graph).
• Measurement tools (rulers/nonstandard units), clock faces, coin pictures/laminates; simple data tables/graph templates.
• Feedback rubrics and TAG (Tell–Ask–Give) peer-review slips.

Preparation

• Anchor charts: Estimate–Solve–Check, Choosing a Representation, Units & Labels, Defending a Claim.
• Sentence stems: “I chose ___ because .” “My model shows ****, so ___.” “We revised ___ to be clearer.”

Common Misconceptions to Surface

• Dropping units/labels on measurement or time problems.
• Treating subtraction only as take-away (ignoring missing-addend view).
• Mixing tens/ones or misreading 0 in ones place.
• Using a model that doesn’t match the question (pretty picture ≠ evidence).

Key Terms (highlighted in lessons) strategy, representation, model, evidence, reasonableness, tens, ones, number line, unit, label, graph, category, shape, partition, half, fourth, explain, justify, revise

IV. Lesson Procedure

(Each day: Launch → Explore → Discuss/Consolidate → Reflect. Suggested timing for a 45–60 min block.)

Session 1 — Task Launch & Planning (All strands; MP.1, MP.4)

• Launch (8–10 min): Introduce a rich scenario (e.g., plan snack packs for a class picnic: count items, add/subtract totals, measure ribbon lengths, make a quick bar graph).
• Explore (18–22 min): Teams identify sub-problems (What to count? What to measure? What to graph?) and sketch a plan in journals.
• Discuss (10–12 min): Share planning choices; highlight different valid routes.
• Reflect (3–5 min): “My plan uses ___ and ___ because ___.”

Session 2 — Representations that Fit (OA, NBT, MD; MP.5, MP.6)

• Launch (5–7 min): Mini-lesson: match problem types to models (number line for change, table/graph for categories, ten frame/bonds for make-10).
• Explore (18–22 min): Build at least two representations; label with units/symbols.
• Discuss (10–12 min): Gallery walk: Which models fit the question best? Why?
• Reflect (3–5 min): “One label or unit I improved was ___.”

Session 3 — Reasoning & Checks (All; MP.2, MP.3)

• Launch (8–10 min): Model a short defense paragraph: claim → evidence (work + model) → units → reasonableness check.
• Explore (15–20 min): Pairs write explanations and add a second-method check (e.g., count up instead of take-away; skip-count vs. add by ones).
• Discuss (8–10 min): Share where a check caught an error or made the work clearer.
• Reflect (3–5 min): “My check was ___ and it showed ___.”

Session 4 — Rehearse & Revise (All; MP.3, MP.6)

• Launch (5–7 min): Present a sample solution; model TAG feedback and quick revision.
• Explore (18–22 min): Partners exchange boards/journals: apply TAG; teams revise language, labels, and model clarity.
• Discuss (10–12 min): Name strong sentence starters and clear labeling tricks.
• Reflect (3–5 min): “We revised ___ because ___.”

Session 5 — Exhibition (All strands; MP.1–MP.8)

• Task (20–25 min): Teams present solution boards (problem statement; plan; labeled models; units; final conclusion; reasonableness).
• Peer Review (TAG, 7–10 min):
  • Tell a strength (clear model/units).
  • Ask a question (strategy choice, label, or check).
  • Give a suggestion (representation or wording to tighten).
• Discuss (8–10 min): Celebrate diverse approaches; identify carry-forward habits.
• Reflect (3–5 min): “Next year I will remember to ___ because ___.”

V. Differentiation and Accommodations

Advanced Learners

• Add a constraint (budget cap, time window) and optimize; show two different solutions that both satisfy constraints.
• Require two distinct representations leading to the same answer; compare pros/cons.

Targeted Support

• Provide checklists (units/labels present, estimate → compute → check).
• Offer scaffolded number lines, ten-frame overlays, and sentence frames for claims.

Multilingual Learners

• Visual word bank: add, subtract, tens, ones, length, time, graph, label, half/fourth.
• Frames with icons: “Our claim is ___ because ___.” “The model shows ___.” “We checked by ___.”

IEP/504 & Accessibility

• Large-format charts/labels; tactile manipulatives; flexible presentation options (oral with scribe).
• Chunk tasks into milestones with quick checks after each milestone.

VI. Assessment and Evaluation

Formative Checks (daily)

• S1: Coherent plan with sub-problems identified.
• S2: Representations fit the question and are labeled with correct units/symbols.
• S3: Clear explanations with a reasonableness check.
• S4: Meaningful revision after peer feedback.
• S5: Effective presentation with responsive Q&A.

Summative (end of week; 0–2 per criterion, total 10)

1. Problem Solving Across Strands (1.OA, 1.NBT, 1.MD, 1.G)

• 2: Solves multi-part task accurately; integrates skills from multiple strands.
• 1: Mostly correct; minor strand gaps.
• 0: Major errors; limited strand coverage.

2. Strategy & Representation (MP.4, MP.5)

• 2: Chooses appropriate models; representations are clear and well-labeled.
• 1: Model mostly fits; some labeling/fit issues.
• 0: Mismatched or missing representations.

3. Reasoning & Communication (MP.2, MP.3)

• 2: States a claim with evidence; explains why the method works; answers questions.
• 1: Partial reasoning; explanation lacks clarity in places.
• 0: Assertions without supporting evidence.

4. Precision: Units, Symbols, & Checks (MP.6)

• 2: Correct units/labels, symbols, and a documented reasonableness check.
• 1: Minor precision lapses; check is present but thin.
• 0: Missing labels/units or no check.

5. Collaboration & Revision (MP.1, MP.8)

• 2: Equitable teamwork; applies feedback to improve clarity/efficiency.
• 1: Uneven participation or limited revision.
• 0: Minimal collaboration; no meaningful revision.

Feedback Protocol (Exhibition)

• Read & Restate (1 min): Reviewer restates the team’s claim and goal.
• TAG (2–3 min): Tell a strength, Ask a focused question, Give a concrete suggestion.
• Evidence Check (1 min): Point to a representation or calculation that supports/challenges the claim.
• Author Response (1–2 min): Team records one revision and why it improves the solution.

VII. Reflection and Extension

Reflection Prompts

• Where did your estimate help you catch a mistake?
• Which model best told your math story and why?
• What will you carry forward to Grade 2?

Extensions

• New Constraint: Rework your solution under a changed limit (items, time, or cost).
• Two-Method Proof: Solve a key step two ways (e.g., number line vs. make-10) and compare.
• Family Share: Turn your board into a hallway display with QR audio explanations.

Standards Trace — When Each Standard Is Addressed

• 1.OA — Sessions 1–5 (mixed operations, equations, reasoning).
• 1.NBT — Sessions 1–3 (tens/ones language, +/– within 100), used as needed in Sessions 4–5.
• 1.MD — Sessions 1–3 (measurement/time/data choices), refined in Sessions 4–5.
• 1.G — Sessions 1–3 (shape identification/partitioning within tasks), as relevant in projects.
• MP.1–MP.8 — All sessions (perseverance, reasoning, argument, modeling, tools, precision, structure, regularity).