Unit Plan 1 (Grade 1 Math): Math Routines & Problem Solving

Focus: Build math talk, counting warm-ups, and perseverance with simple story problems and number sense routines; establish self-checking and error analysis.

Grade Level: 1

Subject Area: Mathematics (Routines • Problem Solving • Number Sense)

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

I. Introduction

This launch week establishes community norms for listening, sharing strategies, and trying again. Students solve short story problems, practice counting and composing/decomposing numbers, and learn how to use tools (ten-frames, cubes, number lines) to make their thinking visible.

Essential Questions

• How do we explain our thinking so others understand?
• What strategies help me start and stick with a problem?
• How can pictures, tools, and numbers show the story in a math problem?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Follow and help maintain class math talk norms; listen, build on ideas, and ask questions.
2. Solve simple addition/subtraction story problems using drawings, objects, and equations with an unknown.
3. Choose and use representations (ten-frames, cubes, number lines, number bonds) to model thinking.
4. Use self-checks (estimate, act out, count again) and notice/repair errors.
5. Write or tell a clear because statement to justify an answer.

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

• 1.OA: Represent and solve addition/subtraction word problems (light introduction).
• Mathematical Practices (MP.1–MP.8): Persevere, reason, construct arguments, model, use tools, be precise, use structure, and look for regularity (all threaded).

Success Criteria — Student Language

• I can show my thinking with pictures or tools and tell why it works.
• I can choose a strategy (count on/back, make a ten, draw, act it out) and check my work.
• I can listen and ask questions that help my partner make their math clearer.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Mixed problem cards (join/separate/compare stories within 10–20), ten-frames, linking cubes, two-color counters, number lines/paths, dot cards, rekenreks.
• Math journals; sentence-stem mini-cards; error-analysis slips (“What went wrong? How can we fix it?”).
• Chart paper for Math Talk Norms and Strategy Menu.

Preparation

• Anchor charts: How We Share Math, Try–Check–Fix, Choose a Strategy, Use a Tool.
• Sentence stems: “I think ___ because ___.” “I used ___ to show ___.” “Can you explain ___?”

Common Misconceptions to Surface

• Treating minus as “makes numbers bigger,” or mixing up + and –.
• Counting-all when count-on/back is more efficient; skipping or double-counting.
• Drawing pictures that don’t match the story (mismatch between representation and situation).

Key Terms (highlighted in lessons) strategy, count on, count back, make a ten, add, subtract, equation, unknown, story problem, model, ten-frame, number bond, number line, explain, because

IV. Lesson Procedure

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

Session 1 — Welcome to Math Talk (MP.1, MP.3, MP.6)

• Launch (8–10 min): Introduce Math Talk Norms; quick “Which one doesn’t belong?” image to model respectful discussion.
• Explore (15–20 min): Counting warm-ups (counting collections by 1s/10s); quick story problem within 10 using counters or ten-frames.
• Discuss (8–10 min): Share two strategies; record on Strategy Menu.
• Reflect (3–5 min): Journal: “Today I showed my thinking by ___.”

Session 2 — Show the Story (1.OA.1; MP.4, MP.5)

• Launch (5–7 min): Model turning a short story into a drawing and equation with an unknown.
• Explore (18–22 min): Partner centers: act-it-out, draw-and-label, number-bond. Rotate tools to solve 2–3 stories.
• Discuss (10–12 min): Compare models; what made each clear?
• Reflect (3–5 min): “My favorite tool today was ___ because ___.”

Session 3 — Try–Check–Fix (MP.1, MP.2, MP.6)

• Launch (8–10 min): Mini-lesson on self-checks (estimate, recount, inverse check).
• Explore (15–20 min): Solve a new set of stories; complete an error-analysis slip on a sample mistake.
• Discuss (8–10 min): How did we find and fix errors?
• Reflect (3–5 min): “Next time I will check by ___.”

Session 4 — Strategy Share: Count On/Back & Make a Ten (MP.7, MP.8)

• Launch (5–7 min): Quick teacher model: count on/back, make a ten with a ten-frame.
• Explore (18–22 min): Students choose a strategy to solve 3–4 stories; circle which strategy they used and why.
• Discuss (10–12 min): Turn-and-talk using stems (because, explain); add examples to the Strategy Menu.
• Reflect (3–5 min): “I used ___ because ___.”

Session 5 — Mini-Exhibition: Present and Improve (MP.1–MP.6)

• Task (20–25 min): Create a small solution board (story, drawing/model, equation with unknown, answer + because).
• Peer Review (TAG, 7–10 min): Tell a strength, Ask a question, Give a suggestion.
• Discuss (8–10 min): What feedback helped most?
• Reflect (3–5 min): “We revised ___ and it’s clearer because ___.”

V. Differentiation and Accommodations

Advanced Learners

• Extend to stories within 20; include compare problems; show two representations and explain which is clearer.
• Create and swap original story problems using specified unknown positions.

Targeted Support

• Use number paths before number lines; pre-drawn ten-frames; limited-choice strategy cards.
• Act-it-out with counters first, then draw; teacher scribes while student explains.

Multilingual Learners

• Picture/gesture-rich stems; partner rehearsals before sharing; word-and-image glossary of key terms.
• Provide bilingual sentence frames where appropriate.

IEP/504 & Accessibility

• Chunk tasks; alternate seated/movement activities; provide larger manipulatives and bold-printed number lines.
• Options for oral explanation with a scribe; frequent check-ins for understanding.

VI. Assessment and Evaluation

Formative Checks (daily)

• S1: Participates in math talk and uses at least one tool/representation.
• S2: Matches story → drawing → equation (unknown).
• S3: Uses a self-check to find/fix an error.
• S4: Names and applies a strategy (count on/back, make a ten).
• S5: Presents clearly and responds to a peer question/suggestion.

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

1. Mathematical Accuracy (1.OA.1)

• 2: Correct solutions and models that match the story.
• 1: Minor slips; overall story and model mostly align.
• 0: Incorrect or mismatched model/solution.

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

• 2: Chooses an appropriate strategy and tool; representation is clear.
• 1: Strategy mostly works; minor clarity issues.
• 0: Strategy/tool doesn’t fit the problem.

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

• 2: Gives a clear because statement; answers a question about the work.
• 1: Partial explanation; needs prompting.
• 0: Little or no reasoning communicated.

4. Precision (MP.6)

• 2: Neat numbers/symbols; labels parts of the model; one self-check noted.
• 1: Minor precision lapses.
• 0: Work is hard to read; no check.

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

• 2: Listens, shares, and improves work after feedback.
• 1: Uneven participation or limited revision.
• 0: Minimal collaboration; ignores feedback.

Feedback Protocol (Math Talk)

• Read & Restate (1 min): Listener restates the story and the solver’s claim.
• TAG (2–3 min): Tell a strength; Ask a focused question; Give a suggestion.
• Evidence Check (1 min): Point to the model or equation that supports the claim.
• Author Response (1–2 min): Solver records one revision and why it helps.

VII. Reflection and Extension

Reflection Prompts

• Which strategy helped you most this week and why?
• How did a self-check change your answer or your drawing?
• What makes a clear model for a story problem?

Extensions

• Create-a-Story: Write/draw a short problem for a classmate; trade and solve.
• Two Ways: Solve the same story two different ways (e.g., draw + ten-frame) and explain which is clearer.
• Family Number Hunt: Find numbers at home/school; tell what they show (page numbers, room numbers, counts).

Standards Trace — When Each Strand Is Addressed

• 1.OA.1 — Sessions 2–5 (story problems with drawings/equations/unknowns).
• MP.1–MP.8 — All sessions (perseverance, reasoning, argument, modeling, tools, precision, structure, regularity).