UBD/SLO UNIT PLAN TEMPLATE

Teachers Name:
Clarisen Lacuata
Grade:K
Content Area: Math

School:
Valley Horizon Elementary
Course Name:

Complex: Crane District

Period:

Student Population:

Total Number of Students:

SPED Pullout:
4
ELL:

Males:
GT: 0

17

Females:

11

SPED Inclusion:

Any Other: Free/Reduced Lunch: All students are given free lunch
Additional Information: Schoolwide Title 1
Essential Vocabulary:
Place Values
Unit
Decompose
Compose

STAGE 1: Desired Results

Learning Goal(s):
Students will be able to . . . .

For each learning goal statement provide:

Rationale
Depth of Knowledge level (circle one): 1
4

Learning Goal Statement:

Students will know:
Place Values
What compose mean
What decompose mean
1 tens is composed of 10 units
Students will be able to:
Compose and decompose numbers between 10 to 19.
Aligned Standards/Benchmarks:
CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones
and some further ones, e.g., by using objects or drawings, and
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

record each composition or decomposition by a drawing or

equation (such as 18 = 10 + 8); understand that these numbers are
composed of ten ones and one, two, three, four, five, six, seven,
eight, or nine ones.
Rationale: This standard is important for students to learn so that
they understand regrouping and that each number stands for
something.
DOK: 1
Learning Goal Statement:
Students will know:
What decompose means
Numbers can be expressed in different ways
Students will be able to:
Create different equations to express a number
Decompose numbers less than or equal to 10

Big Idea(s):
Students will understand that
....
(Declarative statement
describing
concept that transcends
grade
levels in the content area
and is
related to the learning goal.)

Essential Question(s):

Aligned Standards/Benchmarks: Decompose numbers less than

or equal to 10 into pairs in more than one way, e.g., by using
objects or drawings, and record each decomposition by a drawing
or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Rationale: Students will apply what they learned about
DOK: 1
We can break numbers apart by groups of tens and ones to
understand place values.

Place values helps us when we add and subtract

Quantities represented by numbers can be decomposed

(or composed) into part-whole relationships.

The value of a digit in a written numeral depends on its

place, or position, in a number.

Numbers can be expressed in many different ways

Why is important to understand place values?

How can decomposing and composing numbers help with
addition and subtraction
How does understanding place values help us with counting?

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Standards/Benchmarks:
HCPS III or Common Core

CCSS.MATH.CONTENT.K.NBT.A.1
CCSS.MATH.CONTENT.K.OA.3

Standards/Benchmarks:
General Learner Outcomes

Self-directed Learner (The ability to be responsible for one's

own learning)
1. Throughout the unit, students will be given
individually work that they will need to complete
in order to assess their understanding.
Community Contributor (The understanding that it is essential
for human beings to work together)
2. In some of the lessons, the students will need to
work together to compare or develop answers.
Complex Thinker (The ability to demonstrate critical thinking
and problem solving)
3. Student will understand that numbers can be
decomposed or composed.
Effective Communicator (The ability to communicate
effectively)
4. Students will be able to express their ideas within
the class and as a group member

Standards/Benchmarks:
State Teacher Standards

Standard #1: Learner Development

Standard #2: Learning Differences
Standard #3: Learning Environments
Standard #4: Content Knowledge
Standard #5: Application of Content
Standard #6: Assessment
Standard #7: Planning for Instruction
Standard #8: Instructional Strategies
Standard #9: Professional Learning and Ethical Practice
Standard #10: Leadership and Collaboration

Interval of Instruction
Necessary to address

_____ Yearlong
Other (5 Weeks)

______ Semester

__x____

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Goals:

STAGE 2: Assessment Evidence

Summative Assessment/
Performance Task:

K.NBT.1
Selected Response assessment: Students will have to count the
rods. They will fill in the bubble under the number word that
matches how many.
Students will be interviewed one-on-one to show understanding
of skills. They will be shown a number and with the
manipulatives, they will have to recreate that number by
grouping it with 1 group of 10 and many more.
K.OA.3
Selected Response Assessment:
Students will decompose numbers less than or equal to 10 into
pairs in more than one way (Number bonds)

Rubrics for Summative

Assessment/Performance
Task:

(Selected response assessment)

10-100%
9-90%
8-80%
7-70%
6 and below- 60%
(Performance Assessment)
Checklist:
10-100%
9-90%
8-80%
7-70%
6 and below- 60%

Formative Assessments:

Pre-Assessment
Students will be given questions similar to the
summative assessment. This will demonstrate what they
already know about the topic.
Formative Assessment #1:

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

One-on-One
Students will have to create a number using unifix cubes.
Teacher will say a number, for example 15 and student
will have to show the unifix cube by first creating a
group of ten and further more.

Formative Assessment #2:

Student will write the number, draw a picture, and write
the equation. Some of the words are incomplete and
students will have to fill in either the number, the picture,
or the equation

Rubrics for Formative

Assessments:

Formative 2
ME: Students are able to answer all questions correctly
MP: Students are able to answer 80% of the questions correctly.
(8/10 correct)
DP: Students are able to answer 60% of the questions correctly
(6/10 correct)
WB: Students are not able to answer any questions correctly
(6 below correct)
Formative 2
ME: Students are able to answer all questions correctly
MP: Students are able to answer 80% of the questions correctly.
(8/10 correct)
DP: Students are able to answer 60% of the questions correctly
(6/10 correct)
WB: Students are not able to answer any questions correctly
(6 below correct)

Other Evidence:

Students will be given pre-assessment tests similar to the postassessment prior to starting the unit. This will help in
differentiation worksheets as well as differentiating instructions
Teacher will provide feedback and one-on-one or group pullout
teaching to those who need extra help

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Expected Targets:
PRE-ASSESSMENT:
SUMMATIVE ASSESSMENT:
GROUP A: Students who
score a ME
Group A:
GROUP
B:Student
Studentswho
whoscore
a
ME
score a MP
Group B:
GROUP
C:Students
Studentswho
whoscore
a
MP
score a DP
GroupD:C:Students
Studentswho
whoscore
score
Group
a
DP
a WB
Group D: Students who score
a WB
STANDARD: K.NBT.1
Students will know:
Place Values
1 ten equals 10 units
What compose mean
What decompose mean

17 Students
students
57Students
students
215
Students
students
03students
2 Students

Students will be able to:

Compose and decompose numbers between 10 to 19.
Differentiate:
First students will work as a class to understand base ten and
place values. They will have table discussions and partner
discussions during some lessons. After activities, they will have
time to complete worksheets independently and on their own.
Worksheets will be modified for students that need extra help
STANDARD: K.OA.3
Students will know:
What decompose means
Numbers can be expressed in different ways
Students will be able to:
Create different equations to express a number
Decompose numbers less than or equal to 10
Differentiate:
First students will work as a class to understand base ten and
place values. They will have table discussions and partner
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

discussions during some lessons. After activities, they will have

time to complete worksheets independently and on their own.
Worksheets will be modified for students that need extra help

Rationale for Expected

Targets:

-The Learning plan includes lessons that will build upon each
other, starting from knowing how to write numbers, through
understanding what those numbers means.
-Various learning activities, such as collaborating, coloring and
labeling, and using manipulatives will be conducted when it is
necessary to complete the tasks.

STAGE 3: Learning Plan

Include activities, instructions, groupings, differentiated instructional and engagement
strategies, digital literacy tool(s), and resources used
Day 1
Day 2
Day 3
Day 4
Day 5
Start unit plan:
Focus Group=
Lesson: Practice
NO MATH
writing numbers
Pre-assessment
1-20
Lesson:
Place Values: 15Introducing
20
place values
Ten frames
using
Worksheet:
manipulatives
Tricky Teens
10-15
Worksheet:
Tricky Teens

Day 6
Lesson: Place
Mat ten frame.
Composing
numbers

Day 7

Day 8
Focus Group=
NO MATH

Day 11
Lesson: Place
value mat and

Day 12

Day 13
Focus Group=
NO MATH

Day 9
Lesson: Continue
working on base
ten with ten frame.
Complete
Snowball
worksheet and
Dinosaur Dots
Day 14
Formative
Assessment 1

Day 10

Day 15

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

place value strip.

Use unifix cube
Day 16

Day 17

Day 21
Lesson: Review
base ten using
number, picture,
equation

Day 22

Day 18
Focus Group=
NO MATH
Day 23
Focus Group=
NO MATH

Day 19
Day 24
Formative
Assessment 2

Day 20
Day 25

Materials and Supplies Needed:

Base tens
Ten frames
Index cards
Unifix cubes
Rods & Units
Worksheets
White boards/markers
Resources Needed:
http://www.corestandards.org
Results and Reflection:

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY
2014-2015

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

UNIT PLAN OVERVIEW AND APPROVAL FORM

Student Teacher:_______________________________________Submittal Date:_________

School:____________________________________________________________________
Program (e.g., Elementary):______________________Grade Level/Subject:____________
Cooperating Teacher
Signature:_____________________________________________Date:_______________
University Supervisor Signature:__________________________ Date:______________
Field Services Director
Signature:_____________________________________________Date:_______________
Directions: The following documents will need to be submitted and approved by your
Cooperating Teacher, University Supervisor, and Field Services Director prior to starting your
solo teaching.
1. Unit Plan Approval Form
2. UBD/SLO Unit Plan Template completed
Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

3. Pre-Assessment with Rubric

4. Formative/Summative Assessments with Rubrics (for data points within the unit)
5. Post-Assessment with Rubric
The calendar of instructional targets (brief description of what the days focus is for each day
of solo) should also include a note of when each data point is tentatively scheduled for e.g.,
Day 10 (description of instructional focus, first data point formative/summative assessment).
The 10 days of comprehensive lesson plans for all lessons taught each day are not required for
this approval. The 10 days of plans will be due by the deadline set for your seminar
requirement.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu