ELE 4 Backwards By Design Unit planning:

(Developed by Grant Wiggins and Jay McTighe, 2002)

Teacher: Amy Womacks
Subject: Math

Unit Name: Numbers to 12

Grade 1

ELE 1 Classroom Culture: Classroom culture is developed on a daily basis through

community building time and Swifty circle (when we share anything special about our day or
night before and do zone check-in). Students learn about using respectful language, using a
kind tone of voice and work on developing skills such as sharing, problem solving, conflict
resolution and being bucket fillers through teacher modelling, scaffolding and being given time
to practice these skills with their peers. As a class we also strive to understand and accept
that we all have our differences, not everything fair is equal and not everyone requires the
same learning tools. For this unit we will be participating in lots of problem solving activities in
large and small groups. The students will practice respectful listening, communicating and
collaborating. They will also work on how to respectfully voice their opinions if they have a
different idea or disagree with a peer. Adults will model the appropriate behaviour and provide
lots of positive reinforcement.
Stage 1 Desired Results
ELE 2 Curricular Outcomes (Rocks):
Say the number sequence forwards and
backwards 0 to 100s by
1s forwards and backwards between any
two numbers
2s to 20 forwards starting at 0
5s, 10s to 100 starting at 0
Recognize at a glance and name familiar
arrangements of 1-10 objects or dots.
Demonstrate an understanding of counting by
Indicating that the last number said
indicates how many.
Showing that any set has only on count
Using the counting on strategy
Using equal or parts of groups to count
sets.
Represent and describe numbers to 20
concretely, pictorially and symbolically.
Compare sets containing up to 20
elements to solve problems using
referents and/or one-to-one
correspondence.
Identify the number up to 20 that is one
more, two more , one less and two less
than a given number

I Can Statements
I can show my understanding
of counting in many ways.
I can draw and tell about
numbers up to 20.
I can identify a number up to
20 that is one or two more or one or
two less

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ELE 7/8 Understanding (s)

Students will understand that:
Numbers tell how many or how much
There are different, but equivalent
representations for a number.
Benchmark numbers are useful for
relating and estimating numbers.

ELE 8 Essential Question(s):

What is the counting order from 1100?
What strategies can you use to count
to 20, to count to 100?
In what way can you represent
numbers up to 20 using pictures,
manipulatives and symbols?
When and where do you use counting
outside of school?

ELE 3/5/9/10/12 Stage 2 Assessment Evidence

Performance Task(s):
Order the numbers 1100 on a 100s chart carpet.
Fill in the missing
numbers on a 100s chart.

Other Evidence:
ELE 3 Pre-Assessment:
Associate a number to 5 with a set
Count forwards and backwards to 5
Tell whether a number is greater than or
less than up to 5.
Formative Assessment:
Observations
Anecdotal records
Checklist re: outcomes
Summative Assessment
Portfolio Entry: three chosen
numbers represented in different ways.
Interview record.

Stage 3 (A, B, C) Learning Plan

ELE 11 Stage 3 A: Learning Plan Accommodations
Quinn: Quinn will have adapted activities that are play and game based and focus on counting and
representing the numbers to five; to ten if he reaches 5 successfully.
Tyzia: Tyzia will have activities focused on counting and representing numbers to 10 before moving on
to larger numbers. He will be accessing ipad apps, playing dice games and do one-on-one counting
activities.
Dane, Chance, William, Max, Emily, Taryn, Lyla- Capable of working independently once given
direction.
Graden, Julie, Dagan, Brandt, Jace, Colby, Carver, Lasya, Linkin- Students will need assistance
and reassurance to stay on task and complete activities.
Grace, Savanna, Iyla: Grace may potentially start working on more mental math strategies and simple
addition and subtraction to 5.

Created by Tracy Duckett

ELE 2/6/7 Stage 3 B: Academic Vocabulary

10 frame, more, less, number line, counting on.

ELE 3/6/7/8/10 Stage 3 C: Learning Activities and Resources

Hook and hold interest, equip for performance assessments, students evaluate and revise their
understandings, accommodate for all students, organized and sequenced to maximize understanding
and engagement.

Lesson

Learning Activities

Resources

Fish Eyes- Predicting

numbers. One less, one
more.
Say the number sequence by
12 forwards to 12 and
backwards from 12.
-Use counting on to predict
the number that comes next.
-Identify the number that is
one or two more or one or
two less.

Introduce the book Fish eyes.

Ask them what they think a
counting book is about. After
each page have the students
make predictions about what
will be on the next page and
have them identify the books
pattern.
Use kids bodies to retell the
story using the kids bodies,
having the stand up and sit
down to have one or two
more or one or two less.

Fish eyes book.

Representing numbers in
different ways with pattern
blocks
-Represent and describe
numbers to 12 concretely and
pictorially.

How kids a line of 6 blocks

and a cluster of 6 blocks.
Have them discuss what is
the same, what is different.
Repeat using triangles. Ask
students how the triangle
design is the same and how
it is different from the other
two groups of 6 blocks.

Pattern blocks.

Have a variety of
arrangements of a specific
number on the smart board
prepared. Students will look
at the arrangements and find
the arrangement on each
page that doesnt belong.
Why, how did you figure that

Created by Tracy Duckett

out?
Have students work with
pattern blocks and make
arrangements in their small
table groups to try and
arrange them as many ways
as they can for one specific
number.
Comparing quantities- dice
game.
-Compare sets to 12 using
one-to-one correspondence.

Have students get with a

partner, grab a dice and ten
counters each. Each student
rolls and places the
corresponding number of
counters with the dice on
their column. Who has the
greater number? They get a
point. Roll again and add
more counters, this time the
person with fewer counters
gets a point.

Double grid columns, dice,

counters.

Using a Number line.

-Say the numbers sequence
by 1s, forwards and
backwards between two
given numbers to 12.

Hand out two sets of number

cards 0-12 to two groups.
Have the two groups work
together to get themselves in
order. Compare to see if both
groups are in the same order.
Give directions to students to
sit or stand if they are more
than, less than, before or
after a certain number. Pay
special attention to 0.
Then have students sit and
play the magic number game
up to 12.

Large numeral cards.

Comparing quantities with 5

and 10.
- Compare sets that contain
up to 12 elements, and use
referents to solve problems.

Have approx.. 10 different

students names written on
cards. Sort them by number
of letters in the name, have
students identify the sorting
rule. Make towers using snap
cubes to correspond with the

Ten frame posters

Name cards
Activity sheet.
Snap cubes

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number of letters in the

names. Have the students
got to table and use snap
cubes to represent the
number of letters in their
names.
Students back to carpet. Use
Maxs name to show letters
on a 10-frame poster. Use
Graces name next. Ask how
many letters, what how many
squares of the ten-frame will
it fill? More or less than 5?
How many less, how can you
figure that out? How many
more cubes do I need to fill
the row? Who has a name
that will fill one side of the
ten-frame?
Complete the Letters in my
name activity sheet.
Recognize at a glance
familiar arrangements of
numbers up to and including
10

Work with 10-frame flash

cards. How many, how do
you know, what a quicker
way to know how many?
Tell students you are trying to
grab exactly ten counters.
Show them your hand and
have them estimate how
many they think youve
grabbed. Place the counters
on a ten-frame. Ask if you
grabbed more or less than
ten, how do you know? How
many more do I need to
make ten? MODEL
COUNTING-ON.
Model activity again grabbing
more than 10 counters and
show them to place the extra
counters off the 10-frame.
Have students work at tables

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10-frame posters.
counters

filling ten-frames trying to

grab exactly ten.
Calendar

While doing our daily

calendar have students count
backwards from a variety of
starting points to develop
fluency without count
forwards and backwards. Do
not always start from familiar
numbers such as 1, 5 and
10. Have students close their
eyes and count.

Smartboard calendar.

Writing numerals

Give clues to students and

have them write the numeral
on either a plate or
chalkboard. Im thinking of a
number that has a curved
line and a straight line. Im
thinking of a number that is
more than 5 but less than 7.
Etc.

Writing tools and surface for

students.

Show and count quantities in

a variety of different ways.
-recognizing that any set has
only one count even if the
items in the set are not all the
same they can be counted as
one set.

Use a counting book to have

kids count different objects to
make a set. Acknowledge
that although all the items are
not all the same together
they make a group of
_____objects.
On chart paper draw a large
9 and draw a line down the
page below it. Begin drawing
one way to make nine using
different simple shapes. Have
students draw 9 a different
way on the other side of the
page. Tell students we want
to make a class book about
making 9, each student will
receive a paper set-up the
same way as the chart paper
to complete.

Char paper,
Prepared activity pages

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Problem solving using 12.

Display the hamster problem

on the board pictorially. Have
counters on shelf to
represent the problem
concretely. If all ten hamsters
will no longer fit in one cage
how could we split them up
into two cages so they have
enough space?
Once done with the
hamsters, give each student
a fish bowl page. Tell them
your mom just got 12 fish and
she is trying to decide how
she should split them
between two fish bowls. Find
three different ways this
could be done. Let students
know if they want to use
counters to solve the problem
they can.

Fish bowl paper (Portfolio

entry)
Counters for those who need
them.

Pre-Assessment (one day)

New Knowledge

Deepening Understanding

Summative Assessment

Further Resources (library books, guest speakers, apps, Wolftube, video streaming, etc.)

Created by Tracy Duckett

Created by Tracy Duckett

Created by Tracy Duckett