Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

STAGE 1 DESIRED RESULTS (Universal for all Learners)

Unit Title: Place Value-10s and 1s__First Grade_________________________________________________
Established Goals (Content Standards):
CCSS. MATH.CONTENT.1.NBT.B.2.a-10 can be thought of as a bundle of ten ones- called a ten
CCSS. MATH.CONTENT.1.NBT.B.2.b- The numbers 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,
eight or nine ones.
CCSS. MATH.CONTENT.1.NBT.B.2.c-The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six,
seven, eight, or nine tens (and 0 ones).
CCSS. MATH.CONTENT.1.NBT.B.3- Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >,=, and <.

Understandings: Students will understand that

Two-digit numbers are made up of tens and ones.

Two-digit numbers can be compared by the number

of tens and/or ones.

The value of a two-digit number changes when the

number has the same digits in different places, i.e.
19 has a different value than 91

There are patterns of tens and ones in each group of

ten.

Essential Questions:

How does the position of a digit in a two-digit

number effect the value?

How can we compare the value of two-digit

numbers?

What is the whole value of a two-digit number based

on the parts of that number?

How are place value patterns repeated in numbers?

Students will know:

Two-digit numbers are made up of tens and ones.

10 is a bundle of ten ones.

Each digit affects the value of the whole number.

In each group of ten, there is a pattern of ones.

Key words: ones, tens, digit, pattern, value, place

Students will be able to:

Identify place value positions up to 100.

Identify the value of each digit in a two-digit number.

Use base ten blocks to depict a number.

Record base ten blocks using a writing system of

lines and squares to represent tens and ones.

Use ten frames to show one and two digit numbers.

Compare two-digit numbers according to their value
using <, >, and =.

Notice and discuss repeating patterns across twodigit numbers.

Regroup a group of ten ones into a ten rod.

Performance Tasks:

1.
2.
3.
4.
5.
6.
7.
8.
9.

STAGE 2 ASSESSMENT EVIDENCE (May be Differentiated)

Other Evidence:

Tic Tac Toe Choice Board:

Race to 100 (or from 100)
Roll and Compare
Roll-it, Make-it, Expand-it
Place-value Clue
Posttest
Brochure/poster
Lesson creation
Ten Frame Worksheet
Free choice- teacher approved individual
idea

Pre-assessment
Journal work, i.e. prompts and recordings
of various performance tasks
Observations and small group work
Self-reflection survey

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005 and Tomlinson/McTighe 2006

Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

Key Criteria: (This is your assessment rubric, which may attached. Criteria should NOT be differentiated)

STAGE 3 LEARNING PLAN (Should be Differentiated)

Summary of Learning Activities: (Include role of each teacher and opportunities for differentiation)
Day One:
Pre-assess: Give each student pre-assessment sheet and read quiz aloud to the class. Ensure that students have their own
work space and emphasize that this is to show what they know before we start the unit.
Day Two:
Hook: Tell the whole group they are about to become number experts. Ask a student to count to 20 as you write the numbers
down. Ask another student to count to 100, skip counting by 10s as you write the numbers down. Ask students to think of
numbers between 1 and 100. Write them down. Ask the group what they notice. Do you see any patterns? What would some
of the numbers look like between 20 and 30?, 30 and 40?, etc. Introduce the words place, value, digit.
1. Opening: As a class, discuss numbers 1-9 and that each of these numbers is a digit. Discuss numbers 10-20 and two-digit
numbers.
2. I do: Introduce base ten blocks. As a whole group, count up to ten using ones blocks. Demonstrate how you can trade 10
one blocks for 1 ten rod.

We do: Split class into pairs and give each team 10 one blocks and one ten rod. Teams will work throughout the
room: floor, tables, standing space. Allow each team member to use manipulatives to count to 10 and trade in for a
tens rod.

Give each team ones and tens so they are able to trade up to 20.
3. Closing: Have one or two groups share their work with the class.
Day Three:
1. Opening: I do: Introduce place value mat to the whole group. Discuss that each time you reach ten in the ones
space, you trade them for another ten rod.
2. Review counting to ten and 20 using dice, blocks and place value mat.
3. Count as a class up to 30.
4. Introduce the whole group to the Race to 100 game

We do: Split class into pairs based on similar pre-assessment ability levels. Students will work throughout spaces in
the room: floor, tables, standing space.

Give materials to count up to 100 on place value mats.

Have students race to 100

Closing: Meet with the group to discuss what was tricky and what they enjoyed.
Day Four:
Opening: I do: Show the whole class how to record tens and ones using squares and lines on the board or SMARTBoard.
1. Pair students again to play Race to 100.
2. We do: Have students record their work in their math journal.
I do: Introduce the class to the domino make-it game. Choose a domino, one side is tens and the other ones. Write the
number on a dry erase place value mat, separating the tens and ones. Build the number with base ten blocks. Flip the
domino so the numbers are reversed. Record the number and build it again.
1. We do: Have students do this 3 times in their math journal, using both numbers and squares and lines to record the
base ten blocks. They may choose to work alone, or with a partner. Teacher will circulate classroom to observe and
offer support where needed.
Closing: Be sure to check math journals to monitor progress and find points that may need re-teaching.
Day Five:
1. I do: Review the ten frame as a class. Demonstrate how students can record numbers using ten frames.
2. We do: Group students in stations. Groups should be formed with a variety of abilities to support each others
learning. One group will begin at a table playing race to 100 with a partner, another will begin with domino make-it,
another will begin building numbers on ten frames using 2-color counters (may choose to use recording sheet to
record the numbers), another group will begin with begin with a worksheet asking them to underline numbers in
various place value spots.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005 and Tomlinson/McTighe 2006

Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

3.

Groups will rotate through the stations to visit at least 2.

Day 6:
1. Finish rotations through math stations.
2. Discussion: What station did you like best? Why? Which did you like least? Why?
I do: Introduce expanded notation to the whole group, i.e. 24= 2 tens + 4 ones, 42= 4 tens + 2 ones
Class discussion- Why does the position of the number effect the total value? How can you tell which number is bigger?
Smaller?
Day 7:
1.
2.
3.
4.

I do: Introduce place value war- recall the discussion from day 6. Which number is bigger? How can you tell?
Introduce 1 more, 1 less, 10 more, 10 less. Show students the cross tool for the number chart. This will show all 5
numbers.
We do: Break students into station groups again. Stations will be: Race to or from 100, place value war, roll-it makeit expand it (illustrate it for an extra challenge), 1 more, 1 less, 10 more, 10 less worksheet, domino make-it, break it
down (how many tens and ones?), and using ten frames, number cards and counters to illustrate 2 digit numbers.
Students will rotate through all stations.

Closing: Make sure to gather observations while students are completing work and check in on journals and worksheets.
Day 8:
Opening: I do: Introduce symbols <, >, =. Use the hungry alligator analogy. Provide examples and ask the class to complete
the comparison statement. i.e. 12 ___31. Make sure to point out that even though the ones may have a smaller number, there
are more tens. Use illustrations to support this visually and allow students to use manipulatives, white boards or scratch paper
to build the numbers.
1. We do: Students may complete a comparison worksheet individually or with a partner.
Day 9:
Hold: In todays morning message, address the class as two-digit number experts.
Discuss with the class all the ways we have practiced working with two-digit numbers. Be sure to talk about what strategies
they have connected with and those that have been challenging.
1. Show the whole group the choice board and explain that this is a final project to show all they have learned about two
digit numbers and place value. This is their chance to show you that they are experts.
2. Tell students they will be required to choose 3 options from the board to complete and turn in to you. This work will all
need to be done individually (Race to 100 could be done with a partner if they would like, otherwise they will just
show work of rolling and moving toward or back from 100). They are expected to take their time in order for their
work to be easy to read and they should choose work that will challenge them. Discuss with them that their work is
being reviewed for effort and application of the concepts we have learned. Create an anchor chart for other ideas
that could be used for their free square so they are clear on teacher-approved ideas.
3. You do: Send students to their seats to begin making selections and working on their summative project.
Day 10:
1. Allow students time to continue to work on their summative assessment. Some may begin to complete the work
today. Anchor activities are self reflection sheets (may be read aloud by peer or available teacher), worksheets
reviewing math concepts from this unit and other previous units, journal prompts, games they have learned during
this unit, book bag reading.
2. Circulate through the classroom answering questions, reading aloud or scribing as needed, providing
encouragement, etc.
Day 11:
1. Students who are working with the brochure/poster, lesson creation or other creative choice may need more time
today to complete the activity. Continue anchor activities for those who are done.
2. Make sure all students complete self-reflection sheet. Have a whole group discussion about their thoughts once all
are done.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005 and Tomlinson/McTighe 2006

Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

STAGE 1 DESIRED RESULTS (Universal for all Learners)

Unit Title: ___________________________________________________
Established Goals:
What relevant goals (content standards, course objectives, learning outcomes) will this design address?

Understandings: Students will understand that

-

What are the big ideas?

What specific understandings are desired?
What misunderstandings are predictable?

Students will know:

-

What provocative questions will foster inquiry,

understanding, and transfer of learning?

Students will be able to:

What key knowledge will students acquire as a

result of this unit?
Think in terms of nouns and in terms of content

Performance Tasks:

Essential Questions:

What key skills will students acquire as a result of

this unit?
Think in terms of verbs

STAGE 2 ASSESSMENT EVIDENCE (May be Differentiated)

Other Evidence:

Through what authentic performance tasks will

students demonstrate the desired understandings?
By what criteria will performances of understandings
by judged?

Through what other evidence (quizzes, tests,

observations, journals, etc.) will students
demonstrate achievement of desired results?
How will students reflect upon and self-assess their
learning?

Key Criteria: (This is your assessment rubric, which may attached. Criteria should NOT be differentiated)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005 and Tomlinson/McTighe 2006

Design Topic ____________________________ Subject(s) ______________________ Grade(s) _______ Designer(s) ___________________________

STAGE 3 LEARNING PLAN (Should be Differentiated)

Summary of Learning Activities: (Include role of each teacher and opportunities for differentiation)

What learning experiences and instruction will enable students to achieve the desired results? How will the design:
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are
coming from (prior knowledge, interests)?
H = Hook all students and Hold their interest?
E = Equip all students, help them Experience the key ideas, and Explore the issues?
R = Provide opportunities to Rethink and Revise their understandings and work?
E = Allow students to Evaluate their work and its implications?
T = Be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005 and Tomlinson/McTighe 2006