How to Create a Unit Plan -

Preparing unit plan for grade 1 Math class
Student’s Name
University’s Name

Mathematics Unit Plan
Week 1 Monday Tuesday Wednesday Thursday Friday
Lesson Topic/ Title Fractions of a Whole Geometry Counting Collections Less Than (<), Greater
Than (>) and Equal (=)
Game
Place Value
Concentration
Common Core State
Standards – Math
Counting and Cardinality
(comparison)
Algebraic Expressions and
Functions.
Operations and Base Ten
Numbers
Whole Number and
Fractional Operations.
Counting and Cardinality
(comparison)
Algebraic Expressions
and Functions.
Operations and Base Ten
Numbers
Whole Number and
Fractional Operations.
Counting and
Cardinality
(comparison)
Algebraic Expressions
and Functions
Operations and Base
Ten Numbers
Whole Number and
Fractional Operations.
Counting and Cardinality
(comparison)
Algebraic Expressions and
Functions
Operations and Base Ten
Numbers
Whole Number and
Fractional Operations.
Counting and
Cardinality
(comparison)
Algebraic
Expressions and
Functions
Operations and
Base Ten Numbers
Whole Number
and Fractional
Operations.
Learning Objectives Learners should give the
definition of fractions and
cut objects into ½, 1/3 and ¼.
Learners are supposed to
point out a particular
shape and describe its
properties
Learners are expected
to count up until 30.
Learners should compare
two-digit numbers with
the use of the inequality
sign
Students are
expected to
describe the tens
and ones places for
each number.
Instructional Strategy Show to the class the orange
or lemon, and tell them the
person in the class whom
you want to give half of the
Draw a square on the
board then ask the
students to describe its
characteristics. The
Tell the students that
you will count how
often items there are in
the party. It can also
Use markers, an
immersive whiteboard, or
a projector to exhibit on
the board the symbols
Provide every
student with the
board erasers,

fruit.
Slice the citrus midway of
your knife. Donate one of
halves to a volunteer student.
Draw a percentage 1⁄2 on the
Whiteboard.
Clarify that the denominator
or total at the bottom of the
fraction bar represents many
equal parts are separated into
a whole. Similarly, inform
them how much of those
pieces are divided is dictated
by the denominator or
number above that of the
fraction line.
Demonstrate the bar of
chocolate to the student, and
ask them that you will be
dividing it into three equal
pieces.
Grant a third of this to
learners who work for free.
expected answer should
be: “Four equal sides,
four equivalent angles,
polygon and
quadrilateral.”
Present the distinguishing
characteristics for the
students to read and
visually show its nature.
If necessary, revise the
terms polygon and
quadrilateral, that is, a
polygon is a two-sided, 2
dimensional shape with
straight lines and the
quadrilateral is a four-
sided, 2 dimensional
shape.
be difficult to keep
track of what you're
counting while
counting large groups.
Tell students that you
are counting and then
record what you have
counted to double
check your work.
List objects one by
one, as you list,
speaking numbers
aloud. Invite the
students to count with
you in chorale. Write
the number of objects
on the board when you
have numbered all the
objects.
Now tell the students
that you will be
recording their work.
higher than (>), less than
(<), and equal to (=)
If they've ever seen one of
these words, ask students
to put their hands up.
Illustrate that there are
strategies for identifying
which sign represents for
over, and which sign is
below. One popular
method is to suppose
because each symbol is an
animal's face
markers and
tissues.
Tell the students to
listen attentively
and start writing
down the amount
that you dictate.
See to it all your
eyes are on you.
Tell the students
about a number
that has 3 tens and
4 tens. At
minimum repeat 2
additional times.
The students
should also say it
aloud in chorus.
Then they should
write the number
they guess.
Remind them that
the tens come first
in two-digit
numbers and those
are written next to