Comprehensive Grade 1 Math Unit Plan: Fractions, Geometry, Place Value

This document presents a comprehensive unit plan for a Grade 1 mathematics class, designed for the first week of instruction. The plan encompasses various mathematical concepts, including fractions, geometry, counting, and place value, aligning with Common Core State Standards. Each day of the week features a specific lesson, such as introducing fractions, exploring geometric shapes, practicing counting skills, comparing numbers using inequality symbols, and understanding place value. The learning objectives for each lesson are clearly defined, specifying what students should know and be able to do. Instructional strategies include hands-on activities, visual aids, and interactive games to engage students and facilitate their understanding. The plan also incorporates differentiation strategies to cater to diverse learning styles and abilities, providing enrichment activities for advanced learners and support for students who need additional assistance. Formative and summative assessment methods are outlined to evaluate student comprehension and progress throughout the unit. The plan also provides materials, resources, and technology needed for each lesson, and references the sources used for this unit plan. The overall structure is designed to promote active learning and provide a solid foundation in essential mathematical concepts for first-grade students.

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
Draw a square on the
board then ask the
students to describe its
Tell the students that
you will count how
often items there are in
Use markers, an
immersive whiteboard, or
a projector to exhibit on
Provide every
student with the
board erasers,

you want to give half of the
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.
characteristics. The
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.
the party. It can also
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.
the board the symbols
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

it.
Tell the students to
inform you which
numbers make up
3 tons and 4
tens.Then tell them
to have their
boards show you.
Check to see if
someone had
written the wrong
answer. If anybody
did, run through
the number while
writing it again.
Summary of Instruction Clarify to the class that the
lesson is about the Fraction.
Define a fraction as a whole.
Draw a picture of a fraction
on the board for them to
easily visualize the lesson.
When assessing their
knowledge of shape
characteristics, students
should solve and
construct shape patterns.
Beginning: Teach
students that twice or
twice means double.
They're going to check
it again by double-
checking their job.
View a poster
containing the
numerals and
reference number
names.
Beginning: Construct
numbers with base-ten
blocks so that students
understand the numbers
associated with them.
Remind students that the
numbers are getting
bigger as we count on
them.
Intermediate: Ask
students to explain to their
partner how they think 42
Starting: Using
visuals such as
joined unifix cubes
to model the
numbers as tens
and tens.
Intermediate:
Tell learners to
repeat "Three tens
and four tens, 34"
after you.

Intermediate:
Explain the meaning
of writing down to
record. Provide
examples of things
students might have
registered, such as
how many minutes
they read in their
reading logs.
is more than 24.
Differentiation Enrichment: Encourage the
more advanced students to
give more dissimilar
fractions, such as 1/3 and
5/7. Allow the students to
draw examples of other
complex fractions on their
notebooks or scratch paper.
Support: Avoid using words
such as "denominator" and
"numerator" with students
who are struggling; these
terms will make them more
confused about fractions.
Support: For students
who struggle
remembering shape
names and/or its
characteristics, form a
small group and let them
discuss and share ideas
about shapes.
Give them a worksheet
about shape matching for
them to practice more.
Enrichment: Encourage
students to use 3D shapes
in their shape patterns in
addition to 2D shapes.
Have the students paired
upon identifying the
shapes by just
mentioning the
Support: Let the
students count one at a
time and draw a circle
on their paper for
every object they
count. Choose a leader
and have them work as
a group.
Enrichment: Allow
students to estimate
before they count.
Ask students to count
by twos, fives, or tens.
Enrichment:
For learners who can work
to numbers higher than
100, allow them to play
Greater Than, Less Than,
Equal To Game: Three-
Digit Numbers
alternatively, or the Larger
Than, Smaller Than,
Equal To Game: Two-
Digit Figures.
Support:
For learners who want
more time and attention,
bring them together in the
same group and allow
them to "act out" the
contrast amount, use their
hands to make an
Enrichment:
Give to the
students the
prepared index
cards and allow
them to make their
own tens and one’s
number cards.
Support:
Give them a board
eraser, marker, and
tissue. Then tell
them to repeat
writing a given
number from ones
and tens.

characteristics. "alligator head."
Materials, Resources, and
Technology
Cupcake
Knife
2 chocolate bars
Fraction Quiz (worksheet)
Orange or lemon
Scissors
Fraction Colouring
worksheet
Crayons
White paper
Whiteboard
-Pencils
-Class set of the Mystery
Shape
-Index cards
-Riddles worksheet
-Pre-cut shape cards
-Class set of the Match
Pencils
Paper
Bags (30 pieces)
Index cards
Less Than or Greater
Than: 50 to 99 game
Interactive whiteboard or
projector
Plastic bags
Greater Than, Less Than,
Equal To Games
Pencils
Small objects
which can be
bundled into tens
Class set of dry
erase boards and
markers
Place Value Tens
and Ones Cards,
Tissue
Formative Assessment Assess the comprehension of
the students with simple
fractions by completing the
Fractions Quiz before
leaving the classroom.
Test the student’s
comprehension by
identifying who could
easily guess the shape by
its characteristics.
Prepare the worksheets
for the students.
Ask the students to
clarify their methods
for counting, and why
they answered such
method and its
advantage.
The game itself could act
as an evaluation of the
student's awareness, in
tandem with the purpose
of the lesson. Let all the
students using the symbol
Greater Than, Less Than
and Equal To for a
Distribute
worksheet on
Cupcake Game.
This sheet should
be prepared prior
to the activity to
save time.

quantitative evaluation Collect and check
these papers to
determine the
comprehension
level of the
students before
they leave the
classroom.
Summative Assessment
(summative assessment
mini description)
End of chapter tests, Final projects/portfolios, Standardized tests and Achievement tests.

Grade: 1st grade
Instructional procedures should address the variations in learning style among
students. Having enormous similarities, students are still different in other aspect. Using just
one method on a regular basis does not uplift the students’ wide range of learning style as
compared to varying methods of instructions. Feedbacks, conditions, relationship causes and
effects are the requirements for instructional systems (Burns, 2013). After which an
instructional methods or strategies are chosen, a specific content will be assessed by its
constituent behaviours. Accordingly, the whole assessment for the entire learning period will
create a huge impact among students. This is done before, during and after the topic
discussions (Yoshida, 2012). Essentially, teachers should know the competencies and
learning outcome of the students every after discussion. For every concerned topic, checking
the student’s level of knowledge will directly affect on how the lesson is taught.
As a guide for the instructions, formative assessment is a good choice of method.
Systematically arrangement of groups follows with its stipulated time, study areas allocation
and suitable resources selection comes afterwards (Burns & Humphreys, 2014). The last step
requires performance assessment and response analysis. With the use of demonstration we
will be able to know how to manipulate technology. Next, the teaching procedures and
methods will be done according to educational activities, classroom environment and
student’s involvements (Kemp, 2014). These are all dependent on factors such as the
objectives or goals of the teacher, content of the lesson, developmental level of the students
and the environment which requires the physical setting, time and resources. The divisive
subject methods lead to the critical thinking approaches and practices to work out
controversies (Mc Cord, Harbin, &Williams, 2018). Student’s perspective, values and
worldviews will be challenged by these controversial issues or divisive subjects. Applying
this teaching method would allow the use of commitment disclosures, strong or firm stand
and fairness with everyone. (Lampert, 2011).

References:
Burns, M., & Humphreys, C. (2014). A collection of math lessons: From grades 6 through 8.
Place of publication not identified: Math Solutions Publications.
Burns, M. (2013). About teaching mathematics: A K-8 resource. Sausalito: Math solutions
publications.
Grade 1 math: Addition, subtraction, measurement, time, money. (2019). Worthington, Ohio:
McGraw-Hill Learning Materials.
Kemp, J. E. (2014). Instructional Design; A plan for unit and Course Development.
Lampert, M. (2011). Connecting mathematical teaching and learning. Integrating research
on teaching and learning mathematics, 121-152.
McCord, K. B., Harbin, M. R., & Williams, L. A. (2018). The Mathematics Lesson-Planning
Handbook, Grades K-2: Your Blueprint for Building Cohesive Lessons.
Yoshida, M. (2012). Mathematics lesson study in the United States. International Journal for
Lesson and Learning Studies.