UbD Template 2.

Lesson 3 – Identifying Monster Doubles

Stage 1 Desired Results

Goals
ESTABLISHED GOALS
General learner attitudes
- inventiveness and willingness to consider new ideas
- a willingness to work with others in shared activities and in sharing of experiences

Grade 1

Math
Numbers
Specific Outcome 4 - Represent and describe numbers to 20, concretely, pictorially, and symbolically.
Specific Outcome 9 - Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts,
concretely, pictorially, and symbolically, by:
 using familiar mathematical language to describe additive and subtractive actions
 modelling addition and subtraction, using a variety of concrete and visual representations, and recording the process
symbolically.

Meaning
Understandings Key Questions
- Working on recognizing and memorizing double facts - Can you take a picture and use math to help understand it?
- Numbers can be represented in abstract ways - Can you use math equations to represent art?
- The language used to represent addition (six plus four equals
ten, six and four more is the same as ten, etc)
- The concept of symmetry, matching sides
Potential Misunderstandings
- The addition process
- What a double fact is
- The necessity of matching sides for symmetry
- How to visually represent double facts in a drawing
 Acquisition
Students will know… Students will be able to…
- Double facts from 1-5, with advanced students going higher - Represent addition in abstract visual ways
- Numbers can be represented in abstract ways - Represent addition in proper equational form
- The language associated to addition - Draw using symmetry
- What symmetry is

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
PERFORMANCE TASK(S):
Task(s)
- Analyze a drawing of a monster and turn the abstract visuals into concrete mathematical equations.
Criteria
- Are the proper symbols used in the students equations ( +, = )
- Is the student able to read the equation using proper terminology (five plus four equals nine)
- Can they recognize the mathematical visual concept accurately (four arms on one side and four arms on the other is 4+4=8)
- For advanced work, are they able to do the above with numbers adding up to twenty

Stage 3 – Learning Plan

Summary of Key Learning Activities and Instruction
Where = At the beginning, I will inform the students that we are going to be testing our ability to find double facts.

Hook = Tell students that a mystery monster has shambled its way into class. We as monster experts have to see if we can identify all of its
doubles.

Equip = We start by modeling this as a group activity. The students sit at the mat as I put an image of a monster on the board. We then work
through finding the doubles associated with this monster. This shows the procedure of identifying the double facts and writing them step by
step at a pace everyone is able to follow.

Rethink = We go over the project as a class afterwards allowing for students to understand the final result.

Tailor = There as students who have very poor motor skills in this class. For them I have made a monster sheet that has very large spaces for
them to write their equations.
Organize =
- Students are told they are going to look at the monster masterpiece made by me and see if they can write all the double facts that are
associated with it.
- We start by practicing as a group on an image of another monster put up on the board. Students take turns identifying the double
facts in the image and then writing the equations on the board.
- Students then are given individual images of the monster for them to identify the facts.
- As a group we go over the sheet, clearing up any misconceptions that could have arisen during the exercise.