Unit Plan Overview
Unit: Mathematics - Unit on more, fewer, less
Connections to Context:
From previous lessons, students learned to
count numbers from one to five. Students
will learn to count bigger numbers.
Through five lessons of the Unit, students
will learn how to count and compare
numbers from six to ten. The Unit will
concentrate on teaching what is more,
fewer, less. This fits with students daily
experiences when they face numerical
problems. It also meets the school goals
which is to prepare students to be well-
adapted people. This Unit will form a firm
mathematical base for students that will
enhance their learning on a concrete,
complicated mathematical concepts in the
future.
(How does this fit with students experiences,
the school goals, and the larger societal issues?
How does this fit with the broader curriculum-
what has come before and what will come
after?)
Established Goals
The Unit will address several aspects of
Common Core Standards for Mathematics:
(K.C.C.= Counting and Cardinality)
-K.C.C.A 3: Write numbers from 0 to 20.
Represent a number of objects with a
written numeral 0-20 (with 0 representing
a count of no objects).
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Teacher: Annie Kim
Stage 1- Desired Results
Transfer
Students will be able to independently use their learning to
Count and write numbers from 1-10
Order the numbers in a standard order
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects
Compare two numbers between 1 and 10 presented as written numerals
(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that Students will keep considering
the number of objects is the same regardless of their How can I keep track of what I have counted?
arrangement or the order in which they were counted. How do I know if a set has more, fewer, or the same
each successive number name refers to a quantity that amount?
is one larger How can I prove which group has more?
What can I do to make sure my counting is accurate?
(What specically do you want students to understand? (What thought-provoking questions will foster inquiry, meaning-
What inferences should they make?) making and transfer?)
Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Cognitive Objectives Physical Development Objectives Socio-emotional Objectives
The students will be able to The students will be able to The students will be able to
Count numbers from 1-10 Write numbers from 1-10 Work together with the partner
Compare two numbers between 1- Draw objects according to the Demonstrate their learning by
10 numbers communicating effectively with
Identify which has more, fewer, or Color the shapes or images of the partners (S.CN.02.02: explore and
the same. given numbers use language to communicate
effectively with a variety of
audiences and for different
purposes including questions and
(What facts and basic concepts should answers, discussions, and social
students know and be interactions)
 -K.C.C.B 4a: When counting objects, say the able to recall?) (What discrete skills and processes should S.DS.02.01 engage in substantive
number names in the standard order, students be able to use?) conversations, remaining focused
pairing each objects with one and only one on subject matter, with
number name and each number name with interchanges building on prior
one and only one object. responses in book discussions,
- K.C.C.B 4b: Understand that the last peer conferencing, or other
number name said tells the number of interactions.
objects counted. The number of objects is
the same regardless of their arrangement
or the order in which they were counted.
-K.C.C.B 4c: Understand that each
successive number name refers to a (What values and commitments and
quantity that is one larger. attitudes should students acquire or
-K.C.C.C.B.5: Count to answer how many? wrestle with?)
questions about as many as 20 things
arranged in a line, a rectangular array, or a
circle, or as many as 10 things in a scattered
configuration; given a number from 1-20,
count out that many objects.
-K.C.C.C.6: Identify whether the number of
objects in one group is greater than, less
than, or equal to the number of objects in
another group by using matching and
counting strategies.
-K.C.C.C.7: Compare two numbers between
1 and 10 presented as written numerals.

Source: National Governors Association

Center for Best Practices, & Council of Chief
State School Officers. (2010). Common Core
State Standards for mathematics:
Kindergarten introduction. Retrieved from
http://www.corestandards.org/Math/Cont
ent/K/introduction

(What content standards and program- or

mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 Include source and identifying number)
Evaluative Criteria
The assessment will be used to check
students understanding on the concept.
Each lesson has a worksheet or an activity
that students have to finish at the end of the
class.
(What criteria will be used in each assessment to
evaluate attainment of the desired
results?)(rubric required)
(Regardless of the format of the assessment,
what qualities are most important?)
Because it is a kindergarten class, I will be
assessing them based on their completion
of work (finished product).
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Stage 2- Evidence
Students will show their learning by (summative assessment)
PERFORMANCE TASK(S):
Answering questions asked during large group
Finishing their given worksheet or activity at the end of the class.
Explaining to the teacher what theyve done and learned by using math talk.
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
OTHER EVIDENCE:
Games or activities that will help students learn, review, and demonstrate their learning.
Math Exchanges where students go around five stations with different math practices (Domino Train, Roll& Cover,
Tens, Plato, and Dice).
Homework with challenging questions
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

To pre-assess students knowledge at the beginning of each lessons, I will simply ask them few questions to evoke their interest and previous learnings.
Pre-assessment for overall Unit, I looked at Mrs. VanHaven teaching previous lessons and observed students work as they do worksheets, activities, and
exchanges.
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each
learning event build?)
Acquisition
Teaching students how numbers
work.
Teaching students some
comparing skills they can use
when telling which one has
more/fewer.
Meaning
Number trains using pumpkins
and leaves
Worksheets and Math Exchanges
Transfer
Understanding how to compare
two sets of objects and able to tell
and explain which one is more or
fewer than,
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Stage 3- Learning Plan
Pre-assessment- due ___October 23 _____
Learning Events Progress Monitoring
Student success at transfer, meaning, and acquisition depends upon their participation in (How will you monitor students progress
these learning events toward acquisition, meaning, and transfer
during lesson events?) (Formative
Assessment)
Initiating or Introductory Phase
Lesson 1&2 introduction to numbers and the concept of more than (Lesson1) and During lesson events, I will be
fewer than (Lesson2). Students will be expanding their previous knowledge of counting monitoring students progress by
by counting numbers bigger than five. The mathematical words more than and fewer asking challenging questions. I can
than are first introduced to the students. I will be using snapping cubes to explain the also go around the classroom to have
concept. one-on-one time to help individuals
who need more help.
Developmental Phase
Lesson 3&4- building deeper understanding of more than and fewer than by connecting the
(How will students monitor their own
concept to daily problems. Only using the snapping cubes might be hard for kindergarten progress toward acquisition,
students to learn the concept, so for developmental phase, I will be using more practical meaning, and transfer?)(Assessment
objects to explain the concept of more than/fewer than. I will draw sets of objects like as learning)(rubric?)
apples, leaves, pumpkins, etc and help students to compare the two sets. We will count the
objects together and tell which group has more or fewer. I will also use candies (skittles)
and create hand motions (one for more than and one for fewer than) to help students Students will monitor their work while they
understand. are doing the worksheet. As they are doing the
tasks, they will ask questions if they still dont
get the concept.
Culminating Phase
Lesson 5- review the numbers and provide opportunities for students to check their
(What are potential rough spots and
understandings of more than/fewer than. For culminating phase, I will be using all objects student misunderstandings?)
(snapping cubes, pictures of objects, and hand motion) to ask more than/fewer than
questions. Students can answer the questions using words ---is more than --- and ---is Students might not be capable of
fewer than --- along with hand motions if that helps them. understanding how the game works
 and in this situation clear instruction
and modeling will be needed.
Students might not be able to tell which
one is more or fewer due to
miscounting or difficulty of counting
large numbers.

(How will students get the feedback they

need?)

Teacher will be going around the

classroom as they are working on their
worksheet. Teacher can check their work
time to time and give feedbacks to
individuals.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum