UbD Template 2.

Lesson 1 – Double Facts Poster

Stage 1 Desired Results

Goals
ESTABLISHED GOALS

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 use math equations to represent art?
- Numbers can be represented in abstract ways - What is a double fact?
- The language used to represent addition (six plus four equals - Can you show a double fact with a picture?
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)
- Apply their knowledge of double facts when drawing a poster of an animal.
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 learning about double facts.

Hook = We start by playing a song “doubles doubles, I can add doubles” to engage and excite them. After we tell them they are going to be
constructing their own doubles posters using any animals they’d like.

Equip = We start by playing the doubles song, which includes all doubles up to 5+5+10. This acts as a base to show what a double is. We have
a group discussion about what a double is afterwards for any students who had not caught the concept. Next we model the process of making
a double fact poster, drawing our animal and then writing the matching mathematical equations that relate to the double poster (2+2=4 legs,
1+1=2 eyes).

Evaluate = Students have a show and share halfway through and after completing the project. This gives them a chance to see the progress of
their work against other students. There will also be a rubric posted on the board for art work; detailing such things as colouring inside the
lines, colour sense, and filling in white space.

Rethink = The show and share will serve as a time for students to see other student work and think on how they are progressing themselves.
Tailor = There as students who have very poor motor skills in this class that struggle with making small detailed work. For them I have made
sure that the sections we are drawing in are large enough for them to work comfortably.

Organize =
- Students are told they will be learning about doubles today, and then making animal double fact posters.
- We listen to the song “doubles doubles, I can add doubles,” followed by having a discussion about what a double fact is.
- After the discussion, I model the making of a double fact poster on the board by drawing a yak and then having the class find all the
associated double facts and writing them on the board.
- The students then go to make their own double fact posters.
o Put a challenge on the board for anyone who wants to attempt using double facts higher than 5+5=10
- Have a show and share section halfway through the project, and then at the end after it has been completed.
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