Course Map

Course Name: Addition & Subtraction Concepts

Instructor Name: Paris Dimick Date: 1/28/2021
Designer Name: Paris Dimick

Course Learning Outcomes:

I. By the end of this unit, students will be able to add information given within word problems within 20.
II. By the end of this unit, students will be able to subtraction information given within word problems within 20.
III. By the end of this unit, students will be able to add and subtract numbers within 20.
IV. By the end of this unit, students will be able to identify part part whole.
V. By the end of this unit, students will be able to construct addition/subtraction number sentences.
VI. By the end of this unit, students will be able to identify missing addends within number sentences.
VII.By the end of this unit, students will be able to make ten or identify double facts to solve 3 addends number sentences.
VIII.By the end of this unit, students will be able to identify what fact families they can construct with related numbers.
IX. By the end of this unit students will be able to review and explain understanding within formative and summative assessments.
X. By the end of this unit, students will be able to identify and define important key terms in regard to addition and subtraction concepts.

Course Materials

Textbooks: McGraw Hill My Math (EBook/Powerpoints)

Resources: iReady Math, toytheater.com, Kahoot Games, Microsoft Teams, Seesaw, Nearpod
Module # and Course Module Learning Outcomes Assessments and Rubrics Activities: Instructional Materials
Title Learning (MLOs) Learner Interaction &
Outcomes Engagement
(CLOs)

The title should List all State the module’s intended measurable learning outcomes. MLOs must Specify all assessments that will List all learning activities that List all instructional materials and
be short, yet course describe student performance in specific, observable terms. be used to measure the stated promote achievement of the technology/media used during the
descriptive and learning Use suggested action verbs from Bloom’s Taxonomy. In parentheses, module learning outcomes. List stated module learning module that promote
specific to outcomes include the course learning outcomes (CLOs) that align to each MLO. the name of rubric (if applicable) outcomes and align with achievement of the stated
content being addressed in that provides descriptive and assessments Learning module learning outcome. This
explored. the module specific evaluation criteria for the Activities may also be listed in may include readings, web
by their assessment. Also, list the MLO(s) the assessment column if they resources, videos, podcasts,
Roman that align with each assessment. If are graded. In parentheses, audio, etc. In parentheses,
numerals. assessment does not count towards include the MLOs that are being include the MLO(s) that align to
the student’s grade they should be met with each activity. the materials. If a learning
marked “Not graded” in place of material does not have an aligned
the rubric name. MLO mark it as Supplemental or
Optional.

Module 1: I,II, Quiz Module 1 Lecture(MS Anchor Chart (MLO 1.1 -

Addition/Subt III,X Define basic addition and subtraction terms (add, plus, Vocabulary & basic Teams-(I do, We do) 1.3)
raction sum, difference, minus, subtract) (MLO 1.1) (CLO X ) concepts of (MLO 1.1 -1.3)
Stories addition/subtraction story McGraw Hill
(MGSE1.OA.1) Demonstrate CUBES strategy to effectively understand the problems (MLO 1.1 -1.3) Seesaw Assigned (Chapter 1&2 Lesson1)
given story problem (MLO 1.2)(CLO I, II, III) Practice Activity)(You Instructional Powerpoint (I
Nearpod Link: do)(MLO 1.1 -1.3) do, We do)(MLO 1.1 -
Produce a number story that justifies the illustration given https://share.nearpod.com/b 1.3)
and identifies the sum or left over (MLO 1.3)(CLO I,II, jMXdo8Ppdb IReady Path Way &
III) Assign Instructional toytheater.com;iReady
Code:TEYFR Lessons (You do)(MLO toolbox (Manipulative
1.1 -1.3) use)

Kahoot Game (We Do)

(Review)(MLO 1.1 -1.3)

Module 2: Define basic addition terms (add,plus, sum, addition Quiz Module 2 Lecture (MS Anchor Chart (MLO 2.1-
Addition III,IV,V, number sentence, equal, part, whole,zero,number line) Vocabulary & basic Teams-(I do, We do) 2.5)
Number X,I, II,X (MLO 2.1)(CLO X ) concepts of constructing (MLO 2.1-2.5)
Sentences and solving addition McGraw Hill(Chapter 1-
(MGSE1.OA.5) Identify part part whole in regards to the structure of a sentences (MLO 2.1-2.5) Seesaw Assigned Lesson 3) Instructional
(MGSE1.OA.1) number sentence. (MLO 2.2)(CLO IV ) Practice Activity)(You Powerpoint (I do, We do)
MGSE1.OA.7 do)(MLO 2.1-2.5) (MLO 2.1-2.5)
Design a addition number sentence based of information
given (MLO 2.3) (CLO III,IV,V) IReady Path Way & toytheater.com;iReady
Assign Instructional toolbox (Manipulative
Evaluate given addition number sentence (sum).(MLO Lessons (You do)(MLO use)
2.4)(CLO III,IV,V, X ) 2.1-2.5)

Evaluate given story problem to solve for sum of given Kahoot Game (We Do)
information.(MLO 2.5)(CLO I,II,III,IV,V, X ) (Review)(MLO 2.1-2.5)
Module 3: III,IV,V, Define basic subtraction terms (difference, minus, Quiz Module 3 Lecture (MS Anchor Chart (MLO 3.1-
Subtraction X,I, II,X subtract,subtraction number sentence, compare,number Vocabulary & basic Teams-(I do, We do) 3.5)
Number line) (MLO 3.1)(CLO X ) concepts of constructing (MLO 3.1-3.5)
Sentences and solving subtraction McGraw Hill(Chapter 2
(MGSE1.OA.5) Identify part part whole in regards to the structure of a sentences (MLO 3.1-3.5) Seesaw Assigned Lesson 1) Instructional
(MGSE1.OA.1) number sentence. (MLO 3.2)(CLO IV ) Practice Activity)(You Powerpoint (I do, We do)
MGSE1.OA.7 do)(MLO 3.1-3.5) (MLO 3.1-3.5)
Design a subtraction number sentence based of
IReady Path Way &
information given (MLO 3.3) (CLO III,IV,V ) toytheater.com;iReady
Assign Instructional
toolbox (Manipulative
Lessons (You do)(MLO
Evaluate given subtraction number sentence (left over). use)
3.1-3.5)
(MLO 3.4)(CLO III,IV,V, X)

Kahoot Game (We Do)

Evaluate given story problem to solve for what left over
(Review)(MLO 3.1-3.5)
from given information (MLO 3.5) (CLO I,II, III,IV,V,
X)
Module 4: I, II, Define basic addition and subtraction terms (part, whole, Quiz Module 4 Lecture (MS Anchor Chart (MLO 4.1-
Unknown III,IV,VI missing addend, count on, count back, doubles minus 1) Vocabulary & basic Teams-(I do, We do) 4.4)
Addends ,X (MLO 4.1)(CLO X ) strategy usage of solving (MLO 4.1-4.4)
(MGSE1.OA. addition sentences with McGraw Hill(Chapter 4
8) Identify the structure of a number sentence in regards to a missing addends (MLO Lesson 8) Instructional
(MGSE1.OA.4) missing addend. (MLO 4.2)(CLO IV,VI) 4.1-4.4) Seesaw Assigned Powerpoint (I do, We do)
((MGSE1.OA.1) Practice Activity)(You (MLO 4.1-4.4)
Justify the strategy used to produce the missing added do)(MLO 4.1-4.4)
within a unknown addend equation (MLO 4.3)(CLO VI,
 III)
toytheater.com;iReady
Evaluate given story problem information to solve for IReady Path Way & toolbox (Manipulative use)
missing information (MLO 4.4) (CLO I,II, III,IV, X) Assign Instructional
Lessons (You do)(MLO
4.1-4.4)

Kahoot Game (We Do)

(Review)(MLO 4.1-4.4)

Module 5: I, II, Define basic addition terms (doubles, doubles plus 1) Module 5 Lecture (MS Anchor Chart (MLO 5.1-
3 addends III,VII,X (MLO 5.1) (CLO X ) Quiz Teams-(I do, We do) 5.5)
(MGSE1.OA.6 Vocabulary & basic (MLO 5.1-5.5)
) Demonstrate understanding of solving 3 addend number strategy usage of making
(MGSE1.OA.2) sentences with the “Make Ten” strategy (MLO 5.2)(CLO ten or doubles fact of Seesaw Assigned McGraw Hill(Chapter 3
MGSE1.OA.1)
VII) solving 3 addends (MLO Practice Activity)(You Lesson 9) Instructional
(MGSE1.OA.3)
5.1-5.5) do)(MLO 5.1-5.5) Powerpoint (I do, We do)
Demonstrate understanding of solving 3 addend number (MLO 5.1-5.5)
sentences with the “Doubles” strategy (MLO 5.3)(CLO Quizizz Link: IReady Path Way &
VII, ) https://quizizz.com/admin/q Assign Instructional toytheater.com;iReady
uiz/6023414535b78f001b6 Lessons (You do)(MLO toolbox (Manipulative
Justify the strategy used to solve 3 addends with a total 6944d 5.1-5.5) use)
within 20. (MLO 5.4)(CLO III,VII )
Kahoot Game (We Do)
Evaluate given story problem to solve for what left over (Review)(MLO 5.1-5.5)
from given information (MLO 5.5) (CLO I,II)

Module 6: V,VI,VII Define basic addition and subtraction terms(fact family) Quiz Module 6 Lecture(MS Anchor Chart (MLO 6.1-
Fact I,X,III (MLO 6.1)(CLO X ) Vocabulary & basic Teams-(I do, We do) 6.3)
Families(MGS strategy usage of using 3 (MLO 6.1-6.3)
E1.OA.1) Demonstrate understanding of known fact families where numbers to create 4 related McGraw Hill/(Chapter 2
3 numbers can produce 4 related fact sentences. (MLO facts sentences from Seesaw Assigned Lesson 13) Instructional
6.2)(CLO V, VIII, III) known/unknown addends. Practice Activity)(You Powerpoint (I do, We do)
(MLO 6.1-6.3) do)(MLO 6.1-6.3) (MLO 6.1-6.3)
Demonstrate understanding of unknown fact families
where 3 numbers can produce 4 related fact sentences. IReady Path Way & toytheater.com;iReady
(MLO 6.3)(CLO VI, VIII ,III) Assign Instructional toolbox (Manipulative
 Lessons (You do)(MLO use)
6.1-6.3)

Kahoot Game (We Do)

(Review)(MLO 6.1-6.3)
Module 7: I,II,III,I Define basic addition and subtraction terms (MLO 1.1- Unit Test Module 7 Lecture(MS Anchor Chart (MLO 1.1-
Review/ V,V,Vi,V 6.3)(CLO X ) Vocabulary & application Teams-(I do, We do) 6.3)
Assess (all II,VIII,I and reasoning check of all (MLO 1.1-6.3)
standards X,X Illustrate and justify evidence of knowledge by applying information learned in the toytheater.com;iReady
listed above) strategies used on summative assessment (MLO 7.1) unit.(MLO 1.1-6.3;7.1) Module 1-6 Study toolbox (Manipulative
( CLO I- X) Guide(We do) use)
(Nearpod)
Evaluate story problem and solve using appropriate (MLO 1.1-6.3)
strategy (MLO 7.1)( CLO I- X)
Kahoot Game (We Do)
(Review) (MLO 1.1-6.3)

The Online Course Map Guide, 2019

The Online Course Mapping Guide Course Map Template is licensed under a
Creative Commons Attribution 4.0 International License.
 Brief Statement of Principles for Developing Online Course

As a forever student of education and ever growing educator it is important to first know your students, if you do not know your students
then you will not see the potential progress that your and your students have to offer to each other. According to Brian Urdermann, “Consider
jazzing up these early interactions by having students share their previous experiences with course content…” (10 principals of effective online
teaching, 2019, pg.3). When you implement student likes and dislikes or factors of their everyday experiences it makes learning more meaningful.
When schools go 100% or even 50% virtual learning, it is still important to implement that strategy because kids want to matter and they want
their thoughts and feelings to be heard. You can do this through instructional presentations where you include those details. In addition, some
students may be more successful in face to face learning then virtual learning so its important to provide multiple opportunities at success, whether
that means virtual tutoring or a discussed plan with the parent. According to Tony Bates, “ … the aim is not to replace the teacher but to use the
technology to primarily increase and improve communication between teacher and learner …” (Learning theories and online learning, 2014).
With my current status as a first grade teacher, it is important to have very small instructional lessons paired with active engagement that connects
with learning and strategy usage. Differentiation can be helpful when you have technology because you can play digital games (like Kahoot)
which 6 and 7 year olds love to, as well as encourage skill introduction with curriculum platforms like iReady Reading and Math. This allows us
to stay on course for current standards but also introduce and reinforce previous standards that need strengthening. Furthermore, it is important to
know your students and encourage them when being faced in this particular learning environment, motivation may be low but there are several
ways to still reach and teach them no matter the age or grade level.

References

Bates, T. ( 2014). Learning theories and online learning. Online Learning and Distance Education
Resources.https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/

Urdermann,B. (2019). 10 principles of effective online teaching. Faculty Focus. 1-22.

https://drive.google.com/file/d/1I-wMvqdT7U1LVGj0s7tynsgCBHQW1rfF/view