Grade 1 Math: Algebra and Coding unit
Students find and make patterns, use rules to say what comes next, and look at number patterns to 50. They explore what changes and what stays the same, test if two sides are equal, and give a robot steps on a grid. They finish by planning a party for friends and checking their plan.
What's included
- Unit overviewBig ideas, expectations by code, learning goals and success criteria
- Day-by-day calendar13 days planned, including catch-up and review days
- 10 three-part lessonsMinds On, Action and Consolidation, with timings, questions to ask and common mistakes
- Lesson slidesA ready-to-project deck for every lesson: goals, worked examples, discussion questions and exit tickets, with your lesson steps in the speaker notes
- Student worksheets with answer keys66 questions in all, every numeric answer checked by software
- Diagnostic and quick checksA Day 1 diagnostic and 3 quick checks to adjust your teaching
- Performance task and rubric“A bracelet for a friend”, with a rubric across all four achievement chart categories
- Unit test and answer key16 marks, sorted by achievement chart category
- AccommodationsSupports for students with IEPs, English language learners, and extensions
Look inside
These are real pages from the unit.
Day-by-day calendar
| Day | Lesson or assessment | Expectations |
|---|---|---|
| 1 | Diagnostic and unit launch | |
| 2 | Lesson 1: Patterns: what stays the same? | C1.1 |
| 3 | Lesson 2: Make and change patterns | C1.2 |
| 4 | Lesson 3: What comes next? What is missing? | C1.3 |
| 5 | Lesson 4: Number patterns | C1.4 |
| 6 | Lesson 5: What changes? What stays the same? | C2.1 |
| 7 | Lesson 6: Same or not the same? | C2.2 |
| 8 | Lesson 7: Same amount, different parts | C2.3 |
| 9 | Lesson 8: Coding: step by step | C3.1 |
| 10 | Lesson 9: Fix and change the code | C3.2 |
| 11 | Lesson 10: Modelling: a party plan | |
| 12 | Performance task | C1.2, C1.3, C4 |
| 13 | Unit test (read aloud) | C1.1, C1.3, C2.2, C3.2 |
Lesson 1: Patterns: what stays the same?
Learning goal: We are learning to find what repeats in a pattern, such as colour, shape or size.
Success criteria:
- I can say what repeats in a pattern.
- I can tell if colour, shape or size is used.
Minds On (8 min)
- Hold up a striped shirt or a tile picture. Ask: "What do you see over and over?"
- Students point to patterns in the room.
Action (25 min)
- Build red, blue, red, blue with cubes. Say what repeats.
- Change one thing at a time: colour, then shape, then size.
- Partners build a pattern and hide one piece for the other to find.
- Complete the worksheet.
Consolidation (7 min)
- Share one pattern from the room or from the worksheet.
- Exit: "What repeats in red, blue, red, blue?"
What repeats?
Look at the pattern. Draw what comes next.
- What comes next?
- What comes next?
- What comes next?
- Which fruit comes next?
- Circle the part that repeats.
Answer keys with worked steps are in the Teacher Guide.
Performance task: A bracelet for a friend
Plan a bracelet of 12 beads. Use a pattern.
| Category | Level 1 | Level 2 | Level 3 | Level 4 |
|---|---|---|---|---|
| Knowledge and Understanding | Level 1: needs a lot of help. | Level 2: makes a pattern with some help. | Level 3: makes a repeating pattern, counts the beads and says the rule. | Level 4: checks the plan, changes it, and explains why the pattern repeats. |
| Thinking | Level 1: needs a lot of help. | Level 2: makes a pattern with some help. | Level 3: makes a repeating pattern, counts the beads and says the rule. | Level 4: checks the plan, changes it, and explains why the pattern repeats. |
| Communication | Level 1: needs a lot of help. | Level 2: makes a pattern with some help. | Level 3: makes a repeating pattern, counts the beads and says the rule. | Level 4: checks the plan, changes it, and explains why the pattern repeats. |
| Application | Level 1: needs a lot of help. | Level 2: makes a pattern with some help. | Level 3: makes a repeating pattern, counts the beads and says the rule. | Level 4: checks the plan, changes it, and explains why the pattern repeats. |
Lessons in this unit
- Patterns: what stays the same?Learning to find what repeats in a pattern, such as colour, shape or size.C1.1
- Make and change patternsLearning to make a pattern and show the same pattern a new way.C1.2
- What comes next? What is missing?Learning to use the rule of a pattern to tell what comes next or what is missing.C1.3
- Number patternsLearning to find patterns in numbers up to 50.C1.4
- What changes? What stays the same?Learning to tell what can change and what always stays the same.C2.1
- Same or not the same?Learning to tell if two adds or takeaways make the same amount.C2.2
- Same amount, different partsWe are learning that one number can be made in many ways.C2.3
- Coding: step by stepLearning to give a robot steps in order.C3.1
- Fix and change the codeLearning to fix code and see how changing it changes what happens.C3.2
- Modelling: a party planLearning to plan, test and fix a model for a real problem.
Ontario curriculum expectations covered
- C1.1
- Spot and describe what repeats in everyday and made patterns.
- C1.2
- Make patterns and show the same pattern with sounds, moves, objects, shapes, letters or numbers.
- C1.3
- Say a pattern rule, then use it to extend, predict and fill gaps.
- C1.4
- Make and talk about number patterns up to 50, including adding and taking away facts.
- C2.1
- Tell apart things in real life that change and things that stay the same.
- C2.2
- Decide if two adding or taking away expressions make the same amount.
- C2.3
- Use equal amounts to show one number in many ways, up to 50.
- C3.1
- Write and run simple step-by-step code to solve a problem.
- C3.2
- Read code, change it, and say what the change does.
- C4
- Use the steps of mathematical modelling to understand, plan and check a real situation.
Questions about this unit
How long is this unit?
13 school days: 10 lessons plus a diagnostic, a catch-up day, a two-day performance task, a review day and the unit test.
Which expectations does it cover?
C1.1, C1.2, C1.3, C1.4, C2.1, C2.2, C2.3, C3.1, C3.2 from Mathematics (2020), Strand C: Algebra and Coding.
What format are the files?
Each unit comes as a Teacher Guide and Student Pages, both as editable Word files and print-ready PDFs, plus a PowerPoint deck of lesson slides. The Word files open in Google Docs and the slides open in Google Slides, so you can change anything.
Can I share it with my colleagues?
A single licence is for one teacher's classes. For a grade team, the team licence covers up to 5 teachers at one school for $49.99.
What if it isn't right for my class?
Email help@unitplans.ca within 7 days of buying for a full refund.