and Activities
Determine which lessons in the team’s current basal curriculum materials align to the essential learning standards in the unit. Determine examples of higher- and lower-level tasks (including games) students must engage in to fully learn each essential learning standard.
Agree on Tools and Technology
PreK–2 teachers use many tools to teach mathematics to students. Determine any manipulatives or sources of technology needed to help students master the essential learning standards of the unit. Identify whether the tools or technology needed for the unit will support student learning of the essential learning standards with a focus on conceptual understanding, application, or procedural fluency. Identify which tools and technology, if any, will be part of instruction or common assessments.
Record Reflection and Notes
When planning the unit, record notes of things to remember when teaching (by answering, for example, these questions: What are the expectations for quality student work, written or observed? Which mathematical strategies should teachers use throughout each unit for learning?). After the unit, reflect on instruction and assessment changes to the unit, and record ideas to use when planning the unit for next year.
The Parts of This Book
Part 1 provides detailed insight into how your mathematics team can effectively respond to these seven planning tasks for the essential standards you expect students to learn in grades preK–2.
Part 2 provides four detailed model mathematics units related to foundations of addition and subtraction (one for each grade level) and describes a number reasoning story arc for preK–2 related to joining and separating and addition and subtraction number operations. We hope part 2 provides an inspiring model for your grade-level team.
The epilogue shares an example for how to organize your elementary grade-level team’s work on a unit-by-unit basis so you can grow and learn from its work in future years. If your collaborative team does not already have a mathematics unit of study yearlong plan with standards, appendix A (page 137) provides a proficiency map protocol as a way to organize your standards and to determine when students should be proficient with each standard. Finally, appendix B (page 139) contains a team checklist and questions for your team to answer as you plan each mathematics unit. Appendix B summarizes the elements of unit planning shared in parts 1 and 2 of this book and is intended to be a quick reference to guide the work of your team in your unit planning.
A Final Thought
You might wonder, “Why is this book titled Mathematics Unit Planning in a PLC at Work, Grades PreK–2?” In 1980, my second mathematics teaching job landed me on the doorstep of an educational leader who would later start an education movement in the United States that would spread throughout North America and even worldwide. He was the architect of the Professional Learning Communities at Work movement (along with Robert Eaker) and my principal for many years. Richard DuFour expected every grade-level or course-based team in our school district to answer four critical questions for each unit of study in mathematics (DuFour, DuFour, Eaker, Many, & Mattos, 2016).
1. What do we want all students to know and be able to do? (essential learning standards)
2. How will we know if they know it? (lesson-design elements, assessments, and tasks used)
3. How will we respond if they don’t know it? (formative assessment processes)
4. How will we respond if they do know it? (formative assessment processes)
As your collaborative team pursues the deep work, remember it all begins with a robust and well-planned response to PLC critical question 1 (What do we want all students to know and be able to do?). That is the focus of our grades preK–2 unit planning book.
We want to help you plan for and answer the first question for each mathematics unit, grade level, and student. We wish you the best in your mathematics teaching and learning journey, together
PART 1
Mathematics Unit Planning and Design Elements
Creating a guaranteed, viable curriculum is the number-one factor for increased levels of learning.
— Robert J. Marzano
PART 1
As your prekindergarten, kindergarten, first-, or second-grade team clarifies what students will learn in mathematics at each grade level, it brings a laser-like focus to the content and processes students must learn in each unit throughout the year. Your team clarifies the depth of learning required for students to become proficient with the mathematics standards, and you and your team members build a shared understanding of the content students must learn in each unit of study. Together, you determine the mathematics your team must teach and assess throughout each unit.
The action of intentional planning as a team for student learning of mathematics on a unit-by-unit basis develops your individual and team collective teacher efficacy.
Working together with your colleagues as a collaborative mathematics team, you erase the inequities in student learning expectations that otherwise could exist across a grade level or course. Together, you and your team determine what students must know and be able to do. Then, your team does the work to ensure every student learns through the agreed-on, high-quality instruction, common assessments, and formative assessment processes. Your team recognizes the many challenges inherent to students learning robust mathematics standards and takes collective responsibility to close gaps and extend learning as needed.
To erase inequities and ensure grade-level learning of mathematics for each student, your primary-level team begins with an agreed-on guaranteed and viable curriculum for mathematics. Your team works to ensure students learn identified essential mathematics standards within the school year.
On a unit-by-unit basis, your team builds a shared understanding of the essential mathematics standards students must learn. PLC experts and coauthors Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, and Mike Mattos (2016) explain that your shared understanding will:
• Promote clarity among your colleagues about what students must learn
• Ensure consistent curricular priorities among colleagues
• Help develop the common pacing required for effective common assessments
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