Lesson Plan Rationale/Template
Candidate: Jonnell Knox Date: 11/16/2023
General
Credential Type: Mild/Moderate Subject: Math
Info
Gen Ed Class
Grade Level: 1st Facts Family House
Key Content Standards (CCSS) (Mild/Moderate); CMA Blueprints (Mild/Moderate
or Extensive Support Needs (ESN)); CAPA Blueprints (ESN); Pre-School
Foundations (ECSE) complete by dec
1.OA.C.3
Understand and apply properties of operations and the relationship between addition and
subtraction.
Individualized Education Program (IEP) goals.
By January 2024, after reviewing a number chart Aaliyah will read, write and count
numbers to 100 with at least 80% accuracy in 3 trials as measured by student
sample/teacher record
Short-Term Objective- By October 2023, Aaliyah will use manipulatioves and /or pictures
to show that two-digit numbers are made various combinations of tens and ones with at
least 80% accuracy in 3 trials as measured by teacher reacords
Lesson Description /Student Learning Activities
ORGANIZING CONTENT
Begin the lesson by reviewing the concept of a fact family. Explain that a fact family consists
of all of the addition and subtraction combinations that two numbers and their sum can have.
For example, 1 + 2 = 3, 2 + 1 = 3, 3 - 1 = 2, and 3 - 2 = 1 make up a fact family.
Write on the board three numbers that can form a fact family (e.g. 3, 4, and 7).
Ask students to construct the fact family formed by the numbers. After a few minutes, have
them compare answers with one another. Call on volunteers to write down each of the four
equations in the family. Make clarifications as needed.
Ask students how many facts they think are in a fact family. Have them look around at how
many students are at each domino before they respond. Explain that fact families usually
contain four equations. When the addends of the family are the same, they contain two. The
only exception is the 0 family, which only contains one. If there's enough time remaining,
allow students to repeat the activity with equations from Set 2. Have each student select one
or two of the dominoes in the room. Ask students to copy down their dominoes on a sheet of
paper and write down the fact families for those dominoes. Go over the definition of fact
family once again. Allow students to ask questions and give comments about the lesson.
Learning Objectives:
Students will be able to identify fact families and understand the commutative property for
addition and subtraction.
Teaching Context/Student Assets and Learning Needs: This lesson helps kinesthetic
learners reinforce their knowledge of the commutative property. Students can grow to love
the challenge of matching equations with their fact families. Fact families help children
learn to think flexibly about numbers because they see that there is more than one way to
make a number using addition or subtraction (or multiplication and division). This is an
important skill because it helps children understand that there are often different ways to
solve problems.
Instructional Strategies: Direct attention to the large dominoes posted around the
classroom. Let the class know that these dominoes will be involved in an activity. Give each
student an equation strip from Set 1. Explain that students will need to find the dominoes that
match their equations. Demonstrate the exercise by selecting a strip, reading it aloud, then
moving to its corresponding domino.
Student Grouping:
Explain your rationale for grouping students in this lesson—whole group, small group, pairs,
individual—and why you think this will support student learning.
Resources and Materials to Support Learning:
Strips of equations cut from the Fact Families sheet Fact family dominoes displayed around
the classroom (Create these by drawing dots on poster boards. See the reference images for
examples.
Prior Academic Knowledge/Making Content Responsive: Since the student is able to identify 20
numbers correctly between 10 and 100.
ENGAGING ALL STUDENTS
(10,11,12,13,20,22,30,31,44,54,74,77,81,82,83,84,86,87,89 and 100)
Have the student pick any two numbers they know and add them together. You now have
three numbers that are a family. A fact family is three numbers that, when added or
subtracted, get another number in the same family. The goal is to use these related numbers
or families to help students make the connections between subtraction and addition (although
it can be used for multiplication and division in the upper years too). Knowing one fact in a
family can help students solve other maths facts.
a. Struggling students can be asked to find members of their fact families
before searching for their dominoes. Once the family members are found
and groups are formed, students can work together to look for the dominoes.
b. Students can work in pairs to quiz each other. The student can start with
addition and then sub
Formative Assessment: Observe students as they complete the fact family exercise, making
mental notes of common struggles that they face. Collect and evaluate the sheets that students
worked on during Independent Working Time in order to assess their overall comprehension
of the lesson content.
ASSESSMENT
Summative assessment: I will use brief written and oral answers. On diagraph have the
students show me if they have met the learning objective. I will use worksheets and
manipulvates for the students to help How will you know whether and how well students met
the content and objectives? Describe how student learning and attainment of objectives will
be assessed. What criteria will you use to assess student learning? The assessment should
specifically measure whether or not the objectives were reached. In other words, there should
be a direct correlation between the objectives and the assessments.
Self-assessment and reflection: I would ask the student which way they like learning Fact
Families and create activities around or use online game to help build and create more ways
to learning.
How will you address the academic language development needs of the students you are
teaching, including English learners and Standard English learners? What content specific
ACADEMIC LANGUAGE
terminology and general vocabulary do students need to learn to access the content?
DEVELOPMENT
Scaffolds and supports for language development:
Some ways I would develop language would be by asking questions that guide
students' thinking. Giving simpler versions of problems before introducing more
complex versions. Provid a work example. Preteaching vocabulary. Breaking learning
content into smaller pieces.
Another way to support or scaffold this activity Write as many equations for each
picture as you can. Also, the scaffolding for these tasks often only supports students
in writing four of the eight possible facts in a family; this task purposefully scaffolds
them to write all eight. In addition, this task includes a picture to anchor each fact-
family; students can graduate from here to a symbols-only version of this task
Reflection
I felt that many things went well. Once I got into the lesson, I felt more comfortable. When
we began the exercises and the students started participating, things got better. The
preteaching interactions humanized what had started out to be a structured, dry lesson. I
could actually sense that learning was taking place and that I was directing that learning.
According to the my observation, the students really enjoyed the lesson. Next time I would
use a video or digital activity as an introduction is a great way to snag student attention and
get full engagement. I know a good video that I could use because, it offers a few examples,
beginning with the most basic. I would use different materials to use for the activity.One
adjestment would be not using a lot of worksheets and have a lot more hands on actitites.
REFLECTION
Next time other implications would be using interactive games like Kahoot or gamepop, the
students can use apps like this at home to gain more understanding and concepts.
1. Developmental considerations Fact families are highly useful and important in the
first-grade classroom. Using fact families helps illustrate a few things to children.
Firstly, fact families help to cement the idea that addition and subtraction are
opposites. When children first begin working on subtraction, it can feel quite a bit
trickier than addition. The use of fact families helps to boost confidence and teach
students how to "work backward" from what they already know about addition
facts.
2. Focus Students: Fact families will help my student gain fact fluency. Learning
addition and subtraction facts takes time and effort, but incorporating fact families is a
evidence based practice way to help her retain information and prompt her learning.
