Joe Harrison Carter Elementary School Lesson Plan
Unit Title:Fact Family – Addition and Subtraction / Subject:
Math / Dates:
Week of January 20, 2014 / Grade:
1st / Teacher:
Keri Beth Turner / Kela Wright
Day One Learning Targets:
1.OA.3 - Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.).
1.OA.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
-I can add fluently.
-I can subtract fluently.
-I can solve word problems using addition with words up to 20.
-I can solve word problems using subtraction to 20.
-I can solve addition and subtraction word problems to 20 with unknown numbers in all position.
-I can solve addition and subtraction using the correct model.
-I can solve addition word problems of three whole numbers whose sum is less than or equal to 20.
Day One Activities:
Monday-
Monday:
1. Discuss with students what it means for something to be alike. Relate this to math and show an example. For example: 2+1=3 , using the same numbers I can make 1+2=3.
2. Introduce Turnaround Facts. (Math Teacher’s Manual pg. 117) Use Snap Cubes and Number Cards to relate addition and subtraction. You will need 2 sets of number cards. (I will do the following whole-group first, then I will break students into partners.)
-One child chooses two number cards/ The child uses the number card, a (+) or a (-), and (=) cards to make s number sentence with cubes.
-The second child rearranges the cards, changes the symbol, and makes a related number sentence that shows the opposite operation.
-The children return the cards to the piles and then switch roles. / Day One Formative Assessments:
Turnaround Fact Number Card Game
Day One Summative Assessments:
Day One HOT Questions:
How can you turn around facts to solve the math problem?
Day Two Learning Targets:
1.OA.3 - Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.).
1.OA.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
-I can add fluently.-I can subtract fluently.
-I can solve word problems using addition with words up to 20.
-I can solve word problems using subtraction to 20.
-I can solve addition and subtraction word problems to 20 with unknown numbers in all position.
-I can solve addition and subtraction using the correct model.
-I can solve addition word problems of three whole numbers whose sum is less than or equal to 20.
Tuesday-
- Review Turnaround facts.
- Introduce “Fact Families” introduceby writing three number in a fact family such as 7,3, and 10. I explain that we’re going to be learning about fact families and in fact families there are three people: a daddy, a mama, and a baby. (I will probably just show the pictures of the dad, mom, and baby below on the document camera.) Ask students to guess which number is the daddy. They always answer “because he’s the biggest”. Then ask who the baby is. They also always get it correct “3 because it’s the smallest” Finally, they tell me that the 7 is the mama because it’s in the middle.
- Then draw a fact family template like this: (I will do this on the board or under lamp.)
_____+_____=_____
_____-_____=_____
_____-_____=_____
- I explain that the daddy always go in first to make sure it’s safe for the mama and the baby. The daddy goes at the end when we add and the beginning when we subtract. We also discuss WHY (when you add the sum is the biggest number and when you subtract the first number is the biggest number).
_____+_____=10
10-_____=_____
10-_____=_____
- Then I remind them of the flip flop rule and I explain that it doesn’t matter what order we put the mama and baby in the first addition sentence, we just have to make sure we flip flop it the second time. Also, we do the same thing in our subtraction sentences.
- 3+7=10
- 7+3=10
- 10-3=7
- 10-7=3
6. Pick 5 students to come up to the front of the room. One student holds a plus sign, one student holds an equal sign, and I give the other 3 students number cards with fact family numbers. They get to move around to make each addition and subtraction sentence and then we’ll write it on the white board. You may want to make sure every student gets a turn. Actually moving with the numbers helps them understand the concept.
7. Fact Family Worksheet (Do together whole class) / Day Two Formative Assessments:
Fact Family Practice Worksheet
Day Two Summative Assessments:
Day Two HOT Questions:
-- What is a fact family?
-How can use your knowledge of a fact family to solve the problem?
Day Three Learning Targets
1.OA.3 - Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.).
1.OA.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
-I can add fluently.
-I can subtract fluently.
-I can solve word problems using addition with words up to 20.
-I can solve word problems using subtraction to 20.
-I can solve addition and subtraction word problems to 20 with unknown numbers in all position.
-I can solve addition and subtraction using the correct model.
-I can solve addition word problems of three whole numbers whose sum is less than or equal to 20.
Wednesday:
Wednesday:
- Review Fact Family
- Write out several fact families - each number sentence on a different index card or sentence strip. Give each child a number sentence and then tell the class that their job is to find their family. The four number sentences that belong together should find each other and then sit down, raise their hands, or do some other signal to let you know that they are done.
- Create Fact Family Houses
Fact Family House
Day Three Summative Assessments:
Day Three HOT Questions:
-- What is a fact family?
-How can use your knowledge of a fact family to solve the problem?
Day Four Learning Targets
1.OA.3 - Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.).
1.OA.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
-I can add fluently.
-I can subtract fluently.
-I can solve word problems using addition with words up to 20.
-I can solve word problems using subtraction to 20.
-I can solve addition and subtraction word problems to 20 with unknown numbers in all position.
-I can solve addition and subtraction using the correct model.
-I can solve addition word problems of three whole numbers whose sum is less than or equal to 20.
Day Four Activities:
Thursday-
Fact Family Game
Rainbow Fact Family Practice Worksheets
Front sheet I will do whole-group, the back page students will work with a partner. / Day Four Formative Assessments:
-Rainbow Fact Family Practice
Day Four Summative Assessments:
Day Four HOT Questions:
-- What is a fact family?
-How can use your knowledge of a fact family to solve the problem?
Day Five Learning Targets
1.OA.3 - Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.).
1.OA.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
-I can add fluently.
-I can subtract fluently.
-I can solve word problems using addition with words up to 20.
-I can solve word problems using subtraction to 20.
-I can solve addition and subtraction word problems to 20 with unknown numbers in all position.
-I can solve addition and subtraction using the correct model.
-I can solve addition word problems of three whole numbers whose sum is less than or equal to 20.
Day 5:
Spiral ( Fact Families)
Math Journal / Summative:
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