Day 1 of 1

Grade: 1

Kimberly Alessio
Minutes

Subject: Math

April 18, 2016

Time: 30

Objective:
Students will be able to learn the definition of fact families by remembering three
numbers must be in every fact.
Blooms Taxonomy: Application, Comprehension, and Knowledge
NJCCCS:
I.OA.4 Understand subtraction as an unknown-addend problem. For example,
subtract 10-8 finding the number that makes 10 when added to 8.
I.OA.5 Relate counting to addition and subtraction.
I.OA.8 Determine the unknown whole number in addition or subtraction equation
relating three whole numbers.
Opening:
1. Lisa, Paul, and their son Danny live in a house, they are a family. Jamie the
crossing guard is not a part of the family therefore she does not live in their
house. Facts that use the same numbers are called a fact family, they live in
a house together. (Anticipatory Set)
2. The teacher will state yesterdays lesson which was adding and subtracting
doubles. Since the students spent two days on counting doubles they are
ready to expand their knowledge. (Review)
Presentation:
3. The teacher will play a fact family video.
4. The teacher will then explain the importance of knowing fact families because
this will help them make connections for further math lessons. (Input)
5. The teacher will begin to put the house up on the board. She will then work
on some numbers to see if they are a fact family. The cut out numbers will be
ready for the presentation with problems ready to go.
6. The teacher will work on the fact family house numerous times. (Modeling)
7. The teacher will then state how important it is to put the larger number first
for subtraction. She will state a little bit of this and a little bit of that put it
together and then you have more. That is for addition. For subtraction start
with a lot take some away then you have less.
8. After the modeling is finished the students will be able to work on the fact
family house together. (Checking for understanding)
9. When the teacher feels the students understand, they will be able to go back
to their seats to work on a worksheet. The worksheet that will be given to the
students will have numerous fact families where they can work on their

assignment at their own pace. The teacher will constantly monitor the
classroom.

Guided Practice:
10.The teacher will hand out a worksheet with multiplication problems on it. The
students will solve the problems as the teacher will walk around and monitor
the students. (Checking for understanding)
11.If any student still is struggling the teacher will make a group on the rug in
the classroom where she can go over more fact families.
Closure:
12.The teacher will check all of their worksheets and have them put it in their
take home folder.
13.The teacher will ask the students to think to themselves about why learning
about fact families is important. After thinking time is over students can turn
and talk about fact families. Finally, they can share their opinion.
14.he teacher will tell the students what they learned today will be useful for not
only tomorrow but for the future. They will be working more on fact familys
tomorrow. (Preview of future lesson)

Differentiation:

For lower level learners they will have their fact family worksheets
highlighted. The highlight will be on the last position for addition. The
highlight will be on the first position for subtractions.
For higher level learners their worksheets will have higher numbers.
Teacher will constantly be monitoring classroom.

Varying Product:

Struggling students will work on lower fact family numbers.

Technology: (Lack of technology in the classroom)

Video on board