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# EEI Lesson Plan Template

## Name: Gretchen Ellwood Pima Course: EDC 291A Instructor: Eagleton

Subject: Math Topic: Fact Families Grade Level: 1 Duration: 1 Hr. & 15 Min.

List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert
actual examples in the Appendices below the plan]

## Whiteboard & Markers

Scrap Paper
Guided Lesson Worksheet 29A

## Purpose: This lesson will help students… write fact families.

Components Description of Plan
Content Standard 2.OA.B.2
Choose ONE standard and type it out
along with the number.
Fluently add and subtract within 20 using mental strategies. By end of

CC.K-12.MP.8

## Learning Objective Bloom’s Level: Evaluating, Understanding. Analyzing

§ Choose ONE level of complexity from
Bloom’s Revised Taxonomy
§ Write ONE objective that is ONE
simple sentence with ONE carefully Objective: SWBAT… write addition and subtraction fact families.
chosen verb

## Est Anticipatory Set Teacher will (TW): Students will (SW):

# of § A quick "hook" to grab the
Mins
1) TW explain that today 1. SW read the objective
student's attention we will learn how to together, “I can write fact
§ Activates prior knowledge of
the objective
§ Requires active participation subtraction fact 2. SW share thoughts and
from ALL learners families. ideas about what a ‘story
§ Students must literally interact 2) TW ask one child to problem’ is.
with the OBJECTIVE explain what a ‘story 3. SW interact with the
problem’ is. objective by…repeating
3) TW provide verbal the objective together as a
feedback. group as the teacher points
4) TW share that today to it.
we will use story
problems to help us
subtraction fact
families.
EEI Lesson Plan Template

## Est Teaching-Input Teacher will: Students will:

# of
Mins
• Using effective and varied 1) TW pass out five 1. SW raise hands to help
strategies, the teacher pennies to one child. teacher draw a picture for
provides information and
vocabulary students will need
2) TW draw a row of five the story problem.
in order to grasp the concept, pennies on the board. 2. SW raise hands to respond
strategy, or skill. 3) TW give the child one when teacher asks what
• Check for Understanding. more penny. the number sentence for
4) TW draw a vertical each problem will be.
line to the right of the 3. SW compare and contrast
five pennies. TW draw the two problems.
one penny to the right 4. SW volunteer to draw
of the line. pictures and write story
5) TW ask children, problems for the
“How many pennies subtraction facts.
does _______ have 5. SW help teacher
now?” demonstrate 6 – 5 = 1
6) TW ask children through acting and
“What number drawing.
sentence will we write 6. SW recall why the two
to show what happened demonstrations are
in the story?” different.
7) TW write 5 + 1 = 6 on 7. SW compare and contrast
the board below the all four problems.
picture. 8. SW identify why the four
8) TW repeat this task to problems are a fact family.
show 1 + 5 = 6
9) TW check to see if
children understand
why the second
demonstration was
different than the first.
10) Then, TW take one
penny away from the
first child.
help show this story
problem with a picture
on the board.
12) SW recall that we
cross off pictures to
show substation (or,
some, some went
away).
13) TW write 6 – 1 = 5
below the picture on
the board.
and subtraction fact
families’ by saying
EEI Lesson Plan Template

## subtraction fact family

two subtraction facts
that all have the same
three numbers.”

## Est Teaching-Modeling Teacher will: Students will:

# of Teacher demonstrates and
Mins
• 1. TW write 8 + 2 = 10 1. SW answer, “What is
shows examples of what on the board. another addition fact
students are expected to do
(how to solve the problem, 2. TW write 2 + 8 = 10 we can write using
answer the question, do the below 8 + 2 = 10. these three numbers?”
activity etc.). 3. TW write the two 2. SW give ideas about
• Check for Understanding. subtraction facts on the writing subtraction
board next to the facts using these three
addition facts. numbers (2, 8, and 10).
4. TW review that, “An 3. SW think about how
subtraction fact family and how many
that uses three different subtraction facts we
numbers will always will need to write a
have two addition facts fact family for these
and two subtraction three numbers.
facts.” 4. SW write the 4 total
5. TW write 3, 9, and 12 facts with the teacher’s
on the board. guidance.

## Est Guided Practice Teacher will: Students will:

# of
Mins
• An opportunity for each 1. TW distribute scrap 1. SW write the facts on
student to demonstrate new paper. TW write 1, 7, their paper.
learning by working through
an activity or exercise with the
and 8 on the board. 2. SW share what they
teacher’s guidance. 2. TW ask… wrote with the class.
• This is the heart of the lesson “How many addition facts 3. SW reply “2” when
and should have the most will we write?” asked how many
minutes assigned to it. “How many subtraction addition facts and how
facts will we write?” many subtraction facts
3. TW record child’s are in a fact family.
4. TW repeat with fact
family 2, 6, and 8. And
then with 4, 5, and 9.
5. TW draw students’
attention back in and
introduce fact families
with doubles facts.
EX) 4 + 4 = 8
different numbers do
you see?”
EEI Lesson Plan Template

7. TW explain that
doubles fact families
will only have two
facts in their families.
and subtraction facts
on the board.

Est Closure TW close by telling children that, “Tomorrow, we will use this
# of § ALL students must engage in
Mins brief closure activity to cement
learning and optimize transfer.
chart (display chart on board) when we write a fact family each
§ Do not introduce anything
new during Closure. day.”
§ Check for Understanding.
§ Students must re-engage with TW ask children to share one thing they learned today in math.
the OBJECTIVE
TW provide 2-3 minutes for sharing.

## 1. SW… share something they learned in math today.

2. SW re-engage with the objective by… re-stating the kid-friendly objective
written on the board.

## n/a Independent Practice Students will:

• AFTER proper closure, it is
important to provide time for • TW distribute Guided Class Practice 29A/Homework
group or individual work in
class or it might be 29B to each student.
homework.
• Do not introduce anything • TW do each problem on side A with the children, one at
new during Independent
Practice. a time.

## practice with this new concept.

EEI Lesson Plan Template

Checks for Understanding 1. Put your thumb UP if you agree. Put your thumb down if you disagree.
§ List at least THREE quick, informal 2. Use the timeline to check our facts (self-check).
strategies that you used to check 3. Students write the 4 problems on the board using only the list of three numbers
understanding throughout the lesson. (written check).
§ Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options Pre- and Post-Assessment of Objective: We have been working on writing facts
§ Describe how you will pre- and post- (addition and subtraction) for story problems. Students have been tested both formally
test students’ understanding of the and informally to assess understanding of this.
objective. These do not need to
happen on the same day as the I will check homework to ensure children understand this concept and informally
lesson.
check students’ understanding of this during our math meeting the next day.
§ Alternative options for diverse
learners should also be provided

Alternative Assessment Options: Students who need an additional challenge will write
their own three numbers used to write facts family number sentences. Students who
still struggle with story problems/writing number sentences will be assigned to work
with me individually during our “Moving Math” intervention on Friday afternoon.

Differentiation Options Content – Scaffold: Students who struggle can use pennies to count and manipulate
Describe how you will reach diverse to write number sentences.
learners by varying the: Content – Challenge: Students who need an additional challenge will write their own
§ Content three numbers used to write facts family number sentences.
§ Process
§ Product
Process – Scaffold: I will write number sentence and draw pictures on the board in
different colors for students who struggle with understanding addition and subtraction.
Process – Challenge: Students who need an added challenge can write number
sentences and draw pictures on the board during whole group lesson to help teach

Product – Scaffold: Students who struggle can come to scholar hours (tutoring) to
complete their homework with extra scaffolding.
Product – Challenge: Children who need an added challenge can use Math Centers to
write additional fact families through matching and moving pieces,
21st Century Learning Technology: TW project pennies onto board by using doc-cam.
Describe how you will incorporate
technology and/or the 4 Cs: Critical Thinking: Students think critically about how to organize numbers so that the
§ Critical Thinking number sentences make sense,
§ Creativity
§ Collaboration
Creativity: Teacher will use acting to demonstrate that fact families are not complete
§ Communication
without 2 addition facts and 2 subtraction facts.

Collaboration: SW Think, Pair, Share to explain to a friend what a fact family is.

solving.