Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Reanna Fitzgerald

Grade Level: 1st grade
School: Madison Elementary School
Date: 11/28/2018
Time: 12:30pm

Reflection from prior lesson:

My first lesson on fact families showed a lot of positives as well as areas that need
improvement. For the students, knowing and finding the two addition problems came
easy. They know about communitive property and they understand that when you flip
the numbers, you still reach the same whole. As far as subtraction, the students were
still using the same two parts provided for them within the fact family, but they were
subtracting those parts from one another and finding a number as the whole that wasn’t
in the fact family. For my lesson tomorrow, I am going to reteach some concepts on fact
families and address that if I am given 2,3 and 5, those numbers have to be in every
single number sentence in my fact family.

Lesson Goal(s) / standards:

CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract. 2 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.)
CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 10 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.1

Practice Standards:
MP1- Makes sense of problems and persevere in solving them.
MP2- Reason abstractly and quantitively.
MP3- Explain and justify their thinking.

Lesson Objectives:
Given fact families, students will be able to identify the parts and the whole within the
family and apply commutative property for addition and subtraction.
Given fact families, students will identify four equations within the fact family that are
accurate and true.

Materials Needed:
 White boards
 Big Dice
 Small dice
 Worksheet
 Math journals
 Fact family house pocket chart

Contextual Factors/ Learner Characteristics:

There are four ESL students within this first-grade classroom. There is also one student
who is on an IEP for behavioral reasons and may or may not be in the classroom. Math
is towards the end of their day and the students at time can be hyperactive because
they start to look forward to the end of the day. Also, me being a new teacher is
important to state my expectations before the lesson begins.

A. The Lesson
1. Introduction (10 Minutes)
 getting attention/creating a need to know
o Yesterday we worked on fact families and today we are going to continue
that concept. I know there are still some questions and confusion so
before we get started on our activity, I want to revisit the fact family pocket
chart.
 May ask the students “what did we talk about yesterday, can
anyone tell me?”
o So, these are the three numbers that I see in my fact family. **Say
numbers**
o Ask the students to share an addition number sentence with the whole
class and then ask them to share another addition sentence.
o Put a subtraction problem on the pocket chart that isn’t a part of the fact
family.
 “Hm, these subtraction problems look different to me almost like
they don’t belong in this fact family. Let’s talk about it.”
o Go through the concept that all the numbers at the top have to be present
in all my number sentences. If these three numbers are not present in all
the number sentences, I know there has to be an error in a number
sentence.
 Use an example of a family living together to make a connection
with the students. In my house I have me, mom, and my dad. (My
brother moved out a long time ago because he’s old). But just us
three live in our house now. If someone else showed up in my
house, it wouldn’t work because they don’t live there. That’s how
 fact families work too. If the fact family includes 2,3 and 5, 1 can’t
show up in a number sentence because 1 is not part of the fact
family.
o Show the students a couple more examples of fact families and ask them
what number sentences they would see in the fact family.
 Have the students go through both addition and subtraction and
have them tell me what the number sentences would be.
 Put the number sentence up on the pocket chart even if it’s
wrong.
 Relating to past experience and/or knowledge/sharing objective, in general terms
o Now that we had a little refresher, we are going to continue with learning
about fact families.
 HAVE STUDENTS GO GET THE WHITE BOARDS AND MARKERS.

2. Content Delivery (30 minutes)

Teaching methods: Discussion, demonstration, Learner-centered/driven
instruction
Part One: Whole Group Dice Activity (15-20 Minutes)
o Students will have their white boards and markers, I will have two large
foam dice to use.
o “in this activity, we are going to roll two dice. These two dice will represent
our parts in our number sentences. It’s our job to find the whole, which is
the third number of the fact family.”
o After, we roll the dice, we will write an addition fact on our white boards,
and I will ask someone to share what they wrote. We will then write
another fact using those same numbers and continue to do this throughout
the whole activity.”
o There are some expectations during this time. We do not throw these dice
up in the air or at others and we don’t use them as toys. They are for
learning only so we are going to roll it low and slow on the ground.
o Another expectation is if Isaac and Drew just rolled, then the only people
who can touch the dice are the people who roll after them. So, Madilyn
and Tinely are next to Isaac and Drew, therefor they are who grab the dice
to roll next. Is it a good idea for Kade to jump in to grab? No because it’s
not his turn.
 Throughout this game have the students write addition and
subtraction facts after they roll the dice. Ask students to share.
 Ask students if they disagree or agree with the answers that are
being shared.
 Talk about any questions that arise and solve any misconceptions
that need to be addressed.
 ALSO- What if both dice are rolled the same number?
 Talk about double facts and what that means.
 Explain that if that happens, I still want the students to write
2 addition and 2 subtraction facts.
Part Two: Individual Work Time
 Problem: 8 problems rolling dice and creating fact families.
 “For today’s assignment, we are going to continue doing the same type of
activity. The two dice that you roll represent your parts.”
o What do the numbers you roll represent?
o Yes- your parts, it’s your job to find what number is your whole.
 I will allow you guys to work with partners. I want one partner to roll one dice
and the other partner to roll the other. You will both have the same parts for
the fact family written on your paper. (Model for the students)
 If you finish early grab your math journals and practice writing ways to make
numbers from 5-10 like what you guys have been practicing for a while during
math class.
 When our whole class is finished, we will meet back on the carpet.
3. Closure (8 Minutes)
 Today we had even more practice with fact families.
 What was something that you learned today? What was hard for you? What did
you like about today’s lesson?
o Let student’s give their opinions and ask questions about the day’s lesson.
 You guys did great today and thank you for being such good workers.
B. Assessments Used
 Observations- During times of discussion, I will sit in on students’ conversations
and listen for accurate information about what we are learning and what the class
has already covered and learned together.
 White boards- Throughout the introduction and instruction of this unit, I will be
sure to notice what students are grasping the concept and which students are not
grasping the concept, so I know who might need more support throughout the
work time.
 Worksheet- I will be checking student work to make sure that students are
correctly writing correct equations within the given fact family I will also be
checking to make sure that their subtraction equations has the largest number
first and the addition problems demonstrate knowledge of the communitive
property. It is important to note to the students in double facts, there are only 2
possible equations and to make sure that they do not have doube facts on their
worksheet.
C. Differentiated Instruction
 Remediation: Allow students who are having a harder time grasping the concept
of fact families use manipulative such as counters or cubes to help get a
visualization for their learning.
 Enrichment: For students who finish early, have them practice ways to make
5,6,7,8,9, and 10 in their journal for extra practice of what they have been
learning in class.
 Language support: For students who are ELL, I will allow them to work in pairs to
communicate to each other if need be. The students who are ELL in my
classroom should be capable of finishing this math assignment with a little
language support and guidance.
D. Resources
SD Department of Education. (n.d.). Retrieved November 12, 2018, from http://doe.sd.gov/