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:

After the last lesson, students grasped the concept of fact families much better. There is
a small group of students that still are struggling, so in this lesson I might consider
pulling them out to do small groups. With this lesson my timing was off, and I was forced
to rush the students through the assignment so consider their time for the assignment
more next time. For this lesson we will review for a minute, then go into an assignment
to check for all the students individual understanding of fact families.

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:
 Cards
 Fact Family pocket chart
 White board
 Worksheet

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 (20 Minutes)
 getting attention/creating a need to know
Math journal word problem.
 Read the problem aloud to the students.
 Have the students take time to work.
 Have the students come up to the promethean board.
 Share some of the student journals.
 Have a conversation about the math problem and discuss as needed.
 Relating to past experience and/or knowledge/sharing objective, in general
terms
o So now, we are going to continue with our fact family practice that we
have been going over the past two days.
2. Content Delivery (25 minutes)
Teaching methods: Discussion, demonstration, Learner-centered/driven
instruction
Part One:
 These last two days in math class we have been working really
hard on learning about fact families.
 Today we are going to continue learning about fact families and
build our knowledge with addition and subtraction problems.
o I’m going to put up three numbers in our pocket chart and I will have you
guys write a fact that would be within that fact family on your white boards,
and then I will have some of you guys come up to the front to share what
you wrote.
o Here is the first set of numbers I’m giving you “7,3,10”. Write either an
addition or subtraction problem and put your marker down when you are
done writing.
 Call on first student to come up and place cards in the pocket chart
to share with the class.
  Ask who wrote a different number sentence on their board.
 Have that student come share their number sentence.
 Continue as necessary, asking questions about how
they arrived at that answer.
 Yesterday we used dice to determine what our parts were and
today we are going to use cards to find our parts and we have to
come up with our whole. Similar to yesterday, we are just using
different manipulatives.

Part Two: Instructions on worksheet (5 minutes)

 Demonstrate how the students will select their cards and where they will
write the numbers, they draw on their paper.
 Demonstrate where they write the whole on their paper.
o Model this for the students so they can see how it works.
Part Three: Individual Work Time
Problem: 12 fact family problems using cards to draw the parts of the family.
 “For today’s assignment, we are going to continue practicing fact families by
drawing these cards to determine the parts of our number sentence.”
 For each square, only draw two cards and write it in your first two smaller
squares- this represents the parts. Then find the whole and write it in the third
box. Then using these 3 numbers write the fact families in the same box where
your numbers are.
o When you finish- you can practice ways to make numbers in your math
journals.
 When we are all finished let’s gather back at the carpet.
3. Closure (8 Minutes)
 Let’s talk about your assignment today.
o Kimber, share one of your squares with us.  write it on the board.
 Do you guys agree with what Kimber shared?
o Why or what not?
 What other questions do you guys have about fact families?
o Okay great! That’s it for math, let’s get ready to go to recess.
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: Think on this
 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/