KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Mychala Sfida Date: 11/12/19

Cooperating Teacher: Kevin Swartz Coop. Initials: ______
Group Size: 21 students Allotted Time: 30 minutes Grade Level: 1st
Subject or Topic: Math Lesson: 5.2 Hands On - Record Related Facts Section: 931

STANDARD: (PA Common Core):

Standard 1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction
within 10

I. Performance Objectives (Learning Outcomes)

● Students will be able to record related facts within 20 using unifix cubes.

II. Instructional Materials

● GO MATH! student books
● Online GO MATH! book
● Two different colored unifix cubes (10 of each color)
● Pencils
● Whiteboard
● Whiteboard markers

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
A. Prerequisite Skills
● Addition sentences
● Subtraction sentences
● Count up strategy
● Using unifix cubes
B. Key Vocabulary
● Related facts: addition and subtraction facts which share the same numbers
C. Big Idea
● Using unifix cubes, students will be able to record related facts.
D. New Content
● Using unifix cubes to solve related facts.

IV. Implementation
A. Introduction
● “Today we are going to learn about related facts!”
● “Turn and talk with the person next to you about what you know about related
facts.”
● Give students time to talk with the person next to them. Walk around during this
time to hear what they are saying.
 ● “Can someone raise their hand and tell me what you and your partner know about
related facts?”
● “Now take out your GO MATH! book.”

B. Development
● I DO
○ Show page 261 of the online GO MATH! book
○ Read the problem: “Colin has 7 crackers. He gets one more cracker. How
many crackers does Colin have now?”
○ Draw 7 shaded circles on the board. “So here are the 7 crackers that Colin
has. I need to add one more circle to represent the cracker that Colin got.”
○ Write 7 in the addition sentence and say: “Here is my part 1!”
○ Draw one circle on the board to represent the one cracker Colin got.
○ “I needed to add one more circle on the board to add the cracker that Colin
got.”
○ Write 1 in the addition sentence and say: “Here is my part 2!”
○ “Now that I have both of my parts, I can find my whole!”
○ Count all the circles out loud
○ “I have 8 circles so I know that Colin has 8 total crackers and 8 is also my
whole.”
○ “On the other side, I am going to do subtraction.”
○ Read the problem: “Colin has 8 crackers. He gives one to Jacob. How
many crackers does he have now?”
○ Draw 8 shaded circles. “So here are the 8 crackers that Colin has. I need
to figure out how many crackers he has after he gives one to Jacob.”
○ Write 8 in the subtraction sentence and say: “Here is my whole!”
○ “Colin gives one to Jacob so I am going to cross out one circle to represent
the one cracker Colin gave to Jacob.”
○ Cross out one shaded circle
○ Write 1 in the subtraction sentence and say: “Here is my part 2!”
○ “So now I can figure out the answer to my subtraction sentence!”
○ Count the circles on the board out loud
○ “Colin has 7 crackers left, which is part 1 of my subtraction sentence.”
○ Write 7 in the subtraction sentence
○ “I know that these are related facts because they are addition and
subtraction facts that share the same numbers.”
● WE DO
○ Pass out unifix cubes
○ “Let’s go to the next page and try these out together!”
○ Show page 262 of the online GO MATH! book
○ Model and draw problem: How can one model help you write four related
facts?
○ “Let’s see how one model can help us write four related facts.”
○ Write 4 + __ = 9 on the board.
○ “Connect 4 of your red cubes together to make part 1. We know our
whole is 9 so we have to figure out how many more cubes we need to add
 on to get to 9. Let’s count on!”
○ Do count on strategy starting with 4 and counting on until 9
○ “What was our answer?” “Connect 5 of your blue cubes together to make
part 2. Then connect part 1 and part 2 together to give you your whole of
9.”
○ “Now we can use these cubes to help us figure out the rest of our related
facts. We can do part 2 + part 1, which is 5 + 4 = 9.”
○ Write 5 + 4 = 9 on the board
○ “Now we have to figure out our subtraction sentences. We always start
with our whole in subtraction. What is our whole?”
○ “So let’s do our whole minus part 1, so that’s 9 - 4.”
○ Write 9 - 4 = __ on the board
○ “What is 9 - 4?” “We know that because our part 2 is 5 and we can count
our blue cubes to help us.”
○ “Now if we did 9 - 5, what would the answer be?”
○ Write 9 - 5 = __ on the board
○ “How did you know the answer was 4?”
○ Read the problem: “8 + __ = 15, 7 + 8 = __, 15 - 7 = __ and then the last
one we have to figure out on our own.”
○ “Let’s take 8 red cubes and connect them together to represent part 1”
○ “We have to figure out what part 2 is, but we know our whole is 15, so
let’s count on.”
○ Count on from 8 to 15
○ “What is our answer?” “So we know that part 2 is 7.”
○ “Let’s connect 7 of our blue cubes together.”
○ “This problem says 7 + 8 = __. We can figure that out by using our cubes.
If we take our 7 blue cubes and connect them with our 8 red cubes, what
do we get? You can count your cubes if you need to.”
○ Write 15 in the space on the board
○ “Now we have subtraction. 15 - 7 = __. Let’s break off our 7 blue cubes.”
○ “What are we left with?” Write 8 in the space on the board.
○ “Now the book wants us to create the whole problem on our own. What
do we always start with in a subtraction sentence?”
○ “What is our whole?” Write 15 in the first space.
○ “Last time we did 15 - 7, so this time we have to do 15 - what number?”
○ Write 8 in the space on the board
○ “So if we have all of our cubes together and we break off our 8 red cubes,
what are we left with?”
○ Write 7 in the space on the board
○ Read the problem: “__ + 9 = 14, 9 + 5 = __, 14 - 9 = __ and then the last
one we have to figure out on our own.”
○ “Let’s take 9 blue cubes and connect them together to represent part 2”
○ “We have to figure out what part 1 is, but we know our whole is 14, so
let’s count on.”
○ Count on from 9 to 14
○ “What is our answer?” “So we know that part 1 is 5.”
 ○ “Let’s connect 5 of our red cubes together.”
○ “This problem says 9 + 5 = __. We can figure that out by using our cubes.
If we take our 9 blue cubes and connect them with our 5 red cubes, what
do we get? You can count your cubes if you need to.”
○ Write 14 in the space on the board
○ “Now we have subtraction. 14 - __ = 5. Let’s break off our 9 blue cubes.”
○ “What are we left with?” Write 9 in the space on the board.
○ “Now the book wants us to create the whole problem on our own. What
do we always start with in a subtraction sentence?”
○ “What is our whole?” Write 14 in the first space.
○ “Last time we did 14 - 9, so this time we have to do 14 - what number?”
○ Write 5 in the space on the board
○ “So if we have all of our cubes together and we break off our 5 red cubes,
what are we left with?”
○ Write 9 in the space on the board
○ Read the problem: “7 + __ = 13, 6 + 7 = __, 13 - 6 = __ and then the last
one we have to figure out on our own.”
○ “Let’s take 7 red cubes and connect them together to represent part 1”
○ “We have to figure out what part 2 is, but we know our whole is 13, so
let’s count on.”
○ Count on from 7 to 13
○ “What is our answer?” “So we know that part 2 is 6.”
○ “Let’s connect 6 of our blue cubes together.”
○ “This problem says 6 + 7 = __. We can figure that out by using our cubes.
If we take our 6 blue cubes and connect them with our 7 red cubes, what
do we get? You can count your cubes if you need to.”
○ Write 13 in the space on the board
○ “Now we have subtraction. 13 - 6 = __. Let’s break off our 6 blue cubes.”
○ “What are we left with?” Write 7 in the space on the board.
○ “Now the book wants us to create the whole problem on our own. What
do we always start with in a subtraction sentence?”
○ “What is our whole?” Write 13 in the first space.
○ “Last time we did 13 - 6, so this time we have to do 13 - what number?”
○ Write 7 in the space on the board
○ “So if we have all of our cubes together and we break off our 7 red cubes,
what are we left with?”
○ Write 6 in the space on the board
● YOU DO
○ Show page 263 of the online GO MATH! book
○ “Go to the next page. I want you guys to try this page on your own.
When you get to number 7, it is asking you to circle the related fact that is
not correct and then write it correctly on the line.”
○ “Remember to use your cubes to help you solve the related facts. I know
you guys might be able to solve the problems without the cubes, but I
want to see you using the cubes.”
○ Give students time to do the problems on their own.
 ○ Walk around and help students when needed. Also, use the checklist
while walking around to write if students are using their cubes or not.
○ Go over the problems with students when they are done

C. Closure
● “Close your math books. Put them in your desks.”
● “Now I want you guys to do this quick exit slip. I want to see you using your
cubes to help you solve the related facts.”
● Pass out the exit slip.
● Allow students time to do the exit slip. Walk around.
● “When you are done, hold your paper up, I will collect it if it is right and trade
you for a train ticket!”
● After collecting all the exit slips, go over the exit slip and ask, “How did using
cubes help us solve the related facts?”
● “Now we can see cubes to help us solve related facts!”

D. Accommodations / Differentiation
● For struggling learners, I will work more one on one with them.
● For advanced learners, I will have them go on to page 264 of their GO MATH!
books during independent practice.
● For students with speech problems, I will allow more time to answer when called
on.

E. Assessment/Evaluation plan
1. Formative: Using cube model checklist. I will walk around during
independent practice and check yes or no next to each students name
representing if they are using their unifix cubes or not.
2. Summative: Exit slip during closure. I will collect when they are done
and give the students a train ticket if their exit slip is correct.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

students performance written after the lesson is taught, includes remediation for
students who failed to meet an acceptable level of achievement)

B. Personal Reflection (Questions are written before the lesson is taught.)(Reflective

answers to questions recorded after the lesson is taught.)
1. Did I effectively model each problem for students?
2. Were the students successful with using this strategy?
3. What could I improve in my lesson for next time?

VI. Resources
Dixon, J. K. (2015). GoMath! Orlando, FL: Houghton Mifflin Harcourt Publishing Company.
 Using Cubes to Solve Related Facts Checklist

YES NO