Blended Learning Lesson Plan

Lesson Title: Addition and Subtraction Fact Families

Objectives:
Identify and utilize structure and patterns.
a. Recognize complex mathematical objects as being composed of more than one simple
object.
b. Look for structures to interpret meaning and develop solution strategies.
Use a variety of mathematical tools effectively and strategically.
a. Select and use appropriate tools when solving a mathematical problem.
b. Use technological tools and other external mathematical resources to explore and
deepen understanding of concepts.

State Standards:
1.ATO.3 Apply Commutative and Associative Properties of Addition to find the sum
(through 20) of two or three addends
1.ATO.7 Understand the meaning of the equal sign as a relationship between two quantities.
(sameness) and determine if equations involving addition and subtraction are true.
1.ATO.8 Determine the missing number in addition and subtraction equations within 20.
1.ATO.6 Demonstrate:
a. addition and subtraction through 20
b. fluency with addition and related subtraction facts through 10.

Context:
This lesson is a first-grade math lesson to teach students about fact families, which is a method to
teach about Commutative property and the relationships between addition and subtraction.
Before this lesson, the students learn about how to add and subtract up to 20, which will help
them to understand the addition and subtraction that is being performed when solving fact
families. After this lesson, students will have a better understanding of the relationship between
addition and subtraction and will improve their skills for both addition and subtraction. The next
lessons should include word problems and real-world applications of these skills.

Data:
Students will be grouped in this lesson based on their performance on past math assignments and
assessments. There will be a group of students who have high scores, middle scores, and low
scores. This is to ensure that when they are in teacher directed instruction, that the instruction can
be specified to better help them understand the lesson being taught and practice in ways that will
best help them. For future groupings and teaching groups will be continued to be collected
through their performance on classwork assignments and assessments in class.

Materials:
Part of Lesson Materials Links
Used
Introduction White https://youtu.be/ujuCuY7MPAU?si=hJVmcYKAtZ9TyNFY
Boards,
Smart Board,
Expo
Markers
Teacher Expo Marker, No links
Directed White Board
Collaborative Computers, Fact Family Triangles with Dice | Worksheet | Education.com
Pencils,
Worksheet, Math Fact: Relationship Between Addition & Subtraction |
Dice, Worksheet | Education.com
Clipboards
Independent Paper, https://youtu.be/9IhZDEffyTk
Digital Pencils,
Computers Addition & Subtraction Fact Families — Online Practice (grades
1-2) (mathmammoth.com)
Closure Worksheet, Fact families worksheets | K5 Learning
Pencils

Procedures:
Introduction (20 minutes):
I will begin the lesson by asking the students to take out their individual white boards and expo
markers for the lesson. I will start with review questions for subtraction and addition up to 20.
For example, I will ask 5+7=?,7+5=?, 12-7=?, and 12-7=?. I will then connect these questions to
the lesson about fact families by introducing the idea that all these equations involve sentences
with the same numbers. I will then explain how these are called fact families. I’ll explain that
you can represent these families by drawing a triangle with the largest number at the top and the
smaller numbers as the two bottom corners. I will then play the BrainPOP YouTube video on
fact families for the students and pause the video during the examples and have the students
finish the sentences in the practice. After this I will explain how when creating the equations out
of a fact family, that when adding or subtracting the first numbers in the sentence can switch
spots and the answer will still be the same. But I will emphasize that in an addition problem, the
largest number will always be last and in a subtraction problem, the largest number will always
be first. I will do some more practice problems with the students where they will not have to
create the entire equation, but just fill in the blanks to start off (an example is in the image
below). After some practice, I will split the students into their groups and put the lists of names
for each group on the board in case they forget. I will explain what they should do in each station
and ask them if they have any questions. I will notify the students when it is time for them to
switch stations and I will keep track of when time is up.

Teacher Directed (15 minutes):

During the teacher directed station, one group of students at a time will join me at a table where
they can all see me, and I can see all of them and the work that they are doing. I will do a quick
review of what we talked about in the introduction and see if they are confused about anything
and see if they have any questions. I will start off with similar practice to what we did in the
introduction where they will be given the numbers of the fact family in the form of a triangle,
and they will be asked to fill in the blanks of partial addition and subtraction equations that relate
to the fact family presented. I will ask the students to answer the questions on white boards
individually and then show me when I tell them to after I see that all the students have worked it
out. If they continue to seem confused and not completely get the concept, I will continue this
type of practice, but if the students seem to understand the concept with minimal mistakes, I will
ask them individually around the table in turns to answer parts of the question. When asking all
questions, I will ask them to explain to me how they got their answer so I know if they are doing
the process of solving the equations correctly so that I can help them if they are doing it wrong. I
will move from practicing problems with partial equations where they must fill in the blanks to
having to fill in the entire equation for both addition and subtraction.
Collaborative (15 minutes):
In the collaborative station, the students will work together as partners on the carpet in
the classroom (so they do not distract students at the Independent Digital station) to fill out the
Fact Family Dice worksheet. They will take turns rolling the dice to create their fact families. For
each triangle, the dice will be rolled twice to receive the two addends of their equation. These
will be the numbers at the bottom two corners of the triangle. They will then work together to
determine what number will go at the top of the triangle. After they finish with finding the
addition equations for the fact family, they will flip the worksheet over and write out the
subtraction equations for the fact families. Once they finish with the Dice worksheet, they will
stay with their partner to complete the Fact Family Worksheet together. For this worksheet, the
numbers of the fact family are given in the form of a triangle, and the students will have to create
the addition and subtraction equations that correspond with the numbers given. If they are
confused and have questions they can ask the other members of their group for assistance.

Independent Digital (15 minutes):

For the Independent Digital station, students will be working independently at their desks. The
students will start by watching the video “Fact Family Triangles- Addition and Subtraction
Cartoon”. They will use their paper or notebook to take notes on the video and to practice the
problems that the video presents. Once they finish with the video, they will go to the Addition
and Subtraction Fact Family online practice to give them some practice on subtraction and
addition. On the website, they will check the boxes for Fact families from 4 all the way up to 20.
I will provide them with a piece of paper so that for each question on the online practice they
will draw out the fact family triangles and equations for the practice problems given on the
online practice. This will allow them to practice addition and subtraction and then connect it to
the Fact Family lesson being taught. For example, in the image below, it shows the equation ?-
8=6. The students will have to figure out what number goes in the blank and then where each
number will fall on the fact family triangle and how it can be translated to both addition and
subtraction problems. If they have any questions the students can ask other students in their
group.

Closure (15 minutes):

For closure, I will ask students to explain what they learned from the lesson and to
explain the different steps and strategies to build fact families and to create the equations for fact
families. Once we do a review of the lesson that was taught, the students will individually work
on the Fact Families Worksheet. On this worksheet, they will be required to create addition and
subtraction equations based on the numbers and fact families provided on the worksheet. They
will be able to raise their hands and ask me questions if they are confused on the worksheet. I
will ask them to write any questions they have about Fact Families on the back of their papers so
that I can address anything that still is causing confusion the next class/ day. I will collect this
worksheet when they are finished so that I can see how well they understood the lesson and the
concept of fact families.
Rationale: You must have at least two paragraphs (one for each mandatory piece of multimedia)
(YouTube Video= “Fact Family Triangles- Addition and Subtraction Cartoon and
BrainPOP Video):
The Cartoon video provides the students with a fun and entertaining video that takes the
form of a cartoon like a TV show, but it also teaches them the concepts that they need to
understand for the lesson being taught. It provides instruction about Fact Families and
helps define what that means for the students to understand. It also provides examples
and practices for the students to see a visual of how to solve Fact Family problems. It not
only represents the problems provided with numbers, but also with images and items to
help give a better visual of what the numbers in the problem represent in a real-world
scenario. I know that this is high quality because it provides the level of instruction that is
needed in my classroom. It scores high in the LORI Criteria because it aligns with the
goals that I have for the students to achieve in this lesson by providing the instruction
necessary and motivates them through its design that appeals to different learners and
provides a fun visual. It differentiates instruction for all learners because it provides
different visuals to represent the fact families being presented and provides visual and
auditory instruction for students.

The BrainPop video also provides students with an engaging cartoon video to help them
learn the concepts of Fact Families. The video both provides definitions and practice
examples of fact families to help the students understand what Fact Families are. I know
that it is high quality because BrainPop is a well known and trusted website in many
schools, and it provides valuable instruction for many different topics and subjects. It
scores high in the LORI Criteria because it aligns with the goals for this lesson and helps
motivate different learners by keeping them engaged with its design and content. It
differentiates instruction for all learners because it provides different explanations,
practice/examples, and visuals so that the students can see Fact Families in different
representations and ways.
(Practicing Addition and Subtraction=Addition and Subtraction Fact Family online
practice) : I chose this piece of multimedia because it provides students with a simple
addition and subtraction practice that they can complete online and individually. This
supports student learning and the lesson because it allows them to practice their addition
and then through having the students create fact families based on the questions asked on
the online practice, they can connect what they have already learned and understood to
this lesson and to the concept of creating fact families and the equations that go along
with the fact families. This scores high on the LORI Criteria because it is designed to be
simple for students to do the practice and it gives them feedback so that they can improve
their understanding of the topics and practices for future questions. It differentiates
instruction from the other stations because it provides them with practice online instead
of with paper and pencil or whiteboards and markers. It also allows them to get some
practice individually and to work at their own pace.