FirstGradeMathLessonPlan11.3.

15
Author:MarlaLeland
Datecreated:10/31/20157:33PMESTDatemodified:10/31/20158:18PMEST

VITALINFORMATION
TotalNumberofStudents

25students

Area(s)StudentsLiveIn

Petaluma,CA

Free/ReducedLunch

75%ofstudents

EthnicityofStudents

White:4
AfricanAmerican:2
Asian:1
Latino:18

EnglishLanguageLearners

18EnglishLanguageLearners

StudentswithSpecialNeeds

Noneidentifiedyet

Subject(s)

Mathematics

TopicorUnitofStudy

FactFamiliesforadditionandsubtraction

Grade/Level

Grade1

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Whatarenumberfactfamilies?

LearningOutcome(s)

Studentswilllearnwillusedoubleflapdotcardstounderstandtherelationshipsbetweenadditionandsubtraction,
understandfactfamilies,explorethecommutativepropertyandlearntosolveforanunknowninanyposition.

Summary

Studentswillmakethereowndoubleflapdotcardsandwritetheirownsetofrelatedequationsorfactfamilies.

Standards

CACaliforniaCommonCoreStateStandards(2012)
Subject:Mathematics
Grade:Grade1
Domain:OperationsandAlgebraicThinking1.OA
Area:Understandandapplypropertiesofoperationsandtherelationshipbetweenadditionandsubtraction.
Standard:
3.Applypropertiesofoperationsasstrategiestoaddandsubtract.3Examples:If8+3=11isknown,then3+8
=11isalsoknown.(Commutativepropertyofaddition.)Toadd2+6+4,thesecondtwonumberscanbeadded
tomakeaten,so2+6+4=2+10=12.(Associativepropertyofaddition.)
Standard:
4.Understandsubtractionasanunknownaddendproblem.Forexample,subtract108byfindingthenumber
thatmakes10whenaddedto8.
Area:Addandsubtractwithin20.
Standard:
6.Addandsubtractwithin20,demonstratingfluencyforadditionandsubtractionwithin10.Usestrategiessuchas
countingonmakingten(e.g.,8+6=8+2+4=10+4=14)decomposinganumberleadingtoaten(e.g.,
134=1331=101=9)usingtherelationshipbetweenadditionandsubtraction(e.g.,knowingthat8+
4=12,oneknows128=4)andcreatingequivalentbuteasierorknownsums(e.g.,adding6+7bycreating
theknownequivalent6+6+1=12+1=13).
Area:Workwithadditionandsubtractionequations.
Standard:
8.Determinetheunknownwholenumberinanadditionorsubtractionequationrelatingthreewholenumbers.For
example,determinetheunknownnumberthatmakestheequationtrueineachoftheequations8+?=11,5=
??3,6+6=??.

Comments

ASSESSMENTS

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Assessment/Rubrics

Formativeassessments:
Throughobservationduringlessontoseehowstudentsareusingthedoubleflapdotcardsandseeiftheyare
understandingthefactfamilies
Throughlookingattheirdoubleflapdotcardsandequationssheetstoseeiftheyareunderstandingtheconcept.

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

cardstock/heavypaper
studentwhiteboards
dryerasemarkers
erasers
halfsheetsofpaper
crayons
scissors
unifixcubes
ipad
projector

Comments

IMPLEMENTATION
SequenceofActivities

Reviewfromthepreviousdayslesson.
revieweachofthedoubleflapdotcardsandequationsmadefromthepreviousday
reiteratingthatfactfamilieswith3numbersmake4equations2additionand2subtraction.Onlyiftheirisa
doublenumberfortheadditionproblemwillthatbedifferentthosewillcreateonly2equations.
Doubleflapdotcards:
Tellstudentstheywillcreatetheirowncardsandwritetheirownfactfamilies
Modeltheprocesswhilestudentsarefollowing:foldpaperinhalfhamburgerstyleandthenfoldagainthehotdog
waytohavethepaperinfourthsopenthepieceofpaper
Cutathetophalfofthepapertothehamburgerfold
Chooseanumbernetween6and10foryourtotal.Writeitonthebackofthefoldedcard.
Modelwith2differentunifixcubeshowtoplanthetwosetsofdotsbeforeyoudrawandcolor.
Drawyourdotsandcolorusingonecolorforthefirstsetandthesceondcolorforthesecondset
Thenwritethefactfamilyforthedoubleflapdotcardonthehalfsheetofpaper.
Askstudentsforanyquestionsorclarificationbeforepassingouttheunifixcubes
Thenpassouttheunifixcubesforstudentstouse
Havethemmakeasmanycardsallowedinthetime
Walkaroundandhelpstudentsasneeded.

GroupingStrategies

Wholegrouptomodelthecreationofthedoubleflapdotcardsandmodelusingthedoubleflapdotcardsandrecording
equations
Independenttomaketheirowndoubleflapdotcardsandrecordtheirequations

DifferentiatedInstruction

Iwillmodelhowtomakethedoubleflapdotcardsandrecordtheequations
Iwillleaveexamplesofthecardsforstudentstolookatlaterwhentheyaredoingtheproject.
Iwillgiveindividualizedassistanceasneededthroughoutthelesson

Comments

REFLECTIONS
PriortoLesson

ThiswillbethefirstlessonIwillbedoingthatisinstructionsonhowtomakeanitem.IwanttoakesureIhavebroken
downthestepsinsmallenoughphasesthatthestudentsdonotgetlostofconfused.IfthathappensIwillneedto
remembertostoptheactivityandreteachitatthatmoment.Ifeelthattheirwillbesomestudentswhowilljustnotget
itandIwilltryandworkwiththemindividuallytoassistthemormoveasmallgrouptothebacktogivemoresmallgroup
support.

PostLesson
Comments

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