U N I V E R S I T Y.

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0BSERVA TION OF CLASSROOM TEACHING
PROFILE OF STUDENT TEACHING PERFORMANCE:
A CONTINUUM OF PROFESSIONAL DEVELOPMENT
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82. plans for the unique characteristics of individual students (i.e. ESL, II I B/1'1 i /,i'-'c,
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83. formulates clear learnin outcomes that are a ro riate for students. ........- / J_
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C2. creates a climate of fairness and respect.

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C3. maintains consistent standards for positive classroom behavior.
C4. makes procedures and outcomes clear to students.
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D: REFLECTION ANO EVt\LOA!tOtt.::.1MPA!fTON
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01. provides specific evidence to document student learninQ. ,.,,-
02. accurately describes the strengths and weaknesses of his/hfal" teaching
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03. seeks and uses information from professional sources (i.e. cooi;>erating
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E: PROFESSIONALISM The student teacher"..
The student teacher demonstrates personal and professional behaviors that
support student learning and/or the performance of other professional
responsibilities (Use ./for observed, N/O for not observed and NIA for not
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responsible and dependable,
5hows initiative .
5xhibits the ability to make decisions.
enthusiasm for teaching.
compassion for students.
_::ciresses appropriately.
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_c/rl_ diicsnpllays mature judgment and self control.
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Stunteacher Date University Supervisor or Cooperating Teacher Date
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Danielle Castillo
Cooperating Teacher: Mrs. Jessica Stephenson
Wilson Elementary School
December 5, 2013
A. RELATED FACTS
B. CONTEXT OF LESSON
This lesson is part of the number relationships and computation unit for first grade mathematics. This
lesson covers the concept of fact families. The students need to be able to make the connection between
addition and subtraction equations. To do this, they need to be exposed to not only concrete example, like
the fact family equations, but visual representations as well so that they can understand how these
equations relate. We have studied addition and subtraction up to number 10. The students should have a
good understanding of adding basic terms.
C. LEARNING OBJECTIVES
Understand - .Ko.ow.-
OQ-
1. Addition is a mathematical 1. The student will name the 1. The students will verbally
operation that represents the parts of related facts up to 12. recall the basic addition and
total amount of objects subtraction facts to 12.
together in a collection. 2. The student will identify + as
a symbol for addition, - as a 2. Recall and write the basic
2. A fact family is a group of symbol for subtraction, and = as addition facts for sums to 12 or
numbers that are related to a symbol for equality. less and the corresponding
each other in that those subtraction facts through
numbers can be combined to completion of the .. fact family
create a number of equations. house worksheet."
D. ASSESSING LEARNING
Know /Do (Learning
objectives)
Addition is a mathematical
operation that represents the
total amount of objects
together in a collection.
A fact family is a group of
numbers that are related to
each other in that those
numbers can be combined to
create a number of
Assessment plan
As I circulate among the students, clarifying, assisting, and
conversing, I can make notes about how well students follow
directions, problem solve, and count, as well as about the accuracy of
their houses.
I will ask the students as I walk around what the function is of the part
they are currently dissecting. I will collect the worksheet in order to
make sure students were able to complete fact families correctly. I may
ask questions as I walk around the room such as: How are the numbers in
the fact related? Why can't other numbers be included?" "How many
equations. different related fact houses could you make that have 6 as the greatest
number? How can you make sure you include all the related facts for 6?"
E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)
15 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction
facts.
F. MATERIALS NEEDED
1. SmartBoard
2. Fact Family House Worksheet
3. Pencil
4. Unifix Cubes
5. White Board
6. MathGame
Dice
Cubes
G. PROCEDURE
1. The students will join me on the rug to begin calendar work.
2. We will count by 5' s and 1 O's for a review. We will also go through flash cards to review adding and
subtracting up to 12.
3. I will write 3 + 4 on a white board. This will introduce what our topic will be for the day. I will show
the students three linked colored cubes and four linked colored cubes. "What does 3 + 4 equal?"
4. Invite students to share their answers.
5. I will explain that I am now going to switch the first two numbers in the
equation. Beneath the first equation, write 4 + 3.
6. Discuss the fact that both equations have the same answer.
7. Write 7 - 4 on the board and ask students if they notice anything about the new
equation. Discuss the fact that 3 and 4 together equal 7, so when students take 4
cubes from 7, there are 3 left.
8. Next, I will transition the students into our SmartBoard activity. We will complete page 232 out of our
Hartcort textbook via SmartBoard.
9. I will call students up to the board to help us review the new topic.
10. Next, I will introduce fact families. A fact family is a collection of related addition and subtraction
facts made from the same numbers.
11. We will complete another SmartBoard activity to introduce "fact family houses". I will tell the
students a story about related facts. Once upon a time, there was a town known as Numbertown. The
Number Five relatives lived on Fifth Street in Numbertown. I will stop and discuss what relatives are and
how they relate to a family. They lived in a big four-story house.
12. Next, I will model how to complete a fact family "house".
a. Ask students to name two numbers (addends) that when added together, have a sum of 5.
b. Tell students you will now guide them in making a related fact house. I will distribute worksheet.
13. I will have students look at the four number sentences I wrote and tell you what they notice. I will
explain that this is a "related fact" because all the numbers are related to each other in a special way.
equations. different related fact houses could you make that have 6 as the greatest
number? How can you make sure you include all the related facts for 6?"
E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)
15 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction
facts.
F. MATERIALS NEEDED
I. SmartBoard
2. Fact Family House Worksheet
3. Pencil
4. Unifix Cubes
5. White Board
6. MathGame
Dice
Cubes
G. PROCEDURE
1. The students will join me on the rug to begin calendar work.
2. We will count by S's and lO's for a review. We will also go through flash cards to review adding and
subtracting up to 12.
3. I will write 3 + 4 on a white board. This will introduce what our topic will be for the day. I will show
the students three linked colored cubes and four linked colored cubes. "What does 3 + 4 equal?"
4. Invite students to share their answers.
5. I will explain that I am now going to switch the first two numbers in the
equation. Beneath the first equation, write 4 + 3.
6. Discuss the fact that both equations have the same answer.
7. Write 7 - 4 on the board and ask students if they notice anything about the new
equation. Discuss the fact that 3 and 4 together equal 7, so when students take 4
cubes from 7, there are 3 left.
8. Next, I will transition the students into our SmartBoard activity. We will complete page 232 out of our
Hartcort textbook via SmartBoard.
9. I will call students up to the board to help us review the new topic.
10. Next, I will introduce fact families. A fact family is a collection of related addition and subtraction
facts made from the same numbers.
11. We will complete another SmartBoard activity to introduce "fact family houses". I will tell the
students a story about related facts. Once upon a time, there was a town known as Numbertown. The
Number Five relatives lived on Fifth Street in Numbertown. I will stop and discuss what relatives are and
bow they relate to a family. They lived in a big four-story house.
12. Next, I will model bow to complete a fact family "house".
a. Ask students to name two numbers (addends) that when added together, have a sum of 5.
b. Tell students you will now guide them in making a related fact house. I will distribute worksheet.
13.1 will have students look at the four number sentences I wrote and tell you what they notice. I will
explain that this is a "related fact" because all the numbers are related to each other in a special way.
14. I will have the students try the house on their own.
15. I will have students turn in their worksheet to check for accuracy and an understanding in the
material.
16. Lastly, students will be paired in groups to play a math game. The students will play a domino's
game dealing with number ~ 12.
H. DIFFERENTIATION
Students will ask questions and devise ways to find answers as they discover how numbers are related to
each other. I will allow students to use plastic linking cubes, dominoes, or other manipulatives to help
them visualize the relationship between the numbers in the related facts. I could have students work with
increasingly larger numbers as they master the smaller ones.
The worksheet in the beginning of the lesson will be modeled and I will be walking around the room to
help students. The students are paired to have one student help another if needed. The students will be
able to use the SmartBoard in the beginning of the lesson to catch their attention. I know from previous
lessons how much they enjoy coming up to the front of the room. Students that finish the house
worksheet early may begin to transition into playing the assigned math game.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
1. If the students seem to be having a hard time understanding fact families I could continue modeling
throughout the entire worksheet. I would model together as a class instead of allowing them to do some
independent work.
2. If the students are struggling with basic addition or subtraction up to 12, I can allow them to use unifix
cubes or a number line.
3. I will be prepared and have a strong understanding of how to use the SmartBoard in case of any
glitches.
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