Using Doubles to Subtract Fact Families Principle 8: Assessment The teacher understands and uses formal and informal

assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. NAEYC Standards: 3. Observing, documents, and assessing to support young children and families Using doubles to subtract fact families, was implemented in my primary semester in a first grade classroom at Dundalk Elementary. The math lesson focused on building from prior knowledge to help with subtraction. The objective was to use our doubles facts to help us learn subtraction fact families. The process of the math lesson was first to review double addition facts from one to ten which will help with subtraction of the same fact families. Next, the class engaged in an exploration problem which was designed to observe the students way of thinking about this concept and to gage their knowledge to help drive instruction. Next, I modeled the strategy to the class. Then the class worked in partners for some guided practice. Finally, the students were assessed independently to see if they could use a doubles fact to help with subtraction fact families. We reviewed what we learned to bring closure to the lesson.

The relationship between the selected NAEYC 3and INTASC 8 standard and the artifact have in common is the understanding of using informal and formal assessment strategies to assess development.

The math lesson helped me to focus on the progress of the students from the Exploration to the Summative assessment. Each assessment formal and informal helped to show the development of each student and if there needs to be re-teaching available or if it is necessary to choose a different strategy to help comprehension.

This lesson helped students to build off their prior knowledge the doubles addition facts to learn how to subtract. The students were able to practice their doubles facts to provide more reinforcement for recalling doubles facts automatically. The students learned the value of fact families and the importance of using reciprocal number to help learn new number sentences. In addition, the students were given an opportunity to work with a partner which provided social interaction and team work building.

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Denyse Fiero Math Lesson Plan Using Doubles to Subtract fact families April 13, 2012 Before the Lesson: Mathematics Process Standards: Topic C. Indicator 1. Analyze number relations and compute Objectives Develop strategies for addition and subtraction basic facts such as: counting on, counting back, making ten, doubles, and doubles plus one Solve a given word problem based on addition or subtraction situation Identify the concept of inverse operation to addition and subtraction Objective: We will our doubles facts to help us learn subtraction. Materials: Flip-chart (20) white boards (20) dry-erasers Cube train blocks Elmo

Background: This lesson was implemented in a first grade classroom at Dundalk Elementary. Dundalk Elementary is a Title 1 school located on 2717 Playfield Street Baltimore, MD 21222. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. There is one student who has an Individualize Education Plan. There are 2 students who are in the REL category. Students prior knowledge to support their learning for this lesson is the knowledge of doubles facts up to twelve. The students have been exposed to fact families in previous lessons and their daily calendar work.
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Key Concept: The students will understand the idea that using their doubles facts is a great strategy to help with subtraction. Planning and Teaching Participants/Grouping: The students range from ages 6-7 years old and are developing at a typical to advanced level. This lesson will be taught in a whole group setting of 20 students. The lesson will be implemented on the carpet and engagement, exploration, and writing portion at the tables. Students will be provided time to turn and talk to a peer to express and develop ideas. Students will work with a partner to help with reinforce learning. Differentiation: - Base 10 rods will be provided to support students who are not thinking about numbers in an abstract way. - A list of the doubles facts were posted as a reference for students who need extra support.

Engagement: (Students will at their tables on white boards- 3 minutes) Write as many doubles facts as you can in 3 minutes. We will count how many and the winner will display their doubles facts on the Elmo to review doubles facts. Exploration: (5 minutes) (Students will write on their white board) What doubles fact will help with this number sentence? 8 - 4= Explanation: (ten minutes) Objective: We will use our doubles facts to help us learn subtraction fact families. I will select student samples and have a peer explain how they used their doubles fact to solve the number sentence. (Students will transition around the perimeter of the carpet to discuss how to use our doubles fact families to help subtract) * I will ask students why is it important to know our double facts? (doubles facts can help solve subtraction problems from the same fact family) I will then explain how we flip our doubles fact families around. I will relate objective to the student's daily number exercise done for calendar work.
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(I will model instruction in the center of the carpet. I will also show all the materials that will be needed and talk about the objective. Model 1. I will model an example of a doubles fact turned around into a subtraction number sentence. 2. I will select a mystery number which will be the "whole" of our two doubles fact. ex, 10 3. I then will ask the class what doubles fact is the two parts that equal this whole? 5+5 4. Then I use my cube train to help me subtract. I will say that I need to collect 10 cubes because that is the total of my number sentence. 5. Because I know that my doubles fact 5 + 5=10 I will chose 5 cubes of one color and 5 cubes of another color to equal 10 total. 6. Now I get to put my train together. I am going to add all of one color first and then the next color group. Now my train cubes total 10 which will start my number sentence. (I will write the beginning of the number sentence "10" 7. Then when I say subtract "5" I will break off the "5". (I will add on to my number sentence and write "-5" 8. When I say equals, I will hold up what is left of the cube train as the answer to our double fact subtraction number sentence. (I will complete the double fact number sentence ending with "=5" I will model two doubles fact before students work together. Student to Student Students will work in pairs to solve subtraction double facts. Each group will be given a bag of totals to doubles facts. The students will work together with cube trains to make the number sentences.

Independent: Students will clear the number bags from their desk to prepare for the secret problem. Discuss rules and behavior of the completing a secret problem. The students will demonstrate their knowledge of using their doubles facts for subtraction by using the same materials as our guided practice. I will alternate problems to help with the validity of the assessment. Analysis and Evaluation: I took anecdotal notes on results. The rating scale used to note development was 0-69% Not Evident, 70-80% Developing, 81-100% Proficient. The student class average for formative assessment was 70% which was developing. The class average for their summative assessment was 85% which was in the bottom range of proficient.

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Sean Andrew Morgan Metzi Milan Eric Anabelle Shanay Jaelyn Danny Diamond Skyler Jenna Nyara Mia Nicholas Solomon Joseph Alexis Janyia

Assessment for Subtraction by using double facts Formative (working Summative w/partners) (Independent work) Secure 1/1 Secure 1/1 Secure 1/1 Secure 1/1 Secure 1/1 Needed help (needed extra time) 1/1 Did addition not subtraction 1/1 Secure 1/1 Secure 1/1 Needed help 0/1 Did addition not subtraction 1/1 Secure 1/1 Secure 1/1 Secure 1/1 Secure 1/1 Secure 1/1 Needed help 0/1 Secure 0/1 Secure 1/1 Needed help 1/1 (needed extra time)

Re-teach proficient proficient proficient proficient proficient Proficient proficient proficient proficient Re-teach proficient proficient proficient proficient proficient proficient Re- teach Re-teach proficient proficient

Class average for formative Assessment: 70% Class average for Summative Assessment: 85%
Future Teaching: I will continue practice with using doubles to help with subtraction fact families. My goal is to have all students achieve in the proficient range.

Reflection: This lesson helped me to feel the pressures of teaching. To prepare me for Teach Week, my mentor teacher wanted me to only allow a two day window to plan two lessons. In addition of the minimal preparation time, my mentor teacher had me teach for most of the day and had me transition into my math lesson without the luxury of preparation time. I was not aware of this plan and didn't prepare for the transition. I had to scramble to get everything ready while implementing the lesson. Not being prepared affected classroom management by having to stop the lesson to grab a specific supply. The positive aspect of this lesson is it taught me a valuable lesson to have all lessons for the day prepared before the start of the day. Fortunately, the results of the formative assessment compared to the post-assessment showed learning progress by 15%.
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Another issue that occurred was the use of the white boards and dry-erase markers. More than half of the markers were dried out in the marker bin and couldn't be used. My back-up plan was to use special crayons however, they didn't work well either and the color of the crayon came off in their hands and became a mess. I learned it is important to test supplies not just count them. In the future, I will make sure that all lessons and supplies are prepared before the start of the day.

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