Fact Families

Submitted by: Chloe Gomel

Grade Level: First Subject/Topic: Math

Objectives:
TSW identify patterns in related addition sentences and find
similarities and differences.
TSW identify and write number sentences using the numerals in a
fact family.

Lesson Plan:
Introduction (Anticipatory Set/Motivation):
The teacher will call all students to gather on the rug and introduce the book
Animals on Board by Stuart J. Murphy. If the book is new to the students, ask
questions that will have students make predictions about the text. If they have
read the book before, ask them what the story is about and what they think we
will use it for today. Have the students refer to the math learning target on
the board for ideas. Read the book Animals on Board.

Process:

Information Giving: After reading the story, show the students an index card
that has three paper clips on the right side and two paper clips on the left.
Thinking aloud, mention how this reminds you of the tigers in the book, with the
paper clips representing the tigers. Turn the card over, so that there are now
two paper clips on the right side and three on the left. Ask the students what
happened, and if the card still shows the same amount of paper clips. Write a
number sentence on the board that demonstrates this (i.e. 3+2=5 and 2+3=5).

Modeling: Using the card you clipped the paper clips to, write the number
sentences on this. Restate the idea that no matter which number (3 or 2) comes
first in the equation, the answer will always be 5.

Independent Practice: Divide students into pairs or trios, and assign each group
an animal and an amount. Working within their teams, the students will come up
with a fact family for their animals. They will then place their paper clips on
their card in relation to their equation. For example, if a pair got nine pandas,
they could write the equations 5+4=9 and 4+5=9. They would also place 5 paper
clips on one side of the index card and 4 on the other. Remind students that it
is important for them to label their cards with the animals and also write their
names on it.

Closure / Culminating Activity: Once all groups have completed their work, call
students to the rug and have them sit in a circle. Each pair or trio will have a
chance to share their number sentences with the class. After all groups have
shared, direct students attention back to the learning target, and ask if they
have achieved their goal of creating equations and using fact families.




Rationale: Using manipulatives, the
students will be introduced to the idea
of fact families (three numbers, two of
which add up to equal the third).

TEKS Achieved:
111.13. Mathematics, Grade 1.
(b) Knowledge and skills.
(5) Patterns, relationships, and
algebraic thinking. The student
recognizes patterns in numbers and
operations. The student is expected to:
(E) identify patterns in related
addition and subtraction sentences
(fact families for sums to 18) such as 2
+ 3 = 5, 3 + 2 = 5, 5 2 = 3, and 5 3 =
2.

Blooms Taxonomy:
Knowledge/Remember Analysis
Comprehension/Understand
Application Create


Differentiated Learning:
Auditory Visual/Spatial
Kinesthetic Logical/Math
Verbal/Linguistic
Interpersonal

Classroom Strategies:
Cooperative Groups Hands-On
Technology
Lecture
Problem Solving Whole-group
Pairing

Materials/Equipment:
-Murphy, S. J. (1998). Animals on board.
New York, NY: HarperCollins Publishers
-Large paper clips
-5 x 8 index cards
Curriculum Integration:
Math
Reading



Accommodations:
1. For a student on the autism spectrum, give instructions in short sections and ensure that they have accomplished
that before giving more direction.
2. For a student who is an English language learner, use visuals to help them understand the concept of the paper
clips representing animals. Include small cards with pictures of their animal for them to manipulate.

Enrichment/Extension: Discuss the concept of fact families with subtraction instead of addition.

Assessment/Evaluation: The teacher will assess the students understanding by checking to see if their notecard
includes the following:
A label for their animal
Two number sentences, that show a fact family
Paper clips attached to the side of their notecard that correspond to their equation