Lesson Plan Outline for Teaching with Technology (Games)

Your Name: Jamie Swain

Academic Subject: Mathematics
Standards: State and/or Common Core
1.OA Operations and Algebraic Thinking
Understand and Apply Properties of Operations and the Relationship Between Addition and
Subtraction
Apply properties of operations as strategies to add and subtract. Examples: If 8+3=11 is
known, then 3+8=11 is also known (Commutative property of Addition)
Subject(s) of the lesson
1. Addition
Turnaround Facts
2. Subtraction

Prerequisite Knowledge: What do they need to know? What will

you have them recall?
Some strategies taught in previous mini lessons include:
1. Writing related subtraction facts (when given a picture)
2. Writing related addition facts ("turnaround" facts)
3. Relating Addition and Subtraction
4. Creating Addition and Subtraction stories

Content Describe in a paragraph. You can also add an outline.

In this lesson, students will apply previous learned knowledge about addition and subtraction
and relate it to a fact family. They will be making the connection that when you have three
fact family numbers then you will be able to create two addition sentences and two
subtraction sentences.

List the objectives for this lesson. They should include what the students will learn from your
instruction
1. Students will model and understand the relationship between addition and subtraction.
2. Students will write a "family" of related addition and subtraction facts to model situations that
show two parts.
3. Students will independently play Fact Family Dice Game with a partner.

How will you teach the content? Details help. Include the game(s), what do you do before the
games and how do you follow-up.
Initiation:
As a whole class (at their seat/on the carpet) (15 minutes)
Lesson Development:
1. We will begin the lesson with the students at their desks cutting out their frog ten mats and
paper hands.
2. Next we will do a brief review of the big book, Ten Friendly Frogs.
3. I will show a page from the big book on the smart board and have the students show the
two different groups on their frog ten mat.
4. Once they colored in some frogs, I will have them come to the carpet.
5. We will then discuss what addition sentences our frog mat shows. (We will write them on
the board)
6. Then I will ask "what subtraction sentences can we write about the frogs?" (We will write
them on the board)
7. We will relate each of the facts on the board to the groups of frogs on their mats.
8. I will then tell them that these four facts are "fact families"
Lesson Development:
As a whole class (on the carpet) (20 minutes)
1. Once the students understand that a "fact family" consists of three numbers and two addition
and two subtraction sentences we will review this on the smart board.
2. I have a "fact family" game where I will roll the smart board dice and the students will need to
create the fact family. We will complete this together. See example below.

Closure/Assessment:
Students will return back to their seats
1. After the smart board activity, children will be called to their seats to take out their workbooks
and take out page 131
2. Once their workbook page is completed, they will get with a partner to play the fact family
game with an actual game board and dice.

Additional materials you will use and how will you use them.
1.
2.
3.
4.
5.
6.
7.
8.

Ten Friendly Frogs Big Book

Frog Ten Mat
Paper Hand
Smart Board
BLM 5.14
Workbook page 131 and for the other group page 35
Fact Family game
Dice

Evaluation Strategies
1. Students will be evaluated by how independently they can complete their workbook page and
independently play the fact family game.
2. See attached rubric