UNLV Student: Shelley Lubritz PSMT Name: Dr.

Chyllis Scott
Lesson Plan Title: Fact Families Lesson Plan Topic: Identify Fact Families
Date: 6/15/18 Estimated Time: 40 minutes
Grade Level: 1st School Site: 0381

1. State Standard(s):

1.OA.B.3 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.) To
add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10
= 12. (Associative property of addition.) (Students need not use formal terms for these
properties.)

2. Teaching Model(s):

Direct teaching model

3. Objective(s):

Students will be able to identify fact families and understand and the commutative
property for addition and subtraction.

4. Materials and Technology Resources:

Strips of equations cut from the Fact Families sheet

White boards
Dry erase markers

Fact family dominoes displayed around the classroom (Create ahead of time by drawing
dots on poster boards.

5. Instructional Procedures:

a. Motivation/Engagement:

Begin the lesson by reviewing the concept of a fact family.

Explain that a fact family consists of all of the addition and subtraction
combinations that two numbers and their sum can have. For example, 1 + 2 = 3, 2 +
1 = 3, 3 - 1 = 2, and 3 - 2 = 1 make up a fact family.

Write on the board three numbers that can form a fact family (e.g. 3, 4, and 7). Ask
students to construct the fact family formed by the numbers. After a few minutes,
have them compare answers with one another.

Call on volunteers to write down each of the four equations in the family. Make
clarifications as needed.
 b. Developmental Activities or Learning Experiences:

Direct attention to the large dominoes posted around the classroom. Let the class
know that these dominoes will be involved in an activity.

Give each student an equation strip. Explain that students will need to find the
dominoes that match their equations.

Demonstrate the exercise by selecting a strip, reading it aloud, then moving to its
corresponding domino.

Give students about five minutes to find their dominoes. Once they finish gathering,
there should be multiple students at each domino, with the exception of the 0-
family domino.

Ask students how many facts they think are in a fact family. Have them look around
at how many students are at each domino before they respond.

Explain that fact families usually contain four equations. When the addends of the
family are the same, they contain two. The only exception is the 0 family, which
only contains one.

c. Closure:

Ask students to copy down their dominoes on a white board.

d. Extension:

If there is enough time remaining, allow students to repeat the activity with new
equations.

Have each student select one or two of the dominoes in the room.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

For lower learners, allow the use of a number chart.

For lower learners and ELLs provide connecting cubes and other manipulatives and
make use of small group time to provide more support.

For higher learners, allow them to “coach” lower learners in pairs.

7. Assessment and Evaluation of Learning:

a. Formative

Observe students as they complete the fact family exercise, making mental notes of
common struggles that they face.
 b. Summative

Instruct students to use white boards and markers to complete a problem on the
back.

Ask them to find the sum for 17 + 6 and draw or write to explain how they found it.

8. Homework Assignment:

Day 3 of homework packet.

9. Reflection:

a. Strengths

I am pleased with this lesson plan as it represents the topics being taught through
the use of manipulatives in a clear and age-appropriate manner.

This lesson plan also provides the opportunity for partner work and Kagan strategies
such as “Timed – Pair – Share.”

b. Concerns

As always, for my lowest learners, the concern is grasping higher level thinking
concepts. Again, this concern is addressed by use of small group.

c. Insights

The use of dominoes as a teaching tool for the commutative nature of addition and
subtraction is effective.