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Fact Families Lesson For IP&T By Valerie Robinson 5 + 4 = 9 4 + 5 = 9 9 - 5 = 4 9 - 4 = 5
Direct Instruction Planning Guide Name : Valerie Robinson Date: 3-17 Time: 30 minutes Lesson Topic: fact families Grade Level : 1 Lesson Type: Introduction Review Reteach Ongoing Unit Group Size: Whole Class Small Group THE LESSON PLAN Assessment: The student will demonstrate learning by… Correctly filling in the each of the number sentences on the computer game Expectations for behavior : Anticipatory set: Today we get to learn about fact families, but first I need somebody’s help. Let the helper toss the frog onto a number family clover. Objective : At the end of the lesson you will be able to write all four number sentences in a fact family Input: 3 numbers that are like family members. No one else (another number) can be in the family. Draw a big two story house on board. In the attic write the 3 numbers (such as 3, 5, 2). Together we think of the two addition sentences and two subtraction sentences that can be made with these numbers. We role play and practice with several number families. Kids write addition facts in two upper windows and subtraction facts in two lower windows. After a few days of practice, kids make their own house from paper and markers. Makes great bulletin board display too. Model: have 3 students get up. They are a “family.” Using the students model each sentence in this fact family, and write it on the board in a house. Do a couple more Checking for understanding: let students answer the questions about fact families as you go Guided Practice: each table gets a house with blanks in it. They will answer each blank, then come back together. Each group says their answers, and everyone else says if they are right or not. Independent Practice: We will travel to the computer lab and practice fact families with the game found at this website: www.ezschool.com/games/factfamily1.html Closure: fact families are families of three numbers that all relate to each other to make two addition and two subtraction sentences, four total. <ul><li>State Core </li></ul><ul><li>Standard # </li></ul><ul><li>Standard 1 Students will acquire number sense and perform simple operations with whole numbers. </li></ul><ul><li>Objective 3 Model, describe, and illustrate the meanings of addition and subtraction and use these operations to solve problems. </li></ul><ul><li>Compute basic addition facts (up to 10 + 10) and the related subtraction facts using strategies (e.g., 6 + 7 = (6 + 4) + 3 = 10 + 3 = 13). </li></ul><ul><li>Concept/process statement: The student will… </li></ul><ul><li>Learn about fact families </li></ul><ul><li>This is important because . . </li></ul><ul><li>It is a strategy to help us learn our math facts better. </li></ul>How Evaluated (Demonstrate learning) How Taught (Instructional Strategy) What Taught (Concept/Process)
We started the lesson in the classroom. It was St. Patrick’s Day, so elements of St. Patrick’s day were tied into the lesson. Once the students had a good enough grasp on the concept to practice independently, we took a trip to the computer lab. The students were very excited to play a game…little did they know they were really learning…
--These students had never had any practice typing on a computer, and many of them struggle with spelling in general. --To begin our time in the computer lab, I had one student log into his computer to demonstrate. With the rest of the class watching, I guided him in getting to the webpage.
The students then went to their own computers to find the website and begin the game. This little boy is diligently “pecking” out the keys to type in the address.
Once the students found the website, the next step was to click on the green smiley face
This screen loads to begin the game.
And the fun begins…