CCSU Lesson Plan Template

Student Teacher: Laura Spagnoletti

Grade Level: 1st
Lesson Date: N/A
Name of Lesson: Fact Families
Common Core State Standard(s)

CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 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.)
CCSS.MATH.CONTENT.1.OA.B.4
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the
number that makes 10 when added to 8

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
criteria.
Consider if there are students who will require an accommodation or modification to meet this
lessons objective.

The student will apply prior knowledge of addition and subtraction to use the commutative and
associative properties of addition and subtraction.

Rationale for Objective: How does this lesson support previous and subsequent learning?

This supports previous learning because fact families build off general addition and subtraction. This
will help subsequent learning because fact families and learning how numbers relate can help
students later on with multiplication and division.

Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an
accommodation or modification to this lessons assessment?

I will be collecting data by checking how many students viewed the screen-cast-o-matic review and
explanation video. I will also be checking worksheets for accuracy, however if students need extra
help they are allowed to work with advanced students or one-on-one with myself. I will also be
checking the padlet at the end of class.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions, instructional
arrangement, etc.). Explain specific needs.
The students in this lesson will be required to watch a review and explanation video prior to this
lesson for homework. After that the students will come into class and work on a worksheet that will
include addition and subtraction involving fact families. Students are allowed to work in groups if
they do not understand it on their own. I, as the teacher, will decide groups and students will need to
ask to work in groups before doing this. This lesson is operating on a flipped classroom instructional
arrangement.

Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,
discussion model). Explain how you will best facilitate student learning through a specific
model of instruction. Be sure to include a rationale for the chosen model(s). You may use more
than one:
I will be using direct instruction in the form of the videos. This is introducing what fact families are
and how the students prior knowledge of addition and subtraction will be used. Using this instruction
before the students come to class allows the students to have class time to ask the teacher questions
and work collaboratively with their classmates.
I will be using a cooperative learning model when the students are working on the fact family
worksheet in class. The students are able to ask me question if they need to and can build off of the
knowledge of their classmates.
I will be using the inquiry discussion model because I will be posting a number (ex. 14) on the class
Padlet at the end of the class and will end the class discussing students use of addition and
subtraction to get different fact families posted on the padlet.

Materials/Resources needed for this lesson

Computer/access to library to watch Screen Cast-O-Matic

Computers in class for students to respond to Padlet.
Smart board/Overhead to display Padlet for discussion
Worksheet with fact family problems.

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?
I will be checking for understanding by correctness on the worksheets. Due to the flipped
classroom model I can do this during class time (while the students are working on their
worksheets).

Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess)? Explain:

By doing the flipped classroom model students that need things explained slower or repeated have
the option of pausing and rewinding the screen cast-o-matic videos. The more advanced students
have the option of fast forwarding through the review video and getting to the explanation video.
Also students that need extra help when completing the work sheet have the option of working
one-on-one with a teacher and the advanced students have the option to help students that need
extra help.

Initiation
Cite how you will engage and motivate learners, activate prior learning and present the lessons
Objective.
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning;
C) Why it is important to their everyday lives.
I will start the lesson by asking the students if there are any questions about the video they were
assigned to watch last night. I will then explain that they will be using their previous knowledge
(review video) to complete a worksheet that requires them to use fact families (explanation
video). We will do one example as a class. For example 2+4=6. Therefore 6- ___=4. And
4+___=6. This is important to their lives because they need knowledge of this to help the students
when they learn multiplication and division.

Lesson Development

Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and
collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.
I will start the lesson by asking the students if they have any questions about the videos
from their homework.
We will do one example as a class. For example 2+4=6. Therefore 6- ___=4. And
4+___=6. (They will fill in the blanks).
I will pass out their worksheets.
The students will work on the their worksheets individually.
I will walk around and observe students work, helping where it is needed.
Students that need extra help will work one on one with students or myself that finish early.
Students that finish early can help struggling students.
We will discuss the worksheets as a class.
Before continuing I will explain that the students knowledge of this will help them as they
go on to the next grade and learn multiplication and division.
I will conclude with a class Padlet. I will put a number up and require that students put one
addition and one subtraction sentence that equal this number.
We will discuss all the different answers and show that there are many different fact
families for each number, but that they are all related.

Closure
How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to
their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?

I will conclude the lesson by bringing the students together as a class after the worksheet is
completed. We will go over the worksheet as a class. Before continuing I will explain that the
students knowledge of this will help them as they go on to the next grade and learn multiplication
and division. Finally I will conclude with a class Padlet. I will put a number up and require that
students put one addition and one subtraction sentence that equal this number. We will discuss all
the different answers and show that there are many different fact families for each number, but that
they are all related.

Reflection on Practice
Student Achievement Evaluate student learning based on collected data for each SLO for each
group of learners. Identify how each group met the stated criteria in the SLO, including specific
data for each SLO. Based on your analysis what would you continue or change about your
teaching for the next lesson?

N/A until taught.

Common Core of Teaching Connection Choose an attribute from an indicator from Domains
1-4. Choose an attribute that was effective in your lesson. What specific evidence from the
lesson supports this?
4

Choose an attribute that you would like to focus on. What specific evidence from the lesson
supports the need to focus on the specific attribute? Suggest a strategy that you will try for the
next lesson to address this need.
N/A until taught.