Baker College Teacher Prep​ ​Lesson Plan Form

Unit: Math Lesson Title: Grade/Period: 1st

Introduction to Fact Families
CCSS or State Standards:
CCSS.MATH.CONTENT.1.OA.B.3
CCSS.MATH.CONTENT.1.OA.B.4
CCSS.MATH.CONTENT.1.OA.C.6

Resources and Materials:

Link to Worksheet generator
http://www.math-aids.com/Fa
ct_Family/Addition_Subtractio
n.html

Link to intro to fact families

screencast
http://www.math-aids.com/Fact_F
amily/Addition_Subtraction.html

Link to Plickers
https://www.plickers.com/

Objective:
What students will know and be able to do
stated in student friendly language (use
Bloom’s and DOK levels for higher level
thinking objectives)
I can:
I can make 2 addition problems with numbers given.
I can make 2 subtraction problems with numbers given.

Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
The students will be able to take given three numbers and show how
they interact together to create 2 addition problems and 2 subtraction
problems. This will help the students gain a better understanding of
how numbers work together in different math operations.

Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
By using the Plickers I will be able to get a honest answer from the
students without fear of being wrong in front of their peers. This will
allow me to gain an understanding on where their knowledge from
the video is and where they need guidance.

Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
Flipped Activity video introduction to Addition and Subtraction Fact
Families would be assigned the day before for them to watch at
home.

Discovery what they know (15 minutes)

Pass out a 6 problem worksheet without instructions to have
documentation of what they know before our in class review.

Review (15 minutes)

I would use Plickers to ask how many students watched the short
video the night before, this would give data on who is doing the
 Baker College Teacher Prep​ ​Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
assignment the night before (watching video). Then would ask
simple question they would use Plickers to get answers.
Examples:
Which number will always be the answer for the addition problems?
A. the first number
B. the lowest number
C. the highest number
Which number will always be the answer for the subtraction
problem?
A. the first number
B. the lowest number
C. the highest number
We would then watch the video I assigned the night before (3
minutes long) and redo the questions to see how many changed after
watching the video for the second time.
Then would ask if there are any questions.
Assignment (20 minutes)
I would then pass out a second worksheet with 6 problems for them
to do on their own. While they are working I will walk around to
check on students progress, especially any that got the review
questions wrong both times. I would explain for bonus points they
can create their own Addition and Subtraction Fact Family on the
back with three numbers they choose. (This is advanced portion of
the lesson, that leads into future lessons.)
Wrap Up (30 minutes)
We will either all look at whiteboard or projection and go over each
problem. I will use Plickers to have them answer question of which
number goes where (These questions will already be created in
Plickers app). We will then use some of the problems the students
created to review.
Then we will go around the room and share one thing we liked about
doing this lesson. Then one think we found hard.
Show the knowing how these numbers work together will make
math easier, because they will have better understanding of how
numbers interact.
Critical Thinking by having them create their own fact family
problem.
 Baker College Teacher Prep​ ​Lesson Plan Form

Using “Flipped Activity” to have the student learn basic

understanding of lesson that will be taught the next day.

Using Plickers to get a honest understanding of what the students

Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade –
quiz, test, project, paper, presentation,
demonstration, etc.).
know to ensure my lesson will assist them in learning what they
need.
Formative:
The results from the Plickers review answers.
Both worksheets (before review and after review) will be
my documented assessment.
Summative:
Will use the second worksheet to measure understanding
along with their Plicker answers during check.
Will use the fact family the student created on their own on
the back of the paper.
Will record responses from group share during wrap up.

Differentiation​: I will always watch videos assigned to watch at home before the
Describe who will need additional or different
support during this lesson, and how you will
lesson, but if I know any students don’t have access I will allow time
support them. Differentiated instruction could for them to watch prior to doing the worksheet in the beginning of
include testing accommodations, preferential the lesson. I will also send home written directions for them to go
seating, segmented assignments, a copy of the
teacher’s notes, assignment notebook, peer over with their parents.
tutors, etc.

Summary, Integration and The wrap up at the end of the lesson will be how our class comes
Reflection: together to share feelings on this lesson, what they liked, and what
List the way that you will bring students
together to integrate and reflect on their
they found difficult.
learning from this lesson

Initial plans could also contain the following:

Accessing Prior Knowledge: ​What data do you have about what the students already know? What do
they need to know before they can learn this new information?​ ​What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?

Anticipatory Set​: What will you do to grab the student’s attention at the start of the lesson?

Questions to Anticipate:​ What questions will students be asking you during the lesson? How will you
answer them?

Wrap-up Activity and Closure: ​How will you​ ​bring your lesson to an end and tie it​ ​to previously learned
material? This is the summary at the end of the lesson. What did they learn?
 Baker College Teacher Prep​ ​Lesson Plan Form

Homework/ Independent Practice​: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned.

Adaptations: ​List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings.

Remediation​: What else can you do/have prepared to do with the students who did not​ ​understand the
information you presented?

Enrichment​: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught?

Changes to Future Lessons​: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future?