EEI Lesson Plan Template

Name: Gretchen Ellwood Pima Course: EDC 291A Instructor: Eagleton

Subject: Math Topic: Fact Families Grade Level: 1 Duration: 1 Hr. & 15 Min.

List of Materials, Handouts, Rubrics, and other Documents: [List everything you will need to teach this lesson here, then insert
actual examples in the Appendices below the plan]

Whiteboard & Markers

Scrap Paper
Guided Lesson Worksheet 29A

Purpose: This lesson will help students… write fact families.

Components Description of Plan
Content Standard 2.OA.B.2
Choose ONE standard and type it out
along with the number.
Fluently add and subtract within 20 using mental strategies. By end of

grade 2, know from memory all sums of two one-digit numbers.

CC.K-12.MP.8

Look for and express regularity in repeated reasoning.

Learning Objective Bloom’s Level: Evaluating, Understanding. Analyzing

§ Choose ONE level of complexity from
Bloom’s Revised Taxonomy
§ Write ONE objective that is ONE
simple sentence with ONE carefully Objective: SWBAT… write addition and subtraction fact families.
chosen verb

Est Anticipatory Set Teacher will (TW): Students will (SW):

# of § A quick "hook" to grab the
Mins
1) TW explain that today 1. SW read the objective
student's attention we will learn how to together, “I can write fact
§ Activates prior knowledge of
the objective
write addition and families.”
§ Requires active participation subtraction fact 2. SW share thoughts and
from ALL learners families. ideas about what a ‘story
§ Students must literally interact 2) TW ask one child to problem’ is.
with the OBJECTIVE explain what a ‘story 3. SW interact with the
problem’ is. objective by…repeating
3) TW provide verbal the objective together as a
feedback. group as the teacher points
4) TW share that today to it.
we will use story
problems to help us
write addition and
subtraction fact
families.
 EEI Lesson Plan Template

Est Teaching-Input Teacher will: Students will:

# of
Mins
• Using effective and varied 1) TW pass out five 1. SW raise hands to help
strategies, the teacher pennies to one child. teacher draw a picture for
provides information and
vocabulary students will need
2) TW draw a row of five the story problem.
in order to grasp the concept, pennies on the board. 2. SW raise hands to respond
strategy, or skill. 3) TW give the child one when teacher asks what
• Check for Understanding. more penny. the number sentence for
4) TW draw a vertical each problem will be.
line to the right of the 3. SW compare and contrast
five pennies. TW draw the two problems.
one penny to the right 4. SW volunteer to draw
of the line. pictures and write story
5) TW ask children, problems for the
“How many pennies subtraction facts.
does _______ have 5. SW help teacher
now?” demonstrate 6 – 5 = 1
6) TW ask children through acting and
“What number drawing.
sentence will we write 6. SW recall why the two
to show what happened demonstrations are
in the story?” different.
7) TW write 5 + 1 = 6 on 7. SW compare and contrast
the board below the all four problems.
picture. 8. SW identify why the four
8) TW repeat this task to problems are a fact family.
show 1 + 5 = 6
9) TW check to see if
children understand
why the second
demonstration was
different than the first.
10) Then, TW take one
penny away from the
first child.
11) TW ask children to
help show this story
problem with a picture
on the board.
12) SW recall that we
cross off pictures to
show substation (or,
some, some went
away).
13) TW write 6 – 1 = 5
below the picture on
the board.
14) TW define ‘addition
and subtraction fact
families’ by saying
that, “An addition and

Est Teaching-Modeling
# of Teacher demonstrates and
Mins
• 1. TW write 8 + 2 = 10
shows examples of what
students are expected to do
(how to solve the problem,
answer the question, do the
activity etc.).
• Check for Understanding.
Est Guided Practice
# of
Mins
• An opportunity for each
student to demonstrate new
learning by working through
an activity or exercise with the
teacher’s guidance.
• This is the heart of the lesson
and should have the most
minutes assigned to it.
EEI Lesson Plan Template
subtraction fact family
has two addition and
two subtraction facts
that all have the same
three numbers.”
Teacher will:
on the board.
2. TW write 2 + 8 = 10
below 8 + 2 = 10.
3. TW write the two
subtraction facts on the
board next to the
addition facts.
4. TW review that, “An
addition and
subtraction fact family
that uses three different
numbers will always
have two addition facts
and two subtraction
facts.”
5. TW write 3, 9, and 12
on the board.
Teacher will:
1. TW distribute scrap
paper. TW write 1, 7,
and 8 on the board.
2. TW ask…
“How many addition facts
will we write?”
“How many subtraction
facts will we write?”
3. TW record child’s
answers on the board.
4. TW repeat with fact
family 2, 6, and 8. And
then with 4, 5, and 9.
5. TW draw students’
attention back in and
introduce fact families
with doubles facts.
EX) 4 + 4 = 8
6. TW ask, “How many
different numbers do
you see?”
Students will:
1. SW answer, “What is
another addition fact
we can write using
these three numbers?”
2. SW give ideas about
writing subtraction
facts using these three
numbers (2, 8, and 10).
3. SW think about how
many addition facts
and how many
subtraction facts we
will need to write a
fact family for these
three numbers.
4. SW write the 4 total
facts with the teacher’s
guidance.
Students will:
1. SW write the facts on
their paper.
2. SW share what they
wrote with the class.
3. SW reply “2” when
asked how many
addition facts and how
many subtraction facts
are in a fact family.
 EEI Lesson Plan Template

7. TW explain that
doubles fact families
will only have two
facts in their families.
8. TW write the addition
and subtraction facts
on the board.

Est Closure TW close by telling children that, “Tomorrow, we will use this
# of § ALL students must engage in
Mins brief closure activity to cement
learning and optimize transfer.
chart (display chart on board) when we write a fact family each
§ Do not introduce anything
new during Closure. day.”
§ Check for Understanding.
§ Students must re-engage with TW ask children to share one thing they learned today in math.
the OBJECTIVE
TW provide 2-3 minutes for sharing.

TW provide feedback and reinforcement.

1. SW… share something they learned in math today.

2. SW re-engage with the objective by… re-stating the kid-friendly objective
written on the board.

n/a Independent Practice Students will:

• AFTER proper closure, it is
important to provide time for • TW distribute Guided Class Practice 29A/Homework
additional practice. It may be
group or individual work in
class or it might be 29B to each student.
homework.
• Do not introduce anything • TW do each problem on side A with the children, one at
new during Independent
Practice. a time.

• TW ask children to explain how to find each answer,

then write the answer on the board.

• TW circulate and check each child’s paper as we discuss

the answers together as a group.

• SW complete side B for homework for independent

practice with this new concept.


Checks for Understanding
§ List at least THREE quick, informal
strategies that you used to check
understanding throughout the lesson.
§ Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options
§ Describe how you will pre- and post-
test students’ understanding of the
objective. These do not need to
happen on the same day as the
lesson.
§ Alternative options for diverse
learners should also be provided
Differentiation Options
Describe how you will reach diverse
learners by varying the:
§ Content
§ Process
§ Product
21st Century Learning
Describe how you will incorporate
technology and/or the 4 Cs:
§ Critical Thinking
§ Creativity
§ Collaboration
§ Communication
Appendices/Additional Information: [insert materials/links/screenshots below]
EEI Lesson Plan Template
1. Put your thumb UP if you agree. Put your thumb down if you disagree.
2. Use the timeline to check our facts (self-check).
3. Students write the 4 problems on the board using only the list of three numbers
(written check).
Pre- and Post-Assessment of Objective: We have been working on writing facts
(addition and subtraction) for story problems. Students have been tested both formally
and informally to assess understanding of this.
I will check homework to ensure children understand this concept and informally
check students’ understanding of this during our math meeting the next day.
Alternative Assessment Options: Students who need an additional challenge will write
their own three numbers used to write facts family number sentences. Students who
still struggle with story problems/writing number sentences will be assigned to work
with me individually during our “Moving Math” intervention on Friday afternoon.
Content – Scaffold: Students who struggle can use pennies to count and manipulate
to write number sentences.
Content – Challenge: Students who need an additional challenge will write their own
three numbers used to write facts family number sentences.
Process – Scaffold: I will write number sentence and draw pictures on the board in
different colors for students who struggle with understanding addition and subtraction.
Process – Challenge: Students who need an added challenge can write number
sentences and draw pictures on the board during whole group lesson to help teach
their classmates how they are thinking about addition and subtraction.
Product – Scaffold: Students who struggle can come to scholar hours (tutoring) to
complete their homework with extra scaffolding.
Product – Challenge: Children who need an added challenge can use Math Centers to
write additional fact families through matching and moving pieces,
Technology: TW project pennies onto board by using doc-cam.
Critical Thinking: Students think critically about how to organize numbers so that the
number sentences make sense,
Creativity: Teacher will use acting to demonstrate that fact families are not complete
without 2 addition facts and 2 subtraction facts.
Collaboration: SW Think, Pair, Share to explain to a friend what a fact family is.
Communication: SW be challenged to use key vocabulary to talk through problem-
solving.