| |
Subject: Math Center (Intro) |
|
1. Topic-
|
| Identifying Parts and Wholes |
| |
|
2. Content-
|
Making Number Sentences and Fact Families |
| |
|
3. Goals: Aims/Outcomes-
|
1. Students will independently create correct number sentences which
together will create a fact family.
2. Students will understand that one sum can have many different addends
|
| |
|
|
4. Objectives-
|
1. Students will use 10's frames and two sided counters to create
addition fact families
2. Students will correctly record all newly created number sentences |
| |
|
5. Materials and Aids-
|
| Set of number cards programmed with the numbers 1-10 (or 20), 2
color counters, 10 frame mats, sheets of paper |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1. Today we are going to become fact family experts.
2. We are going to use tens frames and counters to figure out all
the different ways we can make the number 7. When we look at and write
down all of the different ways we can make 7, we are creating a "family
of facts" about the number 7. Once we have discovered and learn all
of them, we become experts! |
| |
|
|
B. Development-
Demo using the doc cam and projector.
1. Give each student a tens frame mat and 7 counters.
2. Explain: We are going to begin by filling our tens frame with counters
using the red side up until we get to seven. I will fill in my tens
frame filling the top row then the first and second spots on the left
of the second row.
Students will fill their tens frames in using the same method.
Next: we will notice that we have that we have 7 red counters and
0 white counters showing.
3.Next: we will all record on our papers what we see,in a number sentence.
Ex: 7+0=7
4. Next: we will turn over the last counter to the yellow side and
record what we see now. 6(red)+1(yellow)=7.
5. Let's turn over another counter and think about why the total is
always going to be 7. The sum or total is always going to be 7 because
we are flipping them over and not taking away or adding any more counters. |
| |
|
|
C. Practice-
1. Students will continue to turn over one additional counter at
a time and record the new number sentence on their paper for each
new configuration they make.
2. I will circulate among the students to help out with any confusion.
3. Students will complete all of the (addition) number sentences for
the number 7. |
| |
|
|
D. Independent Practice-
1. After completing the 8 number sentences for the number 7, students
will be given a new number to create sentences for.
2. Each student will create fact families for a new number on their
own. Numbers will be picked randomly from the set of number cards.
|
| |
|
|
E. Accommodations (Differentiated Instruction)-
1. Struggling students will be seated so that I can readily assist/redirect
their practice.
2. High achieving students will be given higher/additional numbers
to create fact families for. They may be asked to create subtraction
sentences on their own depending on their level of competence.
|
| |
|
|
F. Checking for understanding-
1.Two students will volunteer to explain the procedure for this
activity.
2. Students will tell some of the facts they have written
3. Students will give a thumbs up if they have the fact families 3+4=7
and 4+3=7 |
| |
|
|
G. Closure-
1.Students will describe what they noticed about the fact families
they created.
2.Students will discuss whether 3+4=7 and 4+3=7 is the same or not.
3. I will comment that if the fact families are correct, the sum will
always be the same. |
| |
|
1. Students are able to record the requisite number of fact families
for a given number
2. Students are able to create fact families independently, for new
numbers. |
| |
|