Fact Families and Skip Counting

Subject: Math
Grade: 1
Date: Dec. 4, 2014
Unit: Numbers
Time: 30
Lesson Objectives:
Students will:
1. Review skip counting by 2s 5s and 10s.
2. Identify fact families and the rules of fact families and fact sentences.
3. Write and represent numbers to 10 in various ways.
General Outcome:
Develop number sense
Specific Outcome:
1. Say the number sequence 0 to 100 by:
1s forward between any two given numbers
1s backward from 20 to 0
2s forward from 0 to 20
5s and 10s forward from 0 to 100.
3. Demonstrate an understanding of counting by:
Indicating that the last number said identifies how many
Showing that any set has only one count
Using counting-on
Using parts or equal groups to count sets
4. Represent and describe numbers to 20, concretely, pictorially and symbolically.

5. Compare sets containing up to 20 elements, using:

One-to-one correspondence
Materials:
Resources Consulted:
Worksheets
Math Program of Study
Math scribbler
Grade 1 Nelson worksheets
Whiteboards
Preparation:
Have worksheets ready/ Whiteboards ready
Adaptations/ Differentiation:
Have Sam work on his numbers to 20 booklet with Mr. Lister.

If students are finished worksheets,

Have them work with Montessori materials and practice number sequencing

Student Expectations for Behaviour:

Sitting criss cross on carpet, listening to instructions
Working independently and quietly anywhere in the room
If you arent working or are talking you will be moved
Lesson Procedure:
Prior Knowledge:
1-20 numbers. 1-100 numbers. Fact families

Time:

Attention grabber/ transition to body:

Gather Grade 1s at carpet while Grade 2s work with Miss Staples

Learning activities:
1. Review skip counting
Skip counting game (have students sitting in a circle)
Rhyme:
o Counting slap Counting clap, 1 2 snap L, 3- snap R
o Thats too slap easy clap cant you snap L see? snap R
o Count in- slap stead by clap twos or snap L threes, or
o by the slap number clap named by snap L me! Snap R
o By 2s
o By 5s
o By 10s
Have them just practice (not competitive) Competitive play: if a
student takes too long to answer or answers wrong, they sit out

2. Go over worksheets
Name Frames
o Aya and Brayden

Hot chocolate fact families (in math scribblers)

o 10s
o Blank

My Little Number booklet

o 0-10 finished

Count up and solve 5+ and 10+

o Cut out the strip, glue it in and write the number
sentence below the block pictures

Trace and cut out numbers and glue them in order from
10-100 (new)

Closure (mini whiteboards)

1. Write me a number sentence with the fact family 3,7, 10
2. Write me a subtraction number sentence with the fact family
1,5,6
3. Problem solving: My feet are stuck to the floor! I think Mr.
Jingles and Snowflake are being naughty! To get them unstuck
you have to tell me what numbers are between 0-20 when you
skip count by 2s
a. Have each student whisper in ear by skip counting from
0-20
b. Then have students to get in partners or groups and play
snakes and ladders

15-20

Transition to Next Lesson:

Clean up/ Snakes and Ladders so I can meet for Summative
Assessment
Assessment:
Assessment of Learning:
On carpet: students will be engaged and asking/ answering about skip counting
during the game.
Working: Students are working independently and are on task completing
worksheets. I can see who understands by who is following the rules and
directions on the worksheet.
Product: Looking for completed worksheets, which follow directions and rules.
Assessment:
Closure:
o Fact Families: Whiteboards asking students to follow fact family
rules and make their own number sentence using the rules of fact
families.
This is showing me if students understand and follow fact
family rules
Only using the numbers given
Addition = biggest number is last
Subtraction = biggest number is first
This is also showing me if students can write a proper
number sentence that has (number) +/- (number) =
(number)
o Skip Counting by 2s: Line up asking students to verbally tell me
the numbers between 0-20 when skip counting by 2s
This shows if students can skip count from 0-20 by 2s
properly (only saying even numbers in order from least to
greatest)
(Next class I will assess skip counting by 5s and by 10s to 100)

Reflections: