Reflective Narrative Fact Families INTASC Principle 4: Instructional Strategies/Problem Solving The teacher understands and uses a variety

of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. NAEYC Standards: 4b. Using developmentally effective approaches 4d. Building meaningful curriculum This artifact is a 5E math lesson plan implemented in my preprimary semester at Dundalk Elementary in a first grade classroom. In this lesson, the students use Commutative properties to find fact families. I opened with my Engagement reviewing the Function Table skill which the students assessed at a non-proficient level the day prior. Next, during the exploration, the students used Smartpads, and manipulatives to find fact families independently. I then followed the steps of gradual release to reach mastery of the skill. The students were given and extension differentiated practice where they were pulled into three small groups according to their proficiency. During this time the students were able to use an authentic manipulative of a domino to apply the skill. The assessment was given in the same format as instruction for consistency. Rationale: This artifact relates to NAEYC Standard 4 for the variety of instructional strategies to reach all types of learners and perspectives. This lesson offers students the opportunity to develop critical thinking and learning. I learned by providing various methods of instruction that I was able to reach all learners. The different approaches to teaching helped to keep the students engaged and open to learning. Another beneficial strategy to gain understanding using varied instruction during small group. I was able to work with each student in their most comfortable method of instruction to reach all students using the same content. The impact this lesson had on students is receiving instruction that is geared to their level of knowledge and frustration. This method will give student's a positive perception of learning which will keep the student engaged. Each student is working in Vygotsky's Zone of Proximal Development which helps provide maximal learning while giving the student a feeling of success.

Denyse Fiero Math Lesson Plan Fact Families September 11, 2012 Standard 1.0 Knowledge of Algebra, Patterns, and Functions Topic A.Indicator 1. Identify, describe, extend, and create numeric patterns Objectives Represent and analyze numeric patterns using skip counting by 2, 5, and 10 starting with any whole number and using whole numbers to 100 Represent and analyze numeric patterns using skip counting backward by 10s starting with any 2-digit whole number Recognize a function table as a relationship between numbers Complete a function table with a given one-operation rule (+, -) using whole numbers

Objective: We will make fact families by using dominoes. Materials: Elmo and pen Dominoes (3 per bag) Cubes (22 bags) Fact Family Smart pad sheets (22) Fact Family assessment sheets (22) Dry-erase markers (22) Erasers (22)

Background: This lesson was implemented in a second grade classroom at Hawthorne Elementary. is a Title 1 school located on 125 Kingston Rd, Baltimore, MD 21220. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. There are four students who has an Individualize Education Plan.

The students have been exposed and secure in the skills of one-to-one representation with base-10 manipulatives, and fact families.

Key Concept: The students will learn the strategies to create fact family number sentences. Planning and Teaching Participants/Grouping: The students range from ages 7-8 years old and are developing at a range of below level to advanced level. This lesson will be taught in a whole group setting of 22 students. The extension portion will be in small groups. Students will be provided time to turn and talk to a peer to express and develop ideas. Differentiation: Base 10 rods will be provided to support students who are not thinking about numbers in an abstract way.

Engagement: (5 minutes) Students will work in teams to write out a function table. All teams will have the same function chart written on chart paper. Each member of the team will complete one problem to complete the function chart. The team that is done first and all answers correct will be the winner and get a math point. (Using math points is a behavior management strategy used in our classroom.) (directions: I will say, "Boys and girls, we will play a game working in teams. I will give each team a function chart to complete and a marker. Each member of your team needs to participate and complete a problem on the function chart. I will know when your team has completed the challenge by seeing your marker on a name tag, and all the members of your team sitting quietly with the secret code. Exploration: (5 minutes) Students will use the smart pads to write the fact family that the dots represent on a domino. I will show a domino with four dots on the first half and two dots on the second half. The directions will say, "Look at the domino. Write the fact family that the dots represent. *Make sure you have everyone's attention before continuing. I will say, "Boys and girls, take a moment to look at this challenge and see if you can solve it. Try your best and we will share our thinking after you complete the challenge. I will know when you are done when I see your marker and cubes on your nametag tag. I will have one or two students share their strategies. I will evaluate student knowledge to determine the level of instruction. I will share student thinking by using the Elmo to enlarge the student's work.

Explanation: Objective: We will make fact families by using dominoes.

I will model how to find all the fact families by using dominoes. (I will display a large domino with four lines to write the fact family on the Elmo) 1. I will think aloud to the students to figure out my strategies to solve the fact family. 2. First, rule I know about fact families is that there are 2 plus and 2 minus problems. So, I will add my plus and minus to my fact family. 3. Next, I need to count each half of my domino to get make my number sentence. I will add both numbers together to find the total amount. 4. What else to we know that we can do to our addends? (Switch) 5. I will make the next number sentence by switching the addends. 6. Now, we can make our minus number sentence. Before we begin, we will count all the dots on the domino and that total amount will the first number in our number sentence. 7. Next, we will choose one half of the domino to take away to total amount of the domino. The answer will be the half of the domino that we didn't use yet. 8. Finally, we will use the other half of the domino and minus it like we did on the first minus problem.

Guided Practice: "Boys and Girls, let's try one together. Pick up your marker and write on your smart pad with me. Please draw the domino with me. Next, we are going to find our fact families. Let's remember that we need two plus and two minus problem in our fact family. Now can I have a student come up and count each half of our domino? Next, we know we can switch our addends. Can I have a student come up and switch them for us? Let's do our minus now. First we need to count all the dots on the domino to find our first number. Can I have a student to find the number? Now, we can count one half of the domino to find the next number. We can solve the problem to find the solution. Finally, we know that we can switch the numbers to find our last number sentence in our fact family. Can I have another volunteer?

Partner Practice: *Get everyone's attention before giving the directions. (pencils on nametag, eyes on me) I will say, "Next, we will work in partner to write our domino fact families. Please erase your boards and write our new problem. 5 dots + 4 dots= 9dots Your partner will be the student sitting across from you. I will assign you a partner if there isn't anyone sitting across from you. *I will select partners to explain their answer.

Problem 2 Let's try another problem. Please erase your board and write 6 dots + 1 dot = 7 dots. I will have a student write the fact family number sentences. On Your Own Let's try another problem. Please erase your board and write 2 dots + 4 dots = 6 dots. This time you will try it on your own. Remember, not to talk when you are completing this problem. I just want to see how much you have learned today. * During this time, I will walk around with a clipboard and evaluate my student's learning. I will see if anyone will need re-teaching or more challenging work.

Extension Differentiate Practice: I will call the re-teach group to work with me on the carpet. I will then call the next group of names to work with Mrs. Cronauer. Mrs. Cronauer will extend the learning to the students who are secure in this strategy. I will ask......(student's names) to bring their dry erase boards, cubes and eraser with you. Supplies: bag of dominos (23) This time you will select one domino to make your fact family. Struggling: The struggling will pick one domino from the bag and all students will solve the same problem. Advances: Each student will be given their own domino bag that they can choose to write the number sentences that the dots represent.

Assessment: Clear all materials to prepare for the secret problem. Discuss rules and behavior of the completing a secret problem. Formative: I will take anecdotal notes on students working in whole group and partner work to assess their knowledge and how the students learn the best.

Summative: (10 minutes) I will distribute the secret problem to each student. Students will be provided counting rods if necessary. I will observe students to see what strategy or difficulty for students. I will take anecdotal notes for each student. I will also assess the students results to see their proficiency.

Closure: Boys and girls, what did we learn in this lesson?