## 321 fact fam.jpg - Section 2: Direct Instruction

# Fact Family, Yes or No?

Lesson 2 of 3

## Objective: SWBAT identify equations in a fact family by identifying correct and incorrect fact families.

## Big Idea: While fact families are not required in kindergarten, it is very helpful for the kids to be exposed to them to support the depth of learning they will experience in first grade.

*65 minutes*

Each day we begin our math block with an interactive online calendar followed by counting songs and videos.

**Calendar Time:**

We do calendar on Starfall every afternoon. This website has free reading and math resources for primary teachers. It also has a “more” option that requires paying a yearly fee. The calendar use is free. A detailed description of Calendar Math is found in the resources.

**Counting with online sources:** Today we did counting practice to reinforce the counting skills. We watched two to three number recognition 0-10 videos (one to two minutes each) because some of my students students were still struggling with identifying numbers correctly in random order. We watched "Shawn the Train" and counted objects with him to refresh our memories on how to count objects to ten and to reinforce one to one counting. Since we have started the second quarter of the school year, we added to today's counting practice: counting to 20 forward and back, counting by tens to 100 and counting to 100 by ones to get a jump on our end of the year goals.

#### Resources

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#### Direct Instruction

*10 min*

I begin this lesson by reviewing the poster we made in the previous lesson, Fact families: put together and take apart.

I then have them watch the video below. I stop during and after each fact family to think aloud what I notice about the numbers and equations involved.

#### Resources

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#### Guided Instruction

*10 min*

For guided instruction, I put the following video on the ActivBoard. I pause the video for each fact family frame and ask them if they think it is a fact family or not. I choose random students by pulling names from a stick jar to explain their thinking.

When we are finished working with the video, I demonstrate the activity for the day. I have a sheet with six fact family houses on it. Some of the houses have the right equations in them and some of them do not. The kids have to circle (or color in) the yes or no at the bottom of each house. If they color in or circle "no" than they must also cross out the family members that do not belong.

I demonstrate using a page that looks exactly like theirs, but I have whited out and changed the numbers in the roofs.

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#### Independent Practice

*10 min*

Using the fact families houses page, the kids work with their learning partners to decide which houses are correct and which ones are incorrect (yes or no).

I have write the yes and no on their own because yes and no are basic kindergarten sight words that the kids are expected to be able to read and write on their own.

Partners are assigned with great care in mind. I partner kids according to ability levels. See the demo video below to see how I partner and/or group kids.

They take turns. One set of houses is labeled A for partner A, and the other B for partner B.

Partner A looks at the members of his/her first fact family house and decides whether it is yes or no. He/she must explain to Partner B why and how he/she came to that decision. If Partner B disagrees, he/she must explain why to Partner A. Then Partner B looks at a house in the B column and explains his/her position to Partner A.

This continues until time is up or until they have solved for all of the given fact family houses.

#### Resources

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#### Closure

*10 min*

We gather back together on the floor with our completed papers to discuss what we learned and observed.

For this lesson, I choose volunteers to share their ideas because this concept can be so challenging. The kids who really get it can strongly support those still having no clue.

The first student pointed to the first house and said that she noticed that all of the numbers in the house were the same three numbers as in the roof. Woohoo!!! A break through!

I asked the class if that was true for all the houses.

Another student said that it was not true for the houses that had equations crossed out. (Aha!) But, it was true for all the houses that he circled yes on.

I then asked why they think that was and that's when the real math started to surface (along with serious thinking!)

A third student demonstrated with her blocks (she went back and got them from the table) how all of the equations worked together.

This lesson got some lights to turn on!

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#### Exit Ticket

*10 min*

The exit ticket is a single house that they do exactly the same way as the partner activity except for it's independent this time.

In this case I only divide them into two piles:

Get it and don't get it

The get its continue with the planned progression of the lessons and some are even further challenged with higher numbers in the houses.They are given further independent activities with fact families in future lessons.

The don't get its meet with me for further instruction and guided practice (the next day). I reteach and remediate until the begin to show a basic understanding of the concept.

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- UNIT 1: Make it Count!
- UNIT 2: It All Adds Up!
- UNIT 3: Sorting & Classifying
- UNIT 4: Learning Numbers 11-19
- UNIT 5: Make It Count!
- UNIT 6: Count & Compare
- UNIT 7: Take it Away! (all about subtraction)
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- UNIT 10: What Makes 10?
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- UNIT 12: What Makes 5?
- UNIT 13: How Does It All Measure Up?
- UNIT 14: Fact Families
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