Fact Families - Everyday Math - Login...Math Journal 2, p. 113Student Page Math Journal 2, p....

www.everydaymathonline.com

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshopGame™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

548 Unit 6 Developing Fact Power

Advance PreparationFor Part 1, make one copy of Math Masters, page 166 per two children. Cut the sheets in half and place

them near the Math Message.

Teacher’s Reference Manual, Grades 1–3 pp. 16, 17, 196–198

Key Concepts and Skills• Write parts-and-total number models.

[Operations and Computation Goal 4]

• Write addition and subtraction number

models using +, -, and =.

[Patterns, Functions, and Algebra Goal 2]

• Generate fact families.

[Patterns, Functions, and Algebra Goal 3]

Key ActivitiesChildren are introduced to addition/

subtraction fact families, using dominoes as

a source for number triples. Children

generate fact families for number triples.

Ongoing Assessment: Recognizing Student Achievement Use the Math Message. [Operations and Computation Goal 4]

Ongoing Assessment: Informing Instruction See page 551.

Key Vocabularyfact family

MaterialsMath Journal 2, p. 113

Home Link 6�2

Math Masters, pp. 166–168

per child: 2 dominoes � slate � counters

(optional)

Practicing with Name-Collection BoxesMath Journal 2, p. 114

Children practice filling in

name-collection boxes.

Math Boxes 6�3Math Journal 2, p. 115

Children practice and maintain skills

through Math Box problems.

Home Link 6�3Math Masters, p. 169

Children practice and maintain skills

through Home Link activities.

READINESS

Playing Concentration with Number Cards and Dominoesper partnership: number cards 0–9 (from

the Everything Math Deck, if available),

10 dominoes with a total of 0–9 dots

Children practice matching dots on dominoes

with numerals.

EXTRA PRACTICE

Solving Fact FamiliesMath Masters, p. 326

double-9 dominoes

Children practice with fact families.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

�� Fact FamiliesObjective To introduce addition/subtraction fact families.

548_EMCS_T_TLG2_G1_U06_L03_576841.indd 548548_EMCS_T_TLG2_G1_U06_L03_576841.indd 548 2/4/11 11:06 AM2/4/11 11:06 AM

Name Date

1. Find the total.

Draw the missing dots. 2. 3.

LESSON

6 � 3 Domino Totals

1. Find the total.

Draw the missing dots. 2. 3.

7

11 8

8

Unitdomino

dots

7

11

Unitdomino

dots

Name Date

LESSON

6� 3 Domino Totals

161-195_EMCS_B_MM_G1_U06_576930.indd 166 2/2/11 10:07 AM

Math Masters, p. 166

Teaching Master

Lesson 6�3 549

�

1 Teaching the Lesson

� Math Message WHOLE-CLASS ACTIVITY

Follow-UpAlgebraic Thinking Have children share how they solved the problems on Math Masters, page 166. Solutions to Problem 2 may include:

� Counting up to 11, starting at 7 (8, 9, 10, 11, while counting on fingers).

� Using a guess-and-check approach: “I will try 2. 7 + 2 is 9, so 2 is not enough. 7 + 3 is 10. 3 is not enough, so I will try 4. 7 + 4 is 11, so there are 4 missing dots.”

� Solving an unknown addend problem: Solve 11 – 7 = by finding the number that makes 11 when added to 7, as in 7 + = 11.

For each problem, write three numbers on the board: the number of dots in each half of the domino and the total number of dots. For example, for Problem 1, write 4, 3, 7. Point out that we can always associate three numbers with any domino. Tell children that they will practice making number models for dominoes by using the three related numbers. Ask them to suggest number models for each problem.

Ongoing Assessment: Math

Message �Recognizing Student Achievement

Use the Math Message to assess children’s ability to find parts and totals. Children

are making adequate progress if they are able to answer all 3 problems correctly.

[Operations and Computation Goal 4]

PROBLEMBBBBBBBBBBBOOOOOOOOOOOBBBBBBBBBBBBBBBBBBBBBBBBBBBB MMMMMEEEMMMBLEBLLELBLLLLBLEBLEBLEBLEBLEBLEBLEBLEEEMMMMMMMMMMMMMMOOOOOOOOOOBBBBBBBLBLBLBLBBLBLBLLLLPROPROPROPROPROPROPROPROPROPROPRPPRPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPROROROROROROOOPPPPPPP MMMMMMMMMMMMMMMMMMMMMEEEEEEEEEEEEEELELEELEEEEEEEELLLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRRRRRRPROBLEMSOLVING

BBBBBBBBBBBBBBBBBBBLELEELEMMMMMMMMMOOOOOOOOOBLBLBLBLBLBLBBLBBLLOOOOROROROROROROROROROO LELELELEEEEEELEEMMMMMMMMMMMMLEMLLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRGGGGLLLLLLLLLLLLLVINVINVINVINNNNVINVINVINVINNVINVINVINVINV GGGGGGGGGGGOLOOOLOOLOLOLOO VINVINVVLLLLLLLLLVINVINVINVINVINVINVINVINVINVINVINVINVINVINNGGGGGGGGGGGOOOLOLOLOLOLOLOOO VVVVLLLLLLLLLLVVVVVVVVVVOOSOSOOSOSOSOSOSOSOSOOSOSOSOSOOOOOSOSOSOSOSSOOSOSOSOSOSOSOSOSOSOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS VVVVVVVVVVVVVVVVVVVVLLLLLLLVVVVVVVVLLLVVVVVVVVLLLLLLLLVVVVVLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSSSSSSSSSSSSSSSSSSSSS GGGGGGGGGGGGGGGGOOOOOOOOOOOOOOOOOOO GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIIISOLVING

Getting Started

Math MessageDisplay Math Masters, page 166.

Take a half-sheet of paper and complete the problems.

Home Link 6�2 Follow-Up Ask children to help you list all of the addition facts with sums of 10. Have children share some of the names in their name-collection boxes. Highlight names that are especially creative.

Mental Math and Reflexes Tell simple number stories. Children may solve them by using a number line, number grid, tally marks, pictures, counters, or base-10 blocks. Have children share their strategies for each problem. Summarize solutions with an appropriate diagram and number model. Do not force a number story into a particular mold by saying that there is a “best” diagram for the problem.

Suggestions:

Mona had 25¢ when she went to school. She bought milk at lunchtime for 5¢. How much money did she have left after buying the milk? 20¢

Dwayne received 12 helium balloons for his seventh birthday. By the next day, 6 balloons had lost their helium. How many balloons still had helium the next day? 6 balloons

Michele read 24 books. Regina read 8 more books than Michele. How many books did Regina read? 32 books

549-552_EMCS_T_TLG2_G1_U06_L03_576841.indd 549549-552_EMCS_T_TLG2_G1_U06_L03_576841.indd 549 2/4/11 11:06 AM2/4/11 11:06 AM


Name Date

LESSON

6 � 3 Domino

Name Date



Teaching Master

Adjusting the Activity

py

gg

p

Name Date

LESSON

6 � 3 Domino



Teaching Master

NOTE To encourage further understanding

of the +, -, and = symbols, have children fill

in missing symbols in number sentences that

you write.

� Introducing Addition/ WHOLE-CLASS ACTIVITY

Subtraction Fact Families(Math Masters, pp. 167 and 168)

Tape the 3|6 demonstration domino (Math Masters, page 167) to the board (or draw a 3|6 domino). Then ask:

● What three numbers go with this domino? 3, 6, 9 (Write 3, 6, 9 on the board.)

● What two number models show how to find the total number of dots? 3 + 6 = 9; 6 + 3 = 9 (Write the number models on the board.)

● What two subtraction number models can you make up that use 3, 6, and 9? 9 - 3 = 6 and 9 - 6 = 3 (Write both number models on the board.)

3, 6, 93 + 6 = 96 + 3 = 99 - 3 = 69 - 6 = 3

For subtraction, have children draw a line down the middle of their

slates and place counters in each half to model the domino. They can count the

total and then remove the counters from one side to generate a subtraction fact.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

Repeat this routine with the 5|4 demonstration domino (Math Masters, page 168). Focus on the three numbers associated with this domino and the four number models that can be written using these numbers.

Explain that the addition and subtraction facts that can be written using the three domino numbers make up a fact family. Fact families show the relationship between addition and subtraction.

Distribute two dominoes to each child. Ask children to write on their slates the fact family for each of their dominoes. Facts can be written in horizontal or vertical format. If children have difficulty with the addition turn-around rule, rotate your demonstration domino to model these relationships.

You might mention that a subtraction answer can be checked by doing addition. For many first graders, it is helpful to think about 8 - 5 = ? as 5 + ? = 8. This approach encourages “counting up” to subtract, a strategy that also works well with multidigit numbers. This also encourages children to look for the unknown number that makes the number model true.

ELL


Math Journal 2, p. 113

Student Page


Student Page

Lesson 6�3 551

Have several children share their fact families. In one column, list the dominoes that have four different number models (all dominoes except doubles). In another column, list the dominoes that have only two facts (all doubles).

Summarize by stating that except for doubles, a fact family has two addition and two subtraction facts. A fact family for doubles has only one addition and one subtraction fact.

� Writing Addition/Subtraction INDEPENDENTACTIVITY

Fact Families(Math Journal 2, p. 113)

Children write fact families for dominoes.

NOTE Generating fact families reinforces the inverse relationship between

addition and subtraction.

Ongoing Assessment: Informing Instruction

Watch for children who assume incorrectly that since the two addition facts are

turn-around facts, the two subtraction facts must also be turn-around facts, and

therefore write subtraction number models such as 5 - 9 = 4. Remind children

to write the largest number first when writing a subtraction problem.

2 Ongoing Learning & Practice

� Practicing with Name- INDEPENDENTACTIVITY

Collection Boxes(Math Journal 2, p. 114)

Use Math Journal 2, page 114 to provide more practice with name-collection boxes.

� Math Boxes 6�3 INDEPENDENTACTIVITY

(Math Journal 2, p. 115)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 6-1. The skills in Problem 4 preview Unit 7 content.

� Home Link 6�3 INDEPENDENTACTIVITY

(Math Masters, p. 169)

Home Connection Children generate fact families for dominoes.



Name Date

HOME LINK

6 � 3 Fact Families

We have extended our work with facts to subtraction facts by introducing fact families. Your child will generate addition facts and subtraction facts for the numbers pictured on the dominoes below.

Note that for each problem, there are two addition facts and two subtraction facts.

Please return this Home Link to school tomorrow.

Family Note

Write the 3 numbers for each domino. Use the numbers to write the fact family.

Practice

Numbers: , , Fact family:

+ =

+ =

- =

- =

Numbers: , , Fact family:

+ =

+ =

- =

- =

Rule

�2 32 30 28 26 24

1. 2.

3. Write the missing numbers.

7 65 912 15

679515121512

95676597

151215129765



Home Link Master

Math Boxes LESSON

6 �3

Date

1. Write the sums.

6 + 10 = = 8 + 7

= 3 + 9

6 + 7 =

3. Add.

9 + 8 = 5 + 7 =

Rule

out

in

+10

in out

13 18 79 93 125

Column A Column B

4. Draw lines to match the shapes that look alike.

2. Fill in the missing numbers.

6+ 4

10+ 9

16

1712

232889

103135

1512

13

10

19

109-136_EMCS_S_SMJ_G1_U06_576396.indd 115 3/21/11 11:28 AM


Student Page

3 Differentiation Options

READINESS PARTNER ACTIVITY

� Playing Concentration with 15–30 Min

Number Cards and DominoesTo provide experience writing number sentences, children record number sentences based on domino-card pairs they collect. Players place number cards facedown in 2 rows of

5 cards each. They also arrange the dominoes facedown in 2 rows of 5 dominoes each. Players take turns turning over 1 card and 1 domino. If the numbers on the card and the domino match, the player takes the card-domino pair and continues playing. If they do not match, the player puts them back in their original place after the other player has seen them. The game ends when there are no more cards and dominoes left. Have children record the domino-card pairs they won in the form of a number sentence. For example, if they had a 3|0 domino, they should record 3 + 0 = 3.

3

EXTRA PRACTICE INDEPENDENTACTIVITY

� Solving Fact Families(Math Masters, p. 326)

Have children practice finding fact families by choosing dominoes and filling in Math Masters, page 326.

549-552_EMCS_T_TLG2_G1_U06_L03_576841.indd 552549-552_EMCS_T_TLG2_G1_U06_L03_576841.indd 552 4/1/11 1:30 PM4/1/11 1:30 PM

Fact Families - Everyday Math - Login...Math Journal 2, p. 113Student Page Math Journal 2, p....

Documents

Transcript of Fact Families - Everyday Math - Login...Math Journal 2, p. 113Student Page Math Journal 2, p....