First Grade Math: Number Concepts
Goal: The goal of this lesson is for the students to develop their knowledge on the concept of fact families by finding the two parts of a specific number using manipulatives and a verbal story.
Objective: Students will be able to:
- Develop their knowledge of fact families
- Use unifix cubes to represent the number sentences
- Write the four number sentences that go along with each fact family
Intended Audience: This lesson is intended for a first grade classroom.
NYS Learning Standards: Mathematics
Problem Solving Strand: Students will build new mathematical knowledge through problem solving.
- 1.PS.1- Explore, examine, and make observations about a social problem or mathematical situation
- 1.PS.3- Act our or model with manipulatives activities involving mathematical content from literature and/or storytelling
- 1.PS.5- Use informal counting strategies to find solutions
Number Sense and Operations Strand: Students will understand meanings of operations and procedures and how they relate to one another.
- 1.N.25- Represent addition and subtraction word problems and their solutions as number sentences
Students should already be aware of:
- Addition and subtraction
- How to write a number sentence
- How to use unifix cubes appropriately during a lesson
- How to use the SMARTboard appropriately during a lesson
- Unifix cubes (2 different colors)
- Mystery box
- Worksheet (see attached)
- Introduction/Start-up: Begin by asking the students to turn and face the SMARTboard. Ask the students to guess how many unifix cubes they think are in the mystery box. Ask one student to take out all the unifix cubes, connect them, and cunt them. Then, explain that today’s number will be 9. Write the number on the SMARTboard and ask the students what other numbers make up today’s number. Use the unifix cubes to ask the students if 6 is a part of 9 and then ask them to find the number combination that goes with 6 to equal 9. Write the numbers on the SMARTboard.
- Give each student a fact family worksheet and have them copy the number sentences written on the SMARTboard by the other students.
- Next, create a story about the two numbers. For example, using 9 as today’s number and 6 and 3 as its parts. Say, “On one sunny day, 6 children went to the park to play. 3 more children joined them. How many children are now at the park? What is the total number of children at the park?” Have one of the students answer the question and write it on the SMARTboard.
- Then, have two volunteers come up and hold the unifix cubes. One student representing 3 children by holding 3 unifix cubes and then another student representing 6 children by holding the 6 unifix cubes. Again ask the question, how many children are at the park. Have a student answer the question and write the number sentence on the SMARTboard.
- Repeat the same story, now starting with 9 children on the playground or 9 unifix cubes and then have 6 leave. How many children are left on the playground? Have the student write the answer on the SMARTboard. Then, ask the students to turn and talk to their partner about the number sentence if there were 9 children on the playground and 3 left, how many are left on the playground? Have a student write the number sentence on the board.
- Discuss what the students notice about the number sentences. Ask them what the total number is to remind them that the total number is the same as what they number is equal to.
- Ask the students to think of a number that pairs with 5 to make 9. Have a student name the parts that make up 9, when 5 is one of the parts. Write the number combination on the SMARTboard and have the students flip over their paper.
- Conclusion/Ending: Have the students independently complete the four number sentences, using the combination with 5 that equals 9 (which is 4). Give each table unifix cubes and tell the students if they need the unifix cubes to help them create the number sentences, they are allowed to use them. Once everyone has finished, have four students write the number sentences on the board and discuss the other ways to make 9.
Adaptations: The adaptations for this lesson include differentiation for the students with varying abilities by including whole group and independent instruction. During the whole group time, everyone will be working togeth er and during the independent time, the students struggling with the number sentences can use the unifix cubes to assist them in coming up with the number sentences and the higher level students will continue working on other fact families that make the number 9.
Assignments: The assignment begins with manipulatives and allows the students to use manipulatives to assist them with their independent work. To reinforce the lesson, the students will copy as the number sentences are being written on the SMARTboard and they will also work independently to create their own fact family with a different number combination.
As a follow-up, the students can create their own written story to the fact family number sentences and draw a picture to represent the fact family.
Assessment: The students will demonstrate their understanding of this lesson by completing the independent assignment accurately.