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Category Archives: Fact Families

To finish off our spring unit we read The Grouchy Ladybug.  Since both Kindergarten and 1st Grade have been learning about time, we created a book on “Telling Time with the Grouchy Ladybug”, and made a sequence poster that showed what animals the grouchy ladybug wanted to fight at what time.  We also made ladybug paper plates with fact family story problems.

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Sometimes a black sharpie and a copier can be your best friend as a teacher. We have been learning commutative property of addition and fact families of addition and subtraction. So I made the following worksheet along with number cards (three cards for each number sentence) that students could cut out and glue onto the correct spots. It turned out well I think!

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At my current school we started our unit on fact families today with a lesson on commutative property using the SMART board. At workshop students were able to draw a card and create addition sentences based on that card using manipulatives and a work mat.  Tomorrow we will be creating fact family maps during math explorations.

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Students drew a card and counted out that number of shapes onto the top of the plate.  They then split up the number of shapes into the two separate sections on the plate.  They then created addition sentences using the commutative property of addition.  Here you see a student making 4 + 2  =  6 as well as 2 + 4 = 6.

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Student’s would then draw another number and complete the whole process over again.  This student drew the number 4.  The addition sentence on the paper was from her previous number that she drew which was 5.

For spiral review in math workshop we had number / quantity review, patterns, building shapes using smaller shapes.

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If you notice on the first picture students were building a hexagon base by stacking two trapezoids next to each other on top of the hexagon.  Geometry in common core requires students to use those critical thinking skills by being able build bigger shapes with smaller ones.  Students used lily pads to put the number of counters on that lily pad that matched the number.  In the last picture a student was creating an AABB pattern.



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