• 2.1.3.K. Describe the inverse relationship between addition and subtraction.
• 2.2.3.C. Demonstrate the concept of multiplication as repeated addition in arrays.
• 2.5.3.C. Select and use an appropriate method, materials and strategy to solve problems, including mental mathematics paper and pencil and concrete objects.

• M3.A.2.1. Understand various meanings of operations and the relationship between them.

• R.3.1.4. Retell or summarize the major ideas or themes of the text.
• R.3.A.2.1. Identify the meaning of vocabulary from various subject areas.

• To represent multiplication as repeated addition.
• To demonstrate the inverse relationship between addition and subtraction using fact families.

Instructional Strategies and Plan
(include strategies used to help different types of learners, i.e. auditory, visual, etc.):

1. Identify the number of family members in their house and attach post-it to the house.
2. On a different color post-it children will write how many pets live in their house.
3. Compare and contrast the number of pets to the number of people in all houses.
• Represent this data on a class-made graph
• Create a classroom story about our neighborhood.

• Visual Activities-drawing, posting, writing, and graphing
• Auditory Activities-class discussion, teacher instruction and verbal prompts
• Kinesthetic-drawing, posting, finger counting, writing, clothes pins and graphing

1. Introduce fact families up to 6 in written form by teacher demonstration on board.
2. Display class-size set of fact families in the shape of a house all around room.
3. Pick a fact family house out of the neighborhood each day that you would like to live in that day (that will be the house you may take home for homework practice).
4. Children will make a fact family house with their assigned fact (each table will be assigned a different number to construct their fact family (they may not repeat the same fact at their table).
5. Children will report out on their work using conversational tone and complete sentences.

1. Each child will receive a milk carton, four clothes pins and clothes pin people (or cut out people) for manipulatives.
2. Teacher will demonstrate and discuss the use of milk carton as their house and verbalize the connection from Activity One.
3. Teacher will give directions on how to make milk carton fact families with children’s participation.
   Steps:
   • Paint house (this can be done on a different day).
   • Identify number of house.
   • Color the appropriate number of family members and place in carton.
   • Children will have to find the correct fact clothes pins to clip to roof of house (using the people manipulatives if necessary.

1. milk cartons
2. paint and brushes
3. clothes pins
4. clothes pin container
5. people templates

1. clothes line hanging in room
2. numbered clothes pins

1. complete student drawn houses made in previous unit
2. two different colors of post-it notes

1. house template
2. board and chalk
3. markers

1. dominoes
2. flash cards
3. manipulatives

• Reading:
  1. Anno’s Counting House by Mitsumasa Anno
  2. The Three Little Pigs by Michael Lewis
  3. Domino Addition by Long
• Vocabulary word search
  www.varietygames.com/WS/
   
• Technology:
  1. Inverse relationship of addition facts
     www.aaamath.com/B/g210a_x1.html
  2. Addition Facts Memory Game
     www.dositey.com/addsub/memoryadd.html
  3. Practice With Fact Families
     www.ezschool.com/example/EZGames?Grade=3&Name=FactFamily1
  4. Addition and Subtraction Flashcards
     www.aplus.com/Flashcards/index.html

Assessment Strategies:

1. Teacher will observe how well children are progressing by observation, child feedback and verbal probes.
2. Teacher will observe and review finished products.

1. Given a list of facts children will be able to identify and group those facts into fact families.
2. Children will be able to identify fact families by having flash card drills with the teacher one on one.
3. Children will be able to make fact family houses and fact family milk cartons and be able to verbalize facts on those items.

1. Practice facts on classroom clothes line which represents number line.
2. Child can review fact families using dominoes.
3. Child may use manipulatives with teacher or do milk carton fact family houses one on one with teacher.

1. Children may create a classroom neighborhood by making several milk carton math fact houses.
2. Children can work individually or with a buddy to make a classroom book out of house pattern with math fact families (they may do as high as they are able).
3. Children may make fact family multiplication houses for those who are way above grade level.

Special Accommodations (special needs students)

• Thomas has special needs in emotional support for conversational skills. He needs to recognize and express his feelings and to develop problem solving techniques.
• Thomas is a motivated outside the regular classroom. It is our expectation that hands-on activities will motivate him without frustration.

1. Improve conversational skills.
2. Improve operational Math skills.
3. Give opportunity and prompts to identify and express feelings.
4. Direct and encourage problem solving in conflict situations.

1. Provide peer models and verbal prompts and cues.
2. Provide remedial activity, drill, and practice, and additional center times.
3. Clearly define classroom behavior management plan with expectations and behavior consequences.