Fact Collections

Overview

In this lesson (lesson 3 of 7), students create their own addition and subtraction fact collections and record strategies and patterns they discover. They build a personal “reference set” they can use to solve future problems more efficiently.

Learning intentions

• Students will generate and record addition and subtraction facts using structured thinking.
• Students will choose a strategy (counting on/back, doubles, near doubles, and make-ten/make-part) and explain why it works.
• Students will notice patterns in number facts and record them in their fact collection.
• Students will use systematic methods to check and correct their recordings.

Success criteria

• I can record a set of addition and subtraction facts neatly and consistently in my collection.
• I can match subtraction facts to related addition facts and explain the connection.
• I can describe at least one pattern I notice (for example, doubles or “make ten” endings).
• I can check my facts using a strategy and fix any mistakes.

Curriculum links

• Number and Algebra: develop fluency with addition and subtraction facts and strategies for solving problems.
• Number and Algebra: use efficient counting strategies (including counting on and back) and explain thinking.
• Number and Algebra: recognise and use relationships between addition and subtraction.
• General capabilities: Critical and Creative Thinking (pattern noticing and reasoning), Personal and Social Capability (peer collaboration with roles).

Lesson structure (45 minutes)

1. 3—Welcome and quick hook (with a prompt)

• Show a small “mystery” set on the fact collection deck: “Find the missing facts” (e.g., 7 + 2 = __ and the related subtraction fact).
• Ask: “How could you record facts so you don’t miss any?” Students give quick ideas (counting, checking, patterns).

2. 7—Model: what a “fact collection” looks like

• Teacher demonstrates on the board a mini collection for one number (e.g., facts for 8 with +1, +2, etc.).
• Record in two parts: addition facts first, then the matching subtraction facts (make the relationship visible). Emphasise “systematic”: start at one end, move in steps, and don’t skip.

3. 10—Teach strategy templates (short and explicit)

• Using the fact collection deck, walk through two quick strategy recording formats students can copy:
• “Counting on/back” as a short arrow plan (not full sentences).
• “Doubles/near doubles” OR “make ten” (pick based on class level; keep it consistent for the group today).
• Emphasise: “Your collection should show your thinking, not just answers.”

4. 15—Create: build and record their own collections (active work)

• Distribute the fact collection worksheet. Students choose a target set (teacher pre-sets difficulty tiers: e.g., +0 to +5 and matching subtractions).
• Students work in a shared rotation for checking:
• Student A writes addition facts.
• Student B writes the related subtraction facts.
• Student C checks a strategy/pattern line and corrects one mistake if found.
• Teacher circulates with prompts: “Which strategy did you use?” “What pattern can you spot?” “How do you know your subtraction matches your addition?”

5. 6—Share and compare: pattern hunt (whole class)

• Bring students back to the fact collection deck and ask a select few to share one recorded pattern:
• Doubles/near doubles pattern (same totals or “one more/one less” logic).
• Make-ten pattern (numbers that end in the same way after making ten).
• Teacher affirms specific recording choices: completeness, organisation, clarity of strategy.

6. 3—Quick check: teacher uses a “spot it” review

• On the fact collection deck, display a partially correct fact pair and ask: “Is it matched correctly? What would you change?”
• Students answer with thumbs/gestures and one spoken sentence.

7. 1—Exit reflection: one sentence

• Students complete a sentence in their book/worksheet margin: “My best strategy today was ____ because ____.”
• Collect the fact collection worksheet.

Resources

• the fact collection deck (10-slide sequence: hook, model, strategy templates, activity instructions, pattern prompts, quick review, exit reflection)
• the fact collection worksheet (addition facts + matching subtraction facts recording space, pattern line, checking area)
• Whiteboard and markers
• Mini number cards (0–10 or 0–12 depending on tier)
• Sticky notes for “pattern” sharing (optional if space allows)
• Highlighters (1 colour for strategies, optional)
• Timer for rotation/checking
• Pencil, eraser, and scrap paper for quick working

Assessment

• Formative: teacher observes whether students record a complete set systematically and correctly match addition to subtraction.
• Formative: check students’ explanation of a strategy or pattern (exit sentence and oral sharing).
• Summative for today: worksheet accuracy in fact matching plus one recorded pattern or strategy note.

Differentiation

• Support:
• Provide a partially filled “starter row” on the fact collection worksheet for students who need scaffolding.
• Allow counting aids (fingers, number cards) during recording, then fade to mental checking.
• Offer a simplified strategy template (e.g., only counting on for some students).
• Extension:
• Ask students to add one extra fact they invented (e.g., extend the collection by 1 step) and record the matching subtraction.
• Challenge: identify whether the facts form a “doubles” or “near doubles” relationship and add a short rule.
• ADHD supports:
• Short, clear role rotations during the create stage with a visible timer.
• Frequent check-ins (“Show me your last fact and tell me the strategy.”).
• EAL/SEN supports:
• Use sentence starters on the worksheet margin: “I used ___ to…” and “I noticed that…”
• Keep wording consistent on slides; highlight key action verbs (“record”, “match”, “check”, “pattern”).