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Double-Digit Addition with
Regrouping |
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PEPE Lesson Plan
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Written by: Taffy B. Pierce, |
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Editing, graphics, & formatting by: Dr. Beth McCulloch Vinson |
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I. Preparing (to plan
for instruction) |
Materials:
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children’s
literature: A Fair Bear Share, |
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straws (bundles of ten and individual straws), |
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containers
(marked tens and ones), |
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chalkboards,
chalk, erasers, |
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posterboard, |
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overhead
projector, transparency (with definitions and examples), |
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and
worksheets |
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Objectives: |
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The students
will: |
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(Knowledge)
recall the place value system and double-digit addition |
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(Synthesis)
create and manipulate double-digit regrouping |
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(Analysis)
devise and identify ways to use regrouping |
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Grade level: First |
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II.
Orienting (to establish
purpose, build background, sustain motivation, and provide direction) |
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Anticipatory Set: The teacher will read the book A Fair
Bear Share. The teacher
will express to the students that they will be learning a new way to
add. The teacher will say, “This new
way can make addition easier, faster, and fun.” |
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Purpose: The
teacher will say, “The purpose of this lesson is to give all of you another
way to add. After today’s lesson, you will
find it easier to add your snack money, purchases you make at Wal-Mart, or
the scores at games.” |
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Connection to previous learning/Build background knowledge: The teacher will say,
“The class has done a great job with the place value system and adding
double-digits. Today, we will learn a
new way to add called regrouping.” |
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III. Presenting (to use sequential direct
instruction) |
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Teaching Procedures: |
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The
teacher will define “regrouping.” The
teacher will say, “You may want to know what regrouping is and how we can use
regrouping. Regrouping is putting ones
into groups of ten.” |
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The
teacher will display a transparency with the definition of regrouping and
nonregrouping. The transparency will
also have examples of each. |
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The teacher
will say, “We use regrouping on a daily basis. We may use regrouping when we
count our coins to buy a snack or to pay when we attend the snake show.” |
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The
teacher will say, “We have already worked with the place value system and
double-digit addition. We will refresh
our memory on the place value system before we start regrouping.” The teacher will then go over the place
value system. |
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The teacher will say, “We are now going to look at
some ways to regroup with our straws.” |
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The teacher will write an algorithm on the
chalkboard and write how many are in the tens and ones place. |
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The teacher will use a velcro poster to create and
model the algorithm from the chalkboard by using straws. |
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The teacher will remind the students how they previously
added the algorithm and reinforce the place value system. |
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The teacher will relate the content to other
subjects by giving examples of how to use regrouping. The teacher will say, “When
you write your spelling words twenty times, you can use regrouping to count
them.” |
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IV.
Practicing and Summarizing (to reinforce and extend ideas) |
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Review: |
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(Application) The teacher will call on volunteers to use
“regroup” in a sentence and to give an example of how regrouping would be
useful. |
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(Analysis) The teacher will call on volunteers to tell
the difference between regrouping and nonregrouping. |
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(Comprehension) The teacher will call on volunteers to tell
in their own words what regrouping is.
In addition, the teacher will ask students to come to the velcro
poster to show how regrouping works. |
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Guided Practice: |
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The teacher will ask everyone to pair into groups
of two and get out their straws. The teacher
will use the velcro poster so that everyone can see. |
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The teacher will construct an algorithm and ask
the students to discuss how they would regroup to solve the algorithm. |
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The teacher will monitor the students’
understanding of regrouping. |
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The teacher will model and guide the students
through algorithms on their chalkboards and the students will use their
straws to participate. |
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Independent Practice: |
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The teacher will distribute double-digit algorithm
worksheets. |
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The teacher will instruct the students to add and
regroup the algorithms. |
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The
students will use the straws to regroup.
Each student must complete at least five algorithms. |
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Summarizing: |
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The
teacher will say, “Today we learned what regrouping is and how it is easier
to add. Regrouping is also fun to do.
I want everyone to go home and find at least two ways regrouping could be
used at home.” |
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Assessment: (to check for attainment of objectives) |
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The teacher will use a checklist to assess the
guided practice activities. The
checklist will have the objectives listed as column headings. Checks and minuses will be used to
determine attainment. For enrichment, those students will be
instructed to regroup three numerals.
In addition, they will add larger numerals. For remediation,
those students will be instructed using additional concrete materials (such
as coins and popsicle sticks). Also,
they will be given remediation on nonregrouping addition and the place value
system. |
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