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(The State of Alabama flag has four equal sections.)
PEPE Lesson Plan Format
(Alabama Professional
Education Personnel
Evaluation Program)
written by: Fonda Sherrill, Athens State University (Fall, 2001) joefonda89@aol.com
editing, graphics, & formatting by: Dr. Beth McCulloch Vinson
I.
Preparing
(to plan for instruction)
·
Materials:
Alabama Course of Study: Mathematics,
page 29, numbers 16 & 17, literature: Childcraft The How and Why Library,
Bigger is smaller, Volume 13, page 146, peppermint sticks (1, ½,
& ¼), ELMO, fractions fact sheet, work sheet, blank paper, pencil, color.
·
Objectives: The students will:
·
(Knowledge)
define one-fourth,
·
(Comprehension)
compare equal parts of a whole, and,
·
(Analysis)
identify fraction models.
·
Grade
Level: third
II.
Orienting
(to establish purpose, build background, sustain motivation, and provide
directions)
·
Anticipatory
Set: The
teacher will read the story “Bigger is Smaller”.
The teacher will express to the students that they will be learning how
to use fractions to divide things into equal amounts.
“This new way to divide things makes it easy to share fairly.”
·
Purpose: The teacher will say, “The purpose of this lesson is to
give all of you a better understanding of how fractions can be used every day.
After today’s lesson, you will be able to divide a piece of candy
equally among four friends.”
·
Connection
to previous learning/ Build background knowledge: The teacher will say, “ I know yesterday
all of you used fractions to show two halves of a whole. Today, we will simply go one step further and show four equal
parts of a whole using fourths.”
III.
Presenting (to use sequential direct
instruction)
·
Teaching
Procedures:
·
The
teacher will define “fraction.” The
teacher will say, “A fraction is simply an equal part of a whole and another
name for a fraction is a rational number.”
The teacher will show various pictures of fraction models.
·
The
teacher will say, “Yesterday I folded a piece of paper in half and colored one
half of the paper red. Today I am
going to use another piece of paper to show you ¼.
·
The
teacher will fold a piece of paper in half and then in half again.
·
The
teacher will color one section of the folded paper blue.
·
The
teacher will unfold the paper and show it to the students.
·
The
teacher will explain, "All four of the sections are equal.
One section is colored. Therefore,
¼ of the paper is colored blue.
·
The
teacher will relate the content to other subjects by giving examples of how to
use fractions. The teacher will
say, “When you have finished ¾ of your spelling paper, you know you only have
¼ left to finish.”
·
The
teacher will relate the content to other subjects by giving examples of how to
use fractions. The teacher will
say, “When you are at PE and you see a person in line getting one of the two
balls, you know half of the balls are gone.”
IV.
Practicing
and Summarizing (to reinforce and extend ideas)
·
Review:
·
(Application)
The teacher will call on volunteers to use the word “fraction” in a
sentence.
·
(Analysis)
The teacher will call on volunteers to tell us the difference between ½ and ¼.
·
(Comprehension)
The teacher will call on volunteers to tell us in their own words, what a
rational number is. In addition,
the teacher will ask a volunteer to come to the board and show us an example of
a rational number.
·
Guided
Practice:
·
The
teacher will ask everyone to get out his or her peppermint stick models.
The teacher will use ELMO to show her peppermint stick model so everyone
can see.
·
The
teacher will arrange one whole peppermint stick next to the two one-half peices
of peppermint and the four one-fourth pieces of peppermint.
·
The
teacher will say, “The two half pieces of peppermint are the same size as the
one whole peppermint and the four fourths are equal to one whole peppermint
stick.”
·
The
teacher will ask students to tell which piece of peppermint stick is bigger ½
or ¼.
·
The
teacher will model and guide showing the class that one of the halves is equal
to two of the fourths and ½ is bigger than ¼.
· Independent Practice:
·
The
teacher will ask everyone to get out his or her paper and pencils.
The students will get into groups of two.
·
The
teacher will instruct the students to draw a picture of how they would divide a
candy bar, a pie, and a graham cracker into four pieces so four people could
have an equal part of each item. Both
students would work together to draw an example of each.
They must both draw two examples correctly.
·
Summarizing:
·
The
teacher will say, “Today, we learned: that a rational number is another way to
say fraction; what ¼ looks like; and that ½ of a peppermint stick is bigger
than ¼ of a peppermint stick. I
want everyone to go home and think of two different things in your home that you
share equally with your family. I
believe all of you will see that there are a lot of ways we use fractions to
share.
V.
Assessment:
(to check for attainment of objectives)
The
teacher will use a checklist to assess the guided practice and independent
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 given peppermint sticks that are
divided into 1/6 and 1/8 to work with. For
remediation, those students will stay on the concrete level by using their
peppermint sticks to compare the current fractions instead of moving on to other
fractions.
See
the two PowerPoint slide shows entitled, “Fractions: Parts of a Set”
and “Fractions and Decimals: Parts of a Whole” at:
http://www.athens.edu/pt3/vinson/fract_dec.ppt
http://www.athens.edu/pt3/vinson/fract_set.ppt