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PEPE Lesson Plan
Format
(
written by:
Linda Elaine
Peters,
BAMAPETERS5@aol.com (Fall, 2001)
Graphics, editing and formatting by:
Dr. Beth McCulloch Vinson
I.
Preparing (to plan for instruction)
A.
Materials:
·
Alabama Course of Study: Mathematics, pages 13-15 numbers 1, 20, & 25.
·
Children’s
literature: The Pokey Little Puppy’s Counting Book.
·
Computer
game: Jump Start Kindergarten.
·
Graph
poster board
·
Graph
cards
·
Bags
of beads
·
Geometric
shapes
B.
Objectives: The students will…
·
(Knowledge)
identify geometric shapes.
·
(Application)
demonstrate the construction of an object graph.
·
(Analysis)
compare sets of objects.
·
(Synthesis) estimate which student has the most geometric
shapes in his or her bag.
C.
Grade Level: kindergarten
II.
Orienting (to establish purpose,
build background, sustain motivation, and provide directions)
A.
Anticipatory Set: The teacher will use the tiles
on the floor to separate boys and girls, and then see if there are more boys or
girls in the class. The teacher will
say, “I need your help to find out if we have more boys or girls in the
class.” The teacher might say, “We have
more boys in our class than girls. Does
that mean the boys are better or smarter than the girls?”
B.
Purpose: The teacher will say, “In today’s math lesson
we are going to learn how to tell what we have the most of without
counting. If you had a handful of grass
and fire Pokemon cards you will be able to lay them on a table and see which
type you have the most of.”
C.
Connection to previous learning/Build background knowledge:
The teacher will say, “We are to divide into small groups and do an
object graph game. Before we do that we
need to make sure everybody remembers their shapes. We will use shapes in our game.” The students have previous knowledge on
counting to 10 and they know ten objects are more than one object. This lesson will show them how to determine
which objects we have the most or least of without counting.
III.
Presenting (to use sequential
direct instruction):
A.
Teaching Procedures:
·
The
teacher will ask the students if they know what it means to “compare”. The teacher will proceed to explain that to
compare means to see if things are the same or different. Examples: color of shirts, number of clear
marbles, and the number of solid marbles.
·
The
teacher will then remind the students of when they lined up to see if there
were more boys or girls. The teacher
will say, “We compared the number of boys to the number of girls.”
·
The
teacher will review shapes. The teacher
will say, “What shape is this?”
(Knowledge)
·
The
teacher will then use the geometric shapes to show the students how to
compare. The teacher will need to use
two helpers. The teacher will take
orange squares out of her bag and put them on the graph. The teacher will then take all the orange
squares from helper #1’s bag and put them on the graph. The teacher will do the same with the squares
in helper #2’s bag. Then the teacher
will ask the class, “Who has the most orange squares in their bag?” (Analysis). “Did we have to count all the squares?” (Students will respond.) “That’s right, when
we laid the squares on the graph we could compare and see who had the most
orange squares.”
·
The
teacher will relate the content to other subjects by showing that if in P.E. we
were going to learn to square dance, then we would
have to compare the number of boys to the number of girls in the class.
IV.
Practicing and summarizing (to
reinforce and extend ideas):
A.
Review:
·
We
will go through the geometric graph again to ensure everyone understands.
B.
Guided Practice:
·
Students
will divide into small groups and do the geometric graph using objects from
their own bags of shapes. They will
follow the teacher’s example.
·
The
teacher will move from group to group and ensure the students’ comprehension.
C.
Independent Practice:
·
Each
student will be given a graph card and a bag of beads. The students will then use the graph to
determine what color of beads they have the most of in their bag. When each student is finished, the teacher
will check his or her work.
(Application)
D.
Summarizing:
·
The
teacher will say, “Today we learned how to use a graph to compare objects. We found out that there were more boys in our
class than girls. We found out who had
the most of each of the geometric shapes in their bags and we found out what
color of beads we had the most of in our own bags.”
·
The
students will then go to the computer lab and play the computer game Jump
Start Kindergarten.
V.
Assessment:
·
The
teacher will go from one student to another checking their bead activity. When students are able to complete the graph
correctly, an assessment note will be made in the grade-book. If students are having difficulty, they can
be grouped to have more guided practice.
Also, see
the Counting PowerPoint Slides Shows at:
http://www.athens.edu/pt3/vinson/counting.ppt
http://www.athens.edu/pt3/vinson/triangles.ppt
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