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PEPE Lesson Plan Format
(
Written by: Joey Dawson,
Graphics, editing, and
formatting by: Dr. Beth McCulloch Vinson
I.
Preparing (to plan for instruction)
·
Materials:
Alabama Course of Study: Mathematics, page 17, number 12,
children’s literature: Rainbow Fish, game board, game pieces, overhead
projector, transparencies
·
Objectives: The students will:
·
(Application) demonstrate the subtraction process using an object (fish
scales),
·
(Synthesis) set up a subtraction problem using fish scales, and,
·
(Application) apply the subtraction sign when separating sets of
objects.
·
Grade Level: first
II.
Orienting (to establish purpose, build background, sustain motivation,
and provide directions)
·
Anticipatory Set:
The teacher will read the book Rainbow Fish. The teacher will express to the students that
they will be learning to subtract with single digits. The teacher will say, “The Rainbow Fish had
to subtract each time he shared his scales.”
·
Purpose:
The teacher will say, “The purpose of this lesson is to learn how to subtract
with single digits. After today’s lesson
you will be able to know how many pieces of bubble gum you would have left
after sharing with a friend.”
·
Connection to previous
learning/Building background knowledge: The teacher will say, “I
know all of you have shared candy with friends.
If you keep track of how much you have left, then you are subtracting
each time you share. Today, we will use
fish scales to subtract.”
III.
Presenting (to use sequential direct instruction)
·
Teaching Procedures:
·
The teacher will read the book Rainbow Fish and ask the students
how this book relates to subtraction.
·
The teacher will set up a fish with scales on the overhead
projector. The teacher will say, “We
will be using the fish scales to show subtraction problems.” (Fish scales can be
multi-colored metallic disks that are commonly found in the art department.)
·
The teacher will say, “If you have six scales on your fish and you give
one scale away, how many scales do you have left?”
·
The teacher will show on the overhead projector how to move one scale
away from the fish and now five scales are left.
·
The teacher will show on the overhead how this problem would be written
using digits (6-1=5).
·
The teacher will repeat this process using different numbers.
·
The teacher will relate this lesson to everyday life. The teacher will say, “If you go to the store
and have $5.00 and spend $3.00, how much do you have left?”
·
The teacher will relate this lesson to science by talking about fish.
IV.
Practicing and Summarizing (to reinforce and extend ideas)
·
Review:
·
(Application) The teacher will
write subtraction problems on the overhead and ask the students to show
subtraction problems using fish scales.
·
(Analysis) The teacher will call
on volunteers to differentiate between the largest and smallest number in a
subtraction problem.
·
(Application) Students will
sketch a group of objects of their choice to demonstrate a subtraction problem
of their own.
·
Guided Practice:
·
The teacher will give each student a fish and 6 scales in a
baggie. The teacher will tell each
student to place all the scales on the fish to make their own rainbow fish.
·
The teacher will ask volunteers to tell how many scales they would like
to share each time. For example: a
student might choose to share two scales.
·
The teacher will tell all the students to show how to subtract that
number from 6.
·
The teacher will have the students show the problem first, and then the
teacher will show the problem on the overhead projector.
·
The teacher will repeat this process beginning with various numbers of
scales.
·
Independent Practice:
·
The teacher will put the students into groups of five.
·
Each group will be given: a game board, five fish, six scales per fish,
five game pieces, one subtraction die, and two-numbered dice.
·
The teacher will tell each student to choose his or her color, put the
scales on his or her fish, and place his or her game piece on the game board.
·
The teacher will demonstrate how to roll the die to create the
subtraction problem the students must solve in order to move around the board.
·
The teacher will describe to the students that when they land on an
octopus the student can give a scale away to a fish in the center of the
board. The first student with one scale
left on his or her fish wins the game.
·
Summarizing:
·
The teacher will say, “Today we learned how to subtract by using the
subtraction sign and by separating sets of objects, our fish scales. I want everybody to go home and try to show
two single-digit subtraction problems with items from your house. I think all of you will find you subtract by
separating sets in many things you do during a day.”
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 instructed to subtract
using double digits. For remediation,
those students will use a number line to help in subtraction.
See the two PowerPoint slide shows entitled,
“Subtraction” and “Subtraction with Regrouping” at:
http://www.athens.edu/pt3/vinson/subtraction.ppt
http://www.athens.edu/pt3/vinson/subtraction_r.ppt
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