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PEPE Lesson Plan Format
(
Lesson plan by: Jacqueline
Charles,
Graphics, Editing, and Formatting by: Dr. Beth
McCulloch Vinson
I. Preparing (to plan for instruction)
·
Materials:
Alabama Course of Study:
Mathematics, page 17,
number 18, children’s literature: Count on Clifford by Norman Bridwell, bags of Clifford numbers with dog bones, overhead
projector, calculators for each person, and calculator transparencies.
·
Objectives: The
students will:
·
(Application)
work with the calculator to learn to add,
·
(Synthesis)
create an addition number sentence,
·
(Application)
plug the number sentence into the calculator and get an answer.
·
Grade
Level: first
II. Orienting (to establish purpose, build
background, sustain motivation, and provide direction)
·
Anticipatory
Set: The teacher will read the book Count on
Clifford. The teacher will express
to the students that they will be learning to add with a calculator. The teacher will say, “This new way can make
addition fun and easy to check the problems.”
·
Purpose: The teacher
will say, “The purpose of this lesson is so all of you will learn how to use a
calculator to add. After day’s lesson,
you will be able to help your mom and dad add things together in a store with a
calculator to see what the items cost.”
·
Connection
to previous learning/Build background knowledge: The teacher
will say, “ I know you can solve an addition number sentence using paper and
pencil. Today, we will solve addition
sentences with the calculator.”
III. Presenting (to use sequential direct
instruction)
·
Teaching
Procedures:
·
The
teacher will define a calculator. The
teacher will say, “Calculators are machines used to perform mathematical
operations.” The teacher will then show
the students a calculator.
·
The
teacher will say, “You have probably seen your parents balance their checkbook
with a calculator.”
·
The
teacher will say, “We are going to look at a calculator and I will show you how
to use one.”
·
The
teacher will explain how to operate the calculator. The teacher will say, “We are going to turn
the calculator on. Everyone press the
red On/C button to turn it on. The red
buttons are the numeral buttons. The
blue button with the plus sign (+) is the addition button. The blue button with the equal sign (=) is
what you press to get an answer. If you
mess up and need to start again, press the blue button and it will clear your
work.” (Change the color words to
match your calculators.)
·
After the
students make their number sentences, they will begin to use the calculators to
add each number sentence.
·
The
teacher will say, “Take your calculator and press the first numeral in your
number sentence into the calculator.
Then press the blue button with the plus sign (+). The next step is to plug in the second
numeral in your number sentence. Then
mash the equal sign (=) to get the answer.”
·
The
teacher will say, “The difference between adding with the calculator and adding
with pencil and paper is on the calculator you have to press the equal sign
(=).”
IV. Practicing and Summarizing (to reinforce
and extend ideas)
Review:
·
(Application) The teacher will call on volunteers to
demonstrate how to add with the calculator.
·
(Analysis) The teacher will call on volunteers to tell
the difference between adding with paper and adding with the calculator.
·
(Comprehension) The teacher will call on volunteers to tell
us in their own words how to operate the calculator and what buttons you press
on the calculator to add.
Guided Practice:
·
The
teacher will ask everyone to get out his or her bag of Clifford numerals and
bones. The teacher will also get out her
bag.
Plus Sign
Minus Sign
Equals
Sign
·
The
teacher will construct a number sentence with the Clifford numerals and
bones. The bones will be used to
construct plus signs and equal signs.
·
The
teacher will ask the students to make their own addition number sentence with
the Clifford numerals and bones.
·
The
teacher will show the students how to take their number sentences and plug them
into the calculator. Then she will ask
the students to plug in their number sentences into the calculator.
Independent Practice:
·
The
teacher will put the students into 4 groups.
Each group has their own bag of Clifford numbers, bones, and a
calculator.
·
The
teacher will instruct the students to make number sentences and plug them into
the calculator with a partner. Each
group is to take time making the sentences and plugging them into the
calculator.
Summarizing:
·
The
teacher will say, “Today we have learned how to put addition number sentences
into the calculator and how to get the answer from the calculator. I want you to go home and practice using the
calculator to add. I think you will all
find addition is easier with a calculator.”
V. Assessment: (to check for attainment of
objectives)
The teacher will use a checklist to assess the guided practice and
independent practice activities. For
enrichment, those students will be instructed to use the calculators to make
five different addition sentences using two digit numbers and give the
answer. For remediation, those students
will continue doing addition sentences with one digit numbers and giving the
answers.
See the Addition PowerPoint Slide Shows at:
http://www.athens.edu/pt3/vinson/addition_r.ppt
http://www.athens.edu/pt3/vinson/addition.ppt
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