Home | Profile | Research | Courses | Student | Contact | Slideshows | Lessons
PEPE Lesson Plan Format
(
Lesson plan by:
Lorie Cain
lorrcain@hotmail.com
Graphics, Editing,
and Formatting by: Dr. Beth McCulloch Vinson
Big 
Little
I. Preparing (to plan for instruction)
Materials:
Alabama Course of Study: Mathematics, page 14, number 13, children’s
literature: Blue Sea, relative size worksheet, pizza
boxes, two different sizes of paper plates, pointer, material squares, glue and
crayons.
Objectives: The students will:
·
(Application)
work with big and little objects,
·
(Synthesis) place objects in order of big-little, and,
·
(Application)
complete a big-little worksheet.
Grade Level:
kindergarten
II. Orienting (to establish purpose, build
background, sustain motivation, and provide directions)
Anticipatory Set: The teacher will read
the book
Purpose: The teacher will say, “The purpose of
this lesson is to give all of you another way to compare two objects.”
Connection to previous learning/Build
background knowledge: The teacher will say, “I know all of you can tell me that an
elephant is big and a mouse is little, but after today you will be able to talk
about items that you see every day.”
III. Presenting (to use sequential direct instruction)
Teaching Procedures:
The teacher will define “relative size.” The teacher will say, “Relative size is simply comparing the size of two objects.” The teacher will show various objects.
The teacher will say, “ We are now going to look at various size objects and see if we can tell which one is big and which one is little.”
The teacher will say, “Can you tell me which pizza box is big and which one is little?”
The teacher will use different sizes of material to show the students how to compare the objects.
The teacher will show the students the pizza boxes and compare
different boxes to
the same box.
The teacher will explain that to tell if something is big or little you must have something to compare it to.
IV. Practicing and Summarizing (to reinforce and extend ideas)
Review:
·
(Application) The teacher will call on volunteers to use
“big” in a sentence.
·
(Analysis) The teacher will call on volunteers to tell the
difference between big and little.
Guided Practice:
The teacher will ask everyone to get out his or her material squares. The teacher will ask questions and have the children hold up their squares to answer the question. “Hold up the big square. Hold up the little square.”
The teacher will construct an example of big and little using objects in the classroom.
The teacher will ask volunteers to give examples of things that are big and little.
The teacher will model the first problem on the worksheet to make sure all students know what to do.
Independent
Practice:
The teacher will ask everyone to complete the worksheet.
The teacher will instruct the students to share their answers after completing.
Students will read the Big and Little poem with the
teacher.
Great big elephant
Tiny little mouse
Little bitty butterfly
Great big house
Great big sheepdog
Tiny little bee
Little bitty kitty cat
Great big me
Summarizing:
The teacher will say, “Today we learned what relative size is how we use and see examples of it in our everyday lives. I want everyone to go home and try to think of two more example of items that are big and little.”
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 find an object that will fit between their big
and little object. For remediation,
those students will have objects that are very large and very small to start
comparing with.
Also, see the
Counting PowerPoint Slides Shows at:
http://www.athens.edu/pt3/vinson/counting.ppt
http://www.athens.edu/pt3/vinson/triangles.ppt
Home | Profile | Research | Courses | Student | Contact | Slideshows | Lessons