PEPE Lesson
Plan Format
(
Written by: Tiffany Mosley,
Graphics,
Editing, and Formatting by: Dr. Beth McCulloch Vinson
I. Preparing (to plan for instruction)
·
Materials:
Alabama Course of Study: Mathematics, page 29, number 8,
children's literature: Each Orange
Has 8 Slices, Hot Wheels (10 per student), transparencies, bingo cards,
beans
·
Objectives: The students will:
·
(Application) multiply numbers 1-10 by 4,
·
(Synthesis) construct multiplication problems
using physical materials, and,
·
(Knowledge) recognize multiplication as repeated
addition.
·
Grade
Level: third
II. Orienting (to establish purpose, build background, sustain motivation, and provide directions)
·
Anticipatory
Set: The teacher will
read the book Each Orange Has 8 Slices to introduce multiplication. The teacher will say, "Today, we are
going to use Hot Wheels to help us learn to multiply by 4."
·
Purpose: The teacher will say, "The purpose of
this lesson is to learn how to multiply by 4.
We have already learned that multiplication is a quicker way of counting
things."
·
Connection
to previous learning/Build background knowledge: The teacher will say, "Over the past few
weeks, we have been learning how to multiply.
We have learned how to multiply by 1, 2, 3, and 5. Today, we will learn how to multiply by
4."
III.
Presenting (to use sequential direct instruction)
·
Teaching
Procedures:
·
The teacher will say, "As we have seen in
our previous lessons, multiplication is repeated addition. We will be doing the same thing today with
sets of 4."
·
The teacher will show a transparency and say,
"We have 4 sets of butterflies (point to each set and count), and there
are 2 butterflies in each set (point out the 2 in each set)."
·
The teacher will write "4 sets of 2 ="
and "4 x 2 =" on the board.
·
The teacher will say, "How many butterflies
do we have in all? Count them with
me." (1, 2, 3, 4, 5, 6, 7, 8)
·
The teacher will say, "Now we see that 4
sets of 2, or 4 x 2, = 8."
·
The teacher will repeat this procedure with all
of the numbers 1-10.
·
The teacher will relate the content to other
subjects by giving examples of how to use multiplication. The teacher will say, "If I put you in
groups of 4 and tell you to read three pages each, you can multiply to find out
how many pages you have to read."
IV.
Practicing and Summarizing (to reinforce and extend ideas)
·
Review:
·
(Application)
The teacher will ask a volunteer to give another way to say "4 sets
of 4."
·
(Comprehension)
The teacher will call on volunteers to come to the board and solve
problems. The problems will have picture
sets and number sentences similar to the transparencies.
·
Guided
Practice:
·
The teacher will give everyone, including
herself, 10 Hot Wheels.
·
The teacher will say, "Everyone pick up one car.
Count the wheels. (1, 2, 3,
4) We see that
4 wheels on 1 car, or 4 x 1 = 4."
The teacher will write 4 x 1 = 4 on the board.
·
The teacher and students will repeat this
procedure until all 10 cars have been used.
·
Independent
Practice:
·
The teacher will pass out bingo cards and
beans. The students will get into groups
of two.
·
The teacher will say, "We are going to play
multiplication bingo to practice what we have learned today and to review our
1x, 2x, 3x, and 5x. You may use your
pencil and paper to figure out any problems you do not know. For example, if the problem is 4 x 4, you can draw 4 sets of 4 dots and count them. If you need help, ask your partner."
·
Summarizing:
·
The teacher will say, "Today, we learned how
to multiply by 4. I want all of you to
go home and find things that come in sets of four and use multiplication to
find out how many there are in all. For
example, find out how many legs there are on the chairs in your dining
room. If you have more than one dog, cat, or other four-legged animal, find out how many legs
there are in all."
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 use numbers higher than
10 when multiplying by 4. For remediation,
those students will stay on the concrete level by using their cars with numbers
1-6.
Also,
see the Multiplication and
Division
PowerPoint Slides Shows at:
http://www.athens.edu/pt3/vinson/multiplication.ppt
http://www.athens.edu/pt3/vinson/measure.ppt
http://www.athens.edu/pt3/vinson/partitive.ppt
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