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PEPE Lesson Plan Format
(
Written by: Rhonda Richardson,
Graphics, Editing
& Formatting by: Dr. Beth McCulloch Vinson
I.
Preparing (to plan for
instruction)
·
Materials:
Alabama Course of
Study: Mathematics, page 29, numbers 11 & 12, children’s literature: The
Doorbell Rang by Pat Hutchins, bags of cookies (9 in each bag), napkins,
paper, pencils, overhead projector, three transparencies
·
Objectives:
The
students will:
(Application) use physical materials (cookies) and the
division symbol (¸) to develop an
understanding of division,
(Knowledge) identify the three parts of a division
sentence,
(Application) solve division problems with one-digit
divisors.
·
Grade
Level:
Third
II. Orienting
(to establish purpose, build background, sustain motivation, and provide
directions)
·
Anticipatory
Set: The teacher will read the book The
Doorbell Rang. The teacher will ask
the students, “Did Grandma have enough cookies to share with her friends?” The teacher will express to the students that
dividing is important. The teacher will
explain that division is used in everyday life, as in sharing cookies or
anything with friends.
·
Purpose: The teacher will say, “The purpose of this
lesson is to teach each one of you how to divide. After today’s lesson, you will be able to use
division to share anything equally with your friends or classmates.”
·
Connection
to previous learning/build background knowledge: The teacher will say, “I know that all
of you know how to multiply now. Today, you
will learn the inverse or opposite of multiplication, which is division.”
III. Presenting
(to use sequential direct instruction)
·
Teaching
procedures:
·
The teacher will define “division”. The teacher will say, “Division means to
separate into equal groups.”
·
The teacher will show the following problem on a
transparency, “Ann brought 9 cookies to school for snack. She wants to share her cookies with her
friends, Bob and Sheila. How many
cookies will each one get?”
·
The teacher will demonstrate by drawing three circles on
the transparency and writing Ann, Bob, and Sheila on the circles for each
group. The teacher will draw three
cookies in each circle.
·
The teacher will explain that we have three groups and
three cookies in each group.
·
The teacher will express that we divided the cookies out
equally among the three friends.
·
The teacher will show the division symbol (¸) on another transparency, and explain
to the students that symbol means “divided by”.
·
The teacher will show the symbolic representation of the
problem on the transparency. “9¸3=3”
·
The teacher will explain that they can write division
sentences by finding the total number of objects, finding the number of equal
groups, and the number in each group.
·
The teacher will show and explain the transparency that
includes the 3 parts of a division sentence.
The transparency states:
·
“A division sentence has 3 parts: Dividend, Divisor, Quotient”.
·
“Dividend is the number being divided. 9¸3=3, the dividend is 9”.
·
“Divisor is the number that divides the dividend. 9¸3=3, the divisor is 3”.
·
“Quotient is the answer in a division problem. 9¸3=3, the quotient is 3”.
IV. Practicing
and Summarizing (to reinforce and extend ideas)
·
Review:
·
(Knowledge) The
teacher will call on volunteers to define “division”.
·
(Comprehension) The
teacher will call on volunteers to explain how you write a division sentence.
·
(Knowledge) The
teacher will call on volunteers to tell the three parts of a division sentence.
·
(Knowledge) The
teacher will call on separate volunteers to give the definition of “Dividend”,
“Divisor”, and “Quotient”.
·
Guided
Practice:
·
The teacher will ask everyone to get out his or her napkin
and place cookies on the napkin.
·
The teacher will solve the following problem with the
students, “I have 8 cookies to share with my friends at my party. I want each friend to have 2 cookies. How many friends do I need to invite?”
·
The teacher will ask volunteers to give a division sentence
to that problem.
·
The teacher will model and guide each division sentence
that is suggested while the students participate using their cookies.
·
Independent
Practice:
·
The teacher will ask everyone to get in groups of two, get
out their pencils and a sheet of paper, and make up two division problems. Each student will write a division sentence
for each problem. Students will be
encouraged to use their cookie manipulatives to solve the problems.
·
The teacher will check on each group while they work to see
if further instruction is needed.
·
Summarizing:
·
The teacher will say, “Today, we learned what division
means and how to divide or share equally.
We also learned how to write division sentences. I think all of you will find it easier now to
determine how to divide things out equally with your friends.
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 more than 9 cookies to divide out and write
division sentences. For remediation,
those students will keep practicing dividing out their 9 cookies and writing
division sentences.
Also, see the
PowerPoint Slide Show entitled, "Measurement Division" and
"Partitive Division" at:
http://www.athens.edu/pt3/vinson/measure.ppt
http://www.athens.edu/pt3/vinson/partitive.ppt
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