PEPE Lesson Plan Format
(
Written by: Kristy Hogan, whitedog33@hotmail.com
(Spring 2002)
Graphics, editing, and formatting by:
Dr. Beth McCulloch Vinson
I.
Preparing – (to plan for instruction)
Materials:
homemade spinners, chalkboard, chalk, base ten blocks (if needed), pencil,
paper, ELMO, and book: More M&M’s Math.
Objective: The third grade students will use spinners to form ten
three-digit subtraction problems with regrouping and they will solve the
problems in groups with 80% accuracy.
Grade Level: Third Grade
II. Orienting – (to establish purpose, build
background, sustain motivation, and provide directions)
Anticipatory Set: The teacher will say, “Boys and girls, today is
a very big day for you in math. We have
been working hard on subtracting two-digit numbers and regrouping. I have noticed that this has become really
easy for all of you, so today we are going to work with three-digit
numbers and regroup.”
Purpose: The teacher will say, “It is really important for you to know how
to work these problems because when you go to fourth grade you will be working
with even larger numbers.”
Connection to previous lesson/Build background knowledge: The teacher will say, “I know you already
know how to subtract two-digit numbers and to regroup. Today, we are going to subtract three-digit
numbers with regrouping.”
III. Presenting
– (to use sequential direct instruction)
Teaching Procedures:
The teacher will review the
place value terms ones, tens, and hundreds.
The teacher will review the definition of sum and difference.
The teacher will review how to subtract two-digit numbers with
regrouping on the board.
The teacher will refer to the More M&M’s Math book to
show a symbolic example of working a two-digit subtraction problem.
The teacher will use an ELMO (projector), write a sample
three-digit problem, and model the steps to take when working the problem.
The teacher will use the correct terminology when referring to
ones, tens, hundreds, and difference.
The teacher will model a second problem
on the ELMO with the students telling what steps to take next to get the
correct answer.
The teacher will show the students the
spinners they will be using in a partner activity.
The teacher will model how to spin the
spinner with the large numbers to get the top number of a subtraction
problem.
The teacher will also show the student
how to spin the spinner with the smaller numbers to get the bottom number
of the subtraction problem.
The teacher will explain that both students
must spin once for every problem and each student must write the problems on
his or her own paper.
The teacher will explain that both
students must work together to get the answers and they can help each other.
The teacher will explain that the students
need to know and understand how to work these problems because they will be
working them in fourth grade.
IV. Practicing and Summarizing- To reinforce and extend
ideas
Review:
The teacher will call on someone to answer the question, “Why do we subtract
numerals?”
The teacher will ask someone to tell the
class what it means to regroup.
The teacher will remind the students that they are now working with ones, tens,
and hundreds.
Guided Practice:
The students will assist the teacher in working two sample problems on the
ELMO.
Independent Practice:
The teacher will instruct the students to use spinners and develop ten
subtraction problems that require regrouping.
The teacher will have the
students work together on the problems and turn them in when finished to be
checked.
Summarizing:
The teacher will say, “Today we learned how to subtract and regroup three-digit
numbers. We learned how to use spinners
to develop math problems and how to work together to answer these problems. I believe that by the time we finish our
lessons on three-digit number subtraction you won’t have any trouble in fourth
grade working problems with even larger numbers.”
V. Assessment – (to check for attainment of
objective)
Informal: The teacher will listen for verbal clues of understanding used by
the students to assess their knowledge before independent practice.
Formal: The teacher will use the ten problems the students construct and
work to assess mastery.
For enrichment: The students will be given four-digit subtraction problems with
regrouping.
For remediation: The students will work to work three-digit subtraction problems,
WITHOUT regrouping, and the teacher will provide guidance as needed.
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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