Home | Profile | Research | Courses | Student | Contact | Slideshows | Lessons
PEPE Lesson Plan Format
(
Written by: Mandy Walden, Wspringtime@aol.com
Graphics, Editing, & Formatting by: Dr. Beth McCulloch Vinson
I.
Preparing (to plan for
instruction):
·
Materials:
Alabama Course of Study: Mathematics, page 17, number 16,
Children’s literature: One Hundred Hungry Ants,
-Ant popsicle sticks (bundles of tens and individual ones),
-Eight-ounce cups labeled ones and tens,
-Velcro board,
-Algorithm Velcro strips,
-Chalkboard, chalk, erasers,
-Overhead projector (to count out the Popsicle sticks for the students),
-Transparency (with definitions and a review of addition and place value),
-Worksheets
·
Objectives: The students will:
o (Knowledge) recall addition with single digits and the place value system.
o (Synthesis) demonstrate addition with regrouping one digit numbers with their manipulative.
o (Analysis) identify with ways to use regrouping.
·
Grade Level: first
II.
Orienting (to establish purpose,
build background, sustain motivation, and provide directions:
·
Anticipatory Set: The teacher will read the book One
Hundred Hungry Ants. The teacher will
express to the students that they will be learning a new way to add. The teacher will say, “This new way can make
addition fun and easier.”
·
Purpose: The
teacher will say, “The purpose of this lesson is to give you another way to
add. After today’s lesson, you will be
able to count your lunch money and snack money more easily and count your money
for candy or a toy.”
·
Connection to previous learning/ build
background
knowledge: The teacher will say, “Everyone has
done a great job adding one-digit numbers.
Today, we will learn a new way to add called addition with regrouping.”
III.
Presenting (to use sequential
direct instruction):
·
Teaching Procedures:
o The teacher will review the place value system of ones and tens.
o The teacher will explain that the ones place can only have nine ones. If there are more than nine ones, we have to regroup.
o
The teacher will define regrouping with the
overhead projector and transparency. The
teacher will say, “Regrouping is the grouping of
ones into groups of tens.” The teacher will show some examples.
o
The teacher will say, “We use regrouping every
day when we count our money for snacks and lunch, and when we go to a
ballgame.”
o
The teacher will say, “We are now going to look
at some addition problems and see if we can regroup with our ant Popsicle
sticks.” (You
only need 18 Popsicle sticks for one-digit problems, because 9+9=18.)
o
The teacher will use the Velcro board to show
the algorithms. The teacher will then
model how to regroup using the ant Popsicle sticks.
o
The teacher will relate the content to other
subjects by giving examples of how to use addition with regrouping. Then the teacher will say, “When you practice
writing words, you can count them by regrouping.”
IV.
Practicing & Summarizing (to
reinforce and extend ideas):
·
Review:
o (Application) The teacher will call on volunteers to use “regroup” in a sentence and give an example.
o (Analysis) The teacher will call on a volunteer to tell the difference between addition with regrouping and regular addition without regrouping.
o (Comprehension) The teacher will call on volunteers to tell in their on words, what regrouping is. The teacher will ask the student to come to the Velcro board and demonstrate an algorithm by using the Velcro algorithms, Popsicle sticks, and ones and tens cups.
· Guided Practice:
o The teacher will make sure every student has ant Popsicle sticks, a ones cup, and a tens cup.
o The teacher will instruct the students to get their ones and tens cups and their Popsicle sticks ready.
o The teacher and students will work three algorithms together.
o On every problem, the teacher will read the algorithm aloud, and then, together, the teacher and students will count the Popsicle sticks aloud. If the problem is 9+3, they will count nine sticks together.
o The teacher will say, “We have nine ones. Let’s put the nine ones in the ones place (cup). The teacher will say, “The problem is 9+3. Let’s count three more Popsicle sticks and add them to the nine ones.”
o The teacher will say, “Oh no! What’s wrong with the ones place? The students will say, “There can only be nine ones in the ones place. The teacher will say, “What do you have to do?” The students will say, “We have to regroup by making a group of ten.”
o The teacher will count the ten Popsicle sticks with the class and make a group of ten.
o The teacher will say, “How many groups of ten do we have in the tens place? How many ones do we have in the ones place? We have 9 +3 which equals one group of ten and two ones.”
o The
teacher will ask volunteers to come to the board and write the algorithm, and
then write it in the form of ones and tens.
·
Independent Practice:
o The
teacher will hand out one-digit addition with regrouping worksheets.
o The
teacher will instruct the students to get into groups of two.
o One
student will pick an algorithm from the worksheet for the other student to
work. They will use their Popsicle
sticks and ones and tens cups. They will
take turns selecting algorithms and working them.
o The students are to complete five algorithms each.
·
Summarizing:
The teacher will say, “Today, we learned addition with regrouping one digit, how we can do regrouping with Popsicle sticks, and how we use regrouping every day. We also have learned that regrouping can be fun and easy. I want everyone to go home and find two ways you can use regrouping. You may take your Popsicle sticks home to do this.”
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, the students will be instructed to regroup double digits. For remediation, the students will continue on the concrete level by using their ant Popsicle sticks and place value cups. The remediation students will also work with straws, coins, and other counting manipulatives to regroup. They will be given remediation also on non-regrouping addition and the place value system.
Also, see the Counting PowerPoint Slide 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