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PEPE Lesson Plan Format
(
Written by: M.
Shane Owens, Mshaneowens@aol.com
Graphics,
Editing, & Formatting by: Dr.
Beth McCulloch Vinson
I. Preparing:
§
Materials:
Alabama Course of Study:
Mathematics, page 28, number 2 and page 34, number 20, children’s
literature: Amanda Bean’s Amazing
Dream, bags of drinking straws (250 in each bag), number cubes, and two large
cups (one for tens and one for ones) to represent place-values.
§
Objectives: The students will:
§
(Knowledge) multiply one-digit problems;
§
(Comprehension) identify place-values;
§
(Synthesis) maneuver manipulatives to solve problems;
§
(Application) multiply two-digit problems.
§
Grade Level: third
II. Orienting:
§
Anticipatory
Set: The teacher will read the story Amanda
Bean’s Amazing Dream. The teacher
will emphasize to the students the importance of multiplication. The teacher will tell the students that
multiplying two-digits is as easy as multiplying with one-digit.
§
Purpose: The teacher will say, “The purpose of this
lesson is to help you multiply larger numbers.”
§
Connection to
previous learning/Build background knowledge: The teacher
will say, “I know all of you have mastered multiplying one-digit facts, so
today, we are going to add a second digit and focus our attention to
place-values and you will discover that two-digit multiplication is a breeze. After today’s lesson, all of you will be able
to figure large amounts in sets by multiplying instead of counting each item.”
III. Presenting:
§
Teaching
Procedures:
§
The teacher will define multiplication. He/she will say, “Multiplication is the
process of adding equal sets together.”
§
The teacher will explain to the students why it is
important to learn to multiply two-digit numbers. He/she will simply say, “By using two-digit
multiplication, we can find the product of an equation a lot faster than
counting each individual piece.”
§
The teacher will draw three large circles on the
board. In each circle, the teacher will
mark 13 X’s. Next, the teacher will face
the class and say, “Someone tell me how many X’s there
are in all.” After the teacher receives
a response, he/she should ask how the student came up with the answer.
§
The teacher will relate the content to other subjects by
giving examples of how to use two-digit multiplication. The teacher will say, “If I put you in groups
of 5 and tell you to bring 15 stickers to class tomorrow, you can multiply to
find out how many stickers your group will need.”
IV. Practicing and
Summarizing:
§
Review:
§
(Application) The
teacher will call on a volunteer to define multiplication.
§
(Analysis) The
teacher will call on a volunteer to tell the difference between multiplication
and addition.
§
(Comprehension) The
teacher will call on a couple of volunteers to come to the board and show how
multiplication is faster than adding.
§
Guided Practice:
§
The teacher will place the students into groups of two.
§
The teacher will give each group two large cups (one cup
representing the tens place and the other representing the ones), a bag of
drinking straws, rubber bands, and two number cubes.
§
The teacher will write a problem on the board. For example, 13 x 4.
§
The teacher will tell the class that in order to find the
product of a two-digit multiplication equation, all you have to do is break the
place-values apart.
§
The teacher will ask the class how many tens are in 13 and
how many ones are in 13.
§
The teacher will write the response on the board showing
that there is one set of tens in 13 and three ones in 13.
§
The teacher will explain to the students that all you have
to do is multiply each number by the number on the bottom. For example, the teacher will write on the
board 10 x 4 and 3 x 4. The teacher will
tell the students that after they have solved each equation the next step is to
add the two answers together and they have solved the equation 13 x 4.
§
The teacher will tell each group to get their straws and
cups ready to work the problem alongside the instructor.
§
The teacher will walk the students through the steps of
using drinking straws as manipulatives in multiplication of two-digits.
§
The teacher will say, “If my problem says that I am
multiplying 10 four times, then I need four sets of ten.” The teacher will count 10 straws and place a
rubber band around the group. He/she
will do this four times. The teacher
will place the four sets of 10 in the cup representing the tens place.
§
The teacher will show that the problem is multiplying the
three ones four times. The teacher will
place three straws in the ones cup four times.
§
The teacher will ask the students to count how many straws
are in the tens cup. They should answer
40. The teacher will write 40 on the
board under the equation 10 x 4. The
teacher will ask how many ones are in the ones cup. The class will answer 12. The teacher will write 12 under the equation
3 x 4.
§
The teacher will hold-up the tens cup by the equation 10 x
4 and the ones cup up by the equation 3 x 4 and tell the students to add all
the straws together. The answer will be
52.
§
The teacher will repeat these steps with a problem a little
more difficult. For example, the teacher
could use the problem 24 x 5.
§
Independent
Practice:
§
The teacher will tell everyone to get out his/her number
cube.
§
The teacher will explain the activity to the class while
he/she is modeling the activity. “What
we are going to do is play a little game using what we have just learned. I want each person to take a turn rolling
his/her number cube. After you roll your
number cube, write down that number.
After your partner rolls his/her number cube, roll yours again, write that number down below the previous number you
rolled. Now, what I want you to do is
multiply those two numbers together using your basic multiplication facts. After you and your partner have that step
taken care of, each person will roll his/her number cube a third time. From the answer you got when you multiplied
the two previous rolls, I want you to multiply that number by the number you
rolled the third roll. Each of you
should use the manipulatives to figure the answer. Keep doing this until one of you reaches
100. The person who reaches 100 first
wins the match.
§
The teacher will walk around during the activity to provide
assistance.
§
Summarizing:
§
The teacher will say, “Today, we learned how to multiply
using two-digits. I want everyone to
turn to his or her partner and discuss the process. If your partner has any questions, try to
help him or her understand. If you
cannot answer the question, then call on me.
I want each of you to go home and come up with two reasons why
multiplying two-digits is important.
Tomorrow, we will discuss your reasons, assemble problems, and use our
two-digit multiplication knowledge to solve the problems.”
V. Assessment:
§ The teacher will
use a rubric to assess the guided and independent practice activities of the students. The rubric will assess the criteria of the
activities by improvement needed, fair, good, and excellent. Points will be given to determine attainment,
ranging from 1 to 4 with four being the highest points possible. For enrichment,
the students who scored high enough will be instructed to use larger numbers in
multiplying two-digits without the use of manipulatives. For remediation,
those students scoring low will stay on the concrete level by using their
drinking straws to help in solving equations.
Also, see the Multiplication
and Division
PowerPoint Slide
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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