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PEPE Lesson Plan Format
(
Written by: Julie Harton Hruss419@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
9, children’s literature: The
Cheerios Counting Book, cheerios (use with the
book), bean sticks, beans, overhead projector, transparencies, Percy Pig sheets
and worksheets.
Objectives: The students will:
·
(Application) use manipulatives to identify the ones digit
and tens digit in a number.
·
(Application) use pictorial representation to identify the
ones digit and the tens digit in a number.
·
(Analysis) determine the value of a number given tens
and ones.
Grade
Level:
First
II. Orienting (To establish purpose, build
background, sustain motivation, and provide directions)
Anticipatory Set:
·
The teacher will read
the book The Cheerios Counting Book. The teacher will say, “Let’s pretend for a
moment that our grandfather and our brother have the same birthday.” She will explain that Grandfather will be 61
and brother will be 16. (The teacher
will write these numerals on a transparency.)
The teacher will ask, “Can anyone explain why the placement of the
numbers is so important?”
(Analysis)
Purpose:
·
The
teacher will say, “Today we will learn about the tens and the ones in the place
value system.” The teacher will explain
to the students the use of place value system in spending money.
Connection to previous learning/Build background knowledge:
·
The
teacher will start by having the children count to 10. Then the teacher will have the students count
from 11 to 20. As the students count
from 11-20, the teacher will write these numerals on a transparency. After today, we will understand why the
location of these digits is so important.
The ones and tens place value location will serve as a base to learn
other place value locations. (Hundreds
and Thousands)
III. Presenting (To use sequential direct
instruction)
Teaching Procedures:
·
Show the class the
place value chart. The teacher will
explain that place value is the basis of our (Base Ten) number system. Define the term “place value”. The teacher will say, “Place Values are
simply the position of a digit in a number.”
·
The teacher will say,
“Let’s look at the bean sticks we made last week. It took 10 beans to complete one bean
stick. How many ones does it take to
make a 10?” (Ten) (Application)
·
The teacher will say,
“We are now going to look at our bean sticks and use them to compare our
initial example of 16 and 61.”
·
The teacher will
remind the students that the grouped beans on the bean sticks are tens and the
ungrouped beans are the ones.
·
The teacher will show
the symbolic representation for 16 and 61 on the overhead projector.
·
The teacher will say,
“In the numeral 16 there is 1 ten and 6 ones and in the numeral 61 there is 6
tens and 1 one.”
·
The teacher will say,
“Now let’s take our bean sticks and represent our numerals – please count with
me.”
·
The teacher will work
with the manipulatives & show pictorial representation while the students
observe.
·
The class will say,
“16 is 1 ten and 6 ones.” (1 bean stick
and 6 beans)
·
The class will say,
“61 is 6 tens and 1 one.” (6 bean stick
and 1 bean)
·
The teacher will
relate this content to other subjects.
The teacher will say, “When you write your name, don’t you always place
your letters in a certain order?”
IV. Practicing and Summarizing (to
reinforce and extend ideas)
Review:
·
The teacher will call
on volunteers to define “place value.”
The teacher will call a volunteer to tell
us how many ones make one ten.
·
The
teacher will reread The Cheerios Counting Book. This time the teacher will call on volunteers
to represent the place value of each number orally and with manipulatives. (Cheerios)
Guided Practice:
·
Introduce
Percy Pig to the class. Explain that
Percy came to visit to ensure that everyone would understand place values. The teacher will distribute a Pig cutout and
beans/bean sticks to each student. The
teacher will explain that Percy would like them to show the number written on
him with their beans/bean sticks. The
teacher will say, “When you hear oink, oink, oink, exchange your pig with a
classmate’s pig and repeat the activity.”
·
The
teacher will walk around and observe this activity while being available for
any questions.
Independent
Practice:
·
The
teacher will have the students to take out their bean sticks and to construct
the largest number possible with their sticks.
Then ask the students to draw a picture to represent the tens and the
ones of the number they constructed and share the number and their picture with
the class.
Strategies to use with
Exceptional Children:
·
For
enrichment, increase the number of beans and bean sticks given to the gifted
children.
·
For
remediation, have children work in small groups with
fewer numbers of beans and bean sticks.
Activities for Cultural Diversity:
·
Children
who speak English as a second language will identify the different places in
the place value system in their own language.
Children will share with the class the number system that is used in
that country.
Summarizing:
·
Remind
students the importance of our place value system. They have learned place values-tens and ones
today but will learn through the millions in the future.
·
Ask
students to bring from home a small object that contains a number for the class
to identify its place values.
V. Assessment: (To
check for attainment of objectives)
- Assessment
will be completed by teacher observation of student activities throughout
the week. By assessing orally, in
writing, and using manipulatives it is ensured these students will
understand place values – ten and ones.
- For
added practice, hand out the place value worksheet to be completed for a
homework grade.
Also, see the Counting
PowerPoint Slide Shows at:
http://www.athens.edu/pt3/vinson/counting.ppt
http://www.athens.edu/pt3/vinson/triangles.ppt
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