Jenifer Cooper - Subtraction With Calculators

Lesson Plans

PEPE Lesson Plan Format

(Alabama Professional Education Personnel Evaluation Program)

Written by: Jenifer Cooper jeniferandscott@msn.com

Athens State University (Summer 2002)

Graphics, Editing, & Formatting by: Dr. Beth McCulloch Vinson

I. Preparing (to plan for instruction)

· Materials:

Alabama Course of Study: Mathematics, page 17, number 18,

Children’s literature: Ten Little Monkeys Jumping On The Bed

Word page to “Ten Little Monkeys”,

bags of monkey manipulative (10 in each bag),

laminated poster board beds,

plastic tray for each student,

calculator for each student,

pencil and paper for each student,

overhead projector, overhead calculator,

laminated visual aide calculator,

wet erase markers,

visual aide story board for “Ten Little Monkeys”.

· Objectives: The students will:

o (Application) demonstrate an understanding of subtracting one from a number of ten or less using manipulatives.

o (Application) work with calculators to learn to solve subtraction problems.

o (Synthesis) create subtraction number sentences.

o (Application) plug the number sentence into the calculator and get an answer.

· Grade Level: first

II. Orienting (to establish purpose, build background, sustain motivation, and provide directions)

· Anticipatory Set: The teacher will read the book Ten Little Monkeys Jumping On The Bed. The teacher will express to the students that they will be learning to subtract with a calculator. The teacher will say, “This new way can make subtraction fun and easy.”

· Purpose: The teacher will say, “The purpose of this lesson is to learn how to use a calculator to subtract. After today’s lesson, you will be able to go to the store and subtract the amount of money you spend from the amount of money you had, to find out how much money you have left.”

· Connection to previous learning/Build background knowledge: The teacher will say, “I know you can solve a subtraction number sentence using manipulatives, and paper and pencil. Today, we will solve subtraction sentences using the calculator.”

III. Presenting (to use sequential direct instruction)

· Teaching Procedures:

· The teacher will define a calculator. The teacher will say, “Calculators are tools used to perform mathematical operations.” The teacher will then show the students a calculator.

· The teacher will say, “You have probably seen your parents use a calculator to solve problems.”

· The teacher will say, “We are going to look at a calculator and I will show you how to use one.”

· The teacher will explain how to operate the calculator. The teacher will say, “We are going to turn the calculator on. Everyone press the red On/C button to turn it on. The white buttons are the numeral buttons. The red button with the minus sign (-) is the subtraction button. The big red button with the equal sign (=) is what you press to get the answer. If you make a mistake and need to start over, press the On/C button and it will clear your work.”

· The teacher will say, “We are now going to use these monkeys to help us make a number sentence for our calculators.” After the students make their number sentences, they will begin to use calculators to subtract the number sentence.

· The teacher will say, “Take your calculator and press the first numeral in our number sentence into the calculator. Then press the red button with the minus sign (-). The next step is to plug in the second numeral in our number sentence. Then press the equal sign (=) to get the answer.”

· The teacher will say, “Using the calculator to subtract a number sentence is faster and allows you to check your answers.”

IV. Practicing and Summarizing (to reinforce and extend ideas)

· Review:

· (Application) The teacher will call on volunteers to demonstrate how to subtract with the calculator.

· (Analysis) The teacher will call on volunteers to tell the difference between subtraction with paper and subtraction with the calculator.

· (Comprehension) The teacher will call on volunteers to tell in their own words how to operate the calculator and what buttons to press on the calculator to subtract.

· Guided Practice:

· The teacher will ask everyone to get out his or her bag of monkeys and calculator. The teacher will get out her storyboard and visual aide calculator.

· The teacher will construct a number sentence using the storyboard and visual aide calculator.

· The teacher will ask the students to make a number sentence using their own monkeys.

· The teacher will model to the students how to take their number sentences and plug them into a calculator. Then the teacher will ask the students to plug in their number sentences into the calculator.

· Independent Practice:

· The teacher will put the students into groups of two. Each pair will have their own bag of monkeys, record sheets, and calculator.

· The teacher will instruct the students to make number sentences and plug them into the calculator with their partner. Each pair is to record their number sentences and answers.

· Summarizing:

· The teacher will say, “Today we have learned how to put subtraction number sentences into the calculator and how to get the answer from the calculator. I want you to continue practicing subtraction with the calculator. You can do this at home, the store, school, or almost anywhere you go. I believe each of you will find subtraction to be fun and easier to do with the calculator.”

V. Assessment: (to check for attainment of objectives)

The teacher will use a checklist and individual record sheets to assess the guided practice and independent practice activities. The checklist will have objectives listed as column headings. Checks and minuses will be used to determine attainment. For enrichment, those students will be instructed to use the calculators to make ten different subtraction sentences using two digit numbers and give the answer. For remediation, those students will stay on the concrete level by using their monkeys to create number sentences to plug into the calculator.

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