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PEPE Lesson Plan
Format
(
Written by: Corey Shubert, Coreyinalabama@aol.com
Graphics, Editing, & Formatting by: Dr. Beth
McCulloch Vinson
I. Preparing (to plan for
instruction)
·
Materials:
§
Alabama Course of Study: Mathematics, pages 16, numbers 2, 3, &
5, children’s literature: Reese’s Pieces Count by Fives, bags of
Reese’s Pieces, overhead projector, magnetic counters, pictures comparing sets
of objects, transparencies, and activity sheet (BELOW)
·
Objectives: The students will:
§
(Application) work with Reese’s Pieces to understand comparing sets,
§
(Synthesis) create comparison sets,
§
(Application) compare sets of numbers and objects.
·
Grade Level: first
II. Orienting (to
establish purpose, build background, sustain motivation, and provide
directions)
·
Anticipatory Set: First, the teacher will read Jerry Pallotta’s book,
Reese’s Pieces Count by Fives. Next, the teacher will explain comparing sets
of objects to the students. Then the
teacher will say, “Using this book as a guide will make comparing sets fun and
easy.”
·
Purpose: The teacher will say, “The purpose of this lesson
is to compare numbers of objects to determine the least and greatest. After this lesson, you will be able to
compare quantities of sets.”
·
Connection to previous learning/ Build background
knowledge:
The teacher will say, “I know each of you can identify numbers; today we will
compare to see which has set has the fewest objects or which has the most
objects in it.”
III. Presenting (to use sequential direct instruction)
·
Teacher Procedures:
§
The teacher will define what it is to compare two sets. The teacher will say, “To compare two sets is
to look at the similarities and differences of the numbers, objects, or sets.”
§
The teacher will define the following vocabulary words to be used to
compare quantities. The teacher will
say, “Words we use to compare quantities are more, most, greater, greatest,
equal, fewer, fewest, same, less, and least.”
The teacher will demonstrate each by showing pictures representing each
of the words.
§
The teacher will say, “There are more
students than teachers in the room.”
§
The teacher will say, “There are fewer boys/girls in class.”
§
The teacher will say, “Let’s see if we can compare some sets of objects
to see if one has more or less than the other, or if the sets are equal.”
§
The teacher will use magnet counters on the board to demonstrate
comparing two sets.
§
The teacher will show how to compare a set of elements to other sets and
get the comparison.
§
The teacher will show if two sets are put together, they could be more,
greater, less, the same or equal to another set.
§
The teacher will relate the constant to other subject areas by showing
ways to compare sets of data. The
teacher will say, “You can use comparisons in history by comparing the time
periods.”
IV. Practicing &
summarizing (to reinforce and extend ideas)
·
Review:
§
(Application) The teacher will ask
volunteers to use the vocabulary words in a sentence comparing two quantities.
§
(Analysis) The teacher will ask
students to tell the difference between greater and greatest, fewer and fewest,
and more or less than.
§
(Comprehension) The teacher will
ask the students to volunteer to come up to the board and demonstrate how we
compare sets and explain it in their own words.
·
Guided Practice:
§
The teacher will give each student a Reese’s Activity Sheet. (BELOW)
§
The teacher will ask
everyone to open his or her bag of Reese’s Pieces. The teacher will use the overhead to insure
everyone can see.
§
The teacher will ask for suggestions on ways to compare the Reese’s
Pieces.
§
The teacher will model and guide each suggestion while the students
participate using their own Reese’s Pieces.
·
Independent Practice:
§
The teacher will ask students to get in groups of two with his or her
Reese’s Pieces.
§
The teacher will instruct the students to compare each other’s Reese’s
Pieces. They will compare the total
number of candies, as well as, the number of each color.
·
Summarizing:
§
The teacher will say, “Today you have learned ways and words used to
compare sets of objects up to one hundred.
I think each of you will use this in some way nearly every day. Comparing is used to evaluate, examine,
collate, and to declare items or objects to be like or different.”
V. Assessment: (to check for
attainment of objectives)
The teacher will use a
checklist to assess the guided and the independent practice activities. Objectives will be listed in column headings,
and checks and minuses will be used for attainment. For enrichment, students will be asked
to compare sets larger than 100. For remediation,
students will stay on the concrete level using their Reese’s Pieces.
Edited and Formatted by: Dr. Beth McCulloch Vinson
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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