SIOP® Lesson Plan - DUSD



|SIOP® Lesson Plan |

|Class/Subject Area(s): |Math |Grade Level: |Kindergarten |

|Unit/Theme: |Counting to 5 |Lesson Duration: |45 min |

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|Common Core State Standards: (Preparation) |

|Know number names and the count sequence |

|.1 – Count to 100 by ones and by tens |

|Count to tell the number of objects |

|.4 – Understand the relationship between numbers and quantities; connect counting to cardinality |

|a. When counting objects, say the number names in the standard order, pairing each object with one and |

|only one number name and each number name with one and only one object. |

|b. Understand that the last number name said tells the number of objects counted. The number of |

|objects is the same regardless of their arrangement or the order in which they were counted. |

|c. Understand that each successive number name refers to a quantity that is one larger. |

|MP 3 – Construct viable arguments and critique the reasoning of others |

|Content Objective(s): (Preparation) |

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|I can count up to five dots. |

|Language Objective(s): (Preparation) |

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|I can tell my partner how many dots I see and explain how I know how many there are. |

|HOTS: Higher Order Thinking Skills (Strategies, Interaction, Review/Assessment) |

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|How do you know how many dots there are? |

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|Is there another way that you can see it? |

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|Key Vocabulary: (Building Background) |Supplementary Materials: (Lesson Preparation) |

|Content Vocabulary |Functional Vocabulary |Dot Cards (1 to 5, on cgi website) |

|One |Count |Two-color counters – 5 counters for each pair of students |

|Two | | |

|Three | | |

|Four | | |

|Five | | |

|SIOP Features: |

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|Preparation |Scaffolding |Grouping Options |

| x |Adaptation of content |x |Modeling |x |Whole class |

| |Links to background | x |Guided practice | |Small groups |

| |Links to past learning | |Independent practice |x |Partners |

| x |Strategies incorporated | x |Comprehensible input | |Independent |

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|Integration of Processes |Application |Assessment |

| |Reading |x |Hands-on |x |Individual |

| |Writing |x |Meaningful |x |Group |

| x |Speaking | x |Linked to objectives | |Written |

| x |Listening | x |Promotes engagement |x |Oral |

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|Lesson Sequence: |

|Connections to Prior Knowledge/ Building Background Information (Building Background) |

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|1. If I wanted to know how many cookies my mom put in my lunch, how could I find out? -- Try to get out the ideas: you need to count them; possibly by lining |

|them up; possibly by touching each cookie; possibly just knowing the number by looking at it. |

|Lesson and Activities (Comprehensible Input, Strategies, Interaction, |Key Questions & Expected Student Responses (Lesson Delivery) |

|Practice/Application, Lesson Delivery) | |

| |How many dots did you see? Put up your thumb when you have an answer. Call on a few students for just |

|Opening/Routine: Dot cards (whole class) |answers. |

|Hold up one dot card for 3-4 seconds and then lay it down | |

|Show the card again for 2-3 seconds |How many dots did you see? Show me how you know. |

|Have a couple of students come up and show how they found their number. | |

|Repeat steps a-c with other dot cards following sentence frame structure. |How did you know it so quickly? Did you need to count? What did you see? |

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|3. Partners/Centers – Counting 2-colored counters | |

|a. Give each pair a baggie with 5 two-colored counters in it. |Teacher/Partner A: How many dots do you see? |

|b. Partner A will take any where between 1 to 5 counters out and set them on the table | |

|c. Partner B figures out how many dots there are on the table. |Partner B: I see _______ dots. |

|d. Both partners follow the sentence frame structure modeled by the teacher. | |

| |Teacher/Partner A: Show me. |

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| |Partner B: (counts are explains in some way) |

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|Closure (Review/Assessment) |Key Questions & Expected Student Responses (Review/Assessment) |

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|3. Debrief (whole class) |Key strategies/ideas to emphasize: |

|a. Put 4 counters under the document camera. How many dots do you |Easier to put the dots in an organized way |

|see? Show me? |It is okay to just know the number by looking at the dots |

|b. Discuss with students the different strategies that they used when they |Touching each item as you count |

|were trying to figure out how many. |There is a number that corresponds to each dot as you are counting (one-to-one correspondence) |

| |Knowing that the number 4 means that there are 4 dots – the last number name said tells the number of |

| |objects counted |

|Reflections: |

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