SIOP® Lesson Plan - DUSD
|SIOP® Lesson Plan |
|Class/Subject Area(s): |Math |Grade Level: |Kindergarten |
|Unit/Theme: |Counting to 5 |Lesson Duration: |45 min |
| |
|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: |
| |
|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 |
| |
|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 |
| |
|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? |
| | |
|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. |
| | |
| |Partner B: (counts are explains in some way) |
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|Closure (Review/Assessment) |Key Questions & Expected Student Responses (Review/Assessment) |
| | |
|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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