SIOP LESSON PLAN
Adapted from Echevarria, Vogt, and Short Making Content Comprehensible
Teacher Kathy Mann, Manchester MS Date: 10/7/09 Period:5/6
Unit/Theme:
Number & Number Sense
Subject/Class/Grade: Math 6 (MSM1)
Standard: SOL 7.2
Content Objective (Benchmark) - TSW
The student will be able to solve an expression of whole numbers using the Order of
Operations.
Language Objective (Desired Result) –TSW
The student will be able to define PEMDAS.
The student will be able to explain the steps to the Order of Operations.
Key (Special) Vocabulary
Supplementary Materials (graphs, models, visuals) (Marzano)
Add, subtract, multiply, divide
Parentheses (grouping symbols)
PEMDAS
Order of Operations
Evaluate
White construction paper (foldable)
Colored pencils
Dry erase boards, markers, cloths
Bread, peanut butter, jelly, knife, paper plate
Preparation /Building Background
(Setting the Stage)
__ x __Adaptation of content
__ x___ Links to background
(Bridge to what is known)
__ x ___Links to Past Learning
__ x___Meaningful activities
(connect to real world)
Strategies
(Effective Instruction)
__ x___ Modeling
__ _x_ Guided Practice
__ _x__ Independent Practice
__ __ Higher Order Thinking Qs
(Blooms)
__ ___ Opportunities to use learning strategies
Grouping Options
(Cooperative learning: Inter/Intrapersonal)
__ x__ Whole Class
_____ Small Group
__ x_ Partners
__ x___Independent
(monitoring and clarifying learning;
Note taking--mapping)
Practice/Application
Blooms- Application
__ ___ Integration of skills
_____Reading
__X___Listening
__X___Writing
__ _x__Speaking
Comprehensible Input
__ x ___Clear explanation of tasks
(explain directions)
__ x ___ Uses gestures demonstration; adjusts speech
__ x ___ Modeling, visuals, graphic organizers
Review/Assessment (closure)
__x ___Review of key concepts
__x __Review of key vocabulary
_x_ Provides regular feedback
__ x___ Various types of assessment
__x __ Spot checking, group response
__ ___ Testing
__ x ___ Application of knowledge
__ __ Hands-on materials/manipulatives
(Bodily/kinesthetic)
Procedure:
1.
2.
Warm-up : Students will complete 3 daily review problems.
Background: Teacher will ask students for steps to make a peanut butter and jelly sandwich. Teacher will demonstrate steps.
3.
4.
5.
6.
7.
8.
9.
Teacher will write student responses and steps on the blackboard. Class will discuss how the order is important in making a
sandwich.
Partner share : Students will think of when in their daily lives order is important. Students will turn to their partner and share an
example.
Teacher will introduce the concept of Order of Operations. PEMDAS, key vocabulary, and steps will be reviewed.
Teacher will demonstrate how to solve problems using the Order of Operations.
Activity/Student Practice: Students will practice solving problems using the Order of Operations on their dry erase boards. Teacher
will guide the students. Students will work individually and with partners.
Activity: Students will make a foldable on Order of Operations. Students will glue foldable into their spiral notebook for reference.
Whole class review of Order of Operations steps.
Assign homework: Students may begin assignment in class.
Reflection – Keepers? Clunkers?