ROUGH DRAFT SIOP LESSON PLAN

Angela Grissinger

SUBJECT: Mathematics
UNIT FOCUS: Mathematics counting and number recognition
Lesson: 1
Length of lesson: 40 minutes

STANDARD(S):
CC.2.1.K.A.1
Know number names and write and recite the count sequence.

LESSON TOPIC: Counting to 5

OBJECTIVES: write on board & will be read aloud
Language Students will
-Define new math vocabulary and terms both visually and in writing
-Count 1 to 5
-Tell their partner how many dots they see and explain why
Content
-Understand the numbers 1 to 5
-Differentiate the numbers 1 to 5

KEY VOCABULARY: One, Two, Three, Four, Five

MATERIALS: Dot flash cards, exit ticket, paper, pencil

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PREPERATION:
1. The teacher will review and post the numbers one through five on the board.
2. Post five different dot flash cards on each students’ desk, have them identify how many
dots they see on their flash card. Once they know, they have to find their partner with the
same number of dots on their flashcard.
3. Ask students to draw dots on index cards, from the numbers one to five and label each
index card with the number of dots.

MOTIVATION:
- Post, read and explain the content and language objectives of this lesson to the students.
“Let’s look at our language objectives for today. Students will (read the language
objectives as stated above). Now let’s look at our content objectives for today. Students
will (read content objectives above)”
 - Explain the objectives.

Warm Up/Building Background (15 minutes)

- The teacher will tell the students that they will be learning about the numbers one though
five today. The teacher will then ask if they can count to five and if they can identify the
numbers to activate prior knowledge. The numbers and dots to represent them will be on
the board.
- Next, the teacher will point to the numbers and dots displayed on the board. The teacher
will count the dots and the students will follow by saying the number the dots represent.
If the students are struggling or get them wrong, the teacher will reassure the students that
it is okay, and they will be reviewing the numbers in the lesson.

PRESENTATION: (10 minutes)

- The teacher will ask the students if they can count to five by asking them, “Do you know
how to count to five?” After the students answer, the teacher will count to five and then
have the class count chorally.
- The teacher will bring out the index dot flashcards and show the students one of each
index card (numbers one through five). The teacher will also show that there are two of
each index cards for the numbers one to five. The teacher will project the index cards on
a projector, so it is easier for the class to see as a whole. They will practice each number
with the index card as a class before the activity. After this, the students will be asked to
write the numbers one through five on a piece of paper, after they write the numbers, the
teacher will ask them to draw the numbers of dots to represent the number next to the
correct number. EX: They would draw one dot after the number one, etc.
- The students can refer back to the board and or their sheet of paper that they wrote and
drew for reference or guided help.

PRACTICE/APPLICATION: (10 minutes)

-The teacher will review the numbers and dot index flashcards one more time. The teacher will
have the students to turn a shoulder partner and have them practice counting one to five to one
another once. Then, the teacher will count chorally with the class as a whole.
-After this, the teacher will present each student with an index flashcard with a dot representing a
number on it (the index cards are color coordinated).
-The teacher will then review that there are two matching index cards for each number.
-Tell the students to look at their dot flash card and identify how many dots are on the flashcard.
Once they know, they must find a partner with the same number of dots on their flashcard. (the
numbers will be color coordinated) One partner will say the number that they matched with.
-The teacher will then ask each set of partners the following questions for understanding:
o How many dots do you see? Put your thumb up when you have the answer
o What is the number of dots you have? Show me you know
 o What is the color of your index card?
o Does this number and color match your partners index card?
o What number comes before and after the one on the student’s index card?

REVIEW/ASSESSMENT: (5 minutes)
- The teacher will hand students an exit ticket. Using the list of numbers and dots on the
board and the list the students made on paper, the teacher will ask the students to write
the numbers one through five again, with the correct dots representing the number. The
teacher will also ask the students to hold up five fingers and count their fingers (one to
five). Then the students will be asked to hold up one finger, say one, then put up two
fingers, say two, etc.
- The teacher will then have the students think about a question for their next lesson,
“What are the next five numbers that come after the set of five we learned about today?”

Three Strategies:
1. I used an exit ticket as a conclusion activity for the lesson. This is used as a review of
the lesson for students to recollect what they have learned. The exit ticket also had
students hold up their fingers as a whole and then individually to count. This is
another visual for them to see their fingers while counting to understand the numbers.
Using their hands can be helpful for them to count on their own or use when having
to count in the future.
2. I also used dot flashcards as a manipulative and hands-on activity. This was
kinesthetic and visual learning which can be helpful for ELL students as an extra
guide for helping them learn. This is also a more enjoyable way for students to get out
of their seats to participate in a learning activity to make the lesson memorable and
fun.
3. I then left the students with a question to think about, “What are the next five
numbers that come after the set of five we learned today?” The question will have
students use prior knowledge and to critically think about this answer. This hanger
question can also leave students eager for the next lesson since they have a hint of the
topic. The question will pose an answer they are looking forward to learning about
the following day.