Monday, November 24, 2008

SIOP LESSON PLAN ON MATH ADDITION

Lesson Plan for Interaction and Review:
Addition
Background
SIOP
Features

The students have had experiences making stories that tell about things being
added together. They have been studying addition concepts and number sense for
weeks. How the class will try to incorporate language expressions (e.g.,
first, then, together), with the story and write the math equations. Students will
develop concepts for addition by using manipulatives, modeling, and discussing a variety of problem situations.

Supplementary
materials

Key
vocabulary

Materials:
Chart paper with addition poem (Apples), manipulative
pieces, white boards and markers, index cards with equations and answers for matching game that have been cut in half.

Vocabulary:
first, then, together, plus, equals





Content
objectives

Language
objectives


English proficiency levels: Beginners (plus four native English speakers)
Grade: 9-10
Standards: Grade : Mathematics Content Standard ) Show the
meaning of addition (putting together, increasing).

Preparation
Content Objectives: Students will deepen their understanding of the concept of
addition through oral storytelling with the use of manipulatives. They will
connect addition stories to math equations, and write the equations.

Language Objectives: Students will use key vocabulary while telling their
addition stories: first, then, together, plus, and equals. They will state the equation for the story, appropriately.
Supplementary
materials

Key
vocabulary


Link to past
learning

Scaffolding
Materials:
Chart paper with addition poem (Apples), manipulative
pieces, white boards and markers, index cards with equations and answers for matching game that have been cut in half.

Vocabulary:
first, then, together, plus, equals

Motivation
Begin by reading the addition poem, Apples, that students have read previously.
Refer to pictures for added visual support. As a class, read the poem three times.
Focus on key vocabulary.


Techniques for
making
content
concepts clear

Scaffolding
Presentation
Review the objectives and tell students that they will be making addition stories ,and practicing using three important words (first, then, together).
Explain that they will also be writing the equation that goes with the addition story.
Model how to tell an addition story using
the three key vocabulary words. Write the corresponding equation on a white
board. Check for understanding during the modeling by including students in
the story telling. Ask students to tell a story and help with writing the equation.

Practice

Integration of
all 4 lang.
skills

Student to
student
interaction

Feedback

Arrange students in heterogeneous groups of four and give each group one white
board and marker. Tell an addition story and ask student
groups to work together to write the corresponding equation. Only one student
may write, while the other three provide guidance. Have students then pass the
white board and marker to a teammate and repeat the process. Continue until all
group members have had a turn writing an equation. During this time, circulate
and assess student understanding and correct misconceptions among the teams.


Strategies

Emphasizing
key vocab


Scaffolding

Grouping
configurations
support
language
objectives

Application
To help students apply their math knowledge, conduct an inside/outside circle
activity. The students on the inside of the circle hold the white board and the
marker. The students of the outside circle Ask the students
tell an addition story to their inside partner, using the
words first, then, and together. As they finish their story, have the partner write the equation to match the addition story. Once complete, instruct the partners to
exchange materials and begin again. Repeat this process so that the students have
numerous opportunities to practice integrating the content and the language
objectives by telling an addition story.


Opportunities
for interaction

Integration of
4 language
skills

Activity for
students to
apply content
and language
knowledge

Review of
key content
concepts

Review
Distribute half an index card to each student for a mix and match activity. Half of
the students will receive the half of the index card with an equation, while the
other half of the students will receive the half of the index card that has the
equation’s answer. Ask two students to model the trading process by asking,
“What do you have?” and replying, “ I have six plus two” (or whatever the card
says). Next, ask students to reverse the questions, and then have them say, “Let’s
trade.” Conduct the activity and have students begin mixing. Provide enough time
so students have a chance to read many of the different equations and answers.
Say, “Freeze!” to stop the mixing and then tell the students to find their match.
Those that have matched move to sit. while those that are
still seeking their match remain in the center . When all students have found their matches, ask each team to report out their equation and their answer.
Repeat the entire process for additional practice.




Notes:
Scaffold the lesson by having the key words written on the board as a visual cue
for the students’ storytelling. Allow for students to receive support and assistance
from peers during group configurations. Students will participate in whole group
as well as partner work during the lesson. The grouping is heterogeneous by language and ability to allow for optimal interaction. During the circle formation, the inside group should be the students requiring more support, while
the outside circle should be the group that can give assistance. By establishing the groups in this manner, the circles can rotate, while the heterogeneous partnering will remain.