SIOP Lesson Plan

Date:

May 15, 2013

Unit/Theme:

Math, Fifth Grade

Grade/Class/Subject:

Statistics, Probability and Data

Content Standard(s): MA.5.12.2 Data Interpretation

AZ ELL Stage III: Grades 3-5 Listening and Speaking, HI-5
AZ ELL Stage III: Grades 3-5 Writing, HI-4, HI-6
(Arizona Department of Education, 2013)

Key Vocabulary
Frequency
Relative
Data
Representative
Sample
Biased
Unbiased

Supplementary Materials
Short answer assessments
Survey data records
camera

SIOP Features
x
x
x
x

Preparation
Adaptation of Content
Links to Background
Links to Past Learning
Strategies incorporated

x
x

Integration of Processes
Reading
Writing

x
x
x
x

Scaffolding
Modeling
Guided practice
Independent practice
Comprehensible Input

x
x

Application
Hands-on
Meaningful

x
x
x
x

Grouping Options
Whole Class
Small groups
Partners
Independent

x
x

Assessment
Individual
Group

x
x

Speaking
Listening

x
x

Linked to Objectives
Promotes engagement

x
x

Written
Oral

Key: SW = Students will; TW = Teacher will; SWBAT = Students will be able to

Contains: Prior Knowledge/Building Background/Previous Learning
Previous background building of conversion of fractions to decimals to per cents. Guided practice with class of several quick, fun
surveys (favorite pet, favorite pizza topping, etc.).
Content Objectives
SWBAT use tally marks as they collect
data by speaking and listening to
classmates. SW find relative frequency by
converting fractions to decimals to
percents (prior knowledge).

Meaningful Activities
TW and SW do some relative frequency
problems together using tally marks,
fractions, decimals, per cents (I do, we do,
you do). Some samples should be biased,
others unbiased. TW explicitly
demonstrate the difference.
SW survey classmates and find relative
frequency.

Review/Assessment
TW film as partners (differentiated by
grouping and scaffolding supports) analyze
and discuss their collected data (speaking
and listening).

SIOP Lesson Plan

Language Objectives
SWBAT write short answers regarding
their relative frequency surveys.
SW listen and speak as they collect data.

SWBAT analyze and discuss with their

partners their data as TW film partners
interactions.

TW score each participant on spoken

knowledge of results.
TW score each students written relative
data assessment.

Wrap-Up:
SW self-assess their video as to pronunciation, academic vocabulary, participation, and accuracy of discourse.

References

Arizona Department of Education (2013). Retrieved May 15, 2013, from www.azed.gov.