SIOP Lesson Plan

STANDARDS:

1.OA.A.1: Use addition and subtraction within 20 to solve word

problems with unknowns in all positions (e.g., by using objects,
drawings, and/or equations with a symbol for the unknown
number to represent the problem).

1.OA.C.6 : Fluently add and subtract within 10.

1.MP.1: Make sense of problems and persevere in solving

them.
Mathematically proficient students explain to themselves the
meaning of a problem, look for entry points to begin work on
the problem, and plan and choose a solution pathway. While
engaging in productive struggle to solve a problem, they
continually ask themselves, “Does this make sense?" to monitor
and evaluate their progress and change course if
necessary. Once they have a solution, they look back at the
problem to determine if the solution is reasonable and accurate.
Mathematically proficient students check their solutions to
problems using different methods, approaches, or
representations. They also compare and understand different
representations of problems and different solution pathways,
both their own and those of others.

LESSON TOPIC: Roll the Dice

OBJECTIVES:
 1. Students will be able to add numbers up to twenty.

2. Students will be able to collaborate with each other and find

solutions to various math problems using dice.

Language: English

Content: Math

LEARNING STRATEGIES:
1. Using math tools that will help them get their answer

2. Having different leveled dice to help differentiate the students.

3. Having colored dice to help students with organizing their numbers.

KEY VOCABULARY: Addition, subtraction, plus, minus, equals,

altogether, take away, combined, and equation

MATERIALS: Colored Dice and Worksheet

MOTIVATION: What do you know about dice? How are the numbers
represented on dice?

PRESENTATION:
(Language and content objectives, comprehensible input, strategies,
interaction, feedback)
Language Objective: Students will be able to work together and find
solutions to various math problems.
Content Objectives: Students will be able to add and subtract up to
twenty.
Students will be able to show their work using math tools. Ex: bunkbeds,
count all, tallies)
Students will collaborate with each other and find the most efficient way
to find the answer to their equation.

PRACTICE AND APPLICATION:

(Meaningful activities, interaction, strategies, practice and application,
feedback)
Students will have a worksheet to go along with the dice to help them
with their addition. Students will be paired up depending on the level
they are at. For example. High risk students will be paired up with low
risk students. Students will be able to use different math tools that will be
modeled by the teachers. It is up to the students to decide which tool is
the most efficient.

REVIEW AND ASSESSMENT:

(Review objectives and vocabulary, assess learning)
After having the students work on the worksheets we will have students
come up and share one of the equations they did together. The goal for
this is for the other students to collaborate with each other and
determine if the equation is true or false and why. While they are
explaining their reason we want them to hear them use the vocabulary
they were taught. We will assess their learning by looking at their
worksheets and hearing their reasoning when we come back

EXTENSIONS/MODIFICATIONS:
Extensions:
1. For the low risk students having them combine the two dice and
make it into a two digit number they have to add together.
 2. Having them use subtraction instead of addition.

3. Have them draw place value to show they got the correct answer.

Modifications:
1. Pairing students up based on their skill level.

2. Using colored dice

3. Having the numbers on the dice instead of the dots.

ELL support:
1. Pairing them up with another teacher who can model for them and
do it step by step.

2. Give them the dice that goes to the number 3.

3. Giving them one colored dice instead of 2.

Students with IEP/accommodations: Giving those students the

necessary time to complete the worksheet. Spending more one to one
time with them and doing the equations step by step. Giving them
materials to help them solve the problem.

Students who need a challenge: Separate the higher numbers from the
lower numbers when setting up the dominos. Another option could be
use dominos that add up to 10 next to each other. To extend this lesson
for higher level students have dominos that add up to numbers more
than 10. For the lower level students have dominos that add up to less
than 10. That way those students are able to count on their fingers.
8 Components of the SIOP Model:

• Lesson Preparation: We prepared for this lesson ensuring

we always have an alternate option for students who need
extra help or an extension. The way that we did this was by
providing two different types of dice, ones that have bigger
numbers for the higher kids and one that has lower visible
numbers for the students who need that extra support and
help that might not know about dice.

• Interaction: Students will be in partners so we will have a

higher student placed with a lower student so if the lower
student have a question or needs help they can ask their
partner for assistance.

• Building Background: We built on the background of the

students’ knowledge that they have from playing games at
home and using dice. We also built on their knowledge of
addition and subtraction that we have done in the classroom
already.

• Practice and Application: We are using practice and

application by having a hands on experience for them to be
exploring dice and working on their math skills.
 • Comprehensible Input: We will use comprehensible
speech and language so that all students are able to grasp
the concepts. We will provide step by step instructions that
explain our expectations for the students and provide time
for students to ask and answer questions according to their
needs. Scaffolding all of the instructions to make sure we are
modeling and and reinforcing grammar.

• Lesson Delivery: We will use lesson delivery by ensuring

our vocabulary is clear to all students, use visual
representations for ELLs and students who are visual
learners, and to do an example as a visual model for them
before they go and do it on their own.

• Strategies: Before we let the students start with their

partners, we will go over different strategies they can use for
adding and subtracting such as using manipulatives, fingers,
drawings, base ten, or tallies. We will also go over
vocabulary words such as addition, subtraction, plus, minus,
equal as well as explain how the dice works.

Review and Assessment: We will assess that the students are

understanding the material if they are properly adding the two
numbers together and writing the numbers correctly on their
worksheets that match the numbers represented on the die.