Sarah Rifa

ESL-223N
Professor Keller
August 17, 2019

SIOP Teaching Model - Worksheet

Class Subject: Math

Class Topic: Multiplicative Comparisons

Students’ ELP Levels: Varies

Standard: 6.RP. A. 1- Understand the concept of a ratio as comparing two quantities

multiplicatively or joining/composing the two quantities in a way that preserves a
multiplicative relationship. Use ratio language to describe a ratio relationship between
two quantities.

SIOP Teaching Model

SIOP Component 1: Lesson Preparation

The teacher displayed the content and language objectives on the board in a power
point slide.
Content Objective: “Students will be able to solve multiplicative comparisons.”
Language Objective: “Students will be able to read, write, and solve multiplicative
comparisons using a visual model.”
The teacher then asked the class for a volunteer to read the content objective aloud.
He also points out the vocabulary words multiplicative and comparisons.
The teacher asks a student to read the language objective aloud. He then asks the
class what the word comparative means.
SIOP Component 2: Building Background

The teacher read a childhood book to the class called How Full is Your Bucket? The
book talks about a student who receives drops in his bucket when something good
happens to him.
The teacher then uses the book to create a math problem based on the lesson for the
day. He connects the math problem to the students having a certain number of drops
more at reading class than they did at breakfast. This helped illustrate the lesson for
the students.

SIOP Component 3: Comprehensible Input

The teacher has the students split into groups of four.

The students develop and write the definition of multiplicative comparisons in their
math notebooks. The teacher does not proceed until each student is correct.
The teacher showed the students a picture and had them count the number of
squares in the top row and then tells them how many rows there are. He then
explains that because there are 7 squares in each row and 5 rows, that there are a
total of 35 squares.

© 2015. Grand Canyon University. All Rights Reserved.

SIOP Component 4: Strategies

The teacher has the students develop their own diagrams.

He checks for understanding by having the students use their arms as lines and show
him an intersection.
The teacher has the students count the number of intersections on the figure while
labeling them himself.
The teacher then has students complete a math statement by filling in the blanks
based on the math problem they completed together.
A homework sheet was sent home with similar problems.

SIOP Component 5: Interaction

Students solved math problems together at their table groups. The teacher had them
solve the problems in two ways and walked around the classroom while the students
solved the problem.
Students then solve more problems and pass them to different groups until all
problems are solved correctly.
The problems were reviewed, and students responded if they were successful or not.

© 2015. Grand Canyon University. All Rights Reserved.