SIOP Lesson Plan

Class/Subject
Math Grade Level: Kindergarten
Area(s):
Unit/Theme: Counting to 5 Lesson Duration: 45 min

State Standards:
Standard K.CC.1.
Count to 100 by ones and by tens.
Standard K.CC.3.
Read and write numbers using base ten numerals from 0 to 20. Represent a number of
objects with a written numeral, in or out of sequence (0 represents a count of no objects).
Standard K.CC.4.
Understand the relationship between numbers and quantities; connect counting to cardinality.

Content Objective(s):

I can count up to five dots.

Language Objective(s):

I can tell my partner how many dots I see and explain how I know how many there are.

Higher Order Thinking Skills

How do you know how many dots there are?

Is there another way that you can see it?

Key Vocabulary: Supplementary Materials:

Content Vocabulary Functional Vocabulary Dot cards/manipulatives (to count)
One Count counters
Two Large piece of white paper
Three Brown construction paper
Four Construction paper of different colors
Five Glue stick
Scissors
Pencils

Markers
SIOP Features:

Preparation Scaffolding Grouping Options

x Adaptation of content x Modeling x Whole class
Links to background x Guided practice Small groups
Links to past learning Independent practice x Partners
x Strategies incorporated x Comprehensible input x Independent
Integration of Processes Application Assessment
Reading x Hands-on x Individual
Writing x Meaningful x Group
x Speaking x Linked to objectives Written
x Listening x Promotes engagement x Oral
Lesson Sequence:
Connections to Prior Knowledge/ Building Background Information (Building Background)

1. If I wanted to know how many cookies my mom put in my lunch, how could I find out? -- Try to get out the ideas: you need
to count them; possibly by lining
them up; possibly by touching each cookie; possibly just knowing the number by looking at it.

Lesson and Activities

Key Questions
- How many dots did you see? Call on a few students for just
2. Opening/Routine: Dot card (whole class) answers.
Hold up a dot card and show the class the card then set
it down give the students think time to count or think - How many dots did you see? Show me how you know.
about what is the number of dots on the card.
Call on students who want to come up and tell their - How did you know it so quickly? Did you need to count?
answer and explain why they got their answer (counted What did you see?
or just can recognize the dots to a number)

3. Partners/Centers Counting counters

a. Give each pair a baggie with 5 counters in it.
b. Partner A will take any where between 1 to 5 counters
out and set them on the table
c. Partner B figures out how many dots there are on the
table.

What You Do:

How do you know how many scoops of ice cream go on each
The teacher will have cut small ice cream cones out of cone?
the brown paper. They should be small enough to all fit
on the white paper. How many scoops represent ____ ?
Cut out 45 circles that are small enough to fit on the
cones.
Have students number the cones 1 through 5 with a
marker.
Have the students glue the cones in numerical order on
the white paper.
Have your students glue the correct number of
"scoops" of ice cream on top of the cones.
When your students are done, they will have counted to 5 and
created a group of colorful ice cream cones that visual
represents each number.

Key Questions & Expected Student Responses

Closure (Review/Assessment)
(Review/Assessment)

Key strategies/ideas to emphasize:

- Easier to put the dots in an organized way
- It is okay to just know the number by looking at the dots
- Touching each item as you count
- There is a number that corresponds to each dot as you are
counting (one-to-one correspondence)
- Knowing that the number 4 means that there are 4 dots
the last number name said tells the number of objects
counted

Reflections: