SIOP Lesson Plan

Date:

Grade/Class/Subject:

April 24, 2012

Unit/Theme:
Content Standard(s):

Michael A. DePolis, 5th Grade

Mathematics

Solving Real-Life Problems and Creative Applications for Patterns, Functions, and Algebra
Mathematics: Model problem situations with objects or manipulatives and use representations (e.g., graphs,

tables, equations) to draw conclusions.(Geometry: area; prior knowledge) (Physical Science: air pressure; prior
knowledge) (Language Arts: poetry to use figurative language to convey a theme or impression; prior knowledge).
Key Vocabulary
air pressure, tire gauge, area, dozen, gross, score, square root,
squared, divided by /, pounds/sq. in., kilograms, inch, centimeter
(terms will be translated to L1, currently translations will be
Tagalog and Marshallese).

Supplementary Materials
my car, tire gauge, ruler (customary and metric), previous
examples of limericks and haikus.

SIOP Features
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x
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x

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

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x

Integration of Processes
Reading
Writing
Speaking
Listening

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x
x
x

Scaffolding
Modeling
Guided practice
Independent practice
Comprehensible Input

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x
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x

Application
Hands-on
Meaningful
Linked to Objectives
Promotes engagement

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x

Grouping Options
Whole Class
Small groups
Partners
Independent

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Assessment
Individual
Group
Written
Oral

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

Contains: Prior Knowledge/Building Background/Previous Learning TW review previous air pressure investigation, for example,
air pressure pushing egg into bottle after heating air in bottle. TW review formula for finding area of rectangles (l x w = A sq. in. and
sq. cm.). TW will provide examples of previously student-created limerick and haiku poetry. TW will review strategies for solving
equations for unknown quantities (symbols for division, square root, squared, etc.) TW provide an advance organizer, KWL chart, to
build schema from old to new learnings. TW explicitly connect use of equations to estimate car weight and equations used as poetry.
(time allotted, 15 min.)
Content Objectives
Meaningful Activities
Working in pairs (ELLs paired
SWBAT accurately measure tire
with assigned, supportive
footprint for all four tires on my car.
partners), SW measure length
(l x w)
and width of my cars four tire
TW accurately measure tire air pressure,
footprints, in inches, then
lbs./sq.in., using provided tire gauge.
multiply to find area (sq.in.)
SWBAT estimate weight of car in
of each tire footprint. Then,
pounds.
TW demonstrate finding tire
SWBAT connect the use of equations for
pressure, lbs./sq.in., for four
tires. (air pressure data shared
different purposes (create math poetry,
to all).
and create estimates of car weight).
SWBAT multiply footprint
area x air pressure for that tire,
and repeat for other three tires.
SW add the four numbers to
estimate total car weight.
(time allotted, 25 min.)
SW try to solve my limerick
equation for ten minutes, with
same partner. After ten
minutes, TW and SW decide
on and write best answer (see

Review/Assessment
TW review equations and key
vocabulary with a PowerPoint
presentation, including solving
diverse problems (e.g. estimate the
weight of car, solve/create a
limerick).
Working in fours, two sets of pairs,
SW create labeled diagram posters
of car weight estimate in pounds.
All steps should be labeled
correctly. (time allotted, 20 min.)
Individually, SW create a math
poem. Format can be limerick,
haiku, or simple rhyme pattern (see
language objectives).
(Example; I took the number seven,
And multiplied by eleven,
Divided by one,
And when I was done,
I had the same number, 77. SW orally
share poetry (see language objectives).

SIOP Lesson Plan

language objectives).

Language Objectives
After reviewing student-created
limericks and haikus, TW provide the
following equation:
4

12+144+20+3

TW review rhyme and rhythm pattern of

limericks.
SW work with original partner for ten
minutes trying to create a limerick for
this equation in words.

After ten minutes, TW and SW

show/write best limerick
solution. TW review key
vocabulary (dozen, score, etc.)
(A dozen, a gross, and a score,
Plus three times the square root of four,
Divided by seven,
Plus five times eleven,
Is nine squared and not a bit more.)
TW make clear the syntax of
mathematical terminology used in the
limerick.
(time allotted, 20 min.)

Individually, SW create a math

poem. They can use the format of
limerick, haiku, or a simple
rhyme pattern. Example:
I took the number seven,
And multiplied by eleven,
Divided by one,
And when I was done,
I had the same number, 77.
(time allotted, 15 min.)

Wrap-Up:
In the groups of four, SW share posters which diagram their results of estimated car weight. SW be assessed as a group for the
quality of the poster, figures, and estimate. (time allotted, 30 min.)
(Further study will be converting all measurements to metric. Area will be sq.cm. air pressure and weight estimate will be
kg./sq.cm. and kg. estimated, considering countries of origin probably use metric measurements.)
Students will orally share their poems. Individually, SW be assessed on their oral presentation of math poems. (time allotted,
30 min.)
(Future activity could be students creating imaginary dream cars, and recreating activity with made-up data.)
(Total time allotted for lesson is 155 minutes, so the entirety of lesson will last for three class periods.)