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SIOP Lesson Plan Template 1

Teacher: Chance Schose Date: 4/9/18 Grade/Class/Subject: 5th Grade/ Math

Unit/Theme: Dividing Decimals Standards: 5th Grade Mathematics

Standard 1. Number Sense, Properties, and Operations

c. Add, subtract, multiply, and divide decimals to hundredths.

(CCSS: 5.NBT.7)

i. Use concrete models or drawings and strategies beased

on place value, properties of operations, and/or the
relationship between addition and subtraction. (CCSS:
5.NBT.7) ii. Relate strategies to a written method and explain
the reasoning use. (CCSS: 5.NBT.7)

Content Objective(s): By the end of the lesson, Language Objective(s): Students will demonstrate the
students will be able to correctly divide 5 decimal problems movement of the decimal to divide using the tape number
using the stratigies used in the lesson. places to explain why they move the decimal.

KEY VOCABULARY: Place value, number sense, decimal, SUPPLEMENTARY MATERIALS: tape, numer signs, 2
tenths, hundreths, thousandths, moving decimals balls

SIOP FEATURES
PREPARATION SCAFFOLDING GROUP OPTIONS
Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent
INTEGRATION OF PROCESSES APPLICATION ASSESSMENT
Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral

LESSON SEQUENCE: I am going to start the lesson by writing 2 numbers on the board and asking the students to find how
they relate. (To start these number will just be fractions. Then I will change one of then to decimal. As a class they will have
to say both numbers outloud so that they hear what they sound like. Then I will write the same number as a fraction and as
a demical and they will tell their partner the answer.) This will get them to think about numbers and focus on number sense.
(Each student will receive a note card. On this care there will be a number written as a fraction or a decimal. In order to
differentiate some of the students will have the number written out in words. Then the students will get up and find a partner.
Their partner has to have a number that relates to theirs.) Then students will explain what it means (to each other) and then
to a small group of four. (Then each student will get a card with a decimal on it. They will have to find someone else and
subtract their two numbers. Then they will switch and add with another partner. Then they will switch again and multiply, and
their final switch they will divide. As they go along the will write all 4 equations they solved on their note cards. They will
have about 2 minutes with each partner). (The I will ask someone to explain why) we move the decimal to divide. Student
will talk with a partner and come up with an explanation.
(My edits are in brackets because it wouldn’t let me cange the color or font or anything)
REFLECTIONS: 1. What went well: My students have been having a hard time with this concept for a while. I was not
planning on teaching this lesson when I did but as we were going over their homework I noticed how much they were
struggling to understand the concept of place value, math facts, and the difference between fractions and decimals. Instead
of going over the rest of their homework we did this lesson. The kids loved it! They were able to interact with each other and
learn at the same time. I noticed that by the end of the lesson they did actually have a better idea of what they were doing.
They all put a lot of time into how they responded to each question I asked and they helped each other as well.
2. What would you do differently next time: Next time I would make more number cards so that they had to switch numbers
and do it again. I also think I would spend a little more time on the set up of the lesson. They knew what we were doing but I
would have used some of the number from their homework so that they could relate them later. However, I do think that
they were happy that it wasn’t their typical math lesson. Next time, I would probably also break the class up and do it in
smaller groups so that my students who struggle would have a little more support from me.
3. What did you learn about your teaching from teaching this: I learned that I liked being tossed in there. I had to think on
my toes and make sure that I was reaching each one of my students. In my class there are a few students that just
disconnect with math and I was able to reach them by getting them out of their seats moving around. I learned that I also
should make sure that my set up of these activities is clearly understood before anyone moves.

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP ® Model.