SIOP LESSON PLAN Teacher’s Name:Katy Long Grade: 6th Subject(Class): Math Date: Theme Expressions and Equations Lesson Topic The Order of Operations Rationale (The rationale of a lesson is the purpose of teaching the lesson in the way that you are teaching it. It is also helpful to relate what the students will learn in the lesson to meaningful life examples.) Completing tasks in the correct order is an important life skill. There are many tasks that must be completed a certain way in order to get an accurate outcome such as: using a recipe to make a meal, putting together a new bookshelf, preparing a lawn, etc. If one does not use the correct order of operations when solving multi-step math problems, the accurate outcome may not be reached. Content Area Standard (The content are standard is taken straight from your state's academic standards for whichever content area the lesson is created for.) Example: Common Core Math: 6.EE.1.a - Write and evaluate numerical expressions involving whole-number exponents. English Language Proficiency Standard (The English Language Proficiency Standard is taken directly from the English Language Proficiency Standards that your state has adopted.) Example: IV-LS-1:B-6 The student will listen actively to the ideas of others in order to acquire new knowledge by following multi-step instructions/ directions, procedures and processes which contain specific academic content vocabulary. Objectives: Content (The content objective is what the students will learn. Often times, it is similar to the actual standard, but written in kid-friendly language.) Example: Solve expressions using the order of operations. Objectives: Language (The language objective is what the student will do to show they understand the content objective. To write the language objective, you should review the English Language Proficiency Standards so that you can be sure to write a language objective that allows students to access language (reading, writing, listening, speaking) and is specific as to the language they will be using.) Example: Write simplified number sentences while solving multi-step problems and explain to a partner how you got your answer in complete sentences using key math vocabulary (add, subtract, divide, multiply, exponent, parenthesis). Learning Strategies (Learning strategies are the research-based SEI strategies that you will use throughout your lesson to teach and engage students in the lesson) Example: direct instruction, think-alouds, team discussion role cards, problem-solving roles, numbered heads Key Vocabulary (Key vocabulary is the key academic vocabulary that students need to know in order to comprehend the lesson) Example: order of operations, add, subtract, multiply, divide, parentheses, exponent, base number, evaluate, PEMDAS, number sentence, expression Materials (Materials are anything you will need to deliver the lesson; so.

1. SIOP LESSON PLAN
Teacher’s Name:Katy Long Grade: 6th
Subject(Class): Math Date:
Theme
Expressions and Equations
Lesson Topic
The Order of Operations
Rationale
(The rationale of a lesson is the purpose of teaching the lesson
in the way that you are teaching it. It is also helpful to relate
what the students will learn in the lesson to meaningful life
examples.)
Completing tasks in the correct order is an important life skill.
There are many tasks that must be completed a certain way in
order to get an accurate outcome such as: using a recipe to make
a meal, putting together a new bookshelf, preparing a lawn, etc.
If one does not use the correct order of operations when solving
multi-step math problems, the accurate outcome may not be
reached.
Content Area Standard
(The content are standard is taken straight from your state's
academic standards for whichever content area the lesson is
created for.)
Example:
Common Core Math: 6.EE.1.a - Write and evaluate numerical
expressions involving whole-number exponents.
English Language Proficiency Standard
(The English Language Proficiency Standard is taken directly
from the English Language Proficiency Standards that your state
has adopted.)

2. Example:
IV-LS-1:B-6 The student will listen actively to the ideas of
others in order to acquire new knowledge by following multi-
step instructions/ directions, procedures and processes which
contain specific academic content vocabulary.
Objectives:
Content
(The content objective is what the students will learn. Often
times, it is similar to the actual standard, but written in kid-
friendly language.)
Example: Solve expressions using the order of operations.
Objectives:
Language
(The language objective is what the student will do to show they
understand the content objective. To write the language
objective, you should review the English Language Proficiency
Standards so that you can be sure to write a language objective
that allows students to access language (reading, writing,
listening, speaking) and is specific as to the language they will
be using.)
Example: Write simplified number sentences while solving
multi-step problems and explain to a partner how you got your
answer in complete sentences using key math vocabulary (add,
subtract, divide, multiply, exponent, parenthesis).
Learning Strategies
(Learning strategies are the research-based SEI strategies that
you will use throughout your lesson to teach and engage
students in the lesson)
Example: direct instruction, think-alouds, team discussion role
cards, problem-solving roles, numbered heads
Key Vocabulary

3. (Key vocabulary is the key academic vocabulary that students
need to know in order to comprehend the lesson)
Example: order of operations, add, subtract, multiply, divide,
parentheses, exponent, base number, evaluate, PEMDAS,
number sentence, expression
Materials
(Materials are anything you will need to deliver the lesson;
some may need to be pre-assembled)
Example:bread, peanut butter, jelly, knife, plate, PowerPoint,
PEMDAS square, PEMDAS rap video, notes page, math
discussion cards, response rubric, worksheet
Motivation
(Building Background)
(Building background is where teachers "make explicit links to
their students' background experiences and knowledge, and past
learning, and teach and emphasize key vocabulary" (Vogt &
Echevarria, 2008)
Example: Present the materials to make a peanut butter and jelly
sandwhich. Ask for volunteers to say the first, second, etc. steps
to making a peanut butter and jelly sandwhich and write the
steps on the board. Facilitate a discussion about the importance
of order. Ask "What would happen if we did the steps out of
order?" Think-Pair-Share: "Can you think of other situations in
life where you follow a certain order?"
Show the PEMDAS rap video and explain that today we will
learn how to apply the order of operations to multi step
problems.
1. Introduce the order of operations and teach key vocabulary
by sharing the acronym PEMDAS. Discuss what each letter
stands for (students take notes on provided graphic organizer).
Have students come up with a symbol and gesture to remember
what each letter stands for.
Presentation

4. (Language and content objectives, comprehensible input,
strategies, interaction, feedback)
Comprehensible input is when "teachers use a variety of
techniques to make instruction understandable, including speech
appropriate to students' English proficiency, clear academic
tasks, modeling, and the use of visuals, hands-on activities,
demonstrations, gestures, and body language. Presentation also
involves providing students with instruction in and practice
with a variety of learning strategies, scaffolding their teaching
with techniques such as think-alouds, and they promote higher-
order thinking through a variety of question types and levels"
(Vogt & Echevarria, 2008)
Example:
1. Warm Up - Four 1 step problems (add, subtract, divide,
multiply)
2.Model, using a Think Aloud applying what we know about the
Order of Operations (PEMDAS) to solve two problems.
While modeling, have students show the gesture of the step they
think is next (formative assessment).
3. Ask higher order thinking questions to check for
understanding.
4. Work a few more problems on the board, scaffolding
information for students. Ask think-pair-share questions about
the process of using the order of operations to solve the specific
problems.
Practice/Application
(Meaningful activities, interaction, strategies,
practice/application, feedback)
(In this part of the lesson, "teachers provide students with
frequent opportunities for interaction and discussion, group
students to support content and language objectives, provide
sufficient wait-time for student responses, and appropriately
clarify concepts in the student's first language, if possible and
necessary" (Vogt & Echevarria, 2008). In addition, "teachers
should provide hands-on materials and/or manipulatives, and

5. include activities for students to apply their content and
language knowledge through all language skills - reading,
writing, listening, and speaking" (Vogt & Echevarria, 2008).
Example:
3. Hand out PEMDAS squares to groups of 4. Explain that
each group will work together to solve problems using the order
of operations. Each member will have a different role for each
problem (P, E, MD, AS). Each group member is expected to
model a think aloud to solve their part of the problem. If group
members agree, they all write it on their paper, If group
members disagree, they coach the student to help them with
their step of the problem. Students may use their notes to help
them remember what each letter of PEMDAS stands for, as well
as the operation(s) associated with it. Circulate the classroom
asking guided questions to facilitate learning and
understanding, as well as observation for formative assessment.
Review/Assessment:
Content
(Review Objectives and vocabulary, assess learning)
(Review and Assessment is where the "teachers provide a
comprehensive review of key vocabulary and concepts,
regularly give specific, academic feedback to students, and
conduct assessment of student comprehension and learning
throughout the lesson" (Vogt & Echevarria, 2008).
Example:
4. Team discussion - hand out team discussion cards and post
questions and sentence stems on the board. (1. What is the
proper order of operations to solving multi-step problems? 2.
What mnemonic device can we use to help us remember the
order of operations? 3. If there are division and multiplication
in a problem, which one do you solve first? How do you know?
4. What other situations can you think of where it's important
to follow the proper order?)
5. Use numbered heads to facilitate a class discussion.

6. 6. Hand out independent practice worksheet for students to
complete.
Extension:
(Extension activities should be planned in an effort to
differentiate instruction for students who have mastered the
skill and/or students who need additional support learning the
skill).
Example:
Students who master the skill and finish early can:
· create a poster that illustrates solving problems using the
order of operations
· Write and illustrate a word problem that involves multiple
steps and would need the order of operations to solve. The
student must also solve the word problem and provide written
explanations of how the solved it.
· Walk around the classroom and help students who are
struggling with the skill.
· Play online math games involving using the order of
operations.
Students who are struggling mastering the skill can:
· Visit websites with videos and/or tutorials about solving
problems using the order of operations.
· Work in a small group with the teacher.
· Work with a student who has mastered the skill.
· Work on a modified version of the assignment with the steps
listed and/or some operations solved for them.
Lesson plan format is adapted from:
Echevarria, J., Vogt, M., & Short, D. J. (2007). Making content
comprehensible for Englishlearners (3rd ed.). Boston: Pearson
Education.
SIOP LESSON PLAN
Teacher’s Name: Grade
Subject(Class): Date:

7. Theme
Lesson Topic
Rationale
Content Area Standard
English Language Proficiency Standard
Objectives:
Content
Objectives:
Language
Learning Strategies
Key Vocabulary
Materials
Motivation
(Building Background)
Presentation
(Language and content objectives, comprehensible input,
strategies, interaction, feedback)
Practice/Application
(Meaningful activities, interaction, strategies,
practice/application, feedback)
Review/Assessment:
Content
(Review Objectives and vocabulary, assess learning)

8. Extension:
Lesson plan format is adapted from:
Echevarria, J., Vogt, M., & Short, D. J. (2007). Making content
comprehensible for Englishlearners (3rd ed.). Boston: Pearson
Education.
Class Profile
Student Name
Native Language
Reading Label
Writing Label
Listening Label
Speaking Label
Alex
Romanian
Proficient
Intermediate
Intermediate
Proficient
Carla
Spanish
Intermediate
Basic
Basic
Intermediate
Corinda
Spanish
Emergent

9. Emergent
Pre-Emergent
Emergent
Dante
Spanish
Basic
Intermediate
Basic
Intermediate
Ester
Spanish
Proficient
Intermediate
Intermediate
Proficient
Gael
Spanish
Basic
Intermediate
Intermediate
Intermediate
Hugo
Spanish
Proficient
intermediate
Intermediate
Proficient
Ivan
Hungarian
Basic
Emergent
Emergent
Basic
Khanh
Vietnamese
Basic

10. Basic
Intermediate
Intermediate
Julian
Spanish
Intermediate
Basic
Intermediate
Intermediate
Leia
Spanish
Basic
Basic
Emergent
Basic
Lynda
Spanish
Intermediate
Basic
Basic
Intermediate
Uyen
Vientamese
Intermediate
Proficient
Intermediate
Proficient
Valentino
Spanish
Intermediate
Intermediate
Intermediate
Intermediate
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