Cue: The SE will tell the Guided Practice Group that they will be constructing a FRAME to review the models of multiplication. They will be reminded that they will have to talk to each other to fill in the parts of the FRAME and complete the boxes on their FRAME as the teacher writes/builds a FRAME with their thinking. The SE will provide each student with a FRAME, provide directions of where to glue it into their notebooks, and instruct how to cut out their visual cards.
Do: The SE will provide the Guided Practice Group with the topic: Models of Multiplication and a brief explanation: organizing numbers to get a total (product). The SE will ask: “What do you know about the models of multiplication?” As the Guided Practice Group facilitates answers, the SE will add a main idea to the posted FRAME and remind students to copy it onto their individual FRAME. The SE will encourage these students to define (or tell what it looks like) the model. The SE will encourage this group to listen to each other and make a decision about what to add to the FRAME. The group will also be guided to discuss together, which visuals match the model and then work together to determine how to write an equation and the meaning of the equation using words for one of the models for each main idea. . The SE will add to the FRAME as the Guided Practice Group makes decisions about the visuals and definitions for each model of multiplication. This routine will be completed as we add a new main idea to the FRAME. The SE will provide guidance as needed to help the group identify the essential details for each main idea while guiding the students with their conversation and discussion. When the group reaches the “So What?” statement, the SE will ask “Why is multiplication important?” or “Why do we do multiplication?” The SE may have to change the wording of the question in an effort to guide students with understanding of the question being asked and to verbalize their understanding of the topic.
During the instruction of the Cue-Do-Review, the SE will assist students as needed with redirection to task, following the instruction, guiding discussion in the cooperative group, completing the FRAME and making any needed on-the-spot accommodations for students not meeting the expectations with success.
Review: The SE will extend the understanding of the students in the Guided Group by providing the students with the multiplication problem: 3 x 7. The SE will ask the students in this group, “Which model do you understand the best?” They will be guided to pick the model that they feel helps them the most when solving a multiplication problem. They will use blank or graph paper to demonstrate their model of choice and to find the product of the equation. The SE will provide the opportunity for students to share their work and choice for solving the problem.
The SE will continue to guide students as needed in this group with the use of previously taught strategies for computation to find the product.
Do: The SE will provide the Guided Practice Group with the topic: Models of Multiplication and a brief explanation: organizing numbers to get a total (product). The SE will ask: “What do you know about the models of multiplication?” As the Guided Practice Group facilitates answers, the SE will add a main idea to the posted FRAME and remind students to copy it onto their individual FRAME. The SE will encourage these students to define (or tell what it looks like) the model. The SE will encourage this group to listen to each other and make a decision about what to add to the FRAME. The group will also be guided to discuss together, which visuals match the model and then work together to determine how to write an equation and the meaning of the equation using words for one of the models for each main idea. . The SE will add to the FRAME as the Guided Practice Group makes decisions about the visuals and definitions for each model of multiplication. This routine will be completed as we add a new main idea to the FRAME. The SE will provide guidance as needed to help the group identify the essential details for each main idea while guiding the students with their conversation and discussion. When the group reaches the “So What?” statement, the SE will ask “Why is multiplication important?” or “Why do we do multiplication?” The SE may have to change the wording of the question in an effort to guide students with understanding of the question being asked and to verbalize their understanding of the topic.
During the instruction of the Cue-Do-Review, the SE will assist students as needed with redirection to task, following the instruction, guiding discussion in the cooperative group, completing the FRAME and making any needed on-the-spot accommodations for students not meeting the expectations with success.
Review: The SE will extend the understanding of the students in the Guided Group by providing the students with the multiplication problem: 3 x 7. The SE will ask the students in this group, “Which model do you understand the best?” They will be guided to pick the model that they feel helps them the most when solving a multiplication problem. They will use blank or graph paper to demonstrate their model of choice and to find the product of the equation. The SE will provide the opportunity for students to share their work and choice for solving the problem.
The SE will continue to guide students as needed in this group with the use of previously taught strategies for computation to find the product.