We teach a 3rd grade inclusion class of 19 total students. Of the 19 students, 5 of these students have an Individualized Educational Plan. Two of these students have characteristics of Autism, two have a dual diagnosis of SLI/OHI, and the last student is identified as a student with OHI due to a series of medical diagnoses. Of the 5 students with disabilities, four of these students receive pull out services for mathematics and explicit instruction for phonics. Of the students who are not identified to receive services in special education, 2 receive math intervention and 3 are currently being evaluated for the Talented and Gifted program. We have a very wide range of abilities in our classroom.
We utilized two instructional class periods to complete the Framing Routine for the models of multiplication. We used the FRAME as a review activity at the end of our multiplication unit. Each class period was a total of 60 minutes.
We utilized two instructional class periods to complete the Framing Routine for the models of multiplication. We used the FRAME as a review activity at the end of our multiplication unit. Each class period was a total of 60 minutes.