*The GE will work with the majority of students to construct their FRAME. The Cue- Do-Review will begin after the Guided Practice Group joins the SE at the small group table.
Cue: The GE will tell the students that they will be co-constructing a FRAME to review the models of multiplication. Students will be reminded that they will have to work as a cooperative group and talk to each other to assist with filling in the sections of the FRAME. They will also have to make sure that they are following along and completing the FRAME as it is being projected on the white board. The GE should explain how this FRAME helps to keep track of important information to remember.The GE will provide each student with a blank FRAME and provide directions of where and how to glue it into their interactive notebooks (side-by-side on a spread).
Do: The GE will provide the students with the topic of the FRAME: Models of Multiplication. After determining the key topic for the lesson, the GE will ask the students if they can explain what it is about (paraphrase the topic). After discussion, the GE will instruct the students to add a brief explanation in the “is about…” section of the FRAME: organizing objects in order to find a total (product). The GE will then ask the students to Think-Pair-Share in order to answer this question: “What do you know about the models of multiplication?” Once students have worked with their group to answer the question, the GE will ask students to share their thoughts to the whole group. As the students facilitate responses, the GE will add a main idea to the posted FRAME as it is identified by the students. The GE will remind students to copy what is written and projected on the board onto their individual FRAME. The GE will ask the students to discuss with their table partners, the essential details for the main idea. Students will be guided to use the labels on the frame to develop a definition and a model to represent the main idea being discussed. The students will also write, using words, what the equation means (“It means…”). Lastly, the students will create a word problem that will showcase the model being discussed. The GE will record student responses on the board. After all ideas are on the board, the GE will ask the students to review each of the suggested details and as a whole group, discuss and decide which are the most essential details that showcase each model to include on the FRAME. Students will then copy the FRAME as the GE models and add the details decided by the students. If the students are not on track to identifying a detail , the GE will ask guiding questions to assist students with understanding of the main idea and recording appropriate details. This routine will be completed as the students 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. When the group reaches the “So What?” statement, the SE will ask “Why is multiplication important?” or “Why do we do multiplication?” The students will talk with their table partners to identify their “So What?” statement. The teacher will record these statements on the board and as a whole group, the students will review each one and decide on the best option to be recorded on the FRAME.
During this lesson, the PP will assist the GE teacher with making sure that students are completing the FRAME as modeled and are remaining on task during this lesson. The PP will also make sure to address any on-the-spot accommodations or redirections that may be needed by students with disabilities.
Review: The GE will extend the understanding of the students in the larger group by allowing students to choose a multiplication equation and model it in at least 2 ways that were reviewed when completing the FRAME. Students will use blank paper to demonstrate the models of their choice in order to find the product of the equation they chose. Once students have finished this task, the GE will provide an opportunity for students to share their work with peers who are sitting in their group. Students should be able to use terminology from the FRAME to assist them with their explanation of how they solved their multiplication equation.
Give each student a Multiplication Models Exit Ticket while the SE explains how to complete the closure activity. Use the document camera to project the exit ticket for the SE. As the SE explains the closure, direct instruction may be required for certain students.
Cue: The GE will tell the students that they will be co-constructing a FRAME to review the models of multiplication. Students will be reminded that they will have to work as a cooperative group and talk to each other to assist with filling in the sections of the FRAME. They will also have to make sure that they are following along and completing the FRAME as it is being projected on the white board. The GE should explain how this FRAME helps to keep track of important information to remember.The GE will provide each student with a blank FRAME and provide directions of where and how to glue it into their interactive notebooks (side-by-side on a spread).
Do: The GE will provide the students with the topic of the FRAME: Models of Multiplication. After determining the key topic for the lesson, the GE will ask the students if they can explain what it is about (paraphrase the topic). After discussion, the GE will instruct the students to add a brief explanation in the “is about…” section of the FRAME: organizing objects in order to find a total (product). The GE will then ask the students to Think-Pair-Share in order to answer this question: “What do you know about the models of multiplication?” Once students have worked with their group to answer the question, the GE will ask students to share their thoughts to the whole group. As the students facilitate responses, the GE will add a main idea to the posted FRAME as it is identified by the students. The GE will remind students to copy what is written and projected on the board onto their individual FRAME. The GE will ask the students to discuss with their table partners, the essential details for the main idea. Students will be guided to use the labels on the frame to develop a definition and a model to represent the main idea being discussed. The students will also write, using words, what the equation means (“It means…”). Lastly, the students will create a word problem that will showcase the model being discussed. The GE will record student responses on the board. After all ideas are on the board, the GE will ask the students to review each of the suggested details and as a whole group, discuss and decide which are the most essential details that showcase each model to include on the FRAME. Students will then copy the FRAME as the GE models and add the details decided by the students. If the students are not on track to identifying a detail , the GE will ask guiding questions to assist students with understanding of the main idea and recording appropriate details. This routine will be completed as the students 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. When the group reaches the “So What?” statement, the SE will ask “Why is multiplication important?” or “Why do we do multiplication?” The students will talk with their table partners to identify their “So What?” statement. The teacher will record these statements on the board and as a whole group, the students will review each one and decide on the best option to be recorded on the FRAME.
During this lesson, the PP will assist the GE teacher with making sure that students are completing the FRAME as modeled and are remaining on task during this lesson. The PP will also make sure to address any on-the-spot accommodations or redirections that may be needed by students with disabilities.
Review: The GE will extend the understanding of the students in the larger group by allowing students to choose a multiplication equation and model it in at least 2 ways that were reviewed when completing the FRAME. Students will use blank paper to demonstrate the models of their choice in order to find the product of the equation they chose. Once students have finished this task, the GE will provide an opportunity for students to share their work with peers who are sitting in their group. Students should be able to use terminology from the FRAME to assist them with their explanation of how they solved their multiplication equation.
Give each student a Multiplication Models Exit Ticket while the SE explains how to complete the closure activity. Use the document camera to project the exit ticket for the SE. As the SE explains the closure, direct instruction may be required for certain students.