WEBVTT

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Narrator: In this video, the teacher uses explicit, systematic
instruction. During the first step of explicit, systematic

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instruction, the teacher readies the students for the lesson.

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Teacher:  All right, boys and girls, today during math class we are
going to be adding one-digit numbers by drawing pictures. Now, in the

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past, we used ten frames to help us out. Show me a thumbs up if you
remember ten frames to help you out. I see lots of thumbs up out

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there. Lots of you remember.

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We've also used counters before to help us out. Show me a thumbs up if
you remember using counters. I see lots more thumbs up, too. Lots of

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you remember.

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Well, today, we’re going to be adding by drawing pictures, and we’re
going to do this because you aren’t always going to have counters in

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your pockets or ten frames in your backpacks to help you. So today I’m
going to teach you how you can draw a picture that’s going to help you

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add two numbers together.

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Narrator: During the next step, the teacher leads the students through
several problems, modeling the procedures.

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Teacher: We’re going to start with this problem here: 2+4. To start,
I’m going to draw dots to show my first number, two. One. Two.

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Dominique, how many dots did I draw?

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Dominique: Two.

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Teacher: That’s right. I drew two dots. Next, I need to draw four
dots. Mateo, how many dots do I need to draw next?

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Mateo: Four.

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Teacher: That’s right. I need to draw four dots. I’m going to come
over here and draw four dots. Now, I want to make sure that my picture

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matches the problem, so I’m going to count and make sure I have one,
two, and then here I have one, two…

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You know, those dots are kind of messy. If I’m going to be drawing a
picture, I need my dots to be nice and neat. So I’m going to draw my

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dots down below…two, three, four. Now I’ve drawn four dots.

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My last step is to count all the dots to see how many dots I have all
together. I have one, two, three, four, five, six dots. Carlos, how

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many dots do I have?

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Carlos: Six.

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Teacher: That’s right! I have six dots. So I know that 2+4=6.  Now
something I want you to remember: When you’re adding, sometimes you

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may know the answer right away, and that’s awesome. Other times, you
may not know the answer right away, and that is one example of a time

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when you may want to draw a picture to help you add.

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Narrator: After the teacher leads students through several problems,
she then implements teacher-guided practice.

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Teacher: Now, I’m going to have you do the next three problems with a
partner. I’m going to walk around the class. I’m going to answer any

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questions or help you as needed.

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Narrator: After the teacher has monitored the students during
teacher-guided practice and provided corrective feedback, she asks

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students to complete problems independently. To ensure maintenance,
the teacher plans for opportunities for ongoing practice and provides

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instruction for students who have not mastered the concept or
procedure.