Framework

Do Now (5-10 minutes)

• Purpose: A Do Now can serve as retrieval practice by prompting students to recall previously learned concepts, reinforcing memory and strengthening long-term retention.

• Implementation:

  • 1 or 2 problems from yesterday, last week, or last month (spiral as needed)

  • Use a timer to keep track of time

  • Review answers and provide immediate feedback

Fact Fluency (5 minutes)

• Purpose: Fact fluency allows students to automatically recall basic math facts, freeing up working memory for more complex problem-solving.

• Implementation: 

  • 5-minute fluency sprints

  • Choral response and fast-paced games

  • Track student progress and celebrate personal bests

Fact Fluency Implementation Guide

Teacher-led instruction takes up the bulk of your instructional minutes. During this time, teachers must be actively engaged in instruction, leading students through content with clarity, intention, and questioning.

Components:

• Objective (5 minutes or less)

• Warm-Up / Activity 1 (5 minutes)

• Skill Focus (10 minutes)

• Activity (15 minutes)

• Synthesis (5 minutes)

• Cool Down (5 minutes)

Learning Goal (3 minutes or less)

• Purpose: Reviewing the learning goal helps students understand the purpose of the lesson, focus their attention on the most important concepts, and take ownership of their learning.

• Implementation: Briefly introduce and annotate the lesson’s learning goal with students, clearly connecting the goal to prior knowledge.

Warm-Up (5 minutes)

• Purpose: The Warm-Up activates prior knowledge, promotes mathematical thinking, and creates a low-stakes entry point into the lesson that encourages all students to engage with the day’s content.

• Implementation: Only spend 5 minutes of instructional time on this component.

  • Launch the activity (about 1 minute)

  • Provide students with work time (about 1-2 minutes)

  • Collect student responses on the board and synthesize by connecting the material to the lesson’s learning target (2 minutes)

  • Some activities may require you to lead the entire Warm-Up based on student prior knowledge. 

Skill Focus (10 minutes)

• Purpose: The Skill Focus Graphic Organizer is an instructional tool that helps teachers deliver explicit instruction. It breaks down complex standards into clear, teachable steps using modeling and guided practice.

• Implementation:

  • Complete the organizer on the smart board or projector. Use think-alouds to model examples so that students can follow along

  • Include 1-2 examples and 1-2 non-examples

  • Use mini whiteboards, choral response, and/or hand signals to check for understanding - students should be engaged throughout the entire Skill Focus

  • Embed strategic (low- and high-level) questioning without interrupting the flow of instruction

Lesson Activity (15 minutes)

• Purpose: Lead students through an aligned task from the curriculum using modeling, scaffolding, and strategic (low- and high-level) questioning.

• Implementation:

  • Be intentional about which activity you select by choosing the activity most aligned with the learning goal and standard

  • Begin with whole-group modeling and explanation if students lack prerequisite knowledge

  • Use clear explanations and annotations to break down the task step-by-step

  • Encourage engagement from all students, monitor, and provide constant feedback

  • Highlight and discuss student work samples to build understanding and confidence

Synthesis (5 minutes)

• Purpose: The synthesis brings the class back together to reflect on key ideas, make connections, and solidify understanding of the lesson’s learning goal.

• Implementation:

  • Address common misconceptions you noticed during the lesson

  • Invite reflection or note-taking (students can copy the Skill Focus)

  • Reassess understanding with a quick check before moving into the Cool Down

Independent practice gives students the opportunity to apply new skills or concepts on their own.

Components:

• Cool Down (5 minutes)

• Independent Practice (10+ minutes)

Cool Down (5 minutes)

• Purpose: The Cool Down assesses whether students understood the day’s learning goal and provides formative data to inform next steps in instruction.

• Implementation:

  • Do not skip this step. Students should complete the Cool Down daily

  • Collect, review, and grade promptly

  • Use data from the Cool Down to assess learning: Did at least 70% of students solve the problem correctly?

Additional Practice (10 minutes)

• Purpose: Move the day’s learning target from short-term exposure to retrievable, usable knowledge. Strengthen accuracy, speed, and flexibility so the skill is available for future problem solving.

• Implementation: Students complete additional practice problems directly aligned with the learning target and priority standard.  

  • Use additional practice problems from the IM unit textbook

  • Assign Khan Academy practice problems. (Struggling students can complete supporting standards needed to access grade level content. Example: If you are working on 3-digit addition with regrouping, struggling students may need to focus on single-digit addition without regrouping). 

  • If students are behind grade level, allow them to work independently on skills that can be completed accurately at their level.