Math Talk RACE Lesson Plan
Small Group Intervention Grade 2 • 45 Minutes
CCSS.Math.Practice.MP3
Math Talk RACE: Explanatory Writing
Focus: Heavy teacher modeling, oral rehearsal routines, and scaffolded sentence stems for written reasoning.
Lesson Objective & Core Habit
SWBAT verbally explain and write complete 4-part mathematical explanations using the RACE strategy, connecting word problems to concrete mental strategies (Make-a-Ten) and proper vocabulary.
Materials Needed
- • Colored markers (Red, Orange, Green, Blue)
- • Double ten-frames & red/yellow counters
- • Student Worksheets with primary lines
The 4-Part Math RACE Anchor Framework (Color-Coded)
R Restate
Restate problem words.
"After solving, I learned..."
A Answer
State answer with unit.
"...that [person] has [X] [label]."
C Cite
Cite exact number steps.
"To solve, first I... Then I..."
E Explain
Explain why using math terms.
"This matches because..."
Total: 45 min small group • 7m Oral Launch • 15m Modeling & Co-Write • 15m Guided Verbal & Write • 8m Wrap-up & Share
1 Oral Launch & RACE Chant Routine (7 Minutes)
High Verbal Echo
Teacher Hook Script:
"Scholars, in reading we use RACE to prove our ideas with text evidence. In math, mathematicians do the same thing! We don't just write a number—we prove our thinking so anyone can understand our strategy. Today we are going to say it aloud together before we ever write a single word!"
Call-and-Response Oral Drill (Do 2x with hand motions):
- T: "What does the R stand for?"
Scholars: "Restate the story words!"
- T: "What does the A stand for?"
Scholars: "Answer with a label!"
- T: "What does the C stand for?"
Scholars: "Cite my number steps!"
- T: "What does the E stand for?"
Scholars: "Explain with math words!"
2 Heavy Verbal Modeling: Problem 1 MOLE & Think-Aloud (15 Min - Part 1)
Teacher Lead & Shared Pen
Story Problem 1: "Ms. Bridges bought 9 notebooks for her scholars. The next week, she bought 7 more notebooks. If she gave them all away, how many notebooks did she give out?"
Step A: Verbal MOLE Routine
• M (Mark): Circle 9 notebooks, 7 more notebooks, underline question.
• O (Organize): "Are we putting groups together or taking apart?"
• L (Label/Model): Build 9 on ten-frame, add 1 counter to make 10, add remaining 6.
• E (Equation): \(9 + 7 = 16\) (and \(9 + 1 = 10\), \(10 + 6 = 16\)).
Teacher Vocabulary Prompt Script
"Scholars, why do we use addition? We use addition because we join two groups of the same object to make a sum. What strategy did we use? We used the make-a-ten strategy by splitting 7 into 1 and 6!"
Page 1 of 2 • Math Explanatory RACE Small Group Plan
Small Group Instructional Script & Practice
Step-by-step oral-to-written translation and partner rehearsal protocol
Part 2 & Practice
Oral Rehearsal to Co-Writing Protocol (Heavy Teacher Modeling)
Rule: "Pencils down while we speak! Whisper-rehearse three times before graphite hits the paper."
R & A (Restate & Answer):
Teacher: "Say it with me: 'After solving, I learned that...' Who can add the answer with the label?"
Oral Turn & Echo: "After solving, I learned that Ms. Bridges gave out 16 notebooks to her scholars."
Teacher writes on table whiteboard while scholars trace stems and write answer.
C (Cite Strategy & Equations):
Teacher: "How did we solve 9 + 7? Did we count on our fingers? No! We made a ten. Echo me: 'To solve this problem, first I...'"
Oral Choral: "To solve this problem, first I added 9 and 1 to make 10. Then I added 6 more to get 16. So, 9 + 7 = 16."
E (Explain with Math Vocabulary):
Teacher: "Why does making a ten work? What did we do to the number 7? We broke it into two addends!"
Oral Choral: "This matches the problem because we can break 7 into two addends, 1 and 6, to make a friendly ten."
3 Guided Partner Practice: Problem 2 (15 Minutes)
Partner Talk First
Problem 2: "Patricia cuts a chocolate chip ice cream cake into 12 slices. She gives 5 slices to her friends. How many slices does she have left?"
Step 1: Partner Talk
Partner A tells Partner B the R and A using full sentences. Partner B checks for the unit (slices).
Step 2: Strategy Cite
Partners demonstrate subtracting 2 to make 10, then subtracting 3 more: \(12 - 2 = 10\) and \(10 - 3 = 7\).
Step 3: Teacher Stamp
Teacher prompts: "Why can we break 5 into 2 and 3? Because 2 and 3 make 5!"
4 Wrap-Up & Oral Show-Call (8 Min)
Select one student's explanation to read aloud chorally. Check off:
R: Restated with story words
A: Answer includes label (notebooks/slices)
C: Exact numbers & steps cited
E: Math vocab used (addends, ten, sum)
Small-Group Accommodations
For Emerging Writers: Teacher scribes the initial stem; scholar traces and verbally fills in the blanks.
For Multilingual Learners: Color-code highlighters to match the anchor chart (Red, Orange, Green, Blue) directly on their worksheet.
For Fine Motor Needs: Dedicated wide primary ruling with dashed midline to anchor letter sizing.
Complete Student Verbal Exemplar:
"After solving, I learned that Patricia has 7 slices of cake left. To solve this problem, first I made a ten by subtracting 2 from 12. Then I subtracted 3 from 10 because 2 and 3 make 5. This matches the problem because we can decompose the subtrahend into friendly parts."
Page 2 of 2 • Math Explanatory RACE Small Group Plan
Math Talk RACE Worksheet
Math Writers Unit 2: Day 10 • Explanatory RACE
Small Group Practice
Name:
Date:
Math RACE Checklist Check off each box as you write your response:
R • Restate Use words from story
A • Answer Answer with a label
C • Cite Show number steps
E • Explain Use math vocabulary
1 Story Problem
Ms. Bridges bought 9 notebooks for her scholars. But her scholars loved them so much that the next week, she bought 7 more notebooks. If she gave them all away, how many notebooks did she give out?
Step 1: Show Your Strategy Using MOLE Model • Organize • Label • Equation
Step 2: Explain Your Thinking in Words Using RACE Use the sentence stems below:
R & A After solving, I learned that (Restate & Answer with label)
C To solve this problem, first I (Cite each number step)
E This matches the problem because (Explain with math words)
Math Explanatory RACE • Modeled Task Page 1 of 2
Math Writers Unit 2: Day 10 • Guided Task
Guided Practice
Name:
Date:
Math RACE Checklist Check off each box as you write your response:
R • Restate Use words from story
A • Answer Answer with a label
C • Cite Show number steps
E • Explain Use math vocabulary
2 Story Problem
Patricia cuts a chocolate chip ice cream cake into 12 slices. She gives 5 slices to her friends. How many slices does she have left?
Step 1: Show Your Strategy Using MOLE Model • Organize • Label • Equation
Step 2: Explain Your Thinking in Words Using RACE Use the sentence stems below:
R & A After solving, I learned that (Name & slices left)
C To solve this problem, first I (Decompose to make a ten, then subtract the rest)
E This matches the problem because (Explain with math vocabulary)
Math Explanatory RACE • Guided Practice Page 2 of 2
