Mission Control CoTeaching Guide
Mission Control briefing 6th Grade Math • CCSS 5.NBT.5
MISSION MULTISTEP CO-TEACHING GUIDE
Co-teaching framework for the MOLE Strategy (Focus: Organize). Engineered for a Gen-Ed Lead and a Push-In SPED Specialist working with multi-step word problems.
Gen-Ed Lead (Main Flight Path)
Sets pacing, models standard algorithm, and commands whole-class execution of the MOLE toolkit. Directs structured "Turn & Talks" and establishes rigor.
Push-In SPED Specialist
Provides chunking, intercepts computational blocks, monitors working memory, and cues student to map inputs to outputs using the Flowchart Workspace.
The "O" in MOLE: Organize with Flowcharts
Step M
Mark Up Text
Circle, Underline, Box
Step O
Organize Charts
Knowns / Unknowns
Step L
Link Math Action
Connect operations
Step E
Execute & Check
Solve, label & evaluate
Anchor Model Breakdown: The Eraser Mission 8x24 & 6x28 Multi-Step
"A teacher buys 8 packs of orange erasers (24 per pack) and 6 packs of blue erasers (28 per pack). How many total erasers did the teacher buy?"
1. Whole-Group Lead Playbook Main Stage
CUBS Demonstration:
Read the story once with pencils down. Guide students to circle numbers (8, 24, 6, 28), underline the target ("How many total..."), and box actions.
Known/Unknown Modeling:
Draw a classic 2-column chart labeled K (Known) and UK (Unknown) on the board. List inputs.
Prompting Checklist:
- "What does the O in MOLE stand for?"
- "Why do we split the workspace into blocks?"
2. Push-In SPED Scaffold Small Group
Chunked Reading Cue:
"Cover the second half. Let's look ONLY at orange. How many packs? How many inside? Let's write that down." Limit scope to protect working memory.
Flowchart Flow Cueing:
Point to the flowchart. "This box is for Orange Total. Before we combine, we need that first. How do we get it? Multiply."
Targeted Verbal Prompts:
- "What must we find first before we add?"
- "Trace the line. Where does that output go next?"
Co-Teaching Guide • Mission MultiStep • Page 1 of 2 Co-teach Team: Mitchell & Salta
Co-Pilot Action Plan Exit Ticket Scaffolding Guide
GUIDED PRACTICE & EXIT TICKET SCAFFOLDING
Specific instructions for chunking the exit ticket problems and diagnostic checklists for push-in support.
Problem 1: Debate Team Fundraiser (5-Step Master) Challenge Focus
The Problem: 6 students attend a debate. Train tickets are $55 each. Entrance fee is $70 total. School gives $250. They must raise the rest by selling hats for $5 each. How many hats does each member need to sell?
Lead Teacher (Group Model)
Model standard algorithm. Prompt students to isolate the total trip cost ($400) and the remaining gap ($150) before diving into hat math. Write labels clearly on the board.
Push-In Scaffold (SPED Moves)
Direct student to Flowchart Sheet page 2. Cover parts of page to prevent overwhelm. Prompt calculation of intermediate stages sequentially: $330 → $400 → $150 → 30 hats → 5 hats.
Problem 2: Museum Tickets (4-Step Flow) Target Scaffold
The Problem: 12 adults are going to a museum. There are twice as many students as adults. Adult tickets cost $9; student tickets cost $7. What is the total cost for everyone?
Lead Teacher (Group Model)
Emphasize "twice as many" with visual tape diagrams on the board (12 x 2 = 24 students). Challenge students to confirm that the final dollar sum combines both groups.
Push-In Scaffold (SPED Moves)
Direct attention to the student branch. "If there are 12 adults and students are twice as many, how many students?" Guide calculating 24 * $7 and tracing it to the final sum box.
Immediate Diagnostic Checks (Push-In Intervention)
| Observed Breakdown | The Underlying Trap | Push-In Verbal Cue & Fix |
|---|
| Stops after Step 1 | Working memory overload; student believes the first intermediate value is the final answer. | "Look at our flowchart. Where does that number go? We aren't at the end of the road yet! Let's do the next step." |
| Confuses Operation | Struggles with 'grouping' vs 'splitting' concepts. | "Are we putting identical groups together to get a total, or dividing something into equal groups?" |
| Ignores Flow Arrows | Inability to maintain visual path; drops calculations anywhere. | "Trace this line with your finger. Your answer here MUST travel along this road to get to the next box." |
Co-Teaching Guide • Mission MultiStep • Page 2 of 2 Empowering All Learners
Mission Control Student Workspace
MISSION CONTROL FLIGHT LOG
THE "O" IN MOLE: ORGANIZE
Name: ______________________
Date: _______________________
Our Mission Blueprint
Mark up the text (CUBS) Organize your work (Flowcharts) Link the math steps Execute & check work
Training Mission: The Eraser Dispatch
A teacher buys 8 packs of orange erasers (24 per pack) and 6 packs of blue erasers (28 per pack). How many total erasers did the teacher buy?
1 Isolate Your Knowns
Orange Packs 8 packs
Orange Size 24 per pack
Blue Packs 6 packs
Blue Size 28 per pack
2 Execute Along the Math Channels (Calculate Unknowns)
Orange Erasers Total Step 1
Show Work: 24 x 8
2 4
x 8
Orange Output: __________ erasers
Blue Erasers Total Step 2
Show Work: 28 x 6
2 8
x 6
Blue Output: __________ erasers
Feed Orange
Feed Blue
Final Control Station: Total Combined Step 3 (ADD)
Orange Output + Blue Output =
________ + ________ = ________
MISSION EXECUTED! The teacher bought __________ erasers in all.
Grade 6 Math • Mission MultiStep Log-0: Anchor Dispatch
ACTIVE MISSION LOG
MISSION 1: DEBATE EXPEDITION
Name: ______________________
Date: _______________________
Mission Parameters: Fundraiser Flow
There are 6 students on the high school debate team. They are having a fundraiser to attend the next competition. The train tickets cost $55 per person and the entrance fee is $70. The school gives them $250. The team members sell hats. Each hat costs $5. How many hats will each member need to sell?
Step 1: Train Tickets Total MULT
Calculate ticket total (55 * 6):
Ticket Cost Output: $__________
Step 2: Total Trip Cost ADD
Add $70 entrance fee to ticket total:
Trip Cost Output: $__________
Step 3: Remaining Needed SUB
Subtract school's $250 gift:
Amount Left to Raise: $__________
Step 4: Total Hats to Sell DIV
Divide remaining cost by hat price ($5):
