The Launch-Explore-Summarize (LES) framework is a research-based instructional model that promotes active learning and mathematical thinking in elementary classrooms. This three-phase structure helps students develop conceptual understanding while building problem-solving skills and mathematical discourse.

Launch Phase

Purpose and Goals: The Launch phase sets the stage for mathematical exploration by introducing the problem, activating prior knowledge, and ensuring all students understand the task without giving away the solution. This phase typically lasts 5-10 minutes and focuses on engagement and clarity rather than instruction.

Key Components:

  • Present the mathematical task or problem clearly

  • Activate relevant prior knowledge and vocabulary

  • Establish expectations for the work ahead

  • Ensure accessibility for all learners

  • Build excitement and curiosity about the mathematics

Teacher Script Examples:

For a 3rd-grade measurement lesson: "Today we're going to be detectives measuring mystery objects around our classroom. I have some containers here, and your job is to figure out which one holds the most water. Before we start, turn to your partner and share what you already know about measuring liquids. What tools might we use?"

For a 2nd-grade addition lesson: "I went to the farmer's market this weekend and bought some apples and oranges. I'm trying to figure out how many pieces of fruit I bought altogether, but I can't remember the exact numbers. Let me show you what I do remember... [presents visual or story problem]. What do you notice about this situation?"

Suggestions for Smooth Implementation:

  • Keep explanations brief and avoid over-scaffolding

  • Use visual aids, manipulatives, or real-world contexts to make problems accessible

  • Ask open-ended questions like "What do you notice?" or "What questions do you have?"

  • Establish clear behavioral expectations (voice levels, movement, materials use)

  • Consider reading the problem multiple times or having students restate it in their own words

  • Differentiate by providing multiple entry points rather than simplified versions

Explore Phase

Purpose and Goals: The Explore phase is the heart of the lesson where students actively engage with the mathematical problem. This phase typically lasts 15-25 minutes and emphasizes student thinking, collaboration, and multiple solution strategies. Teachers act as facilitators, observing student work and asking strategic questions.

Key Components:

  • Students work individually, in pairs, or small groups

  • Multiple solution strategies are encouraged and valued

  • Teacher circulates to observe, listen, and ask probing questions

  • Students use manipulatives, drawings, or other tools as needed

  • Mathematical discourse and reasoning are emphasized

  • Teacher identifies strategies to highlight during the Summarize phase

Teacher Script Examples:

While circulating during exploration: "I see you've started organizing these blocks into groups. Can you tell me about your thinking?" or "You seem stuck. What part of the problem are you working on right now? What have you tried so far?"

Encouraging multiple strategies: "I notice some groups are using cubes to solve this, while others are drawing pictures. Both approaches can work! Keep exploring and see what makes sense to you."

Promoting mathematical language: "You said the groups are 'the same.' What mathematical word could we use instead of 'same'?" or "Can you explain what you mean when you say it's 'bigger'?"

Suggestions for Smooth Implementation:

  • Resist the urge to immediately help struggling students; instead, ask questions that guide their thinking

  • Prepare strategic questions in advance: "How do you know?" "Can you prove that?" "What if...?"

  • Take notes on student strategies and misconceptions to address during Summarize

  • Use a timer to help students manage their exploration time

  • Encourage students to try multiple approaches or check their work in different ways

  • Create norms for productive struggle: "Mistakes help our brains grow"

  • Have extension questions ready for early finishers

Summarize Phase

Purpose and Goals: The Summarize phase brings the class together to share strategies, make connections, and consolidate mathematical learning. This phase typically lasts 10-15 minutes and focuses on mathematical communication, comparing approaches, and highlighting key concepts. The teacher facilitates discussion to ensure important mathematical ideas emerge.

Key Components:

  • Students share different solution strategies

  • Mathematical connections are made explicit

  • Key vocabulary and concepts are reinforced

  • Common misconceptions are addressed

  • Learning is consolidated and extended to new contexts

  • Next steps or related problems may be introduced

Teacher Script Examples:

Facilitating strategy sharing: "Let's hear from Maria's group first. They used a strategy with ten-frames. Maria, can you show us your thinking?" [After explanation] "Who can restate what Maria's group did in their own words?"

Making connections: "I'm noticing that both Jake's and Aisha's methods gave us the same answer, but they looked very different. What do you think these strategies have in common?" or "How does this connect to what we learned about place value last week?"

Addressing misconceptions: "Several groups got different answers for this problem. Let's look at these two approaches and see if we can figure out where the difference might be coming from."

Consolidating learning: "So today we discovered that there are many ways to solve addition problems. We saw counting on, making ten, and using doubles. Tomorrow we'll explore which strategies work best for different types of problems."

Suggestions for Smooth Implementation:

  • Select 2-3 student strategies to share based on your observations during Explore

  • Sequence strategy sharing thoughtfully (often from concrete to abstract)

  • Use student work as the foundation for discussion rather than presenting your own examples

  • Ask students to compare and contrast different approaches

  • Record key ideas on chart paper or the board for future reference

  • End with a reflection question: "What did you learn about math today?" or "What questions do you still have?"

  • Connect to previous learning and preview upcoming lessons

  • Celebrate the mathematical thinking process, not just correct answers

General Tips for Success

Classroom Culture: Establish norms that value mathematical thinking over speed, encourage risk-taking, and celebrate mistakes as learning opportunities. Create an environment where students feel safe to share their thinking and build on each other's ideas.

Time Management: Be flexible with timing while maintaining the structure. Some explorations may need more time, while others might move more quickly. Having extension activities and early-finisher tasks helps manage pacing differences.

Assessment: Use the LES framework as an ongoing assessment tool. The Launch reveals prior knowledge, the Explore shows current understanding, and the Summarize demonstrates learning growth and remaining misconceptions.

This framework transforms mathematics from a passive to an active experience, helping elementary students develop both computational skills and conceptual understanding while building confidence as mathematical thinkers.