Read the Instructional Routines summary and think specifically about the Warm Up Routines (we'll take a closer look at the Math Language Routines in Part 5).
Then read the first few pages of your grade level's Number Talk packet. Where can you fit a Number String into your math time this week? The slide decks are ready to use!
- Instructional Routines
- Number Talk Packets:
Grade K Grade 1 Grade 2 Grades 3-5 - Number String Slide Decks:
GK Dot Flash GK-1 Addition Strings G2 Addition Strings G2 Subtraction Strings
G3-5 Addition Strings G3-5 Subtraction Strings G3-5 Multiplication Strings G3-5 Division Strings
Consider
- What are your thoughts about incorporating warm up routines into your math time?
- What number string did you try with your class? How did it go and what did you learn?
- What math experiences from your own classroom came to mind as you were thinking about warm up routines?
Respond and Interact
Please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
Please post your response to one {or more} of the prompts above. Read our colleagues' reflections. Feel free to respond to someone by sharing a comment, insight or interesting possibility.
Structure and routines are crucial in the math lesson. I love having my math block set up in a way that students are prepared for a similar routine every day. After reading about the math routines and the lesson activities, I’m noticing that I am already doing a lot of the math routines with my class. The lesson activities look new to me and I am eager to learn more about what those are. Number talks are something that I have been using in my classroom for awhile now. I loved reading about number talks and how the examples were very purposeful. 3-4 problems that build from one another so that students are learning the strategy and then practicing the strategy. I also enjoyed reading about how they are specific to each grade level. This will be so beneficial by the time they get to 4th grade. They will already know so many different strategies and be able to do a variety of problems using mental math. Solving problems efficiently with accuracy is crucial and I think that these will really help build that skill.
ReplyDeleteStructure and routine are essential when planning a math lesson. It is important for students to have predictability, so they know what to expect each day. I have been enjoying teaching the warmups this year! Some of my favorites include "Which One Doesn't Belong", "Notice and Wonder", and "Number Talk". These warmups get students thinking and prepared for the lesson. Students love sharing their ideas with the class. My students have now started coming up to the board when sharing their ideas to point at different things to get their ideas across. I never asked them to do this, but I think it's awesome to how excited they are to share their ideas!
ReplyDeleteI have loved to see the high engagement among students when participating in warm up routines. One thing that I especially appreciate about the Illustrative Math Routines is that they are intentionally placed --> they help frame thinking and set the stage for the lesson that is to follow. Another thing that is worthy of mentioning is that they are accessible to all. Our students who typically struggle in math can find an entry point and our high kids are not bored. It's pretty magical...
ReplyDeleteI love the math warm ups with Illustrative. They are probably my favorite part of the whole group portion of the lesson. For kindergarten at least, you have to be patient with some of the warm-ups! With the dot flash, for example, the first ten times you do it all you get in reponse is, "I see two and I see them with my eyes." but then magically, something clicks and you start hearing. "I saw 3 dots. I saw two on one side in a line and then one more on the other side and I know one more than 2 is 3." The warm-ups really foster and support this new math language on their own. Now that we are 4 months into the lessons we have had some really great math talk on the carpet and my kids really enjoy the warm-ups!
ReplyDeleteThe warm up routines in IM are really fun and engaging for the students. As I went into different classrooms and taught an IM lesson, I really tried hard to keep the warm ups to just he 10 minutes, it was hard! I read about the kindergarten number routines and looked at the slides for kindergarten. I think about if I was in the classroom and really wanted to use them, but felt like my math time was already jam packed, maybe I'd use them at the end of the day when students are all packed up and ready to go. Spending the last 10 minutes of the day with some great math thinking would be really fun!
ReplyDeleteInstructional routines are an everyday feature of our math block and are timed in such a way that students "turn on" for the lesson and refocus their energy and effort towards mathematical thinking and collaboration. After gathering our materials, reviewing the LT/SC, and setting our intentions for participation, we dive into an instructional routine. Those routines identified in the IM instructional routine's document align with those we currently practice: Acting It Out, Estimation Exploration (Estimation180), How Many Do You See (with dot diagrams for algebraic expressions), Number Talks, True or False, and Which One Doesn't Belong). By beginning with these routines, there is a broader entry point for which students can offer their ideas and questions, rather than the narrow entry points found in traditional lesson structures (e.g. fishing for one "right" response). Such routines also allow me, as the instructor, to gather information regarding students' familiarity with lesson concepts and contexts, and experiences related to the skills we will address later on. At times, the outcome of our conversations in these routines has led me to shift the focus and scope of our lesson. At this point, I cannot imagine a lesson without beginning with one of these routines.
ReplyDeleteLast year, our team developed a number of number string slides and modified them to fit each of our own unique student populations. The 3+ digit division stems have been particularly useful (and revealing), as well as decimal division strings. Expanding students' toolkit of mental reasoning with problems they have, in the past, often relied on to solve on paper has allowed for greater efficiency with solving multi-step problems and allowed us to explore more complex concepts with a stronger number sense foundation. I look forward to better understanding the role of the "other instructional routines" mentioned (MLR1-8) as we ease toward implementation next school year.
I think warm up routines will help get students ready for learning by providing a consistent routine. I love using the “what doesn’t belong” slides on the old math site as a part of our class morning meeting. It is a great way to engage students and have them practice agreeing/disagreeing with each other, it really builds that community aspect. I am looking forward to trying some new number talks with this new curriculum. I want to get better at recording student responses and this number string activity was a great way to try that. I used the ten frames with dots just to practice the routine and recording.
ReplyDeleteI'm very excited to have math warm ups as part of the math routine each day! When I was reading about the 'Act it Out' routine in Kindergarten, I was thinking that most of my 3rd graders would benefit from that routine, especially with word problems. My kids go bonkers for estimation routines from Steve W., and I'm always pleasantly surprised when the simple 'what do you notice/wonder' elicits such great conversation. My most recent number string was from the addition deck focusing on landmark/friendly numbers. It went well, kids are always excited to share their strategy, and some used the friendly number strategy right away, while others held fast to the traditional algorithm written in the air. I can see that I need to encourage flexibility and 'catching' strategies from others. Last year I made a slide with the number strings along the top of the slide so that each string would stay visible with all the strategies shared as they moved on to the next equation. It really helped to see the strategies of others while they tried a new strategy.
ReplyDeleteLast year's work on incorporating number talk routines into daily instruction seems just like the precursor to this. All that work has set this up so that it can be easily incorporated into the lessons. I typically always start with a "warm up" to get kids engaged in thinking. I found this year that I had to find other materials besides number strings and add em up because my kids were so familiar with them from last year that they had lost their challenge, so this year I have been trying to find more challenge type problems or number talks that are more related to the current content. One of my favorites is broken calculator, especially during our unit on Order of Operations. Another favorite is "which does not belong". This really allows for lots of different answers and gives all students a way to participate.
ReplyDeleteI use warm ups with all my groups on daily basis. It helps my students like I call it: "be present in math." Choral counting, which doesn't belong, true or false?, Think it cards, how many do you see?, what's before or after? Act it out is on my to do list; after reading about it here, I came out with idea of using it for what's before or after numbers- first graders will have fun I can see it. I love number string presentations ( I copied all of them) - those are ready to use great tools.
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