Describe the Math Routine
Estimation routine
Estimation is a routine where the teacher presents a visual and prompts students to make an estimate based on the visual of a real-life quantity/measurement, etc. The teacher asks the students to make a “too high”, “too low” and “just right” estimate, and then reveals the actual quantity/measurement.
Use the digits 1 to 5, at most one time each, to fill in the blanks to create two true number sentences.
___ + ___ = ___
Level 2
"Let's each take a minute to think about..."
Wait time
Establish clear expectations
Before
Name and describe ONE norm and ONE role to use in groupwork.
Answers may vary. Examples below:
Norms - Errors are gifts that promote discussion, Answers are important but they are not the math, Talk about each other's thinking, Ask questions until ideas make sense, Use multiple strategies and representations, Ask questions until ideas make sense
Roles - reporter, resource manager/monitor, questioner, director, illustrator, connector, facilitator, cheerleader
Mathematizing the world routine
Mathematizing the World Routine is also relatively brief (15-20 minutes) whole group conversations on what students notice and wonder about displayed image(s), chart, graph, etc. Once you gather a collection of noticings and wonderings, you prompt students to come up with math questions that they could ask about the displayed image.
Solve 3+1=___.
"I agree with ___ because ___"
"These strategies are the same because ___"
Sentence starters
Summarize the important mathematical ideas
After
Demonstrate all hand signals for the following:
I'm thinking
I have one answer/strategy
I have two answers/strategies
I agree
Closed fist to chest
Thumb up to chest
Two fingers up to chest
Thumb and pinky out
Would you rather routine
Would you rather routine is a routine where the teacher poses two-choice scenarios and asks students to decide which they would rather choose.
Find the next three terms in the pattern, determine the rule for finding the next number in the patter, and make or find a model for the pattern:
1, 1, 2, 3, 5, 8, 13, 21, 34, ...
Level 4
"Turn and talk to your partner about..."
Partner talk
Activate prior knowledge
Before
First read: What is problem about?
Second read: What are the key quantities?
Third read: What are possible math questions/strategies?
WODB routine
Which One Doesn’t Belong routine is a routine where the teacher presents 4 visual models or numeric representations and students determine which one doesn’t belong.
Place a < or > between the two fractions to make a true number sentence.
4/7 3/5
Level 1
"So you multiplied these two factors, and the product was..."
Model vocabulary in context
Notice, elicit, support, and extend students' thinking
During
Name ALL five types of language demands that we as teachers should always keep in mind.
Reading, Listening, Writing, Speaking, Representing
Describe ALL five steps of a number talk in order.
1.) Teacher poses the task
2.) Individual think time using hand signals
3.) Ask for answers while teacher records
4.) Students share explanations
5.) Provide opportunities to revise or agree with other strategies
Use the digits 1 to 5, at most one time each, to fill in the blanks to create a true number sentence with the greatest possible sum.
___ + ___ = ___
Level 3
"So I hear you saying..."
Teacher revoices
Promote a community of learners
After
Explain which is greater, 2/3 or 2/6 using the following strategies:
1.) Common numerators
2.) Common denominators
3.) Comparing to 1/2
4.) Comparing to one whole
1.) 2/3 has bigger pieces
2.) 4/6>2/6 or 2/3>1/3
3.) 2/3>1/2 while 2/6<1/2
4.) 2/3 is closer to 1