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.
I have loved incorporating math warm up routines. Initially, I began this practice during hybrid learning to help facilitate math learning in a low-stakes environment. I have been building on to the warm up routines by incorporating them into my math slides each day through Renae's resources on our math site. I start Dot Flashes in September. Students quickly learn the hand signals and were eager to share. They like the hand signals so much that they use them in all sorts of contexts. I learned that this was not a time to demonstrate thinking on whiteboards, but a time for students to grow with mental math. My thinking is mixed here because I do like to see their visual representations. Lately, my students have really enjoyed "Which One Doesn't Belong."
ReplyDeleteMy latest Number String was from First Grade slide 134: 8+2; 8+2+11; 8+13; 8+15. Students used strategies like make a ten, counting up, doubles plus one, and switching partners easily. I noticed a new strategy, in the reading "adjusting one number to make it easier." After Spring Break, I will teach this in addition to adding some subtraction number strings on pp 14-15. I think my students would really enjoy the new challenge.
I believe math warm-ups are an important part of every math time. It is part of our math routine each day. I like that they are part of forming a predictable and reliable structure for each math lesson. I also like that they are connected to the upcoming lesson, but give every student the opportunity to bring their own experiences and knowledge into the conversation.
ReplyDeleteI shared a single-digit addition math string with my class this morning (7+3; 7+3+6; 7+3+6). I always think it’s so interesting to learn about the different ways they figure out the answer. Most of the kids made a 10, but not all of them did that. I loved seeing their eyes light up when they realized the connection between the equations (i.e. building off the original equation).
I think the real magic is in the student-to-student interactions; where they explain their thinking and can teach each other. It is so much more powerful than hearing similar information from the teacher.
I have used number talks in the past and it is a great way to get kids pumped for math and get their brains warmed up! I watched this in Stephanie P.'s class when I went to observe and the kids were eating it up! they could barley contain themselves!
ReplyDeleteI agree, Cindy, and love that you are finding so much success with number talks with the littles. I couldn't believe how they fluid and flexible they became at breaking apart numbers and using so many different strategies for solving problems. I am so thankful to know this to grow as a math teacher and to be able to let go of the old timed math facts.
DeleteI had the opportunity to go into Stephanie P.'s class too! I loved getting to see a math warm up (and all of the math block!!) in action!
DeleteI think warm ups will be a great way to facilitate math conversations! I teach 1st grade so I tried out the GK-1 Number Strings. I’ve only done the first number string set so far. For right now I am going to be trying these during my morning routine. Next year when I am using the full curriculum I’ll create the time in my math block to have them be part of my actual math time. I am going to keep trying them out so I can finesse my prompting skills too. I already am feeling the learning curve that I will be on next year! Glad to have the opportunity to dabble this year.
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 tried the fourth grade number talk warm up that was on the above lesson. I included it in my morning meeting. There was lots os strategies for solving the addition mentally and when we had gone through the slides they wanted to know if we could do another one for morning meeting tomorrow. It was almost a challenge to see the different ways to group the numbers. In my schedule math comes right after my morning meeting so I could see us doing this warm up on the carpet before we return to our seats for math.
DeleteWhat are your thoughts about incorporating warm up routines into your math time? I do some variation of warm up, many of them the same or similar to the ones listed, already in my math lessons. The kids walk in from recess and they know what to do, depending on the task. This won't be a problem.
ReplyDeleteWhat math experiences from your own classroom came to mind as you were thinking about warm up routines? We often do Which One Doesn't Belong because it's such an easy access point for any level of learner. I always call on my kiddos that might struggle bit first so that they can have their say, and they can feel successful at having found something.
I like the idea of calling on students who struggle first. So often I find they take a little longer to process. I'll have to try that. :)
DeleteI enjoy math warm-ups when they are just that. I found that I spent half the math lesson doing the number talks with friendly numbers. I will definitely have to work on MY pacing. However, the students and I had a great time and it allowed for a lot of discussion and participation. I could tell that several of my students were reluctant to share but once the got used to the language (friendly numbers) and realized there wasn't any wrong way to solve the problem, the excitement and motivation grew. I really enjoyed trying this out and it gives me more confidence to learn the new Math curriculum. I can see that 2nd graders will benefit more from these Math warm-ups than the old ones.
ReplyDeleteI agree Angela! Keeping time is very difficult during these discussions, as I find I hate to cut kids off that are so passionate about the topic. I have to use a timer and set it for 10 minutes or I won't be able to finish the rest of my lesson. After teaching one IM unit this spring, I think pacing will be challenging and you really have to stick to the time recommendations in order to get everything done.
DeleteI used the Make a Ten Addition Number Strings with my class. The first student who tackled the slide automatically voiced he saw to make a ten then add the third number. I called on someone different for each slide and all were successful. Even though the first child noticed to make a ten, I had the remaining kids share their strategy most used Make a Ten. They shared what two numbers made a ten, then what number they added last to find their answer. My class is used to using their dry erase boards for showing their work for math warm up. Since making a ten is something second graders have already learned at this point in the year, it was easy for them to share their mental math strategies for adding three single digit numbers. Next week I plan to share the Making Landmarks or Friendly Numbers. It will be a stretch for them to do using mental math.
ReplyDeleteKeep pushing them to use their mental math during those number strings, Michele. This will increase their flexible thinking. I know that it is challenging without their white boards...but they will get better and better at it! :)
DeleteI started incorporating warm up routines last year at the beginning of my lessons. I think the students enjoy it because, for the most part, as long as they can justify their thinking their idea is valid. Many students participate in this activity and I've gotten more buy in after I let students discuss with a partner first before sharing with the class. Some students need that reassurance before sharing outloud. I recently taught the IM 5th grade volume unit and the number routines are already built into the lessons, which is awesome! They connect to the learning standard being taught that day, so it really does get the kids warmed up for the lesson! In this unit, I noticed there was a lot of "notice and wonder" and "which one doesn't belong?" I had a very lively discussion last Friday with my kids looking at four different solid figures/rectangular prisms and justifying which one didn't belong. I try to keep this part of the lesson to 10 minutes, but I swear we could discuss for much longer. It's so cool to see their thinking and how they interact with each other. I've found it key to teach discussion strategies from the beginning so students know how to add on to someone's thinking, question or disagree respectfully, etc. Also, using some non-verbal hand signals can help gauge the status and thinking of the students during this time.
ReplyDeleteWhat are your thoughts about incorporating warm up routines into your math time? As a resource room teacher, I have hesitated to use warm-ups consistently because I'm so conscious of only having one hour with my students for math each day. I will do warm-ups when I feel that I need to circle back or spend more time on a concept however. It will be interesting to see how IM will work for our groups next year since we have less time than gen ed for each subject.
ReplyDelete\What number string did you try with your class? I tried the grade 3 addition strings with my 10 resource room 3rd graders. I did the slide that said: 7+3,7+3+5, 6+3+7.
How did it go and what did you learn? It went fairly well...some of my students were not engaged, especially those that have receptive language and attention challenges. It was very difficult for my two students who have receptive and expressive language deficits, and one of them put their head down in frustration. The more typical students did seem to enjoy sharing their thinking strategies though. It was definitely a learning experience for all of us. I think it showed me that we really need smaller groups in resource room. Ten is too big to truly serve them all individually!
What math experiences from your own classroom came to mind as you were thinking about warm up routines?
I've tried to incorporate math warm ups and number talks into my math workshops in the past. Some students are very engaged, but others struggle with processing it quick enough before other students draw conclusions and share their ideas. I really like how it engages learners to not only share their perspective/strategy but to also consider other perspectives and strategies which may build on theirs or be a completely different approach. I struggled to make it a routine mainly because I was not always able to make the connection between the warm up and the day's math lesson. I am excited to have it already built into the curriculum.
ReplyDeleteLike most of us, warm-up routines are daily part of my instruction and have been for many years. Being an athlete and a coach, I tend to approach new concepts in all subjects like I would on the field or court. I need to stretch and warm-up before I get going, so I assume my mathematicians are no different. I really like the fact that math warm-ups are already in place in the I.M. curriculum. The two that most intrigued me are Math Language Routines "Clarify, Critique, Connect" and "Information Gap". With C,C,C, I love that students are analyzing actual peer work. Every time I have had my students engage in an activity that involved them looking at peer work, they are much more engaged and focused because they have a connection to what they are looking at, versus some problem they see in their math book like "Puzzled Penguin". It never ceases to amaze me how students can quickly identify what mistakes their peers may have made. With I.G., I love the jigsaw aspect of the activity and that students have to be strong communicators to be successful. Looking forward to using both of these.
ReplyDeleteMath warmups are something that I love and that my students love to do. It is a great way to warm up our brains and get ready to have our math conversations. I love that I.M. is already incorporating a math warmup and cool down for each lesson. I can't wait to see how the cool downs will go. I have been working on many different addition number strings with my students. I have specifically been focusing on place value and friendly numbers. I have noticed that as we have continued to do these different number strings that when I just give them a random problem to solve, they already start incorporating the strategies they have learned in the number strings. They are also able to articulate what they are doing. I am excited to see what impact our new curriculum will have.
ReplyDeleteI love warm up routines! Awhile back I found a premade warm up "Number Sense Routine". It has a variety of warmups from number strings, compare/contrast, more or less, same but different, clue by clue, and more. Some days my class will do more than one because the students enjoy the activities so much. I look forward to having a "warm up" built in every day that students will look forward to. I have continued to use my "Number Sense Routine" slides as a warm up for my math.
ReplyDeleteI have tried to incorporate warm up routines that supported the lesson in our current curriculum - it ended up being a lot of extra work, especially to find something that really connected. In addition, the kids sometimes were squirmy by the time the rest of the lesson began. I'm so thankful that the new curriculum does this work for us so that there can be a smooth transition from these rich tasks to the rest of the lesson.
ReplyDeleteI had this same experience - I found that the time it took was quite a lot and some of the students were not engaged. I was wondering if this was a daily routine if those students would begin to have more engagement as they understood the activity more. Those were exactly two of my take-a-ways from the warm-up I did.
DeleteI love using warm up routines in my classroom. The kids love it! It provides a safe place to explain their thinking and listen to other's ideas and build on each other. I love using "which one doesn't belong" slides because there is really no wrong answers. This activity encourages students to explain their thinking with reasons and it allows students to think flexibly as they hear other strategies to solve problems. The other routine I like to use is subitizing slides in my routine which helps develop number sense and a relationship with numbers.
ReplyDelete"Which one doesn't belong?" is a favorite in our classroom! It's pretty impressive how many different justifications first graders can come up with looking at these!
DeleteMath warm ups have been a part of my math routine for a few years now. It is a time that all students can participate and engage in conversations and learning, while feeling very safe to share their thinking. My warm-up routines vary from day to day, which is exciting for the kids to find out what the warm up is for the day. I have used 2 Truths and a Lie, Think Notice Wonder, Esti-Mysteries, Which One Doesn't Belong?, Number Talks and a few others that I keep in rotation. I'm excited that the new curriculum will provide the warm-up activities that will go along with the lesson which will include the number talks as well. I hope that there is enough of a variety to keep the students (and teacher ha!) engaged and excited for that part of the math lesson.
ReplyDeleteI have always really looked up to you and Angie with how consistent you are with math warmups. You have opened my eyes to all sorts of ways that we can help warm up our kiddos brains.
DeleteI did an addition number string and it was really interesting to watch their thinking and see how several students got to the answer different ways. I have incorporated different warm-up activities in my math lessons routinely but I haven't done a lot of number strings with 3rd grade. The progression from the first number to the 4th number was an interesting progression to watch as their thinking became more sophisticated on how they were going to solve the problem as they realized they could make it easier for themselves by making 10's and not trying to solve the equation. It did take quite a bit of time in the lesson and I am wondering how I am going to work that part out in the pacing of the math block especially for activities such as number strings.
ReplyDeleteMath warm ups have become my favorite part of math time this year! My students love the idea of "warming up their brain" and it is such a great way to transition into our learning time and to get every student engaged. These warm ups really do provide access to all learners and I have seen my student's confidence grow throughout the year sharing their ideas. It is so great that the new math curriculum has this time built in and that these warm ups will relate to the content in the lesson. We have done the addition number strings and it is always so interesting to hear how students see the numbers and even though it seems like such a simple practice, I am always amazed by what comes up during these discussions.
ReplyDeleteI love the focus on accuracy, efficiency and flexible thinking. My students love sharing how they "see" different mathematical problems and their explanations are often quite advanced for first graders. Because of my.schedule this year it has been hard to fit in complete math lessons; I am excited to have the program next year with enough time to complete a whole math lesson, including warm-ups that tie into the lesson!
ReplyDeleteWhat are your thoughts about incorporating warm up routines into your math time?
ReplyDeleteWhen I started my commitment to morning meetings this year, I wanted to add a warm up at the end of the meeting to transition into math. I used almost every activity on the district math site. They loved the estimation pictures, and which one doesn’ t belong. Students were very engaged and almost all participated.
What number string did you try with your class? How did it go and what did you learn? Because I teach two years of math, we started with the addition and subtraction. My gifted students do love math. Sometimes they feel they are too advanced for the addition and subtraction number string but it was clear that the practice and unique thinking strategies was very helpful. Then we tried the multiplication and that was easy for most but still provided the support and encouragements for those who were struggling with their facts and problem solving strategies. The division was the most challenging, some students could think about it as a reverse of multiplication but it provided a level of complexity for many students.
I love using number routines!! This year it has been a great shift for my students as they come back from specialist and transition into our math lesson. If I forget to include one often my students ask where it is. My students really love "Which One Doesn't Belong". They often try to come up with some very abstract thinking and love to share their unique perspectives. I love how students can connect to one another and feel good when they have an idea that no one has possibly came up with. Even my struggling students love WODB!
ReplyDeleteIn trying our new curriculum I enjoyed how connected the number routines were. They really helped set up my students up for success and encouraged them to warm up their brains before starting. Letting students have a long quiet think time has really increased my engagement and I think this is key. Challenging high level thinkers to come up with multiple ways has also helped with their approach in solving problems and not just finding the fastest or simplest way. It has helped a lot with performance tasks as they approach it with a "playing with numbers" mindset.
What are your thoughts about incorporating warm up routines into your math time?
ReplyDeleteI have ALWAYS wanted to be better at making sure I do one every day but I just have not gotten in a habit, so now that I have seen that this is embedded!? I absolutely love it, and it is really good mathematical practices. I have taught 4-5 lessons so I have only done a few of the warmups but I can see how vital they are to the kiddos warming their brains up.
What number string did you try with your class? How did it go and what did you learn?
One of the lessons I did had a number string for the warmup and I was amazed at who I saw using strategies and who I saw not using strategies and wanting to use a whiteboard. I forget the exact numbers but it was something like 125+15 and then a few up from that and a few down from that. It always amazes me how involved they get.
What math experiences from your own classroom came to mind as you were thinking about warm up routines?
I remember last year when we really focused on number talks and I am so glad that we did because before that I really hadn't had much experience with them. I feel like after next year I am going to have so many good insights because I will have had no choice but to practice them, which I love. Sometimes the other thing to get me to do something is by making me HA!
I love utilizing math warm-ups during our math block time. As an earlier implementer, I have been fortunate this year to have number routines embedded in the curriculum. Each lesson begins with a number routine, allowing kids to access math in a comfortable way. They know the routines and expectations, which takes away the unknown factor. This is one of the times during our math lessons that I can count on high engagement. Students of varying ability levels are able to participate. One of the number routines we used just the other day was “Which One Doesn’t Belong?”. I usually try to predict what students will say. I am always surprised as there typically is a student that shares something I didn’t think would come up in our discussion. As next year approaches, one of the number routines I want to focus on is estimation. This is a really challenging skill for kids and they struggle with making reasonable estimates.
ReplyDelete