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 and look at some of the number string slide decks.
- 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 are your thoughts/experiences with using number strings?
- 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 think I mentioned this in an earlier post, but a highlight of my math time the last few years has been number talks. My students LOVE them and they were always a great way to start each lesson. I just used one I bought on tpt from Primary Bliss Teaching. While these weren't aligned with the specific math lesson, they provided fantastic math talk and sharing of math thinking. I can't see myself ever NOT using math talks again. I'm looking forward to using the ones aligned to our lessons this year, but I can also see myself still using the ones I've used in the past because they are such a hit with my students.
ReplyDeleteI love the idea of incorporating warm-ups into math time. One of the highlights of teaching math during my student teaching was the number talks. This was an opportunity for students to explore different math concepts and share their ideas while learning from others. Even students who typically weren't too confident in their math skills enjoyed participating in the number talks. I think that having a warm-up will set the tone for a math class where students feel comfortable taking risks and sharing their ideas. I'm not super familiar with number strings but have seen similar subitizing activities and I think that number strings will increase students' confidence in identifying totals quickly. I am excited to explore more of the warm-up activities as I move through the curriculum.
ReplyDeleteWarm ups are perhaps less important in preschool math because whole group direct instruction never lasts more than a few minutes. What is listed as warm ups are often something we do as a quick part of circle time. The format seems important for engagement.
ReplyDeleteI wasn’t familiar with the term “number strings”, but have done a lot of subitizing activities. There is a game from Amazon called “Tiny Polka Dot” that has number dots presented in various ways, and is something the students really enjoyed matching up. They feel a sense of pride in being able to quickly recognize groups of dots. Hopefully the time spent playing with this concept in preschool will serve them well in kindergarten!
o During student teaching I was exposed to Number Talks. This was an incredible experience to see how students could verbalize their math thinking and respectfully communicate with each other to understand other points of view. I added these types of warmups into my math routines several times per week. I enjoyed teaching my students silent signals to use to share that they either had the same thought process, that they had something that they could build onto, they disagreed with the peer, or if they had a connection to what the classmate thought. These silent signals were perfect when we were learning online as no one had to un-mute to share their thoughts. Additionally, first grade students love to share their thinking, and what better way to let them communicate their thoughts!
ReplyDeleteHaving consistent warm up routines that are group based such as number talks are a great way for all students to access the math and have a jumping off point for the lesson. Students who may not feel comfortable with more difficult concepts may feel more comfortable discussing the dot images and how they saw the numbers. I have some experience with number talks in my master's program. Student number talks were used consistently in classrooms to help with subitizing and building fluency. I am looking forward to adding these into my math instruction next year. In my class last year and in years past we used the remembering pages as a warm up then I put problems on the board as students got their supplies and came to the rug that were a review of what we had learned the previous day. This led to some students struggling to access the warm up if they had struggled with the concept taught before. While it gave me a chance to check in with and help students, I am looking forward to having an entry point that all students can do.
ReplyDeleteI love having a great way to begin math and get their minds warmed up and engaged! I'm excited to get into having students subitize and look at numbers in different ways. I'm also eager to embrace 5 and 10-frames this year. This hasn't been something we've really worked with in our math curriculum before, and I know it's an effective strategy for our learners.
ReplyDeleteI love that number talks are part of the math routines in the IM lessons. Previously I would make use of number talks as time permitted (primarily “What Do You See?” cards and “Splat!” activities by Steve Wyborney). However, I found that it was easy to run out of time and did not use them as frequently as I would have liked to. I was able to incorporate ten frames and “How many more to make a ten?” in my morning routine while we kept track of how many days in school. The students were always very engaged and excited to talk about what they noticed when we engaged in number talks and used ten frames. It made math fun! I also appreciate that having this be part of our instructional routines will actually allow us more time to do math, since students will know what to expect. I also like that number talks and warm-up routines allow for all students to have a voice while they develop their thinking about math and learn to make use of math language.
ReplyDeleteMath warm ups have been a great way to start math, the students have really enjoyed them. I have used Estimation Exploration (Estimation 180 Days), How Many do You See? (Splat!), Notice and Wonder, and Which One Doesn't Belong. I would use them randomly so it will be nice to have them embedded/suggested in the math lesson which will not just get the students thinking about math, but thinking for the lesson that lies ahead for the day. As I mentioned in a previous post, one of the things I love about these warm ups is, it gets all students involved even those that don't have much confidence in math.
ReplyDeleteThe warmups in iM are a natural way to get students engaged in the math thinking needed for the lesson of the day. The ones used in kindergarten are very developmentally appropriate for students as well. Act it out, is such an appropriate way for young kids to see story problems in real life role playing. Notice and Wonder and Which one doesn't Belong are both so open ended and inviting because there are multiple acceptable answers and they both require students to explain and expand on their math thinking. Choral count is needed too for that automaticity of numbers and their order. I try to extend the warmup concept of each day (subitizing, counting etc.) by finding a Jack Hartman or something similar on YouTube to have on as kids transition in from recess. When I was looking at the key components of number talks I observed that I was able to offer all to my students. However, now that I have a little experience with the curriculum I hope to improve as a facilitator of mathematical conversations among students.
ReplyDeleteI have incorporated math warm ups and math chats into my routine in my previous district. I have not used them in the last few years and am looking forward to hearing about students thinking and the strategy they use to solve problems. I think students will enjoy these and learn from their peers. I didn't use number strings in my past practice so this will be a new opportunity for me. I can see how they will be valuable part of the math instruction.
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...
ReplyDeleteWarm-up routines became part of our learning each day and students looked forward to them. I can’t imagine teaching a math lesson without a warmup beforehand. Even before IM math where each lesson contains a warmup, I used the number strings and the math talk book daily, just alternating amongst the options. What students liked was how the warmup changed with each day so they never knew what warm up they would have in that day’s math lesson. The variety of the warmups piqued the student’s interest. They could not wait to see what the warmup for the day was and it gave them opportunities to use partner talk to share their thinking. It also gave the students a chance to talk in front of the class, building their confidence and presentation skills. More and more kids wanted to come to the front to explain their thinking to us. I LOVE math warmups.
ReplyDeleteI have used Math Chats as a warm-up routine to math lessons before and I love how interactive they have been. Students are all really engaged and it helps to get their "math brains" warmed up for the daily lesson. For the past several years, I have loved used Jack Hartmann's subitizing videos to get students to look at numbers in different ways...on fingers, on a number line, in a 5-frame, in a 10 frame, with dots...I like how these IM warm-up routines lend themselves to number talks, getting students to share their thinking with one another and with the class as a whole. Hearing other kids explain their thinking allows their peers to see how there are many different ways to reach an answer.
ReplyDeleteI currently use number talks as a warmup routine in my classroom. The kids love it! my struggle with this is making time for a warm-up every day. Sometimes, i just try and get all the content in during center time or during the lesson. i think that in kindergarten often times these lessons turn into multiple days, but I am interested in IM filling up the time for math more consistently.
ReplyDeleteI like the IM protocol for creating math talks and I also like furthering the number talk with math expressions such as grouping and writing an addition sentence. This helps make the warm-up stronger.
I am excited for the mathematical routines in the new curriculum and using warm-ups and math talks daily. I think they are an important piece of the math block because it gives students a chance to have their voices heard, encourages mathematical thinking, and can serve as a good foundation for the lesson being taught that day! I already use some of these warm-ups like the number talks with dot images which help students with subitizing as well as encourages them to explain their thinking by telling how they “saw” the dots (groups, like a dice, etc.). I also have used acting it out, true and false, and which one doesn’t belong. All of these have been great in giving students a chance to share their thinking and getting their “mathematician” brains going for the day. I love having student choral count and think the recording of it is very important for students to then be able to make observations, predictions on what will come next, and justify their thinking.
ReplyDeleteIM's intentional math warmups were an easy transition to our math block and my students looked forward to warming up their math brains daily. In September, the number of students verbally participating increased drastically each day. By October, I was finding that my warm-ups were running long and I had to start watching the clock, limiting each warmup to ten minutes. My students were always highly engaged and would be disappointed if they didn't get a chance to share their thinking, so we would often end with a turn and talk if students had more strategies, notices, wonders, discussion to share. Next year, I plan to have them stand more during their warmup and incorporate vertical whiteboards!
ReplyDeleteI love that this curriculum has a math warm-up built in. I just have to remember to manage my time when we get going with a warmup. When the discussion gets going, I can get wrapped up in it. I used some warmups similar to the math talks dot images for some of my warm-ups. My students were very engaged with them, and it started some great discussions and was a good way to get them in a math mindset.
ReplyDeleteI like how the warm-ups are strategically incorporated in the IM curriculum. I have done dot pattern quick images before and asked how many do they see and how do they see it. I try to record each student's vision in a different colored EXPO marker. With our old curriculum, I fit in the quick images on days that there was extra math time after our lesson. I figured the district wanted me to teach their curriculum first and then I can fill in with what I think will benefit my students (math games, dot images, etc.) I think it will be beneficial for students that the number talks, dot images, etc. will be more consistent throughout the year with IM curriculum.
ReplyDeleteI like warm-up routines because they are a predictable starting point for all students, and a helpful reminder to students who may need extra processing time or support. I like how IM shows which math practice is being incorporated through the different warm-up routines.
ReplyDeleteI have used number talks in my classroom for a few years, and I love that we have slides like the addition number strings (1st grade) prepped and ready to use! This will be so helpful. One of my favorite parts of number talks is the no pressure, classroom community environment that we see from number talks. My favorite part is when a student explains, shared a strategy, and you see some students tilt their heads to the side, thinking, and other students smile and go “OHHH!” 😊
I am so excited to use number talks consistently this year! I have done some number talks here and there over the past couple of years, but now I am excited to consistently use them this year! Being built into the program as warmups will help me to remember to use them. Something that really stood out to me in the article was that number talks are used K-5 and the teacher’s role is a facilitator, questioner, listener, and learner. I am not that familiar with number strings but so thankful I have the slides to help guide me.
ReplyDelete