# Big Results in a Small Amount of Time

On May 17, 2016 over 150 teachers gathered to explore, discuss and make connections.  After a long day at work, these teachers eagerly investigated and shared ideas regarding how to use ‘5 Mathematical Routines’ (Quick Images, Counting, Number Talks, Number Lines and Which One Doesn’t Belong) in their classrooms.   These 5 – 15 minute routines help to develop a mathematical community, provide regular practice on mathematical concepts, develop number sense and computational fluency with the students.

“The ultimate goal is that students make connections over time, build an understanding of relationships among numbers and operations, and ultimately apply their number sense understanding to problem solving.”                                                                                ~Jessica Shumway

These routines are directly connected to the B.C. revised curriculum.  The focus on curricular competencies to ‘show what you know’ (the content) is embedded in all of these routines. Each routine has a slightly different emphasis and purpose, but all of them focus on communicating, thinking and working together (the Core Competences). The structures of routines may include being part of a ‘warm up’, daily math investigation, mini-lesson, guided math group, or a ‘reflect and share’ session.

Here is a description of the 5 routines focused on during the session:

Quick images

• Students are shown pictures displaying groups of objects or symbols, viewing each for only a few moments.
• Students are encouraged to take a ‘picture’ and visualize the image in their head.
• Students are asked to share their thinking about the images shown (i.e. How do you see it?)

Counting

• Counting Around the Circle – Whole class participation. Each student says a number as you count around the circle.
• Counting Collections – Partner work. Each pair is given a collection of objects to estimate, count and record the count.
• Choral Counting – Whole class participation (or small group). The teacher decides on a number to start on and then a number to skip count by.  The teacher records the number, pausing the count at a strategic moment and ask questions. The goal is not just practice rote counting, but to engage the children in reasoning, predicting and justifying.

Number Talks

Conversations with the whole class that are usually about 5 – 10 minutes in length.

• Intended to help develop conceptual understanding and efficiency with number.
• The teacher presents a mental math problem.
• Students are asked to think about the problem and then share solutions and explain thinking.
• The teacher acts as a facilitator to guide the conversation.

Number Lines

• Numbers are represented as points and distance on a line.
• They provide representation of the relationships of number and the spatial sense of quantities and magnitude.
• Teachers use number lines to represent numbers and support reasoning about them.
• Open number lines provide flexibility in thinking. Students are asked where they might place a number in relationship to another number.
• Open number lines are also used to help students add and subtract numbers and demonstrate their reasoning.

Which One Doesn’t Belong – wodb.ca (see examples on this website)

• Students are presented with four different numbers, objects or shapes (that are alike and different in many ways)
• What do you notice?
• What makes all the items alike?
• What makes them different?
• Which one doesn’t belong?
• Students explain and justify their choice

Each of these routines only take a small amount of time but when used consistently…they will help to build your students’ understanding, confidence and ability to communicate their thinking. Are your students able to make connections, communicate their thinking and see themselves as competent and confidence mathematicians?

Please see the PowerPoint presentation and resources connected to this post on the Big Results in a Small Amount of Time page for more examples and clarification.

Take the time out of your day to use one of these 5 routines and let me know how it goes!

# Daily Math Investigations Part 2

Daily Math Investigations Part 2 took place in Surrey on November 21, 2013.  Around 70 dedicated teachers left their classrooms and report card writing (some very eager for a break) to explore, discover, share and network together.

If you’d like to get a copy of “Daily Math Investigations’, please go to Carole Fullerton’s blog, http://mindfull.wordpress.com/

The focus of the session was on ‘Rich Routines’ from Daily Math Investigations.

Rich Routines are:

open-ended thinking tasks done in larger groups

more structured, but not boring

concepts worth revisiting

increase in complexity as they are explored over and over

active and engaging for all students

Rich Routines are questions/investigations posed during a whole group time.  We have suggested a variety of routines that are predictable in nature but are engaging and open-ended enough to meet the needs of all the students. Here are some of the routines we discussed from the resource:

• Cuisenaire Investigations
• Exploring the Open Number Line
• Exploring the 100’s chart
• Numbers of the Day
• Counting Collections
• Messing with Data
• Sort it Out
• Teeter Totter Tales

Check out the new Entry Tasks that were introduced at yesterday’s session.
Many of the tasks were taken from the Numeracy Centre Fun section of the blog.

Enjoy and remember to …

Get them engaged

Get them thinking

Get them reasoning

# Halloween Fun

With Halloween just around the corner , I stopped by the neighborhood ‘Dollarama’ to get inspiration for some Literacy and Numeracy centres.  It was amazing what I discovered.  Here are some of the materials and ideas that were generated by the Early Literacy and Numeracy teachers that I am so lucky to work with.