numeracy routines in the intermediate classroom
TRANSCRIPT
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Numeracy Routines in the Intermediate Classroom
Rose Palmer/Susan AlesonSchool District of Waukesha
Friday, May 5, 2017 11:30 - 12:30
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Session Outcomes
Participants will ~
� understand the purpose of doing regular numeracy routines
� learn different types of numeracy routines
� engage in samples of numeracy routines
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What is a Numeracy Routine?
An oral warm-up activity of 3-5 minutes
� Done on a regular basis
� Focused on a content standard
� Has students engaged with learning and critical thinking
� Used in place of traditional warm-ups or reviewing of homework
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Why Routines?
� Make the design and flow of the learning experience more predictable
� Help to build critical math thinking habits� Provide for a wide range of learners to access
and use math practices� Support reasoning and explaining thinking� Support mental math calculations / fact fluency� Support making sense of numbers� Support students learning from each other
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Number Sense Routines� Visual Routines
� Counting Routines
� Numbers and Relationships
� Number Talks
� Problem Solving
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Visual Routines
Subitizing/Quick Images Using
� Dot Cards (Regular and Irregular)
� Twenty Frames
� Rekenreks (bead rack)
� Arrays
� Visual Patterns
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Dot Cards
Regular
Irregular
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Twenty Frames
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Rekenreks
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Arrays
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Visual Patterns Website
How many squares in step 10? 100?How many toothpicks in step 10? 100?
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Counting Routines
� Count Around
� Choral Counting
� Bizz-Buzz
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Count Around
� All students participate.� Everyone needs to listen to each other and
count in their heads.� Provide wait-time for students.� Students develop fluency with place value
and multiplication patterns.� Teachers can record the numbers on the
board to help with the noticing of patterns.
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Count Around Variations
� Start at any number and count forwards or backwards (by 5s, 10s, 25s, 100s, powers of 10, etc.)
◌ Target number to reach◌ Ask “What number will Jane say?” or “Will we reach
700 by the time we go around once?”� Start at a multiple of a number and count forwards/
backwards (start at 120 and count backwards by 4s)� Focus on fractions and decimals (count forwards/
backwards by halves starting at 13½ or by tenths starting at 24.0)
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Count Around Variations
� Non-Incremental Counting◌ 128, 64, 32, 16, 8, 4, 2, 1, ½, ¼, ⅛, …◌ 1, 3, 6, 10, 15, 21, 28, 36, 45
� Each student picks a coin and keeps it visible. Count around adding the value of the coin. . Use coins appropriate to your grade level. 1, 26, 31, 41, 42, 67...
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Choral Counting
� Counting aloud as a whole class� Use when learning a new counting sequence� Can start with visual supports (ie. hundreds
chart, number line) and then gradually remove
Variation:� Divide class into sections to count by (ie.,
1/2s, 1/4s, 1/8s, etc.) and then direct which group is counting
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Bizz Buzz
� Determine multiples to focus on (ie. 3 and 5)� Students count around the circle counting by 1s. � When the count is a multiple of 3, instead of
saying the number, you say “Bizz”.� When the count is a multiple of 5, instead of
saying the number, you say “Buzz”. � When the count is a multiple of 3 and 5, instead of
saying the number, you say “Bizz Buzz”.
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Numbers and Relationships
� Target Number� Guess My Number� Which one’s not like the others?� Operation Estimation � Number Talks � True False?� Would you rather?
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Target Number
� Provide students with a target number.
� Students think of as many ways as possible to represent the number.
� Share out their thinking while teacher records.
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Guess My Number
� Give or select three clues about the number.◌ Between 300 and 550◌ An even number◌ Multiple of 4
� Students think through possible numbers for a moment
� Share with a partner� Share with whole group
Variation: have students create clues to share
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Which one’s not like the others?
quart liter
gallon yard
42 36
77 28
Which one doesn’t belong? Website
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Operation Estimation: Estimation 180 Website
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Operation Estimation: Where Am I?
� On a number line, indicate where your selected number is located.
� Students give possible answers. Teacher places their answers on the number line to help zero in on the number.
Variation: Give students numbers to place on line..3½ 5½?
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Operation Estimation: Could be or Crazy?
● Teacher makes a statement.● Students decide if the statement “Could be”
true, or is “crazy” and explain their reasoning. ● Examples:
○ If all the students in our school held hands outside we would reach all the way around our building.
○ This container can hold 100 cm cubes.○ Mrs. Palmer ate 3/5 of a pizza.
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Number Talks
Pre-planned problem or string of problems that lead students to an understanding. Example: 3 x 7, 30 x 7, 30 x 70, 0.3 x 7, 0.3 x 0.7
Resources:
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True/False
This routine helps students to look at equality. Provide students with an equation to analyze. Students determine if it is true or false and defend their position.
48 + 63 - 62 = 47
3 x 7 = 7 + 7 + 7
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Would you rather? Website
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Problem Solving
� Keep it short for an opening� Can use CGI Problem types� Avoid students racing to a solution� Encourage working together� Facilitate productive discourse� Use a “warm-up” problem for the context
of the main lesson’s problem
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Problem Solving
The punch for the class party has orange juice, pineapple juice, and ginger ale. There is twice as much orange juice as there is pineapple juice, and 3 times more ginger ale than pineapple juice. How many ounces of each is needed if making 1½ gallon (192 ounces) of punch?
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Questions?
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Resources
● Which one doesn’t belong? Website
● Estimation 180 Website● Would you rather?
Website● Visual Patterns Website