Transcript Slide 1

CLASSROOM ROUTINES
MICHELE DOUGLASS, PH.D.
MD SCHOOL SOLUTIONS, INC.
Mathematics Grade 1
2013-2014
TODAY’S OBJECTIVES
AND
AGENDA
Objective: Participants will understand 4
types of routines to support students
build to proficency of CCSS. Participants
will create a plan on how to utilize these
routines throughout next school year.
 Agenda
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Current Routines
Quick Image Routines
Making Number Routines
Data and Calendar Routines
Counting Routines
Protocols for using Routines
Documents for the
Day Include:
Agenda (green page)
Handouts (white
worksheets that are
stapled)
Powerpoint (3 slides
to a page)
Standards(blue)
Templates for
Routines
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DAILY ROUTINES
 We
are a large group so this is one routine I will
use today to bring us back together.
I
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will begin with a clapping pattern. The
number of claps in the pattern will be the
starting number.
 I will be holding a piece of paper with a number
on it which will be the way we will count.
 Let’s practice one time.
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DAILY ROUTINES
 Number
the back of your agenda from 1 to 8.
 Write the digit down to represent the
number of dots you see in each pattern.
 Don’t
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compare with those in your group right
now but try to make a note as to how you
figured out how many dots existed
#1
#2
#3
#4
#5
#6
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#8
A
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math routine is a whole class activity that
you do everyday to build a concept over time.
 It is BRIEF (less than 10 minutes)
 It offers skill building, practice, and review
that supports the regular math work while
also building strategies for mental math and
problem solving.
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WHAT ARE ROUTINES
 Provides
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daily number sense experiences
 Includes discussion about number and their
relationships
 Responds to students’ current
understandings
 Build on students’ existing number sense
 Encourages students to play with number and
enrich mathematical thinking
 Builds connections to big ideas
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PURPOSE OF ROUTINES
 NUMBER
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SENSE
 Vocabulary
 Conceptual Knowledge
 Modeling Skills
 Procedural Fluency
 Strategic Competence
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MATH ROUTINES BUILD
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WHEN TO USE ROUTINES
 Beginning
or end of day
 Before or after recess/lunch
 On the way to gym
 Transition time within your classroom
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The important piece is not the when but rather
it happens.
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WHAT ARE WE CURRENTLY DOING?
 In
a group of 4 to 5, you are going to think about
routines that you have used in the past.
 Using
chart paper, list the current math routines
that you are planning to use for Grade 1. Be
able to describe each routine.
the standard(s) addressed by using the
routine. Write the standard code next to each
routine.
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 Identify
QUICK IMAGES
ROUTINES
Perceptual subitizing: recognize
small amounts without having any
learned mathematical knowledge
Conceptual subitizing: recognize
identified patterns and groups as a
unit that represents a quantity
Counting and patterns develop these
concepts which are foundational to
number sense.
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Develop and practice procedures for dot card routines. Avoid having
students shout out answers.
Be sure to ask not only what number they see, but also how they see it.
“Did anyone see it a different way?”
Start with smaller numbers and build to larger numbers that use
combinations of the smaller numbers.
5- and 10-frames anchor to the critical benchmarks of 5 and 10.
The process is the same as with random dot cards, but questioning can
include the relationship of the number shown to 5 or 10.
Use two colors to support composing/decomposing skills and
development of basic facts.
Make Mine—Give students counters. Quickly flash a number and have
students use the counters to build what they saw. Show again for
students to check their work.
Connect the visual to the symbolic by writing number sentences for the
combinations students see.
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QUICK IMAGE ROUTINES
 Day
1: I am going to show you an image.
 Use
your fingers to show me the same
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QUICK IMAGE ROUTINES
quantity.
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 Day
6: I am going to show you an image.
 Use
your ten frame to show me the same
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QUICK IMAGE ROUTINES
image.
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 Day
20: I am going to show you an image.
 Use
your white board to write the number
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QUICK IMAGE ROUTINES
using the correct digits.
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QUICK IMAGE ROUTINES
9/12
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QUICK IMAGE ROUTINES
9/12
9/19
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QUICK IMAGE ROUTINES
9/12
9/19
10/20
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A
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QUICK IMAGE ROUTINES
rekenrek might be new to many.
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QUICK IMAGE ROUTINES
Introduce the rekenrek and allow students to make observations.
Teach the conventions of starting with the beads on the right and move
beads in groups, rather than one by one.
Call a number and have students show the number in one move.
Begin with numbers less than 5, then progress.
Use both the top and bottom rows and two moves.
 Have students describe how they knew what to move. Look for connections
to 5, 10, doubles, etc.
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Practice making five, using first only the top row and then both rows.
Practice making ten, using one or both rows.
Build a Number—partners share a rekenrek and build a number using the
top and bottom rows
Quick Flash—quickly flash a number and have students tell you the
number they saw. Always ask how students saw the number.
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QUICK IMAGE ROUTINES
Online Dot Card Resources
 NCTM Illuminations
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http://illuminations.nctm.org/ActivityDetail.aspx?ID=74, five-frame
tool
http://illuminations.nctm.org/ActivityDetail.aspx?ID=75, ten-frame
tool
Fuel the Brain, Interactives, # Flash
http://www.fuelthebrain.com/Interactives/app.php?ID=29
DreamBox Teacher Tools, http://www.dreambox.com/teachertools
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Online Rekenrek Resources
 Professor Garfield
http://www.professorgarfield.org/yourfuture/math.html
 DreamBox Teacher Tools, http://www.dreambox.com/teachertools
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QUICK IMAGE ROUTINES
http://investigations.terc.edu/curriculum_clr
m/CRandTMM.cfm
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Creating Your Plan – Calendaring Routines
Chart
 You will now work as a grade level team as a
site to devise a plan about Quick Image
Routines
 What routines will you use with quick images
each quarter?
 What set of numbers will be the focus?
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QUICK IMAGE ROUTINES
Before we go to a break, your table needs to
Count Around a Circle.
 Count around your table group three
complete times.
 Begin with the number 37 and count by 10s.
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NOTE: To begin counting in this way, use a
number chart or draw a number line as a support
for students to learn and see the pattern.
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COUNTING ROUTINES
MAKING NUMBER
ROUTINES
Critical to building fluency with
facts is a student’s ability to
compose and decompose
numbers.
Making Number Routines should
support students in building to
fluency by understanding number
values in various ways.
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 There
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are multiple ways for students to play
with numbers as they are building number
sense.
 You are going to experience several through
some centers. (Students will need to use
these as whole class experiences multiple
times and the class conversations are
powerful.)
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MAKING NUMBER ROUTINES
 There
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MAKING NUMBER ROUTINES
are 5 stations.
 You
 You
will have only 5 minutes at each station.
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need to rotate through each station to
experience what it is like to make numbers in
a variety of ways.
 Do your work on each sheet which is
provided.
 Decomposing
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MAKING NUMBER ROUTINES DEBRIEF
Numbers
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MAKING NUMBER ROUTINES DEBRIEF
 Compensation
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MAKING NUMBER ROUTINES DEBRIEF
 Part-Part-Whole
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 Building
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MAKING NUMBER ROUTINES DEBRIEF
to Flexible Thinking
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 Building
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MAKING NUMBER ROUTINES DEBRIEF
to
Flexible
Thinking
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Creating Your Plan – Calendaring Routines
Chart
 You will now work as a grade level team as a
site to devise a plan about Making Number
Routines
 What routines will you use with Making
Numbers each quarter?
 What set of numbers will be the focus?
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MAKING NUMBER ROUTINES
Before we go to a break, we are going to
Count in Unison.
 We will begin at the number 86.
 Count backwards and count by 10s.
I will be drawing a number line to show our
counting pattern. What do you notice?
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COUNTING ROUTINES
COUNTING ROUTINES
Counting is one of the big
components of Number Meaning. If
you don’t count the numbers, it is
hard to represent them and almost
impossible to accurately compute
with that set of numbers.
There are various ways to count.
What is critical in this grade is to be
able to count from any given number.
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WHY IS COUNTING SO CRITICAL?
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COUNTING ROUTINES
 Read
through the chart of Daily Routines for
Building Number Sense
Focus on the Counting Routines
 How are they similar to what you might already
be using? How are they different?

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 Here
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is a possible sequence for a routine
Day 1 – 3: Establish the routine for Count Around a Circle.
Count by ones and by 10s
Day 4: Count by 10s starting at 23. Write the sequence
on the board. Count by tens starting at 47 and see if you
need to write the numbers on the board
Day 5: Count by 10 starting at 5, without support and
count by 10s starting at 85, if possible without support
Day 6: Count by 10s starting at 40, Count by 10s starting
at 140, Count by 10s starting at 42, Count by 10s starting
at 342
Day 11: Count backwards by 10s starting at 140 using a
model for support
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
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COUNTING ROUTINES
Creating Your Plan – Calendaring Routines
Chart
 You will now work as a grade level team as a
site to devise a plan about Counting Routines
 What routines will you use with Counting
each quarter?
 What set of numbers will be the focus?
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COUNTING ROUTINES
CALENDAR AND DATA
ROUTINES
The calendar is full of numbers
and patterns. Use this as another
tool to connect counting and
number combinations to the real
world.
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CALENDAR AND DATA ROUTINES
 You
will see several charts of data that can be
collected through a Calendar Routine.
Using the data is critical.
 Notice all the number combinations that can be
learned.
 Notice the connections to graphs and
interpretation of data.
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Creating Your Plan – Calendaring Routines
Chart
 You will now work as a grade level team as a
site to devise a plan about Calendar and Data
Routines
 What routines will you use with Calendar and
Data each quarter?
 What set of numbers will be the focus?
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COUNTING ROUTINES
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Build a community of learners
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Same place and times of the day
Mistakes are learning opportunities
Math talk
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Revoicing – “so you’re saying that it’s and odd number because …”
Repeating –-Ask students to restate someone else’s reasoning ‘ “Joe,
please repeat how Sam go to this step”
Reasoning –-Ask students to apply their own reasoning to someone
else’s reasoning – “Do you agree or disagree and why?”
Adding On –-Prompt students to add on “what could we add to
Isbell’s idea…”
Wating –-Wait Time - “Take your time, we will wait ….”
Closure
Use teacher questioning strategies
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MAKING ROUTINES WORK
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CHECKING OUR PLAN
 You
will pair up with another site.
 Share your plan for your routines.
 School
1: share plan
 School 2: Listen and take notes to pose
questions.
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What is something they might want to consider?
 How will it be structured?
 How will feedback be provided?, etc.
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HOMEWORK ROUTINES
 Your
table groups will now create a routine
that can be used as a part of homework
 KISS:
Keep It Simple
Describe the purpose
 Describe the process
 List the materials
 Provide a record sheet, if needed

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 Number
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RESOURCES
Routines
http://www.stenhouse.com/assets/pdfs/0790.pdf
 Number
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Talks
Rekenrek: http://catalog.mathlearningcenter.org/store/product(c)2014 MD School Solutions, Inc.
8473.htm
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MATERIALS
 Ten
Frames
 Dot Cards
https://docs.google.com/file/d/0B_wlnPzXZB
UZMzkyMGU0ZDQtYzJjMC00YzFlLWIyMDktO
DcwNzA5NzczNDMz/edit?pli=1
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