Math Routines


All of us have routines that we do in our math classroom - correcting homework, passing out papers, warm-up/bellringer, exit tickets, etc... Each of these routines help our classrooms run smoothly and are important to developing a positive classroom environment.


Routines for Building Number Sense 

Other routines we do in our classroom can help support the learning in our classroom. Below is a list of number routines that can support number sense and fluency for different grade levels. Some of these routines can be altered to fit a middle school  or even high school classroom.

Number Routines for K-5

Number Routines with Ten Frames

Below you will find more details for the following routines:
  • Look Quick!
  • Make the Number

(Click here for a great blog post on Ten Frames.)



Ten Frame Routine: Look, Quick!

Overview:
In this routine, the teacher will show some counters on a ten-frame and students will look for groupings without counting. This routine builds students ability to subitize - to know a number just by looking at it.

Materials:
Ten-Frame, counters

Directions:
*Begin with modeling in the Introduction, Example 1, and Example 2 so that you set the stage for the routine. Students should become familiar with the ten-frame, counters, and the questions you are going to ask before beginning the routine. 

Introduction
  • Show students the blank ten-frame. Ask:"How many squares are there?" Rotate the ten-frame and ask again. 
Model: Example 1
  • To begin, tell students that you are going to place some counters on the ten-frame and they will need to determine the total amount of counters. You will need to place the counters on the ten-frame without students seeing - either students close their eyes or cover up your work until you are ready to show students the ten-frame with counters. 
  • Example 1 - model the routine
    • Place 5 counters on the ten-frame, possibly like this: 
  • Reveal the Ten-Frame to students. Ask: "How many counters do you see?" 
  • Ask students to whisper the number of counters. Then ask "How do you know?"
  • Ask students if there is another way to see how the counters are grouped. Ask "How do you see the counters?"

 Model: Example 2   (repeat the routine)
  • Place 4 counters on the ten-frame - keeping it a secret from the students. 
  • Reveal the Ten-Frame to students. Ask: "How many counters do you see?" Encourage students to look for groupings of counters. 
  • Have students whisper the total amount on the count of 3. 
  • Ask a student to share how he or she knew how many counters were on the ten-frame. 
  • Record students explanations as a number sentence. 
    • For example, 4 = 2 + 2 or 4 = 1 + 1 + 1 + 1. 
Now that students are comfortable with looking at the ten-frame and counters, introduce the routine,Look Quick! 


 Ten-Frame Routine - Look Quick! 
  1. Teacher places an amount of counters on the ten-frame (hidden from students). As you repeat the activity, vary the groupings of the counters. 
  2. Give student 3 seconds to recognize the amount of counters. Cover/Hide the ten-frame and counters. 
  3. Ask: "How many counters do you see?" Then have students whisper, on the count of three, the total number of counters. 
  4. Ask students: "How do you know how many counters are on the ten-frame?" or "How did you see the counters?" 
  5. As students share their idea, record the number sentence. For example, 4 = 2 + 2 (you can vary the equal sign at the beginning and end so that students don't development a misconception that the equal sign means the answer is coming.) 

I saw this routine done in a vary similar way on the Teaching Channel.

The Teaching Channel is a great place to go to see classroom lessons that support the learning of Common Core.


Check out the video in a Kindergarten classroom:  

Ten Frame Routine: Make the Number

Overview:
In this routine, the teacher will quickly show some counters on a ten-frame and students will build what they saw with counters on their own ten-frame. This routine builds on students' ability to subitize and combines it with spatial reasoning.

Materials:
Ten-Frame, counters

Directions:
1. Give students a ten-frame and counters. Ask students to keep their counters off thei ten-frame mat until the routine begins.

2. Model: Example #1 Place 3 counters on the ten-frame. Leaving it in sight, have students build exactly what they see. Ask students to whisper how many counters they used. Then, have students turn and talk to their partner about what they built.

3. Have students clear their Ten-Frames.

4. Ten-Frame Routine: Make the Number! This time the students will only see the Ten_fRame & counters for 3 seconds. Place 3 counters in a different location on the Ten-Frame. Show students the Ten-Frame for 3 seconds, then hide the frame and counters. Ask students to use their counters and Ten-Frames to build what they remember seeing.

5. Lead the class in a discussion by asking questions:
  • How many counters did you see?
  • What did you build first?
  • How did you know where to place the counters?

Students should have an opportunity to talk to a partner before discussing as a class.

6. Show the original Ten-Frame that you built to give students time to check their answer.
Resources & Digging Deeper

Hand Signals

Hand Signals can be very helpful with routines like the ones discussed above. Number Talks use hand signals as a silent gesture to show a students' response to the talk. Here is a poster that shows the hand signal and the meaning of the signal. 




Additional Resources for Routines with Ten-Frames:


References: 


Conklin, Melissa. It Makes Sense!: Using Ten-frames to Build Number Sense. Sausalito, CA: Math Solutions, 2010. Print.

McCoy, Ann C., Joann Barnett, and Emily Combs. High-yield Routines for Grades K-8. N.p.: n.p., n.d. Print.


Shumway, Jessics F. Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3. Portland, Me.: Stenhouse, 2011. Print.

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