NUMBER SENSE & REASONING ROUTINES

Designed TO BUILD COMMUNITY & STUDENT ENGAGEMENT

Introduction to Number Sense and Reasoning Routines

Elementary Routines

Course 1

Course 2

Pre-Algebra

Algebra I

Geometry

AFDA

Algebra II

AAT

Pre-Calc

Calculus

Statistics

DESIGNED TO BE USED AS CLASS STARTERS, TRANSITIONS BETWEEN ACTIVITIES, OR AS CLOSURE.

THE NUMBER SENSE ROUTINES IN OUR PRESENTATIONS INCLUDE: 'WOULD YOU RATHER?', 'WHICH ONE DOES NOT BELONG?', 'HOW DO YOU KNOW?' AND MANY OTHER ROUTINES THAT WILL CHALLENGE YOUR STUDENTS TO MAKE CONNECTIONS, DEVELOP NUMBER SENSE, BUILD VOCABULARY, FORMULATE JUSTIFICATIONS AND BECOME BETTER PROBLEM SOLVERS AND LOGICAL THINKERS.

CLICK HERE TO LEARN MORE ABOUT EACH TYPE OF ROUTINE.

WHY SHOULD I USE MORE NUMBER SENSE ROUTINES AND LESS LECTURE IN MY CLASSROOM?

Have you ever said "my students don't know how to think?!" Perhaps your students read a problem then immediately say they don't know how to do it without trying or without even taking a moment to think about the question. These number sense routines are a great way to get your students THINKING & TALKING ABOUT MATH and improving their PROBLEM SOLVING abilities. We want our students to learn how to solve problems without giving up!

HIGH-YIELD ROUTINESThis book is based on research by Ann McCoy, Joann Barnett & Emily Combs and published by NCTM. High-Yield Routines promote critical thinking, make connections and/or create discussion with the goal of getting all your students talking about math from the minute they walk into the classroom. The goal of the high-yield routines is to provide all of your students with an entry point to the discussion, problem & solution. The HCPS Math Curriculum Development team has incorporated high-yield routines into our number sense routine google slides.Tellin' Ain't Teaching-Dr. Spencer Kagan"For a variety of reasons, our students remember far more of what they say than what they hear. Listening is passive. While listening to a teacher, not nearly as much goes on in the brain as when students put their thoughts together, verbalize their thinking, and interact with others who might have different information or a different point of view. So, if our goal is understanding and retention, our best course is to frequently stop talking and let our students talk. But then, if we are going to have our students interact, we need to carefully structure that interaction so all students participate about equally. With frequent, carefully structured processing in place, we promote better learning for all students." Kagan, S. Tellin' Ain't Teachin': The Need for Frequent Processing. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring/Summer 2015. www.KaganOnline.comhttps://www.kaganonline.com/free_articles/dr_spencer_kagan/394/Tellin-Ain-t-Teachin-

Henrico County Public Schools Mathematics

1001 N Laburnum Ave, Richmond, Virginia 23223

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