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How Does a Number-Sense Routine Fit Into a Comprehensive Math Program?

pennydropteaching




Since beginning our inquiry 4 years ago, one of the biggest changes in how I teach math has been that instead of scheduling one daily 40 minute math period,  I now teach different math routines for smaller chunks of time - spread throughout the day.


Briefly, I begin my day with a math conversation.  This takes about 10 minutes (unless we get so excited about what we are talking about that it goes longer.  My students know that when its  going too long they call out, “Step Back Mrs. Jungwirth!"  This usually gets me back on track with the schedule of the day.)  In my defence, we get so excited about our math topics that it’s hard to shut it down.


Right after recess, I do a daily Number Sense Routine with my students.  I’ve  explained my Number Sense Routine in a separate blog post, so I won’t go into detail here.


In addition to the shorter routines that take place earlier in the day, I also have 3 longer math periods each week.  These longer 40-60 minutes blocks are used for teaching operations and problem solving, and also for doing inquiry-based and experiential math. I set myself a rotational schedule for these lessons to make sure that we aren't getting stuck just doing the fun stuff. For example, right now we are doing operations 1x/week, problem solving 1x/week, and inquiry/experiential math 1x/week.


At certain points during the year, I will take breaks from the rotating schedule and take all of this time to do a deep dive into topics like fractions, measurement, etc. These project times are always so much fun for myself and the students that it is difficult to limit them to a week or two, but I try to be disciplined about it. There is so much to cover in the curriculum!


In the past, I would get frustrated that we wouldn't be even close to covering all the topics in the curriculum. I know that others feel the same. I have since found that chunking out blocks of time for teaching the strands that fit an inquiry/experiential lens works well. These mini-units are also a natural fit for making cross-curriculur connections. Certainly, deviating from our usual weekly routine is exciting and energizing for the students.


I have found that having set routines in the morning and after recess is highly effective for getting the number sense work done.  The students have a daily dose of confidence building, and are more enthusiastic about doing math in general.  Knowing that I am doing daily number-sense work also gives me the security and confidence to explore different ways of teaching math in my longer sessions.


This graphic using the metaphor of a tree also explains how the math routines fit into a comprehensive math program.  Without the daily Number Sense routine, the tree cannot support the inquiry-based and experiential work.  The trunk supports the branches of our tree.



What makes up your math program? Do you have a number of routines?

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