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It’s just

another MANIC

[MATH] MONDAY…

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It’s just

another MANIC

[MATH] MONDAY…

Episode 1: Where’s the Point?

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Where’s the Point?

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Why use routines?

The first few moments of class are crucial
Cognitively engage students right away
Shape the culture of learning in our classroom
Routines allow us to “teach” number sense AND engage our students at the same time

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Number Sense

Fennell & Landis (1994) describe number sense as “the foundation from which all other mathematical concepts and ideas arise” (p. 188)
Number sense is the pathway to fluency
We develop number sense by providing students with engaging, cognitively demanding tasks and LOTS of opportunities for meaningful practice

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The Routine

An activity that is done well, routinely
Structured, consistent, and sequential
These number sense routines provide students an opportunity to play with numbers, yet they are INTENTIONAL
Meaningful, quality practice

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The Routine Sequence

Students work with the prompt independently. (personal response); about 1 minute
Students discuss their reasoning with a partner or triad (student discourse); about 2 minutes
Teacher facilitates class discussion about strategies and reasoning; 3-4 minutes

SanGiovanni, p. 11

5-7 minutes

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3-5

What number is the arrow pointing to?
How do you know?

0

1

0

2

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Manic Math Monday

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K-2

What number is the arrow pointing to?
How do you know?

0

10

0

20

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K-2

What number is the arrow pointing to?
How do you know?

25

35

125

135

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What number is the arrow pointing to?
How do you know?

-10

10

-50

50

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What number is the arrow pointing to?
How do you know?

5 ½

6 ½

5 ½

6 ½