Maths and Me Routines At-a-Glance Guide
Maths and Me Routines At-a-Glance Guide
Choral Counting ●
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Lead the children in counting aloud together (forwards, backwards, from a variety of starting points and using different intervals if appropriate) to practice counting and encourage reasoning, predicting and justifying.
Use one of the following approaches: 1 See it, then say it: For new/less familiar sequences, use supporting visual models initially (a number path/line, 100 square). Ask: What do you notice? (patterns). Repeat while gradually removing the numbers until there is (almost) no support left (or required). 2 Say it, then see it: As the children call out each number, record these so that patterns within the numbers are readily noticeable. Pause at strategic moments to ask: What do you notice? What do you think will come next? How do you know?
3 Maths Talk
3 Mathematical Modeling
3 Productive Disposition
I Do, We Do, You Do ●
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An explicit teaching sequence to introduce specific problemsolving strategies and/or specific conceptual and procedural models.
These useful routines are incorporated into the learning experiences provided in the lesson plans. Routines are clearly labelled. Consult this guide to understand how to use them with your students.
Think-Pair-Share (T-P-S) ●
Pose a question or set a task for the children.
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Think: Allow some time for each child to consider the question/task.
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Pair: Allow children to discuss their thinking with a partner.
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Share: Invite children to share their ideas with their group and/or the whole class.
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You do: The children undertake similar tasks independently. 3 Productive Disposition
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My Favourite No ●
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Give the children a calculation to solve and ask them to write it and their solution anonymously on slips of paper. Collect these and sort them into two groups: correct solutions (yes) and incorrect solutions (no). From the ‘no’ group, choose your Favourite No, e.g. one that was almost correct or where a novel strategy was used. Rewrite this and display it to the class. Using T-P-S, prompt the children to discuss their Favourite No and ask: What is done well/ correctly? Where did this go wrong? (identify the error) What might this person have been thinking? (identify the misconception) What needs to be done to fix this mistake? (reinforcing correct procedure/process) What have you learnt from this mistake? (emphasising mistakes as opportunities to learn).
3 Maths Talk 3 Playfulness
3 Mathematical Modeling
3 Cognitively Challenging Tasks
3 Mathematical Modeling
3 Playfulness
Notice & Wonder
We do: The children complete similar tasks in pairs or in small groups. 3 Mathematical Modeling
How to use Maths and Me Routines
3 Maths Talk 3 Productive Disposition
I do: Model and/or verbalise your own thinking processes (think-aloud) to explain each step.
3 Maths Talk
Maths and Me Routines are a collection of playful, engaging and inclusive interactions that promote mathematical talk, thinking and modeling among all children. These routines are proven to activate prior knowledge, foster productive dispositions and provide valuable formative assessment opportunities for teachers.
3 Cognitively Challenging Tasks
3 Productive Disposition
Present a visual stimulus (image, poster, animation, video). Use T-P-S with each of these questions: What do you notice? What do you wonder? Wonderings or Imaginings may reveal teaching (contingency) moments to be addressed. Optional: Record the children’s responses. Use mini whiteboards (MWB), maths journals or a class board.
3 Maths Talk 3 Productive Disposition
3 Cognitively Challenging Tasks
3 Mathematical Modeling
3 Playfulness
Reason & Respond ●
Present a stimulus (image, poster, animation, video, statement).
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Ask questions to elicit the children’s responses.
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Encourage children to justify their responses.
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Reason & Respond activities include: What Am I?; Would You Rather?; Which One Doesn’t Belong?; Same But Different; Always, Sometimes, Never; Target Boards.
3 Maths Talk 3 Productive Disposition
3 Cognitively Challenging Tasks
3 Mathematical Modeling
3 Playfulness