Do Now

Respond to the following question in your

participants guide.
How comfortable are you with implementing the
following Numeracy Routines?
Number Talk
Number Strings
Number of the Day

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Building Numeracy
with Math Routines
Treasure West
Elementary Curriculum and
Development Office
August 2015

HOUSTON INDEPENDENT SCHOOL DISTRICT

Professional Support and Development

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Session Norms:
What is learned here, leaves here.
Tame the technology.
Respect differing opinions.
Engage with 100% effort.
Take care of your personal needs.

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Session Objectives
Review various components of the Math
Routines found in the 90 minute math block
Engage with and practice various math
routines that build numerical fluency

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Numerical Fluency
Provides a framework for strengthening
mathematical language
Creates a classroom environment that
develops efficiency, flexibility, and
accurate computation strategies
Builds key foundational ideas, such as
composition and decomposition of numbers

Helps foster students ability to reason

and justify their thinking in math while
understanding number sense
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Numerical Fluency
Routines
Number Talk

N U

B E R

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Teacher preselects a grade appropriate number sentence and

scripts student responses as given. They help build students
number sense and mental math strategies.
Primary -Consider introducing pictorial representations
(objects, animals etc.) and references (ten frames) before
introducing numerical expressions (25+27). Allow students
to familiarize themselves with the expectations of the
number talks and increase rigor as time progresses.
Intermediate- Be sure not to limit to numerical
expressions by including geometric figures. Also, be sure
to consider other forms of rational numbers other than
whole numbers such as fractions and decimals.

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Number Talk: Model

36+27
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Number Talk: Practice

STEPS
Using the number sentence on your table
brainstorm possible student responses in your
participant
guide.
1.
Brainstorm
possible responses
Role
play: the number talk
2.
Explain
Determine partner A (Teacher) B(Student)
Scribe
Each participant
will take 2 min to practice
3.
student responses
as a teacher.

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Number Talk Reflection

How comfortable do you feel with
implementing Number Talks with
your students?

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Number Stings
The students mentally calculate each clue and use the
stated operation to find the answer. The clues continue
until all the clues on one card have been shared. Students
then share their reasoning and justify the solution.
PrimaryFor Kindergarten there can only be two
addends. The sum can be no more than 10. We suggest
staying with addition and subtraction operations.
Intermediate-Can be used for any grade level math
concept such as addition, subtraction, multiplication,
division, fractions, and geometry.

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Number Stings: Model

Start with the number of legs on one
cat.
Add the number of legs on one
person.

6
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Number Stings: Model

Start with the number of halves in a
whole.
Triple it.
Add the number of sides on a triangle.
Subtract the number of sides on a rectangle.

Add the number of days in a week.

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Number Strings: Practice

Create a grade level appropriate number
string.
Role play:
Determine partner A (Teacher) B(Student)
Each participant will take 2 min to practice
as a teacher.

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Number Strings
Reflection
How comfortable do you feel with
implementing Number Strings
with your students?

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Teachers preselect a grade level appropriate number prior to

introducing the number of the day. Students are given a specific
amount of time to represent the number in different ways.
Primary The use of dot cards will help students to develop
automaticity in identifying number quantities. Ten frames help
identify formal representations of numbers within the base-10
system. Most of the work around number of the day is at the
concrete level.
Intermediate Students categorize numbers and concepts to
make connections of numbers using pictorial representations
using multiple ten frames, base-10 blocks, and the hundreds
grid as manipulative resources. Use number lines when
appropriate.
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Number of the Day:

Model

72
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Number of the Day:

Practice

Using
the number on your table brainstorm
STEPS
possible student responses in your participant
guide.
1. Brainstorm possible responses
With a partner role play a number of the day.
2. Explain the number of the day
Determine partner A (Teacher) B(Student)
Each participant will take 2 min to practice as a
3. Have student record their representations
teacher.

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Number of the Day

Reflection
How comfortable do you feel with
implementing the Number of the
Day with your students?

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Reflection
What 3 things did you learn today?

What are 2 things you will implement in your

classroom?

What is 1 challenge you may face with

implementation? (Write on a Sticky Note
and place it on the chart on your way
out)
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Thank you!

Treasure West

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