{"id":11533,"date":"2019-08-06T00:29:55","date_gmt":"2019-08-06T00:29:55","guid":{"rendered":"https:\/\/theteacherstudio.com\/?p=11533"},"modified":"2023-04-05T17:13:51","modified_gmt":"2023-04-05T17:13:51","slug":"daily-math-warm-ups-engaging-students-with-the-math-practice-standards","status":"publish","type":"post","link":"https:\/\/theteacherstudio.com\/daily-math-warm-ups-engaging-students-with-the-math-practice-standards\/","title":{"rendered":"Daily Math Warm-Ups: Infusing the Math Practice Standards"},"content":{"rendered":"

\"Spiraled<\/a><\/p>\n

The first ten minutes of your math lesson will set the tone for the rest of the class. Students must be “activated” and engaged so that they are ready to learn. Using high-level math warm-ups at the start of each lesson will accomplish this goal.<\/p>\n

\"math<\/a><\/p>\n

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My Math Warm-Up Routine<\/h3>\n
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  1. I have my problem for the day ready–either ready to project, ready to glue into notebooks, or ready to send via Google Classroom.\u00a0 I mix these up to keep things interesting.<\/li>\n
  2. Students get just a few minutes to work, and it varies by problem.\u00a0 Some students will finish, while others may not.\u00a0 I work hard to build the culture so students understand that the solution is secondary to the process.<\/li>\n
  3. After we have enough math to talk about, it’s math talk time!\u00a0 Sometimes I have students turn and talk in their desk groups or with a partner, sometimes I have a few students share under the document camera, and sometimes I have whole-class discussions about the problem and solution strategies.<\/li>\n
  4. If I feel it’s important, I may jump in and do some clarification of misconceptions or do some reteaching.<\/li>\n
  5. I summarize key takeaways from the warm-up before we head into our main math work for the day!<\/li>\n<\/ol>\n

    Why these warm-ups work!<\/h3>\n