{"id":13539,"date":"2022-07-07T12:26:59","date_gmt":"2022-07-07T12:26:59","guid":{"rendered":"https:\/\/theteacherstudio.com\/?p=13539"},"modified":"2025-07-21T15:31:15","modified_gmt":"2025-07-21T15:31:15","slug":"using-math-warm-ups-best-practices","status":"publish","type":"post","link":"https:\/\/theteacherstudio.com\/using-math-warm-ups-best-practices\/","title":{"rendered":"Using Math Warm-Ups: Best Practices"},"content":{"rendered":"

How we spend our valuable math minutes is a decision we make every single day.\u00a0 Using math warm-ups to kick off a powerful math class is a tried and true way to activate students’ deep math thinking.\u00a0 Much like an athlete needs to get themselves ready for their workout, using math warm-ups prepares our students to do the “real” work of our lessons.<\/p>\n

Sometimes I like to vary how I do these important routines–but the one thing I always do in class is start the day off with a quality math problem to build engagement.\u00a0 We don’t look at homework.\u00a0 There is no passing out papers.\u00a0 We don’t turn to a workbook page.\u00a0 Instead, we dig into a problem that invites thinking and discussion. Let’s look into the different ways we can do just that!<\/p>\n

“Study findings suggest that learning of new content is supported by activating a conceptually relevant prior-knowledge sequence that helps connect the prior knowledge with the new knowledge.”<\/strong>
\n\u2014Pooja G. Sidney and Martha W. Alibali<\/em><\/p>\n

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

Ways to use math warm-ups<\/h3>\n

1. Project, solve discuss<\/h4>\n

One of the easiest ways to quickly (read “low prep”!) ways to incorporate math warm-ups is to simply project a problem\/task onto a screen, let students solve it, and then discuss.\u00a0 This can be done in tons of different ways.<\/p>\n

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

Whole class:<\/strong><\/h5>\n

Having a whole-class discussion is a great way to build common language and exposure to different problem types.\u00a0 This is a great way to explicitly coach students on how to work, share, and explain their thinking.\u00a0 This allows you to present information you want all students to have in an efficient way.\u00a0 There are issues with any whole-class instruction, as you know.\u00a0 It is impossible to have tasks that are the perfect fit for every learning style and level.\u00a0 Any given warm-up will be too rigorous for some and too simplistic for others.<\/p>\n

When you use this technique, consider how you can meet those differing needs.\u00a0 Do you need to scaffold for your less-experienced problem solvers?\u00a0 Might they need additional tools such as manipulatives or calculators?\u00a0 Could there be an “if you finish early…” problem for those who are speedy?\u00a0 Perhaps you can ask them to solve the problem a second way.<\/p>\n

The biggest issue with whole-class work of any kind is engagement, so make sure you are finding ways to get all students connected to the task. We don’t want to have one-third of our class checking out during this super valuable time!<\/p>\n

Small groups:<\/strong><\/h5>\n

One way to avoid some of these pitfalls is to present the task to the whole class but to have small groups work together.\u00a0 Whether this be simply at desk groups or predetermined groupings (maybe deliberately heterogeneous or perhaps leveled by the amount of scaffolding needed), giving students the chance to talk about the math can keep them engaged and learning from each other. I do always encourage some quick “think time” before having students work in groups so everyone has something to contribute.\u00a0 As the small groups work, circulate and listen, clear up misconceptions, coach, and listen for cool things to share when you come back to the whole group!\u00a0 (Do make sure you come back to the whole group–then everyone gets the benefit of the work that was done.)<\/p>\n

Partner solving<\/h5>\n

This is perhaps even a BETTER strategy–especially at the beginning of the year.\u00a0 I do spend a LOT of time working on partnering skills–not just at the beginning of the year, but all year long.\u00a0 Learning how to give and take, ask questions, ask for clarification, give encouragement, and stay focused are such valuable life skills.\u00a0 Using math warm-ups in pairs is a great way to practice!<\/p>\n

2.\u00a0 Send digitally<\/h4>\n

Now, if you are wanting each student to get their paws on the warm-ups on their own devices, sending them virtually is a great idea!\u00a0 There are a few benefits to this:<\/p>\n