Goal: Use instructional routines to facilitate problem-based learning.
Warm-up routines are invitational because of the way they are structured and become familiar over time. They provide opportunities for students to focus on a specific mathematical idea while engaging in meaningful discourse. As their familiarity with the routine grows, students can engage more deeply with the content and can confidently share their thinking with others.
Select a routine below to learn more about its purpose and how it engages students in mathematical thinking and discussion.
Select a routine to observe how it is implemented in the classroom. As you watch each video, focus on the structure of the routine and how the teacher facilitates it.
As you watch the video, see how the Notice and Wonder routine invites students to share what they observe, ask questions, and build curiosity about mathematics.
Note which warm-up routines may require practice as you begin to implement them.
This matters because warm-up routines are intentionally designed to support mathematical thinking, discourse, and access for all students. Noticing which routines feel unfamiliar or require practice helps you anticipate where you need to deepen your understanding of their purpose and structure, and guides you to adjust your instruction to support the routines as intended.
Take a moment to record your responses to some questions or prompts in your Companion Guide.
You’ve explored several warm-up routines and seen how they come to life in classrooms. Continue reading to learn how math language routines support students in using language to deepen their understanding of mathematical ideas.