2. WARM-UPS SET THE TONE FOR THE
DAY
Needs to be a routine
1 or 2 quick tasks
Students can complete on their own
Discussed as whole-group
Should be carefully planned with student
needs in mind
Standards-based
Review problems
Topic of the day
Look ahead to future concepts
3. DOES THIS WORK FOR MIDDLE
GRADES?
I can’t think of a
single classroom
at my school not
conducting daily
warm-ups.
In fact, they are
part of our lesson
plan.
4. MATH STRETCHES
Just like an
athlete
needs to
stretch to
maximize
performance,
so do
5. TYPES OF MATH STRETCHES
Data Collection & Analysis
Number of the Day
What’s Next
How Did My Family Use Math
Last Night?
________Makes Me Think Of
…..
6. DATA COLLECTION & ANALYSIS
Use questions that will allow for data
collection
Decide best graph {students eventually
do this in middle school}
Real graphs ~ actual packs of crackers
Pictographs ~ pictures of items
Symbolic graph ~ cubes or sticky notes {used
more in middle school}
Have manipulatives available
Students love comparison and want to
analyze
7. NUMBER OF THE DAY
Teacher writes Middle
number on chart
paper School
Students write a Examples
different 52
representation as
they come in 7x
This is very 1.93 x 104
critical for
students to
8. WHAT’S NEXT
Teacher has pattern written on
chart paper or white board
Students fill in blanks as they come
in
Don’t correct students’ work yet
Middle School Examples
1, 4, 9, ___, ___, 36, ___, ___, etc…
1, 1, 2, 3, 5, 8, 13, 21, etc…
9. HOW DID MY FAMILY USE MATH
LAST NIGHT?
Cooking Shows
Shopping students that
Sales math IS all
Eating out around them!
Driving distance
Math is used
Gas mileage
Time
in daily
Weights
activities.
10. _______ MAKES ME THINK OF…
Great for activating strategy
Concept word displayed on board
Students may ONLY write a word, no
numbers or pictures
Middle School Examples
Equations/Inequalities
Surface Area
Probability
Absolute Value
11. FIGURE 3.1 TYPES OF DISCUSSIONS:
SYNOPSIS {PAGE 77}
Discussion Teacher Role Level of
Type Support
Think-Aloud Discusses reason for Highest level of teacher
choosing graph, shares ideas, support
models use, and records
analysis
Guided Carefully crafts guided Moderate to high level of
questions, rewords student teacher support
responses, and records
analysis
Facilitated Asks open-ended questions, Low to moderate level of
focuses discussions, may teacher support
record analysis or have
students write in journals
Independent Records students Low level of teacher support
observations before
discussion time and, if
12. FIGURE 3.2 MORNING STRETCH
PLAN FOR A WEEK: SYNOPSIS
{PAGE 86}
Day of the Morning Stretch
Week
Monday Number of the Day
Tuesday What’s Next
Wednesday How Did My Family Use
Math Last Night?
Thursday ______ Makes Me Think
Of…
Friday Data Collection
13. OTHER SUGGESTIONS
Mathematical Current Events
Politics
Economics
Stock Market
Statistics for sports, wars
Mathematics-Related Classroom
Responsibilities
Taking attendance
Choosing best way to display data
Self-monitoring with graphs
14. OTHER SUGGESTIONS
Calendar Board
Problem of the Day often part of this time
Learn math incrementally
Allows for visual models
Designed for growth in mathematical language
Typically in elementary classrooms
I don’t see being able to spend time on this every day
in a middle school environment due to time
constraints.
I do have a plan for using this set -up in a remediation
class we have each day during what my school calls
ELT. This is typically ‘bubble students’ on our state -
mandated test. These basic skills would be perfect for