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Teachers can scaffold and see where students are.

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Everyone has an entry point and opportunity to contribute.

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Allows students to be able to think quietly and is consistent for all students.

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Allows students to be able to think quietly and is consistent for all students.

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Amanda Cowart

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Allows the teacher the opportunity to observe her students.
Allows the teacher to listen to her students.

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It allows everybody to provide input.

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Allow students to have think time.
Consistent routine for everyone.

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Smooth transition into the main lesson

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Explores a variety of math concepts

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Routines help students know exactly what to do daily.

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Allows teacher to hear and see how students think and reason, and how they communicate what they know.

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Students know the classroom norms/their routines which allow them to share openly and feel safe in their environment

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Students have think time, one problem at a time

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It's a consistent routine.

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They can hear different strategies to gather more ideas.

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I can get a quick formative assessment to see what I need to do next.

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Allows for smooth transitions and assesses student understanding throughout.

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Allows students to learn from other students' thinking.

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They allow everyone to participate; think time; create success and confidence within every student; continuous feedback.

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keeps you organized and gives you a flow to the lessons

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When students have a routine they know what is expected

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it is systematic

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Provides an organized, systematic plan for continuous feedback.

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Teachers are able to assess student learning and identify common misunderstandings.

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Lots of informal assessments

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Allows on-going assessing of student understanding for possible remediation, if needed.

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A great way to see what your students know and where you need to take them.

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They are quick powerful math pieces! I love how IM has used these routines purposefully throughout the curriculum and tied them to the learning of students.

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Allows teachers to do a quick assessment of where students understanding of the math is and to give feedback.

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Allows teachers to help students and assess what they have learned.

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Students are able to feel comfortable with trying to solve problems, even if they are not correct.  They are able to listen to their peers and learn from them.  They hear multiple ways of correctly solving problems as well as realizing other students may be making the same mistakes they are.

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Enoucage math language!

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Casandra Welch

This helps teachers see if students are understanding or need more instruction.

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Helps students stay focused.

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Allows kids to have think time with no wrong answers.

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Hope Brooks

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Provide formative data

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Allows teacher to assess and give instant feed back.

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gives a way to monitor student engagement

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Checking students understanding

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Allows teacher to evaluate students and their process. Allows teachers to know how to monitor and adjust.

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g

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Able to see what students know in real time

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Teacher may take quick assessment of student progress and the thinking of each student on a daily basis.

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Student assessment, quick feedback, safe space

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Quick formative assessment.  You can see who understands, who doesn't, and who isn't really trying.  

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Quick formative assessment.  You can see who understands, who doesn't, and who isn't really trying.  

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Casandra Welch

Giving students the opportunity to share. Creating that safe environment so students are not scared to share. Wrong answers are important as right answers.

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see who has/doesn't have certin concepts

spot strengths/weaknesses in number sense

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Teacher is able to

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It gets students involved!

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Knowing that students know procedures and routines is awesome! Getting to hear students talk through their answers.

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Immediate feedback that is helpful going into the activities.

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The teacher is able to see the different levels of understanding throughout multiple topics and see relationships being made between content such as repeated addition and multiplication

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Think time - mental math - talking through math situations

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Required to think on one problem or task at a time.

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Teachers can assess students' understanding from their explanations and thought processes.

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Allows teacher to use numbers and concepts that she may see her students struggling with and do "on the fly" assessment and revisit concepts for understanding.

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This gives students ways to discuss

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Teachers have a set routine to follow. Instant assessment of students thinking. Lets the teacher hear from several students at once.

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The routines allow students to investigate and problem solve.  They become responsible for their learning.

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Gives teachers a snapshot of student learning

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Students feel comfortable is doing the math. No right or wrong. Students see others strategies and helping others.

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Push students to make reasonable estimations

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Informal evaluation of students number sense and math knowledge

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This helps to check for student understanding and provide vocabulary for students to use in their reasoning.

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Allows for students to have classroom discussions without fear of wrong answers.
Can listen to others.

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You can see progression. This is also gives students opportunity to speak and listen to others ideas.

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Observing student thinking and questioning.
Knowing which students can catch their mistakes and correct them or at least keep going.

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You can get an idea of where the students are when you get started.

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Builds positive math culture in the classroom and provides opportunity to do formative assessments.

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See student reasoning
Understand student vocabulary
Students can show different ways to solve.

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There are no wrong answers, so the students feel safe to share.

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Student lead discussions, creating engagement for all students, and thinking about their own reasoning.

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During the number talk having students do the different symbols for thinking/ready can let you know who has it and who doesn't.

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estimation exploration
It helps students with number sense
28 x 2 8/9

30 x 3 too high

25 x 2 too low

28 x 3 just right

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It allows them to build confidence and to see different strategies.

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lots of open discussion and learning your students' number sense

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Allows teachers to see the level of number sense and understanding for students

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Quick assessments, creates ongoing class discussions, engaged students, not many materials need (if any)

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Hearing from so many different kids and their thinking & being able to share that thinking with the rest of the class

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Love this!  It is just like CGI

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Gives teacher a snapshot of student understanding.

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Students get time to think and process information and share with each other.

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Student think time, peer learning, no wrong answers

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It's predictable.  It allows students to think and use their own way to reason through problems, but also allows for students to hear others talk about their thinking, too.  

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It's predictable.  It allows students to think and use their own way to reason through problems, but also allows for students to hear others talk about their thinking, too.  

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Builds confidence and vocab.
Allows students to see the way others are thinking by providing different strategies .

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The teacher gets the opportunity to assess prior knowledge and encourage students at the very beginning.

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Students can hear other students thinking and strategies.

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Allows the teacher to hear students talk through their reasoning/thinking
Allows students to feel safe and comfortable at their knowledge level
Allows the teacher an opportunity to ask DOK to clarify thinking
No planning needed.

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see a variety of strategies & listen to others' ideas
recognize their own mistakes
build speaking confidence

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They help with formative assessment. Teachers can get a quick view of the number sense of their students.

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Student lead, easy to check for understanding

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Number sense, whole group discussion and engagement

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As students share their strategies, they make connections and build on one another’s ideas, developing conceptual understanding.

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This allows teachers a chance to gage understanding, and model math vocabulary. Also, this allows teachers a chance to get students engaged in the math block.