Entering 4-6 Number Sense

Routines

Week 2

Materials Needed:
- Chart paper
- Multiplication Scoot Cards and Recording Sheets
- Circles and Dots
- Fraction Scoot Cards and Recording Sheets
- Fraction Cards for Fraction Top-it and Equivalent Fractions
Date
7/5
Math
Diagnostic

Routine
Circle

7/6

Games
Number
Manipulation

7/7

Circle

Games

Number
Manipulation

Week 3

7/8

7/11

Suggested Numbers
Count by: 10; Start at: 0
Count by: 10, Start at: 5
Circles and Dots

Multiplication Scoot
Coin Combinations ($1.25)
- 7 coin combinations
- What is the fewest
coins?
- What are the most
coins?
Can you do it with 8 coins?
Count by: 10, Start at: 17
Count by: 10, start at 117
Follow Me

Number
Manipulation

My Favorite Number

Games
Circle

Circles and Dots

Count by: 5, Start at: 125
Count by: 5 , Start at: 300

Notes
While these number choices
may not seem rigorous
enough for your grade level,
they were chosen specifically
so that you can spend time
ensuring that students
understand the directions and
procedures for each of these
routines!
This is the first day of this
routine for students that they
will be using all summer. Be
VERY explicit when setting
directions and procedures for
this time!

This is the first day of this

routine for students that they
will be using all summer. Be
VERY explicit when setting
directions and procedures for
this time!
This is the first day of this
routine for students that they
will be using all summer. Be
VERY explicit when setting
directions and procedures for
this time!
If you are teaching this block
today for the first time,
congrats! Be VERY explicit
with your directions and
procedures so that students

experience consistency!

7/12

7/13
MidInstitute
Assessmen
t
7/14

7/15

7/18

Week 4

7/19

7/20

7/21
7/22

Number
Manipulation
Games
Number
Manipulation
Games
Games

Follow Me

Number
Manipulation
Games

Follow Me

Number
Manipulation

Games
Circle

Multiplication Scoot
My Favorite Number
Circles and Dots
Multiplication Scoot

Circles and Dots or

Multiplication Scoot
Coin Combinations ($2.00)
- 7 coin combinations
- What is the fewest
coins?
- What are the most
coins?
- Can you do it with 8
coins?
Multiplication Scoot
Count by: 1/2, Start at: 0
Count by: 1/2, Start at:
10

Number
Manipulation
Number
Manipulation
Games

Follow Me

Games

Fraction Scoot

Games
Games
Games
Games
Games

Fraction
Fraction
Fraction
Fraction
Fraction

If you are teaching this block

today for the first time,
congrats! Be VERY explicit
with your directions and
procedures so that students
experience consistency!

My Favorite Number
Fraction Top It

Top It
Scoot
Top It
Scoot
Top It

This is the first day of this

routine for students that they
will be using all summer. Be
VERY explicit when setting
directions and procedures for
this time!
Fraction Scoot has the same
structure as Multiplication
Scoot, just using fractions!

7/25

Week 5

7/26

7/27

7/28
Final
Assessmen
t
7/29
Last Day of
Summer
School

Circle

Count by: 1/4, Start at: 0

Count by: 1/4, Start at 15

Number
Manipulation
Number
Manipulation

Follow Me

Games
Number
Manipulation
Games
Number
Manipulation
Games

Number
Manipulation
Games

If you are teaching this block

today for the first time,
congrats! Be VERY explicit
with your directions and
procedures so that students
experience consistency!

Coin Combinations (0.98)

- 7 coin combinations
- What is the fewest
coins?
- What are the most
coins?
Can you do it with 13 coins?
Equivalent Fractions
Follow Me
Equivalent Fractions
My Favorite Number
Equivalent Fractions

Coin Combinations
Fraction Scoot

Structure: Multiplication Scoot

Materials: Multiplication Scoot Cards and Recording Sheets
-

Students move from desk to desk around the room. At each desk, students will read the math
fact card and write the answer on the recording sheet. When the teacher says, SCOOT,
they move to the next desk. Students visit each desk in the room and answer all of the
question cards.

Structure: Circles and Dots

Materials: circle and dot cards (1 set per pair)
-

Students play in pairs.

Each student take turns putting down one card or flipping the top card from a shared deck.
Variation 1: whats the fact?
o Whoever says the fact fastest keeps the card
o For example, 3 circles with 2 dots in each circle would be 3 x 2
Variation 2: whats the product?
o Whoever says the product fastest keeps the card
o For example, 3 circles with 2 dots in each circle would be 6

If the students say the fact or product at the same time, the card goes into the We Got
It! pile
The game continues until the deck is finished.

Structure: Counting around the room

Timing
1-2 min

5-9 min

Portion
Launch count
1

Students count
around the
room

Goal
Students know how
they are counting
and see an
example
Students engage in
activities that
increase number
sense

1-2 min

5-9 min

Launch count
2

Students count
around the
room

Students know how

they are counting
and see an
example

Students engage in
activities that
increase number
sense

2 min

Close Out

Students
internalize relevant
patterns

Whats Happening
Teacher reviews the procedure and
models the first few counts
Teacher asks students to estimate
what number the final student will
say
Students count
Teacher documents pattern on board
Teacher stops periodically and asks
what students notice, what they
would predict, how they could
determine X persons number
At end, teacher compares estimate to
actual last number, highlights how
close and why.
Teacher reviews the procedure and
models the first few counts
Teacher asks students to estimate
what number the final student will
say
Students count
Teacher documents pattern on board
Teacher stops periodically and asks
what students notice, what they
would predict, how they could
determine X persons number
At end, teacher compares estimate to
actual last number, highlights how
close and why.
Teacher asks what student can
generalize from the counting pattern.
What did they learn? Teacher asks
how they could prove that.
Teacher documents on math
generalization board on to be
tested.

Structure: Number Manipulation Coin Combinations

Timing
3 min

Portion
Launch

Goal
Students know rules
and expectations

Whats Happening
Teacher reminds students of rules
Teacher models one problem for
students

12 min

5 min

Student work time

Discussion

Students attempt
different ways to solve
the problem
Students learn about
different ways to
attack problem

After first time, teacher reminds

studenst of any approaches they
used in previous activity
Teacher walks around and
encourages persistence and
documents types of answers
Teacher selects students to share
Teacher has several students share
their problems, highlighting
particular strategies.
Teacher focuses on final problem
with given parameters asks
students to share how they figured it
out

Structure: Games My Favorite Number

Timing
2 min

17 min

Portion
Launch

Discussion

Goal
Ensure students have
clear expectations and
model to begin
Students engage
game

Whats Happening
Teacher reminds students of rules
and shows number
Teacher reminds students of goals of
My Favorite Number
Teacher tells all students to write
down their favorite number (between
1-50 or 1-99) on the mini sheet and
check the applicable characteristics
Teacher selects one student to come
to the front and share their clues.
Students get 45 seconds to write
answer on whiteboards
Students hold up white boards
Presenter shares answer and selects
another student with the right
answer to present
Repeat!

My Favorite Number
-

My favorite number is _______

My number is ____less than _____greater than _____ 50 (or 25).
My number ____ even ______odd.
The tens place is ____more than _____less than the ones place.
The product of the digits is ______.

Follow Me
Materials: None (except the teacher should think out the number sentences and the answer
beforehand)

Teacher asks students several addition and/or subtraction number sentences and see if
they can follow the sequence and find the answer.
Example #1
Teacher: OK, everyone-start at 4. Put the number 4 in your head. Add 6 [wait time], add 5
more [wait time], add 7 more [wait time]. Raise your hand silently if you know what
number Im on!
Example #2
Teacher: OK, everyone-start at the number 7. Put the number 7 in your head. Add 3 [wait
time], add 8 [wait time], subtract 2 [wait time]. What number am I on?
Teaching Tip: You may want to pick numbers that make ten or the next ten [20, 30, etc.]