# The Ultimate Number Sense Routines

**Based on current educational research and leading-edge classroom practice**—rather than whatever ‘scheme’ may be in the classroom cupboard!

Try making these **NUMBER SENSE ROUTINES** a Priority!

It’s EASY to implement NUMBER SENSE ROUTINES **at home** or **in the classroom** to get learners actively involved in their own learning.

NUMBER SENSE ROUTINES can reteach, reinforce and enrich. They allow learners multiple opportunities to strengthen and develop NUMBER SENSE. But those aren’t the only benefits…

They also encourage **HABITS OF MIND. Have you heard of HABITS OF MIND? **

In their paper, Habits of Mind: An Organizing Principle for Mathematics Curricula, researchers Cuoco, Goldenberg and Mark **call for mathematics curricula to have ways of thinking about mathematics at their core, rather than specific mathematical results.** They believe that if we really want to empower our learners for life after school, we need to prepare them to be able to use, understand, control, modify, and make decisions about a class of technology that does not yet exist. That means we have to help them develop genuinely mathematical ways of thinking. They also believe it is important to try to make the use of these habits of mind explicit to encourage learners abilities to make connections among mathematical ideas.

With this in mind, **we at FLUENCY WITH NUMBERS HQ, believe that children learn better when they are curious, resourceful, resilient and collaborative.** I'm excited to share these truly **AWESOME** (not to mention) **IMPACTFUL ROUTINES**. These will help children to develop a strong 'number feel' and develop **EFFICIENT** calculation strategies. A range of visual representations are used. These are **SIMPLE** and **ENJOYABLE** to play!

I’d love to hear your thoughts. Do you use NUMBER SENSE ROUTINES? How do you use them? Which ideas resonate with you? What routines haven’t worked so well for you? All views are welcome - **post in the comments.**

2.

Showing children 'quick images' and asking them how many they see is one way of developing subitising. A key to teaching subitising is to hold up an image QUICKLY! Learners need to understand that they did not count, and a quick flash of the dot value is the only way for them to notice.

A low threshold - high challenge, NO PREP, Endlessly reusable and works across all ages NUMBER SENSE ROUTINE. These WILL help children build maths and number confidence, involves everyone, recap prior learning and enable 'little and often' practice.

I've written a seperate BLOG on this where you'll find all the research that underpins it.

This is Which One Doesn't Belong? a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

Christopher Danielson had also written a book: Which One Doesn't Belong

6.

7.

The routine involves children in considering how items can be BOTH THE SAME BUT DIFFERENT. This is a critically important distinction. not same OR different, rather same BUT different. If you are new to the SAME BUT DIFFERENT routine then you should check out @suelooneymath

8.

10.

11.

Thank you for all you do to support your children's number journey. Thank you for watching and listening.

**Love, Janey x**

Other Routines:

Visual Images

- Array Chat Photos
- How Many - Simon Greg
- IM Talking Math - Illustrative Mathematics
- K-12 Dot Patterns
- Math Flips
- Math Visuals
- Multiplicity Lab: Look-Think-Talk Routine
- Multiplicity Lab: Off You Go Routine
- Number Talk Images
- Same but Different Math
- Same/Different Images
- Splat
- Visual Patterns

Other Routines