Subject

Grade Levels

Resource Type

File Type

Zip

Standards

CCSSMP8

CCSSMP7

CCSSMP6

CCSSMP5

CCSSMP4

Also included in:

- This comprehensive STACK bundle equips teacher with all of the resources to run the guided math block! This resource is the ALL-IN-ONE Mega Bundle to run the Guided Math STACK structure in your classroom. It has all of the different bundles for the entire year for all of the components. You can also$430.00$375.00Save $55.00

- Product Description
- StandardsNEW

**Math Warm-ups- Lesson Kick Starters for Kindergarten**

Math Warm-Ups provide a year (over 200 warm-ups!) of engaging and meaningful

lesson starting math explorations for spiral review every day of the school

year. The warm-ups provide high-interest math talk exploration covering all

math strands.

This is a PowerPoint file that can be projected to a screen or board. You can also print this and place it under a document camera.

**Day of the Week Alliteration**

Each day of the week has three different (and highly engaging) strands of warm-ups which each focus on a different way to problem solve! Simply choose and open the file for the day of the week from your desktop or place a printed version under the document camera. It’s that simple!

Students cheer when it is time for math warm-up! There are 45 different prompts

for each day of the week to last you more than the full school year! Math warm-ups can be done in any order and are designed to complement any curriculum.

**When to use Math Warm Ups**

Use Math Warm-Ups in your whole-group instruction, intervention groups, RTI groups, guided math groups, or as a resource for volunteers assisting in the classroom. The warm-up activities can take anywhere from 5 minutes to 15 minutes depending how far you choose to explore each concept.

**The Purpose of Math Warm-Ups**

Any math curriculum covers a huge amount of content over the course of a school year. Students must take on new concepts daily, weekly, and monthly all year long, but we also need to be sure to give ample time for students to review and apply learned information daily. This ensures students gain math fluency, accuracy, and deeper understanding of the concepts as they continually develop mathematically through the school year.

**The Math Warm-up allows students to go deeper into learned math concepts and to apply their knowledge in short yet meaningful math explorations.**

**Types of Math Lesson Kick Starters**

Monday Money

Monday Mix and Match

Monday Math Chat

Tuesday Time

Tricky Tuesday

Talk It Out Tuesday

Wednesday Workout

Wordy Wednesday

What’s Wrong Wednesday

Thinking Thursday

Theorem Thursday

Thursday Things

Fast Facts Friday

Flip It Friday

Find It Friday

**For "Flip It" Friday, if you project not in Presentation Mode, but rather Normal View mode, you can move the post-it notes easily to reveal the mystery number!**

Kindergarten Guided Math Related Resources

**Related Products**

• Common Core Numbers Notebook Kindergarten BUNDLE

• Guided Math Kindergarten Standards Overview

• Kindergarten Math Journal Bundle

• Math Skills Practice Pages Bundle for the Year Kindergarten

• Stations by Standard Bundle Kindergarten

Be sure to view the preview! If you have any questions at all

about this packet please email me at reagan.tunstall@gmail.com

Thank you,

Reagan Tunstall

Tunstall’s Teaching Tidbits

Log in to see state-specific standards (only available in the US).

CCSSMP8

Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Total Pages

227 pages

Answer Key

N/A

Teaching Duration

N/A

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