Description

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Following up her best-selling book, Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3, Jessica Shumway turns her focus to upper elementary classrooms. Number Sense Routines: Developing Mathematical Understanding Every Day in Grades 3-5 is about tapping into every child's innate number sense and providing daily, connected experiences that are responsive to children’s learning needs.

Consistent, Daily Routines Work: Adaptable to any curriculum, Shumway's 5, 10, or 15 minute warm-up routines are an easy and effective way to build and solidify students' number sense foundations as a supplement to any program

Planning and Facilitating Your Classroom: No matter how familiar the routine, Shumway provides insight on how to keep daily warm-ups fresh. She reveals careful thinking and planning that goes into each routine and offers detailed vignettes and dialogues of how they unfold in real classrooms

Assessment Strategies: As students engage in the process, each routine becomes an exciting opportunity to gain insight into where they are in their understanding and help students articulate their mathematical thinking

Identify Big Ideas: Not only will these math routines help develop students’ mathematical understanding as they move towards using standard algorithms, but teachers will learn to better recognize the big ideas that emerge in discussions, how to encourage important strategies based in number sense, and how to facilitate conversations on key mathematical concepts.
 

“These routines may appear in other places, [but] I have never seen them written in such detail and with so many variations.. . .. Although she makes what she does sound easy, we all know that teaching math well is anything but easy. It is challenging and complex. Unpacking what students are saying, helping them make connections not only to the math but to each other’s ideas, while simultaneously recording their ideas using mathematical models, visuals, or equations is no easy task. Jessica provides wonderful visuals, examples of student work, and so much more to help educators develop the tools they need to improve their practice and in so doing improve student learning.”

                                                                                                                                                                                                                                                 – From the Foreword by math coach and consultant Lucy West

About the Author

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Jessica Shumway has worked as a second-, third-, and fourth-grade classroom teacher and as a mathematics coach for teachers of Pre-K-through fifth grade in Texas and Virginia. She is currently an assistant professor of mathematics education at Utah State University.

During Jessica’s undergraduate years at the George Washington University, she volunteered at an elementary school and a high school in Washington, D.C. She tutored students in math and English and found that she really looked forward to her time in the schools and with the students. "The more I was in the schools and the more I inquired about teaching, I realized that I wanted to be a part of such an important profession." Jessica says that she became a teacher because teaching is a meaningful and challenging profession. "It is true hands-on, active work in which there is never a dull moment. As a teacher, you really get to know and understand a group of young people. You get to watch them grow and reach their goals."

She admits that she sort of stumbled upon math education as her area of focus: "I always liked math, but was never really passionate about it or thought about pursuing it beyond college requirements--until I became a teacher. The first time I learned to use base-ten blocks for instruction, I realized that I never had a visual representation in my mind of how our base-ten, place-value number system works. When I went through Cognitively Guided Instruction training, I was floored by kindergartners' strategies in solving multiplication and division problems. Each year as I learned more and more about students' learning trajectories in number sense and understood how the tasks I created for math lessons highlight big ideas for kids to construct themselves, I was hooked!"

Jessica now conducts research focused on understanding and improving early childhood mathematics education and works hard to instill a love of mathematics teaching to her undergraduate students. She lives in the small town of Logan, Utah, and enjoys outdoor adventures with her husband and their three young boys.