This year I am being more intentional about my warmups. There are so many good things out there on the MTBoS, but I decided this year to focus on three specific areas. The items that I am including in warmups are activities involving numeracy, workbook review, and what doesn’t belong.

In fact, as I create my lessons for the week, I am writing the warmups in my grade book so that I cover each topic at least once during the week.

**1. Numeracy: **When I think of numeracy, I think of adding, subtracting, multiplying, dividing, integers, decimals, fractions, order of operations, and the like.

I am starting out with Christian Lawson-Perfect’s 30 second challenges. Rather than have students go on their chromebook, I take a snap short of the problem and put it up on my tv screen. Students work through the problem from left to right without regard to order of operations. When they have an answer, they raise their hand so I can come over and check their answer. I tell them it is correct or try again.

Also, I might start using Math Minutes. I can print out the page and hand it to them as they walk in the classroom. I will give them 3 – 5 minutes to complete the ten problems and then go over the answers as a class.

**2. Workbook Review:** In each of my classes, students have a workbook that is only used for DO NOWs and end of class review. It is great to have access to specific problems that are similar to problems that they had for previous homework assignments or for homework assignments that night. I can quickly pick a few problems from the page and have students work through them individually and have students put the work and the answers on the whiteboard before we go through them as a class.

**3. What Doesn’t Belong?** I love this site started by Christopher Danielson! In these types of problems, there is no right or wrong answer, but it is a great way for students to look for patterns. It also leads to rich math discussions. I give students one minute to think on their own about which expression, term, or number they think does not belong. Then, I have students turn to their neighbor and discuss their answers. Finally, we go over the answers as a whole class. I encourage students to use proper mathematical terminology. Students love, love, love to do these problems! They are always asking when we will do it again.