Mathematic Routines are purposefully structured activities that help children develop procedural fluency, as well as reasoning and problemsolving skills, through meaningful practice. Routines are only 10 to 20minute activities, depending on the age of the children. They are not intended to be entire math lessons and do not usually tie into the math lesson of the day. Where math lessons tend to be more exploratory, routines tend to be more practical. Instead of isolated events, such as many commercially designed programs, purposeful routines are most successful if they are done in a series, which allows the students to focus on certain mathematical ideas. Initially, the routine may take a little longer, because the goal is to establish the classroom norms in its process and discourse. Once these norms are in place, the focus shifts from the process to the content. (Degarcia, p. 221 )
Interpretation of:
 Give access to math thinking
 Math problems for the whole class to do
Planning Routines for the Year
Plan ahead to make sure that certain routines take place at strategic times throughout the year.
Advice: Plan routines to correspond with units and assessments / Curriculum Mapping
(Degarcia, p. 231)
Mathematical Concepts supported by routines
a. development of early
number concepts and the base 10 system
b. algebraic thinking
c. computational
fluency of whole and rational numbers
d. data and graphing
Concept/Routine Grid:
Concept ↓ Related Routines↓
Develop and support early number concepts and the base 10 system (see chapters 2 and 4) 
Dot cards 
10 frames 
Hiding activities 
100 chart 
Number riddles 
Number of the day 
Algebraic thinking 
In and out boxes 
Concepts of equality 
Thinking relationally 



Computational fluency with whole and rational numbers (see chapters 3, 5, and 9–12) 
Number talks 
Number strings 
Number lines 



Data and graphing (see chap. 15) 
Coordinate grid activities 
Interpretation of graphs 
Quick surveys 



**The blue routines are presented in the website bellow**
(Partially compiled from Kathy Richardson’s early number activities and routines suggested by the San Diego Unifi ed School District.) (Degarcia, p. 222, figure 8.1)
Routines Presented in the following website:
Link for the above Routines:
http://www.sandi.net/depts/math/04.html
Why we do Math Routines
http://everydaymath.uchicago.edu/parents/faq
http://www2.scholastic.com/browse/article.jsp?id=4150
Morning Math Routines
http://www.educationworld.com/a_admin/archives/morning_math.shtml
http://www.educationworld.com/a_lesson/lesson/lesson336.shtml
http://www.mathwire.com/routines/morning.html
Activities for Routines websites:
2nd Grade
http://www.teachingtime.co.uk/draggames/sthec2.html
http://fen.funbrain.com/numwords/index.html
http://www.funbrain.com/guess/index.html
All Grades
http://www.dep.anl.gov/aattack.htm
http://www.learningbox.com/Base10/BaseTen.html
http://www.mrsbogucki.com/aemes/resource/apps/change/
http://www.eduplace.com/kids/mhm/