Welcome back to our exploration of Math Routines with Susan Jones from Susan Jones Teaching!
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In Part Five, Susan addresses the question that a lot of teachers struggle with: how do we Fit It All In? Our schedules are already packed and the curriculum continues to move at a brisk pace. Below, Susan takes us through how to layer Math Routines into specific slots so that you can consistently include review without upending your schedule.
And as always, Happy Teaching!
- Kayla
Hi! This is Susan and I'm so excited to have you with me on this Math Routines journey!
As you know, fitting anything extra into a your schedule can be a challenge! Our math block is about 45 minutes and is often sandwiched between lunch and specials. That can feel very truncated. That's why these routines are designed to be quick and fit into specific slots, ensuring consistent spiraling without disrupting your curriculum.
Slot 1: The Beginning of Math Block (5-8 Minutes)
This is the easiest spot to implement these routines. I treat the Math Talk or Counting Routine as the bridge, or the "warm-up," right after students come in.
- Frequency: Four out of five days a week, I do a Math Talk. The fifth day is usually reserved for a more active Counting Routine.
- Function: This is a nice, calm way to get our brains ready and ease into the Math Block. By making it review-focused and quick, you activate students’ math brains and continuously build on prior knowledge before tackling the new concept of the day.
- Note on Games: I typically don't start the block with a partner game. Longer games are best saved for longer slots to maximize the time for whole-group instruction.
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Slot 2: WIN Block (What I Need)
If your school has a dedicated intervention block, sometimes called WIN (What I Need), this is the ideal place to slot in those longer partner review games.
- Duration: My WIN block is about 45 minutes long, where students are working with interventionists or moving through stations based on their needs.
- Station Structure: I set up four fixed stations for the week, and students rotate through them on different days:
- Independent Work
- Response to Writing
- Math Game (Partner Game)
- Independent/Partner Reading
- Spiral Review: The math game station is always a review game that they learned weeks ago—not the current concept. This provides consistent, low-pressure spiral review outside of the main math block. The rotation ensures that every student gets a chance to visit the Math Game station once during the week, practicing an old skill and keeping it fresh.
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Slot 3: Middle of the Math Block - "We Do" / Practice
I use partner games here as a form of guided practice.
- Function: After I teach a new concept (the "I do"), I introduce a partner game related to that skill and immediately send the students who are ready to practice off to play (the "we do").
- Benefit: This frees me up to pull a small group back to the rug to review the lesson's conceptual part or offer a little extra support while the rest of the class is engaged in meaningful practice.
By utilizing these slots, you can easily implement these high-value routines without feeling rushed or behind in your pacing.
Thank you for joining me on Part Five of this Math Routines journey. I hope you find this series engaging and informative and I'll see you next week for Part Six - the final edition in this six part series!
Warmly, Susan Jones
P.S. If you want more incredible PD content from Susan, look no further than our upcoming Winter Summit 2026! Susan is one of our featured presenters and you can check out her session below.
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