What can I do with the Warm-Ups in RightStart Math?
Warm-Ups (sometimes called bellringers) are a fantastic way to start math class, helping students shift their focus from one subject to another. They not only prepare students to engage in new content but also allow for review of previously taught concepts. Warm-Ups can give you a quick snapshot of what math content is sticking and what might need a bit more practice.
While many of the lessons in RightStart Math provide numerous options for Warm-Up content, it’s best to keep this part of the lesson to about 5-10 minutes.
How can you differentiate the Warm-Ups? Here are some ideas:
Think-Pair-Share
Have students pair up, then give each pair index cards or sticky notes with the Warm-Up questions. Provide them with a journal page or note card to document their work. Students can work together to solve the problems or take turns asking each other the questions. Encourage them to note which problems they found challenging and which ones they were confident about.
Bingo Card
Though this one takes a bit of prep, it’s a hit with students. Create a bingo card with the solutions to the Warm-Up questions. As you ask questions, students mark the answers on their card. When they get bingo, you can celebrate all your students’ success and review the questions together, paying special attention to any areas where students might be struggling.
Choral Answering or Alternate Answering
When practicing skip counting, get the whole class involved. You can have everyone count together, or for more of a challenge, divide the class into two groups. Group A says the first number, Group B says the next, and they alternate until the series is complete.
Add Physical Activities
Add a movement component by having students circle up and pass around a ball or “hot potato” while answering Warm-Up questions. Another idea is to have your students do the bunny hop while skip counting.
Written Responses
Create a brief worksheet using the Warm-Up problems in the lesson to document what students remember. Use this sparingly—maybe just once a week—to gather evidence of their understanding without overloading them with paperwork. The goal of using Warm-Ups is engagement, not solitary work.
Verbal Responses
This updated, old-school option is good to mix in, too. Pair up students and ask one pair a question from the Warm-Up. They can discuss their answer with each other or use a “phone-a-pair” option to get help from another group if needed.
Whiteboard Responses
Ask the questions in the Warm-Up section and have each student write the answer on their personal whiteboard. When they’re ready, they can raise their boards to show their answers. This gives you a quick and clear picture of who’s on track and who might need extra help.
By keeping Warm-Ups fun and interactive, students can smoothly transition into math class, feel prepared to tackle new concepts, and you gain valuable insights into their understanding.
For more differentiating ideas, check out our blogs on differentiating for the classroom, the strong student, the struggling student, and the Conclusion section of each lesson.
Have other creative ideas for differentiating Warm-Ups? Share them with us so we can spread the inspiration!