What are instructional routines?
"Instructional routines are specific and repeatable designs for learning that support both the teacher and students in the classroom... enabling all students to engage more fully in learning opportunities while building crucial mathematical thinking habits." Kelemanik, Lucenta, & Creighton (2016)
The Instructional Routines on this page are accessible and challenging to all students, can be approached in multiple ways using different types of sensemaking strategies, promote understanding through discussion, make student thinking visible, make math visual and encourage practice of mental math
Instructional Routines:
This growing collection features resources and support for bringing the following instructional routines into your classroom:
(1) Notice/Wonder, (2) Dot Talks (3) SPLAT!, (4) Fraction Talks, (5) Number Talks, (6) Number Strings, (7) Test Talks, (8) Visual Patterns, (9) Estimation 180, (10) Which One Doesn't Belong, (11) Slow Reveal Graphs, (12) Numberless Word Problems, (13) ThreeAct Math Tasks, (14) Always, Sometimes, Never, (15) Solve Me Mobiles, (16) Clothesline Math, (17) Can You See It?, (18) What Math Do You See?, (19) SAME or DIFFERENT?, (20) Would You Rather?, (21) Unit Chats, (22) Convince Me That..., (23) Contemplate Then Calculate, (24) Connecting Representations, (25) Push & Support Cards, (26) Wrong Answers Only, (27) My Favorite No?, (28) Clarify, Critique, Correct, (29) Information Gap, (30) Going on a Number Picnic.

1) Notice/WonderStart problemsolving without the problem. Leave off the question, give students a math situation, graph or image and ask them: "What do you notice? What do you wonder?"
  
2) Dot TalksDot talks are a great way to show how visual math can be and how many different ways there can be to look even at a simple image. They take about 1012 minutes to do. In a dot talk, a teacher shows an image of dots for a couple of seconds and then asks students how many they saw. (The important thing is that students are not counting the dots one by one.) Then each student describes their way of seeing the dots. The teacher visually records each student's way of seeing and creates (or asks students to create) an expression representing the student's way of seeing. For the dot talk below, ANN member Patricia Helmuth, NY recorded different ways of seeing by making multiple copies of the image of the dots.
 
 When Steve Wyborney does dot talks with his students, he does one as described above. Then he gives students another set of dots, but the second time, each student receives a handout with 18 copies of the same collection of dots. Their task is to notice as many ways of seeing the dots as they can, record it similar to how Patricia did and write an expression for each way of seeing. To learn more, read his post, Provide Massive Space to Notice. Also check out 180 Opportunities to Notice  10 pages of dot patterns he created that you can download and use with your students.
 Cindy Whitehead created a Desmos activity called Crazy Eights, where students need to match equations to a dot pattern, create an equations that match dots patterns and create dot patterns that match equations.
  
There are 22 dots total. How many are under each Splat?

4) Fraction TalksA Fraction Talk is a discussionrich routine that invites multiple ways of identifying fractions. They are similar to number talks, but instead of drawing out strategies through mental calculations, students evaluate images like this one and asking questions like, "What fraction of this figure is yellow?" Nat Banting created the Fraction Talks website, which has a huge collection of images to inspire discussion and exploration, as well as suggestions for using this routine in your class. MATH FOR LOVE has some great Fraction Talk images using pattern blocks.
 
What fraction of this figure is yellow? How do you know?
 
What fraction of this shape is blue? How do you know?

5) Number Talks
A Number Talk takes about 1015 minutes and help students develop their number sense and teach them that they have mathematical ideas worth listening to and that they can make sense of calculations in their own ways. Especially for adult education students, many of whom received a fragile understanding of number and calculations from their prior education. The basic routine is students do a mental calculation without using paper. Students explain their thinking and teachers create visual representations of that thinking.
Here are some resources to start using Number Talks in your class.
Pam Harris facilitates a weekly slow chat on Twitter called #MathStratChat. Her collection of computation problems are thoughtfully designed and make for rich number talks. and have the added bonus of multiple approaches.
MATH FOR LOVE has a nice collection of resources for using number talks.
 
Berkeley Everett created adaptable slides so teachers can make customized number talk images using fruit, nuts, and pastries. Custom Number Talk Images Kristen Acosta has a collection of Number Talk Images for inspiring great math discussions.

6) Number Strings/Problem StringsNumber strings, also called problem strings, refer to a related series of mental math problems that are designed to draw out student thinking, help students notice relationships and develop explicit reasoning strategies. Number Strings is a website for math educators to find number strings, share number strings, get feedback, and interact with other teachers using number strings with learners. It is a growing resource, and currently has addition strings, subtraction strings, multiplication strings, division strings, rational number strings, and algebra strings.
Pam Harris has created an introduction to problem strings that include (1) videos showing the string in action with students, (2) a written description of the mathematics, (3) explanation of the teacher moves, and an annotated transcript of the video. These can all be found at her website: Math Is Figureoutable  Problem Strings
  
7) Test Talks
A Test Talk is an instructional routine developed by Sarah LonbergLew designed to (1) help students apply and extend their learning in the context of standardized test questions, (2) Solidify learning and act as a formative assessment, (3) Empower students to think flexibly and creatively in test situations, and (4) Build students’ capacity to make sense of problems and persevere in solving them
Test Talks help create and nurture a classroom culture that values flexible thinking and conceptual understanding and that explicitly prepares students to apply their learning in the context of standardized tests.
  
8) Visual Patterns are a great way to utilize patterns to encourage making use of structure in problemsolving. Students make observations and build on those observations to generalizations.
Visual Patterns is a collection of hundreds of visual patterns gathered by Fawn Nguyen. There are patterns that can be used to explore linear function, quadratic functions, cubic functions,
For some ideas about how to use visual patterns with adult students, including handouts and a lesson plan, read Developing Algebraic Reasoning Through Visual Patterns Mathigon has a visual pattern tool that can help make students' thinking visible to classmates and teachers.
 
Here are the first 3 steps of a visual pattern. 
