EQUATE! Thinking Routines

The EQUATE thinking routine is a process I've used in my math classroom based on a constructivist approach.  This routine allows for students to explore a real life situation, wonder mathematically, ask questions, apply their mathematical knowledge, dive into the problem and solution opportunities and finally explain their results. 

This has worked as an assessment tool, a tool to develop interest in concepts, a tool for introduction to skills and formulas, and a great way to establish classroom routines and expectations.  You'll see me refer to EQUATE in other areas of my blog, and this is what I'm speaking of.  Please feel free to ask questions if any area is unclear!

(The above image is property of Andrew Sabatier, and is not my own.)

E—Explore—In this step the students discuss the situation and problem and come up with any questions they have for you. You may return to this piece over and over.

Qu—Question—In this step students ask you all of the questions that they have. You may

or may not have the answers.

(Now is a good time to have them go back and explore and see if they have more questions based on what they found out.)

A—Apply—This is when they will apply their knowledge and the information they gained from their questions to try to solve the problem. This may include investigations, trials, research, deriving formulas, doing calculations, etc.

T—Try Something—This is the “DO” piece. Even if they don’t know what they are doing, they need to take action. At any time they can come back to explore and question.

E—Explain—After they have arrived at an answer, they should explain it. How did they get there? Is it reasonable? How can they be sure they are right? What strategies did they use?


Please feel free to use any of these ideas and modify them to meet your needs.  However, please acknowledge the original source of the items and my own lesson outlines.  ©NatalieRSprigg 2013