Number TalksLoomis Union School District
INSTRUCTIONAL
STRATEGIES
LEARNING INTENTIONS
By the end of the day you will:
• Explore the research behind why
students’ thinking and talking
about math is vital
• Be familiar with the Number
Talks lesson format
• Plan and practice a number talks
for your classroom
WELCOME
Pick One thing you noticed from the
Number Talks preview
Pick One item you are wondering from
the Number Talks preview
BOOK RESOURCES
• Each book comes
with video resource
library
• Math Solutions
video resource
library
http://mathsolutions.wistia.com/projects/7191d658c1
Number
Talks
Focus
1. Make sense of problems and persevere in solving them6. Attend to Precision
2. Reason abstractly and quantitatively
3. Construct viable argument and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically.
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
WHICH STUDENT WOULD YOU ARGUE HAS THE
MOST COMPLETE UNDERSTANDING OF THE
COMPUTATION 28 + 33 =
Provide a
collaborative forum
for students to:
Invent Strategies
Generalize individual
strategies into personal
algorithms
Build a conceptual bridge
to the standard algorithm
HOW CAN YOU PREPARE FOR
NUMBER TALKS?
1. Select a designated location that allows you to maintain close proximity to your students
2. Provide appropriate wait time for the majority of the students to access the problem
3. Accept, respect, and consider all answers
4. Encourage student communication throughout the number talk
Kinder -2nd
1. Develop number sense
2. Develop fluency with small numbers
3. Subitizing
4. Making tens
Number Talks Goals for Grades 3-5
1. Number Sense2. Place Value3. Fluency4. Properties5. Connecting
mathematical ideas
LET’S NUMBER TALKS : ARRAY
DISCUSSION 8 X 25 THIRD GRADE
8
25
MAKING CONNECTIONS STRATEGIES
Present the problem(i.e. dot cards, ten frame,
models, written)
Record all students answers in upper right
Use safe hand signals
Ask to hear and record their thinking for every
answer
Allow students to embrace their mistakes and
change their thinking with the help of others
Once the class has agreed on the “correct”
answer, pose the next level of the problem set
Common Core Mathematics in the Secondary Classroom
© 2012 Placer County Office of Education. All rights reserved.
So, how do we
engage students
intentionally and strategically?
25+25+25+25+25+25+25+25
25+25=50
50 +50+50+50=200
•Adding 25 eight times
•Multiplying 4*25 and
doubling
•8*20 plus 8*5
4
4
25
100
100
(4*25) + (4*25)
I could ask if anyone knows
how much 1 quarter is worth
and then how much 4
quarters made and then
write 4*25=100
• Are you saying that 4*25 was a
friendly number sentence?
• Could we draw an area model for
your thinking?
• Would you like to rethink your
answer?
LET’S PRACTICE
1. Get in grade level groups
2. Count off in your groups 1-4
3. Gather in group number in a quiet
place, read the background page for
your group number lesson
4. Choose any one of the boxes for the
string you will share
5. As a group, fill out the four-square
planning sheet
6. Each group decide how you want to
present your lesson to the remaining
groups
CLOSING
Next Steps :
Report experiences and show evidence of student learning at February 6th Staff Development Day
Contact Ellen Byron [email protected]
Number Talks Resources
Number Talks Session 1 (Teacher introducing to class) https://www.youtube.com/watch?v=X18cQkKMlhs&list=LLVT4i_qCyEqalSQXPYjVWfw
Teaching Channel: search number talks
Locust Grove Elementary math coach wrote number talks lessons for all subjects!! http://schoolwires.henry.k12.ga.us/Page/38450
http://www.insidemathematics.org/index.php/classroom-video-visits/number-talks
http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/217/middle_level_bank.pdf
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