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what is 40% of 60?

How would you mentally solve

this problem?

85-29

What we do at SES are Number Talks!

STUDENT ACCOUNTABILITY WITH NUMBER TALKS

1. Students use finger signals to nurture think time and strategy development.

2. Create anchor charts of student strategies.

3. Hold small-group number talks everyday.

4. Create and post class strategy charts.

5. Give students an exit problem using the discussed strategies.

What's the goal?

Computational "Fluency"

What's the difference between

computational fluency and memorization?

Mental Math

  • rely on what you know and understand about the numbers instead of memorized procedures or rules
  • you must be efficient, accurate, and flexible
  • find multiple paths to get to the same "destination"

"Computational fluency refers to having efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate flexibility in the computational methods they choose, understand and can explain these methods, and produce accurate answers efficiently. The computational methods that a student uses should be based on mathematical ideas that the student understands well, including the structure of the base-ten number system, properties of multiplication and division, and number relationships.”

What does a Number Talk look like in a classroom?

  • it lasts from 5 to 15 minutes a day
  • students share and clarify their own thinking
  • student validate or invalidate the thinking of others
  • the teacher acts as the recorder

K-3 Number Talks

dot cards, ten frames, Rekenreks

Let's see what it looks like in a first grade classroom

Number Talks help students to...

add and subtract within 20, demonstrating fluency for addition and subtraction within 10, use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

20-15= 20-14= 20-9= 20-8=

50-24 50-44

multiplication

6 x 15

K-2

11 x 15

what do you see or know about the number 12?

5

1st grade class-January 2012

Let's Try One!!!

16+29

7+19

Thank you for your attention and desire to help our students grow mathematically by using Number Talks.

Don't forget your hand-out!

purposefully selected questions

19+18

29+33

Why Do

Number Talks in the K-5 Classroom?

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