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# Number Talks at Cedar Ridge

Using "Number Talks" in the K-5 classroom
by

## Graham Fletcher

on 22 July 2014

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#### Transcript of Number Talks at Cedar Ridge

Number Talks
in the k-5 classroom
what?
A Number Talk is a short, ongoing daily routine that provides students with meaningful ongoing practice with computation:
keep Number Talks short, as they are not intended to replace current curriculum or take up the majority of the time spent on mathematics.
spend only 5 to 15 minutes on Number Talks.
Number Talks are most effective when done everyday.
goal
mentally solve the following problem...
85-29
what is 45% of 63?
7+19
16+29
19+18
29+33
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).
or how are you doing them?
Computational
"Fluency"
get started
Reasons for the communication:
students clarify their own thinking
value other's thinking
opportunity to hear student's thinking
Mental Math
rely on what you know and understand about the numbers instead of memorized procedures
you must be efficient
Thumbs Up
Teacher as Recorder
Number Talks starts with...
dot cards, ten frames, Rekenreks,
subitizing, number sentences
Let's see what it looks like in a first grade classroom
Let's Try One!!!
purposefully selected questions
STUDENT ACCOUNTABILITY WITH NUMBER TALKS

1. Students use finger signals to indicate most efficient strategy.

2. Keep records of problems posed and student strategies.

3. Hold small-group number talks.

4. Create and post class strategy charts.

5. Give students an exit problem using the discussed strategies.
What's the difference between computational fluency and memorization?
what do you see or know about the number 12?
5
This is great but what about multiplication and division?
25 x 15
time to subitize
why not use flash cards?
or when should they be used?
Purposeful practice...what is it?

calendar time & problems of the day
How do we connect Number Talks to everyday lessons?
Questions, Concerns, or Must Shares
What SMPs are addressed through Number Talks?
36 x 19
take a minute (or 5) to solve it mentally by yourself
share and record solution strategy with the group and have someone else record it
identify the most efficient strategy by circling it and explain why
13
- 9
4
0 13
342
-69
273
modeling doubling and halving
2.NBT.B.6-
Use place value understanding and properties of operations to add and subtract.

Add up to four two-digit numbers using strategies based on place value and properties of operations
2 13 12
Full transcript