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Number Talks

Using "Number Talks" in the K-5 classroom

Katie Breedlove

on 27 May 2014

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Transcript of Number Talks

Number Talks

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.
mentally solve the following problem...
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).
get started
Reasons for the communication:
students clarify their own thinking
value other's thinking
opportunity to hear student's thinking
Thumbs Up
Teacher as Recorder
dot cards, ten frames, Rekenreks
Let's see what it looks like in a first grade classroom
Let's Try One!!!
purposefully selected questions
1st grade class-January 2012

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?
25 x 15
time to subitize
A Number Talk is a short, ongoing daily routine that provides students with meaningful ongoing practice with computation:
"Computational fluency refers to having
methods for computing. Students exhibit computational fluency when they demonstrate
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.”

-(Thornton 1990; Isaacs and Carroll 1999)
Principles and Standards for School Mathematics,
National Council of Teachers of Mathematics, 2000

Thank you Hampton Elementary School

students clarify their own thinking
value other's thinking
opportunity to hear student's thinking
Reasons for the communication:

relies on what you know and understand about the numbers instead of memorized procedures
requires you to be efficient
challenges your ability to hold a lot of quantities in your head
Mental Math

Edited and Presented by Katie Breedlove, MCE
Original Presentation Created by Graham Fletcher, HES
Video of Number Talk

What makes a student good at math???
Full transcript