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Number Talks PD
Transcript of Number Talks PD
Talks? use models and explanations that may help a student clarify thinking
confirm and clarify rather than test
allow students to develop understanding over time NUMBER TALKS... 1. Teacher presents a problem.
2. Students figure out possible solutions.
3. Students share their answers.
4. Students share their thinking.
5. The class agrees on the answer for the problem. NUMBER TALK
FORMAT 5 to 15 min. daily classroom discussions To get the most from Number Talk experiences, there needs to be... The teacher
thinking questions. Who would like to share their thinking?
Who did it another way?
How many people solved it the same way?
Does anyone have any questions for (student)?
How did you figure that out? Computational
Fluency is... The NCTM states that "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..." counting on counting all doubles/near doubles making tens making landmark numbers compensation breaking each number
into its place value adding up/adding on counting back keeping a constant
difference adjusting one number to
create an easier problem repeated addition skip counting partial products doubling and halving breaking factors into
smaller factors repeated subtraction multiplying up partial quotients proportional reasoning What are the
NUMBER TALKS? The primary goal is computational fluency. Common Core Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning. Ongoing part of daily routine Number Talks are most
effective if done everyday. Think and reason like mathematicians.
Make connections and look for relationships.
Going beyond memorizing basic facts and procedures.
Share strategies with others to develop mathematical language. A safe environment
Problems of various levels
Opportunities to think first then check
Self-Correction What is the TEACHER'S role during Number Talks? Don't teach specific strategies. Carefully select problems making
number relationships evident. Provide problems of varying levels of difficulty. Allow the children to solve the
problem in their own way. Allow children to use concrete models
to develop efficient strategies. Interaction between teacher and students should be
more like a conversation rather than a report. Values everyone's thinking and provides adequate wait time. If the children don't get it, it is the teacher's responsibility to figure out misconceptions. Sample: 76 + 25 A problem in which students
can decompose numbers to solve. Sample: Draw me a figure
with perimeter of 24 units. Sample: The product is 75.
What are the factors?