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Transcript of Number Talks
in the k-5 classroom
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.
mentally solve the following problem...
"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.”
what is 45% of 63?
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).
What does Number Talks look like?
Reasons for the communication:
students clarify their own thinking
value other's thinking
opportunity to hear student's thinking
rely on what you know and understand about the numbers instead of memorized procedures
you must be efficient
difficult to hold a lot of quantities in your head
Teacher as Recorder
K-2 Number Talks
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
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?
25 x 15
time to subitize