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M0qQQ0RN$WW`5QWR5Q<QQRW : Number Talks Cheat Sheet
What does Number Talks look like?
Students are near each other so they can communicate with each other (central meeting place)
Students are mentally solving problems
Students are given thinking time
Thumbs up show when they are ready
Teacher is recording students' thinking
Communication
Having to talk out loud about a problem helps students clarify their own thinking
Allow students to listen to other's strategies and value other's thinking
Gives the teacher the opportunity to hear student's thinking
Mental Math
When you are solving a problem mentally you must rely on what you know and understand about the numbers instead of memorized procedures
You must be efficient when computing mentally because you can hold a lot of quantities in your head
Thumbs Up
This is just a signal to let you know that you have given your students enough time to think about the problem
If will give you a picture of who is able to compute mentally and who is struggling
It isn't as distracting as a waving hand
Teacher as Recorder
Allows you to record students' thinking in the correct notation
Provides a visual to look at and refer back to
Allows you to keep a record of the problems posed and which students offered specific strategies
Purposeful Problems
Start with small numbers so the students can learn to focus on the strategies instead of getting lost in the numbers
Use a number string (a string of problems that are related to and scaffold each other)
Starting Number Talks in your Classroom
Start with specific problems in mind
Be prepared to offer a strategy from a previous student
It is ok to put a student's strategy on the backburner
Limit your number talks to about 15 minutes
Ask a question, don't tell!
The teacher asks questions:
Who would like to share their thinking?
Who did it another way?
How many people solved it the same way as Billy?
Does anyone have any questions for Billy?
Billy, can you tell us where you got that 5?
How did you figure that out?
What was the first thing your eyes saw, or your brain did?
What are Number Talks and Why are they
Strategies by Grade Level
GradeAdditionSubtractionK
Counting all/counting on
Making tens
Counting back
Adding up1
Counting all/counting on
Doubles/near doubles
Making tenslandmark numbers
Breaking up number into their place value
Adding up in chunks
Adding up
Removal in parts2
Counting all/counting on
Doubles/near doubles
Making tenslandmark numbers
Breaking up number into their place value
Adding up in chunks
Adding up
Removal in parts3Breaking numbers into their place value
Adding up in chunks
Compensationadjusting 1 number to create an easier
Problem using a landmark number
Adding up
Negative numbers
Constant difference
Adjusting 1 number to make an easier problem
Number line
Part - whole box model
Repeated addition
Skip counting
Doubling and halving making an array as a model
Partial products
Using landmark numbers
Students need to understand that:
Numbers are composed of smaller numbers.
Numbers can be taken apart and combined with other numbers to make new numbers.
What we know about one number can help us figure out other numbers.
What we know about parts of smaller numbers can help us with parts of larger numbers.
Numbers are organized into groups of tens and ones (and hundreds, tens and ones and so forth.)
What we know about numbers to 10 helps us with numbers to 100 and beyond
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