Number TalksLoomis Union School District

INSTRUCTIONAL

STRATEGIES

LEARNING INTENTIONS

By the end of the day you will:

• Explore the research behind why

students’ thinking and talking

about math is vital

• Be familiar with the Number

Talks lesson format

• Plan and practice a number talks

for your classroom

WELCOME

Pick One thing you noticed from the

Number Talks preview

Pick One item you are wondering from

the Number Talks preview

BOOK RESOURCES

• Each book comes

with video resource

library

• Math Solutions

video resource

library

http://mathsolutions.wistia.com/projects/7191d658c1

Number

Talks

Focus

1. Make sense of problems and persevere in solving them6. Attend to Precision

2. Reason abstractly and quantitatively

3. Construct viable argument and critique the reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically.

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

WHICH STUDENT WOULD YOU ARGUE HAS THE

MOST COMPLETE UNDERSTANDING OF THE

COMPUTATION 28 + 33 =

Provide a

collaborative forum

for students to:

Invent Strategies

Generalize individual

strategies into personal

algorithms

Build a conceptual bridge

to the standard algorithm

HOW CAN YOU PREPARE FOR

NUMBER TALKS?

1. Select a designated location that allows you to maintain close proximity to your students

2. Provide appropriate wait time for the majority of the students to access the problem

3. Accept, respect, and consider all answers

4. Encourage student communication throughout the number talk

Kinder -2nd

1. Develop number sense

2. Develop fluency with small numbers

3. Subitizing

4. Making tens

Number Talks Goals for Grades 3-5

1. Number Sense2. Place Value3. Fluency4. Properties5. Connecting

mathematical ideas

LET’S NUMBER TALKS : ARRAY

DISCUSSION 8 X 25 THIRD GRADE

8

25

MAKING CONNECTIONS STRATEGIES

Present the problem(i.e. dot cards, ten frame,

models, written)

Record all students answers in upper right

Use safe hand signals

Ask to hear and record their thinking for every

answer

Allow students to embrace their mistakes and

change their thinking with the help of others

Once the class has agreed on the “correct”

answer, pose the next level of the problem set

Common Core Mathematics in the Secondary Classroom

© 2012 Placer County Office of Education. All rights reserved.

So, how do we

engage students

intentionally and strategically?

25+25+25+25+25+25+25+25

25+25=50

50 +50+50+50=200

•Adding 25 eight times

•Multiplying 4*25 and

doubling

•8*20 plus 8*5

4

4

25

100

100

(4*25) + (4*25)

I could ask if anyone knows

how much 1 quarter is worth

and then how much 4

quarters made and then

write 4*25=100

• Are you saying that 4*25 was a

friendly number sentence?

• Could we draw an area model for

your thinking?

• Would you like to rethink your

answer?

LET’S PRACTICE

1. Get in grade level groups

2. Count off in your groups 1-4

3. Gather in group number in a quiet

place, read the background page for

your group number lesson

4. Choose any one of the boxes for the

string you will share

5. As a group, fill out the four-square

planning sheet

6. Each group decide how you want to

present your lesson to the remaining

groups

CLOSING

Next Steps :

Report experiences and show evidence of student learning at February 6th Staff Development Day

Contact Ellen Byron ebyron@placercoe.k12.ca.us

Number Talks Resources

Number Talks Session 1 (Teacher introducing to class) https://www.youtube.com/watch?v=X18cQkKMlhs&list=LLVT4i_qCyEqalSQXPYjVWfw

Teaching Channel: search number talks

Locust Grove Elementary math coach wrote number talks lessons for all subjects!! http://schoolwires.henry.k12.ga.us/Page/38450

http://www.insidemathematics.org/index.php/classroom-video-visits/number-talks

http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/217/middle_level_bank.pdf

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