High School Number Talk Webinar Anne Gallagher – Director of Mathematics Katy Absten – K-12 Math Specialist Office of Superintendent of Public Instruction

Guest Teacher/Coach Drew Crandall Corey Burchill Marilyn Gilman Academic Coach North Kitsap High School/North Kitsap School District DCrandall@nkschools.org Corey Burchill Mathematics Teacher CBurchill@nkschools.org Marilyn Gilman South Sound High School/North Thurston School District mgilman@nthurston.k12.wa.us

Email Newsletter Best way to stay informed via OSPI emails Go to website to sign up Encourage your colleagues to do the same Anne OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/17/2018

Number Talks First time hearing about them Aware of them Have tried them Tried them and stopped Do them regularly Anne

What Are Number Talks? Instructional Routine 3-4 times a week for about 10 – 15 min – consistency is important Opportunity for students to mentally reason with numbers Students share their solutions and strategies and their solutions are recorded and honored Allows students to consider different perspectives on how a problem can be solved Opportunity for students to reflect on and compare their solutions with other students’ solutions. Anne Number talks are only one of a variety of instructional routines.

Why Number Talks: a high-leverage teaching strategy/routine to transform the culture of the classroom FROM: TO: Teacher centered Student-centered – students have ideas worth listening to Teacher explaining the solution to an answer Students sharing their reasoning & strategies Focusing on the right answer Honoring how students arrive at a solution – even if it is wrong Math anxiety/low confidence Confidence in math ability One method of solving a problem – often using the standard algorithm Students are flexible in their thinking & reasoning Low student participation High student engagement & productive struggle   Anne

The “Routine” Students put paper and pencil away Teacher writes a problem on the board – left to right, not one below the other Students put a thumb up once they have an answer – additional fingers if they have more than one way of solving the problem Once most thumbs are up, teacher records the answers only on the board – asking if anyone has a different answer. No reference is given as to whether the answer shared is correct or incorrect. Teacher asks for volunteers to explain how they figured the problem out, student clarifies which answer they are defending, and teacher records the strategy and might ask the class “does anyone have a question for ____________”, “can you say more about____________?” Teacher records the student’s solution as the student explains it.           Katy Thought it would be good to go over the “routine” before the video so they can identify the different elements of the routine while watching the video

Marilyn Gilman North Thurston School District South Sound High School Algebra 1, Algebra COE, and Algebra 2

Number Talks in Algebra 1

Tips for Getting Started I was originally inspired and get re-inspired to use Number Talks from: Jo Boaler models how to do Number Talks video from Youcubed Ruth Parker and Cathy Humphrey talk about their book Making Number Talks Matter Attend or Sponsor an event by the Mathematics Education Collaborative.

How Students Change Over Time More students talk about their math ideas during other parts of class Many students become more confident about their math ideas Students hear others’ ideas and acknowledge the other’s ideas in later conversations Some students become quite animated about trying to think of new ways to work with numbers and visual patterns Some students become willing to go beyond the written algorithms and to notice arithmetic properties Math vocabulary gets spoken aloud while students explain their strategy

NUMBER TALK EXAMPLES Multiplication problems: I write answers offered by students I invite students to defend their answers I write students’ names with their strategy I encourage students to name strategies (as in Double and half) I ask students to make a note of a new or impressive strategy shared today http://kes-5thgrade.blogspot.com/

NUMBER TALKS WITH VISUALS I occasionally model students’ approaches with area models of multiplication This visual representation supports teaching polynomial multiplication methods and the distributive property Below is an example for 18 x5 from Jo Boaler’s work on Youcubed

NUMBER TALKS with GROWING PATTERNS I regularly explore growth patterns using a modified number talk format and Fawn Nguyen’s Pattern Lesson idea. Students try to answer these questions.. How do you see this pattern growing? Sketch the first 4 steps of the pattern and the 13th form of the pattern. Without sketching all of them out, how many snowflakes will be in the 43rd step? patterns from - http://www.visualpatterns.org/

How Number Talks on Growing Patterns Started I build students’ capacity to have this type of number talk with a whole class lesson. (Fawn Nguyen) Student pairs figure out different patterns and create posters. Each week we have at least one brief Growing Patterns Number Talk.

Successes and Challenges Successes with implementing Number Talks Getting the talks down to about 10 minutes by using a timer Finding places in the curriculum to insert number and math talks Both the Math Coach and Principal commenting on the math conversations observed among my students while they worked Challenges for implementing Number Talks Ensuring ways to keep them in my weekly class routines Figuring out worthwhile, small problems to discuss Having educator allies to share the load for planning Number Talk topics for Algebra classes

Questions & Answers Type in your questions for Marilyn into the question box

Corey Burchill– North Kitsap School District Mathematics teacher

Tips for Getting Started with Number Talks Just made the plunge after talking with our Interventionist and seeing the book at a training. Hoped it would make students less intimidated by mental math (put those calculators away!) It did. I started with single digit numbers multiplied by double digits, and worked into a problem like 18x19=

Immediate Change I saw immediate improvement on participation levels. Endurance for the rest of the lesson also improved dramatically.

Change over Time Unexpected result – It was great scaffolding for what we were trying to accomplish in Alg II, namely factoring polynomials. Multiplication to area models Area models to factoring quadratics Led to another model for dividing higher order polynomials Led to connections for synthetic division

Example of Where It Led My Class

Questions & Answers Type in your questions for Corey into the question box

Drew Crandall– North Kitsap School District Academic coach

Supporting Number Talks Implementing NT’s was decided by math PLC after discussion around SMP3 (construct viable arguments and critique the reasoning of others). I facilitated a book study on Making Number Talks Matter Used PD day to develop common talks and commitment to routine I provide support by co-planning, co-teaching, modeling and observing with Guiding Principles feedback

Impact? More engaged students and a larger emphasis on thinking Using mental math strategies in other aspects of lesson, “we don’t need a calculator for that, its like a math talk” Spotlights power of differentiation ELA team looking for something similar

Successes and Challenges Successes: All math teachers implementing math talks and have interest in pushing practice forward. Teachers use of “talk moves” to help orient students to each other and to academic discussion. Special Ed teachers interested in using them to help their students. Challenges: Put more emphasis on student thinking and carry over this principles of number talks into the rest of the lesson

Questions & Answers Type in your questions for Drew into the question box

We Are Learners Along With the Students- Ask purposeful questions that shift the focus from the teacher to the student. Bring student solutions back to a PLC –particularly if you are unsure about a student’s strategy. Build your own content knowledge by making sense of the many new strategies your students will come up with! Anne Ask purposeful questions that shift the focus from the teacher to the student – practice as a teacher to refrain from “telling” – Learning curve for both students and teacher – develop your role as a teacher in a number talk Bring student solutions back to a PLC – particularly if you are unsure about a student’s strategy – wonderful opportunity for us to learn more about mathematics Students come up with many different ways – some of which will make no sense to you. Building your own content knowledge.

OSPI Number Talks Webinars Introduction to Number Talks Number Talks for Grades K – 2   Number Talks for Grades 3 – 5   Number Talks for Grades 6 – 8   Number Talks for High School     Visit OSPI’s Mathematics webpage to access recorded webinars & powerpoints. Katy http://www.k12.wa.us/Mathematics/

Connect with others! Washington Teachers Collaborating About Number Talks Join teachers from across Washington in creating statewide energy and support for Number Talks in K-12 mathematics classrooms Number Talk Resources Grade Level Discussion Boards https://waesdcoordinators.instructure.com/enroll/ybx8bb Katy

Number Talks Workshops around Washington MEC Number Talk 2-day Institutes April 19-20, 2016 Tumwater May 16-17, 2016 Renton June 22-23, 2016 Lacey August 3-4, 2016 Anacortes August 23-23, 2016 Lacey Contact your ESD Regional Math Coordinators for additional opportunities and personalized support in your area.

Resources You Cubed - https://www.youcubed.org/ You Cubed - Number Talks Making Number Talks Matter (book) – Ruth Parker and Cathy Humphreys Intentional Talk – Elham Kazemi and Allison Hintz Teaching Channel – PLC Leadership & Number Talks https://www.teachingchannel.org/blog/2015/07/23/plc-leadership-number-talks-gbt/ Katy

Additional Questions

Thank you! Anne Gallagher– anne.gallagher@k12.wa.us Katy Absten – katy.absten@k12.wa.us Drew Crandall – DCrandall@nkschools.org Corey Burchill – CBurchill@nkschools.org Marilyn Gilman – mgilman@nthurston.k12.wa.us You will find additional videos and resources that are included in the power point that is posted on our website