The Power of A Number String Purposeful Number Talks Core Mathematics Partnership Building Mathematical Knowledge and High-Leverage Instruction for Student Success Thursday October 22, 2015 Format is down...how to give We got the kids talking...

Learning Intention and Success Criteria We are learning how specifically designed number strings provide structured practice to develop a repertoire computational strategies. You will be able to develop number strings that provide structured computational strategy practice.

Thinking About the Numbers: The Research Children develop stronger number sense if allowed to explore strategies when computing, instead of being tied down to rigid procedures such as algorithms. The goal is for children not to be bound to a rigid procedure such as an algorithm that is used regardless of the problem, but rather, to look to the numbers to decide which strategy to use. Dibrienza, J. & Gary Shevell, (1998). Number Strings: Developing Computational Efficiency in a Constructivist Classroom.

Thinking About the Numbers: The Research Children develop stronger number sense if allowed to explore strategies when computing, instead of being tied down to rigid procedures such as algorithms. The goal is for children not to be bound to a rigid procedure such as an algorithm that is used regardless of the problem, but rather, to look to the numbers to decide which strategy to use. Dibrienza, J. & Gary Shevell, (1998). Number Strings: Developing Computational Efficiency in a Constructivist Classroom.

Thinking About the Numbers How would you find a solution to… 12 x 16 4 Strategies for Multiplication Break a factor into two or more addends Factor a Factor Round a Factor and Adjust Halving and Doubling

Using The Strategies for Multiplication Individually study pages 65-67. What strategies surfaced during our number talk? Which strategies did you need to study a bit in order to understand? Take the next 5 minute to work with a partner. Use 16 x 18 to practice each strategy. Make sure to record your thinking on your whiteboard or in your notebook. During this reading/study Start with strategies you are least familiar with …

Thinking About The Numbers 25 x 16 1. Mentally solve. 2. Record your thinking. 3. Use your book to name strategy you used. 4. Share your work with a partner and explain why you selected that strategy.

Engaging in Structured Practice As a table group you will engage in a number talk delivered by one of your tablemates. Be Kind!! Your colleagues just got their assignments! Turn and Talk….What is a number string? Why is it an intregral part of a number talk? Turn and Talk: How did the number string develop understanding of a strategy and build fluency?

How do number strings help students think about 7x7? Watch the video from Number Talks (2014) by S. Parrish What were the deliberate moves made by the teacher during the talk? How does fluency with smaller multiplication problems support the students’ strategies? A purposeful number talk string provides an introduction to the use of the Distributive Property as the foundation for efficient strategy for multiplication.

Purposeful…Structured Practice Planning time…. Work with a grade level partner to develop a number string that will address a computational strategy or a mathematical property your students need to practice. You will be including one of these number strings in your next log. Big Concept?…. Property or Strategy around computation

Learning Intention and Success Criteria We are learning how specifically designed number strings provide structured practice to develop a repertoire computational strategies. You will be able to develop number strings that provide structured computational strategy practice.

Disclaimer Core Mathematics Partnership Project University of Wisconsin-Milwaukee, 2013-2016   This material was developed for the Core Mathematics Partnership project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. Other use of this work without prior written permission is prohibited—including reproduction, modification, distribution, or re-publication and use by non-profit organizations and commercial vendors. This project was supported through a grant from the Wisconsin ESEA Title II, Part B, Mathematics and Science Partnerships.