NUMBER TALKS

What are Number Talks? Classroom conversations around purposefully crafted computation problems that are solved mentally.

Key Components of Number Talks: Classroom Environment and Community Classroom Discussions The Teacher’s Role The Role of Mental Math Purposeful Computation Problems

Key Component #1: CLASSROOM ENVIRONEMNT & COMMUNITY Establishes a community of learners built on mutual respect Promotes a risk-free environment Consistently set expectations

Key Component #2: CLASSROOM DISCUSSIONS Teacher writes a problem on the board Students given time to solve the problem mentally (Hand Signals) All answers recorded on the board Students share their strategies and justification with their peers ONLY 5-15 minutes

BENEFITS OF CLASSROOM DISCUSSIONS Clarify their own thinking Consider and test other strategies Investigate and apply mathematical relationships Build a repertoire of efficient strategies Make decisions about choosing efficient strategies for specific problems

Key Component #3: TEACHER’S ROLE Facilitator- guide the students to conversation that builds on meaningful mathematics Questioner- ask open-ended questions (“How did you arrive at your answer?”) Listener & Learner- understand how they were making sense of math

Key Component #4: ROLE OF MENTAL MATH Students have to focus on number relationships Rely on what they know and understand Develop efficient, flexible strategies with accuracy Strengthen understanding of place value

Key Component #5: PURPOSEFUL COMPUTATION PROBLEMS Problems guide students to focus on mathematical relationships Careful planning to design “just right” problems for students and strategies

PREPARATION: 4 Procedures & Expectations Designate an area Provide appropriate wait time Accept, respect, and consider all answers Encourage student communication throughout the number talk

LOCATION If possible, designate a specific location close to board or whiteboard Close proximity to observe & informally assess

WAIT TIME Establish, practice, & use hand signals FIST= Thinking THUMBS-UP= Answer 1,2,3,FINGERS= Alternative strategies to solve the problem

ACCEPT ALL ANSWERS Accept all ideas and answers Creates a safe learning environment where students take risks “Blank-face” (keep verbal and physical expressions the same for correct and incorrect answers)

STUDENT COMMUNICATION Students share strategies; Teacher scribes exactly what is said Think-Pair-Share= Engaging students & gives a practice run of explaining strategy Provide SENTENCE FRAMES/PROMPTS to help

SENTENCE FRAMES/PROMPTS I agree with ______________ because _____________. I do not understand ______________. Can you explain this again? I disagree with ___________ because __________________. How did you decide to _______________?

RECORD STUDENT THINKING Teacher records individual student thinking in a clear, concise manner that shows big mathematical ideas Think through possible strategies for problems beforehand Consider the mathematical ideas you want to highlight: friendly numbers/landmarks, decomposing, halving, doubling, etc.

STUDENT ACCOUNTABILITY Use finger signals for efficient strategies Keep records of problems and the students’ strategies Hold small-group talks throughout each week Create and post class strategy charts Exit slips Weekly computation assessment

6 SMALL STEPS Start with smaller problems to elicit thinking from multiple perspectives. Be prepared to offer a strategy from a previous student. It is all right to put a student’s strategy on the back burner. As a rule, limit your number talks to 5 to 15 minutes. Be patient with yourself and students.