Helping Children Build Mental Math and Computation Strategies

What are ?  Classroom conversations around purposefully crafted computation problems that are solved mentally.  The problems in a number talk are designed to elicit specific strategies that focus on number relationships.  Students solve problems accurately, efficiently, and flexibly.  Can be conducted in 5-15 minutes.

Key Components of Number Talks  Classroom environment and community  Classroom discussions  The teacher’s role  The role of mental math  Purposeful computation problems

Classroom Environment and Community

Benefits of Sharing and Discussing Computation Strategies  Students clarify their own thinking  Students consider and test other strategies to see if they are mathematically logical  Students investigate and apply mathematical relationships  Students build a repertoire of efficient strategies  Students make decisions about choosing efficient strategies for specific problems.

The Teacher’s Role

The Role of  Encourages students to build on number relationships to solve problems instead of relying on memorized procedures  Help strengthen students understanding about place value because they are forced to look at numbers as whole quantities instead of discrete columns of digits

Purposeful Computation Problems  Select problems that guide students to focus on mathematical relationships  Requires careful planning to design just the right problems for the students

Procedures and Expectations Essential to Number Talks

Four Goals for K-2 Number Talks  Developing number sense  Developing fluency with small numbers  Subitizing  Making Tens

 Fluency Number Talks Using Dot Images  Fluency Number Talks Using Rekenreks  Fluency Number Talks Using Five and Ten Frames

Continue to use dot plates, rekenreks, and ten frames. Record equations to match students thinking.  Counting all/Counting on  Making Tens  Doubles/Near Doubles  Landmark or Friendly Numbers

Counting all/Counting on are entry-level strategies for addition. For this reason if students share this method as their strategy, honor their thinking but make connections to more efficient strategies.  Making Tens  Doubles/Near Doubles  Landmark or Friendly Numbers  Breaking Each Number into its Place Value  Compensation  Adding Up in Chunks  Removal