1. 25 + 36 = 61 How do I know this is true?
SECONDARY
= 61 How do I know this is true?

2. Fraction of the Day Everyday
NUMBER TALKS
Fraction of the Day Everyday

3. THE EXPECTATION
Every secondary math class operated by TAS will start with a NUMBER TALK. Every elementary school operated by TAS will have a 30 minute NUMBER TALK block.

4. NUMBER TALKS AIM: 2 minutes DO NOW: 2 minutes + 2minutes
Teachers will know what a number talk is and how to use it in an everyday classroom setting by practicing, creating, and reviewing number talk activities.
DO NOW: 2 minutes + 2minutes
Teachers will write a mini essay that outlines the true purpose of math.
ACTIVITY: 45 minutes
Learn about what NTs are.
Participate in 5-10 NTs (Be prepared to be video taped)
Invent Norms for your classroom
Create 5 Number Talks
Practice 1 of your talks with your table. (Be prepared to be video taped)
HW:
Have 5 Number Talks planned, typed, and returned to your school leader by the next day.
Create

5. NUMBER TALKS
DO NOW:
Teachers will write a mini essay that outlines the true purpose of math.
Create

6. NUMBER TALKS ACTIVITY: Learn about what NTs are.
Participate in 5-10 NTs
Invent Norms for your classroom
Create 5 Number Talks
Practice 1 of your talks with your table.
Create

7. SHORT ONGOING DAILY MENTAL PRACTICE MEANINGFUL SIMPLE TO COMPLEX
NUMBER TALK
What are Number Talks?
A Number Talk is a short, ongoing daily routine that provides students with meaningful ongoing practice with computation. A Number Talk is a powerful tool for helping students develop computational fluency because the expectation is that they will use number relationships and the structures of numbers
SHORT ONGOING DAILY MENTAL PRACTICE MEANINGFUL SIMPLE TO COMPLEX

8. Note: numbers can be substituted with elements
NUMBER TALK
Primary Goals – Computational Fluency "Computational fluency refers to having efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate flexibility in the computational methods they choose…”
#s ARE MADE OF SMALLER #s #s CAN BE TAKEN APART OR COMBINED WHAT WE KNOW ABOUT THE SMALL CAN HELP US WITH THE BIG #s ARE ORGANIZED INTO GROUPS OF 10s
Note: numbers can be substituted with elements

9. THE PROCESS TEACHER PRESENTS PROBLEM
STUDENTS FIGURE OUT ANSWER (Similar to you do)
STUDENTS SHARE THEIR ANSWERS
STUDENTS SHARE THEIR THINKING
THE CLASS AGREES ON THE “REAL” ANSWER
REPEAT WITH OTHER PROBLEMS

10. NORMS STUDENTS ARE SILENT DURING WORK TIME –SLANT means you’re done
STUDENTS MUST BE GIVEN AN OPPORTUNITY TO CORRECT THEMSELVES
STUDENTS ARE RESPECTFUL WHEN HEARING OTHER IDEAS – hands bow means you agree
STUDENTS ARE RESPECTFUL WHEN COMMENTING ON OTHER IDEAS
I respectfully disagree with Joshiba. I believe 2 is in the middle because I subtracted and did not use addition.

11. THE PROCESS Language Assistance
PROCESS STEPS
TEACHER LANGUAGE
TEACHER PRESENTS PROBLEM
“Let’s see who will think intelligently about this problem.”
“I’m ready to hear all of your marvelous takes on what the answer to this will be.”
STUDENTS FIGURE OUT ANSWER (Similar to you do)
“I love the hard work I see in the room.” You all are really focused in this room and I love it.”
STUDENTS SHARE THEIR ANSWERS
“Let me get all these down.” “I want to get as many of your thoughts down as possible. This is really helping me see how you think.”
STUDENTS SHARE THEIR THINKING
“Who would like to share their thinking?” “Who did it another way?” “How many solved it that way?” “How did you figure that out?” “Sam. Do you have any questions for Tom?”
THE CLASS AGREES ON THE “REAL” ANSWER
“Who can explain to John why the 6 should be divided?”

12. NUMBER TALK 1
The number of the day is… 105 Use any of the four basic operations and at least one radical to arrive at our number. Find at least 2 solutions.

13. REMEMBER
SHORT: 5 – 8 minutes ONGOING DAILY MENTAL PRACTICE MEANINGFUL SIMPLE TO COMPLEX

14. ALSO…REMEMBER
#s ARE MADE OF SMALLER #s #s CAN BE TAKEN APART OR COMBINED WHAT WE KNOW ABOUT THE SMALL CAN HELP US WITH THE BIG #s ARE ORGANIZED INTO GROUPS OF 10s

15. NUMBER TALK 2
Look at the number sentence… = – x Find the value of x.

16. ALSO…REMEMBER
#s ARE MADE OF SMALLER #s #s CAN BE TAKEN APART OR COMBINED WHAT WE KNOW ABOUT THE SMALL CAN HELP US WITH THE BIG #s ARE ORGANIZED INTO GROUPS OF 10s

17. NUMBER TALK 3
Read the problem… Rick’s uncle Chase told him to put away 15% of his earnings every week. This week he put away $45. How much did he earn?

18. NUMBER TALK 4
Look at the number line… 3/4 is in the middle of ½ and what other number?
3/4
1/2 ?

19. NUMBER TALK 5
Look at the number line… What number is half of a half of this number line? 24 60

20. POPULAR NUMBER TALKS Number of the Day Number Lines Number Strings
Concepts of Equality
Number Trains
Percentage Understandings

21. NUMBER OF THE DAY 27 Select a number
Students find multiple ways to arrive to that number using calculations
Extension: They use methods you are currently studying – or whatever parameters you set (only exponents and addition). 27
9x3
52 +2
42+11

22. NUMBER LINES 2/5 3/4 Draw a number line and plot numbers on it
Students find the middle of two numbers or are given the middle and asked to find the edge.
Extension: Do not use whole numbers. Use fractions, integers, and decimals.
2/5
3/4
What number is in the middle of the numbers shown?

23. NUMBER STRINGS
Start with a simple computation that helps illustrate a rule or truth.
As students answer, make sure they describe how the simpler problem helps solve the new and how they are breaking a part numbers and putting them back together.
2x5
4x5
8x5
16x5
32x5
48x5
48x0.5
48x0.05
48x0.25

24. CONCEPTS OF EQUALITY 7+6 = ___+ 5
Present student with an equation with a missing number.
Students separate, combine, alter numbers to solve the problem.
7+6 = ___+ 5
Example: Broke 6 into (1+5). Added the 1 back to 7. now I have 8+5. So the missing number is = c

25. NUMBER TRAINS Verbal examples and nothing written
Students use auditory modality to focus in on questioning to determine answer.
No order of operations used because the train goes in the order spoken.
Your number is 200. Now divide by 2. Take 25% of that. Subtract 5. Find 1/5. What is your new number?

26. PERCENTAGE UNDERSTANDINGS
Can be a number string or word problem
Students break apart and combine numbers to simplify their mental process.
10% of % of 780
23% of 780
25% of 782 Or
After a 20% markup, Mr. Jones paid $80 for a new pair of Sperry’s. What was the original price?
Best when used with individual work and cold call. Students should use norms and habits of discussion to connect to one another.
Best when used with think/pair/share or elbow partners.