1. Number Talks: Developing Computational Fluency
Core Mathematics Partnership
Building Mathematical Knowledge and
High-Leverage Instruction for Student Success
Thursday Sept. 10, 2015
We got the kids talking...

2. Learning Intention and Success Criteria
We are continuing to build understanding about the purpose of Number Talks and how purposefully designed computation problems can support strategies to understanding of operations.
We will be success when we can use a dot image help students make sense of strategies that might support multiplicative thinking.

3. Where we started….where we’re going
Summer Goal for Number Talks:
Studied and practiced the components to deliver a Number Talk.
Learned the background on the research and benefits of including Number Talks into math lessons.
Provided a venue that set an expectation for classroom conversations in mathematics.
Our work this year:
Incorporate productive talk moves into Number Talks to provide opportunities for students to share and learn from each other.
Understand how to develop purposeful number talks and incorporate them into mathematics classes.
Extend our understanding of Number Talks in order to develop computational fluency for students.

4. Questions raised from looking at your projects
1. Are Number Talks the same as Number of the Day?
How many ways to make 17? vs. How would you think about solving 9+8?
How are students engaging?
2. Should there be a sequence in delivering a Number Talk? No
Many projects used one image with one as a back-up.
Many projects used a mixture of operations throughout the 7 lessons in order to set up a successful a classroom environment for conversations.
Is there a role for dot images beyond “getting started”?
In what way dot images be used to help students think about strategies and relationships?
p.14, Humphreys & Parker - identified dot cards as a way of helping getting students talking in math class.

5. Reflecting on your first try at Number Talks
Consider the number talks you implemented.
1. As a table group take turns...
Share one number talk success - What made it a successful? What student evidence do you have that it was successful?
Share one number talk that didn’t go as anticipated. What were some of the challenges you didn’t anticipate?
2. As a table group record a post-it of the success and challenge.
Walk and find another person to share with.
Post one from each table on each side of the chart.
You and a partner worked to design a series of number talks to use with your first unit of study.
Identify 1 person from each table to post onto the chart. Joe and I will look them over and find themes.

6. Are you trying to make too many connections?
“...a brief daily practice where students mentally solve computation problems and talk about their strategies as a way to dramatically transform teaching and learning in mathematics classrooms. (Humphreys, C,& R. Parker (2014) Making number talks matter: developing mathematical practices and deepening understanding grades 4-10 p. 5)
“Simply defined, number talks are minute classroom conversations around purposefully crafted computation problems that are solved mentally.” (Parrish, S. Number talks building numerical reasoning. Teaching Children Mathematics, October 2011)

7. Reviewing and Fine Tuning
Working in your triads, you will read parts of the Parrish article Number Talks Build Numerical Reasoning: Strengthen accuracy, efficiency, and flexibility with these mental math computations.
All read p (stop at the top).
Next, select one of these from the Key Components found on pages
#3. The Teacher’s Role (p )
#4. The Role of Mental Math (p )
#5. Purposeful computation problems. (p )
When finished share out important ideas from each section.

8. Learning Intention and Success Criteria
We are continuing to build understanding about the purpose of Number Talks and how purposefully designed computation problems can support strategies to understanding of operations.
We will be success when we can use a dot image help students make sense of strategies that might support multiplicative thinking.

9. Disclaimer Core Mathematics Partnership Project
University of Wisconsin-Milwaukee,
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.