1. 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...

2. 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.

3. 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.

4. 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.

5. 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

6. Using The Strategies for Multiplication
Individually study pages
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 …

7. 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.

8. 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?

9. 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.

10. 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

11. 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.

12. 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.