1. NUMBER TALKS

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

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

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

5. 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

6. 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

7. 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

8. 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

9. 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

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

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

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

13. 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)

14. 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

15. 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 _______________?

16. 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.

17. 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

18. 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.