25 + 36 = 61
How do I know
this is true?
http://www.youtube.com/watch?feature=player_embedded&v=Ihz0pGmhLI
NUMBER
TALKS
Fraction of the Day
Everyday
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.
NUMBER TALKS
• AIM: 2 minutes
o 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
o Teachers will write a mini essay that outlines the true purpose of math.
• ACTIVITY: 45 minutes
o
o
o
o
o
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:
o Have 5 Number Talks planned, typed, and returned to your school leader
by the next day.
NUMBER TALKS
• DO NOW:
o Teachers will write a mini essay that outlines the true purpose of math.
NUMBER TALKS
• ACTIVITY:
o
o
o
o
o
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.
NUMBER TALK
• What are Number Talks?
o 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
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
THE PROCESS
1. TEACHER PRESENTS PROBLEM
2. STUDENTS FIGURE OUT ANSWER
(Similar to you do)
3. STUDENTS SHARE THEIR ANSWERS
4. STUDENTS SHARE THEIR THINKING
5. THE CLASS AGREES ON THE “REAL”
ANSWER
6. REPEAT WITH OTHER PROBLEMS
NORMS
1. STUDENTS ARE SILENT DURING WORK TIME –
SLANT means you’re done
2. STUDENTS MUST BE GIVEN AN OPPORTUNITY
TO CORRECT THEMSELVES
3. STUDENTS ARE RESPECTFUL WHEN HEARING
OTHER IDEAS – hands bow means you agree
4. STUDENTS ARE RESPECTFUL WHEN
COMMENTING ON OTHER IDEAS
1. I respectfully disagree with Joshiba. I believe 2 is in
the middle because I subtracted and did not use
addition.
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?”
SEE IT IN ACTION
• http://www.youtube.com/watch?
v=mRV-26fEq-s
6th Grade
• http://www.insidemathematics.org/classroomvideos/number-talks/7th-grade-math-whats-thesavings/number-talk
7th Grade
• http://numbertalks1.blogspot.com
A high school teacher’s blog about her findings.
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.
REMEMBER
SHORT: 5 – 8 minutes
ONGOING
DAILY MENTAL PRACTICE
MEANINGFUL
SIMPLE TO COMPLEX
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
NUMBER TALK 2
Look at the number sentence…
13 +14 = 18 + 12 – x
Find the value of x.
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
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?
NUMBER TALK 4
Look at the number line…
1/2
3/4
?
3/4 is in the middle of ½ and what
other number?
NUMBER TALK 5
Look at the number line…
24
60
What number is half of a half of this
number line?
POPULAR NUMBER
TALKS
• Number of the Day
• Number Lines
• Number Strings
• Concepts of Equality
• Number Trains
• Percentage Understandings
NUMBER OF THE DAY
• 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
NUMBER LINES
• 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
What number is in the middle of the
numbers shown?
3/4
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
CONCEPTS OF
EQUALITY
• 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 8.
12 + 9 = 10 + 8 + c
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?
PERCENTAGE
UNDERSTANDINGS
• Can be a number string or word problem
• Students break apart and combine numbers to
simplify their mental process.
10% of 780
20% of 780
23% of 780
25% of 782
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.
Or
After a 20% markup, Mr. Jones paid $80 for a new pair of Sperry’s.
What was the original price?
CREATE
• Create 5 number talks
• Parameters
o Each Number Talk must be on the template
o Each must possess the opportunity to have
students break apart and place numbers back
together.
o Each Number Talk must increase in rigor as it
moves on.
PRACTICE
You are
being filmed
HOMEWORK
Type up your 5 Number
Talks using the template
and deliver to your
leader.
REFERENCES
• http://www.insidemathematics.org/classroomvideos/number-talks
• http://www.mathperspectives.com/num_talks.html
• http://numbertalks1.blogspot.com/
• http://www.sandi.net/cms/lib/CA01001235/Centricit
y/Domain/217/High%20School%20Instructional%20R
outines.pdf
• http://schoolwires.henry.k12.ga.us/cms/lib08/GA010
00549/Centricity/Domain/3791/Number%20Talk%20
Overview.pdf