Helping Children
Build Mental Math
and Computation
Strategies
What are
 Classroom conversations around
purposefully crafted computation
problems that are solved mentally.
 The problems in a number talk are
designed to elicit specific strategies
that focus on number relationships.
 Students solve problems accurately,
efficiently, and flexibly.
 Can be conducted in 5-15 minutes.
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Key Components of Number
Talks
Classroom environment and community
Classroom discussions
The teacher’s role
The role of mental math
Purposeful computation problems
Classroom Environment and
Community
Acceptance
Benefits of Sharing and
Discussing Computation
Strategies
 Students clarify their own thinking
 Students consider and test other strategies
to see if they are mathematically logical
 Students investigate and apply mathematical
relationships
 Students build a repertoire of efficient
strategies
 Students make decisions about choosing
efficient strategies for specific problems.
The Teacher’s Role
The Role of
 Encourages students to build on number
relationships to solve problems instead of
relying on memorized procedures
 Help strengthen students understanding
about place value because they are forced to
look at numbers as whole quantities instead of
discrete columns of digits
Purposeful Computation
Problems
 Select problems that guide students to focus
on mathematical relationships
 Requires careful planning to design just the
right problems for the students
8+2
8+2+3
8+5+2
8+4+2+6
20+20
19+19
19+21
19+17
Procedures and Expectations
Essential to Number Talks
Four Goals for K-2 Number
Talks
 Developing number sense
 Developing fluency with small numbers
 Subitizing
 Making Tens
 Fluency Number Talks Using Dot Images
 Fluency Number Talks Using Rekenreks
 Fluency Number Talks Using Five and Ten
Frames
Continue to use dot plates, rekenreks, and ten
frames. Record equations to match students
thinking.
 Counting all/Counting on
 Making Tens
 Doubles/Near Doubles
 Landmark or Friendly Numbers
Counting all/Counting on are entry-level
strategies for addition. For this reason if
students share this method as their strategy,
honor their thinking but make connections to
more efficient strategies.
 Making Tens
 Doubles/Near Doubles
 Landmark or Friendly Numbers
 Breaking Each Number into its Place Value
 Compensation
 Adding Up in Chunks
 Removal