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Making Number Talks Matter - completed organizer

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Problem prompts, what it looks like, questions

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Can be printed and put on rings for individual accountability talk cards.

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Classroom posters for phrases to help teachers and students with prompts and responses.

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Dot Card resources to print

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How to use Number Talks for assessment and small group

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Math.Practice.MP4

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP4: Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Download Common Core State Standards (PDF 1.2 MB)

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Math.5.NF.B.4

Common core State Standards

Math: Math

5: Grade 5

NF: Numbers & Operations--Fractions

B: Apply and extend previous understandings of multiplication and division

4:
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
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b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Morey structure her class in order to provide tailored, small group instruction?

2. Why does Ms. Morey decide to use manipulatives with her small group?

3. How does Ms. Morey use this lesson as an opportunity to build her own skills?

School Details

Enumclaw Middle School
550 Semanski St
Enumclaw WA 98022

Data Provided By:

Teachers

Math / Kindergarten 1 2 3 4 6 / Coach

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Crystal Morey provides tailored instruction to a small group of students in her sixth grade math class. First, she formatively assesses all students. Next, she pulls together a small group of students who have similar misconceptions. In the small group, students use manipulatives and images to explore the math concepts.