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Watching a real life demonstration of a number talk resonated with me because I was never explicitly directed how to do so.  It's amazing that the students are able to linguistically defend their thinking.  I also really appreciate the fact that the number talks are on display and the students come up to model their thinking.

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Watching a real life demonstration of a number talk resonated with me because I was never explicitly directed how to do so.  It's amazing that the students are able to linguistically defend their thinking.  I also really appreciate the fact that the number talks are on display and the students come up to model their thinking.

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In this class I hope to explore more about how to successfully implement number talks to build number fluency with rational numbers; especially in 4th grade.

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how many misconceptions students may have when learning rational numbers

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An idea that resonated with me today is extending my thinking and understanding of fractions beyond the “equal pieces” you can see and that it is okay to be uncomfortable with changing your thinking.
An idea that I hope to explore is to use these number talks to help address some of the misconceptions of fractions/decimals/percents

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Discussing the images resonated most with me today because you really need to use reasoning and number sense to think about and explain fractions.  There are so many ideas that you're considering to help formulate an answer.

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Discussing the images resonated most with me today because you really need to use reasoning and number sense to think about and explain fractions.  There are so many ideas that you're considering to help formulate an answer.

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Fraction misconceptions are universal within elementary school students whether they are in 4th, 5th, or 6th grade. I never really made the connection between whole numbers and fractional numbers and how fractions don’t follow the “rules” of whole numbers. 

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Fraction misconceptions are universal within elementary school students whether they are in 4th, 5th, or 6th grade. I never really made the connection between whole numbers and fractional numbers and how fractions don’t follow the “rules” of whole numbers. 

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Introducing Students to fraction computation because students can begin to add and multiply fractions, through the A,B,C Number Talk strands before they even realize they are doing it.

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What resonated most with me is the awesome conversations that you can initiate with the models of fractions. I think starting with the models instead of a direct operation makes it seem more accessible for students who don’t typically find success in math (or rather, are convinced they can’t find success in math).

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was how many different ways you can separate a fraction and it doesn't have to be partitioned equally to create equal parts. I hope to explore more about fractions, decimals and percentages number talks to help my students have a stronger conceptual understanding.

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The 4 principles of number talks resonated with me because they are not just random conversations. They are purposeful and give students an opportunity to explore and learn.

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Thinking about the struggles that students have with rational numbers and ways that we can help address them.

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What resonates most with me today is when I was reading, I was totally convicted of teaching my students procedure for some math concepts, rather than teaching them the conceptual reason and “why” the procedure works.

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Having students respond and restate important ideas

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I hope to explore the different kinds of numbers talks I can do. I like how we now have the book to give us ideas of different number talks we can do, and we can learn from one another to help each other

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What resonated most with me today is flexibility in thinking. I feel that that is something that I need to plan for me in my planning of the number talk.

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What resonated most with me today is flexibility in thinking. I feel that that is something that I need to plan for me in my planning of the number talk.

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How purposeful strings help students build understanding.

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Working through our own number talk involving "which of these represents a fourth?" resonated with me today because I was able to have first hand experience seeing both perspectives of the conversation.  Our reasoning matched up similarly with the student examples and I found connections within the why/how.

In this class I want to explore more of how to successfully implement number talks and converse with the class in a way that is efficient and productive.

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The power of students being the main voice in the room is very powerful

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How powerful number talks can be when showing parts of wholes  (like 1/4)and how they don't have to be congruent sizes

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How powerful number talks can be when showing parts of wholes  (like 1/4)and how they don't have to be congruent sizes

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I want to learn more about the facilitation of number talks.

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The students comments and explanation resonated with me the most. It was interesting to hear the different responses.  I hope to explore the resources within the "Number Talks" book.

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The students comments and explanation resonated with me the most. It was interesting to hear the different responses.  I hope to explore the resources within the "Number Talks" book.

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In this class I want to explore using these as a launching of a task where students test conjectures around fractions.

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I hope to explore more about building a respectful, active community that actively engages others

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I enjoyed watching how students can communicate with each other within the number talks to reach a deeper understanding of the problem. I hope to try this in my class.

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Interpretations of fractions and exploring all with students

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Interpretations of fractions and exploring all with students

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Students having to defend their answers.

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Students having to defend their answers.

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How to select appropriate strings and how to know when to move from one to the next

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In this class I hope to explore number strings; how to purposefully record and what connections I can make with the number strings and FCPS learning outcomes.

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In this class I hope to explore number strings; how to purposefully record and what connections I can make with the number strings and FCPS learning outcomes.

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In this class I hope to learn how to successfully implement number talks with my upper grade students.  They need to learn to be respectful and attentive to each other.

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In this class I hope to explore how to facilitate a number talk and the language used when an answer isn't correct.

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In this class I hope to explore how to facilitate a number talk and the language used when an answer isn't correct.

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I like to explore the progression of number talks, posting so students see prior talks

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I like to explore the progression of number talks, posting so students see prior talks

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In this class I hope to get a better understanding and some actual practice with number talks so I can turn around and take it back to my team and my kids.

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Want to work on how to record student responses.

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Really excited to try the fraction number talk we did tonight.  Love the idea of exposing kids to equal fractions that don't look the same.  

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Really excited to try the fraction number talk we did tonight.  Love the idea of exposing kids to equal fractions that don't look the same.  