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Quick Images

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Data talks are short 5-10 minute classroom discussions to help students develop data literacy. This pedagogical strategy is similar in structure to a number talk, but instead of numbers students are shown a data visual and asked what interests them. In a data talk the teacher does not have to be an…

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Quick Images

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ppt. to use for number talks

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How to Create Drag and Drop Activities on Google Slides | EDTech Made Easy Tutorial

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Getting Started with Google Classroom | EDTech Made Easy - GOOGLE CLASSROOM TUTORIAL

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Google Classroom Tips and Tricks for Teachers 

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Google Classroom Tips and Tricks for Teachers 

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Google Classroom Tips and Tricks for Teachers | EDTech Made Easy - GOOGLE CLASSROOM TUTORIAL

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How to turn your iPad into a whiteboard for Zoom 

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How to turn your iPad into a whiteboard for Zoom 

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How to Turn Your iPad into a Whiteboard for Zoom

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How to Use Zoom with an iPad or iPhone for Client Meetings #zoom

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How to Use the Jamboard App in Education (First Day of Jamboard)

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What is a Number Talk?

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Math Perspectives what is a number_talk - 

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Jo Boaler

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From Stanford Online's "How To Learn Math for Teachers and Parents": Number Talks

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4th Grade

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Sherry Parrish: Building Mathematical Reasoning

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Sherry Parrish: Building Mathematical Reasoning

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By Scholastic

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Sherry Parrish: Number Talks: Building Numerical Reasoning

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Middle School

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Math Generation: Number Talks - Toby Johnson MS

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Number Talks

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100 Questions the Promote Mathematical Discourse

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100 Questions the Promote Mathematical Discourse

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Curriculum and Associates

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Poster

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Bringing Number Talks to the Online Classroom

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Bringing Number Talks to the Online Classroom

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Edutopia

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Elementary school teachers use number talks to guide students to engage deeply with concepts, and they can work online, with a little creativity.

Before the coronavirus forced schools to close, if you walked into any elementary classroom during math instruction, you would notice students interacting with concepts through by using math manipulatives, playing games, engaging in discussion while problem-solving, and evaluating their own work as well as the work of their peers.

The sudden and swift transition to remote learning due to the Covid-19 pandemic required educators to adapt the idea of school to work in a digital environment. Among the many challenges of remote learning is providing elementary mathematics instruction that is engaging, rigorous, and equitable.

While there is no universal solution, one strategy is to use virtual number talks as a way to provide students an opportunity to critically think about math concepts. Based on the work of Sherry Parish, a number talk is a classroom conversation about mental math problems. In a number talk, teachers pose a problem to students and use lean prompting and questioning to elicit student thinking and dialogue. As students present their solutions, the class as a whole evaluates their work and considers the variety of methods one can use to generate a solution.

I'm an instructional coach working with classroom teachers in grades K-5, and when we first considered adapting number talks to be done virtually, we thought of the barriers that could impede student success and ways to address them.

Establish Norms

Just like in your classroom, students need to be explicitly taught how a productive number talk works. Working with our students, we developed and explained our norms, modeled them, and practiced. The three norms that worked for us are as follows. First, we are "all in," meaning that we are all in a good spot to focus on math and that we will remain focused on our number talk.

Our second norm, "one speaker," means there is only one speaker at a time and we take turns so that everyone has an equal chance to participate. Finally, our last norm, "step in, step out, and hold your thought," means that when it is a student's turn to talk, they make sure to say what they need to about the problem and then pass to the next speaker. If a student has a new thought or question that they want to share, they wait until it's their turn.

Think Beyond Mental Math Problems

While a number talk is traditionally done using mental math problems, physical classroom environments generally have scaffolds readily available, like number lines and anchor charts-tools that can assist students with their thinking. In order to successfully adapt number talks to a remote environment, encourage students to model their thinking by using pencil and paper or by creating their own at-home math tool kits of everyday items that can be used as math manipulatives, such as counters made of dried beans or pasta.

Furthermore, present your problems digitally with a presentation slide using easy-to-read fonts and, if possible, provide visual anchors like pictures to help support all students, including English learners, with comprehension.

Facilitate Discussion and Elicit Thinking

As educators, we often default to wanting to help our students by doing the heavy lifting. In challenging circumstances like remote learning, we may find ourselves doing this even more. However, during a digital number talk, we need to remember that our role as educators is to facilitate and guide discussion. Students may present an incorrect solution, and that is OK. The goal is to get students to critically evaluate their own work as well as their peers'. You can use lean prompts, like "Tell me more," "Is there anything you might change?" or "Can you explain it in a different way?"

At the conclusion of the digital number talk, have the class reflect on the work and articulate the different strategies you can use to solve a problem. You may find yourself at the end modeling a different strategy that students did not use or highlighting the work of students.

Practice With Digital Tools

You will want to find a teleconferencing application that meets your needs and your district's technology requirements. Once you've found that platform, practice and get to know the features. One of our teachers found it useful to practice number talks with her colleagues during meeting times. Just as in the classroom, technological issues may happen; however, practicing it made our digital number talks much more seamless for all participants.

We found it very helpful to learn how to utilize the "mute all" feature to eliminate background noise that can make it hard to hear students, as well as the hand-raising and chat box features. Students were made aware that they would be muted and when called on would need to unmute themselves. For our much younger students in kindergarten and first grade, our teachers found themselves manually doing this for students.

You may also want to utilize the digital whiteboard features to record student responses as the number talk progresses so that students have a visual reminder of the discussion.

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Bringing Number Talks to the Online Classroom

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Elementary school teachers use number talks to guide students to engage deeply with concepts, and they can work online, with a little creativity. Before the coronavirus forced schools to close, if you walked into any elementary classroom during math instruction, you would notice students interacting with concepts through by using math manipulatives, playing games, engaging in discussion while problem-solving, and evaluating their own work as well as the work of their peers.

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Number Talks Building Numerical Reasoning 

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Number Talks Building Numerical Reasoning 

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By Sherry Parrish

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Teaching Children Mathematics

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Math Perspectives

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Images for Number Talks

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​​"Give students several copies of the same image - along with ample space to notice - and they will amaze you." Steve Wyborney (@SteveWyborney)

See the Re(s)sources section for more info on how to go about using the following images.​..

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​​"Give students several copies of the same image - along with ample space to notice - and they will amaze you." Steve Wyborney ( @SteveWyborney ) See the Re(s)sources section for more...

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Number Talks by Sherry Parrish:

Click here - Sample of the Book

Number talks are short daily routines that help students develop computational fluency.

Not intended to replace current curriculum or take up majority of time spent on math.

They are 5 to 15 minutes long and most effective if done daily.

In order for children to become computationally fluent, they need to know particular mathematical concepts that go beyond what is required to memorize basic facts or procedures. Students need to understand that:

* Numbers are composed of smaller numbers.

* What we know about one number can help us figure out other numbers.

* What we know about parts of smaller numbers can help us with parts of larger numbers.

* Numbers are organized into groups of tens and ones (and hundreds, tens and ones and so forth.)

* What we know about numbers to 10 helps us with numbers to 100 and beyond

Activities and examples of Number Talk Routines

Click on the link below to find the grade 2 number strings that will develop strategies for mental computations:

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A website on dedicated to building number sense through Number Talks and Number Sense Routines

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Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts. The teachers in these videos are from schools participating in the Silicon Valley Mathematics Initiative.

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Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts.

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Deanna Richardson

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Math Perspectives

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Math Perspectives

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Math Perspectives

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Math Perspectives