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Teachers can learn about the ways their students think and what strategies they feel more comfortable using. They will also be able to use the answers students give to be able to form assessments. This can be done by observing the group as well.

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Present a problem and let students think about it mentally. Individually, they can solve the problem. Once they come up with their best way to solve the problem, they can start conversation with their peers on how they solved the problem and different ways they could.

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Students are expected to answers the question that is posed. They are also expected to interact with their peers and explain their reasoning for why they did the problem the way they did.

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The teacher is able to listen and try to understand where the students are coming when getting that particular answer

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Asking open-ended questions to the class that can form a number talk. Also, walking around and engaging with the students, asking them more questions for deeper thinking.

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Teachers are able to gather formative assessment data from observing each group conversation.

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An introduction sentence is said about what the number talk is going to be about. A question is posed to the students then the student hold up how many ways they are able to do the problem. Then the teacher asks them about the strategies they used to get the answers. The teacher writes down strategies on the board so all students can see.

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The students are able to express to there classmates and teachers how they got thst answer from a particular problems

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The role of the students is to participate by utilizing and practicing academic/math concepts.

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To engage with other students and form conversations based on one another ideas. Bouncing off each others ideas and forming new ones, as well.

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Teachers are able to do assessments where they are able to gauge where the students are at. This also helps to see how they got that particular answer

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Teachers learn from their students by walking around and listening to student conversation. This gives the teacher an idea of how well the students know a topic, and is a way to formatively assess the students.

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The teachers role is to facilitate and guide discussion as well as scaffold mathematic language.

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During a number talk, the teacher acts as the facilitator by taking notes or writing down different strategies to a problem. The teacher is also there to listen and ask questions to deepen the students understanding

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The teacher facilitates a number talk by presenting a problem, then asking the students if it is sometimes, always, or never true. Then students with like-minded ideas meet/discuss. After regrouping, students share reasoning or "logistics" behind their opinion. This routine is used to scaffold/develop students identities as mathematicians.

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The students are able to talk through how they got that answer or came to that conclusion.

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I also enjoyed seeing how sentence frames can be used in math. I feel that I benefit from examples of those because I am used to seeing sentence frames in English. It is good to see how those can be used during number talks.

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One of the ideas I learned from the resources was the use of visual reminders to set expectations for students. The first-grade teacher who held up the visuals of how to talk with a partner was effective because she had a set process and way of giving them reminders that the students were accustomed to. It is especially important that students understand how to communicate with one another during number talks.