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Math Talk Moves Poster - Professional Development

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This Poster / Handout is a great resource when hosting a professional development session on Talk Moves. We know that promoting classroom discussion and talk that have certain features can result in particular kinds of academic beneﬁts, such as improved word knowledge. Rich teacher-student discus...

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You can read about how I use these cards here - http://www.peachy-teaching.com/2013/09/number-talks-and-freebie.html These cards are a great way to guide and support students as they begin engaging in math talk activities (also called number talk). Each card has a sentence stem to get kids started...

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Number Talks

1. A five- to fifteen-minute classroom conversation around purposefully crafted problems that are solved mentally.

2. The best part of a teacher's day.

This dynamic multimedia resource was created in response to the requests of teachers-those who want to implement number talks but are unsure of how to begin and those with experience who want more guidance in crafting purposeful problems. It supports teachers in understanding:
* what a classroom number talk is;
* how to follow students' thinking and pose the right questions to build understanding;
* how to prepare for and design purposeful number talks; and
* how to develop fractional reasoning and strategies for operating with fractions, decimals, and percentages.

Number Talks supports the Common Core State Standards for Mathematics.

Video Clips
The online video clips provide a visual platform for teachers to reflect on their current practices and target essential understandings from their readings. The video clips feature number talks filmed in actual classrooms grades 3-6. Clips range from one to ten minutes in length with a total viewing time of approximately two hours. The resource includes reference tables to help you quickly and easily locate the video clips by chapter and grade level.

Reproducibles
More than 150 pages of user-friendly, reproducible area, set, and linear models from Chapters 4, 6, 7, and 8 are available. Reproducibles are sold separately. To learn more, visit mathsolutions.com/numbertalksfdp_reproducibles.

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teaching methods & materials - mathematics

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ratio and proportion - study and teaching

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education / teaching methods & materials / mathematics

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mathematics discourse; grades 5-9; teachers; education

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shapes; fractions; fraction computation; effective instructional strategies; 21st century skills

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device support; student achievement; coding

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Number Talks: Fractions, Decimals, and Percentages

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Number Talks 1. A five- to fifteen-minute classroom conversation around purposefully crafted problems that are solved mentally.2. The best part of a teacher's day. This dynamic multimedia resource was created in response to the requests of teachers-those who want to implement number t...

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Number Talks: Whole Number Computation, Grades K-5

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Amazon.com: Number Talks: Whole Number Computation, Grades K-5: 8601417109397: Parrish, Sherry: Books

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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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Teacher: Time for our morning Number Talk.
Everyone consider this question. (She writes 9 + 17 on the board).
(A student starts waving his arm in the air.) When you have the answer, show me with a thumb at your chest. (The student puts his arm down and holds up a thumb.)
If you get more answers, show me by holding up more fingers. (She waits for 30 seconds. Several students are holding up multiple fingers, though many have just a thumb.
The teacher is noting to see if anyone hasn't solved the problem-this is a great opportunity for formative assessment.
Finally, she begins calling on students for their answers, starting with those who have only one solution.)

Teacher: Lucy?
Lucy: 26. (Teacher writes 26 on the board.)

Teacher: Charles?
Charles: 107 (Teacher writes 107 on the board.)

Teacher: Michelle?
Michelle: 25. (Teacher writes 25 on the board.)

Teacher: Any other answers? (No one has any.)
Who would like to explain how they got their answer? Tyrone?
(The teacher records what the students write as they explain.)

Tyrone: I know that 9 + 7 is 16, and then I added another 10 to get 26.
Sarah: 10 + 17 is 27, and 10 is 1 more than 9, so 9 + 17 must be 26.
Charles: 9 + 1 is 10, and then you put a 7 after, so it's 107.
Lucy: I counted one by one, but I just realized that I miscounted.
I agree with 26
(Teacher crosses out 25 and replaces it with 26.)
Sam: I respectfully disagree with Charles.
You can't add the 9 + 1 because the 1 stands for 10.
Charles: But that's how you add. I did it right.
(Teacher lets conversation continue until class consensus, or near-consensus, is reached.
Meanwhile, she's noting where students are in their understanding of place value and addition.)

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Teacher: Time for our morning Number Talk. Everyone consider this question. (She writes 9 + 17 on the board). (A student starts waving his arm in the air.) When you have the answer, show me with a thumb at your chest. (The student puts his arm down and holds up a thumb.)