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Author of several number talk books presents her thinking behind Number Talks

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Sherry Parrish: Number Talks: Building Numerical Reasoning

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to use with your students!

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Number Talk after working with Sherry Parrish

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to use with your students!

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Author and Stanford University professor

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

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Looking For Number Talk Strategies? We Got You.  

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Looking For Number Talk Strategies? We Got You.  

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One of the best strategies for helping your kids develop number sense is by engaging in Number Talks -a pedagogical strategy where kids are required to work out a math problem mentally, without written work, and then use a subtle hand gesture to indicate that they have found a solution.

These short, daily exercises teach your kids to play around with numbers, engage in creative problem solving, express their thinking symbolically and in words, and develop flexibility in how they think about mathematics.

The following explanation by Stanford Professor and faculty director of , Jo Boaler, shares a few examples of what number talks look like:

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Looking For Number Talk Strategies? We Got You.

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One of the best strategies for helping your kids develop number sense is by engaging in Number Talks -a pedagogical strategy where kids are required to work out a math problem mentally, without written work, and then use a subtle hand gesture to indicate that they have found a solution.

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Why number talks matter!

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I taught this mental math lesson to a class of fourth graders. I chose an addition problem-99 + 17-for the students to solve mentally, purposely selecting a problem that would be accessible to the students. Also, I knew that the problem could be solved in different ways. I planned to elicit from the students strategies for figuring out the sum of 116 and then to show video clips of other students solving the same problem. After watching each video clip, we'd analyze how the student reasoned and then check back to see if anyone in our class used the same strategy.

I present this lesson in a video that's similar to the one I made for my previous post. It's basically a Power Point presentation that I've narrated to describe how the lesson actually unfolded with fourth graders. The presentation runs just about 8 minutes. I'm interested in your feedback about if the video is useful. Also, if you watched the presentation from my previous post where I reproduced how I recorded on the board instead of taking photos of what I did, I'm interested if one format is more useful or appealing than the other.

Here's how the lesson went.

About the Video Interviews
These are from the Math Reasoning Inventory (MRI), a free online assessment tool. For additional information about the tool and how to access these and other videos, see my earlier blog post We Ask, We Listen, We Learn.

A Repeat Experience
I led a similar lesson for the problem 15 x 12. Again, I selected three videos or interviews from the MRI site to show the class how Monica, Malcolm, and Alberto figured out mentally that the answer was 180. I chose these particular clips (available on the MRI Video Library) because, as for 99 + 17, the students all figured out the correct answer. Also, while they all applied the distributive property, they each took a different numerical approach to the problem.

The lesson didn't work this time! That's because I changed the sequence from what I had done with 99 + 17. For 15 x 12, I showed the video clips to the students in the class first, before asking them to engage with the problem, figure out the answer for themselves, and report their strategies. I didn't initially record solution strategies on the board as I had done for 99 + 17. Showing the clips for 15 x 12 to the students before they had a chance to think about the problem for themselves was not a good instructional decision. Without the initial investment of their own thinking, the students weren't able to or interested in engaging with the problem on the video clips. They didn't have a context for listening to the students interviewed in the video clips.

On reflection, this was a "what-was-I-thinking" experience, a pedagogical error that I won't repeat. It's important for students to buy in first.

Questions Teachers Have Asked
I've shared this Power Point presentation in sessions with teachers. Below are a few of the questions they asked and the responses I gave. If you have any other questions, post them and I'll respond.

Q.What if only one or two students have an idea for how to compute 99 + 17?
A. In this situation, I typically do one of two things. Sometimes I offer a strategy and record it as I explain (labeling it Ms. Burns as I label theirs with their names). Another is to acknowledge that the ideas on the board were the only ones they had so far, and ask them to turn and talk with a partner to see if they can come up with another strategy.

Q. Why do you write students' names on the board when they report?
A. Two reasons. One is it makes it easier to refer back to particular strategies. Another is that it honors the student who reported, which I think is important.

Q. I noticed that in some of the video clips of interviews on the MRI site, students answer incorrectly. Do you show these video clips as well and ask students to figure out the error? While I think the video clips of students making errors can help us as teachers, I do not choose to show them to students. I prefer to select examples from which students can learn appropriate strategies.

Q. What do you mean by "strategies appropriate to the numbers at hand"?
A. One of the MRI video clips for 99 + 17 that I chose not to show to the fourth graders shows Zakari solving the problem by counting up by ones from 99. While counting on is an acceptable strategy for younger students, I don't think it's acceptable for fifth graders. Watch Mallika Scott interviewing Zakari.

Similarly, a video clip of Ana shows her using her finger on the desktop as if she were solving the problem with paper and pencil. Watch Leo Kostelnik interviewing Ana.

While neither of these video clips by themselves indicate that Zakari or Ana necessarily lacks number sense, it's important to check that students are able to reason numerically by applying place value and properties of numbers. When answering other questions, Zakari demonstrated that he had other strategies to rely on. Ana, however, didn't and always resorted to algorithms, even for the problem 1000 - 998. She wore her finger smooth on the desktop. You can watch other interviews with Zakari and Ana at the MRI Video Library.

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I asked a class of fourth graders to figure out the answer to 99 + 17 in their heads. In this post, I describe why I chose that problem, include a video of how the lesson unfolded, describe a teaching error I made in a subsequent lesson, and more.

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Sentence starters for teachers and students to get started

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to use with your students!

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Alternative way to record student thinking in a number talk

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Alternative way to record student thinking in a number talk

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First Grade Number Talk - Alternative Recording Strategy

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Math.4.NBT.B.5

Common core State Standards

Math: Math

4: Grade 4

NBT: Number & Operations in Base Ten

B: Use place value understanding and properties of operations to perform multi-digit arithmetic

5:
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Download Common Core State Standards (PDF 1.2 MB)

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Number Talks encourage students to think flexibly about the operations and their properties as they solve problems mentally.

Discussion and Supporting Materials

School Details

Shields (Richard A.) Elementary School
910 Shields Avenue
Lewes DE 19958

Data Provided By:

Teachers

Math / Kindergarten 1 2 3 4 5 / Teacher

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Multiplication Number Talk: Fourth and Fifth Grade

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Instructional coach Kristin Gray engages a group of fourth and fifth grade students in a multiplication number talk. She places one problem on the board and records the strategies students have for finding the product. She uses talk moves to encourage student discourse.