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Sherry Parrish - Number Talks: Building Numerical Reasoning  

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Sherry Parrish - Number Talks: Building Numerical Reasoning  

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Sherry Parrish: Number Talks: Building Numerical Reasoning

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Guidance report with 5 recommendations for developing the maths skills of 3 – 7‑year olds. Recommendation 2 includes integrating maths into different activities throughout the day – for example, at registration and snack time – to familiarise children with maths language and make the most of the school day.

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'improving mathematics in the early years and key stage 1' reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds.  recommendations include integrating maths into different activities throughout the day – for example

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at registration and snack time – to familiarise children with maths language and make the most of the school day.  it also highlights that story and picture books can be a powerful tool for engaging children with basic maths concepts

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while board games (such as snakes and ladders) are particularly beneficial to developing understanding of numbers.  based on the best available international research – and drawing on the expertise of teachers and academics – this report is packed with examples and case studies to support practitioners.

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Improving Mathematics in the Early Years and Key Stage 1

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Support maths understanding for three - seven year olds.

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TEACHER GUIDE

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Video of Number talks at RDM and Viewlands Primaries

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Video of Number talks at RDM and Viewlands Primaries

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Use Glow login to access

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Working collaboratively with one or more colleagues will not only help to inform your own practice but will also help you to make a significant contribution towards whole school development. The teachers on the Maths Talk project gained additional insights into developing talk in the classroom by reading relevant research literature and theoretical perspectives.

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Guidance Report with 8 Recommendations. This guidance report focuses on the teaching of mathematics to pupils in Key Stages 2 and 3.

It is not intended to provide a comprehensive guide to mathematics teaching. EEF have made recommendations where there are research findings that schools can use to make a significant difference to pupils’ learning, and have focused on the questions that appear to be most salient to practitioners. Recommendation 3 includes  how teachers can teach learners to use and compare different approaches.  It also outlines how learners should monitor, reflect on, and communicate their problem solving.

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this guidance report focuses on the teaching of mathematics to pupils in key stages 2 and 3.  it is not intended to provide a comprehensive guide to mathematics teaching. we have made recommendations where there are research findings that schools can use to make a significant difference to pupils’ learning

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and have focused on the questions that appear to be most salient to practitioners. there are aspects of mathematics teaching not covered by this guidance. in these situations

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teachers must draw on their knowledge of mathematics

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and assessment of their pupils’ knowledge and understanding.  the focus is on improving the quality of teaching. excellent maths teaching requires good content knowledge

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but this is not sufficient. excellent teachers also know the ways in which pupils learn mathematics and the difficulties they are likely to encounter

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and how mathematics can be most effectively taught.  this guidance is aimed primarily at subject leaders

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and other staff with responsibility for leading improvements in mathematics teaching in primary and secondary schools. classroom teachers and teaching assistants will also find this guidance useful as a resource to aid their day-to-day teaching.

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Improving Mathematics in Key Stages 2 and 3

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Eight recommendations to improve outcomes in maths for 7-14 year olds

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Jo Teaching a Visual Dot Card Number Talk - YouCubed

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Number Talks build Numerical Reasoning

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The Count On Races game, played by an adult and a child, helps children learn to count on mentally. A coin or a dice with 1 or 2 on each face is used. Children say the next number when counting on. For example, when starting from 7, for a jump of 2 we say '8,9'.

The Cube Model (4-6) and Cube Model Advanced (4-6) tasks, children recreate the models. This task develops visual-spatial skills and helps children to recognise two parts within the whole.

The Reasoning in Addition Puzzles get children thinking deeply about the value of different shapes. This Mathsbot link allows you to generate new reasoning in addition puzzles.

Visual Representations

This article explains the importance of children's finger discrimination skills and this article gives different ways in which fingers can be used. Here are some Finger Discrimination tasks by Youcubed.

These Base-5 and Base-10 Number Tracks are coloured to help children to see quantities within a number track.

This Online Base-5 Abacus by Math Rack represents quantities 10-100 using a base-5 colouring.

The Coloured 100-Squares help to identify patterns in the 100-square and can support children as they count in 2s and 5s.

The Teens & Tens Cards help children to discern between teen and tens numbers. The Place Value Sorting Task show different representations of teen numbers and challenge children to spot misconceptions.

Progression in Pattern

The Progression in Pattern guidance shows how children's understanding of repeating patterns can be built. The Grids for Repeating Patterns can be used as children look to create circular patterns with a fixed number of spaces.
Number Foundations Assessment Fluency in Calculation Within 20 Spatial Reasoning in Early Childhood, Early Childhood Maths Group
Deconstructing Word Questions KS1 Tasks and Build-Up Presentation

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A range of resources and games for building children's early number sense with small quantities and developing conceptual understanding.

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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.)

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Early Years Numeracy Development - number and number processes

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Early Years Numeracy Development - number and number processes

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Number and Number Processes | Piktochart Visual Editor

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Different concrete resources are displayed for learners to subitise. Amounts can be set from 1- 5 upwards.

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Launch is how we use the first 5-15 minutes of our math block for purposeful, discussion-rich number sense routines in our classrooms. Learn more!

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Karen Wilding EY Consultant explains subitising.

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What is subitising and WHY is it so important in young children's maths?

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Different resources to help pupils develop number sense using number talks and other strategies

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Eddie Gray & David Tall are two British researchers who worked with students, aged 7 to 13, who had been nominated by their teachers as being low, middle or high achieving students. All of the students were given number problems, such as adding or subtracting two numbers. The researchers found an im…

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Menitmeter - 3 words you associate with learning maths at school

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Menitmeter - 3 words you associate with learning maths at school

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Staff collegiate - number talks Mon 28 Feb (Slides)

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Staff collegiate - number talks Mon 28 Feb (Slides)