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What are some changes or shifts that you believe will be important in developing the type of procedural fluency that is expected by standards?

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What are some changes or shifts that you believe will be important in developing the type of procedural fluency that is expected by standards?

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What are ways a teacher can foster students’ understanding and flexibility with algorithms?

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What are ways a teacher can foster students’ understanding and flexibility with algorithms?

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The answer is going to be greater than ___ because ___. 

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The answer is going to be greater than ___ because ___. 

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The answer is going to be greater than ___ because ___. 

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The answer is going to be greater than ___ because ___. 

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The answer is going to be greater than ___ because ___. 

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The answer is going to be greater than ___ because ___. 

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The answer is going to be less than ___ because ___.

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The answer is going to be less than ___ because ___.

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The answer is going to be less than ___ because ___.

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The answer is going to be less than ___ because ___.

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The answer is going to be less than ___ because ___.

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The answer is going to be less than ___ because ___.

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The answer is going to be between ___ and ___ because ___.

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The answer is going to be between ___ and ___ because ___.

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The answer is going to be between ___ and ___ because ___.

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The answer is going to be between ___ and ___ because ___.

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The answer is going to be between ___ and ___ because ___.

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The answer is going to be between ___ and ___ because ___.

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The answer is going to be about ___ because ____.

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The answer is going to be about ___ because ____.

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The answer is going to be about ___ because ____.

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The answer is going to be about ___ because ____.

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The answer is going to be about ___ because ____.

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The answer is going to be about ___ because ____.

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The answer is going to be greater than ___ because ___. 

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The answer is going to be greater than ___ because ___. 

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The answer is going to be less than ___ because ___.

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The answer is going to be less than ___ because ___.

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The answer is going to be between ___ and ___ because ___.

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The answer is going to be between ___ and ___ because ___.

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The answer is going to be about ___ because ____.

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The answer is going to be about ___ because ____.

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“Which of the four students’ work showed evidence of place-value understanding?”

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“Which of the four students’ work showed evidence of place-value understanding?”

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How are these strategies connected to understanding our base ten system and the properties of operations?

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How are these strategies connected to understanding our base ten system and the properties of operations?

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Why is it important for you (the teacher) to know multiple solution strategies?

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Why is it important for you (the teacher) to know multiple solution strategies?

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Why is it important for students to know multiple computation strategies?

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Why is it important for students to know multiple computation strategies?

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How does this lesson contribute to a young child’s understanding of addition?

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How does this lesson contribute to a young child’s understanding of addition?

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Examining Strategies K-2 - KTalbot Group 3

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Examining Strategies K-2 - KTalbot Group 3 - Google Jamboard

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Copy of Examining Strategies K-2 - KTalbot Group 1

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Copy of Examining Strategies K-2 - KTalbot Group 1 - Google Jamboard

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Copy of Examining Strategies K-2 - KTalbot Group 1

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Copy of Examining Strategies K-2 - KTalbot Group 1

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Copy of Examining Strategies K-2 - KTalbot Group 1 - Google Jamboard

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Copy of Examining Strategies K-2 - KTalbot Group 1

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Classifying Word Problems - Multiplication and Division Jamboard

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Classifying Word Problems - Multiplication and Division Jamboard

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Classifying Word Problems - Multiplication and Division

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Classifying Word Problems - Multiplication and Division - Google Jamboard

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Classifying Word Problems - Multiplication and Division

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Classifying Word Problems - Addition and Subtraction Jamboard

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Classifying Word Problems - Addition and Subtraction Jamboard

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Classifying Addition and Subtraction Word Problems

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Classifying Addition and Subtraction Word Problems - Google Jamboard

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Classifying Addition and Subtraction Word Problems

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Classifying Word Problems - Addition and Subtraction

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Classifying Word Problems - Addition and Subtraction

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Classifying Word Problems - Addition and Subtraction

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Classifying Word Problems - Multiplication and Division

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Classifying Word Problems - Multiplication and Division

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Classifying Word Problems - Multiplication and Division

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Watch the clip of 6th grade Marisa. How did she solve the word problem? What misunderstanding did Marisa have?

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Word-Problems Task

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Types of Multiplication and Division Word Problems

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Types of Multiplication and Division Word Problems

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Two Types of Word Problems (Multiplication and Division)

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True, False, and Open Sentences (KTalbot 062122)

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Consider the following questions:
What computation strategies did the students use?
How do those strategies relate to place value, properties of operations, or relationships between operations?

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NUMBER TALKS: WHOLE NUMBER COMPUTATION / Classroom Clip 2.3: Addition: 26 + 27

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Consider the following questions:
What computation strategies did the students use?
How do those strategies relate to place value, properties of operations, or relationships between operations?

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NUMBER TALKS: WHOLE NUMBER COMPUTATION / Classroom Clip 2.2: Addition: 16 + 15

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Always True, Never True, Sometimes True Instructions

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Always True, Never True, Sometimes True Instructions

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True, False, and Open Sentences (KTalbot 062122)

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How do you know?

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Number and Operations in Base Ten Content Standards K-5 handout

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Standards for Mathematical Practice handout

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Participant Guide