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Very similar to a Mathematical think aloud?

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Love This!!!!!!!!!!!

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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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I've done plenty of learning on Number Talks and done them a lot in the classroom. I am looking forward to be able to assist others with implementing number talks.

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I like how you can see students individual thinking.

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I enjoyed that thanks Molly! I like the hand gests. I need to give my students more thinking time and time to explore and explain. 

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I enjoyed that thanks Molly! I like the hand gests. I need to give my students more thinking time and time to explore and explain. 

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Allowing students to see a visual and discuss all the different answers in a number talk may build confidence. Seeing lots of different options will show that it's okay to understand things differently. Writing up mistakes and discussing these may help show that "no idea is a bad idea".

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Allowing many students to explain their thinking

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I have never used it before but I would love to start implementing it.

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Using number talk hand signals rather than hands up. Encouraging students to use mental strategies and explain their problem solving.

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Allowing more time for thinking and explaining

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I am going to try a number talk when I get back to school to further develop my students number sense.

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I am going to try a number talk when I get back to school to further develop my students number sense.

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Need to allocate more time for reflection and more meaningful number talks with the kids and use signals.

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Reminded me about something I'd forgotten about! Very powerful thing to do with your class.

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I liked the thumbs on the chest and other hand signals - this would work well in my class.

I was challenged by the idea of drawing out the students different strategies. My visualising skills will need some practise for this.

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Foundation team are going to build from the YouTube Number Talk presentation and discuss in our planning how we can embed this strategy into our maths lessons.

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Drawing different strategies

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Not to rush students' learning and problem solving process. Explain what is going on in their head in detail and show working out.

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Use number talks to allow students to explore different ways we can use numbers.

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More experience articulating rather than always drawing or writing down their thinking

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No idea is a bad idea. Everyone will have different strategies and visualize it differently.

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Displaying shared strategies on the board for ALL students to see and possibly use.

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To be open to more ways in which students can solve a problem.

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Encouraging more perspectives when solving problems in maths.

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Emphasis on different ways to solve the same problem - Persons name to strategies as experts.

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Really enjoyed the Number Talk PL definitely something I want to implement in my classroom MORE. I have done this in the past but not regularly enough to grow student confidence.

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Students learning off each other when they share their strategies. Hand signals are a great idea as well.

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I learnt that some people use different strategies to what I would use...

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Using signals rather than hands up. Encouraging clear and specific articulation of strategies rather than filling the gaps when kids try to explain.

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I need to give my students more thinking and explaining time especially in front of other students.

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To show the visual representation of the students answers and responses. The boxes the lady used to break up their thinking.