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number talks are great for giving students different types of strategies and ways to solve a problem and also allows them to work through it themselves. By having these student centered it allows them to think in their own unique type of way.

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Number talks are an effective way for students to get to think strategically and mentally. Number talks are led by students and not the teacher for a short amount of time. The teacher gives the students 4-5 minutes for number talks during a math lesson. This is a great way for teachers to observe their students and see what they know. I like that number talks involve prior knowledge to the topic. For instance a student will need to use addition in order to do basic multiplication facts. The students also get ideas from other students on how to figure out a problem a different way then they did.

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In a number talk routine you are facilitating a discussion to see the students thinking on a question.
First you start off my giving the students a question. Give them enough time to think then ask them to explain their reasoning. In a number talk you usually want to give a question with many strategies or forms to get the answer. Then you address the answer or help any misconception. You are taking notes as students are walking you through the problem.
The teachers role is to facilitate, encourage more discussion, ask questions, and take notes. While the students roles lie in discussing their findings and strategies, and continuing the conversation.
Teachers can learn about the students when they use number talk because it tells them what strategies they are finding helpful, and where the students strengths might be. Along with any misconceptions the students may have.
RG

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Number talks are a way for students to share their thinking which is individual to them, but also builds on their mental math strategies. It is also a great observational tool for teachers to see students thinking processes. Additionally, they are an opportunity for everyone to participate because the problems do not have to be solved in a particular way.

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During a number talk the teacher acts as the facilitator, taking notes (on the board, or blackboard, somewhere where students can see)about different methods/strategies that the students use to solve the problem, along with different answers. As we discussed in class, teachers are there to listen, understand where their students are at, and ask questions to deepen their students understanding and number sense.

Students are expected to attempt the given question/problem and then interact with their peers and teacher. They should not be afraid to make mistakes, they should be able to take critiques from others and be able to explain their reasoning behind their mathematical choices.

Students have an opportunity to see multiple ways to solve the same problem and receive immediate feedback with number talks.
-S.O

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A number talk is a discussion focused on mental math.
The teacher presents a problem, having the chance for students to do the mental math to share their thinking later while providing students with enough time to think to gather as much participation. Teachers are there to listen and if needed facilitate the questions throughout.
After looking at the number talks I can see that it helps to show understanding. As the teacher, you can see if students understand what is happening, and what strategies they are using and it creates a space for you to know where you might have to reteach something. This helps their peers take notes on new strategies.

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The teachers role is to observe and help students get their thinking into words for student led discussions about specific concepts.

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Number talks are a student led discussion with peers to solve and better understand math problems. A number talk looks like focused discussion in small groups with students discussing the same math problem(s) with one another. It sounds like a discussion of different ways to solve the same problem. This allows students to hear new strategies that they may not have known about before and find a problem solving strategy that works best for them.

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Number talks allow teachers to assess the students understanding of a concept. By having the students verbally walk through and explain their approach to a problem gives the teacher an idea of the type of learning style the students understand more as well as the opportunity to have the students use deeper thinking because it is more student centered activity. The students take on the role of explaining their approach to the group. The teacher can see where each student is at in their learning based on if a student can confidently teach and explain their approach.

TB

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Number talks allow students and teachers to talk through the process of solving math problems together. This process provides both students and teachers with feedback about possible approaches to solving math problems and how students' thinking might differentiate throughout the class. Students talk through their thought process and explain why they took the steps they did when solving problems.

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Number talks are a great way for students to hear different ways a problem can be approached and that there are more than one ways to do a problem.

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1) Present a problem that can be solved mentally.
2) Give students enough time to solve the problem mentally. Encourage students to try and find more than one way to solve the problem.
3) Allow students to share their answers only first. Then after hearing some answers, allow student volunteers to explain how they solved the problem with the class.
4) Visualize student's thinking by writing out what they're communicating on the board.
5) Allow students to ask questions, share their agreement, or ask for clarification.

I think number talks are a great resource to implement in the classroom. Number talks allow a large range of student participation as they are high floor and low ceiling problems. Teacher's have a minimal role in number talks as their main role is to revoice and honor student thinking. Students are able to benefit from hearing their peer's approaches to solving the same problem in a different way.

-ID

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Number talks are quick mental math activities that can be used at any skill/grade level.
Usually student-centered discussions about numbers and concepts

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Define Number Talk?  DEFINE​

What does it look like, sound like?  LOOK LIKE​

Describe a number talk routine.   ROUTINE ​

Identify and Explain the Teacher’s role and the Students’ role TEACHER ROLE  ;  STUDENT ROLE​

How do teachers learn about their students from number talks?  ASSESSMENT​

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Number talks help teachers get a gauge on where students are at with certain concepts. They are low stakes, non threatening ways for students to participate in a question. All students should be able to access and see some level of success with number talks. This allows the teacher to see how students are doing with both getting correct answers and seeing how the students are getting to an answer. This helps the teacher understand if this skill is close to mastery or if it still needs some teaching on skill and strategy for students to best understand. MS

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Number talks are a student-centered discussion done through quick mental math exercises. They are centered around students explaining their unique thinking and how they mentally solved a given problem.

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a number talk is a way to get students thinking differently about math and numbers

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I love that the teachers role is to sit back more, and look/observe at the way students are thinking. The teacher may look at a problem a different way after hearing from different students. There are so many different ways to approach problems, and students play a bigger role in doing these problems.
EL

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Teachers:
Teachers can learn so much about how students usually think about their math work, which allows for better teaching later. I love that you get to understand what methods students might benefit most from in the classroom.

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Number talks provide teachers with feedback on students' learning and what they know and how well. While it is important to get the correct answer, students need to be able to know/ explain how and why they got their answer. When students can do both in a number talk, the teacher knows that students are successful. Number talks also allow students to see and understand different ways to complete a math problem and determine which works best for them. Mental math skills are also improved during these. CC

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Teachers can learn exactly how well student's are understanding a concept by doing a number talk. Having students re-voice for another student can also help teachers to understand not just students' mathematical abilities, but their listening and language abilities as well, as they have to try to use their own words to re-explain.

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I love revoicing and rephrasing a student's thinking. It's something I do naturally, but can see the impact it makes.

number talks have to be relevant to the children In order for them to work.

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Define Number Talk?
What does it look like, sound like?
Describe a number talk routine.
Identify and Explain the Teacher’s role and the Students’ role
How do teachers learn about their students from number talks?
Other