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Exit Ticket
Computation Assessment
Manipulatives
Start Small
5-15 minutes
Share previous strategies
Put some idea on back burner

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- students need to be able to understand why they are doing what they are doing
- Math learners need to have Accuracy, efficiency, and flexibility
- Its more then just knowing the answer, students need to be able to explain, and analyze their thinking

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Today we need to help students solve mathematical problems and understand concepts with flexibility, accuracy and efficiency

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- in number talks, students come up with incorrect answers and the students have a sense of authority in determining whether an answer is accuracy’s. The students are expected to think carefully about the solutions and strategies pg. 11
- wrong answers allow students to learn from their mistakes and are used to change misconceptions
- the teachers role shifts from telling and explaining to a facilitator, questioner, listener and learner

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1. Environment - must be a safe space where students are comfortable taking risks.
2. Class Discussions - the hand signals encourage think time and challenge students to think of numerous strategies. No matter what everyone is expected to think about the math.
3. Teacher Role - teacher as facilitator. Guiding questions.
4. Mental Math - encourages students to think about and rely on mathematical relationships to increase flexibility and fluency with numbers.
5. Purposeful Computation Problems - as facilitator the teacher must select number problems that are purposeful and related. Problems should be planned in sequence surrounding an intended strategy and mathematical relationship.

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Number talks are helping students understand the relationship between numbers rather than just memorizing the correct operation and algorithm to use. When students stack numbers and have to borrow/regroup a lot of them are not understanding the relationship between the numbers they have changed.

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Have students think pair share after answers have been given. Allows students who hadn't come up with a solution yet to still consider the solutions given and the reasonableness of each.

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- ensure that all answers are considered, even if incorrect

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We need citizens who are able to discern whether numbers make sense and are applicable to certain situations and who are capable of communicating solutions to problems

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Use clear, concise manner for recording each student's thinking, watch = sign to make sure it denotes equivalency on each side of equation
Consider what math ideas you want highlighted

Developing Accountability
1. Finger signals
2. Keep records of problem solved
3. Small group # talks
4. Create Strategy Chart
5. Solve exit problem
6. Weekly computation assessment

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Give students a series of math problems that lend themselves to common strategies i.e. 19x4 and 39x5 both lend themselves to friendly or landmark numbers.

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-move away from desks that could cause distractio

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Ensure that you use computation symbols like the equals sign properly. Knowing that equals sign means that the numbers on each side are equivalent.

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Using a designated space for number talks allows students to anticipate that they are transitioning to a unique part of their learning day.  Allows teachers and students to be in close proximity 

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Using a designated space for number talks allows students to anticipate that they are transitioning to a unique part of their learning day.  Allows teachers and students to be in close proximity 

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Anticipate student responses beforehand

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Six ways to develop Accountability
(It's common in my class to have students that will just agree to keep it safe 'an illusion of understanding', so I found this beneficial)

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Have students complete an exit ticket which requires them to use two strategies talked about during the number talk.

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- waiting until students have accessed the problem
- move away from students raising hands because others are accustomed to stop thinking
- bring equity to the math class

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-establishing a community of learners based on mutual respect is important

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Its important to model the different strategies students use to show their ideas. Some these prompts are to use: I agree with ...  because.....
I don't understand.... can you explain. I disagree with ... because. How did you decide to....
In the reading it states that its important for students to realize there are many ways to find the solution.

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keep questions that you have worked on and the strategies that the students have come up with in a place that students can access them later on

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In today’s math classroom we need to teach students how to reason information, possess number sense, and check for reasonableness of sokutions and answers.

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-all answers are considered whether they are correct or incorrect
-incorrect answers are used to unearth misconceptions

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Students use shared strategy on one side of an index card and then try a second strategy on the other side as a formative assessment to guide instruction

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- consider the ideas of other and determine if they are logical; test other strategies; build a bank of efficient strategies;
- clarify their own thinking; make decisions about choosing efficient strategies