Number talks usd305

Number Talks

USD305Linda Ponton

Why Use Number Talks?O Preparing students to be

mathematically proficient and compute correctly, efficiently, and flexiblyO Efficiency refers to the ability to choose

an appropriate, practical strategy for a specific computation problem.

O Flexibility means the ability to use number relationships with ease in computation.

Key ComponentsO Classroom environment and

communityO Classroom discussionO The teacher’s roleO The role of mental mathO Purposeful computation problems

ClassroomO Build a cohesive classroom

communityO Set procedure and expectations:

O LocationO Wait timeO Accept all answersO Encourage student communication

DiscussionO Teacher writes problem on the board

(horizontally)O Student signal (to chest)O Teacher calls for answer (accept all

correct and incorrect)O Students share their strategies and

justify their answer

Teacher’s RoleO Watch the 2nd Grade video clipO Discuss with a partner

O What is the teacher’s role in the number talk?

O What features of this video would you like to see in your classroom?

Mental mathO Key component because it encourages

students to build on number relationships to solve problems.

O Students are encouraged to rely on what they know and understand about the numbers and how they are interrelated.

O Develops efficient, flexible strategies with accuracy

O Strengthen students’ understanding of place value

Purposeful Computation Problems

O Type of ProblemsO Goal Setting

Let’s try one…

12 x 6

Number TalksOI would like to defend…OI would like to dispute…OI agree with…OI disagree with …OI do not understand …OHow did you decide to …

ConclusionO Guide students to learn a new

strategyO Try another problem (same day or

next) and tell them to try “Susie’s” strategy.

Day 2OWhat a Number Talk might look like at

your grade level.

OThe problems are designed to elicit specific strategies that focus on number relationships.

OThe problems are solved mentally.

Four Goals for K-2 Number Talks

Developing number senseDeveloping fluency with small numbersSubitizingMaking Tens

Fluency Number Talks Using Dot Images Fluency Number Talks Using Rekenreks Fluency Number Talks Using Five and Ten

Frames

Kindergarten

K: dot images

K: 10 Frames 17

K: Rekenrekhttp://www.mathlearningcenter.org/web-apps/number-rack/

1st GradeO Counting All/Counting OnO Doubles/Near DoublesO Making TensO Landmark or Friendly Numbers

I recommend beginning with number dots or ten frames.

9 and 1 make 10. Rewrite 56 as 55 + 1. Add 1 to 9 to get 10 before adding 55.

56 + 9 = 55 + 10 = 65

55 1

8 and 2 make 10. Rewrite 136 as 134+2.

Add 2 to 8 to get 10 before adding 134.

1. Darren has 37 guppies and 9 swordtails. How many fish does he have altogether?

2. Jane has 46 comic books. Her mother buys her another 8 comic books. How many comic books does she have now?

Addition Strategies

2nd GradeO Counting All/Counting OnO Doubles/Near DoublesO Making TensO Landmark or Friendly NumbersO Breaking Each Number into its Place

ValueO CompensationO Adding Up in Chunks

6 + 66 + 56 + 7

Doubles or Near Doubles

9 + 99 + 8

9 + 10

15 + 1516 + 1615 + 1415 + 16

6 + 8 + 4

4 + 9 + 6

6 + 4

8 + 28 + 2 + 11

8 + 138 + 15

Landmark or Friendly Numbers

12 + 1715 + 1413 + 1611 + 17

Place Value

7 + 107 + 207 + 307 + 40

5 + 54 + 66 + 65 + 7

compensation

19 + 69 + 169 + 2629 + 6

Subtraction

3-5th Grades

O Making TensO Making Landmark/Friendly NumbersO Doubles/Near-DoublesO Breaking each number into place-

valueO Adding up in chunks

7+37+5+3 3+6+7

Landmark Friendly Numbers

O19+2O19+5O19+8O19+1

2

compensation

36 + 2212 + 3713 + 1424 + 32

Place Value

3rd Grade

Subtraction Strategies

Models to Anchor Strategies

Real-Life ContextO Mr. Novack’s and Ms. Shelby’s third-

grade classrooms are raising money to buy equipment for the school science lab. Mr. Novack’s students have earned $119 and Ms. Shelby’s class has raised $126. How much money have the classes earned for their project?

Real-Life ContextO Ms. Melvin’s and Mr. Tindle’s third-

grade classrooms are competing to raise money for a school garden. Ms.Melvin’s class has raised $151, and Mr. Tindle’s class has raised $96. How much more money does Mr. Tindle’s class need to earn to catch up with Ms. Melvin’s students?

4th Grade

Multiplication Using ArraysHere is an array showing 6

x 4 

This shows 6 rows with 4 counters in each row

1

2

3

4

5

6

2 3 4

The 6 is listed first because this tells us how

many groups there are. The 4 tells how many

are in each group.

6 x 4 = 24

Partial Products – 1 by 3 639 = 600 + 30 + 9

x 5

3,195

+ 3000

45 5 x 9150 5 x 30

5 x 600

639

Area Model – 1 by 3 5 x 639 = ?

5 150 45

30 9+x 600 +

5 x 639 = 3,195

3,000 150+ 453,19

5

3,000

Partial Products – 2 by 2

45x 53

2,385

15 3 x 5120 3 x 40250 50 x 5

+ 2,000 50 x 40

Area Model 2 by 2

2,250+ 1352,385

45 x 53 = ?

2,000

12050 3+x

405 250 15

2,250 13545 x 53 = 2,385

36 x 518 x 109 x 20

4 x 3 x 42 x 2 x 128 x 3 x 2

2 x 2 x 3 x 412 x 4

I have 12 counters.

How could I arrange them into equal rows?

What number sentences could you write to go with this array?

Model

Partial Products

100 (100 x 36=3600)

- 3,6004,291

Subtract

100 (100 x 36=3600)- 3,600

7 219 R7

Subtract

69110 (10 x 36=360)- 360

3319 (9 x 36=324) - 324

36 7,891

We can also use an array to solve a division problem!

84 ÷ 4

80 44

4 x ? = 80 20 4 x ? = 41

20 + 1 = 21.4 x 21 = 84

So 84 ÷ 4 = 21.

Resources

Fractions