{"id":188,"date":"2017-09-17T22:00:40","date_gmt":"2017-09-18T05:00:40","guid":{"rendered":"http:\/\/theothermath.com\/?p=188"},"modified":"2018-02-19T21:13:47","modified_gmt":"2018-02-20T05:13:47","slug":"number-talks-the-gateway-to-the-common-core","status":"publish","type":"post","link":"https:\/\/theothermath.com\/index.php\/2017\/09\/17\/number-talks-the-gateway-to-the-common-core\/","title":{"rendered":"Episode 3 &#8211; Number Talks"},"content":{"rendered":"<p><span style=\"font-weight: 400;\"><img loading=\"lazy\" class=\"alignright wp-image-198\" src=\"http:\/\/theothermath.com\/wp-content\/uploads\/2017\/09\/numbertalks.png\" alt=\"\" width=\"330\" height=\"176\" srcset=\"https:\/\/www.theothermath.com\/wp-content\/uploads\/2017\/09\/numbertalks.png 531w, https:\/\/www.theothermath.com\/wp-content\/uploads\/2017\/09\/numbertalks-300x160.png 300w\" sizes=\"(max-width: 330px) 100vw, 330px\" \/><\/span><span style=\"font-weight: 400;\">In this post, we will venture into the world of number talks. We aren\u2019t necessarily focusing on just one article or resource today but we are pulling from several places. We are going to be pulling ideas from Sherry Parrish\u2019s book Number Talks: Helping Children Build Mental Math and Computation Strategies and some ideas from Jo Boaler.<\/span><\/p>\n<p><span style=\"font-weight: 400;\"><strong>A Number Talk is a short<\/strong><\/span><span style=\"font-weight: 400;\">, ongoing daily routine that provides students with meaningful ongoing practice with computation. A typical Number Talk takes between 5 and 15 minutes. They provide an opportunity for students make sense of their own mathematical ideas because the expectation is that they will use number relationships and the structures of numbers to add, subtract, multiply and divide.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">There are many different flavors of Number Talks, but they all follow the same general format:<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">The teacher shows a problem<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Students solve the problem in their head<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Students use hand signals to indicate they have an answer, multiple solution methods, or that they are still thinking about the problem.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">The teacher then calls a student who announces the answer and then explains how she arrived at that answers.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">The teacher records (often on poster paper) the student\u2019s explanation.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Students use hand signals to indicate they had the same method.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">The teacher calls on additional students who each explain their methods.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">The teachers records those methods on the poster as well.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Time permitting, three to six methods might be shared for solving the problem.<\/span><\/li>\n<\/ul>\n<p><!--more--><span style=\"font-weight: 400;\">A variety of Number Talks is one that uses a sequence of problems that students solve in their heads. Each problem is revealed and solved, such that the sequence of problems strategically lead students to uncover a particular solution strategy.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Number Talks should be structured as short sessions alongside (but not necessarily directly related to) the ongoing math curriculum. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">It is stressed by all three of our Number Talk authors that it is super important to make Number Talks short! They are not supposed to replace current curriculum or take up the majority of the time, but rather give a short blast of time to allow kids to practice number sense using mental strategies. <\/span><\/p>\n<p><span style=\"font-weight: 400;\"><strong>And really that is really the primary goal of Number Talks &#8211; \u00a0computational fluency<\/strong><\/span><span style=\"font-weight: 400;\">. Kids develop computational fluency while thinking and reasoning like mathematicians and during a number talk, they are asked to make connections and look for relationships. \u00a0What\u2019s even more fascinating is that kids are super engaged because they are sharing their strategies with others. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">It is important for the teacher to <\/span><span style=\"font-weight: 400;\">support communication skills, by establishing a safe, supportive community where all students can share out. <\/span><span style=\"font-weight: 400;\">If students don\u2019t feel like they can share &#8211; the Number Talk will fall short no matter how much you prepare and they won\u2019t have the impact that research states they can. <\/span><\/p>\n<p><span style=\"font-weight: 400;\"><strong>So where does a teacher get the problems for the Number Talk?<\/strong><\/span><span style=\"font-weight: 400;\"> Start by considering the skills within your unit that your kids need more practice with. Then create a problem (or a string of 3 to 4 problems) and give it to your students. Don\u2019t stress out about the need to choose the perfect problem(s). Just do it. You\u2019ll know if you picked a good problem when the conversation is still going strong after 10 minutes. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">Some examples of addition for each grade:<\/span><\/p>\n<table style=\"height: 621px;\" width=\"594\">\n<tbody>\n<tr>\n<td><span style=\"font-weight: 400;\">Kindergarten<\/span><\/td>\n<td>\u00a0<img loading=\"lazy\" class=\"alignnone wp-image-189\" src=\"http:\/\/theothermath.com\/wp-content\/uploads\/2017\/09\/001.png\" alt=\"\" width=\"306\" height=\"243\" srcset=\"https:\/\/www.theothermath.com\/wp-content\/uploads\/2017\/09\/001.png 398w, https:\/\/www.theothermath.com\/wp-content\/uploads\/2017\/09\/001-300x238.png 300w\" sizes=\"(max-width: 306px) 100vw, 306px\" \/><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">1st grade:<\/span><\/td>\n<td><span style=\"font-weight: 400;\">9 + 7<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">2nd grade:<\/span><\/td>\n<td><span style=\"font-weight: 400;\">24 + 27<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">3rd grade:<\/span><\/td>\n<td><span style=\"font-weight: 400;\">74 + 47<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">4th grade: <\/span><\/td>\n<td><span style=\"font-weight: 400;\">370 + 267<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400;\">5th grade:<\/span><\/td>\n<td><span style=\"font-weight: 400;\">345 + 457<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"font-weight: 400;\">Really&#8230;choose any problem and see what your students do with it. Just keep in mind that students will be solving it mentally.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Finally, when implementing number talks you can maximize your experiences. Be mindful of all of the strategies students might use to help you decipher what students are trying to explain. You might want to start with easier problems or problems with smaller numbers so the students can understand the math before going on to larger, more complicated numbers. As students share their methods, try to connect the method with a visual representation. This makes the solution method more accessible to all students. Here are four different ways 44+35 might be recorded on the poster. Which method depends on how the student explains her method.\u00a0<\/span><\/p>\n<table>\n<tbody>\n<tr>\n<td>\u00a0<img loading=\"lazy\" class=\"alignnone wp-image-193\" src=\"http:\/\/theothermath.com\/wp-content\/uploads\/2017\/09\/002.png\" alt=\"\" width=\"140\" height=\"177\" srcset=\"https:\/\/www.theothermath.com\/wp-content\/uploads\/2017\/09\/002.png 268w, https:\/\/www.theothermath.com\/wp-content\/uploads\/2017\/09\/002-236x300.png 236w\" sizes=\"(max-width: 140px) 100vw, 140px\" \/><\/td>\n<td><img loading=\"lazy\" class=\"alignnone wp-image-190\" src=\"http:\/\/theothermath.com\/wp-content\/uploads\/2017\/09\/003.png\" alt=\"\" width=\"348\" height=\"180\" srcset=\"https:\/\/www.theothermath.com\/wp-content\/uploads\/2017\/09\/003.png 468w, https:\/\/www.theothermath.com\/wp-content\/uploads\/2017\/09\/003-300x155.png 300w\" sizes=\"(max-width: 348px) 100vw, 348px\" \/><\/td>\n<\/tr>\n<tr>\n<td><img loading=\"lazy\" class=\"alignnone wp-image-191\" src=\"http:\/\/theothermath.com\/wp-content\/uploads\/2017\/09\/004.png\" alt=\"\" width=\"283\" height=\"175\" srcset=\"https:\/\/www.theothermath.com\/wp-content\/uploads\/2017\/09\/004.png 460w, https:\/\/www.theothermath.com\/wp-content\/uploads\/2017\/09\/004-300x185.png 300w\" sizes=\"(max-width: 283px) 100vw, 283px\" \/><\/td>\n<td>\u00a0<img loading=\"lazy\" class=\"alignnone wp-image-192\" src=\"http:\/\/theothermath.com\/wp-content\/uploads\/2017\/09\/005.png\" alt=\"\" width=\"262\" height=\"221\" srcset=\"https:\/\/www.theothermath.com\/wp-content\/uploads\/2017\/09\/005.png 394w, https:\/\/www.theothermath.com\/wp-content\/uploads\/2017\/09\/005-300x253.png 300w\" sizes=\"(max-width: 262px) 100vw, 262px\" \/><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"font-weight: 400;\">There are tons of Number Talk resources out there. Find one. Read it. Then try one in your class. Just do it. You will see the benefits immediately!<\/span><\/p>\n<p><strong><span style=\"text-decoration: underline;\">References:<\/span><\/strong><br \/>\n<span style=\"font-weight: 400;\">Jo Boaler video on Number Talks<\/span><\/p>\n<p><a href=\"https:\/\/www.youcubed.org\/resources\/stanford-onlines-learn-math-teachers-parents-number-talks\/\"><span style=\"font-weight: 400;\">https:\/\/www.youcubed.org\/resources\/stanford-onlines-learn-math-teachers-parents-number-talks\/<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400;\">Making Number Talks Matter by Cathy Humpreys &amp; Ruth Parker<\/span><\/p>\n<p><a href=\"https:\/\/www.stenhouse.com\/content\/making-number-talks-matter\"><span style=\"font-weight: 400;\">https:\/\/www.stenhouse.com\/content\/making-number-talks-matter<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400;\">Number Talks by Sherry Parrish<\/span><\/p>\n<p><a href=\"http:\/\/www.guided-math-adventures.com\/?page_id=126\"><span style=\"font-weight: 400;\">http:\/\/www.guided-math-adventures.com\/?page_id=126<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>In this post, we will venture into the world of number talks. We aren\u2019t necessarily focusing on just one article or resource today but we are pulling from several places. We are going to be pulling ideas from Sherry Parrish\u2019s book Number Talks: Helping Children Build Mental Math and Computation Strategies and some ideas from [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":198,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[6],"tags":[22,49,50],"_links":{"self":[{"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/posts\/188"}],"collection":[{"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/comments?post=188"}],"version-history":[{"count":6,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/posts\/188\/revisions"}],"predecessor-version":[{"id":373,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/posts\/188\/revisions\/373"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/media\/198"}],"wp:attachment":[{"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/media?parent=188"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/categories?post=188"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/theothermath.com\/index.php\/wp-json\/wp\/v2\/tags?post=188"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}