number talks usd305
TRANSCRIPT
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Number Talks
USD305Linda Ponton
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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.
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Key ComponentsO Classroom environment and
communityO Classroom discussionO The teacher’s roleO The role of mental mathO Purposeful computation problems
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ClassroomO Build a cohesive classroom
communityO Set procedure and expectations:
O LocationO Wait timeO Accept all answersO Encourage student communication
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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
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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?
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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
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Purposeful Computation Problems
O Type of ProblemsO Goal Setting
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Let’s try one…
12 x 6
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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 …
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ConclusionO Guide students to learn a new
strategyO Try another problem (same day or
next) and tell them to try “Susie’s” strategy.
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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.
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Four Goals for K-2 Number Talks
Developing number senseDeveloping fluency with small numbersSubitizingMaking Tens
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Fluency Number Talks Using Dot Images Fluency Number Talks Using Rekenreks Fluency Number Talks Using Five and Ten
Frames
Kindergarten
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K: dot images
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K: 10 Frames 17
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K: Rekenrekhttp://www.mathlearningcenter.org/web-apps/number-rack/
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1st GradeO Counting All/Counting OnO Doubles/Near DoublesO Making TensO Landmark or Friendly Numbers
I recommend beginning with number dots or ten frames.
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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
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8 and 2 make 10. Rewrite 136 as 134+2.
Add 2 to 8 to get 10 before adding 134.
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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?
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Addition Strategies
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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
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6 + 66 + 56 + 7
Doubles or Near Doubles
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9 + 99 + 8
9 + 10
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15 + 1516 + 1615 + 1415 + 16
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6 + 8 + 4
4 + 9 + 6
6 + 4
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8 + 28 + 2 + 11
8 + 138 + 15
Landmark or Friendly Numbers
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12 + 1715 + 1413 + 1611 + 17
Place Value
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7 + 107 + 207 + 307 + 40
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5 + 54 + 66 + 65 + 7
compensation
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19 + 69 + 169 + 2629 + 6
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Subtraction
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3-5th Grades
O Making TensO Making Landmark/Friendly NumbersO Doubles/Near-DoublesO Breaking each number into place-
valueO Adding up in chunks
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7+37+5+3 3+6+7
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Landmark Friendly Numbers
O19+2O19+5O19+8O19+1
2
compensation
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36 + 2212 + 3713 + 1424 + 32
Place Value
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3rd Grade
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Subtraction Strategies
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Models to Anchor Strategies
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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?
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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?
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4th Grade
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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
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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
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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
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Partial Products – 2 by 2
45x 53
2,385
15 3 x 5120 3 x 40250 50 x 5
+ 2,000 50 x 40
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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
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36 x 518 x 109 x 20
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4 x 3 x 42 x 2 x 128 x 3 x 2
2 x 2 x 3 x 412 x 4
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I have 12 counters.
How could I arrange them into equal rows?
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What number sentences could you write to go with this array?
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Model
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Partial Products
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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
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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.
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Fractions
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