11/18/2023 0 Comments Number talks kindergartenDoing short (5 minute) Number Talks regularly is more powerful than long ones infrequently.If you are a classroom teacher at any grade level, I encourage you to make number talks a regular part of your daily math routine. Number Talks can sprawl if you’re not careful.You can move on when it feels like it is time. Sometimes a student will need more time to process. Don’t worry if you don’t reach total consensus on every problem.Always keep the environment safe and positive.Give students constructive language to use in the discussion, like, “I respectfully disagree, because…” and “I agree with _, because…”.This will pay off, and you can use it in other places. Make sure you emphasize the Number Talk protocol-hands at chests rather than waving in the air, for example.(i.e., I’ll start with 9 + 7, since everyone can do that, then we’ll do 9 + 17, then 19 + 17.) Taking a few minutes ahead of time to plan out a sequence of questions can be helpful.Make sure that the explanations are what matters. Don’t favor right answers over wrong ones. Students will be looking to see if you indicate what the right answer is.Start with easy questions that are accessible to everyone.Meanwhile, she’s noting where students are in their understanding of place value and addition.) (Teacher lets conversation continue until class consensus, or near-consensus, is reached. You can’t add the 9 + 1 because the 1 stands for 10.Ĭharles: But that’s how you add. Sam: I respectfully disagree with Charles. (Teacher crosses out 25 and replaces it with 26.) Lucy: I counted one by one, but I just realized that I miscounted. Sarah: 10 + 17 is 27, and 10 is 1 more than 9, so 9 + 17 must be 26.Ĭharles: 9 + 1 is 10, and then you put a 7 after, so it’s 107. Tyrone: I know that 9 + 7 is 16, and then I added another 10 to get 26. (The teacher records what the students write as they explain.) Who would like to explain how they got their answer? Tyrone? Teacher: Any other answers? (No one has any.) (Teacher writes 26 on the board.)Ĭharles: 107 (Teacher writes 107 on the board.) The teacher is noting to see if anyone hasn’t solved the problem-this is a great opportunity for formative assessment.įinally, she begins calling on students for their answers, starting with those who have only one solution.) Several students are holding up multiple fingers, though many have just a thumb. If you get more answers, show me by holding up more fingers. (The student puts his arm down and holds up a thumb.) (A student starts waving his arm in the air.) When you have the answer, show me with a thumb at your chest. Teacher: Time for our morning Number Talk.Įveryone consider this question. (If 9 + 17 was the first question, 9 + 27 or 19 + 17 might be good followups.) The teacher then has the option to ask a followup questions that builds on the last. Ideally, by the end of the discussion, the class should have a list of 3-6 different approaches to the problem, plus a consensus as to what the correct answer is. Students explain (from their seat) while the teacher writes the steps they describe on the board. Once all solutions are written down, the teacher asks students to explain how they got their solution. She writes down all solutions none are given preferential treatment, and she doesn’t say whether they are right or wrong. This means that everyone can keep thinking about the problem even after they have the answer.Īfter enough time has passed that everyone or nearly everyone has a solution, the teacher asks students what their solution are. If students can come up with a second way to solve the problem, they hold up a second finger at their chest. This prevents a small batch of quick students from shutting everyone else down. They show the teacher whether they have the answer by (quietly) giving a thumbs up at their chest. It can be as simple (like 9 + 17) or complex (500 ÷ 24) as long as it is appropriate as a mental math problem for the class. The teacher writes a problem on the board. The key elements to number talks are a de-emphasis on speed and right answers and an added emphasis on process and communication. The difference is that the students aren’t just looking for the answer: they’re trying to find as many different ways to solve the problem as they can. The teacher writes a simple problem down on the board, and students solve it mentally. If you implement one type of activity into your class routine, Number Talks might be the most bang for your buck.
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