DIGITAL FIRST GRADE NUMBER TALKS YEARLONG BUNDLE DISTANCE LEARNING

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1st, Homeschool
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    1. This HUGE bundle offers a DIGITAL and PRINTABLE YEARLONG Number Talks Program for each grade level K-5.PRODUCT UPDATE JULY 2020 - WE'VE ADDED A GOOGLE SLIDES COMPATIBLE RESOURCE TO THIS BUNDLE DUE TO CUSTOMER REQUEST. THESE UNITS CAN BE USED ON INTERACTIVE WHITEBOARDS, ARE COMPATIBLE WITH GOOGLE SLI
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    Description

    Our PAPERLESS Number Talks for first grade are EASIER than ever with this seriously NO PREP resource that provides DAILY lessons for EVERY DAY OF THE YEAR. Talk about stress free planning!

    PRODUCT UPDATE JULY 2020: WE'VE ADDED A GOOGLE SLIDES COMPATIBLE RESOURCE TO THIS BUNDLE DUE TO CUSTOMER REQUEST.

    THESE UNITS CAN BE USED ON INTERACTIVE WHITEBOARDS, ARE COMPATIBLE WITH GOOGLE SLIDES, OR CAN BE PRINTED OUT. ALL THREE VERSIONS ARE INCLUDED.

    This Common Core Aligned first grade Number Talks resource is a MUST HAVE for any teacher wanting their students' computational strategies and mathematical reasoning abilities to soar to new heights. You will be so excited to watch as your students' mental math abilities get stronger than ever.

    If you're looking for an engaging and meaningful NO PREP daily math warm up, this is it! These Number Talks are ready to go. Just display them on your interactive whiteboard and get ready for amazing math conversations to begin.

    Talk about a TIME SAVER and getting the BIGGEST bang for your buck!

    If you do not yet have an interactive whiteboard, we've got you covered. With this resource you'll receive both a DIGITAL and a PRINTABLE version. We actually like to print out Number Talks when we have substitute teachers.

    The BEST part is that they're EXTREMELY EASY to use and will SAVE you TONS of TIME.

    Each week there are 5 activities students repeat over a 4 week time frame. This makes life OH SO EASY for teachers, and gives students repeated opportunities to engage in each particular Number Talk activity.

    Our students LOVE this daily routine! We just know yours will too!

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    WHAT'S INCLUDED IN THIS RESOURCE?

    • 9 Units (180 Number Talk lessons in all):
      Each unit contains 20 Number Talk lessons that address different Common Core Standards. The Number Talks get progressively more challenging as students develop their mathematical skills and understanding.

    • Easy Differentiation: Several of the lessons contain more than one Number Talk option for easy-peasy differentiation.

    • Variety of Number Talk Activities: The activities change from month to month so that students remain highly engaged. This resource contains 31 different types of Number Talks activities. Say "YES" to high engagement and "NO!" to boredom!

    • Detailed Daily Lesson Plans: 180 detailed Number Talk lesson plans are included. We have spelled out how to deliver each Number Talk so you can teach with confidence starting on day one! These are GREAT for teachers new to number talks and substitute teachers.

    3 FREE BONUSES!:

    • 7 Colorful Sentence Starter Posters to give your students confidence while sharing their thinking.
    • 8 Silent Hand Signal Posters to increase student engagement as all students can communicate their thinking in a way that does not disrupt the learning environment.
    • 12 Addition & Subtraction Strategy Posters for your students to refer to all year long... and, oh, such a cute addition to your classroom walls.

    ADDITIONAL BONUS FREEBIE: GOOGLE SLIDES COMPATIBLE UNITS INCLUDED.

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    HERE'S WHAT OTHER TEACHERS ARE SAYING!

    “This has been the best thing I have EVER bought on TPT, hands down. This ensures my number talks are meaningful, interesting, and something that my kids look forward to each day.”

    "Such a thorough and fantastic resource for Number Talks! Love it for my firsties! The creators are so amazing, they even made digital versions of ALL of their hard work and trust me, there's A LOT of content and time that went into this bundle! SO WORTH THE MONEY!"

    “Just what I was looking for. This has saved me so much time - I now have everything I need for a great number talk each day. Thank you!” – Jennifer

    “My kids are really enjoying the different activities. I use it on my smartboard and the kids are having wonderful math conversations.”

    “I wish more TPT products were as thorough as this! Each lesson is clearly laid out and easy to follow. A very valuable resource for number talks.” - Cynthia

    “I know how much my students need number sense, and I know the power of number talks, BUT the daily planning was holding me back. These make it so so easy to implement number talks. My students enjoy participating in them, and we are off to a solid start! Love it!”

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    WHY NUMBER TALKS?...

    Number Talks will get your students engaged in mathematical conversations that will increase their ability to reason mathematically as well as develop their computational fluency skills and their ability to think flexibly about numbers.

    But the BEST benefit is that it will turn your reluctant mathematicians into math lovers!

    When students engage in this short daily activity, they communicate with their peers in a safe environment where it's okay to not be right all the time. It's okay to learn from each other.

    They learn to discuss various strategies and the effectiveness of those strategies. They begin to take risks. And before you know it, your students who once feared math are joyfully jumping into solving problems with both feet.

    It's so exciting to see the transformation!

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    WHY DID WE CREATE THIS RESOURCE?

    A few years ago we were asked to implement Number Talks in our daily math instruction. After engaging our students in a few of these activities, we were hooked. Our challenge then became to create a variety of problem types in order to keep students engaged and excited about Number Talks. And that is when this Number Talk resource was born.

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    WHO IS THIS RESOURCE FOR? :

    -Busy First Grade Teachers

    -Substitute Teachers

    -Special Education Teachers

    -Whole Group Math Instruction

    -Small Group Math Instruction

    -Math Intervention

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    FAQ

    How long do Number Talks take?

    It is best if Number Talks are done daily for between 5 and 15 minutes.

    Can these Number Talks be displayed on an interactive whiteboard?

    YES! There's a fully digital version of our Number Talks using PowerPoint for your convenience! Just display and go! This makes implementing number talks easier than ever!

    Does each month contain 20 different types of Number Talk activities?

    Oh goodness no. That would be a bit overwhelming. We have 5 Number Talk activities that are repeated each week using different problems. We are all about keeping it easy for teachers and creating meaningful engagement for kids.

    Do I have to print out Number Talk materials for each student each day?

    NO! This is a whole group activity. Just display the number talk for everyone to see.

    Do I need to teach the units in order?

    We suggest you teach the Number Talks in order because they spiral and increase in difficulty.

    Where are the daily lesson plans?

    Daily lesson plans are in the printable version section. These are GREAT for teachers new to Number Talks as well as for substitute teachers.

    I like my Number Talks to match the standards I'm currently working on, can I do this with this product?

    This product was created as a spiral preview/review. However, we have the standards addressed listed in each unit, so yes, you can pull those standard specific lessons out. But, we have also created Number Talks that focus on specific standards and strategies. Theses products may better meet your needs. Click HERE to check them out.

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    COMMON CORE STANDARDS ADDRESSED in this RESOURCE

    1.NBT.B.3 - Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

    1.NBT.C.4 - Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

    1.NBT.C.5 - Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

    1.NBT.C.6 - Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

    1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

    1.OA.B.3 - Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

    1.OA.B.4 - Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

    1.OA.C.5 - Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

    1.OA.C.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

    1.OA.D.7 - Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

    1.OA.D.8 - Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

    Mathematical Practices

    • Make sense of problems and persevere in solving them.
    • Reason abstractly and quantitatively.
    • Construct viable arguments and critique the reasoning of others.
    • Attend to precision.
    • Look for and make use of structure.
    • Look for and express regularity in repeated reasoning.

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    Other NUMBER TALKS Resources You'll LOVE!:

    Number Talks - Understanding the Meaning of Equal

    Number Talks - Measurement Talks for First Grade

    Number Talks - Geometry Talks for First Grade

    Number Talks - Counting On

    Number Talks - Making 10

    Number Talks - Near Doubles

    Number Talks - Doubles within 20

    Number Talks - Subtraction

    Number Talks - Word Problems within 10

    Number Talks - Word Problems within 20

    Word Problems - Numberless & Numbered

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    If you want to try out one unit first, here they are! The units get progressively more difficult, so you will want to choose the unit that correlates with where you are in the school year. For example, Unit 1 is for the first month of school and Unit 2 is for the second month of school.

    First Grade Number Talks Unit 1

    First Grade Number Talks Unit 2

    First Grade Number Talks Unit 3

    First Grade Number Talks Unit 4

    First Grade Number Talks Unit 5

    First Grade Number Talks Unit 6

    First Grade Number Talks Unit 7

    First Grade Number Talks Unit 8

    First Grade Number Talks Unit 9

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    HAPPY NUMBER TALKING!

    CINDY AND BECKY

    Total Pages
    1,439 pages
    Answer Key
    N/A
    Teaching Duration
    1 Year
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    Standards

    to see state-specific standards (only available in the US).
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
    Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
    Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
    Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

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