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Subject

Resource Type

File Type

Product Rating

Standards

CCSSMP8

CCSSMP7

CCSSMP6

CCSSMP4

CCSSMP3

- Product Description
- StandardsNEW

Free Sample

Talk Math flashcards help students in explaining and communicate their mathematical thinking and problem-solving strategies. As a teacher, you need to identify the key vocabulary you want your students to use. Share it with them. Students can then work individually or in pairs to articulate and defend their ideas and analyze the reasoning. As a teacher you will gain the ability to assess student knowledge through asking “good questions,” and align instruction to ensure each student understands how to use math skills through thinking, talking, and doing.

These cards can be laminated and kept in the math corner for students to explore on their own.

Complete version with 52 Flashcards

**Math Flash Card - Math Talk**

https://www.teacherspayteachers.com/Product/Math-Flash-Card-Math-Talk-5014615

**Skills covered in Talk Math : **

•**Addition ( 2 Digit & 3 Digit ) **

•**Addition with regrouping ( 2 Digit & 3 Digit ) **

•**Subtraction ( 2 Digit & 3 Digit ) **

•**Subtraction with borrowing ( 2 Digit & 3 Digit )**

•**Time ( o’clock and half past)**

•**Word problems **

•**Geometry ( 2 D Shapes) **

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**If you like this sample, you can download the complete version with 52 flashcards covering various skills from my store. **

**Math Flash Card - Math Talk**

https://www.teacherspayteachers.com/Product/Math-Flash-Card-Math-Talk-5014615

**Math Talk for Mathematical thinking**

https://www.teacherspayteachers.com/Product/Math-Talk-for-Mathematical-thinking-5013939

**Place Value Number Cards**

https://www.teacherspayteachers.com/Product/Place-Value-Number-Cards-4846607

**Place Value - Expanded Form**

https://www.teacherspayteachers.com/Product/Place-Value-Expanded-Form-4842022

**Math Strategy Posters ( Back to School )**

https://www.teacherspayteachers.com/Product/Math-Strategy-Posters-Back-to-School--4799149

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Log in to see state-specific standards (only available in the US).

CCSSMP8

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.

CCSSMP7

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.

CCSSMP6

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.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP3

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.

Total Pages

3 pages

Answer Key

N/A

Teaching Duration

N/A

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