Included in this Bundle:
1.MAKING LANDMARK NUMBERS
2.DOUBLES AND NEAR DOUBLES
3.ADDING UP CHUNKS
2. ADJUSTING A NUMBER
2.BREAKING FACTORS APART
4.DOUBLING AND HALFING
Number Talks is a ten-minute classroom routine included in this year’s Scope and Sequence. Kindergarten through fifth grade teachers will facilitate Number Talks with all students three days a week.
Number Talks are designed to support proficiency with grade level fluency standards. The goal of Number Talks is for students to compute accurately, efficiently, and flexibly. This includes fluency with single-digit combinations in addition, subtraction, multiplication and division as well as procedural fluency with two or multi digit numbers.
In addition to developing efficient computation strategies, Number Talks encourages students to make sense of mathematics, be able to communicate mathematically, and reason and prove solutions.
The key components of successful Number Talks:
• A safe and accepting classroom environment and mathematical community
• Classroom discussions (PROTOCOL)
1. Teacher provides the problem.
2. Teacher provides students opportunity to solve problem mentally.
3. Students show a visual cue when they are ready with a solution.
Students signal if they have solved it in more than one way too. (Quiet form of acknowledgement allows time for students to think, while the process continues to challenge those that are already have an answer)
4. Teacher calls for answers. S/he collects all answers- correct and incorrect- and records answers.
5. Students share strategies and justifications with peers.
• The teacher’s role as a “facilitator, questioner, listener, and learner”
• Use of mental math to increase efficiency and knowledge of number
• Purposeful computation problems that support mathematical goals in
number and operations
Many of the number talks consist of three or more sequential problems. The sequence of problems within a given number talk allows students to apply strategies from previous problems to subsequent problems. You may:
• Select at random from each category; or
• navigate in a systematic order by selecting problems with smaller
numbers from a specific category, then building to larger numbers.