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# Number Talk Discussion Questions | Math Discussion Questions

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70 Ratings
The Craft of Teaching
3.5k Followers
3rd - 5th
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
82 pages
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The Craft of Teaching
3.5k Followers

### Description

Number talks in the classroom depend on asking the right questions to get students thinking and talking! These number talk discussion questions will help your students become confident discussing their mathematical thinking in partners, groups, and in front of the class.

The questions and discussion starters in this resource can be used to make a bulletin board for student reference. They can also be used to help students use and answer specific questions during number talks or math discussions.

Each poster is 8.5 X 11, and a smaller version is included in case you have limited bulletin board space. The smaller version can also be hole punched and put on a metal ring to keep by your small group area.

This resource includes:

• Ideas for use in the classroom
• 20 mathematical questions posters and cards with turquoise background
• 20 mathematical questions posters and cards in black and white
• 8 math talk discussion starter posters and cards with turquoise background
• 5 exit slips for explaining student thinking

You may also like these other math resources:

Student Math Surveys Bundle

5th Grade Math - Problem of the Week

Comparing and Naming Decimals

Total Pages
82 pages
Does not apply
Teaching Duration
N/A
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### Standards

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