Subject

Grade Levels

Resource Type

File Type

Zip

Standards

CCSSMP8

CCSSMP7

CCSSMP6

CCSSMP4

CCSSMP3

4 Products in this Bundle

- NUMBER TALKS HAVE NEVER BEEN EASIER! This resource includes the first ten weeks of PAPERLESS Number Talk lessons (50 lessons). These lessons were carefully designed to engage your third grade learners in meaningful math conversations focused on mental math and computational strategies. They make the
- NUMBER TALKS HAVE NEVER BEEN EASIER! This resource includes the second ten weeks of PAPERLESS Number Talk lessons (50 lessons). These lessons were carefully designed to engage your third grade learners in meaningful math conversations focused on mental math and computational strategies throughout th
- NUMBER TALKS HAVE NEVER BEEN EASIER! This resource includes the third ten weeks of PAPERLESS Number Talk lessons (50 lessons). These lessons were carefully designed to engage your third grade learners in meaningful math conversations focused on mental math and computational strategies. They make the
- NUMBER TALKS HAVE NEVER BEEN EASIER! This resource includes the fourth ten weeks of PAPERLESS Number Talk lessons (50 lessons). These lessons were carefully designed to engage your third grade learners in meaningful math conversations focused on mental math and computational strategies. They make th

Also included in:

- This resource includes a BUNDLE OF ALL 3-5 PAPERLESS NUMBER TALK LESSONS. Lessons can also be purchased separately. These digital Number Talk lessons were carefully designed to engage your learners in meaningful math conversations focused on mental math and computational strategies. They make the pe$126.00$85.00Save $41.00

- Bundle Description
- Standards

**NUMBER TALKS HAVE NEVER BEEN EASIER! **

This resource includes 40 weeks of PAPERLESS Number Talk lessons. The Number Talk lessons were carefully designed to engage your third grade learners in meaningful math conversations focused on mental math and computational strategies throughout the year. They make the perfect **MATH WARM-UP**! The best part is this resource doesn't require any printing, laminating, cutting, sorting, or stapling! You will receive 40 weeks of Number Talks that are completely digital and ready to be projected on your SmartBoard or any screen using PowerPoint. All you have to do is upload the slides and you're all set- ** PAPERLESS and ZERO PREP!**

The Number Talk lessons included in this resource build up on one another and get progressively more challenging throughout the year. The daily structure and routine of these lessons is predictable and student friendly. Spend more time talking about math instead of giving directions/expectations over and over!

**Each day of the week has a specific Number Talk activity:**

**Make it Monday**: Students will mentally think of equations that make the target number.

**True or False Tuesday**: Students will mentally solve the equations to determine whether they are true of false.

**Work it Out Wednesday**: Students will mentally solve the equations and share their thinking.

**What's Missing Thursday**: Students will mentally figure out what the unknown number is in each equation.

**Fact Fun Friday**: Students will mentally solve the equations and share their thinking.

***Each day has 5 slides/problems with the exception of Make it Monday.**

***Editable/Blank slides are also included in case you would like to create your own problems.**

**WANT TO TRY A WEEK OUT FOR FREE? **CLICK HERE

**What's included? 40 WEEKS OF DIGITAL NUMBER TALKS (see specific skills in each set below)**

**The First Ten Weeks**

Addition and Subtraction within 500

**The Second Ten Weeks**

Addition and Subtraction within 500, Multiplication, Word Problems

**The Third Ten Weeks**

Addition and Subtraction within 1,000, Order of Operations, Multiplication, Division, Word Problems

**The Fourth Ten Weeks**

Addition and Subtraction within 1,000, Order of Operations, Multiplication, Division, Fractions, Word Problems

**What are Number Talks?**

Number Talks are short discussions (5-10 minutes) focused on mental math and computational strategies. They promote the importance of being flexible with numbers and using a variety of strategies for computation. All students are encouraged to share their mathematical thinking during Number Talks.

**Benefits of Number Talks**

*Encourages math communication from all students

*Provides structured practice for mental math

*Promotes the value in using mental math to compute

*Promotes the importance of being flexible with numbers and using a variety of computational strategies

**Check out what teachers are saying about PAPERLESS Number Talks..**

"These are amazing!! My kids get so excited to when I pull these up. Some of them have already picked their favorite days for Number Talks!"

"My students love this--this is the best purchase I have made in a long time on here. I highly recommend!"

"LOVE THESE!!!! They facilitate great conversations among my students, but are easy to use and save me a lot of time! Thank you!"

**Looking for other grade levels?**

Kindergarten PAPERLESS Number Talks

First Grade PAPERLESS Number Talks

Second Grade PAPERLESS Number Talks

Fourth Grade PAPERLESS Number Talks

Fifth Grade PAPERLESS Number Talks

Created by Anna Brantley and Ami Rivera

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 (π¦ β 2)/(π₯ β 1) = 3. Noticing the regularity in the way terms cancel when expanding (π₯ β 1)(π₯ + 1), (π₯ β 1)(π₯Β² + π₯ + 1), and (π₯ β 1)(π₯Β³ + π₯Β² + π₯ + 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 Γ 8 equals the well remembered 7 Γ 5 + 7 Γ 3, in preparation for learning about the distributive property. In the expression π₯Β² + 9π₯ + 14, older students can see the 14 as 2 Γ 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 β 3(π₯ β π¦)Β² 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 π₯ and π¦.

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

1,200 pages

Answer Key

N/A

Teaching Duration

1 Year

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