Overview
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-five 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.
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.
Number Talk Resources are located on the Weebly.
Discussion Prompts: Use these questions to guide your dialogue. Ponder what worked, what you might do differently, what are your next steps? Share the small moves that made a difference. If you were an observer share what you noticed, what questions did this bring up and how you might incorporate these thinking ideas into the content and role that you have? Submit your initial blog and be prepared to respond to at least six other participants.
1. How was the environment safe and accepting for all kinds of learners?
2. How did you use the Protocol used during the number talk?
3. How did you establish yourself as a 'facilitator, questioner, listener, learner'?
4. How did you use mental math to increase efficiency and knowledge of number relationships?
5. Why did you choose the specific computation problem?