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25 + 36 = 61 How do I know this is true?. SECONDARY. http://www.youtube.com/watch?feature=player_embedded&v=Ihz-0pGmhLI. NUMBER TALKS. Fraction of the Day Everyday. THE EXPECTATION. Every secondary math class operated by TAS will start with a NUMBER TALK.

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25 36 61 how do i know this is true

25 + 36 = 61How do I know this is true?

SECONDARY

http://www.youtube.com/watch?feature=player_embedded&v=Ihz-0pGmhLI


Number talks

NUMBER TALKS

Fraction of the DayEveryday


The expectation
THE EXPECTATION

Every secondary math class operated by TAS will start with a NUMBER TALK.

Every elementary school operated by TAS will have a 30 minute NUMBER TALK block.


Number talks1
NUMBER TALKS

  • AIM: 2 minutes

    • Teachers will know what a number talk is and how to use it in an everyday classroom setting by practicing, creating, and reviewing number talk activities.

  • DO NOW: 2 minutes + 2minutes

    • Teachers will write a mini essay that outlines the true purpose of math.

  • ACTIVITY: 45 minutes

    • Learn about what NTs are.

    • Participate in 5-10 NTs (Be prepared to be video taped)

    • Invent Norms for your classroom

    • Create 5 Number Talks

    • Practice 1 of your talks with your table. (Be prepared to be video taped)

  • HW:

    • Have 5 Number Talks planned, typed, and returned to your school leader by the next day.


Number talks2
NUMBER TALKS

  • DO NOW:

    • Teachers will write a mini essay that outlines the true purpose of math.


Number talks3
NUMBER TALKS

  • ACTIVITY:

    • Learn about what NTs are.

    • Participate in 5-10 NTs

    • Invent Norms for your classroom

    • Create 5 Number Talks

    • Practice 1 of your talks with your table.


Number talk
NUMBER TALK

  • What are Number Talks?

    • A Number Talk is a short, ongoing daily routine that provides students with meaningful ongoing practice with computation. A Number Talk is a powerful tool for helping students develop computational fluency because the expectation is that they will use number relationships and the structures of numbers

SHORTONGOINGDAILY MENTAL PRACTICEMEANINGFULSIMPLE TO COMPLEX


Number talk1
NUMBER TALK

  • Primary Goals – Computational Fluency"Computational fluency refers to having efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate flexibility in the computational methods they choose…”

#s ARE MADE OF SMALLER #s#s CAN BE TAKEN APART OR COMBINEDWHAT WE KNOW ABOUT THE SMALL CAN HELP US WITH THE BIG#s ARE ORGANIZED INTO GROUPS OF 10s

Note: numbers can be substituted with elements


The process
THE PROCESS

  • TEACHER PRESENTS PROBLEM

  • STUDENTS FIGURE OUT ANSWER (Similar to you do)

  • STUDENTS SHARE THEIR ANSWERS

  • STUDENTS SHARE THEIR THINKING

  • THE CLASS AGREES ON THE “REAL” ANSWER

  • REPEAT WITH OTHER PROBLEMS


Norms
NORMS

  • STUDENTS ARE SILENT DURING WORK TIME –SLANT means you’re done

  • STUDENTS MUST BE GIVEN AN OPPORTUNITY TO CORRECT THEMSELVES

  • STUDENTS ARE RESPECTFUL WHEN HEARING OTHER IDEAS – hands bow means you agree

  • STUDENTS ARE RESPECTFUL WHEN COMMENTING ON OTHER IDEAS

    • I respectfully disagree with Joshiba. I believe 2 is in the middle because I subtracted and did not use addition.


The process language assistance
THE PROCESSLanguage Assistance


See it in action
SEE IT IN ACTION

  • http://www.youtube.com/watch?v=mRV-26fEq-s6thGrade

  • http://www.insidemathematics.org/classroom-videos/number-talks/7th-grade-math-whats-the-savings/number-talk7th Grade

  • http://numbertalks1.blogspot.comA high school teacher’s blog about her findings.


Number talk 1
NUMBER TALK 1

The number of the day is…

105

Use any of the four basic operations and at least one radical to arrive at our number. Find at least 2 solutions.


Remember
REMEMBER

SHORT: 5 – 8 minutesONGOINGDAILY MENTAL PRACTICEMEANINGFULSIMPLE TO COMPLEX


Also remember
ALSO…REMEMBER

  • #s ARE MADE OF SMALLER #s#s CAN BE TAKEN APART OR COMBINEDWHAT WE KNOW ABOUT THE SMALL CAN HELP US WITH THE BIG#s ARE ORGANIZED INTO GROUPS OF 10s


Number talk 2
NUMBER TALK 2

Look at the number sentence…

13 +14 = 18 + 12 – x

Find the value of x.


Also remember1
ALSO…REMEMBER

#s ARE MADE OF SMALLER #s#s CAN BE TAKEN APART OR COMBINEDWHAT WE KNOW ABOUT THE SMALL CAN HELP US WITH THE BIG#s ARE ORGANIZED INTO GROUPS OF 10s


Number talk 3
NUMBER TALK 3

Read the problem…

Rick’s uncle Chase told him to put away 15% of his earnings every week. This week he put away $45. How much did he earn?


Number talk 4
NUMBER TALK 4

Look at the number line…

3/4 is in the middle of ½ and what other number?

3/4

1/2

?


Number talk 5
NUMBER TALK 5

Look at the number line…

What number is half of a half of this number line?

24

60


Popular number talks
POPULAR NUMBER TALKS

  • Number of the Day

  • Number Lines

  • Number Strings

  • Concepts of Equality

  • Number Trains

  • Percentage Understandings


Number of the day
NUMBER OF THE DAY

  • Select a number

  • Students find multiple ways to arrive to that number using calculations

  • Extension: They use methods you are currently studying – or whatever parameters you set (only exponents and addition).

    27

    9x3

    52 +2

    42+11


Number lines
NUMBER LINES

  • Draw a number line and plot numbers on it

  • Students find the middle of two numbers or are given the middle and asked to find the edge.

  • Extension: Do not use whole numbers. Use fractions, integers, and decimals.

2/5

3/4

What number is in the middle of the numbers shown?


Number strings
NUMBER STRINGS

  • Start with a simple computation that helps illustrate a rule or truth.

  • As students answer, make sure they describe how the simpler problem helps solve the new and how they are breaking a part numbers and putting them back together.

  • 2x5

  • 4x5

  • 8x5

  • 16x5

  • 32x5

  • 48x5

  • 48x0.5

  • 48x0.05

  • 48x0.25


Concepts of equality
CONCEPTS OF EQUALITY

  • Present student with an equation with a missing number.

  • Students separate, combine, alter numbers to solve the problem.

    7+6 = ___+ 5

    Example: Broke 6 into (1+5). Added the 1 back to 7. now I have 8+5. So the missing number is 8.12 + 9 = 10 + 8 + c


Number trains
NUMBER TRAINS

  • Verbal examples and nothing written

  • Students use auditory modality to focus in on questioning to determine answer.

  • No order of operations used because the train goes in the order spoken.

    Your number is 200. Now divide by 2. Take 25% of that. Subtract 5. Find 1/5.What is your new number?


Percentage understandings
PERCENTAGE UNDERSTANDINGS

  • Can be a number string or word problem

  • Students break apart and combine numbers to simplify their mental process.

    10% of 78020% of 780

    23% of 780

    25% of 782

    Or

    After a 20% markup, Mr. Jones paid $80 for a new pair of Sperry’s. What was the original price?

Best when used with individual work and cold call. Students should use norms and habits of discussion to connect to one another.

Best when used with think/pair/share or elbow partners.


Create
CREATE

  • Create 5 number talks

  • Parameters

    • Each Number Talk must be on the template

    • Each must possess the opportunity to have students break apart and place numbers back together.

    • Each Number Talk must increase in rigor as it moves on.


Practice
PRACTICE

You are being filmed


Homework
HOMEWORK

Type up your 5 Number Talks using the template and deliver to your leader.


References
REFERENCES

  • http://www.insidemathematics.org/classroom-videos/number-talks

  • http://www.mathperspectives.com/num_talks.html

  • http://numbertalks1.blogspot.com/

  • http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/217/High%20School%20Instructional%20Routines.pdf

  • http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/3791/Number%20Talk%20Overview.pdf


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