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Number Talks Next Steps

Number Talks Next Steps. Office of Early Learning. Lynn Baker, NBCT Coordinator, Math Science Partnership lhbaker@access.k12.wv.us. Session Goals. Using number talks to expand teacher’s understanding of mathematics Expand use of visual representations in number talks

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Number Talks Next Steps

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  1. Number TalksNext Steps Office of Early Learning Lynn Baker, NBCT Coordinator, Math Science Partnership lhbaker@access.k12.wv.us

  2. Session Goals • Using number talks to expand teacher’s understanding of mathematics • Expand use of visual representations in number talks • Construct number talks for the next 2 weeks of instruction using a visual representation

  3. Number Talks • Number talks are short conversations centered around purposefully crafted computation problems.

  4. Let’s Talk? • How have you used number talks in your classroom? • What challenges have you encountered? • What questions do you still have?

  5. Transition from 21st Century Standards to Next Generation Mathematics Standards • FOCUS • FOCUS • FOCUS • Coherence • Rigor • Conceptual Understanding • Procedural Skill and Fluency. • Application

  6. Rigor: Equal intensity in conceptual understanding, procedural skill/fluency, and application

  7. Solid Conceptual Understanding • Teach more than “how to get the answer” • Students see math as more than set of mnemonics or discrete procedures • Conceptual understanding supports the other aspects of rigor (fluency and application) Adapted from Achieve

  8. Fluency • The standards require speed and accuracy in calculation • Teachers structure class time and/or homework time for students to practice core functions Adapted from Achieve

  9. Application • Student use appropriate concepts and procedures for application • Provide opportunities for students to apply math concepts in “real world” situations • Outside of math students are using grade –level-appropriate math to make meaning of and access content Adapted from Achieve

  10. Mathematics Fluency: A Balanced Approach From Memory ≠ Memorize

  11. Pathway to Fluency

  12. Required Fluencies in K-6

  13. How are your students progressing in their development of mathematical fluencies as identified within the Next Generation CSOs?

  14. Number Talks in ACTION

  15. Strategies

  16. Goals for K-2 • Developing number sense • Developing fluency with small numbers • Subitizing • Making ten

  17. K-2 Number Talk Tools • Counting Books • Dot Images • Rekenreks • Five-Frames/Ten Frames • Number Lines • Hundred Charts

  18. Five Number Talks Goals for Grades 3-5 • Number Sense • Place Value • Fluency • Properties • Connecting Mathematical Ideas

  19. Grades 3-5 Number Talk Tools • Array models • Open number lines • Hundreds charts

  20. Hundreds Chart

  21. 5 + 6=Counting on

  22. 19 + 8 =Decomposing to Make Landmark Numbers

  23. 27 + 24Adding Up in Chunks

  24. 53-21=Removal or Counting Back

  25. 61-38=Adding Up

  26. Number Lines 0 1 2 3 4

  27. Open Number Lines 0

  28. Open Number Line • 34 + 67 = • 62 – 38 = • 119 + 137

  29. Hundreds Chart/Open Number Line • Identify a strategy • Identify a focused visual representation • Identify a series of 3 problems/3days

  30. Using Questions to Build Fluency Answer Getting vs. Developing Understanding • Do we model questions that students should be asking themselves? • Do our questions move student problem solving forward? • Do questions reveal student thinking?

  31. Let’s Practice • Grade level groups 3-5 teachers • Each teacher conducts a simulated number talk

  32. What do you do if you don’t get it? • Ask another student to explain the strategy • Ask student to reexplain their strategy • Tell the student that you would like to have time to think about their strategy more deeply and ask if we can talk about it later

  33. What do I do next? • Overgeneralization • Inefficient Strategies • Evidence from Exit Cards

  34. Questions

  35. Can you make a difference? • 10 min/180 days • 1800 minutes • 30 hours

  36. Google Form http://tinyurl.com/wvde-ntns-2013

  37. Thinkfinity

  38. Final Quote Often when you think you’re at the end of something, you’re at the beginning of something else. Fred Rogers

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