Transcript In Number Talks

Curriculum Council
November 13, 2015
Christen Schwartz
Math Coordinator, CCCOE
“Simply defined, number talks are five- to
fifteen-minute classroom conversations
around purposefully crafted computation
problems that are solved mentally.”
- Sherry Parish
Above At or Near Below
Standard Standard Standard
State Data
17%
51%
32%
County Data
12%
50%
27%
How many do you see? How do you see it?
https://www.youcubed.org/jo-dot-card-number-talk/
• Consider and test various strategies to see if they
make sense (SMP 1).
• Persevere in solving problems (SMP 1).
• Clarify and justify thinking (SMP 1,2,3).
• Investigate and apply mathematical relationships
(SMP 2,3,7,8).
• Build a repertoire of efficient strategies and tools
(SMP 1,3,4, 5,7,8).
• Make decisions about choosing efficient strategies
for specific problems (SMP 5,7,8).
• Attend to precision of solutions (SMP 6).
Mrs. Galey Thomas
Video Clip
“In number talks, wrong answers
are used as opportunities to
unearth misconceptions and for
students to investigate their
thinking and learn from their
mistakes.”
• Confirm (agree or disagree)
• Recall
• Explain/Apply/Understand
• Justify/Analyze/Evaluate
• Generalize
I decide…
In Number Talks:
In Discourse:
•Help students articulate thinking
by talking through/clarifying using
academic language (don’t
interrupt thinking)
•Pre-select different thinking
•Allow processing time (mental
math, write out thoughts, hand
signals – differentiate)
•Recorder of students thinking
•Facilitate/Discussion Guide
•Formative assessment
•Accept, respect, and consider all
answers
•Ask, don’t tell
•What to pursue in depth from among
the ideas that students bring up
•When and how to attach
mathematical notation and language
to students’ ideas
•when to provide information
•when to clarify
•when to model
•when to lead
•when to let a student grapple
•when and how to encourage each
student to participate
-The Teacher’s Role in Discourse, NCTM, 1991
16 x 35
Multiplication 5.3
Video Clip
1. Ask students to use finger signals to indicate the most
efficient strategy.
2. Keep records of problems posed and the corresponding
student strategies.
3. Hold small-group number talks throughout each week.
4. Create and post class strategy charts.
5. Require students to solve an exit problem using the
discussed strategies.
6. Give a weekly computation assessment.
• The goal in Number Talks is to support
students’ participation in a mathematical
discussion.
• Focus on students’ mathematical reasoning, not
accuracy in using the language.
• “Precise claims can be expressed in imperfect
language.”
• Uncover the mathematics in what students say
and do.
from “Mathematics, the Common Core, and Language”, Moschkovich, J.
http://ell.stanford.edu/sites/default/files/pdf/academic-papers/02JMoschkovich%20Math%20FINAL_bound%20with%20appendix.pdf
Christen Schwartz – [email protected]
Number Talks 1.0 Workshops – CCCOE
• K-5 – Monday, November 23rd (FULL)
• Secondary 6-9 – Monday, December 21st
• K-5 – Tuesday, December 22nd (***Repeat Session)