Curriculum Council November 13, 2015

Christen SchwartzMath 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 Stand

ard

At or Near

Standard

Below Stand

ard

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 ThomasVideo 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

In Discourse:In Discourse:•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

I decide…

In Number Talks:In Number Talks:•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

16 x 35

Multiplication 5.3Video 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/02-JMoschkovich%20Math%20FINAL_bound%20with%20appendix.pdf

Christen Schwartz – cschwartz@cccoe.k12.ca.us

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)