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Thank you for joining us last week for our third #NumberTalksChat, and sharing your great insights! If you weren’t able to participate, here’s a quick recap of our questions and some great ideas and responses from fellow educators.
To see more of our chat, visit the #NumberTalksChat hashtag on Twitter. Please join us again after the holidays for our next #NumberTalksChat!
For those joining for the first time who aren’t familiar w/ #numbertalks, here is a definition from @numbertalks book: #NumberTalksChat pic.twitter.com/P2HJx9XPAp
— Math Solutions (@Math_Solutions) December 1, 2016
Q1: How do you emphasize to S’s that mistakes are an important part of learning in your classroom? Why is this important? #NumberTalksChat pic.twitter.com/4LctUh64OK
— Math Solutions (@Math_Solutions) December 1, 2016
A1: We celebrate mistakes as an opportunity for our brains to grow! Literally high fives in K-2!#NumberTalksChat
— Lori Emilson (@LoriEmilson) December 1, 2016
A1: our use of language is important. Word choice, how we phrase Qs, how we respond. All shape and emphasize something. #NumberTalksChat
— Tyler Anderson (@teachjanderson) December 1, 2016
A1 Thinking of a mistake as the correct answer to a different question. What’s that question & how does it relate? #numbertalkschat
— Joe Schwartz (@JSchwartz10a) December 1, 2016
A1: The T models the importance of mistakes in learning. The T’s attitude makes a classroom that embraces mistakes. #numbertalkschat
— Cindy Cliche (@CindyCliche1) December 1, 2016
When Ss know their ideas are honored, they willing participate #NumberTalksChat https://t.co/s9YTSbsxCi
— Sherry Parrish (@numbertalks) December 1, 2016
A1: owning my own mistakes and verbalizing what my mistakes have taught me helps model the growth mindset to my students! #NumberTalksChat
— meghan alcorn (@AlcornMeghan) December 1, 2016
A1: Need a safe environment to succeed. Ss need to know it’s okay to make mistakes #NumberTalksChat pic.twitter.com/ldTE3DdzdB
— Mo Detrick (@mmdetrick) December 1, 2016
Q2: If you want S’s to think about using ½ as a benchmark, how do you plan a problem that lends itself to that strategy? #NumberTalksChat pic.twitter.com/Nq6NcSZrEW
— Math Solutions (@Math_Solutions) December 1, 2016
A2 I always have to have Ss think about 💲and how 2 quarters are half of a dollar and then talk about the other fractions #numbertalkschat
— Sarah Kashner (@SKashner) December 1, 2016
A2: Ss need hands-on experiences 1st so that they can picture & have prior knowledge. Coming from this 2nd grade teacher! 😊#NumberTalksChat
— lasparks (@lsparks262) December 1, 2016
A2: Ss need experience with half and they are more likely to use it as a benchmark naturally. #NumberTalksChat
— Stephanie Knight (@grizfan99) December 1, 2016
“half” is so often misinterpreted. Young Ss seem to think it just means 2 pieces. #NumberTalksChat @Math_Solutions
— Genni Steele (@gennisteele) December 1, 2016
A2: One idea is to have students put fractions on a number line thinking about 1/2. Hoping to hear other ideas.#numbertalkschat
— Cindy Cliche (@CindyCliche1) December 1, 2016
Q3: Consider 1/2 + 7/8. What strategies do you see your S’s offering to solve this problem during a number talk? #NumberTalksChat pic.twitter.com/CtEcD1jz2F
— Math Solutions (@Math_Solutions) December 1, 2016
A3 Adding 4/8 and 7/8 to get 11/8 #numbertalkschat
— Joe Schwartz (@JSchwartz10a) December 1, 2016
A3: I remind students what a whole is & the relationship of the denominator to the whole & numerator to the denominator #NumberTalksChat
— Stephanie Ranger (@StephWardRanger) December 1, 2016
A3 making 7/8 decompose into 4/8 into 3/8 add the 4/8 and the half make 1 3/8 #numbertalkschat
— Sarah Kashner (@SKashner) December 1, 2016
Q3: I see Ss wanting to see a picture representation. Some Ss look around the room for representations (ceiling/floor). #NumberTalksChat
— Stephanie Knight (@grizfan99) December 1, 2016
A3 #numbertalkschat
I would do 7/8 almost 1 whole (1/8 away) So 1 + 1/2 is 1 1/2 but 1/8 less is 1 3/8 because 1/2 =4/8— Cathleen Hall (@ce_tlc) December 1, 2016
Q4: How might a number talk string provide an avenue to thinking about relationships and building strategies? #NumberTalksChat pic.twitter.com/uWZku59tzj
— Math Solutions (@Math_Solutions) December 1, 2016
A4 allows Ss to build off thinking as others and not “loose” children along the discussion path #NumberTalksChat
— Joe Stahl (@jrsteach) December 1, 2016
I have seen students make connections as we go through the string…lightbulbs come on as our minds love finding patterns! #NumberTalksChat
— meghan alcorn (@AlcornMeghan) December 1, 2016
Q4. I think it almost forces Ss to look more closely at the problems and to see the deeper relationship. #numbertalkschat
— J Wilcox (@jwilcox459) December 1, 2016
A4 Ss use previous ? to help think out next one…scaffolding?@Math_Solutions #numbertalkschat
— Jennifer Hinrichs (@MrshinrichsT) December 1, 2016
Q5: When you record student answers during a number talk, do you record their thinking verbatim? #NumberTalksChat pic.twitter.com/FPp9G0AluR
— Math Solutions (@Math_Solutions) December 1, 2016
Q5: it is important to record what they say. Honor their thinking. #NumberTalksChat @Math_Solutions https://t.co/TtCd0zUr4o
— Genni Steele (@gennisteele) December 1, 2016
A5: yes, so that other SS can see what the meaning of what was said is & so someone may add/agree/disagree etc #NumberTalksChat
— Stephanie Ranger (@StephWardRanger) December 1, 2016
A5 yes, or clarify for more mathematically accurate responses (precise language?)#numbertalkschat
— Cathleen Hall (@ce_tlc) December 1, 2016
Q5: Try my best and love it when my student tells me “That is not what I said”, and corrects me. #numbertalkschat
— Cindy Cliche (@CindyCliche1) December 1, 2016
A5: We use stages. 1. Listen and point at what student is discussing. 2. Ask a student to restate. 3. Annotate w/ color. #numbertalkschat https://t.co/Ac0DOQmZkg
— David Wees (@davidwees) December 1, 2016
Q6: Which of these 2 recordings for 0.48 + 0.37 highlights the S’s strategy & the Associative Property? #NumberTalksChat pic.twitter.com/qRdub8k5Cw
— Math Solutions (@Math_Solutions) December 1, 2016
A6 usually the right example assoc prop grouping doesn’t matter most ex have parenthesis #numbertalkschat
— Sarah Kashner (@SKashner) December 1, 2016
Q6. both. They are just represented in different forms. #numbertalkschat
— J Wilcox (@jwilcox459) December 1, 2016
Q6: With the emphasis on properties in the stds, my recording has evolved; continuing to work on this #numbertalkschat
— Sherry Parrish (@numbertalks) December 1, 2016
Q7: What models do you use to get students thinking about equivalence? #NumberTalksChat pic.twitter.com/gD5px68t0R
— Math Solutions (@Math_Solutions) December 1, 2016
Q7: Fraction Strips or bars, pattern blocks and fraction circles are models I use. #numbertalkschat
— Cindy Cliche (@CindyCliche1) December 1, 2016
A7: Anything with food, time, and money seems to get them turning – esp. if amounts aren’t fair. Kids love fair/unfair. #NumberTalksChat
— Tyler Anderson (@teachjanderson) December 1, 2016
I love using repartitioning! Ss are amazed by this part of showing equivalence. @math_solutions #NumberTalksChat
— Stephanie Knight (@grizfan99) December 1, 2016
A7: Thinking of using snap cubes as we do with equivalent ratios #numbertalkschat
— Meredith (@mshartboston) December 1, 2016
A7 using cuisenaire rods now. How many different combos of rods to make same length as brown and yellow? #numbertalkschat
— Jennifer Hinrichs (@MrshinrichsT) December 1, 2016
Final Q! Q8: Have you heard any noteworthy comments from a S about a recent number talk? Please share with us! #NumberTalksChat pic.twitter.com/DwSqUKc3Ii
— Math Solutions (@Math_Solutions) December 1, 2016
A8 happened today “well that just changed my thinking!” From a 5 yr old #numbertalkschat
— Joe Stahl (@jrsteach) December 1, 2016
Q.8 “I did not know that I could do that! I am a human calculator!” #NumberTalksChat
— Jenn Skelding (@jenn_skelding) December 1, 2016
A8 love when Ss relate a number talk to a previous one and tell how they are related #numbertalkschat
— Sarah Kashner (@SKashner) December 1, 2016
A8 Another St said “we should learn other strategies because maybe r strategy might not always work’, loved the mindset #numbertalkschat
— S (@FloradTeach) December 1, 2016
A8 “dude, you made that so much easier! I totally see it.” One dude to another. #NumberTalksChat
— syakutis (@syakutis1) December 1, 2016
A8 An interventionist told me she can tell which Ss are getting #talks daily because of their strong mental math! #numbertalkschat
— Tosha Hoefert (@MathFanHoefert) December 1, 2016
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