Last night we held our third #NumberTalksChat on Twitter, with a lively discussion on implementing fraction number talks in the classroom. We were joined by Sherry Parrish and Ann Dominick, co-authors of the upcoming * Number Talks: Fractions, Decimals, and Percentages*.

If you weren’t able to participate on Twitter, and you’d like to see some good ideas for implementing fraction number talks in your classroom, check out these highlights from the chat. For a more complete version, visit our complete Storify page. Please join us for our next chat on November 30th!

For those who aren’t familiar w/ #numbertalks, here is a definition from @numbertalks‘ book #NumberTalksChatpic.twitter.com/sPQpAQjY8y

— Math Solutions (@Math_Solutions) October 27, 2016

#NumberTalks help to shift our teaching mindsets from “our telling” to “their thinking” ~ @steve_leinwand #NumberTalksChat pic.twitter.com/kzOPXxSIat

— Math Solutions (@Math_Solutions) October 27, 2016

Q1: Fractions are a pivotal point where Ss decide they are not “good at math”. How can we turn Ss’ understanding around? #NumberTalksChat pic.twitter.com/1akLHcj8ph

— Math Solutions (@Math_Solutions) October 27, 2016

A1 Keep understanding visual, and develop sense-making over procedures. #numbertalkschat

— Jamie Strang (@Elementarist) October 27, 2016

A1: Let Ss experiment with fractions casually even before “starting fractions” as a unit. #NumberTalksChat

— Allison (@AVD_Learns) October 27, 2016

A1 encourage development of growth mindset. Begin with representing fractions to build success #numbertalkschat

— Debbie Schwantz (@debbie_schwantz) October 27, 2016

A1: Ss must understand the power of making mistakes and feel comfortable talking as a community – important for all skills #numbertalkschat

— Amy Lancaster, Ed.D (@AmyLancaster3) October 27, 2016

A1: Incorporate models (area, set, linear) and context #NumberTalksChat

— Sherry Parrish (@numbertalks) October 27, 2016

A1: `#NumberTalksChat Build conceptual understanding. Follow Ss not the curriculum

— Dawn Dibley (@DDibley123) October 27, 2016

a lot of emphasis on circular models, which are very tricky to divide accurately – pull out the Cuiseanaire, PLEASE #numbertalkschat

— James (Jim) Cottam (@mr_cottam) October 27, 2016

Q2: What are some challenges Ss have when they do not think of fractions as distinct numbers? #NumberTalksChat pic.twitter.com/ZnXLu9duNL

— Math Solutions (@Math_Solutions) October 27, 2016

kids are used to numbers as absolute quantities – they don’t see the relationship works between numerator and demoninator #numbertalkschat

— James (Jim) Cottam (@mr_cottam) October 27, 2016

Students bring what they know about whole numbers to try to think about fractions–so many students say 1/2, 1/3, 1/4 #numbertalkschat

— Ann Dominick (@Dominick_Math) October 27, 2016

A2: 1/2, 1/3, 1/4 common misconceptions that these are in order from least to greatest #NumberTalksChat

— Toni Chieppa (@tmchiepp) October 27, 2016

A2. Ss don’t see the fractional relationship to the whole. They see each # separate. #NumberTalksChat

— MISD Math (@MISDMath) October 27, 2016

A2: 4 > 2 so Ss think 1/4 > 1/2. Need to model, build with manipulatives, show pics, and diagram with fraction bars. #NumberTalksChat

— Mike Rashid (@MikeRashidMath) October 27, 2016

Q3: What other representations of 1/2 are there? How can we help Ss develop an understanding of equivalency? #NumberTalksChat pic.twitter.com/6QEH8KuSCE

— Math Solutions (@Math_Solutions) October 27, 2016

#NumberTalksChat like this! pic.twitter.com/yiVBN4hi18

— James (Jim) Cottam (@mr_cottam) October 27, 2016

@jkjohnsonbell Using Turn and Talk gives everyone a voice #NumberTalksChat

— Sherry Parrish (@numbertalks) October 27, 2016

@mathmarzi #numbertalkschat Sometimes students see a fraction as 2 separate numbers–our language (3 out of 4) can reinforce misconceptions

— Ann Dominick (@Dominick_Math) October 27, 2016

A3 Initially using fractions that half multiplicative relationships such as 1/2s,1/4s, 1/8s, 1/16s #NumberTalksChat

— Sherry Parrish (@numbertalks) October 27, 2016

Lots of partitioning– and having students do their own partitioning– is important to build understanding of equivalency #numbertalkschat

— Ann Dominick (@Dominick_Math) October 27, 2016

Q4: What interpretations of fractions do we as teachers tend to expose students to more often than others? #NumberTalksChat pic.twitter.com/X0EQiMkqEv

— Math Solutions (@Math_Solutions) October 27, 2016

@teedjvt @numbertalks #numbertalkschat There’s lots of turn and talk in the new videos

— Ann Dominick (@Dominick_Math) October 27, 2016

I think that we focus on part/whole relationships – part-part are less common, but I think they should be seemless #numbertalkschat

— James (Jim) Cottam (@mr_cottam) October 27, 2016

A4: part/whole, this question has challenged me to be more deliberate with quotients with remainders #NumberTalksChat

— Toni Chieppa (@tmchiepp) October 27, 2016

A4: I’m just starting to see more as a ratio or measure. I choose tasks that will extend teachers beyond part-whole #numbertalkschat

— Vada Gray (@lamacgirl) October 27, 2016

Q5: What steps can we take as teachers to broaden students’ thinking about the different ways fractions can be interpreted? #NumberTalksChat pic.twitter.com/D15khtoYyg

— Math Solutions (@Math_Solutions) October 27, 2016

@gennisteele @Brandeli1974 That is how teachers were taught. Sometimes the adults need more conceptual understanding #NumberTalksChat

— Amy Lancaster, Ed.D (@AmyLancaster3) October 27, 2016

I think we teach procedures because the conceptual underpinnings take us to the edge of our own comfort zone #numbertalkschat

— James (Jim) Cottam (@mr_cottam) October 27, 2016

A5 point out fractional relationships outside of class setting. We’re halfway thru the day, walk 1/3 of the way down hall #numbertalkschat

— Jamie Strang (@Elementarist) October 27, 2016

A5: provide Ss with many diff contexts and situations. Go on a fraction hunt & talk abt what each of those fractions means #numbertalkschat

— Brittany Hege (@brittanyahege) October 27, 2016

A5: don’t just show parts of a whole or set. Talk about 1/4 hour, 1/2 day, etc. #numbertalkschat

— Lisa (@LisaCorbett0261) October 27, 2016

Q6: How can strategies for adding whole numbers translate to addition problems with fractions? #NumberTalksChat pic.twitter.com/vBjhRuvwEH

— Math Solutions (@Math_Solutions) October 27, 2016

A6: again, what is the whole (unit)? 1 half plus 1 half equals 2 halves. 1 ten plus 1 ten equals 2 tens. #NumberTalksChat

— Toni Chieppa (@tmchiepp) October 27, 2016

A6: Understanding how operations affect numbers and seeing fractions as distinct numbers. #numbertalkschat

— Patty Clark (@pclark_patty) October 27, 2016

A6: many (most?) of the mental math strategies Ss develop through number talks can be applied to fractions and decimals.. #numbertalkschat

— Brittany Hege (@brittanyahege) October 27, 2016

A6 Ask students if whole # computation strategies will work with fractions #NumberTalksChat

— Sherry Parrish (@numbertalks) October 27, 2016

#NumberTalksChat

A6: the mental math strategy of compensation works beautifully with fractions too and make so much sense— Margie Pearse (@pearse_margie) October 27, 2016

A6: Decompose fractions like we decompose whole numbers. #NumberTalksChat pic.twitter.com/vdeiXRPzB5

— Mike Rashid (@MikeRashidMath) October 27, 2016

Q7: What Q’s do you ask to get Ss thinking about similarities & differences in their strategies, & ultimately efficiency? #NumberTalksChat pic.twitter.com/Y5RWQ6Pajs

— Math Solutions (@Math_Solutions) October 27, 2016

I would key in on area and linear models for early fractions. Number lines work well – well, I’ve had success. #numbertalkschat

— James (Jim) Cottam (@mr_cottam) October 27, 2016

A7. Have we done something like this before? What does this remind you of? Can you make it friendlier? #NumberTalksChat

— coolgirl (@5thcoolgirl) October 27, 2016

A7 students are now asking each other,”Can you find the answer any other ways?” #numbertalkschat

— Treve (@brinkmantreve) October 27, 2016

A7: Doctors diagnose and lawyers defend. Ask students to take on these roles in evaluating their own works and others. #numbertalkschat

— Cody Ressel (@MrResselPGH) October 27, 2016

A7: i try to be intentional with my number choices in problems so multiple strategies can be used to get to fraction answer #numbertalkschat

— Brittany Hege (@brittanyahege) October 27, 2016

Asking students to place fractions on a number line that goes beyond 0-1, such as 0-2 or -2 to +2 can reveal misconceptions #numbertalkschat

— Ann Dominick (@Dominick_Math) October 27, 2016

#numbertalkschat hmmm…. pic.twitter.com/SFQSZKTGJA

— James (Jim) Cottam (@mr_cottam) October 27, 2016

Q8: Have you heard any noteworthy comments from a S about a recent #numbertalk? Please share with us! #NumberTalksChat pic.twitter.com/d3DJRHp0Dr

— Math Solutions (@Math_Solutions) October 27, 2016

Q8. “Will that work every time?” #NumberTalksChat

— MISD Math (@MISDMath) October 27, 2016

a8: my favorite thing I hear S say is…”oh…i never thought of it/saw it that way before” in respinse to other students. #Numbertalkschat

— Beth Brandenburg (@Brandeli1974) October 27, 2016

A8: Ms.Chieppa, why do they do it the hard way? Alex, they do it the easy way (for them). Twyla stands and applauds me ☺️ #numbertalkschat

— Toni Chieppa (@tmchiepp) October 27, 2016

A8: “I see them w/ my eyes!” Kinder dot pattern talk. #NumberTalksChat

— Chris Kalmbach (@ChrisKalmbach) October 27, 2016

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