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Thank you to those who were able to join us for our second #NumberTalksChat! We had a wonderful discussion on designing purposeful number talks in the K-5 classroom. We appreciate everyone who joined our chat and shared their thoughtful questions and insights with our online educator community.
Below is a short selection of tweets from the chat. For the full chat, please visit our #NumberTalksChat Storify here.
Q1: What are some of your favorite tools that help S’s to compose & decompose numbers in a number talk? #NumberTalksChat pic.twitter.com/Rq4KejTkuN
— Math Solutions (@Math_Solutions) September 29, 2016
Q1. Open number line! #numbertalkschat
— Susan Barrett (@Sleebarr) September 29, 2016
A1: Rekenreks, dot images, and ten-frames really help our kindies and firsties with composing/decomposing #numbertalkschat
— Margie Pearse (@pearse_margie) September 29, 2016
@Math_Solutions Visualizations of different student’s solutions in the style of Jo Boaler #numbertalkschat
— Sailor Mom (@boscoboo1) September 29, 2016
One of my favorite tools: Dot Images. #NumberTalksChat pic.twitter.com/yPR8lpLTVM
— marymitchell (@marymitchell) September 29, 2016
Q1: I love using dot cards and rekenreks with young students. #numbertalkschat
— Mandy (@MandyPolen) September 29, 2016
A1:
Making NTs visual via mathematical models:
Dot plates
Math racks
10 frames
Number lines
Arrays
Ratio tables
…
Dot #NumberTalksChat— Mark Chubb (@MarkChubb3) September 29, 2016
Q2: How does a ten-frame with 7 dots provide opportunities for S’s to use 5 as a unit? #NumberTalksChat pic.twitter.com/S8Jj2XTYFx
— Math Solutions (@Math_Solutions) September 29, 2016
A2: Beginning with subitizing will help Ss begin to see numbers, especially benchmark numbers, as a unit #numbertalkschat
— Margie Pearse (@pearse_margie) September 29, 2016
A2: 5 on a 10 frame is easy to subitize. Encourages thinking of numbers in chunks. #numbertalkschat
— Lisa (@LisaCorbett0261) September 29, 2016
A2: If they’ve had lots of concrete practice with a 5 frame, they’ll see that as a group, no need to count 1 to 1. 5,6, 7 #NumberTalksChat
— Jeannette Rodricks (@j_rodricks1) September 29, 2016
A2 using Color or position to show how there is a unit of 5 and an added 2 #numbertalkschat https://t.co/iVF9RLWauT
— MrBinfield (@MrBinfield) September 29, 2016
Q3: What role does the hundred chart play in helping S’s understand place value? #NumberTalksChat pic.twitter.com/wxgX2UI158
— Math Solutions (@Math_Solutions) September 29, 2016
@Math_Solutions #NumberTalksChat think depends what type of learner S is- visualearners would find that more useful than kinestheticlearners
— Elissa Bryn Harbuck (@elissabryn) September 29, 2016
A3: 100 chart makes patterns in place value more obvious for those who need to see to understand. #numbertalkschat
— Lisa (@LisaCorbett0261) September 29, 2016
”
A3: I wonder what would happen if the 1 was started one spot over and you went to the next line to make your ten? #numbertalkschat
— Alexa Fulmer (@MathRocks73) September 29, 2016
A3 100s chart help to show multiple number patterns #NumberTalksChat
— Genni Steele (@gennisteele) September 29, 2016
Q4: What are some representations you use to anchor S’s strategies for addition and subtraction? #NumberTalksChat pic.twitter.com/Bjr8cEDDIc
— Math Solutions (@Math_Solutions) September 29, 2016
Open number line offers a good model for Ss strategies #numbertalkschat
— Sherry Parrish (@numbertalks) September 29, 2016
A4: Definitely open number lines, 120s Chart, place value strips, bar models #numbertalkschat
— Margie Pearse (@pearse_margie) September 29, 2016
A4: Strategies like these… Can the show probs with base 10 blocks? 120s chart? Splitting by place value? Number line? #NumberTalksChat pic.twitter.com/Q9mEKbxfLt
— Jeannette Rodricks (@j_rodricks1) September 29, 2016
The number line, & eventually the open number line offers he beat model for addition/subtraction
Shows distance/magnitude
#NumberTalksChat— Mark Chubb (@MarkChubb3) September 29, 2016
The open number line provides a visual model of what is happening in S’s strategy & keeps magnitude of no.’s in perspective #NumberTalksChat pic.twitter.com/jVIXnmUF7A
— Math Solutions (@Math_Solutions) September 29, 2016
The Part/Whole Box is a another useful visual model to help S’s consider the
relationship between the parts & whole #NumberTalksChat pic.twitter.com/2alraFA9An— Math Solutions (@Math_Solutions) September 29, 2016
Using number lines is a great tool for visualizing add’n & sub’n. Also can be used to show infinite density of number #numbertalkschat
— MrBinfield (@MrBinfield) September 29, 2016
@Math_Solutions #NumberTalksChat
Yes, also like number bonds pic.twitter.com/Ylo3AGkJna— Margie Pearse (@pearse_margie) September 29, 2016
Q4: I agree, number lines work great! #NumberTalksChat
— Reagan Silver (@silver_reagan) September 29, 2016
Luckily he caught his mistake. Loved seeing his strategy! #mathgeekswelcome #mathchat #elementarymathchat #numbertalkschat pic.twitter.com/dCGrmnWDNl
— Carrie DeNote (@momentum79) September 29, 2016
Using basing ten blocks for addition #NumberTalksChat pic.twitter.com/pXndsVF1A1
— Dorothy Goddard (@goddard_dorothy) September 29, 2016
#NumberTalksChat Q5 Do you link number talks to the standards you are teaching?
— Nóirín Foy (@Noirin_Foy) September 29, 2016
@Noirin_Foy Mine progress through the year but aren’t specific to Stds based lessons #NumberTalksChat
— Laura Duggan (@lduggan15) September 29, 2016
@Noirin_Foy I use standards to prepare lessons, but don’t tell the students the standards we are going over. #NumberTalksChat
— Mr. Lower (@chadtlowermath) September 29, 2016
Q5 is a three parter, and comes with a sample video: https://t.co/hCcKhCfGRF #NumberTalksChat pic.twitter.com/m5jVYHknqh
— Math Solutions (@Math_Solutions) September 29, 2016
A5: I’d double 40, then take 3 from 80. #NumberTalksChat
— Chris Kalmbach (@ChrisKalmbach) September 29, 2016
Q5a typically I would add the tens, then add the ones, then add the sums. 30+30=60; 8+7=15; 60+15=75 #NumberTalksChat
— Mr. Lower (@chadtlowermath) September 29, 2016
Q5: 30+30=60 8+7=8+2+5=15 60+10+5=75 Or, change from 38+37 to 40+35. Or 37+40=77-2=75. #numbertalkschat
— Ann Elise Record (@AnnEliseRecord) September 29, 2016
A5: decompose by place value- 30+30=60, 8+7= (7+7)+1=15, 60+15=75 #numbertalkschat
— Lisa (@LisaCorbett0261) September 29, 2016
A5: 38+37: 40+40=80, 80-5=75 #NumberTalksChat
— Jeannette Rodricks (@j_rodricks1) September 29, 2016
A5
60 + 15 decomposing
60 +8+7
40 +40 -3-240+ 35 compensating
— Mark Chubb (@MarkChubb3) September 29, 2016
A5: lean toward 30+30 +8+7 #numbertalkschat
— Genni Steele (@gennisteele) September 29, 2016
Q6: What are some real-life contexts you pose to Ss to make problems more accessible? #NumberTalksChat pic.twitter.com/TIjXgNFywW
— Math Solutions (@Math_Solutions) September 29, 2016
A6: I always give a grocery store ex: my bill was $__, I paid $___, register was broken & cashier didn’t know how much back #NumberTalksChat
— Jeannette Rodricks (@j_rodricks1) September 29, 2016
A6: For some reason I always think of the grocery store – bc it is a time when we used a lot of mental math #NumberTalksChat
— Danielle Larkin (@danie11e1) September 29, 2016
A6: Anything that’s real to them; their names, interests, school events, community events, world events they care about #numbertalkschat
— Margie Pearse (@pearse_margie) September 29, 2016
A6 Making headbands. Need 1/8 yd ribbon. How much for __? How many can you make with __? #NumberTalksChat
— Lisa Bush (@lBush11) September 29, 2016
A6 One of my favorites for contexts is this book. Works for many ages. #NumberTalksChat @Math_Solutions pic.twitter.com/0AQB6NTQXF
— marymitchell (@marymitchell) September 29, 2016
Q7: How do you get students thinking about efficiency when discussing different student strategies? #NumberTalksChat pic.twitter.com/B34nw8Eynt
— Math Solutions (@Math_Solutions) September 29, 2016
A7: We talk about how many “intermediate” numbers you have to hold on to, it can get tricky if you have too many #NumberTalksChat
— Danielle Larkin (@danie11e1) September 29, 2016
A7: It’s about the strategy THEY feel most confident with, not what the T is pushing. Explaining their thinking is a must #NumberTalksChat
— Jeannette Rodricks (@j_rodricks1) September 29, 2016
Q7: How do you get students thinking about efficiency when discussing different student strategies? #NumberTalksChat pic.twitter.com/B34nw8Eynt
— Math Solutions (@Math_Solutions) September 29, 2016
Q7: Discuss 100-8 and 100-98. 100-98 eff to take away 8. For 100-98, just add up 2. #’s dictate eff strat Need flex. #numbertalkschat
— Ann Elise Record (@AnnEliseRecord) September 29, 2016
A7 I think it’s about why and when we need to be efficient, this is discussed #NumberTalksChat
— S (@FloradTeach) September 29, 2016
A7 I think that many Ss will desire and seek efficiency when it provides a fix for a frustration with procedure. #numbertalkschat
— MrBinfield (@MrBinfield) September 29, 2016
Q8: What is an example of a recent number talk that worked well for your classroom?#NumberTalksChat pic.twitter.com/7MxeMKJtfH
— Math Solutions (@Math_Solutions) September 29, 2016
A8: today 40-16= and the ss added 8 to both to make it 48-24=24 and he said he knew that bc it was a dble fact #NumberTalksChat
— Danielle Larkin (@danie11e1) September 29, 2016
A8: Dot cards w/ Kinders. #NumberTalksChat
— Chris Kalmbach (@ChrisKalmbach) September 29, 2016
We hope you can join us again next month, Wednesday, October 26th at 8pm ET / 5pm PT, for a #NumberTalksChat about Fractions, Decimals, & Percentages.
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