1

MATH TALKS: DEVELOPING NUMBER SENSE AND ENCOURAGING ACADEMIC DISCOURSE  

2

WELCOME TO THIRD GRADE!

13-7=

3

WHAT DID YOU SEE/HEAR?

4

IDENTIFIED NEED Develop number sense and flexibility in

thinking Move past the standard algorithm

5

CONNECTION TO MN MATH STANDARDS 1.2.2.3 Use number sense and models of addition and subtraction, such as objects and number

lines, to identify the missing number in an equation

2.1.2.4 Use mental strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers. Strategies may include decomposition, expanded notation, and partial sums and differences.

2.2.2.2 Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true.

3.2.2.2 Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.

3.1.2.5 Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two- or three-digit number by a one-digit number. Strategies may include mental strategies, partial products, the standard algorithm, and the commutative, associative, and distributive properties.

4.1.1.6 Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multidigit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction.

4.2.2.2 Use multiplication, division and unknowns to represent a given problem situation using a number sentence. Use number sense, properties of multiplication, and the relationship between multiplication and division to find values for the unknowns that make the number sentences true.

6.2.3.2 Solve equations involving positive rational numbers using number sense, properties of arithmetic and the idea of maintaining equality on both sides of the equation. Interpret a solution in the original context and assess the reasonableness of results.

6

WHY MATH TALKS? Accuracy, efficiency, and flexibility Mathematical reasoning Communication with peers Conceptual bridge between their thinking and

the standard algorithm. The strategy, not just the answer Academic language Higher order thinking, such as justifying

answers, explaining and defending strategies, evaluating all known strategies, synthesizing information, and applying strategies from one mathematical area to another.

Visual support

7

HOW DO MATH TALKS WORK? Daily for about 10 minutes as a math warm-

up Wait time

Students signal an answer with a thumb Show additional fingers as they arrive at more

strategies & challenge themselves When directed, students share their answer & all are recorded

Volunteers defend an answer & share their strategy while teacher represents visually Each student name is recorded next to their

strategy Peers give feedback and question one

another

8

WHAT IS THE ROLE OF THE TEACHER? okisinahama - one who serves as a guide Honor each student’s thinking Make their thinking visible Move them towards more efficient strategies

and reasonable answers.

9

WHAT DO MATH TALKS LOOK LIKE?KINDERGARTEN: DEVELOPING NUMBER FLUENCY USING DOT IMAGES “Dot images are an

important tool to help students build a visual link to composing and decomposing numbers. Incorporating dot images into classroom number talks provides opportunities for students to work on counting, seeing numbers in a variety of ways, subitizing, and learning number combinations.” Parrish, 70.

10

1ST GRADE: DOUBLES AND NEAR DOUBLES WITH DOUBLE TEN-FRAMES “Beginning as early

as kindergarten, children are able to recall sums for many doubles. This strategy capitalizes on this strength by adjusting one or both numbers to make a double or near-doubles combination.” Parrish, 60

11

2ND GRADE: DOUBLES/NEAR DOUBLES IN ADDITION

3 + 33 + 43 + 2

11 + 1112 + 1211 + 1211 + 10

20 + 2019 + 1919 + 2119 + 17

Category 1 Category 2 Category 3

12

3RD-5TH GRADES: DOUBLING AND HALVING IN MULTIPLICATION “This strategy builds

on the ease with which students double and halve numbers... Halving and doubling in an excellent strategy to restructure a problem with multiple digits and make it easier to solve.” Parrish, 250, 276

1 x162 x 84 x 48 x 2

8 x 164 x 322 x 64

Category 1 Category 2

13

WHAT ABOUT ACADEMIC LANGUAGE

14

HOW DO I ASSESS?

15

PITFALLS/SHORTFALLS If kids don’t do this from an early age, they

struggle! Worry about right and wrong answers. Overreliance on the teacher for the “right”

answer Teacher as a facilitator

Be clear with expectations right away Steer the conversation with guiding questions

Know when to stop and come back later Let it have time to “simmer”

It’s best when done school-wide something is better than nothing

16

REFERENCES Parrish, S. (2010). Number talks: Helping

children build mental math and computation strategies, grades K-5. Sausalito, CA: Math Solutions.  

Wright, R. (2006). Teaching number in the classroom with 4-8 year olds. London: Paul Chapman Publishing.

17

DEVELOP YOUR OWN MATH TALK Where do you need to start? When could you incorporate a math talk into

your schedule?

18

CONTACT INFO: Danielle Knutson dknutson@paschool.org

3rd grade Emergent Bilingual Teacher Sara Ibis sibis@paschool.org

3rd grade Classroom Teacher