1. EERTI Year 2 Session 1 November 7, 2015 Belle Rush

2. What’s Up? What have you tried from last year? How did it go?

3. What to expect tonight: How to use your Number Talks book Chapter 1: What is a Number Talk? Chapter 2: How Do I Prepare for Number Talks? Explore the new KCM and KNP sites (if time) Discuss future meetings

4. How to Use Number Talks Reference Tables Common student computation strategies by grade levelClassroom video clips by grade level and by chapterContent connections to NTCM standards

5. Section 1: Understanding Number Talks Chapter 1: What is a Classroom Number Talk? Chapter 2: How Do I Prepare for Number Talks?

6. Section II: Student Thinking and Number Talks in the K-2 Classroom Chapter 3: How Do I Develop Specific Strategies in the K-2 Classroom? Chapter 4: How Do I Design Purposeful Number Talks in the K-2 Classroom?

7. Section III: Student Thinking and Number Talks in the 3-5 Classroom Chapter 5: How Do I Develop Specific Addition and Subtraction Strategies in the 3-5 Classroom? Chapter 6: How Do I Design Purposeful Addition and Subtraction Number Talks in the 3-5 Classroom? Chapter 7: How Do I Develop Specific Multiplication and Division Strategies in the 3-5 Classroom? Chapter 8: How Do I Design Purposeful Multiplication and Division Number Talks in the 3-5 Classroom?

8. Section IV: The Facilitator’s Guide Chapter 9: What Does a Number Talk Look Like at My Grade Level?

9. Appendices Appendix A: Author’s Video Reflections Appendix B: Questions and Answers Appendix C: Suggested Grade Level Resources Appendix D: Reproducible Templates

10. Chapter 1 What is a Classroom Number Talk?

11. Five Key Components of Number Talks 1.Classroom environment and community 2.Classroom discussions 3.The teacher’s role 4.The role of mental math 5.Purposeful computation problems

12. How would you mentally solve 70-34? How are the 5 key components demonstrated in the video?

13. Benefits of Sharing and Discussing Computation Strategies Students have the opportunity to: 1.Clarify their own thinking. 2.Consider and test other strategies to see if they are mathematically logical. 3.Investigate and apply mathematical relationships. 4.Build a repertoire of efficient strategies. 5.Make decisions about choosing efficient strategies for specific problems.

14. Break or keep going?

15. Chapter 2 How Do I Prepare for Number Talks?

16. Four Procedures and Expectations Essential to Number Talks

17. Select a designated location that allows you to maintain close proximity to your students for informal observations and interactions. For example, large rug Large writing space Away from regular routines Removed from typical desk distractions You can observe finger use, access to classroom tools, reliance on algorithm, etc. Informally assess (who gets it, who is struggling, who is not engaged, etc.

18. Provide appropriate wait time to ensure that the majority of students have accessed the problem. Wait until most have indicated they have answer Use of quiet thumb gives all time to think and stay engaged Use 2 nd, 3 rd or 4 th finger for additional strategies for those who get answer quickly

19. All answers are accepted, respected, and considered. Wrong answers help bring out misconceptions and allow students to confront their thinking. Model and expect acceptance of all ideas without derogatory comments. Shifts source of knowledge from teacher to students by letting them defend their thinking. If there are a lot of wrong answers, let them rule out unreasonable ones based on logic and number sense.

20. Encourage student communication throughout the number talk. Share and respond to others’ strategies. Think/Pair/Share keeps all engaged and helps those who are reluctant to share with whole group. Allow students to state another’s strategy in their own words Allow students time to re-think strategies, re- correct if needed, and clarify their thinking. Test strategies with another problem. KEEP MODELING APPROPRIATE WAYS TO RESPOND!

21. Sample Prompts I agree with __________________ because ___________________________. I do not understand ________________. Can you explain this again? I disagree with _________________ because ________________________. How did you decide on _________________ ?

22. How would you mentally solve 16 x 35? v

23. Anticipate how to record student thinking Clear, concise manner that captures the big mathematical ideas. Think about possible strategies for problems beforehand. Consider what math ideas you want to highlight. Make those ideas stand out in your recording.

24. Let’s Practice…… What are some ways third grade students may mentally solve 38+37?

25. Six Ways to Develop Accountability 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.

26. Tools to Model Strategies Number lines Hundreds charts Base ten blocks Color tiles Unifix cubes counters Ten frames Math racks

27. START SMALL! Five Small Steps Toward Teaching for Understanding…

28. 1. Start with smaller problems to elicit thinking from multiple perspectives. Dots is a perfect place to begin Using doubles and near doubles Making quick tens (6+7…split 6 into 3+3, add 3 to 7 to make a ten, then add 10 + 3) Counting on or counting all

29. 2. Be prepared to offer a strategy from a previous student. If no one offers a solution, do not offer your idea. Show them something a previous student shared.

30. 3. It is all right to put a student’s strategy on the back burner. If you are not able to follow a student’s logic. If they cannot untangle their reasoning. Ask students to turn to a partner and ask questions to clarify their thinking. Tell the student you need time to think about their strategy, then meet with them privately later.

31. 4. Limit number talks to 5-10 minutes. May be difficult to stick to time limit, but extremely important. You want students’ minds to be focused. You may want to set a timer.

32. Be patient! With yourself With your students Make adjustments Move forward DON’T GIVE UP!

33. And now, a word from our sponsor…..

34. What’s next? Session 2: January 16, 3:30-6:30, SWMS Session 3: March 6, 3:30-6:30, SWMS Session 4: April 17, 3:30-6:30, SWMS Future meetings will be informal. About 1 hour will be spent on book study, learning together; 1 hour on sharing ideas, strategies, “ah-ha” moments; last hour on make and take.

35. Options for remaining 3 hours: Online Webinars- Participants will select a combination of webinars to view at their leisure totaling approximately three hours. Email a brief response/feedback to each webinar. http://www.kentuckymathematics.org/knp_webinar_series.php http://education.ky.gov/educational/int/ksi/Pages/KSIwebcasts.asp x http://education.ky.gov/educational/int/ksi/Pages/KSIwebcasts.asp x In-person meetings- Participants can meet for an additional half day (3 hour) meeting or three one-hour in-person meetings in lieu of the online requirement. In-person coaching- The leader may visit participants to provide on- site coaching. Logistically, this may be more realistic if a leader is housed in the same building as participants. WebEx- Traditional WebEx meeting led by EERTI leader

36. Homework: Read either Chapter 3 (K-2), Chapter 5 (3-5) or Chapter 7 (3-5) depending on your needs. Practice some number talks in your classroom and be ready to share your experience. Look at KNP for an activity you would like to make. Let me know the activity by Dec 20, and I will bring materials to make it next time.