25 36 = 61 How do I know this is true?

1
25 36 61How do I know this is true?
SECONDARY
http//www.youtube.com/watch?featureplayer_embedd
edvIhz-0pGmhLI
2
NUMBER TALKS

• Fraction of the DayEveryday

3
THE EXPECTATION

• Every secondary math class operated by TAS will
  start with a NUMBER TALK.
• Every elementary school operated by TAS will have
  a 30 minute NUMBER TALK block.

4
NUMBER TALKS

• AIM 2 minutes
• Teachers will know what a number talk is and how
  to use it in an everyday classroom setting by
  practicing, creating, and reviewing number talk
  activities.
• DO NOW 2 minutes 2minutes
• Teachers will write a mini essay that outlines
  the true purpose of math.
• ACTIVITY 45 minutes
• Learn about what NTs are.
• Participate in 5-10 NTs (Be prepared to be video
  taped)
• Invent Norms for your classroom
• Create 5 Number Talks
• Practice 1 of your talks with your table. (Be
  prepared to be video taped)
• HW
• Have 5 Number Talks planned, typed, and returned
  to your school leader by the next day.

5
NUMBER TALKS

• DO NOW
• Teachers will write a mini essay that outlines
  the true purpose of math.

6
NUMBER TALKS

• ACTIVITY
• Learn about what NTs are.
• Participate in 5-10 NTs
• Invent Norms for your classroom
• Create 5 Number Talks
• Practice 1 of your talks with your table.

7
NUMBER TALK

• What are Number Talks?
• A Number Talk is a short, ongoing daily routine
  that provides students with meaningful ongoing
  practice with computation. A Number Talk is a
  powerful tool for helping students develop
  computational fluency because the expectation is
  that they will use number relationships and the
  structures of numbers

SHORTONGOINGDAILY MENTAL PRACTICEMEANINGFULSIM
PLE TO COMPLEX
8
NUMBER TALK

• Primary Goals Computational Fluency"Computation
  al fluency refers to having efficient and
  accurate methods for computing. Students exhibit
  computational fluency when they demonstrate
  flexibility in the computational methods they
  choose

s ARE MADE OF SMALLER ss CAN BE TAKEN APART
OR COMBINEDWHAT WE KNOW ABOUT THE SMALL CAN HELP
US WITH THE BIGs ARE ORGANIZED INTO GROUPS OF
10s
Note numbers can be substituted with elements
9
THE PROCESS

1. TEACHER PRESENTS PROBLEM
2. STUDENTS FIGURE OUT ANSWER (Similar to you do)
3. STUDENTS SHARE THEIR ANSWERS
4. STUDENTS SHARE THEIR THINKING
5. THE CLASS AGREES ON THE REAL ANSWER
6. REPEAT WITH OTHER PROBLEMS

10
NORMS

1. STUDENTS ARE SILENT DURING WORK TIME SLANT means
   youre done
2. STUDENTS MUST BE GIVEN AN OPPORTUNITY TO CORRECT
   THEMSELVES
3. STUDENTS ARE RESPECTFUL WHEN HEARING OTHER IDEAS
   hands bow means you agree
4. STUDENTS ARE RESPECTFUL WHEN COMMENTING ON OTHER
   IDEAS
5. I respectfully disagree with Joshiba. I believe 2
   is in the middle because I subtracted and did not
   use addition.

11
THE PROCESSLanguage Assistance
PROCESS STEPS TEACHER LANGUAGE
TEACHER PRESENTS PROBLEM Lets see who will think intelligently about this problem. Im ready to hear all of your marvelous takes on what the answer to this will be.
STUDENTS FIGURE OUT ANSWER (Similar to you do) I love the hard work I see in the room.You all are really focused in this room and I love it.
STUDENTS SHARE THEIR ANSWERS Let me get all these down.I want to get as many of your thoughts down as possible. This is really helping me see how you think.
STUDENTS SHARE THEIR THINKING Who would like to share their thinking?Who did it another way?How many solved it that way?How did you figure that out?Sam. Do you have any questions for Tom?
THE CLASS AGREES ON THE REAL ANSWER Who can explain to John why the 6 should be divided?
12
SEE IT IN ACTION

• http//www.youtube.com/watch?vmRV-26fEq-s6th
  Grade
• http//www.insidemathematics.org/classroom-videos/
  number-talks/7th-grade-math-whats-the-savings/numb
  er-talk7th Grade
• http//numbertalks1.blogspot.comA high school
  teachers blog about her findings.

13
NUMBER TALK 1

• The number of the day is
• 105
• Use any of the four basic operations and at least
  one radical to arrive at our number. Find at
  least 2 solutions.

14
REMEMBER

• SHORT 5 8 minutesONGOINGDAILY MENTAL
  PRACTICEMEANINGFULSIMPLE TO COMPLEX

15
ALSOREMEMBER

• s ARE MADE OF SMALLER ss CAN BE TAKEN APART
  OR COMBINEDWHAT WE KNOW ABOUT THE SMALL CAN HELP
  US WITH THE BIGs ARE ORGANIZED INTO GROUPS OF
  10s

16
NUMBER TALK 2

• Look at the number sentence
• 13 14 18 12 x
• Find the value of x.

17
ALSOREMEMBER

• s ARE MADE OF SMALLER ss CAN BE TAKEN APART
  OR COMBINEDWHAT WE KNOW ABOUT THE SMALL CAN HELP
  US WITH THE BIGs ARE ORGANIZED INTO GROUPS OF
  10s

18
NUMBER TALK 3

• Read the problem
• Ricks uncle Chase told him to put away 15 of
  his earnings every week. This week he put away
  45. How much did he earn?

19
NUMBER TALK 4

• Look at the number line
• 3/4 is in the middle of ½ and what other number?

3/4
1/2
?
20
NUMBER TALK 5

• Look at the number line
• What number is half of a half of this number line?

24
60
21
POPULAR NUMBER TALKS

• Number of the Day
• Number Lines
• Number Strings
• Concepts of Equality
• Number Trains
• Percentage Understandings

22
NUMBER OF THE DAY

• Select a number
• Students find multiple ways to arrive to that
  number using calculations
• Extension They use methods you are currently
  studying or whatever parameters you set (only
  exponents and addition).
• 27
• 9x3
• 52 2
• 4211

23
NUMBER LINES

• Draw a number line and plot numbers on it
• Students find the middle of two numbers or are
  given the middle and asked to find the edge.
• Extension Do not use whole numbers. Use
  fractions, integers, and decimals.

2/5
3/4
What number is in the middle of the numbers shown?
24
NUMBER STRINGS

• Start with a simple computation that helps
  illustrate a rule or truth.
• As students answer, make sure they describe how
  the simpler problem helps solve the new and how
  they are breaking a part numbers and putting them
  back together.
• 2x5
• 4x5
• 8x5
• 16x5
• 32x5
• 48x5
• 48x0.5
• 48x0.05
• 48x0.25

25
CONCEPTS OF EQUALITY

• Present student with an equation with a missing
  number.
• Students separate, combine, alter numbers to
  solve the problem.
• 76 ___ 5
• Example Broke 6 into (15). Added the 1 back to
  7. now I have 85. So the missing number is 8.12
  9 10 8 c

26
NUMBER TRAINS

• Verbal examples and nothing written
• Students use auditory modality to focus in on
  questioning to determine answer.
• No order of operations used because the train
  goes in the order spoken.
• Your number is 200. Now divide by 2. Take 25 of
  that. Subtract 5. Find 1/5.What is your new
  number?

27
PERCENTAGE UNDERSTANDINGS

• Can be a number string or word problem
• Students break apart and combine numbers to
  simplify their mental process.
• 10 of 78020 of 780
• 23 of 780
• 25 of 782
• Or
• After a 20 markup, Mr. Jones paid 80 for a new
  pair of Sperrys. What was the original price?

Best when used with individual work and cold
call. Students should use norms and habits of
discussion to connect to one another.
Best when used with think/pair/share or elbow
partners.
28
CREATE

• Create 5 number talks
• Parameters
• Each Number Talk must be on the template
• Each must possess the opportunity to have
  students break apart and place numbers back
  together.
• Each Number Talk must increase in rigor as it
  moves on.

29
PRACTICE

• You are being filmed

30
HOMEWORK

• Type up your 5 Number Talks using the template
  and deliver to your leader.

31
REFERENCES

• http//www.insidemathematics.org/classroom-videos/
  number-talks
• http//www.mathperspectives.com/num_talks.html
• http//numbertalks1.blogspot.com/
• http//www.sandi.net/cms/lib/CA01001235/Centricity
  /Domain/217/High20School20Instructional20Routin
  es.pdf
• http//schoolwires.henry.k12.ga.us/cms/lib08/GA010
  00549/Centricity/Domain/3791/Number20Talk20Overv
  iew.pdf