Looking to build mathematical reasoning, number sense and academic language? This presentation will show key components of Math Talks, K-5 math strategies, scaffolds for English Learner participation and videos of ELs doing Math Talks within a co-teaching model. Attendees will participate in a Math Talk and leave with handouts to take back to their classroom.

1. MATH TALKS:
DEVELOPING NUMBER SENSE AND
ENCOURAGING ACADEMIC DISCOURSE
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2. WELCOME TO THIRD GRADE!
13-7=
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3. WHAT DID YOU SEE/HEAR?
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4. IDENTIFIED NEED
 Develop number sense and flexibility in thinking
 Move past the standard algorithm
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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.
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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 6

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
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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.
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9. WHAT DO MATH TALKS LOOK LIKE?
KINDERGARTEN: DEVELOPING NUMBER FLUENCY USING DOT IMAGES
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 “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
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 “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,
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11. 2ND GRADE: DOUBLES/NEAR DOUBLES IN
ADDITION
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3 + 3
3 + 4
3 + 2
11 + 11
12 + 12
11 + 12
11 + 10
20 + 20
19 + 19
19 + 21
19 + 17
Category 1 Category 2 Category 3

12. 3RD-5TH GRADES: DOUBLING AND HALVING
IN MULTIPLICATION
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 “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 x16
2 x 8
4 x 4
8 x 2
8 x 16
4 x 32
2 x 64
Category 1 Category 2

13. WHAT ABOUT ACADEMIC LANGUAGE
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14. HOW DO I ASSESS?
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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
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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.
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17. DEVELOP YOUR OWN MATH TALK
 Where do you need to start?
 When could you incorporate a math talk into your
schedule?
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18. CONTACT INFO:
 Danielle Knutson dknutson@paschool.org
3rd grade Emergent Bilingual Teacher
 Sara Ibis sibis@paschool.org
3rd grade Classroom Teacher
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