Number talk is a relatively quick discussion activity that helps your students strengthen their number sense and computation skills. First, your students solve a problem mentally, using their mathematical knowledge and fluency skills. Then, they share their individual solutions to the problem, expressing and critiquing various approaches they used to solve the problem. This structured approach to problem solving can be used in any grade-level math classroom.
Prior to implementing this routine, it is important that you strategically plan for implementation by completing the following:
Now that you have reviewed planned for implementation, it is time to implement it with your students.
Give your students a math problem to solve on the whiteboard, smart board, slide, or any display method that is available.
This should be a problem that takes no more than 1- to 2-minutes to solve individually and should be content that the students are already familiar with.
Number talks are meant to be solved mentally, so students should not have manipulatives, calculators, etc.
Give students independent think time (1- to 2-minutes) to solve the problem mentally.
Review the Special Education modifications in the section below.
I agree with ________ because ________...
I wasn't sure how to solve this problem, but I did notice...
The first step I took to solve this problem is...
Ask for another student to share a different approach to solving the problem.
Continue this process until all approaches to the problem have been shared and discussed as a class.
After you begin implementing this routine, consider the following:
After engaging in reflection, determine any changes and go through the planning and implementation steps again.
Number talks is an instructional routine in the Illustrative Mathematics curriculum that supports students to look for structure and use repeated reasoning to evaluate expressions. Prior to beginning, review the overview of this routine and specific examples located in the resource section below. You will need a to create a free login to access these resources.
Implementation Steps:
Algebra Talks build students' algebraic thinking. Using Algebra Talks in the warm-up of a lesson provide students with an opportunity to look at expressions and to use their mathematical knowledge to mentally solve these problems.
Implementation steps:
To learn more about Algebra Talks, consult the Open Up Math Course Guide as well as this resource. These resource require a free login to access.
Number talks can be used as an enrichment activity either with a small group or the entire class. By changing the difficulty of the problem or the type of question asked, students can be pushed into rigorous math extensions in this strategy.
Implementation steps:
Follow the same implementation steps, but choose a problem that students are not explicitly familiar with. They may have a general sense of the mathematical skills needed to solve the problem, but the problem should require higher order thinking and collaboration.
Number talks can be used as a daily, structured routine to launch the start of class each day by making the daily "do-now" or bell ringer a number talk.
Implementation steps:
Number talks are a great way for English learners to apply their mathematical language skills. Learners are supported to use target vocabulary, share mathematical thinking and evaluate and compare their solutions with their peers’.
English learners are required to read problems and write their solutions, listen to peers’ responses and share their thinking verbally. In order to support English learners consider the following modifications:
Modifications:
Differentiate materials. Consult English learners language levels to create appropriate prompts so learners can focus on solutions and critiques. Provide supports like number lines, manipulatives, etc. as needed. See the “Descriptions of What English Learners “Can Do” at Various Language Levels” resource in the resource section below for more information.
Familiarize yourself with students' language abilities using the WIDA Can-Do descriptors shared below, and adjust the activity accordingly.
For example, if you have a lot of students who are in the 1-2 range, frame questions so that students can respond to "Wh" questions, encourage the use of visuals, or help students recognize similarities or differences in the mathematical prompt.
If you have more students in the 3-4 range, provide sentence frames and precise language for students to use in their response.
In classes with a range of English language levels, modify the prompt and sentence frames to support all students' language development. For example, you could ask "What did you do first to solve the problem?" to students at a WIDA level 2 and "Describe the steps you took to solve the problem and explain your steps" to students with a WIDA level of 5.
Practice with a very simple mathematical problem or a non-content example first to give students an opportunity to practice their oral language.
Display an anchor chart with precise academic language you hope students will use.
Practice a choral response of precise academic language so that students hear the word multiple times, can practice it aloud in a low-stakes setting, and recognize correct punctuation.
Use sentence frames to prompt to students to share their thinking, such as:
The way I thought about the problem was...
The answer I got was...
The first thing I did was...
I wasn't sure how to solve this problem but I noticed...
Use sentence frames to prompt students to respond to others' thinking such as:
I agree/disagree with... because...
I thought about the problem in a different way...
I can restate what X said....
Model this activity: As you model, refer to an anchor chart with the sentence frames or the word wall with terms that you hope students will use.
Use of Number Talks is an excellent way to engage in mathematical content for students with disabilities. By helping students strengthen their number sense and computation skills through problem solving and discussion, teachers will help build their toolbox to engage with content to begin helping them build overall investment in their learning.
Number Talks skills require significant executive functioning skills (including focus, organization, working memory, etc.), reading, written skills and/or verbal expression skills. In order to support students with disabilities who have difficulty in these areas, consider the following modifications:
Modifications:
Teachers who use Number Talks should be mindful of student disability types and needs in addition to formative data when assigning partners and/or groups; this ensures that students are paired strategically to support development of mastery without increasing frustration.
Use or modify structured handouts to help students with task initiation as well as provide clear benchmarks (bolded words, bulleted lists) to assess task completion during Number Talks. Teachers can provide Post-it note "hint cards" with scaffolded hints on the post-it notes or Anchor charts showing the basic steps to solve the problem. See "Meeting Students' Needs in Number Talks” and “Are Number Talks an Effective Strategy for Students with LDs?” in the resource section below for more information.
Use visual timers and verbal reminders to help learners with task initiation and task completion when using Number Talks.
If multiple teachers are present in a classroom, careful thought should be put into co-teaching models and how they integrate into a differentiated lesson plan using Number Talks. See the "How to Choose a Co-Teaching Model" and “Differentiation Within the Inclusion Classroom Model” in the resource section below for more information.
You can post the number or topic for the number talk on a padlet. Students can then have time to think about how they will solve the problem. Once they've had think time, your students can post their solutions via text or video/audio recording to the wall. Students can view and comment on each others posts.
You can post the number or topic for the number talk on a Google Slide. Student can then have time to think about how they will solve the problem. Once they've had think time, the students can call out their solutions/responses and the teacher can annotate their responses onto the slide. This can become a daily launch for class that saves easily on the cloud.
If you'd like to learn more about implementing Number Talks into your lessons, you can review the lesson plans below.