Number Talk Cox

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Video
VIDEO Opening TBD

Audio
Music up about 3-5 seconds before narration
VOC: Good Morning. My name is Claude Cox and I am a Math
Teacher Development Specialist with the Elementary Curriculum
and Development Office.

Objective

VOC/VO: In this video I will be modeling one of the daily math

routines: number talk. This routine is typically done at the
beginning of the math block and should only take about 5 to 8
minutes to complete. It is important to remember that students
should use mental math strategies to solve. They will not need
any writing utensils. This specific number talk will take place on
the rug (gathering place). Refer to the anchor charts video for an
example of how to transition students from whole group to a
gathering place.
During this video, you will see me prompt third grade scholars to
solve the number sentence: 13+22 mentally.

STEP 1: Planning for a Number Talk

(Work through possible responses for number

talk showing ideas on camera)

VOC: Planning plays an essential role in the implementation of

number talks. Since number talks asks for students to problem
solve mentally, you will need to strategically preselect the
number sentence you wish for them to solve. Teachers may
select a particular skill they are covering in class, practice a skill
previously taught, or address a common misconception.
VO: After choosing the number, it is vital that we think about
potential exemplar responses. For example, with the number
sentence 22+13, a student may say that they noticed 22 has 2
tens that equal 20. 13 has one 10 and
10+20=30. 22 has 2 ones 13 has 3 ones and 3+2=5. 30+5=35.
Exploring possible student responses is important and will help
better prepare you for having an effective number talk.

STEP 2: Preparing the location

VO: Like number of the day, your next step is to determine a

gathering place or location where you will have your number talk.
Many teachers may choose an area of the room separate from
where their students normally work. Other teachers may choose
to have students stay at their desks. Once determined, it is
important to keep this procedure/process as consistent as
possible. You will need chart paper, marker, and a response
signal to ensure that students understand the how they will
respond.

STEP 3: Number of the Day (with students)

VOC: Good morning, boys and girls! Today we will be having a

number talk. Its just like a conversation but we will be talking
about a math problem. We will not all speak at the same time.
When your classmate is talking we need to pay close attention to
what he or she is saying without interrupting him or her. I want
everyone to participate by trying your best to solve this problem
using your brain (teacher will point to brain, students point to
brain. You guys ready? I am about to write a number sentence
on the chart paper. I want you to try and solve it as many
different ways as possible. When you have solved the number
sentence, I do not want you to say your answer, but I want you to
hold your fist to your chest. Lets practice. (Students will hold fist
to chest). If you find an answer quicker than your classmates, I
want you to think of another way. You can hold a 1 on your chest

Prepare an anchor chart with the number

sentence or problem you selected.
Supplies needed: Chart paper and markers

page 2
if you find another way, 2 if you have found 2 ways and so forth.
Here is the problem I want you guys to solve: 22+13=. Take a
moment to think of as many different ways you can solve this
problem. Go!
Step 4 Record Student Responses
Supplies needed: Chart paper and markers

The teacher scripting and communicating with

students is the most important component of the
number talk.
Close

VOC: Voice On Command

VO: Voice Over

(Call on student) Can you tell me how you solved this problem
mentally? (Student will explain their thinking)
Repeat 2-3 times depending on how many students are present.

VOC: What you just witnessed was an example of a number talk

using a preselected number sentence in a second grade
classroom. This can be very intimidating for students at first, so
it is suggested that you create a healthy and welcoming
classroom environment that students to be open about their
thinking. Also, ensure that your content is grade level
appropriate and remember to be strategic about the problem you
choose.

D: Demonstrate