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>> So, this is the first year[br]that I've used Number Talks.

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We had a professional development opportunity[br]at the beginning of the year to try this.

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What I really liked about it was[br]when I went and I learned about it

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that I could take it right back to[br]my classroom and use it right away.

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It wasn't something that I[br]had to make anything for.

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It wasn't something that I[br]had to prepare a lot for.

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I have a book, and I do think about what I[br]want to talk about before the Number Talk,

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but I don't have to make any[br]materials or anything like that.

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[ Music ]

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Your thumb up when you know the answer, and[br]if somebody says something that you agree

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with instead of yelling out that[br]you agree you show me me too.

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That means that you agree.

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And I love that they don't only do it then.

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They do it during science and social studies

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when someone else says what they[br]wanted to say, they don't pout.

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They say oh too, oh too, and it's a lot quieter.

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But they get excited when someone[br]has the same answer as them rather

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than getting disappointed that[br]someone took their answer.

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It also shows you I noticed that when I did[br]the easy problem they were all showing me

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right away.

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They knew what it was.

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But then the other one I knew wait time is hard.

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And I knew that this means that[br]I need some more wait time.

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Some of them are giving me this face[br]like yes, I'm never going to get it.

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So, I liked that you could see who[br]thinks they know and who doesn't.

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And it gives you an idea of when your wait[br]time should end as opposed to just guessing.

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Cheyenne, what do you think?

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>> Seven.

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>> Seven. Oh, I see lots of me too's.

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How did you get seven, Cheyenne?

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>> I [inaudible] 14 [inaudible] seven.

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>> Okay. Show me how.

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>> Thirteen [inaudible] 11.

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[ Music ]

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>> I love that it helps the[br]children to use mental math.

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They are able to think about the problem,[br]and they're able to find different ways

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to get the same answer and[br]to share with each other

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because that way they're[br]learning from each other.

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And sometimes they bring up things[br]that I wouldn't have thought.

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That I wouldn't think that they were ready for.

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That they have figured out on their own and[br]shows how they're actually internalizing it

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as opposed to just writing the[br]answers on a piece of paper,

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they know how they got the[br]answer which is important.

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So, who got seven but you[br]got it a different way?

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You did not count your fingers.

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You did something different.

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Evie, what did you do?

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>> I did double.

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>> You did double.

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So, tell me what you know.

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>> Seven plus seven is 14.

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>> Seven plus seven equals 14.

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So, everyone 14 minus seven is seven.

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Right. Good job.

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Did anyone count up?

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Bailey, did you count up?

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Show me how you counted up.

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>> I used the ten frame, and I[br]had seven, and I counted up 14.

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>> So, you thought about seven being[br]in here which would be seven there.

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Let's take the ones out we don't need.

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So, you counted -- so you had seven in a ten[br]frame, and then what did you do from there?

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What did you say?

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>> I added three more.

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>> Three more.

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Which gave you?

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>> Ten. And then I added four more, and I[br]got 14, and then I counted back to seven.

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>> To see how many you had added[br]because she knew that this was seven.

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She made 14.

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So, then she counted, one, two,[br]three, four, five, six, seven.

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So, you can use the ten frame to do it.

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Anybody count up?

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Halley, did you count up?

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No. What did you do?

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>> I memorized.

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>> You know that one.

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Probably because it's a what?

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[Inaudible] says me too.

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Yes. Because it's a double.

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That is probably one that you have memorized.

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Show me how we would count up?

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What would we do?

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>> Seven.

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>> I think I wanted to do that.

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Somebody did one that was like this yesterday.

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I want to see if you're going[br]to do it the same way today.

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I like how some of you are still showing me[br]I'm thinking if you're still thinking about it.

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I can tell that you're thinking.

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I like that you're still[br]showing me I'm thinking.

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Even if you don't know it yet[br]you're still thinking about it.

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Gabriel, you did something different.

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Maybe your fingers or doubles.

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Kiera.

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>> I counted backwards.

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>> You counted backwards.

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So, what do we have to start with?

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We want to count back we have[br]to start with a big number.

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And then how many are we counting backwards?

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>> Nine.

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>> Okay. Show me what you did.

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>> Nineteen, 18, 14, 13, 12, 11, 10, nine.

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>> How many fingers?

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Seven fingers.

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So, that means that 16 minus nine is?

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>> Seven.

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>> Seven. That's kind of a hard one, isn't it?

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Who else? Any other way, Maddison?

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>> I used the calendar.

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>> You used the calendar.

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How did you use the calendar?

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>> I found my [inaudible], and I counted up[br]seven, eight, nine, 10, 11, 12, 13, 14, 15,

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16 until I found 16, and I counted back nine.

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>> Okay. So, she kept counting.

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This is seven.

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Eight, nine, 10, 11, 12, 13, 14, 15, 16.

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Is that number 16, did I count?

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It is. So, here's 16.

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Let's [inaudible].

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So, she's on 16, and then[br]you counted back how many?

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>> Nine.

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>> Nine. All right.

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So, we started here and we count back.

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One, two, three, four, five,[br]six, seven, eight, nine.

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And she was on today.

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So, that just worked out nicely, didn't it?

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So, she got seven by using the calendar.

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What is the calendar like?

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If you're using the calendar that's[br]the same thing as using a what?

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>> Number line.

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>> A number line.

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But she found something in the room[br]that she could use that had numbers

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on it, so she could get the answer.

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Cecilia.

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>> I used double.

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>> You used doubles.

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Tell me how.

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>> Nine and nine is 18.

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>> Nine and nine is 18.

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All right.

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>> Nine and eight is 17.

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>> Nine and eight is 17 then.

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>> And then nine and seven is 16.

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>> My numbers aren't writing.

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Sorry. Nine and seven is 16.

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And then when you got here what did you know?

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Nine and seven is 16.

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Then 16 and nine is seven.

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She used what we call doubles minus two or near[br]doubles because she had to actually go back two

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to get there, but look at her thinking.

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Watch. Look up here.

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This is a little bit confusing[br]but it's really smart.

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She saw something that she knows.

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She saw nine and she thought[br]nine, I know what goes with nine.

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Nine and nine is what?

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>> Eighteen.

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>> Is 18. So, she thought[br]but 18's not what I want.

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Which way do I need to go to get to 16?

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>> Back.

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>> Backwards.

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So, nine and nine is 18,[br]so I need to go back one.

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Nine and eight then is 17.

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Am I there yet?

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>> No.

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>> No. You're going to go back again.

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Nine and seven would be.

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>> Sixteen.

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>> Do I have the right number?

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>> Yes.

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>> So, if I know that nine and seven is[br]16 then I know that 16 minus nine must be?

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Seven. I think you're the one[br]that did that the other day.

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I wanted to see if you would[br]come up with that again.

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Yes, you can use doubles.

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It's easier if they're a little bit closer,[br]and you don't have to go that far away,

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but if you know them then you can use them.

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Remember how we talked about using[br]something that you do know to figure

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out something that you don't know.

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She didn't just know that[br]nine and seven made 16.

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But she did know that nine and nine made 18.

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So, she knew how to go backwards[br]to figure out what she needed.

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Nice job. Who has [audio cuts out]?

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I guess I would say I try not to model it too[br]much during the number talk because I want them

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to do the talking, but when we work in[br]a small group and when we're working

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on sorting flash cards, for example,[br]we'll talk about when we see the double.

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That 14 minus seven, oh, I know[br]that seven plus seven is 14.

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So, I know that 14 minus seven has to be seven.

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And I see them using that[br]same talk that they use,

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if you want to call it that, during group time.

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They use it during their number talk.

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They internalize what's going on[br]and they remember what we said,

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but then they also go back to group,

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and I see some of the other kids using those[br]same strategies because I can talk all I want,

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but sometimes a child explaining it[br]in their own words makes it better.

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It makes it easier for them to understand.

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[ Music ]