>> So, this is the first year that I've used Number Talks.
We had a professional development opportunity at the beginning of the year to try this.
What I really liked about it was when I went and I learned about it
that I could take it right back to my classroom and use it right away.
It wasn't something that I had to make anything for.
It wasn't something that I had to prepare a lot for.
I have a book, and I do think about what I want to talk about before the Number Talk,
but I don't have to make any materials or anything like that.
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Your thumb up when you know the answer, and if somebody says something that you agree
with instead of yelling out that you agree you show me me too.
That means that you agree.
And I love that they don't only do it then.
They do it during science and social studies
when someone else says what they wanted to say, they don't pout.
They say oh too, oh too, and it's a lot quieter.
But they get excited when someone has the same answer as them rather
than getting disappointed that someone took their answer.
It also shows you I noticed that when I did the easy problem they were all showing me
right away.
They knew what it was.
But then the other one I knew wait time is hard.
And I knew that this means that I need some more wait time.
Some of them are giving me this face like yes, I'm never going to get it.
So, I liked that you could see who thinks they know and who doesn't.
And it gives you an idea of when your wait time should end as opposed to just guessing.
Cheyenne, what do you think?
>> Seven.
>> Seven. Oh, I see lots of me too's.
How did you get seven, Cheyenne?
>> I [inaudible] 14 [inaudible] seven.
>> Okay. Show me how.
>> Thirteen [inaudible] 11.
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>> I love that it helps the children to use mental math.
They are able to think about the problem, and they're able to find different ways
to get the same answer and to share with each other
because that way they're learning from each other.
And sometimes they bring up things that I wouldn't have thought.
That I wouldn't think that they were ready for.
That they have figured out on their own and shows how they're actually internalizing it
as opposed to just writing the answers on a piece of paper,
they know how they got the answer which is important.
So, who got seven but you got it a different way?
You did not count your fingers.
You did something different.
Evie, what did you do?
>> I did double.
>> You did double.
So, tell me what you know.
>> Seven plus seven is 14.
>> Seven plus seven equals 14.
So, everyone 14 minus seven is seven.
Right. Good job.
Did anyone count up?
Bailey, did you count up?
Show me how you counted up.
>> I used the ten frame, and I had seven, and I counted up 14.
>> So, you thought about seven being in here which would be seven there.
Let's take the ones out we don't need.
So, you counted -- so you had seven in a ten frame, and then what did you do from there?
What did you say?
>> I added three more.
>> Three more.
Which gave you?
>> Ten. And then I added four more, and I got 14, and then I counted back to seven.
>> To see how many you had added because she knew that this was seven.
She made 14.
So, then she counted, one, two, three, four, five, six, seven.
So, you can use the ten frame to do it.
Anybody count up?
Halley, did you count up?
No. What did you do?
>> I memorized.
>> You know that one.
Probably because it's a what?
[Inaudible] says me too.
Yes. Because it's a double.
That is probably one that you have memorized.
Show me how we would count up?
What would we do?
>> Seven.
>> I think I wanted to do that.
Somebody did one that was like this yesterday.
I want to see if you're going to do it the same way today.
I like how some of you are still showing me I'm thinking if you're still thinking about it.
I can tell that you're thinking.
I like that you're still showing me I'm thinking.
Even if you don't know it yet you're still thinking about it.
Gabriel, you did something different.
Maybe your fingers or doubles.
Kiera.
>> I counted backwards.
>> You counted backwards.
So, what do we have to start with?
We want to count back we have to start with a big number.
And then how many are we counting backwards?
>> Nine.
>> Okay. Show me what you did.
>> Nineteen, 18, 14, 13, 12, 11, 10, nine.
>> How many fingers?
Seven fingers.
So, that means that 16 minus nine is?
>> Seven.
>> Seven. That's kind of a hard one, isn't it?
Who else? Any other way, Maddison?
>> I used the calendar.
>> You used the calendar.
How did you use the calendar?
>> I found my [inaudible], and I counted up seven, eight, nine, 10, 11, 12, 13, 14, 15,
16 until I found 16, and I counted back nine.
>> Okay. So, she kept counting.
This is seven.
Eight, nine, 10, 11, 12, 13, 14, 15, 16.
Is that number 16, did I count?
It is. So, here's 16.
Let's [inaudible].
So, she's on 16, and then you counted back how many?
>> Nine.
>> Nine. All right.
So, we started here and we count back.
One, two, three, four, five, six, seven, eight, nine.
And she was on today.
So, that just worked out nicely, didn't it?
So, she got seven by using the calendar.
What is the calendar like?
If you're using the calendar that's the same thing as using a what?
>> Number line.
>> A number line.
But she found something in the room that she could use that had numbers
on it, so she could get the answer.
Cecilia.
>> I used double.
>> You used doubles.
Tell me how.
>> Nine and nine is 18.
All right.
>> Nine and eight is 17.
>> Nine and eight is 17 then.
>> And then nine and seven is 16.
>> My numbers aren't writing.
Sorry. Nine and seven is 16.
And then when you got here what did you know?
Nine and seven is 16.
Then 16 and nine is seven.
She used what we call doubles minus two or near doubles because she had to actually go back two
to get there, but look at her thinking.
Watch. Look up here.
This is a little bit confusing but it's really smart.
She saw something that she knows.
She saw nine and she thought nine, I know what goes with nine.
Nine and nine is what?
>> Eighteen.
>> Is 18. So, she thought but 18's not what I want.
Which way do I need to go to get to 16?
>> Back.
>> Backwards.
So, nine and nine is 18, so I need to go back one.
Nine and eight then is 17.
Am I there yet?
>> No.
>> No. You're going to go back again.
Nine and seven would be.
>> Sixteen.
>> Do I have the right number?
>> Yes.
>> So, if I know that nine and seven is 16 then I know that 16 minus nine must be?
Seven. I think you're the one that did that the other day.
I wanted to see if you would come up with that again.
Yes, you can use doubles.
It's easier if they're a little bit closer, and you don't have to go that far away,
but if you know them then you can use them.
Remember how we talked about using something that you do know to figure
out something that you don't know.
She didn't just know that nine and seven made 16.
But she did know that nine and nine made 18.
So, she knew how to go backwards to figure out what she needed.
Nice job. Who has [audio cuts out]?
I guess I would say I try not to model it too much during the number talk because I want them
to do the talking, but when we work in a small group and when we're working
on sorting flash cards, for example, we'll talk about when we see the double.
That 14 minus seven, oh, I know that seven plus seven is 14.
So, I know that 14 minus seven has to be seven.
And I see them using that same talk that they use,
if you want to call it that, during group time.
They use it during their number talk.
They internalize what's going on and they remember what we said,
but then they also go back to group,
and I see some of the other kids using those same strategies because I can talk all I want,
but sometimes a child explaining it in their own words makes it better.
It makes it easier for them to understand.
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