3 5 Number Talk Webinar ANNE GALLAGHER DIRECTOR

3 -5 Number Talk Webinar ANNE GALLAGHER – DIRECTOR OF MATHEMATICS KATY ABSTEN – K-12 MATH SPECIALIST OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

Guest Teacher/Coach Ann Sipe Instructional Coach Grades 3 rd – 5 th Prosser Heights Elementary/Prosser School District Ann. Sipe@prosserschools. org Heather Henry 5 th Grade Teacher Maya Angelou Elementary/Pasco School District HHenry@psd 1. org Kevin Gilman 5 th Grade Teacher Prosser Heights Elementary/Prosser School District Kevin. Gilman@prosserschools. org

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Number Talks First time hearing about them Aware of them Have tried them Tried them and stopped Do them regularly

What Are Number Talks? Instructional Routine Ø 3 -4 times a week for about 10 – 15 min – consistency is important ØOpportunity for students to mentally reason with numbers ØStudents share their solutions and strategies and their solutions are recorded and honored ØAllows students to consider different perspectives on how a problem can be solved ØOpportunity for students to reflect on and compare their solutions with other students’ solutions.

Why Number Talks: a high-leverage teaching strategy/routine to transform the culture of the classroom FROM: TO: Teacher centered Student-centered – students have ideas worth listening to Teacher explaining the solution to an answer Students sharing their reasoning & strategies Focusing on the right answer Honoring how students arrive at a solution – even if it is wrong Math anxiety/low confidence Confidence in math ability One method of solving a problem – often Students are flexible in their thinking & using the standard algorithm reasoning Low student participation High student engagement & productive struggle

Kevin Gilman Prosser School District 5 T H GRADE TEACHER

Tips for Getting Started with Number Talks I started using Number Talks about 6 years ago. I was introduced to the Number Talk format through a local grant. Number Talks book/CD by Sherry Perish- I worked through the book the first couple of years using the number strings that were provided. I used several of the sentence stems in the book to get the students communicating. p. 21 I started by using finger signals and creating/posting strategy posters. Jump right in. Don’t be afraid of making a mistake. Use what you have/Turn them into number talks ◦ Bridges- Number Strings ◦ Engage New York/Eureka- Fluency Components My students started with desks and now we meet on a carpet.

Change over Time Over the years I have seen dramatic improvements with my students computational fluency (multiplication/division) ◦ Confidence levels increase ◦ Classroom Discourse increases on other problems/students are more willing to share ◦ Reasoning about problems ◦ Starts Climate Don’t focus or stress about the students who don’t share ◦ Many students have math injuries and it will take time for them to be willing to express their strategies Our school has a large ELL/Hispanic Population There are other ways to create accountability ◦ Small-group number talks with/without whiteboards ◦ Favorite “No” Teacher Channel ◦ Now I have a Carpet- Turn and Talk Improvements: ◦ Less is more- Short amount of time, less problems, more intentional, stay with smaller problems longer ◦ Having students “try on” a strategy ◦ Turn and Talk ◦ Looking for patterns and connections ◦ Many Concepts can be addressed during a Math Chat or Number Talk

Examples of Number Talk Problems I have branched out into other concepts during number talks ◦ Rounding ◦ Order of Operations ◦ Equalities (Ann will speak about this later) ◦ Powers of 10 ◦ Equivalent Forms of Decimal Numbers ◦ Three and eight hundred twenty-three thousandths ◦ 3 ones + 8/10 + 2/100 + 3/1000 ◦ Estimation: Fractions ◦ 1/3 + 3/5 ◦ Students will estimate each fraction to 0, ½ or a whole ◦ Some reason through the fraction- complex fractions ◦ Some find equivalent fractions (2/6) ◦ Find the sum ◦ Greater than/Less than statement

Successes and Challenges Student talk- Turn/Talk strategy has been very successful for my ELL students ◦ Helps students talk through a problem and justify/defend reasoning ◦ Greater engagement and participation ◦ Promotes discourse and the use of the sentence stems ◦ FORMATIVE ASSESSMENT ◦ Misconceptions ◦ Identify students who might need a one-on-one or group # talk ◦ Helps me decide on the next problem Ruth Parker- MEC ◦ ◦ Three Year Grant Tremendous influence Expand Number Talks- Can You See, Try This On, I saw a student who did ……… Offering Courses throughout the state at local ESDs

Questions & Answers TYPE IN YOUR QUESTIONS FOR KEVIN INTO THE QUESTION BOX

Heather Henry – Pasco School District 5 T H GRADE TEACHER

Tips for Getting Started with Number Talks Plan your first number talks with your grade level team! ◦ This allows you to get different perspectives because students will think about problems differently than you do. ◦ Opportunity to practice before giving the number talk with students. ◦ More heads to help decide what problems to use and where to go if the problems you choose are too hard or too easy. Have everyone on your team give the same number talk. Come together and reflect on how things went. Repeat the process until you feel comfortable!

Tips for Getting Started with Number Talks ◦ I keep a notebook with my number talk plans. I add to it every year. My goal is to have a big binder to pull from. (the template is from Ruth Parker’s Number Talk Institute and book Making Number Talks Matter. )

Choosing Problems (5 th grade) Don’t move too fast! ◦ Student might be able to solve hard problems with paper and pencil but don’t have many mental strategies yet. Build fluency with whole numbers first! ◦ Students can use the same strategies when doing operations with decimals and fractions as they do with whole numbers. Don’t be afraid! ◦ It might not be perfect, but it will get easier! ◦ Try it! You won’t regret using Number Talks in your classroom!

Number Talk Examples When doing subtraction, I love choosing problems like 248 -196. Students can use many strategies other than the standard algorithm. Often these strategies are quicker and more efficient than the standard algorithm.

Number Talk Examples Green- adding up Red- Rounding to a friendly number and adjusting Blue- Standard algorithm (to help me see if the student understood what he was doing, I avoided stacking the numbers on top of each other and had the student explain each step)

Successes and Challenges Successes in implementing Number Talks – ◦ Supportive administration (district and building level) ◦ Staff willing to learn and implement ◦ Number talks have been building math focus for the past two years (PLC’s and PD) ◦ School-wide book study on Making Number Talks Matter by Ruth Parker ◦ Teachers who already do Number Talks let other teachers observe ◦ Number Talk planning during PLC meetings ◦ Building and district professional developments sessions on Number Talks Challenges in implementing Number Talks – ◦ Teachers are unsure what problems to choose ◦ Knowing where to go next

How Student’s Have Changed Over Time When I first started using number talks, I saw very few strategies. Students struggled doing problems mentally because they were so used to using algorithms and paper/pencil. I often had only a few students who would volunteer. Now students can think about problems in many different (yet efficient) ways! Students are very eager to participate and I rarely have students unwilling to share their thinking.

Questions & Answers TYPE IN YOUR QUESTIONS FOR HEATHER INTO THE QUESTION BOX

Ann Sipe – Instructional Coach Prosser School District PROSSER HEIGHTS ELEMENTARY, PROSSER SCHOOL DISTRICT INSTRUCTIONAL COACH(GRADES 3 -5 ) ANN. SIPE@PROSSERSCHOOLS. ORG (EMAIL ME FOR RESOURCES)

Tips for Getting Started with Number Talks Advice for Teachers ◦ Commit to it as regular routine. ◦ Give yourself permission to be a learner – words with friends ◦ Poker face right answer the signpost to understanding the math ◦ Take the time to be successful ◦ Build a positive classroom culture …Use the Dots Cathy Humphries HS work ◦ Chart what the students are saying, not what you think they should be saying or turning it into what you wish they were saying ◦ Don’t push too far, too fast ◦ Don’t force students to more “efficient” strategies until they trust the one they are using

Supporting Number Talks as a Coach 1. Get teachers to a MEC Number Talk Institute Our district, building and special programs have supported us in this work and have a line item for continuing the work 2. Modeling within the classroom. Start with the dot talks, turn over to teacher Come back and model numbers, turn over to the teacher Continue to check in 3. Work within the PLC Discussions of successes and challenges. Anticipated strategies/misconceptions with new topics 4. Book study – Making Number Talks Matter

Supporting Number Talks as a Coach Flexibility within the Format ◦Sometimes a true number talk – ala Ruth Parker and Cathy Humphreys ◦Sometimes a SDUSD routine – solved a building problem around equalities 8+4 = __ + 5 ◦Sometimes more of a number string/talk as seen in Sherry Parrish’s work and the Bridges curriculum– useful for long term subs and those who are getting started and not confident in the work But know which you are doing - and what is your goal

Impact for Students ØStudents gaining confidence in their thinking, not always looking to the teacher for validation ØDevelopment of number sense – better able to judge if their answer is in the ballpark ØBuilds the safety of the classroom for exploring misconceptions ◦ Value for the student who knows they are wrong but not sure why ØExposure to a variety of strategies ØLiving the Standards for Mathematical Practices

You can focus them on what they are doing – precise language/ modeling with the mathematics/ seeing the structure within a number string… Touch on what do you think we did today to make the Practices explicit

Support for Discourse I am defending the answer_______. I do not understand _____? Can you say more about______? I think you are saying____. I agree with_____because_______? I disagree with_______because______? I saw it differently, I saw _____. I think are ideas are the same, because____. I think our ideas are different, because ____. K SET B 29

Impact for Teachers ØFormative assessment – who is where ØDifferentiation – Either up or down, can pull small groups, offer different numbers ØAbility to revisit concepts when the curriculum has moved on ØGets many voices heard ØMisconceptions addressed within the discussion ØProvides practice for students in choosing which strategy works for them

Successes and Challenges – for me as a coach Successes ◦ Kept the Number talk training from being just another “great workshop, oh yeah, meant to do something with it, but…. ” Challenges ◦ Not always successful in getting others to see the need for continuity ◦ Time - the pressure for all the other things that need to be done ◦ Time – for mastering the work…not a “one and done” ◦ Teachers that push the work too hard, too fast or feel the need to link directly to content being taught ◦ Teachers that turn a number talk into a lesson (article by Cathy Richardson) ◦ Can create more failure for students rather than confident mathematical thinkers if not true to the model

Successes and Challenges – As a Coach Successes ◦Kept the Number talk training from being just another “great workshop, oh yeah, meant to do something with it, but…. ” Challenges ◦Time ◦Misuse

Administrators • Support - Providing $$ and time in PLCs • The response has been positive, for the most part. • Discussion of the work and seeing it in classrooms, learning walks, etc • Administrators understand that not only does this support math but also the language goals for our second language learners. • Provides lots of evidence for a Distinguished rating within the CEL evaluation system

Questions & Answers TYPE IN YOUR QUESTIONS FOR ANN INTO THE QUESTION BOX

We Are Learners Along With the Students • Ask purposeful questions that shift the focus from the teacher to the student. • Bring student solutions back to a PLC –particularly if you are unsure about a student’s strategy. • Build your own content knowledge by making sense of the many new strategies your students will come up with!

Dive Deeper Number Talks by Grade Band Teachers from the specific grade bands will share their experiences with number talks, tips for getting started, changes they have seen in their students and their teaching, and an opportunity for Q & A. Sign up now! – Visit OSPI’s Math Webpage Number Talks for Grades K – 2 February 11 th 3: 45 – 4: 45 Number Talks for Grades 3 – 5 February 16 th 3: 45 – 4: 45 Number Talks for Grades 6 – 8 March 7 th 3: 45 – 4: 45 Number Talks for High School March 9 th 3: 45 – 4: 45 http: //www. k 12. wa. us/Mathematics/

Connect with others! Washington Teachers Collaborating About Number Talks Join teachers from across Washington in creating statewide energy and support for Number Talks in K-12 mathematics classrooms Number Talk Resources Grade Level Discussion Boards https: //waesdcoordinators. instructure. com/enroll/ybx 8 bb

Number Talks Workshops around Washington MEC Number Talk 2 -day Institutes February 29 – March 1, 2016 Battleground April 19 -20, 2016 Tumwater May 16 -17, 2016 Renton June 22 -23, 2016 Lacey August 3 -4, 2016 Anacortes August 23 -23, 2016 Lacey Contact your ESD Regional Math Coordinators for additional opportunities and personalized support in your area.

Resources You Cubed - https: //www. youcubed. org/ You Cubed - Number Talks Making Number Talks Matter (book) – Ruth Parker and Cathy Humphreys Intentional Talk – Elham Kazemi and Allison Hintz Teaching Channel – PLC Leadership & Number Talks https: //www. teachingchannel. org/blog/2015/07/23/plc-leadership-number-talks-gbt/

Additional Questions

Thank you! Anne Gallagher– anne. gallagher@k 12. wa. us Katy Absten – katy. absten@k 12. wa. us Ann Sipe- Ann. Sipe@prosserschools. org Heather Henry- HHenry@psd 1. org Kevin Gilman - Kevin. Gilman@prosserschools. org